TITLE 6 CHAPTER 29 PART 10 PRIMARY AND SECONDARY EDUCATION STANDARDS FOR EXCELLENCE SCIENCE 6.29.10.1 ISSUING AGENCY: Public Education Department, hereinafter the department. [6.29.10.1 NMAC - Rp, 6.29.10.1 NMAC, 07/01/2018] 6.29.10.2 SCOPE: All public schools, state educational institutions and educational programs conducted in state institutions other than New Mexico military institute. [6.29.10.2 NMAC - Rp, 6.29.10.2 NMAC, 07/01/2018] 6.29.10.3 STATUTORY AUTHORITY: A. Section 22-2-2 NMSA 1978 grants the authority and responsibility for the assessment and evaluation of public schools, state-supported educational institutions and educational programs conducted in state institutions other than New Mexico military institute. B. Section 22-2-2 NMSA 1978 directs the department to set graduation expectations and hold schools accountable. Section 22-2C-3 NMSA 1978 requires the department to adopt academic content and performance standards and to measure the performance of public schools in New Mexico. [6.29.10.3 NMAC - Rp, 6.29.10.3 NMAC, 07/01/2018] 6.29.10.4 DURATION: Permanent. [6.29.10.4 NMAC - Rp, 6.29.10.4 NMAC, 07/01/2018] 6.29.10.5 EFFECTIVE DATE: July 1, 2018, unless a later date is cited at the end of a section. [6.29.10.5 NMAC - Rp, 6.29.10.5 NMAC, 07/01/2018] 6.29.10.6 OBJECTIVE: [The New Mexico content standards with benchmarks and performance standards for science provide a framework of required knowledge and skills in this field. The content standards with benchmarks and performance standards for science were adopted in 1996 as part of 6.32 NMAC; they were replaced in 2003. They are mandated for grades K-12. For grades 9-12, three units in science shall be required, one of which shall have a laboratory component.] The department-approved New Mexico STEM-Ready Science standards provide a framework of required knowledge and skills in this field; they are mandated for grades K-12. [6.29.10.6 NMAC - Rp, 6.29.10.6 NMAC, 07/01/2018] 6.29.10.7 DEFINITIONS: [RESERVED] [6.29.10.8 CONTENT STANDARDS WITH BENCHMARKS AND PERFORMANCE STANDARDS FOR SCIENCE, Grades K-4: A. Strand 1: Scientific thinking and practice. Content standard 1: Students will understand the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting and validating in order to think critically. Students will: (1) grades K-4 benchmark 1: use scientific methods to observe, collect, record, analyze, predict, interpret and determine reasonableness of data; (a) grade K performance standards: (i) use observation and questioning skills in science inquiry (e.g., “What happens when something is pushed or pulled?”); (ii) ask and answer questions about surroundings and share findings with classmates; (iii) record observations and data with pictures, numbers and symbols; (b) grade 1 performance standards: (i) make observations, develop simple questions and make comparisons of familiar situations (e.g., “What does the seed look like when it starts to grow?”); (ii) describe relationships between objects (e.g., above, next to, below) and predict the results of changing the relationships (e.g., “When that block moves, what will happen to the one next to it?”); (c) grade 2 performance standards: 6.29.10 NMAC 1 (i) conduct simple investigations (e.g., measure the sizes of plants of the same kind that are grown in sunlight and in shade); (ii) use tools to provide information not directly available through only the senses (e.g., magnifiers, rulers, thermometers); (iii) make predictions based on observed patterns as opposed to random guessing; (iv) follow simple instructions for a scientific investigation; (d) grade 3 performance standards: (i) make new observations when discrepancies exist between two descriptions of the same object or phenomenon to improve accuracy; (ii) recognize the difference between data and opinion; (iii) use numerical data in describing and comparing objects, events and measurements; (iv) collect data in an investigation and analyze those data; (v) know that the same scientific laws govern investigations in different times and places (e.g., gravity, growing plants); (e) grade 4 performance standards: (i) use instruments to perform investigations (e.g., timers, balances) and communicate findings; (ii) differentiate observation from interpretation and understand that a scientific explanation comes in part from what is observed and in part from how the observation is interpreted; (iii) conduct multiple trials to test a prediction, draw logical conclusions and construct and interpret graphs from measurements; (iv) collect data in an investigation using multiple techniques, including control groups, and analyze those data to determine what other investigations could be conducted to validate findings; (2) grades K-4 benchmark 2: use scientific thinking and knowledge and communicate findings; (a) grade K performance standard: communicate observations and answer questions about surroundings; (b) grade 1 performance standard: know that simple investigations do not always turn out as planned; (c) grade 2 performance standards: (i) understand that, in doing science, it is often helpful to work with a team and share findings; (ii) make accurate observations and communicate findings about investigations; (d) grade 3 performance standards: (i) use a variety of methods to display data and present findings; (ii) understand that predictions are based on observations, measurements and cause-and-effect relationships; (e) grade 4 performance standards: (i) communicate ideas and present findings about scientific investigations that are open to critique from others; (ii) describe how scientific investigations may differ from one another (e.g., observations of nature, measurements of things changing over time); (iii) understand how data are used to explain how a simple system functions (e.g., a thermometer to measure heat loss as water cools); (3) grades K-4 benchmark 3: use mathematical skills and vocabulary to analyze data, describe patterns and relationships and communicate findings; (a) grade K performance standard: observe and describe the relative sizes and characteristics of objects (e.g., bigger, brighter, louder, smellier); (b) grade 1 performance standard: use numbers and mathematical language (e.g., “addition” instead of “add to,” “subtraction” instead of “take away”) to describe phenomena; (c) grade 2 performance standards: (i) record observations on simple charts or diagrams; 6.29.10 NMAC 2 (ii) measure length, weight and temperature with appropriate tools and express those measurements in accurate mathematical language; (d) grade 3 performance standards: (i) use numerical data in describing and comparing objects, events and measurements; (ii) pose a question of interest and present observations and measurements with accuracy; (iii) use various methods to display data, present findings and communicate results in accurate mathematical language; (e) grade 4 performance standards: (i) conduct multiple trials using simple mathematical techniques to make and test predictions; (ii) use mathematical equations to formulate and justify predictions based on cause-and-effect relationships; (iii) identify simple mathematical relationships in a scientific investigation (e.g., the relationship of the density of materials that will or will not float in water to the density of water). B. Strand 2: Content of science. Content standard 1. Physical science: Students will understand the structure and properties of matter, the characteristics of energy and the interactions between matter and energy. Students will: (1) grades K-4 benchmark 1: recognize that matter has different forms and properties; (a) grade K performance standards: (i) observe that objects are made of different types of materials (e.g., metal, plastic, cloth, wood); (ii) observe that different materials have different properties (e.g., color, odor); (b) grade 1 performance standards: (i) observe that the three states of matter (i.e., solids, liquids and gases) have different properties (e.g., water can be liquid, ice or steam); (ii) describe simple properties of matter (e.g., hardness, flexibility, transparency); (c) grade 2 performance standards: (i) observe that properties of substances can change when they are mixed, cooled or heated (e.g., salt dissolves in water, ice melts); (ii) describe the changes that occur when substances are heated or cooled and change from one state of matter to another (i.e., solid, liquid and gas); (d) grade 3 performance standards: (i) identify and compare properties of pure substances and mixtures (e.g., sugar, fruit juice); (ii) separate mixtures based on properties (e.g., by size or by substance: rocks and sand, iron filings and sand, salt and sand); (e) grade 4 performance standards: (i) know that changes to matter may be chemical or physical, and when two or more substances are combined, a new substance may be formed with properties that are different from those of the original substances (e.g., white glue and borax, cornstarch and water, vinegar and baking soda); (ii) know that materials are made up of small particles (atoms and molecules) that are too small to see with the naked eye; (iii) know that the mass of the same amount of material remains constant whether it is together, in parts or in a different state; (2) grades K-4 benchmark 2: know that energy is needed to get things done and that energy has different forms; (a) grade K performance standard: observe how energy does things (e.g., batteries, the sun, wind, electricity); (b) grade 1 performance standard: observe and describe how energy produces changes (e.g., heat melts ice, gas makes car go uphill, electricity makes television work); (c) grade 2 performance standards: 6.29.10 NMAC 3 (i) describe how heat can be produced (e.g., burning, rubbing, mixing some substances); (ii) know that heat moves more rapidly in thermal conductors (e.g., metal pan) than in insulators (e.g., plastic handle); (iii) describe the usefulness of some forms of energy (e.g., electricity, sunlight, wind, sound) and how energy (e.g., heat, light) can affect common objects (e.g., sunlight warms dark objects, heat melts candles); (iv) observe that sound is made by vibrating objects and describe it by its pitch and loudness; (v) recognize that moving objects carry energy (kinetic energy); (d) grade 3 performance standards: (i) understand that light is a form of energy and can travel through a vacuum; (ii) know that light travels in a straight line until it strikes an object and then it is reflected, refracted or absorbed; (iii) measure energy and energy changes (e.g., temperature changes); (iv) construct charts or diagrams that relate variables associated with energy changes (e.g., melting of ice over time); (e) grade 4 performance standards: (i) identify the characteristics of several different forms of energy and describe how energy can be converted from one form to another (e.g., light to heat, motion to heat, electricity to heat, light or motion); (ii) recognize that energy can be stored in many ways (e.g., potential energy in gravity or springs, chemical energy in batteries); (iii) describe how some waves move through materials (e.g., water, sound) and how others can move through a vacuum (e.g., x-ray, television, radio); (iv) demonstrate how electricity flows through a simple circuit (e.g., by constructing one); 3) grades K-4 benchmark 3: identify forces and describe the motion of objects; (a) grade K performance standards: (i) observe that things move in many different ways (e.g., straight line, vibration, circle); (ii) know that pushing or pulling an object changes its position and motion (direction or speed); (b) grade 1 performance standards: (i) describe ways to make things move, what causes them to stop and what causes a change of speed or change of direction; (ii) observe that gravity makes things fall to the ground unless something holds them up; (c) grade 2 performance standards: (i) describe how the strength of a push or pull affects the change in an object’s motion (e.g., how a big or small push affects how high a swing rises); (ii) observe that electrically-charged materials and magnets attract and repel each other, and observe their effects on other kinds of materials; (d) grade 3 performance standards: (i) recognize that magnets can produce motion by attracting some materials (e.g., steel) and have no effect on others (e.g., plastics); (ii) describe how magnets have poles (N and S) and that like poles repel each other, while unlike poles attract; (iii) observe that some forces produce motion without objects touching (e.g., magnetic force on nails); (iv) describe motion on different time scales (e.g., the slow motion of a plant toward light, the fast motion of a tuning fork); (e) grade 4 performance standards: (i) know that energy can be carried from one place to another by waves (e.g., water waves, sound waves), by electric currents and by moving objects; 6.29.10 NMAC 4 (ii) describe the motion of an object by measuring its change of position over a period of time; (iii) describe how gravity exerts more force on objects with greater mass (e.g., it takes more force to hold up a heavy object than a lighter one); (iv) describe how some forces act on contact and other forces act at a distance (e.g., a person pushing a rock versus gravity acting on a rock). C. Strand 2: Content of science. Content standard 2. Life science: Students will understand the properties, structures and processes of living things and the interdependence of living things and their environments. Students will: (1) grades K-4 benchmark 1: know that living things have diverse forms, structures, functions and habitats; (a) grade K performance standards: (i) identify major structures of common living organisms (e.g., stems, leaves and roots of plants; arms, wings and legs of animals); (ii) Observe that differences exist among individual living organisms (e.g., plants, animals) of the same kind; (b) grade 1 performance standards: (i) know that living organisms (e.g., plants, animals) have needs (e.g., water, air, food, sunlight); (ii) know that living organisms (e.g., plants, animals) inhabit various environments and have various external features to help them satisfy their needs (e.g., leaves, legs, claws); (iii) describe the differences and similarities among living organisms (e.g., plants, animals); (iv) observe that living organisms (e.g., plants, animals) have predictable but varied life cycles; (c) grade 2 performance standards: (i) observe that diversity exists among individuals within a population; (ii) observe and describe various shapes of fungi; (iii) know that bacteria and viruses are germs; (d) grade 3 performance standards: (i) know that an adaptation in physical structure or behavior can improve an organism’s chance for survival (e.g., horned toads, chameleons, cacti, mushrooms); (ii) observe that plants and animals have structures that serve different functions (e.g., shape of animals’ teeth); (iii) classify common animals according to their observable characteristics (e.g., body coverings, structure); (iv) classify plants according to their characteristics (e.g., tree leaves, flowers, seeds); (e) grade 4 performance standards: (i) explain that different living organisms have distinctive structures and body systems that serve specific functions (e.g., walking, flying, swimming); (ii) know that humans and other living things have senses to help them detect stimuli, and that sensations (e.g., hunger) and stimuli (e.g., changes in the environment) influence the behavior of organisms; (iii) describe how roots are associated with the intake of water and soil nutrients, and how green leaves are associated with making food from sunlight (photosynthesis); (iv) describe the components of and relationships among organisms in a food chain (e.g., plants are the primary source of energy for living systems); (v) describe how all living things are made up of smaller units that are called cells; (2) grades K-4 benchmark 2: know that living things have similarities and differences, and that living things change over time; (a) grade K performance standards: (i) observe and describe similarities and differences in the appearance and behaviors of living organisms (e.g., plants, animals); 6.29.10 NMAC 5 (ii) observe that living organisms (e.g., plants, animals) closely resemble their parents; (b) grade 1 performance standards: (i) identify differences between living and non-living things; (ii) recognize the differences between mature and immature plants and animals (e.g., trees/seedlings, dogs/puppies, cats/kittens); (c) grade 2 performance standards: (i) explain that stages of the life cycle are different for different animals (e.g., mouse, cat, horse, butterfly, frog); (ii) observe that many characteristics of the offspring of living organisms (e.g., plants, animals) are inherited from their parents; (iii) observe how the environment influences some characteristics of living things (e.g., amount of sunlight required for plant growth); (d) grade 3 performance standards: (i) identify how living things cause changes to the environments in which they live, and that some of these changes are detrimental to the organism and some are beneficial; (ii) know that some kinds of organisms that once lived on earth have become extinct (e.g., dinosaurs) and that others resemble those that are alive today (e.g., alligators, sharks); (e) grade 4 performance standards: (i) know that, in any particular environment, some kinds of plants and animals survive well, some survive less well and others cannot survive at all; (ii) know that a change in physical structure or behavior can improve an organism’s chance of survival (e.g., a chameleon changes color, a turtle pulls its head into its shell, a plant bends toward the light); (iii) describe how some living organisms have developed characteristics from generation to generation to improve chances of survival (e.g., spines on cacti, long beaks on hummingbirds, good eyesight on hawks); (3) grades K-4 benchmark 3: know the parts of the human body and their functions; (a) grade K performance standards: (i) use the senses (e.g., sight, hearing, smell, taste, touch) to observe surroundings and describe the observations; (ii) identify the parts of the human body (e.g., legs, arms, head, hands) and the functions of these parts; (b) grade 1 performance standards: (i) describe simple body functions (e.g., breathing, eating); (ii) describe the basic food requirements for humans; (iii) describe how some parts of human bodies differ from similar parts of other animals (e.g., hands and feet or paws, ears); (c) grade 2 performance standards: (i) identify a variety of human organs (e.g., lungs, heart, stomach, brain); (ii) know that various nutrients are required for specific parts and functions of the body (e.g., milk for bones and teeth, protein for muscles, sugar for energy); (iii) identify the functions of human systems (e.g., respiratory, circulatory, digestive); (d) grade 3 performance standards: (i) know that bacteria and viruses are germs that affect the human body; (ii) describe the nutrients needed by the human body; (e) grade 4 performance standards: (i) know that the human body has many parts that interact to function as systems (e.g., skeletal, muscular) and describe the parts and their specific functions in selected systems (e.g., the nose, lungs and diaphragm in the respiratory system); (ii) recognize that the human body is organized from cells, to tissues, to organs, to systems, to the organism. D. Strand 2: Content of science. Content standard 3. Earth and space science: Students will understand the structure of earth, the solar system and the universe, the interconnections among them and the processes and interactions of earth’s systems. Students will: 6.29.10 NMAC 6 (1) grades K-4 benchmark 1: know the structure of the solar system and the objects in the universe; (a) grade K performance standards: (i) observe that there are many objects in the night sky and that some are brighter than others; (ii) describe the location and movements of objects in the sky (e.g., stars, sun, moon); (b) grade 1 performance standards: (i) observe the changes that occur in the sky as day changes into night and night into day; (ii) describe the basic patterns of objects as they move through the sky (e.g., sun appears in the day, moon appears at night but can sometimes be seen during the day, sun and moon appear to move across the sky, moon appears to change shape over the course of a month); (iii) recognize that the sun, moon and stars all appear to move slowly across the sky; (c) grade 2 performance standards: (i) observe that the phase of the moon appears a little different every day, but looks the same again after about four weeks; (ii) observe that some objects in the night sky are brighter than others; (iii) know that the sun is a star; (d) grade 3 performance standards: (i) describe the objects in the solar system (e.g., sun, earth and other planets, moon) and their features (e.g., size, temperature); (ii) describe the relationships among the objects in the solar system (e.g., relative distances, orbital motions); (iii) know that the pattern of stars stays the same as they appear to move across the sky nightly; (iv) observe that different constellations can be seen in different seasons; (v) know that telescopes enhance the appearance of some distant objects in the sky (e.g., the moon, planets); (e) grade 4 performance standards: (i) understand that the number of stars visible through a telescope is much greater than the number visible to the naked eye; (ii) know that there are various types of telescopes that use different forms of light to observe distant objects in the sky; (iii) know that the pattern of stars (e.g., constellations) stays the same although they appear to move across the sky nightly, due to earth’s rotation; (2) grades K-4 benchmark 2: know the structure and formation of earth and its atmosphere and the processes that shape them; (a) grade K performance standards: (i) observe that changes in weather occur from day to day and season to season; (ii) observe that the sun warms the land and water and they warm the air; (b) grade 1 performance standards: (i) know that simple tools can be used to measure weather conditions (e.g., thermometer, wind sock, hand-held anemometer, rain gauge) and describe how measurements can be recorded from day to day and across seasons; (ii) know that there are different climates (e.g., desert, arctic, rain forest); (c) grade 2 performance standards: (i) know that rocks have different shapes and sizes (e.g., boulders, pebbles, sand) and that smaller rocks result from the breaking and weathering of larger rocks; (ii) understand that rocks are made of materials with distinct properties; (iii) know that soil is made up of weathered rock and organic materials, and how soils differ in their capacity to support the growth of plants; (iv) recognize the characteristics of the seasons; (d) grade 3 performance standards: 6.29.10 NMAC 7 (i) know that earth’s features are constantly changed by a combination of slow and rapid processes that include the action of volcanoes, earthquakes, mountain building, biological changes, erosion and weathering; (ii) know that fossils are evidence of earlier life and provide data about plants and animals that lived long ago; (iii) know that air takes up space, is colorless, tasteless and odorless, and exerts a force; (iv) identify how water exists in the air in different forms (e.g., in clouds and fog as tiny droplets, in rain, snow and hail) and changes from one form to another through various processes (e.g., freezing, condensation, precipitation, evaporation); (e) grade 4 performance standards: (i) know that the properties of rocks and minerals reflect the processes that shaped them (e.g., igneous, metamorphic and sedimentary rocks); (ii) describe how weather patterns generally move from west to east in the United States; (iii) know that local weather information describes patterns of change over a period of time (e.g., temperature, precipitation symbols, cloud conditions, wind speed/direction). E. Strand 3: Science and society. Content standard 1: Students will understand how scientific discoveries, inventions, practices and knowledge influence and are influenced by individuals and societies. Students will: (1) grades K-4 benchmark 1: describe how science influences decisions made by individuals and societies; (a) grade K performance standards: (i) recognize that germs exist and may cause disease; (ii) describe how scientists help to provide products we use every day (e.g., gasoline for cars; electricity for lights, refrigerators, televisions; gas or electricity for heating and cooking); (b) grade 1 performance standards: (i) know that germs can be transmitted by touching, breathing and coughing, and that washing hands helps prevent the spread of germs; (ii) describe how science has assisted in creating tools (e.g., plows, knives, telephones, cell phones, computers) to make life easier and more efficient; (iii) describe how tools and machines can be helpful, harmful or both (e.g., bicycles, cars, scissors, stoves); (iv) know that men and women of all ethnic and social backgrounds practice science and technology; (c) grade 2 performance standards: (i) describe ways to prevent the spread of germs (e.g., soap, bleach, cooking); (ii) know that science has ways to help living things avoid sickness or recover from sickness (e.g., vaccinations, medicine) and explain why adult supervision is needed to administer them; (iii) know that some materials are better than others for making particular things (e.g., paper, cardboard, plastic, metal, fiberglass, wood); (iv) understand that everybody can do science, invent things and formulate ideas; (v) know that science has discovered many things about objects, events and nature, and that there are many more questions to be answered; (d) grade 3 performance standards: (i) describe how food packaging (e.g., airtight containers, date) and preparation (heating, cooling, salting, smoking, drying) extend food life and the safety of foods (e.g., elimination of bacteria); (ii) know that science produces information for the manufacture and recycling of materials (e.g., materials that can be recycled - aluminum, paper, plastic - and others that cannot be recycled - gasoline); (iii) know that naturally-occurring materials (e.g., wood, clay, cotton, animal skins) may be processed or combined with other materials to change their properties; 6.29.10 NMAC 8 (iv) know that using poisons can reduce the damage to crops caused by rodents, weeds and insects, but their use may also harm other plants, animals or the environment; (e) grade 4 performance standards: (i) know that science has identified substances called pollutants that get into the environment and can be harmful to living things; (ii) know that, through science and technology, a wide variety of materials not appearing in nature have become available (e.g., steel, plastic, nylon, fiber optics); (iii) know that science has created ways to store and retrieve information (e.g., paper and ink, printing press, computers, CD-ROMs) but that these are not perfect (e.g., faulty programming, defective hardware); (iv) know that both men and women of all races and social backgrounds choose science as a career.] [6.29.10.8 NMAC - Rp, 6.29.10.8 NMAC, 6-30-2009] [6.29.10.9 CONTENT STANDARDS WITH BENCHMARKS AND PERFORMANCE STANDARDS FOR SCIENCE, Grades 5-8: A. Strand 1: Scientific thinking and practice. Content standard 1: Students will understand the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting and validating in order to think critically. Students will: (1) grades 5-8 benchmark 1: use scientific methods to develop questions, design and conduct experiments using appropriate technologies, analyze and evaluate results, make predictions and communicate findings; (a) grade 5 performance standards: (i) plan and conduct investigations, including: formulating testable questions, making systematic observations, developing logical conclusions and communicating findings; (ii) use appropriate technologies (e.g., calculators, computers, balances, spring scales, microscopes, etc.) to perform scientific tests and to collect and display data; (iii) use graphic representations (e.g., charts, graphs, tables, labeled diagrams) to present data and produce explanations for investigations; (iv) describe how credible scientific investigations use reproducible elements including single variables, controls and appropriate sample sizes to produce valid scientific results; (v) communicate the steps and results of a scientific investigation; (b) grade 6 performance standards: (i) construct appropriate graphs from data and develop qualitative and quantitative statements about the relationships between variables being investigated; (ii) examine the reasonableness of data supporting a proposed scientific explanation; (iii) justify predictions and conclusions based on data; (c) grade 7 performance standards: (i) use a variety of print and web resources to collect information, inform investigations and answer a scientific question or hypothesis; (ii) use models to explain the relationships between variables being investigated. (d) grade 8 performance standards: (i) evaluate the accuracy and reproducibility of data and observations; (ii) use a variety of technologies to gather, analyze and interpret scientific data; (iii) know how to recognize and explain anomalous data; (2) grades 5-8 benchmark 2: understand the processes of scientific investigation and how scientific inquiry results in scientific knowledge; (a) grade 5 performance standards: (i) understand that different kinds of investigations are used to answer different kinds of questions (e.g., observations, data collection, controlled experiments); (ii) understand that scientific conclusions are subject to peer and public review; (b) grade 6 performance standards: 6.29.10 NMAC 9 (i) understand that scientific knowledge is continually reviewed, critiqued and revised as new data become available; (ii) understand that scientific investigations use common processes that include the collection of relevant data and observations, accurate measurements, the identification and control of variables and logical reasoning to formulate hypotheses and explanations; (iii) understand that not all investigations result in defensible scientific explanations; (c) grade 7 performance standards: (i) describe how bias can affect scientific investigation and conclusions; (ii) critique procedures used to investigate an hypothesis; (iii) analyze and evaluate scientific explanations; (d) grade 8 performance standards: (i) examine alternative explanations for observations; (ii) describe ways in which science differs from other ways of knowing and from other bodies of knowledge (e.g., experimentation, logical arguments, skepticism); (iii) know that scientific knowledge is built on questions posed as testable hypotheses, which are tested until the results are accepted by peers; (3) grades 5-8 benchmark 3: use mathematical ideas, tools and techniques to understand scientific knowledge; (a) grade 5 performance standards: (i) use appropriate units to make precise and varied measurements; (ii) use mathematical skills to analyze data; (iii) make predictions based on analyses of data, observations and explanations; (iv) understand the attributes to be measured in a scientific investigation and describe the units, systems and processes for making the measurement; (b) grade 6 performance standards: (i) evaluate the usefulness and relevance of data to an investigation; (ii) use probabilities, patterns and relationships to explain data and observations; (c) grade 7 performance standards: (i) understand that the number of data (sample size) influences the reliability of a prediction; (ii) use mathematical expressions to represent data and observations collected in scientific investigations; (iii) select and use an appropriate model to examine a phenomenon; (d) grade 8 performance standards: (i) use mathematical expressions and techniques to explain data and observations and to communicate findings (e.g., formulas and equations, significant figures, graphing, sampling, estimation, mean); (ii) create models to describe phenomena. B. Strand 2: Content of science. Content standard 1. Physical science: Students will understand the structure and properties of matter, the characteristics of energy and the interactions between matter and energy. Students will: (1) grades 5-8 benchmark 1: know the forms and properties of matter and how matter interacts; (a) grade 5 performance standards: (i) describe properties (e.g., relative volume, ability to flow) of the three states of matter; (ii) describe how matter changes from one phase to another (e.g., condensation, evaporation); (iii) know that matter is made up of particles (atoms) that can combine to form molecules and that these particles are too small to see with the naked eye; (iv) know that the periodic table is a chart of the pure elements that make up all matter; 6.29.10 NMAC 10 (v) describe the relative location and motion of the particles (atoms and (vi) explain the relationship between temperature and the motion of molecules) in each state of matter; particles in each state of matter; (b) grade 6 performance standards: (i) understand that substances have characteristic properties and identify the properties of various substances (e.g., density, boiling point, solubility, chemical reactivity); (ii) use properties to identify substances (e.g., for minerals: hardness, streak, color, reactivity to acid, cleavage, fracture); (iii) know that there are about 100 known elements that combine to produce compounds in living organisms and non-living substances; (iv) know the differences between chemical and physical properties and how these properties can influence the interactions of matter; (c) grade 7 performance standards: (i) explain how matter is transferred from one organism to another and between organisms and their environment (e.g., consumption, the water cycle, the carbon cycle, the nitrogen cycle); (ii) know that the total amount of matter (mass) remains constant although its form, location and properties may change (e.g., matter in the food web); (iii) identify characteristics of radioactivity, including: decay in time of some elements to others, release of energy, damage to cells; (iv) describe how substances react chemically in characteristic ways to form new substances (compounds) with different properties (e.g., carbon and oxygen combine to form carbon dioxide in respiration); (v) know that chemical reactions are essential to life processes; (d) grade 8 performance standards on properties of matter: (i) know how to use density, boiling point, freezing point, conductivity and color to identify various substances; (ii) distinguish between metals and non-metals; (iii) understand the differences among elements, compounds and mixtures by: classification of materials as elements, compounds or mixtures, interpretation of chemical formulas, separation of mixtures into compounds by methods including evaporation, filtration, screening and magnetism; (e) grade 8 performance standards on structures of matter: (i) identify the protons, neutrons and electrons within an atom and describe their locations (i.e., in the nucleus or in motion outside the nucleus); (ii) explain that elements are organized in the periodic table according to their properties; (iii) know that compounds are made of two or more elements, but not all sets of elements can combine to form compounds; (f) grade 8 performance standards on changes in matter: (i) know that phase changes are physical changes that can be reversed (e.g., evaporation, condensation, melting); (ii) describe various familiar physical and chemical changes that occur naturally (e.g., snow melting, photosynthesis, rusting, burning); (iii) identify factors that influence the rate at which chemical reactions occur (e.g., temperature, concentration); (iv) know that chemical reactions can absorb energy (endothermic reactions) or release energy (exothermic reactions); (2) grades 5-8 benchmark 2: explain the physical processes involved in the transfer, change and conservation of energy; (a) grade 5 performance standards: (i) know that heat is transferred from hotter to cooler materials or regions until both reach the same temperature; (ii) know that heat is often produced as a by-product when one form of energy is converted to another form (e.g., when machines or organisms convert stored energy into motion); (iii) know that there are different forms of energy; 6.29.10 NMAC 11 (iv) describe how energy can be stored and converted to a different form of energy (e.g., springs, gravity) and know that machines and living things convert stored energy to motion and heat; (b) grade 6 performance standards: (i) identify various types of energy (e.g., heat, light, mechanical, electrical, chemical, nuclear); (ii) understand that heat energy can be transferred through conduction, radiation and convection; (iii) know that there are many forms of energy transfer, but the total amount of energy is conserved (i.e., that energy is neither created nor destroyed); (iv) understand that some energy travels as waves (e.g., seismic, light, sound) including: the sun as source of energy for many processes on earth, different wavelengths of sunlight (e.g., visible, ultraviolet, infrared), vibrations of matter (e.g., sound, earthquakes), different speeds through different materials; (c) grade 7 performance standards: know how various forms of energy are transformed through organisms and ecosystems, including: sunlight and photosynthesis, energy transformation in living systems (e.g., cellular processes changing chemical energy to heat and motion), effect of mankind’s use of energy and other activities on living systems (e.g., global warming, water quality); (d) grade 8 performance standards on energy transformation: (i) know that energy exists in many forms and that, when energy is transformed, some energy is usually converted to heat; (ii) know that kinetic energy is a measure of the energy of an object in motion and potential energy is a measure of an object’s position or composition, including transformation of gravitational potential energy of position into kinetic energy of motion by a falling object; (iii) distinguish between renewable and non-renewable sources of energy; (iv) know that electrical energy is the flow of electrons through electrical conductors that connect sources of electrical energy to points of use, including: electrical current paths through parallel and series circuits, production of electricity by fossil-fueled and nuclear power plants, wind generators, geothermal plants and solar cells, use of electricity by appliances and equipment (e.g., calculators, hair dryers, light bulbs, motors); (e) grade 8 performance standards on waves: (i) understand how light and radio waves carry energy through vacuum or matter by: straight-line travel unless an object is encountered, reflection by a mirror, refraction by a lens, absorption by a dark object, separation of white light into different wave lengths by prisms, visibility of objects due to light emission or scattering; (ii) understand that vibrations of matter (e.g., sound, earthquakes, water waves) carry wave energy, including: sound transmission through solids, liquids and gases; relationship of pitch and loudness of sound to rate and distance (amplitude) of vibration; ripples made by objects dropped in water; (3) grades 5-8 benchmark 3: describe and explain forces that produce motion in objects; (a) grade 5 performance standards: (i) understand how the rate of change of position is the velocity of an object in motion; (ii) recognize that acceleration is the change in velocity with time; (iii) identify forces in nature (e.g., gravity, magnetism, electricity, friction); (iv) understand that, when a force (e.g., gravity, friction) acts on an object, the object speeds up, slows down or goes in a different direction; (v) identify simple machines and describe how they give advantage to users (e.g., levers, pulleys, wheels and axles, inclined planes, screws, wedges); (b) grade 6 performance standards: (i) know that every object exerts gravitational force on every other object, dependent on the masses and distance of separation (e.g., motions of celestial objects, tides); (ii) know that gravitational force is hard to detect unless one of the objects (e.g., earth) has a lot of mass; (c) grade 7 performance standards: know that forces cause motion in living systems, including the principle of a lever and how it gives mechanical advantage to a muscular/skeletal system to lift objects, and forces in specific systems in the human body (e.g., how the heart generates blood pressure, how muscles contract and expand to produce motion); 6.29.10 NMAC 12 (d) grade 8 performance standards on forces: (i) know that there are fundamental forces in nature (e.g., gravity, electromagnetic forces, nuclear forces); (ii) know that a force has both magnitude and direction; (iii) analyze the separate forces acting on an object at rest or in motion (e.g., gravity, elastic forces, friction), including how multiple forces reinforce or cancel one another to result in a net force that acts on an object; (iv) know that electric charge produces electrical fields and magnets produce magnetic fields; (v) know how a moving magnetic field can produce an electric current (generator) and how an electric current can produce a magnetic field (electromagnet); (vi) know that earth has a magnetic field; (e) grade 8 performance standards on motion: (i) know that an object’s motion is always described relative to some other object or point (i.e., frame of reference); (ii) understand and apply Newton’s laws of motion: objects in motion will continue in motion, and objects at rest will remain at rest, unless acted upon by an unbalanced force (inertia). If a greater force is applied to an object, a proportionally greater acceleration will occur; if an object has more mass, the effect of an applied force is proportionally less. C. Strand 2: Content of science. Content standard 2. Life science: Students will understand the properties, structures and processes of living things and the interdependence of living things and their environments. Students will: (1) grades 5-8 benchmark 1: explain the diverse structures and functions of living things and the complex relationships between living things and their environments; (a) grade 5 performance standards: (i) identify the components of habitats and ecosystems (producers, consumers, decomposers, predators); (ii) understand how food webs depict relationships between different organisms; (iii) know that changes in the environment can have different effects on different organisms (e.g., some organisms move, some survive, some reproduce, some die); (iv) describe how human activity impacts the environment; (b) grade 6 performance standards: (i) understand how organisms interact with their physical environments to meet their needs (i.e., food, water, air) and how the water cycle is essential to most living systems; (ii) describe how weather and geologic events (e.g., volcanoes, earthquakes) affect the function of living systems; (iii) describe how organisms have adapted to various environmental conditions; (c) grade 7 performance standards on populations and ecosystems: (i) identify the living and non-living parts of an ecosystem and describe the relationships among these components; (ii) explain biomes (i.e., aquatic, desert, rainforest, grasslands, tundra) and describe the New Mexico biome; (iii) explain how individuals of species that exist together interact with their environment to create an ecosystem (e.g., populations, communities, niches, habitats, food webs); (iv) explain the conditions and resources needed to sustain life in specific ecosystems; (v) describe how the availability of resources and physical factors limit growth (e.g., quantity of light and water, range of temperature, composition of soil) and how the water, carbon and nitrogen cycles contribute to the availability of those resources to support living systems; (d) grade 7 performance standards on biodiversity: (i) understand how diverse species fill all niches in an ecosystem; (ii) know how to classify organisms into domain, kingdom, phylum, class, order, family, genus, species; (e) grade 8 performance standards: 6.29.10 NMAC 13 (i) describe how matter moves through ecosystems (e.g., water cycle, (ii) describe how energy flows through ecosystems (e.g., sunlight, green carbon cycle); plants, food for animals); (iii) explain how a change in the flow of energy can impact an ecosystem (e.g., the amount of sunlight available for plant growth, global climate change); (2) grades 5-8 benchmark 2: understand how traits are passed from one generation to the next and how species evolve; (a) grade 5 performance standards: (i) know that plants and animals have life cycles that include birth, growth and development, reproduction and death, and that these cycles differ for different organisms; (ii) identify characteristics of an organism that are inherited from its parents (e.g., eye color in humans, flower color in plants) and other characteristics that are learned or result from interactions with the environment; (iii) understand that heredity is the process by which traits are passed from one generation to another; (b) grade 6 performance standards: (i) understand that the fossil record provides data for how living organisms have evolved; (ii) describe how species have responded to changing environmental conditions over time (e.g., extinction, adaptation); (c) grade 7 performance standards on reproduction: (i) know that reproduction is a characteristic of all living things and is essential to the continuation of a species; (ii) identify the differences between sexual and asexual reproduction; (iii) know that, in sexual reproduction, an egg and sperm unite to begin the development of a new individual; (iv) know that organisms that sexually reproduce fertile offspring are members of the same species; (d) grade 7 performance standards on heredity: (i) understand that some characteristics are passed from parent to offspring as inherited traits and others are acquired from interactions with the environment; (ii) know that hereditary information is contained in genes that are located in chromosomes, including: determination of traits by genes, traits determined by one or many genes, more than one trait sometimes influenced by a single gene; (e) grade 7 performance standards on biological evolution: (i) describe how typical traits may change from generation to generation due to environmental influences (e.g., color of skin, shape of eyes, camouflage, shape of beak); (ii) explain that diversity within a species is developed by gradual changes over many generations; (iii) know that organisms can acquire unique characteristics through naturally occurring genetic variations; (iv) identify adaptations that favor the survival of organisms in their environments (e.g., camouflage, shape of beak); (v) understand the process of natural selection; (vi) explain how species adapt to changes in the environment or become extinct, and that extinction of species is common in the history of living things; (vii) know that the fossil record documents the appearance, diversification and extinction of many life forms; (f) grade 8 performance standards: (i) understand that living organisms are made mostly of molecules consisting of a limited number of elements (e.g., carbon, hydrogen, nitrogen, oxygen); (ii) identify DNA as the chemical compound involved in heredity in living organisms; (iii) describe the widespread role of carbon in the chemistry of living systems; 6.29.10 NMAC 14 (3) grades 5-8 benchmark 3: understand the structure of organisms and the function of cells in living systems; (a) grade 5 performance standards: (i) understand that all living organisms are composed of cells from one to many trillions, and that cells are usually only visible through a microscope; (ii) know that some organisms are made of a collection of similar cells that cooperate (e.g., algae) while other organisms are made of cells that are different in appearance and function (e.g., corn, birds); (iii) describe the relationships among cells, tissues, organs, organ systems, whole organisms and ecosystems; (b) grade 6 performance standards: (i) explain how fossil fuels were formed from animal and plant cells; (ii) describe the differences between substances that were produced by living organisms (e.g., fossil fuels) and substances that result from non-living processes (e.g., igneous rocks); (c) grade 7 performance standards on the structure of organisms: (i) understand that organisms are composed of cells and identify unicellular and multi-cellular organisms; (ii) explain how organs are composed of tissues of different types of cells (e.g., skin, bone, muscle, heart, intestines); (d) grade 7 performance standards on the function of cells: (i) understand that many basic functions of organisms are carried out in cells, including: growth and division to produce more cells (mitosis) and specialized functions of cells (e.g., reproduction, nerve-signal transmission, digestion, excretion, movement, transport of oxygen); (ii) compare the structure and processes of plant cells and animal cells; (iii) describe how some cells respond to stimuli (e.g., light, heat, pressure, gravity); (iv) describe how factors (radiation, UV light, drugs) can damage cellular structure or function; (e) grade 8 performance standards: (i) describe how cells use chemical energy obtained from food to conduct cellular functions (i.e., respiration); (ii) explain that photosynthesis in green plants captures the energy from the sun and stores it chemically; (iii) describe how chemical substances can influence cellular activity (e.g., pH). D. Strand 2: Content of science. Content standard 3. Earth and space science: Students will understand the structure of earth, the solar system and the universe, the interconnections among them and the processes and interactions of earth’s systems. Students will: (1) grades 5-8 benchmark 1: describe how the concepts of energy, matter and force can be used to explain the observed behavior of the solar system, the universe and their structures; (a) grade 5 performance standards: (i) know that many objects in the universe are huge and are separated from one another by vast distances (e.g., many stars are larger than the sun, but so distant that they look like points of light); (ii) understand that earth is part of a larger solar system, which is part of an even larger galaxy (milky way), which is one of many galaxies; (iii) know that there have been manned and unmanned journeys to space and to the moon; (b) grade 6 performance standards on the universe: describe the objects in the universe, including billions of galaxies, each containing billions of stars, and different sizes, temperatures and colors of stars in the milky way galaxy; (c) Grade 6 performance standards on the solar system: (i) Locate the solar system in the milky way galaxy; (ii) identify the components of the solar system and describe their defining characteristics and motions in space, including: sun as a medium-sized star, sun’s composition (i.e., hydrogen, helium) and energy production, and nine planets, their moons, asteroids; 6.29.10 NMAC 15 (iii) know that the regular and predictable motions of the earth-moon-sun system explain phenomena on earth, including: earth’s motion in relation to a year, a day, the seasons, the phases of the moon, eclipses, tides and shadows, and moon’s orbit around earth once in 28 days in relation to the phases of the moon; (d) grade 7 performance standards: (i) explain why earth is unique in our solar system in its ability to support life; (ii) explain how energy from the sun supports life on earth; (e) grade 8 performance standards: (i) understand how energy from the sun and other stars, in the form of light, travels long distances to reach earth; (ii) explain how the properties of light (e.g., emission, reflection, refraction) emitted from the sun and stars are used to learn about the universe, including: distances in the solar system and the universe, and temperatures of different stars; (iii) understand how gravitational force acts on objects in the solar system and the universe, including similar action on masses on earth and on other objects in the solar system; and explain the orbits of the planets around the sun; (2) grades 5-8 benchmark 2: describe the structure of earth and its atmosphere, and explain how energy, matter and forces shape earth’s systems; (a) grade 5 performance standards: (i) understand that water and air relate to earth’s processes, including: how the water cycle relates to weather, and how clouds are made of tiny droplets of water, like fog or steam; (ii) know that air is a substance that surrounds earth (atmosphere), takes up space and moves, and that temperature fluctuations and other factors produce wind currents; (iii) know that most of earth’s surface is covered by water, that most of that water is salt water in oceans, and that fresh water is found in rivers, lakes, underground sources and glaciers; (iv) recognize that the seasons are caused by earth’s motion around the sun and the tilt of earth’s axis of rotation; (b) grade 6 performance standards on the structure of earth: (i) know that earth is composed of layers that include crust, mantle and core; (ii) know that earth’s crust is divided into plates that move very slowly in response to movements in the mantle; (iii) know that sedimentary, igneous and metamorphic rocks contain evidence of the materials, temperatures and forces that created them; (c) grade 6 performance standards on weather and climate: (i) describe the composition (i.e., nitrogen, oxygen, water vapor) and strata of earth’s atmosphere and differences between the atmosphere of earth and those of other planets; (ii) understand factors that create and influence weather and climate, including: heat, air movement, pressure, humidity, oceans, how clouds form by condensation of water vapor, how weather patterns are related to atmospheric pressure, global patterns of atmospheric movement (e.g., El Niño) and factors that can impact earth’s climate (e.g., volcanic eruptions, impacts of asteroids, glaciers); (iii) understand how to use weather maps and data (e.g., barometric pressure, wind speeds, humidity) to predict weather; (d) grade 6 performance standards on changes to earth: (i) know that land forms are created and change through a combination of constructive and destructive forces, including: weathering of rock and soil, transportation, deposition of sediment and tectonic activity; similarities and differences between current and past processes on earth’s surface (e.g., erosion, plate tectonics, changes in atmospheric composition) and impact of volcanoes and faults on New Mexico geology; (ii) understand the history of earth and how information about it comes from layers of sedimentary rock, including: sediments and fossils as a record of a very slowly changing world and evidence of asteroid impact, volcanic and glacial activity; (e) grade 7 performance standards: 6.29.10 NMAC 16 (i) understand how the remains of living things give us information about the history of earth, including: layers of sedimentary rock, the fossil record and radioactive dating, showing that life has been present on earth for more than 3.5 billion years; (ii) understand how living organisms have played many roles in changes of earth’s systems through time (e.g., atmospheric composition, creation of soil, impact on earth’s surface); (iii) know that changes to ecosystems sometimes decrease the capacity of the environment to support some life forms and are difficult and costly to remediate; (f) grade 8 performance standards: (i) describe the role of pressure and heat in the rock cycle; (ii) understand the unique role that water plays on earth, including its ability to remain liquid at most earth temperatures, properties of water related to processes in the water cycle (evaporation, condensation, precipitation, surface run-off, percolation, dissolving of minerals and gases and transport to the oceans, fresh and salt water in oceans, rivers, lakes and glaciers, and reactant in photosynthesis); (iii) understand the geologic conditions that have resulted in energy resources (e.g., oil, coal, natural gas) available in New Mexico. E. Strand 3: Science and society. Content standard 1: Understand how scientific discoveries, inventions, practices and knowledge influence, and are influenced by, individuals and societies. Students will: grades 5-8 benchmark 1: explain how scientific discoveries and inventions have changed individuals and societies; (1) grade 5 performance standards: (a) describe the contributions of science to understanding local or current issues (e.g., watershed and community decisions regarding water use); (b) describe how various technologies have affected the lives of individuals (e.g., transportation, entertainment, health); (2) grade 6 performance standards: (a) examine the role of scientific knowledge in decisions (e.g., space exploration, what to eat, preventive medicine and medical treatment); (b) describe the technologies responsible for revolutionizing information processing and communications (e.g., computers, cellular phones, internet); (3) grade 7 performance standards: (a) analyze the contributions of science to health as they relate to personal decisions about smoking, drugs, alcohol and sexual activity; (b) analyze how technologies have been responsible for advances in medicine (e.g., vaccines, antibiotics, microscopes, DNA technologies); (c) describe how scientific information can help individuals and communities respond to health emergencies (e.g., CPR, epidemics, HIV, bio-terrorism); (4) grade 8 performance standards: (a) analyze the interrelationship between science and technology (e.g., germ theory, vaccines); (b) describe how scientific information can help to explain environmental phenomena (e.g., floods, earthquakes, volcanoes, fire, extreme weather); (c) describe how technological revolutions have significantly influenced societies (e.g., energy production, warfare, space exploration); (d) critically analyze risks and benefits associated with technologies related to energy production.] [6.29.10.9 NMAC - Rp, 6.29.10.9 NMAC, 6-30-2009] [6.29.10.10 CONTENT STANDARDS WITH BENCHMARKS AND PERFORMANCE STANDARDS FOR SCIENCE, Grades 9-12: A. Strand 1: Scientific thinking and practice. Content standard 1: Students will understand the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting and validating in order to think critically. Students will: (1) grades 9-12 benchmark 1: use accepted scientific methods to collect, analyze and interpret data and observations, to design and conduct scientific investigations and communicate results; grades 9-12 performance standards: (a) describe the essential components of an investigation, including appropriate methodologies, proper equipment and safety precautions; 6.29.10 NMAC 17 (b) design and conduct scientific investigations that include: testable hypotheses, controls and variables; methods to collect, analyze and interpret data; results that address hypotheses being investigated; predictions based on results; re-evaluation of hypotheses and additional experimentation as necessary; and error analysis; (c) use appropriate technologies to collect, analyze and communicate scientific data (e.g., computers, calculators, balances, microscopes); (d) convey results of investigations using scientific concepts, methodologies and expressions, including: scientific language and symbols, diagrams, charts and other data displays, mathematical expressions and processes (e.g., mean, median, slope, proportionality); clear, logical and concise communication and reasoned arguments; (e) understand how scientific theories are used to explain and predict natural phenomena (e.g., plate tectonics, ocean currents, structure of atom); (2) grades 9-12 benchmark 2: understand that scientific processes produce scientific knowledge that is continually evaluated, validated, revised or rejected; grade 9-12 performance standards: (a) understand how scientific processes produce valid, reliable results, including: consistency of explanations with data and observations, openness to peer review, full disclosure and examination of assumptions, testability of hypotheses, repeatability of experiments and reproducibility of results; (b) use scientific reasoning and valid logic to identify: faulty logic, cause and effect, the difference between observation and unsubstantiated inferences, conclusions and potential bias; (c) understand how new data and observations can result in new scientific knowledge; (d) critically analyze an accepted explanation by reviewing current scientific knowledge; (e) examine investigations of current interest in science (e.g., superconductivity, molecular machines, age of the universe); (f) examine the scientific processes and logic used in: investigations of past events (e.g., using data from crime scenes, fossils), investigations that can be planned in advance but are only done once (e.g., expensive or time-consuming experiments, such as medical clinical trials), and investigations of phenomena that can be repeated easily and frequently; (3) grades 9-12 benchmark 3: use mathematical concepts, principles and expressions to analyze data, develop models, understand patterns and relationships, evaluate findings and draw conclusions; grades 9-12 performance standards: (a) create multiple displays of data to analyze and explain the relationships in scientific investigations; (b) use mathematical models to describe, explain and predict natural phenomena; (c) use technologies to quantify relationships in scientific hypotheses (e.g., calculators, computer spreadsheets and databases, graphing software, simulations, modeling); (d) identify and apply measurement techniques and consider possible effects of measurement errors; (e) use mathematics to express and establish scientific relationships (e.g., scientific notation, vectors, dimensional analysis). B. Strand 2: Content of science. Content standard 1. Physical science: Understand the structure and properties of matter, the characteristics of energy and the interactions between matter and energy. Students will: (1) grades 9-12 benchmark 1: understand the properties underlying structure and reactions of matter; (a) grades 9-12 performance standards on properties of matter: (i) classify matter in a variety of ways (e.g., element, compound, mixture; solid, liquid, gas; acidic, basic, neutral); (ii) identify, measure and use a variety of physical and chemical properties (e.g., electrical conductivity, density, viscosity, chemical reactivity, pH, melting point); (iii) know how to use properties to separate mixtures into pure substances (e.g., distillation, chromatography, solubility); (iv) describe trends in properties (e.g., ionization energy or reactivity as a function of location on the periodic table and the boiling points of organic liquids as a function of molecular weight); (b) grades 9-12 performance standards on structure of matter: 6.29.10 NMAC 18 (i) understand that matter is made of atoms and that atoms are made of subatomic particles; (ii) understand atomic structure, including: most space occupied by electrons, nucleus made of protons and neutrons, isotopes of an element, mass of proton and neutrons 2000 times greater than mass of electron, and atoms held together by proton-electron electrical forces; (iii) explain how electrons determine the properties of substances by: interactions between atoms through transferring or sharing valence electrons, ionic and covalent bonds, and the ability of carbon to form a diverse array of organic structures; (iv) make predictions about elements using the periodic table (e.g., number of valence electrons, metallic character, reactivity, conductivity, type of bond between elements); (v) understand how the type and arrangement of atoms and their bonds determine macroscopic properties (e.g., boiling point, electrical conductivity, hardness of minerals); (vi) know that states of matter (i.e., solid, liquid, gas) depend on the arrangement of atoms and molecules and on their freedom of motion; (vii) know that some atomic nuclei can change, including: spontaneous decay, half-life of isotopes, fission, fusion (e.g., the sun), alpha, beta and gamma radiation; (c) grades 9-12 performance standards on chemical reactions: (i) know that chemical reactions involve the rearrangement of atoms and that they occur on many time scales (e.g., picoseconds to millennia); (ii) understand types of chemical reactions (e.g., synthesis, decomposition, combustion, redox, neutralization) and identify them as exothermic or endothermic; (iii) know how to express chemical reactions with balanced equations that show conservation of mass and products of common reactions; (iv) describe how the rate of chemical reactions depends on many factors that include temperature, concentration and the presence of catalysts; (2) grades 9-12 benchmark 2: understand the transformation and transmission of energy and how energy and matter interact; (a) grades 9-12 performance standards on energy transformation and transfer: (i) identify different forms of energy, including kinetic, gravitational (potential), chemical, thermal, nuclear and electromagnetic; (ii) explain how thermal energy (heat) consists of the random motion and vibrations of atoms and molecules, and is measured by temperature; (iii) understand that energy can change from one form to another (e.g., changes in kinetic and potential energy in a gravitational field, heats of reaction, hydroelectric dams) and know that energy is conserved in these changes; (iv) understand how heat can be transferred by conduction, convection and radiation, and how heat conduction differs in conductors and insulators; (v) explain how heat flows in terms of the transfer of vibrational motion of atoms and molecules from hotter to colder regions; (vi) understand that the ability of energy to do something useful (work) tends to decrease (and never increases) as energy is converted from one form to another; (b) grades 9-12 performance standards on interactions of energy and matter: (i) understand that electromagnetic waves carry energy that can be transferred when they interact with matter; (ii) describe the characteristics of electromagnetic waves (e.g., visible light, radio, microwave, X-ray, ultraviolet, gamma) and other waves (e.g., sound, seismic waves, water waves), including origin and potential hazards of various forms of electromagnetic radiation, and energy of electromagnetic waves carried in discrete energy packets (photons) whose energy is inversely proportional to wavelength; (iii) know that each kind of atom or molecule can gain or lose energy only in discrete amounts; (iv) explain how wavelengths of electromagnetic radiation can be used to identify atoms, molecules and the composition of stars; (v) understand the concept of equilibrium (i.e., thermal, mechanical and chemical); (3) grades 9-12 benchmark 3: students will understand the motion of objects and waves and the forces that cause them. 6.29.10 NMAC 19 (a) grades 9-12 performance standards on forces: (i) know that there are four fundamental forces in nature: gravitation, electromagnetism, weak nuclear force and strong nuclear force; (ii) know that every object exerts gravitational force on every other object and describe how this force depends on the masses of the objects and the distance between them; (iii) know that materials containing equal amounts of positive and negative charges are electrically neutral, but that a small excess or deficit of negative charges produces significant electrical forces; (iv) understand the relationship between force and pressure and how the pressure of a volume of gas depends on the temperature and the amount of gas; (v) explain how electric currents cause magnetism and how changing magnetic fields produces electricity (e.g., electric motors, generators); (vi) represent the magnitude and direction of forces by vector diagrams; (vii) know that, when one object exerts a force on a second object, the second object exerts a force of equal magnitude and in the opposite direction on the first object (i.e., Newton’s third law); (b) grades 9-12 performance standards on motion: (i) apply Newton’s laws to describe and analyze the behavior of moving objects, including: displacement, velocity and acceleration of a moving object, Newton’s second law (F = ma), e.g., momentum and its conservation, the motion of an object falling under gravity, the independence of a falling object’s motion on mass); circular motion and centripetal force; (ii) describe relative motion using frames of reference; (iii) describe wave propagation using amplitude, wavelength, frequency and speed; (iv) explain how the interactions of waves can result in interference, reflection and refraction; (v) describe how waves are used for practical purposes (e.g., seismic data, acoustic effects, Doppler effect). C. Strand 2: Content of science. Content standard 2. Life science: Students will understand the properties, structures and processes of living things and the interdependence of living things and their environments. Students will: (1) grades 9-12 benchmark 1: understand how the survival of species depends on biodiversity and on complex interactions, including the cycling of matter and the flow of energy; (a) grades 9-12 performance standards on ecosystems: (i) know that an ecosystem is complex and may exhibit fluctuations around a steady state or may evolve over time; (ii) describe how organisms cooperate and compete in ecosystems (e.g., producers, decomposers, herbivores, carnivores, omnivores, predator-prey, symbiosis, mutualism); (iii) understand and describe how available resources limit the amount of life an ecosystem can support (e.g., energy, water, oxygen, nutrients); (iv) critically analyze how humans modify and change ecosystems (e.g., harvesting, pollution, population growth, technology); (b) grades 9-12 performance standards on energy flow in the environment: (i) explain how matter and energy flow through biological systems (e.g., organisms, communities, ecosystems) and how the total amount of matter and energy is conserved, but some energy is always released as heat to the environment; (ii) describe how energy flows from the sun through plants to herbivores to carnivores and decomposers; (iii) understand and explain the principles of photosynthesis (i.e., chloroplasts in plants convert light energy, carbon dioxide and water into chemical energy); (c) grades 9-12 performance standards on biodiversity: (i) understand and explain the hierarchical classification scheme (i.e., domain, kingdom, phylum, class, order, family, genus, species) including: classification of an organism into a category, similarity inferred from molecular structure (DNA) closely matching classification based on anatomical similarities, and similarities of organisms reflecting evolutionary relationships; 6.29.10 NMAC 20 (ii) understand variation within and among species, including: mutations and genetic drift, factors affecting the survival of an organism and natural selection; (2) grades 9-12 benchmark 2: understand the genetic basis for inheritance and the basic concepts of biological evolution; (a) grades 9-12 performance standards on genetics: (i) know how DNA carries all genetic information in the units of heredity called genes, including: the structure of DNA (e.g., sub-units A, G, C, T), information-preserving replication of DNA and alteration of genes by inserting, deleting or substituting parts of DNA; (ii) use appropriate vocabulary to describe inheritable traits (i.e., genotype, phenotype); (iii) explain the concepts of segregation, independent assortment and dominant/recessive alleles; (iv) identify traits that can and cannot be inherited; (v) know how genetic variability results from the recombination and mutation of genes, including: sorting and recombination of genes in sexual reproduction resulting in a change in DNA that is passed on to offspring; radiation or chemical substances that can cause mutations in cells, resulting in a permanent change in DNA; (vi) understand the principles of sexual and asexual reproduction, including meiosis and mitosis; (vii) know that most cells in the human body contain 23 pairs of chromosomes, including one pair that determines sex; and that human females have two X chromosomes, while human males have an X and a Y chromosome; (b) grades 9-12 performance standards on biological evolution: (i) describe the evidence for the first appearance of life on earth as onecelled organisms over 3.5 billion years ago, and for the later appearance of a diversity of multicellular organisms over millions of years; (ii) critically analyze the data and observations supporting the conclusion that the species living on earth today are related by descent from the ancestral one-celled organisms; (iii) understand the data, observations and logic supporting the conclusion that species today evolved from earlier, distinctly different species, originating from the ancestral one-celled organisms; (iv) understand that evolution is a consequence of many factors, including the ability of organisms to reproduce, genetic variability, the effect of limited resources and natural selection; (v) explain how natural selection favors individuals who are better able to survive, reproduce and leave offspring; (vi) analyze how evolution by natural selection and other mechanisms explains many phenomena, including the fossil record of ancient life forms and similarities (both physical and molecular) among different species; (3) grades 9-12 benchmark 3: students will understand the characteristics, structures and functions of cells; (a) grade 9-12 performance standards on structure and function: (i) know that cells are made of proteins composed of combinations of amino acids; (ii) know that specialized structures inside cells in most organisms carry out different functions, including: parts of a cell and their functions (e.g., nucleus, chromosomes, plasma and mitochondria), storage of genetic material in DNA, similarities and differences between plant and animal cells, and prokaryotic and eukaryotic cells; (iii) describe the mechanisms for cellular processes (e.g., energy production and storage, transport of molecules, waste disposal, synthesis of new molecules); (iv) know how the cell membrane controls which ions and molecules enter and leave the cell, based on membrane permeability and transport (i.e., osmosis, diffusion, active transport and passive transport); (v) explain how cells differentiate and specialize during the growth of an organism, including: differentiation regulated through the selected expression of different genes and specialized cells, response to stimuli (e.g., nerve cells, sense organs); (vi) know that DNA directs protein building (e.g., role of RNA); 6.29.10 NMAC 21 (b) grades 9-12 performance standards on biochemical mechanisms: describe how most cell functions involve chemical reactions, including promotion or inhibition of biochemical reactions by enzymes, processes of respiration (e.g., energy production, ATP) and communication from cell to cell by secretion of a variety of chemicals (e.g., hormones). D. Strand 2: Content of science. Content standard 3. Earth and space science: Students will understand the structure of earth, the solar system and the universe, the interconnections among them and the processes and interactions of earth’s systems. Students will: (1) grades 9-12 benchmark 1: examine the scientific theories of the origin, structure, contents and evolution of the solar system and the universe and their interconnections; grades 9-12 performance standards: (a) understand the scale and contents of the universe, including: range of structures from atoms through astronomical objects to the universe, and objects in the universe, such as: planets, stars, galaxies and nebulae; (b) predict changes in the positions and appearances of objects in the sky (e.g., moon, sun) based on knowledge of current positions and patterns of movements (e.g., lunar cycles, seasons); (c) understand how knowledge about the universe comes from evidence collected from advanced technology (e.g., telescopes, satellites, images, computer models); (d) describe the key observations that led to the acceptance of the big bang theory and that the age of the universe is over 10 billion years; (e) explain how objects in the universe emit different electromagnetic radiation and how this information is used; (f) describe how stars are powered by nuclear fusion, how luminosity and temperature indicate their age, and how stellar processes create heavier and stable elements that are found throughout the universe; (g) examine the role that New Mexico research facilities play in current space exploration (e.g., very large array, Goddard space center); (2) grades 9-12 benchmark 2: examine the scientific theories of the origin, structure, energy and evolution of earth and its atmosphere and their interconnections; (a) grade 9-12 performance standards on characteristics and evolution of earth: (i) describe the characteristics and the evolution of earth in terms of the geosphere, the hydrosphere, the atmosphere and the biosphere; (ii) recognize that radiometric data indicate that earth is at least 4 billion years old and that earth has changed during that period; (iii) describe the internal structure of earth (e.g., core, mantle, crust) and the structure of earth’s plates; (iv) understand the changes in earth’s past and the investigative methods used to determine geologic time, including: rock sequences, relative dating, fossil correlation and radiometric dating, geologic time scales, historic changes in life forms and the evidence for absolute ages (e.g., radiometric methods, tree rings, paleomagnetism); (v) explain plate tectonic theory and describe the evidence that supports it; (b) grade 9-12 performance standards on energy in earth’s system: (i) know that earth’s systems are driven by internal (e.g., radioactive decay and gravitational energy) and external (e.g., the sun) sources of energy; (ii) describe convection as the mechanism for moving heat energy from deep within earth to the surface and discuss how this process results in plate tectonics, including: geological manifestations (e.g., earthquakes, volcanoes, mountain building) that occur at plate boundaries, and impact of plate motions on societies and the environment (e.g., earthquakes, volcanoes); (iii) describe the patterns and relationships in the circulation of air and water driven by the sun’s radiant energy, including: patterns in weather systems related to the transfer of energy, differences between climate and weather global climate, global warming and the greenhouse effect, and El Niño, La Niña and other climatic trends; (c) grades 9-12 performance standards on geochemical cycles: (i) know that earth’s system contains a fixed amount of natural resources that cycle among land, water, the atmosphere and living things (e.g., carbon and nitrogen cycles, rock cycle, water cycle, ground water, aquifers); 6.29.10 NMAC 22 (ii) describe the composition and structure of earth’s materials, including: the major rock types (i.e., sedimentary, igneous, metamorphic) and their formation, and natural resources (e.g., minerals, petroleum) and their formation; (iii) explain how layers of the atmosphere (e.g., ozone, ionosphere) change naturally and artificially; (iv) explain how the availability of ground water through aquifers can fluctuate based on multiple factors (i.e., rate of use, rate of replenishment, surface changes and changes in temperature). E. Strand 3: Science and society. Content standard 1: Students will understand how scientific discoveries, inventions, practices and knowledge influence and are influenced by individuals and societies. Students will: (1) grades 9-12 benchmark 1: examine and analyze how scientific discoveries and their applications affect the world and explain how societies influence scientific investigations and applications; (a) grades 9-12 performance standards on science and technology: (i) know how science enables technology but also constrains it, and describe the difference between real technology and science fiction (e.g., rockets vs. antigravity machines; nuclear reactors vs. perpetual-motion machines; medical x-rays vs. Star-Trek tricorders); (ii) understand how advances in technology enable further advances in science (e.g., microscopes and cellular structure, telescopes and understanding of the universe); (iii) evaluate the influences of technology on society (e.g., communications, petroleum, transportation, nuclear energy, computers, medicine, genetic engineering) including both desired and undesired effects and including some historical examples (e.g., the wheel, the plow, the printing press, the lightning rod); (iv) understand the scientific foundations of common technologies (e.g., kitchen appliances, radio, television, aircraft, rockets, computers, medical x-rays, selective breeding, fertilizers and pesticides, agricultural equipment); (v) understand that applications of genetics can meet human needs and can create new problems (e.g., agriculture, medicine, cloning); (vi) analyze the impact of digital technologies on the availability, creation and dissemination of information; (vii) describe how human activities have affected ozone in the upper atmosphere and how it affects human health and the environment; (viii) describe uses of radioactivity (e.g., nuclear power, nuclear medicine, radiometric dating); (b) grades 9-12 performance standards on science and society: (i) describe how scientific knowledge helps decision makers with local, national and global challenges (e.g., the waste isolation pilot project -WIPP, mining, drought, population growth, alternative energy, climate change); (ii) describe major historical changes in scientific perspectives (e.g., atomic theory, germs, cosmology, relativity, plate tectonics, evolution) and the experimental observations that triggered them; (iii) know that societal factors can promote or constrain scientific discovery (e.g., government funding, laws and regulations about human cloning and genetically modified organisms, gender and ethnic biases, AIDS research, alternative-energy research); (iv) explain how societies can change ecosystems and how these changes can be reversible or irreversible; (v) describe how environmental, economic and political interests impact resource management and use in New Mexico; (vi) describe New Mexico’s role in nuclear science (e.g., Manhattan project, WIPP, national laboratories); (c) grades 9-12 performance standards on science and individuals: (i) identify how science has produced knowledge that is relevant to individual health and material prosperity; (ii) know that reasonable people may disagree about some issues that are of interest to both science and religion (e.g., the origin of life on earth, the cause of the big bang, the future of earth); 6.29.10 NMAC 23 (iii) identify important questions that scientists cannot answer (e.g., questions that are beyond today’s science, decisions that science can only help to make, and questions that are inherently outside of the realm of science); (iv) understand that scientists have characteristics in common with other individuals (e.g., employment and career needs, curiosity, desire to perform public service, greed, preconceptions and biases, temptation to be unethical, core values including honesty and openness); (v) know that science plays a role in many different kinds of careers and activities (e.g., public service, volunteers, public office holders, researchers, teachers, doctors, nurses, technicians, farmers, ranchers).] [6.29.10.10 NMAC - Rp, 6.29.10.10 NMAC, 07/01/2018] 6.29.10.8 CONTENT STANDARDS WITH BENCHMARKS AND PERFORMANCE STANDARDS FOR SCIENCE, GRADES K-12: The New Mexico STEM-ready science standards established by the department are organized in grade levels as follows: K-12. A. Performance expectations for grade K are organized into topical clusters as follows: (1) Forces and interactions: pushes and pulls: (a) K-PS2-1: 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. (b) K-PS2-2: Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. (2) Interdependent relationships in ecosystems: animals, plants, and their environment: (a) K-LS1-1: Use observations to describe patterns of what plants and animals (including humans) need to survive (b) K-LS1-1 NM: Use observations of New Mexico plants and animals to describe patterns, 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. (c) K-ESS2-2: Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. (d) K-ESS3-1: Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. (e) K-ESS3-3: Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. (3) Weather and climate: (a) K-PS3-1: Make observations to determine the effect of sunlight on Earth’s surface. (b) K-PS3-2: Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area (c) K-ESS2-1: Use and share observations of local weather conditions to describe patterns over time. (d) K-ESS3-2: Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. (4) Engineering design: (a) K-2-ETS1-1: Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. (b) K-2-ETS1-2: Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem (c) K-2-ETS1-3: Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. B. Performance expectations for grade 1 are organized into topical clusters as follows: (1) Waves: light and sound: (a) 1-PS4-1: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. (b) 1-PS4-2: Make observations to construct an evidence-based account that objects can be seen only when illuminated. 6.29.10 NMAC 24 (c) 1-PS4-3: Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. (d) 1-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. (2) Structure, function, and information processing: (a) 1-LS1-1: 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. (b) 1-LS1-2: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. (c) 1-LS3-1: Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. (3) Space systems: patterns and cycles: (a) 1-ESS1-1: Use observations of the sun, moon, and stars to describe patterns that can be predicted. (b) 1-ESS1-2: Make observations at different times of year to relate the amount of daylight to the time of year. (c) 1-ESS1-2 NM: Make observations at different times of year to relate the amount of daylight to the time of year emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring (e.g. snow melting, spring break, flowers) or fall (e.g. fall colors, starting school, state fair, balloon fiesta). (4) New Mexico science and society: (a) 1-NMSS-1: Read texts to discover that men and women of all ethnic and social backgrounds practice science and technology. (b) 1-NMSS-2: Use media to discover that men and women of all ethnic and social backgrounds practice science and technology. (5) Engineering design: (a) K-2-ETS1-1: Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. (b) K-2-ETS1-2: Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. (c) K-2-ETS1-3: Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. C. Performance expectations for grade 2 are organized into topical clusters as follows: (1) Structure and properties of matter: (a) 2-PS1-1: Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. (b) 2-PS1-2: Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. (c) 2-PS1-3: 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. (d) 2-PS1-4: Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. (2) Interdependent relationships in ecosystems: (a) 2-LS2-1: Plan and conduct an investigation to determine if plants need sunlight and water to grow. (b) 2-LS2-2: Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. (c) 2-LS4-1: Make observations of plants and animals to compare the diversity of life in different habitats. (3) Earth’s systems: processes that shape the Earth: (a) 2-ESS1-1: Use information from several sources to provide evidence that Earth events can occur quickly or slowly. (b) 2-ESS1-1 NM: Use information from several sources to provide evidence that Earth events can occur quickly or slowly. Although there are currently no active volcanoes in New Mexico, many extinct volcanoes exist throughout the state. 6.29.10 NMAC 25 (c) 2-ESS2-1: Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. (d) 2-ESS2-2: Develop a model to represent the shapes and kinds of land and bodies of water in an area. (e) 2-ESS2-2 NM: Develop a model to represent the state of New Mexico and the Rio Grande river and related water systems. (f) 2-ESS2-3: Obtain information to identify where water is found on Earth and that it can be solid or liquid. (g) 2-ESS2-3 NM: Obtain information to identify where fresh water is found on Earth, including the Rio Grande river and mountains. (4) New Mexico science and society: (a) 2-NMSS-1: Understand that everybody can do science, invent things, and formulate ideas. (b) 2-NMSS-2: Use information from several sources to know that science has discovered many things about objects, events, and nature and there are many more questions to be answered. (5) Engineering design: (a) K-2-ETS1-1: Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. (b) K-2-ETS1-2: Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. (c) K-2-ETS1-3: Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each. D. Performance expectations for grade 3 are organized into topical clusters as follows: (1) Forces and interactions: (a) 3-PS2-1: Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. (b) 3-PS2-2: Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. (c) 3-PS2-3: Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. (d) 3-PS2-4: Define a simple design problem that can be solved by applying scientific ideas about magnets. (2) Interdependent relationships in ecosystems: (a) 3-LS2-1: Construct an argument that some animals form groups that help members survive. (b) 3-LS4-1: Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. (c) 3-LS4-1 NM: Analyze and interpret data from fossils to provide evidence of the organisms and the environments include the state fossil Coelophysis, a theropod dinosaur. (d) 3-LS4-3: 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. (e) 3-LS4-4: 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. (3) Inheritance and variation of traits: life cycles and traits: (a) 3-LS1-1: Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. (b) 3-LS3-1: 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. (c) 3-LS3-2: Use evidence to support the explanation that traits can be influenced by the environment. (d) 3-LS3-2 NM: Obtain information on plants and animals in New Mexico and their ecosystems to use as evidence to support the explanation that traits can be influenced by the environment. (e) 3-LS4-2: Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. 6.29.10 NMAC 26 (4) Weather and climate: (a) 3-ESS2-1: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. (b) 3-ESS2-2: Obtain and combine information to describe climates in different regions of the world. (c) 3-ESS3-1: Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. (5) Engineering design: (a) 3-5-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. (b) 3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem (c) 3-5-ETS1-2: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. E. Performance expectations for grade 4 are organized into topical clusters as follows: (1) Energy: (a) 4-PS3-1: Use evidence to construct an explanation relating the speed of an object to the energy of that object. (b) 4-PS3-2: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. (c) 4-PS3-3: Ask questions and predict outcomes about the changes in energy that occur when objects collide. (d) 4-PS3-4: Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. (e) 4-ESS3-1: 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. (f) 4-ESS3-1 NM: Obtain and combine information to describe the energy sources in the school’s community and New Mexico and how it benefits the community. (2) Waves: waves and information: (a) 4-PS4-1: Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. (b) 4-PS4-3: Generate and compare multiple solutions that use patterns to transfer information. (3) Structure, function, and information processing: (a) 4-PS4-2: Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. (b) 4-LS1-1: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. (c) 4-LS1-2: 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. (4) Earth’s systems: processes that shape the Earth: (a) 4-ESS1-1: Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. (b) 4-ESS1-1 NM: Identify evidence from patterns in rock formations and fossils in rock layers to support possible explanations of New Mexico’s geological changes over time. (c) 4-ESS2-1: Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. (d) 4-ESS2-2: Analyze and interpret data from maps to describe patterns of Earth’s features. (e) 4-ESS3-2: Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. (f) 4-ESS3-2 NM: Generate and compare multiple solutions to reduce the impacts of natural Earth processes on New Mexico’s people and places. (5) Engineering design: 6.29.10 NMAC 27 (a) 3-5-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. (b) 3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem (c) 3-5-ETS1-2: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. F. Performance expectations for grade 5 are organized into topical clusters as follows: (1) Structure and properties of matter: (a) 5-PS1-1: Develop a model to describe that matter is made of particles too small to be seen. (b) 5-PS1-2: 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. (c) 5-PS1-3: Make observations and measurements to identify materials based on their properties. (d) 5-PS1-4: Conduct an investigation to determine whether the mixing of two or more substances results in new substances. (2) Matter and energy in organism and ecosystems: (a) 5-PS3-1: Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. (b) 5-LS1-1: Support an argument that plants get the materials they need for growth chiefly from air and water. (c) 5-LS2-1: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. (3) Earth’s systems: processes that shape the Earth: (a) 5-ESS2-1: Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. (b) 5-ESS2-1 NM: Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact in New Mexico. (c) 5-ESS2-2: Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. (d) 5-ESS3-1: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. (e) 5-ESS2-1 NM: Obtain and combine information about ways your school communities use science ideas to protect the Earth’s resources and environment. (4) Space systems: stars and the solar system: (a) 5-PS2-1: Support an argument that the gravitational force exerted by Earth on objects is directed down. (b) 5-ESS1-1: Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth. (c) 5-ESS1-2: Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. (5) New Mexico science and society: (a) 5-NMSS-1: Use information to discover STEM careers throughout the state and know that both men and women of all races and social backgrounds have these careers. (6) Engineering design: (a) 3-5-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. (b) 3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem (c) 3-5-ETS1-2: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. G. Performance expectations for grades 6-8 are organized into topical clusters as follows: (1) Structure and properties of matter: (a) MS-PS1-1: Develop models to describe the atomic composition of simple molecules and extended structures. 6.29.10 NMAC 28 (b) MS-PS1-3: Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. (c) MS-PS1-4: 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. (2) Chemical reactions: (a) MS-PS1-2: Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. (b) MS-PS1-5: 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. (c) MS-PS1-6: Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. (3) Forces and interactions: (a) MS-PS2-1: Apply Newton’s third law to design a solution to a problem involving the motion of two colliding objects (b) MS-PS2-2: Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. (c) MS-PS2-3: Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. (d) MS-PS2-4: Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. (e) MS-PS2-5: 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. (4) Energy: (a) MS-PS3-1: Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. (b) MS-PS3-2: Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. (c) MS-PS3-3: Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. (d) MS-PS3-4: 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. (e) MS-PS3-5: 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. (5) Waves and electromagnetic radiation: (a) MS-PS4-1: Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. (b) MS-PS4-2: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. (c) MS-PS4-3: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. (6) Structure, function, and information processing: (a) MS-LS1-1: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. (b) MS-LS1-2: Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. (c) MS-LS1-3: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. (d) MS-LS1-8: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. (7) Matter and energy in organisms and ecosystems: (a) MS-LS1-6: 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. 6.29.10 NMAC 29 (b) MS-LS1-7: Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. (c) MS-LS2-1: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. (d) MS-LS2-1 NM: Analyze and interpret data to provide evidence for how organisms and populations (i.e. big horn Sheep, black bears, cougars, elk, deer, fish, coyote, wolves) exist together to create an ecosystem. (e) MS-LS2-3: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. (f) MS-LS2-4: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. (g) MS-LS2-4 NM: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem in New Mexico (forest, grasslands, desert, bosque) affect populations. (8) Interdependent relationships in ecosystems: (a) MS-LS2-2: Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. (b) MS-LS2-5: Evaluate competing design solutions for maintaining biodiversity and ecosystem services. (c) MS-LS2-5 NM: Evaluate competing design solutions for maintaining biodiversity and ecosystem services in New Mexico (i.e. soil erosion protection, forest fire control, watershed planning, recycling, water purification and conservation). (9) Growth, development, and reproduction of organisms: (a) MS-LS1-4: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. (b) MS-LS1-5: Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. (c) MS-LS3-1: 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. (d) MS-LS3-2: 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. (e) MS-LS4-5: Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. (10) Natural selection and adaptations: (a) MS-LS4-1: Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. (b) MS-LS4-2: Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. (c) MS-LS4-4: Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. (d) MS-LS4-6: Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. (11) Space systems: (a) MS-ESS1-1: 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. (b) MS-ESS1-2: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. (c) MS-ESS1-3: Analyze and interpret data to determine scale properties of objects in the solar system. 6.29.10 NMAC 30 (12) History of Earth: (a) MS-ESS1-4: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s geologic history. (b) MS-ESS2-2: Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. (c) MS-ESS2-3: Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. (13) Earth’s systems: (a) MS-ESS2-1: Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. (b) MS-ESS2-1 NM: Obtain and combine information to describe the impact of volcanoes and faults on New Mexico geology. (c) MS-ESS2-4: Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. (d) MS-ESS3-1: Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes. (e) MS-ESS3-1 NM: Gather and synthesize information on what geologic processes/formations account for the concentrations of oil and gas in certain regions of New Mexico. (14) Weather and climate: (a) MS-ESS2-5: Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. (b) MS-ESS2-5 NM: Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions in New Mexico due to regional geography. (c) MS-ESS2-6: Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. (d) MS-ESS3-5: Ask questions to clarify evidence of the factors that have caused the fluctuation in global temperatures over the past century. (e) MS-ESS3-5 NM: Ask questions to clarify evidence of the factors that have caused the fluctuation in global temperatures, and consider the risks and benefits associated with technologies related to energy production. (15) Human impacts: (a) MS-ESS3-2: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. (b) MS-ESS3-3: Apply scientific principles to design a method for monitoring, evaluating, and managing a human impact on the environment. (c) MS-ESS3-3 NM: Describe the benefits associated with technologies related to the local industries and energy production. (d) MS-ESS3-4: Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. (16) Engineering design: (a) MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. (b) MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. (c) MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. (d) MS-ETS1-4: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. H. Performance expectations for grade 9-12 are organized into topical clusters as follows: (1) Structure and properties of matter: (a) HS-PS1-1: Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. 6.29.10 NMAC 31 (b) HS-PS1-3: Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles. (c) HS-PS1-8: 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. (d) HS-PS-8 NM: Describe New Mexico’s role in nuclear science (Manhattan Project, WIPP, National Laboratories). (e) HS-PS-8a NM: Explore and communicate a 21st Century innovation created by the National Laboratories in New Mexico that demonstrates how advances in technology enable further advances in science. (f) HS-PS2-6: Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials. (2) Chemical reactions: (a) HS-PS1-2: Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. (b) HS-PS1-4: 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. (c) HS-PS1-5: Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs. (d) HS-PS1-6: Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium (e) HS-PS1-7: Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. (3) Forces and reactions: (a) HS-PS2-1: Analyze data to support the claim that newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. (b) HS-PS2-2: 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. (c) HS-PS2-3: Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision (d) HS-PS2-4: Use mathematical representations of newton’s law of gravitation and coulomb’s law to describe and predict the gravitational and electrostatic forces between objects. (e) HS-PS2-5: Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. (4) Energy: (a) HS-PS3-1: Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. (b) HS-PS3-2: Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects). (c) HS-PS3-3: Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy (d) HS-PS3-4: Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics). (e) HS-PS3-5: 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. (5) Waves and electromagnetic radiation: (a) HS-PS4-1: Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. (b) HS-PS4-2: Evaluate questions about the advantages of using a digital transmission and storage of information. 6.29.10 NMAC 32 (c) HS-PS4-3: Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other. (d) HS-PS4-4: Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter. (e) HS-PS4-5: 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. (6) Structure and function: (a) HS-LS1-1: 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. (b) HS-LS1-2: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. (c) HS-LS1-3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. (7) Matter and Energy in organisms and ecosystems: (a) HS-LS1-5: Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. (b) HS-LS1-6: 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. (c) HS-LS1-7: 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. (d) HS-LS2-3: Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. (e) HS-LS2-4: Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. (f) HS-LS2-5: Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. (8) Interdependent relationships in ecosystems: (a) HS-LS2-1: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. (b) HS-LS2-2: Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. (c) HS-LS2-6: 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. (d) HS-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity (e) HS-LS2-7 NM: Using a local issue, in your solution design, include the benefits of human activities that support the local population including reclamation projects, building dams and habitat restoration. (f) HS-LS2-8: Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce. (g) HS-LS4-6: Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. (h) HS-LS4-6 NM: Identify a problem within the school community and create or revise a simulation to test a solution to reduce impacts on biodiversity. (9) Inheritance and variation of traits: (a) HS-LS1-4: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. (b) HS-LS3-1: Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. 6.29.10 NMAC 33 (c) HS-LS3-2: 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. (d) HS-LS3-3: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. (10) Natural Selection and Evolution: (a) HS-LS4-1: Analyze, interpret, and communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. (b) HS-LS4-2: 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. (c) HS-LS4-3: 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. (d) HS-LS4-4: Construct an explanation based on evidence for how natural selection leads to adaptation of populations. (e) HS-LS4-5: 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. (11) Space systems: (a) HS-ESS1-1: Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radiation. (b) HS-ESS1-2: Construct an explanation of the big bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe. (c) HS-ESS1-3: Communicate scientific ideas about the way stars, over their life cycle, produce elements. (d) HS-ESS1-4: Use mathematical or computational representations to predict the motion of orbiting objects in the solar system. (12) History of Earth (a) HS-ESS1-5: Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. (b) HS-ESS1-6: Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history. (c) HS-ESS2-1: Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features. (13) Earth’s systems: (a) HS-ESS2-2: Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems. (b) HS-ESS2-3: Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection. (c) HS-ESS2-5: Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes. (d) HS-ESS2-6: Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. (e) HS-ESS2-7: Construct an argument based on evidence about the evolution of Earth’s systems and life on Earth. (14) Weather and climate: (a) HS-ESS2-4: Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate. (b) HS-ESS2-4 NM: Use a model to describe how variations in the flow of energy into and out of Earth’s systems that were caused by natural occurrences that are not related to human activity. (c) HS-ESS3-5: Analyze data and the results from global climate models to make an evidence-based forecast of the current rate of global or climate fluctuation and associated future impacts to Earth systems. (15) Human sustainability: 6.29.10 NMAC 34 (a) HS-ESS3-1: Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. (b) HS-ESS3-2: Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios (c) HS-ESS3-2 NM: Describe how scientific knowledge helps decision makers with New Mexico national and global challenges (e.g. waste isolation pilot project [WIPP], mining, oil and gas production, and population growth). (d) HS-ESS3-3: Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. (e) HS-ESS3-4: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. (f) HS-ESS3-4 NM: Evaluate the influences of technology on society (e.g., communications, petroleum, transportation, nuclear energy) including desired and undesired effects, and including some historical examples (e.g. telegraph, printing press, model-t ford, discovery of electricity, manhattan project). (g) HS-ESS3-6: Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified. (h) HS-ESS3-6 NM: Explain how societies can change ecosystems and how these changes can be reversible or irreversible. (16) New Mexico science and society: (a) HS-NMSS-1: Identify important questions that science cannot answer (e.g., questions beyond today’s science, decisions that science can only help make, and questions that are inherently outside of the realm of science). (b) HS-NMSS-2: Identify ways that science plays a role in many different kinds of careers and activities (e.g., public service, legislators, teachers, farmers, ranchers, construction workers, ranchers, oil and gas workers, miners, movie industry support, landscapers, ski resort snowmakers). (17) Engineering design: (a) HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. (b) HS-ETS1-2: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. (c) HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. (d) HS-ETS1-4: Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. [6.29.10.8 NMAC - Rp, 6.29.10.8 NMAC, 07/01/2018] 6.29.10.9 NMAC - 6.29.10.10 NMAC: [RESERVED] [6.29.10.8 NMAC - Rp, 6.29.10.9 NMAC and 6.29.10.10 NMAC, 7/1/2018] HISTORY OF 6.29.10 NMAC: Pre-NMAC HISTORY: The material in this part is derived from that previously filed with the State Records Center: SDE 74-17, (Certificate No. 74-17), Minimum Educational Standards for New Mexico Schools, filed April 16, 1975. SDE 76-9, (Certificate No. 76-9), Minimum Education Standards for New Mexico Schools, filed July 7, 1976. SDE 78-9, Minimum Education Standards for New Mexico Schools, filed August 17, 1978. SBE 80-4, Educational Standards for New Mexico Schools, filed September 10, 1980. SBE 81-4, Educational Standards for New Mexico Schools, filed July 27, 1981. SBE 82-4, Educational Standards for New Mexico Schools, Basic and Vocational Program Standards, filed November 16, 1982. SBE Regulation No. 83-1, Educational Standards for New Mexico Schools, Basic and Vocational Program Standards, filed June 24, 1983. SBE Regulation 84-7, Educational Standards for New Mexico Schools, Basic and Vocational Program Standards, filed August 27, 1984. 6.29.10 NMAC 35 SBE Regulation 85-4, Educational Standards for New Mexico Schools, Basic, Special Education, and Vocational Programs, filed October 21, 1985. SBE Regulation No. 86-7, Educational Standards for New Mexico Schools, filed September 2, 1986. SBE Regulation No. 87-8, Educational Standards for New Mexico Schools, filed February 2, 1988. SBE Regulation No. 88-9, Educational Standards for New Mexico Schools, filed October 28, 1988. SBE Regulation No. 89-8, Educational Standards for New Mexico Schools, filed November 22, 1989. SBE Regulation No. 90-2, Educational Standards for New Mexico Schools, filed September 7, 1990. SBE Regulation No. 92-1, Standards for Excellence, filed January 3, 1992. History of Repealed Material: 6.30.2 NMAC, Standards for Excellence, filed November 2, 2000 - Repealed effective June 30, 2009. 6.29.10 NMAC, Science, filed June 30, 2009 - Repealed effective July 1, 2018. NMAC History: 6 NMAC 3.2, Standards for Excellence, filed October 17, 1996. 6.30.2 NMAC, Standards for Excellence, November 2, 2000, replaced by 6.29.1 NMAC, General Provisions; 6.29.2 NMAC, Arts Education; 6.29.3 NMAC, Career and Technical Education; 6.29.4 NMAC, English Language Arts; 6.29.5 NMAC, English Language Development; 6.29.6 NMAC, Health Education; 6.29.7 NMAC, Mathematics; 6.29.8 NMAC, Modern, Classical and Native Languages; 6.29.9 NMAC, Physical Education; 6.29.10 NMAC, Science; 6.29.11 NMAC, Social Studies; effective June 30, 2009. 6.29.10 NMAC - Science, filed June 30, 2009 was repealed and replaced by 6.29.10 NMAC - New Mexico STEM-Ready Science Standards, effective July 1, 2018. 6.29.10 NMAC 36