Table Blueprint (Applies to All Grades) Domain Connectors per Task Low Complexity Medium Complexity High Complexity Total Items Life Science 2 4 (4 points) 4 items (4–6 points) 2 (2–4 points) 10 (12 points) Physical Science 2 4 items (4 points) 4 items (4–6 points) 2 (2–4 points) 10 items (12 points) Earth and Space Science 2 4 items (4 points) 4 (4–6 points) 2 items (2–4 points) 10 items (12 points) Total 6 12 items (12 points) 12 items (12–18 points) 6 (6–12 points) 30 items (36 points)
4-ESS3-2 Generate and compare multiple solutions to reduce the impacts of natural processes on humans. Identify and compare human solutions to reduce the impact of a natural Earth process (e.g., earthquake, flood, volcanic activity) on humans. 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. Use data to describe similarities and differences in the timing of observable changes in shadows, daylight, and the appearance of 5-ESS2-1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. Identify examples of ways the four major Earth systems interact to affect living things and the Earth’s surface materials and processes. 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. Recognize “using data” that the majority of water on Earth is found in the oceans as salt water and most of the Earth’s fresh water is stored in glaciers. 5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. Using provided information, identify ways people can help protect the Earth’s resources and how that affects the environment. 3-LS1-1 Develop models to describe that organisms have unique and diverse life cycles but all have in common growth, reproduction, and death. Identify a common pattern between models of different life cycles. 3-LS2-1 Construct an argument that some animals form groups that help members survive. Recognize that animals within a group help the group obtain food for survival, defend themselves, and survive changes in their ecosystem.
3-LS3-1 Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of traits exists in a group of similar organisms. Based on data through observation, identify similarities in the traits of a parent and the traits of an offspring and variations in similar traits in a grouping of similar organisms. 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. Using evidence, through observation, identify features and characteristics that enable an organism to survive in a particular environment. 4-LS1-1 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. Match internal and external structures of plants and animals (e.g., thorns, stems, roots, heart, stomach, lung, brain) to functions that support growth, survival, behavior, and reproduction of organisms. 5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. Identify a model that shows the movement of matter (e.g., plant growth, eating, composting) through living things. 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. Identify through observation and demonstration ways to change the motion of an object (e.g., size or mass of the object, direction of forces). 4-PS3-2 Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. Through observation of a model, identify that energy can be moved from place to place (e.g., by moving objects, through sound, light, or electric currents).
3-5-ETS1-3 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. Carry out tests in which variables are controlled and failure points are considered to determine which solution best solves the problem. Table Expectations and Connectors Included in Grade Eight Assessment Code Performance Expectation Connector 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. Use an Earth-sun-moon model to show that the Earth-moon system orbits the sun once an Earth year and the orbit of the Moon around Earth corresponds to a month. MS-ESS2-1 Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. Identify relationships between components in a model of energy flows and matter cycles within and among Earth’s systems, including the sun and Earth’s interior as primary energy sources. MS-ESS2-5 Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. Identify how air masses influence weather data and/or simulated demonstrations. 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. Use resources (e.g., maps, charts, images of natural hazards) to identify patterns in past occurrences of catastrophic events in each of two regions to predict which location may receive a future similar catastrophic event.
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. Identify examples of how sensory information sent to the is used immediately for behavior or stored as a memory. 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. Identify factors in a graph (including resources, climate, or competition) in an ecosystem that influence growth in populations of organisms. MS-LS2-2 Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Describe examples of competitive, predatory, or symbiotic relationships by using models of interactions between organisms in an ecosystem. MS-LS2-3 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Using a model, identify energy transfer between producers, consumers, and decomposers in an ecosystem. MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Identify the outcome evidence of changes in physical or biological components of an ecosystem to populations of organisms in that ecosystem. MS-LS3-2 Develop and use a to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. Use a model, through observation, to identify that a variety of inherited traits passed from parents to offspring leads to differences in offspring (e.g., eye color, fur pattern, plant height).
MS-PS3-3 Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Use information (e.g., graph, model) to identify a device (e.g., foam cup, insulated box) that either minimizes or maximizes thermal energy transfer (e.g., keeping liquids hot or cold). MS-PS4-2 Develop and use a to describe that waves are reflected, absorbed, or transmitted through various materials. Identify how light waves, or sound waves are reflected, absorbed, or transmitted through various materials (e.g., water, air, glass) by using a model. 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. Define a design problem that can be solved through consideration of criteria and constraints, potential impacts on people and the environment, and scientific or other issues that are relevant to the problem. MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Use a systematic process to evaluate how well two different design solutions meet the criteria and constraints of the problem. 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. Analyze data from tests to identify how aspects of two different design solutions can be modified or combined to create a better solution. 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. Evaluate the data from various testing methods to modify a proposed object, tool, or process to optimize the design solution.
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. Explain the cause-and-effect relationship between human activity (e.g., population size, where humans live, types of crops grown) and changes in the amounts of natural resources, the occurrence of natural hazards, or changes in climate using evidence. HS-ESS3-3 Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. Compare models to determine the effects of a conservation strategy to manage natural resources and to sustain society and plant and animal life. HS-ESS3-6 Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. Use representations to identify the relationships Earth systems and how those relationships are being modified due to human activity (e.g., increase in atmospheric carbon dioxide, increase in ocean acidification, effects on organisms in the ocean (coral reef), carbon cycle of the ocean, possible effects on marine populations). HS-LS1-2 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. Using model(s), identify that different systems of the body carry out essential functions (e.g., digestive system, respiratory system, circulatory system, nervous system). HS-LS1-4 Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Identify how growth occurs when cells multiply (mitosis) by using a model.
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. Identify a that demonstrates how organisms take in matter (allowing growth and maintenance) and rearrange the atoms to make new structures in chemical reactions. 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. Use mathematical representations (e.g., trends, averages, graphs) to identify dependencies of an animal population on other organisms for food and their environment for shelter. HS-LS2-4 Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. a graphical representation, identify the changes in the amount of matter or energy as it travels through an energy pyramid or food web. HS-LS2-8 Evaluate the evidence for the role of behavior on individual and species’ chances to survive and reproduce. Identify evidence supporting the outcome of behavior (e.g., predation, life expectancy) on species’ chances to survive and reproduce. 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. Identify a model showing evidence that parents and offspring may have different traits. 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. Recognize that data can be used to determine that organisms with advantageous heritable traits will increase in proportion over a period of time.
HS-LS4-6 Create or revise a simulation to test a solution to mitigate adverse impacts of activity on biodiversity. Analyze data to determine a potential solution to mitigate adverse impacts of human activity on biodiversity. HS-PS1-1 Use the periodic as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. Organize different materials based on properties of elements. HS-PS1-4 Develop a to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy. a model, determine whether energy is released or absorbed in a chemical reaction system. 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 Identify changes in the composition of the center of an atom during a reaction. 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. Recognize the relationship between an object’s acceleration and the force. 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. Evaluate a device designed to minimize force by comparing data (e.g., momentum, mass, velocity, force, time). HS-PS2-6 Communicate scientific and technical information about why the structure is important in the functioning of designed materials. Recognize that different materials have different molecular structures and properties that determine different functioning (e.g., flexible, but durable) of the material.
HS-ETS1-2 Design a solution to a complex problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Break down a real-world problem into smaller problems that can be approached systematically to solve. HS-ETS1-3 Evaluate a solution to a complex 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. Describe the strengths and weaknesses of a solution to a problem with respect to specific criteria and trade-offs, as well as possible social and cultural acceptability and environmental impacts. HS-ETS1-4 Use a computer simulation to 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. Use computer simulations to evaluate the impact of proposed solutions to a real-world problem to see which one is most efficient or economical.