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Updated January 22, 2016 1

EARTH AND LIFE SCIENCE

CURRICULUM PACING CALENDAR SPRING SEMESTER

2016

Los Angeles County Office of Education Division of Student Programs


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Ca50 Department of Education Updated February 2, 2014 Reposted June 11,4230098

GRADES NINE THROUGH TWELVE—BIOLOGY/LIFE SCIENCES

Biology/Life Sciences Cell Biology

1. The fundamental life processes of plants and animals depend on a variety of chemi cal reactions that occur in specialized areas of the organism’s cells. As a basis for understanding this concept: a. Students know cells are enclosed within semipermeable membranes that regulate

their interaction with their surroundings.

b. Students know enzymes are proteins that catalyze biochemical reactions without altering the reaction equilibrium and the activities of enzymes depend on the temperature, ionic conditions, and the pH of the surroundings.

c. Students know how prokaryotic cells, eukaryotic cells (including those from plants and animals), and viruses differ in complexity and general structure.

d. Students know the central dogma of molecular biology outlines the flow of infor mation from transcription of ribonucleic acid (RNA) in the nucleus to translation of proteins on ribosomes in the cytoplasm.

e. Students know the role of the endoplasmic reticulum and Golgi apparatus in the secretion of proteins.

f. Students know usable energy is captured from sunlight by chloroplasts and is stored through the synthesis of sugar from carbon dioxide.

g. Students know the role of the mitochondria in making stored chemicalbond energy available to cells by completing the breakdown of glucose to carbon dioxide.

h. Students know most macromolecules (polysaccharides, nucleic acids, proteins, lipids) in cells and organisms are synthesized from a small collection of simple precursors.

i.* Students know how chemiosmotic gradients in the mitochondria and chloroplast store energy for ATP production.

j* Students know how eukaryotic cells are given shape and internal organization by a cytoskeleton or cell wall or both.


GRADES NINE THROUGH TWELVE—BIOLOGY/LIFE SCIENCES Genetics

2. Mutation and sexual reproduction lead to genetic variation in a population. As a

basis for understanding this concept: a. Students know meiosis is an early step in sexual reproduction in which the pairs

of chromosomes separate and segregate randomly during cell division to pro duce gametes containing one chromosome of each type.

b. Students know only certain cells in a multicellular organism undergo meiosis.

c. Students know how random chromosome segregation explains the probability that a particular allele will be in a gamete.

d. Students know new combinations of alleles may be generated in a zygote through the fusion of male and female gametes (fertilization).

e. Students know why approximately half of an individual’s DNA sequence comes from each parent.

f. Students know the role of chromosomes in determining an individual’s sex. g. Students know how to predict possible combinations of alleles in a zygote from

the genetic makeup of the parents. 3. A multicellular organism develops from a single zygote, and its phenotype depends

on its genotype, which is established at fertilization. As a basis for understanding this concept: a. Students know how to predict the probable outcome of phenotypes in a genetic

cross from the genotypes of the parents and mode of inheritance (autosomal or Xlinked, dominant or recessive).

b. Students know the genetic basis for Mendel’s laws of segregation and indepen dent assortment.

c.* Students know how to predict the probable mode of inheritance from a pedigree diagram showing phenotypes.

d.* Students know how to use data on frequency of recombination at meiosis to esti mate genetic distances between loci and to interpret genetic maps of chromo somes.


GRADES NINE THROUGH TWELVE—BIOLOGY/LIFE SCIENCES 4. Genes are a set of instructions encoded in the DNA sequence of each organism that

specify the sequence of amino acids in proteins characteristic of that organism. As a basis for understanding this concept: a. Students know the general pathway by which ribosomes synthesize proteins,

using tRNAs to translate genetic information in mRNA.

b. Students know how to apply the genetic coding rules to predict the sequence of amino acids from a sequence of codons in RNA.

c. Students know how mutations in the DNA sequence of a gene may or may not affect the expression of the gene or the sequence of amino acids in an encoded protein.

d. Students know specialization of cells in multicellular organisms is usually due to different patterns of gene expression rather than to differences of the genes themselves.

e. Students know proteins can differ from one another in the number and sequence of amino acids.

f.* Students know why proteins having different amino acid sequences typically have different shapes and chemical properties.

5. The genetic composition of cells can be altered by incorporation of exogenous DNA

into the cells. As a basis for understanding this concept: a. Students know the general structures and functions of DNA, RNA, and protein.

b. Students know how to apply basepairing rules to explain precise copying of DNA during semiconservative replication and transcription of information from DNA into mRNA.

c. Students know how genetic engineering (biotechnology) is used to produce novel biomedical and agricultural products.

d.* Students know how basic DNA technology (restriction digestion by endonu cleases, gel electrophoresis, ligation, and transformation) is used to construct recombinant DNA molecules.

e.* Students know how exogenous DNA can be inserted into bacterial cells to alter their genetic makeup and support expression of new protein products.


GRADES NINE THROUGH TWELVE—BIOLOGY/LIFE SCIENCES Ecology

6. Stability in an ecosystem is a balance between competing effects. As a basis for

understanding this concept: a. Students know biodiversity is the sum total of different kinds of organisms and is

affected by alterations of habitats.

b. Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in popula tion size.

c. Students know how fluctuations in population size in an ecosystem are deter mined by the relative rates of birth, immigration, emigration, and death.

d. Students know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles through photosyn thesis and respiration.

e. Students know a vital part of an ecosystem is the stability of its producers and decomposers.

f. Students know at each link in a food web some energy is stored in newly made structures but much energy is dissipated into the environment as heat. This dissipation may be represented in an energy pyramid.

g.* Students know how to distinguish between the accommodation of an individual organism to its environment and the gradual adaptation of a lineage of organ isms through genetic change.

Evolution

7. The frequency of an allele in a gene pool of a population depends on many factors

and may be stable or unstable over time. As a basis for understanding this concept:

a. Students know why natural selection acts on the phenotype rather than the geno type of an organism.

b. Students know why alleles that are lethal in a homozygous individual may be carried in a heterozygote and thus maintained in a gene pool.

c. Students know new mutations are constantly being generated in a gene pool.

d. Students know variation within a species increases the likelihood that at least some members of a species will survive under changed environmental condi tions.



e.* Students know the conditions for HardyWeinberg equilibrium in a population and why these conditions are not likely to appear in nature.

f.* Students know how to solve the HardyWeinberg equation to predict the fre quency of genotypes in a population, given the frequency of phenotypes.

8. Evolution is the result of genetic changes that occur in constantly changing environ

ments. As a basis for understanding this concept: a. Students know how natural selection determines the differential survival of

groups of organisms. b. Students know a great diversity of species increases the chance that at least some

organisms survive major changes in the environment.

c. Students know the effects of genetic drift on the diversity of organisms in a popu lation.

d. Students know reproductive or geographic isolation affects speciation.

e. Students know how to analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction.

f.* Students know how to use comparative embryology, DNA or protein sequence comparisons, and other independent sources of data to create a branching dia gram (cladogram) that shows probable evolutionary relationships.

g.* Students know how several independent molecular clocks, calibrated against each other and combined with evidence from the fossil record, can help to estimate how long ago various groups of organisms diverged evolutionarily from one another.

Physiology

9. As a result of the coordinated structures and functions of organ systems, the internal

environment of the human body remains relatively stable (homeostatic) despite changes in the outside environment. As a basis for understanding this concept: a. Students know how the complementary activity of major body systems provides

cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide.

b. Students know how the nervous system mediates communication between differ ent parts of the body and the body’s interactions with the environment.



c. Students know how feedback loops in the nervous and endocrine systems regulate conditions in the body.

d. Students know the functions of the nervous system and the role of neurons in transmitting electrochemical impulses.

e. Students know the roles of sensory neurons, interneurons, and motor neurons in sensation, thought, and response.

f.* Students know the individual functions and sites of secretion of digestive enzymes (amylases, proteases, nucleases, lipases), stomach acid, and bile salts.

g.* Students know the homeostatic role of the kidneys in the removal of nitrogenous wastes and the role of the liver in blood detoxification and glucose balance.

h.* Students know the cellular and molecular basis of muscle contraction, including the roles of actin, myosin, Ca+2, and ATP.

i.* Students know how hormones (including digestive, reproductive, osmoregula tory) provide internal feedback mechanisms for homeostasis at the cellular level and in whole organisms.

10. Organisms have a variety of mechanisms to combat disease. As a basis for under

standing the human immune response: a. Students know the role of the skin in providing nonspecific defenses against

infection.

b. Students know the role of antibodies in the body’s response to infection. c. Students know how vaccination protects an individual from infectious diseases. d.

Students know there are important differences between bacteria and viruses with respect to their requirements for growth and replication, the body’s primary defenses against bacterial and viral infections, and effective treatments of these infections.

e. Students know why an individual with a compromised immune system (for example, a person with AIDS) may be unable to fight off and survive infections by microorganisms that are usually benign.

f.* Students know the roles of phagocytes, Blymphocytes, and Tlymphocytes in the immune system.


GRADES NINE THROUGH TWELVE—EARTH SCIENCES

Earth Sciences Earth’s Place in the Universe

1. Astronomy and planetary exploration reveal the solar system’s structure, scale, and

change over time. As a basis for understanding this concept: a. Students know how the differences and similarities among the sun, the terrestrial

planets, and the gas planets may have been established during the formation of the solar system.

b. Students know the evidence from Earth and moon rocks indicates that the solar system was formed from a nebular cloud of dust and gas approximately 4.6 bil lion years ago.

c. Students know the evidence from geological studies of Earth and other planets suggest that the early Earth was very different from Earth today.

d. Students know the evidence indicating that the planets are much closer to Earth than the stars are.

e. Students know the Sun is a typical star and is powered by nuclear reactions, prima rily the fusion of hydrogen to form helium.

f. Students know the evidence for the dramatic effects that asteroid impacts have had in shaping the surface of planets and their moons and in mass extinctions of life on Earth.

g.* Students know the evidence for the existence of planets orbiting other stars. 2. Earthbased and spacebased astronomy reveal the structure, scale, and changes in

stars, galaxies, and the universe over time. As a basis for understanding this concept: a. Students know the solar system is located in an outer edge of the discshaped

Milky Way galaxy, which spans 100,000 light years. b. Students know galaxies are made of billions of stars and comprise most of the

visible mass of the universe. c. Students know the evidence indicating that all elements with an atomic number

greater than that of lithium have been formed by nuclear fusion in stars. d. Students know that stars differ in their life cycles and that visual, radio, and Xray

telescopes may be used to collect data that reveal those differences. e.* Students know accelerators boost subatomic particles to energy levels that simulate

conditions in the stars and in the early history of the universe before stars formed.



f.* Students know the evidence indicating that the color, brightness, and evolution of a star are determined by a balance between gravitational collapse and nuclear fusion.

g.* Students know how the redshift from distant galaxies and the cosmic background radiation provide evidence for the “big bang” model that suggests that the uni verse has been expanding for 10 to 20 billion years.

Dynamic Earth Processes

3. Plate tectonics operating over geologic time has changed the patterns of land, sea,

and mountains on Earth’s surface. As the basis for understanding this concept:

a. Students know features of the ocean floor (magnetic patterns, age, and seafloor topography) provide evidence of plate tectonics.

b. Students know the principal structures that form at the three different kinds of plate boundaries.

c. Students know how to explain the properties of rocks based on the physical and chemical conditions in which they formed, including plate tectonic processes.

d. Students know why and how earthquakes occur and the scales used to measure their intensity and magnitude.

e. Students know there are two kinds of volcanoes: one kind with violent eruptions producing steep slopes and the other kind with voluminous lava flows produc ing gentle slopes.

f.* Students know the explanation for the location and properties of volcanoes that are due to hot spots and the explanation for those that are due to subduction.

Energy in the Earth System

4. Energy enters the Earth system primarily as solar radiation and eventually escapes as heat. As a basis for understanding this concept:

a. Students know the relative amount of incoming solar energy compared with Earth’s internal energy and the energy used by society.

b. Students know the fate of incoming solar radiation in terms of reflection, absorp tion, and photosynthesis.

c. Students know the different atmospheric gases that absorb the Earth’s thermal radiation and the mechanism and significance of the greenhouse effect.

d.* Students know the differing greenhouse conditions on Earth, Mars, and Venus; the origins of those conditions; and the climatic consequences of each.


GRADES NINE THROUGH TWELVE—EARTH SCIENCES 5. Heating of Earth’s surface and atmosphere by the sun drives convection within the

atmosphere and oceans, producing winds and ocean currents. As a basis for under standing this concept: a. Students know how differential heating of Earth results in circulation patterns in

the atmosphere and oceans that globally distribute the heat.

b. Students know the relationship between the rotation of Earth and the circular motions of ocean currents and air in pressure centers.

c. Students know the origin and effects of temperature inversions.

d. Students know properties of ocean water, such as temperature and salinity, can be used to explain the layered structure of the oceans, the generation of horizontal and vertical ocean currents, and the geographic distribution of marine organisms.

e. Students know rain forests and deserts on Earth are distributed in bands at specific latitudes.

f.* Students know the interaction of wind patterns, ocean currents, and mountain ranges results in the global pattern of latitudinal bands of rain forests and deserts.

g.* Students know features of the ENSO (El Niño southern oscillation) cycle in terms of seasurface and air temperature variations across the Pacific and some climatic results of this cycle.

6. Climate is the longterm average of a region’s weather and depends on many factors.

As a basis for understanding this concept: a. Students know weather (in the short run) and climate (in the long run) involve the

transfer of energy into and out of the atmosphere.

b. Students know the effects on climate of latitude, elevation, topography, and prox imity to large bodies of water and cold or warm ocean currents.

c. Students know how Earth’s climate has changed over time, corresponding to changes in Earth’s geography, atmospheric composition, and other factors, such as solar radiation and plate movement.

d.* Students know how computer models are used to predict the effects of the increase in greenhouse gases on climate for the planet as a whole and for specific regions.

Biogeochemical Cycles

7. Each element on Earth moves among reservoirs, which exist in the solid earth, in

oceans, in the atmosphere, and within and among organisms as part of biogeochemi cal cycles. As a basis for understanding this concept:



a. Students know the carbon cycle of photosynthesis and respiration and the nitro gen cycle.

b. Students know the global carbon cycle: the different physical and chemical forms of carbon in the atmosphere, oceans, biomass, fossil fuels, and the movement of carbon among these reservoirs.

c. Students know the movement of matter among reservoirs is driven by Earth’s internal and external sources of energy.

d.* Students know the relative residence times and flow characteristics of carbon in and out of its different reservoirs.

Structure and Composition of the Atmosphere

8. Life has changed Earth’s atmosphere, and changes in the atmosphere affect condi

tions for life. As a basis for understanding this concept: a. Students know the thermal structure and chemical composition of the atmosphere.

b. Students know how the composition of Earth’s atmosphere has evolved over geologic time and know the effect of outgassing, the variations of carbon dioxide concentration, and the origin of atmospheric oxygen.

c. Students know the location of the ozone layer in the upper atmosphere, its role in absorbing ultraviolet radiation, and the way in which this layer varies both naturally and in response to human activities.

California Geology

9. The geology of California underlies the state’s wealth of natural resources as well as

its natural hazards. As a basis for understanding this concept: a. Students know the resources of major economic importance in California and their

relation to California’s geology. b. Students know the principal natural hazards in different California regions and

the geologic basis of those hazards. c. Students know the importance of water to society, the origins of California’s fresh

water, and the relationship between supply and need.

d.* Students know how to analyze published geologic hazard maps of California and know how to use the map’s information to identify evidence of geologic events of the past and predict geologic changes in the future.

Common Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS

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StandardS for

Literacy in History/Social Studies, Science, and technical Subjects

6–12



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College and Career readiness anchor Standards for reading

The grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each grade span. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

Key Ideas and details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details

and ideas.

3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a

section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as

the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

range of reading and Level of text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.

*Please see “Research to Build and Present Knowledge” in Writing for additional standards relevant to gathering, assessing, and applying information from print and digital sources.

Note on range and content of student reading Reading is critical to building knowledge in history/social studies as well as in science and technical subjects. College and career ready reading in these fields requires an appreciation of the norms and conventions of each discipline, such as the kinds of evidence used in history and science; an understanding of domain-specific words and phrases; an attention to precise details; and the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts. In history/social studies, for example, students need to be able to analyze, evaluate, and differentiate primary and secondary sources. When reading scientific and technical texts, students need to be able to gain knowledge from challenging texts that often make extensive use of elaborate diagrams and data to convey information and illustrate concepts. Students must be able to read complex informational texts in these fields with independence and confidence because the vast majority of reading in college and workforce training programs will be sophisticated nonfiction. It is important to note that these Reading standards are meant to complement the specific content demands of the disciplines, not replace them.


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Reading Standards for Literacy in History/Social Studies 6–12 RH

The standards below begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

Grades 6–8 students: Grades 9–10 students: Grades 11–12 students:


1. Cite specific textual evidence to support analysis of primary and secondary sources.

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

2. Determine the central ideas or information of a 2. Determine the central ideas or information of a 2. Determine the central ideas or information of a primary or secondary source; provide an accurate primary or secondary source; provide an accurate primary or secondary source; provide an accurate summary of the source distinct from prior summary of how key events or ideas develop over summary that makes clear the relationships among knowledge or opinions. the course of the text. the key details and ideas.

3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how

3. Analyze in detail a series of events described in a text; determine whether earlier events caused

3. Evaluate various explanations for actions or events and determine which explanation best accords

a bill becomes law, how interest rates are raised later ones or simply preceded them. with textual evidence, acknowledging where the or lowered). text leaves matters uncertain.

Craft and Structure 4. Determine the meaning of words and phrases 4. Determine the meaning of words and phrases 4. Determine the meaning of words and phrases as

as they are used in a text, including vocabulary as they are used in a text, including vocabulary they are used in a text, including analyzing how an specific to domains related to history/social describing political, social, or economic aspects of author uses and refines the meaning of a key term studies. history/social studies. over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

5. Describe how a text presents information (e.g., sequentially, comparatively, causally).

5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

5. Analyze in detail how a complex primary source is structured, including how key sentences,

paragraphs, and larger portions of the text contribute to the whole.

6. Identify aspects of a text that reveal an author’s 6. Compare the point of view of two or more 6. Evaluate authors’ differing points of view on the point of view or purpose (e.g., loaded language, authors for how they treat the same or similar same historical event or issue by assessing the inclusion or avoidance of particular facts). topics, including which details they include and authors’ claims, reasoning, and evidence. emphasize in their respective accounts. Integration of Knowledge and Ideas 7. Integrate visual information (e.g., in charts,

graphs, photographs, videos, or maps) with other 7. Integrate quantitative or technical analysis (e.g.,

charts, research data) with qualitative analysis in 7. Integrate and evaluate multiple sources of

information presented in diverse formats and media information in print and digital texts. print or digital text. (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

8. Distinguish among fact, opinion, and reasoned 8. Assess the extent to which the reasoning and 8. Evaluate an author’s premises, claims, and evidence judgment in a text. evidence in a text support the author’s claims. by corroborating or challenging them with other information.

9. Analyze the relationship between a primary and secondary source on the same topic.

9. Compare and contrast treatments of the same topic in several primary and secondary sources.

9. Integrate information from diverse sources, both primary and secondary, into a coherent

understanding of an idea or event, noting discrepancies among sources.

range of reading and Level of text Complexity

10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text

10. By the end of grade 10, read and comprehend

history/social studies texts in the grades 9–10 text


history/social studies texts in the grades 11–CCR text complexity band independently and proficiently. complexityUbpadUnadptedidnadtFeeedpb8eru/n2ad6rey/2n20t,l1y23a0n1d4 proficiently. complexity band independently and proficiently. 2159


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Reading Standards for Literacy in Science and Technical Subjects 6–12


1. Cite specific textual evidence to support analysis of science and technical texts.

1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

2. Determine the central ideas or conclusions of a 2. Determine the central ideas or conclusions of a 2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text text; trace the text’s explanation or depiction of text; summarize complex concepts, processes, or distinct from prior knowledge or opinions. a complex process, phenomenon, or concept; information presented in a text by paraphrasing provide an accurate summary of the text. them in simpler but still accurate terms.

3. Follow precisely a multistep procedure when 3. Follow precisely a complex multistep procedure 3. Follow precisely a complex multistep procedure carrying out experiments, taking measurements, when carrying out experiments, taking when carrying out experiments, taking or performing technical tasks. measurements, or performing technical tasks, measurements, or performing technical tasks; attending to special cases or exceptions defined analyze the specific results based on explanations in the text. in the text.

Craft and Structure 4. Determine the meaning of symbols, key terms, 4. Determine the meaning of symbols, key terms, 4. Determine the meaning of symbols, key terms, and

and other domain-specific words and phrases as and other domain-specific words and phrases as other domain-specific words and phrases as they they are used in a specific scientific or technical they are used in a specific scientific or technical are used in a specific scientific or technical context context relevant to grades 6–8 texts and topics. context relevant to grades 9–10 texts and topics. relevant to grades 11–12 texts and topics.

5. Analyze the structure an author uses to organize a text, including how the major sections contribute

5. Analyze the structure of the relationships among concepts in a text, including relationships among

5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating

to the whole and to an understanding of the topic. key terms (e.g., force, friction, reaction force, understanding of the information or ideas. energy).

6. Analyze the author’s purpose in providing an 6. Analyze the author’s purpose in providing an 6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing explanation, describing a procedure, or discussing explanation, describing a procedure, or discussing an experiment in a text. an experiment in a text, defining the question the an experiment in a text, identifying important author seeks to address. issues that remain unresolved.

Int

egration of Knowledge and Ideas

expressed in words in a text with a version of that expressed in words in a text into visual form information presented in diverse formats and information expressed visually (e.g., in a flowchart, (e.g., a table or chart) and translate information media (e.g., quantitative data, video, multimedia) in diagram, model, graph, or table). expressed visually or mathematically (e.g., in an order to address a question or solve a problem.

equation) into words. 8. Distinguish among facts, reasoned judgment 8. Assess the extent to which the reasoning and 8. Evaluate the hypotheses, data, analysis, and

based on research findings, and speculation in a evidence in a text support the author’s claim conclusions in a science or technical text, verifying text. or a recommendation for solving a scientific or the data when possible and corroborating or technical problem. challenging conclusions with other sources of information.

9. Compare and contrast the information gained from experiments, simulations, video, or

9. Compare and contrast findings presented in a text to those from other sources (including their own

9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a

multimedia sources with that gained from reading experiments), noting when the findings support or coherent understanding of a process, phenomenon, a text on the same topic. contradict previous explanations or accounts. or concept, resolving conflicting information when possible.

range of reading and Level of text Complexity 10. By the end of grade 8, read and comprehend

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College and Career readiness anchor Standards for Writing

The grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each grade span. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

text types and Purposes*

1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately

through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

Production and distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each

source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

*These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.

Note on range and content of student writing For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought, and felt. To be college and career ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They need to be able to use technology strategically when creating, refining, and collaborating on writing. They have to become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner. They must have the flexibility, concentration, and fluency to produce high-quality first- draft text under a tight deadline and the capacity to revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require it. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and long time frames throughout the year.



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Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12

The standards below begin at grade 6; standards for K–5 writing in history/social studies, science, and technical subjects are integrated into the K–5 Writing standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

whST

text types and Purposes

1. Write arguments focused on discipline-specific

1.

Write arguments focused on discipline-specific

1.

Write arguments focused on discipline-specific content. content. content.

a. Introduce claim(s) about a topic or issue,

acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

d. Establish and maintain a formal style. e. Provide a concluding statement or section

that follows from and supports the argument presented.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from or supports the argument presented.

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from or supports the argument presented.



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Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12 whST

text types and Purposes (continued)

2. Write informative/explanatory texts, including 2. Write informative/explanatory texts, including 2. Write informative/explanatory texts, including the narration of historical events, scientific

procedures/ experiments, or technical processes. the narration of historical events, scientific

procedures/ experiments, or technical processes. the narration of historical events, scientific

procedures/ experiments, or technical processes.

a. Introduce a topic clearly, previewing what is to

follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Establish and maintain a formal style and objective tone.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

3. (See note; not applicable as a separate 3. (See note; not applicable as a separate 3. (See note; not applicable as a separate

requirement) requirement) requirement)

Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.



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Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12

Production and distribution of Writing




5. With some guidance and support from peers and adults, develop and strengthen writing as needed

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying

by planning, revising, editing, rewriting, or trying a a new approach, focusing on addressing what a new approach, focusing on addressing what

new approach, focusing on how well purpose and is most significant for a specific purpose and is most significant for a specific purpose and

audience have been addressed. audience. audience.

6. Use technology, including the Internet, to produce

and publish writing and present the relationships between information and ideas clearly and efficiently.

research to Build and Present Knowledge

6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

7. Conduct short as well as more sustained research projects to answer a question (including a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

7. Conduct short as well as more sustained research projects to answer a question (including a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, using search terms effectively;

8. Gather relevant information from multiple authoritative print and digital sources, using

8. Gather relevant information from multiple authoritative print and digital sources, using

assess the credibility and accuracy of each source; advanced searches effectively; assess the advanced searches effectively; assess the

and quote or paraphrase the data and conclusions usefulness of each source in answering the strengths and limitations of each source in terms

of others while avoiding plagiarism and following research question; integrate information into the of the specific task, purpose, and audience;

a standard format for citation. text selectively to maintain the flow of ideas, integrate information into the text selectively to

avoiding plagiarism and following a standard maintain the flow of ideas, avoiding plagiarism and

format for citation. overreliance on any one source and following a

standard format for citation.

9. Draw evidence from informational texts to support analysis reflection, and research.

9. Draw evidence from informational texts to support analysis, reflection, and research.

9. Draw evidence from informational texts to support analysis, reflection, and research.

range of Writing 10. Write routinely over extended time frames (time

for reflection and revision) and shorter time 10. Write routinely over extended time frames (time

for reflection and revision) and shorter time 10. Write routinely over extended time frames (time

for reflection and revision) and shorter time frames (a single sitting or a day or two) for a frames (a single sitting or a day or two) for a frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and range of discipline-specific tasks, purposes, and range of discipline-specific tasks, purposes, and audiences. audiences. audiences.

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