English Language Arts and Literacy | Grade : 9-10
Strand - Reading in Science and Career and Technical Subjects
Cluster - Integration of Knowledge and Ideas
[RCA-ST.9-10.8] - Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
- Claim
Statement taking a position on what is true, usually one with which reasonable people might disagree. See Argument in Text Types and Purposes, Evidence, Thesis. - Evaluate
Judge or determine the significance, worth, or quality of something. See Assess - Evidence
Empirical data or other sources of support (e.g., mathematical proofs) for a claim; may be selected, presented, and evaluated differently by different audiences and in different subject areas according to the norms of disciplinary literacy. See Text Types and Purposes for Argument. - Massachusetts Anchor Standards for Reading
- Technical subject
Course devoted to a practical study, such as engineering, technology, design, business, or other workforce-related subject; also, the technical aspect of a wider field of study, such as art or music.
[HS.ESS.1.5] -
Evaluate evidence of the past and current movements of continental and oceanic crust, the theory of plate tectonics, and relative densities of oceanic and continental rocks to explain why continental rocks are generally much older than rocks of the ocean floor. Clarification Statement: Examples include the ages of oceanic crust (less than 200 million years old) increasing with distance from mid-ocean ridges (a result of plate spreading at divergent boundaries) and the ages of North American continental crust (which can be older than 4 billion years) increasing with distance away from a central ancient core (a result of past plate interactions at convergent boundaries).
[HS.LS.2.6] -
Analyze data to show ecosystems tend to maintain relatively consistent numbers and types of organisms even when small changes in conditions occur but that extreme fluctuations in conditions may result in a new ecosystem. Construct an argument supported by evidence that ecosystems with greater biodiversity tend to have greater resistance to change and resilience. Clarification Statement: Examples of changes in ecosystem conditions could include modest biological or physical changes, such as moderate hunting or a seasonal flood; and extreme changes, such as volcanic eruption, fires, the decline or loss of a keystone species, climate changes, ocean acidification, or sea level rise.
[HS.LS.2.7] -
Analyze direct and indirect effects of human activities on biodiversity and ecosystem health, specifically habitat fragmentation, introduction of non-native or invasive species, overharvesting, pollution, and climate change. Evaluate and refine a solution for reducing the impacts of human activities on biodiversity and ecosystem health.* Clarification Statement: Examples of solutions can include captive breeding programs, habitat restoration, pollution mitigation, energy conservation, and ecotourism.
[HS.PHY.4.3] -
Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described by either a wave model or a particle model, and that for some situations involving resonance, interference, diffraction, refraction, or the photoelectric effect, one model is more useful than the other. Clarification Statement: Emphasis is on qualitative reasoning and comparisons of the two models. State Assessment Boundary: Calculations of energy levels or resonant frequencies are not expected in state assessment.