Louisiana State Standards for Science: Grade 12

LA.SI-H. Science as Inquiry: The students will do science by engaging in partial and full inquiries that are within their developmental capabilities.

SI-H-A1. The Abilities Necessary to do Scientific Inquiry: identifying questions and concepts that guide scientific investigations. (2, 4)

SI-H-A2. The Abilities Necessary to do Scientific Inquiry: designing and conducting scientific investigations. (1, 2, 3, 4, 5)

SI-H-A3. The Abilities Necessary to do Scientific Inquiry: using technology and mathematics to improve investigations and communications. (1, 2, 3)

SI-H-A4. The Abilities Necessary to do Scientific Inquiry: formulating and revising scientific explanations and models using logic and evidence. (1, 2, 3, 4)

SI-H-A5. The Abilities Necessary to do Scientific Inquiry: recognizing and analyzing alternative explanations and models. (4)

SI-H-A6. The Abilities Necessary to do Scientific Inquiry: communicating and defending a scientific argument. (1, 3, 4)

S1-H-A7. The Abilities Necessary to do Scientific Inquiry: utilizing science safety procedures during scientific investigations. (3, 5)

SI-H-B1. Understanding Scientific Inquiry: communicating that scientists usually base their investigations on existing models, explanations, and theories. (1, 3, 4)

SI-H-B2. Understanding Scientific Inquiry: communicating that scientists conduct investigations for a variety of reasons, such as exploration of new areas, discovery of new aspects of the natural world, confirmation of prior investigations, evaluation of current theories, and comparison of models and theories. (1, 3, 4)

SI-H-B3. Understanding Scientific Inquiry: communicating that scientists rely on technology to enhance the gathering and manipulation of data. (1, 3)

SI-H-B4. Understanding Scientific Inquiry: analyzing a proposed explanation of scientific evidence according to the following criteria: follow a logical structure, follow rules of evidence, allow for questions and modifications, and is based on historical and current scientific knowledge. (2, 4, 5)

SI-H-B5. Understanding Scientific Inquiry: communicating that the results of scientific inquiry, new knowledge, and methods emerge from different types of investigations and public communication among scientists. (1, 3, 4, 5)

GLE-H-1. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Write a testable question or hypothesis when given a topic (SI-H-A1)

GLE-H-2. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Describe how investigations can be observation, description, literature survey, classification, or experimentation (SI-H-A2)

GLE-H-3. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Plan and record step-by-step procedures for a valid investigation, select equipment and materials, and identify variables and controls (SI-H-A2)

GLE-H-4. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Conduct an investigation that includes multiple trials and record, organize, and display data appropriately (SI-H-A2)

GLE-H-5. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Utilize mathematics, organizational tools, and graphing skills to solve problems (S6.I-H-A3)

GLE-H-6. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Use technology when appropriate to enhance laboratory investigations and presentations of findings (SI-H-A3)

GLE-H-7. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Choose appropriate models to explain scientific knowledge or experimental results (e.g., objects, mathematical relationships, plans, schemes, examples, role-playing, computer simulations) (SI-H-A4)

GLE-H-8. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Give an example of how new scientific data can cause an existing scientific explanation to be supported, revised, or rejected (SI-H-A5)

GLE-H-9. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Write and defend a conclusion based on logical analysis of experimental data (SI-H-A6) (SI-H-A2)

GLE-H-10. Grade Level Expectation: The Abilities Necessary to Do Scientific Inquiry: Given a description of an experiment, identify appropriate safety measures (SI-H-A7)

GLE-H-11. Grade Level Expectation: Understanding Scientific Inquiry: Evaluate selected theories based on supporting scientific evidence (SI-H-B1)

GLE-H-12. Grade Level Expectation: Understanding Scientific Inquiry: Cite evidence that scientific investigations are conducted for many different reasons (SI-H-B2)

GLE-H-13. Grade Level Expectation: Understanding Scientific Inquiry: Identify scientific evidence that has caused modifications in previously accepted theories (SI-H-B2)

GLE-H-14. Grade Level Expectation: Understanding Scientific Inquiry: Cite examples of scientific advances and emerging technologies and how they affect society (e.g., MRI, DNA in forensics) (SI-H-B3)

GLE-H-15. Grade Level Expectation: Understanding Scientific Inquiry: Analyze the conclusion from an investigation by using data to determine its validity (SI-H-B4)

GLE-H-16. Grade Level Expectation: Understanding Scientific Inquiry: Use the following rules of evidence to examine experimental results: Can an expert's technique or theory be tested, has it been tested, or is it simply a subjective, conclusive approach that cannot be reasonably assessed for reliability?; Has the technique or theory been subjected to peer review and publication?; What is the known or potential rate of error of the technique or theory when applied?; Were standards and controls applied and maintained?; Has the technique or theory been generally accepted in the scientific community? (SI-H-B5) (SI-H-B1) (SI-H-B4)

LA.PS-M. Physical Science: Students will develop an understanding of the characteristics and interrelationships of matter and energy in the physical world.

PS-H-A1. Measurement and Symbolic Representation: manipulating and analyzing quantitative data using the SI system. (2, 3, 4)

PS-H-A2. Measurement and Symbolic Representation: understanding the language of chemistry (formulas, equations, symbols) and its relationship to molecules, atoms, ions, and subatomic particles. (1, 2, 3, 4)

PS-H-B1. Atomic Structure: describing the structure of the atom and identifying and characterizing the particles that compose it (including the structure and properties of isotopes). (1, 2, 4)

PS-H-B2. Atomic Structure: describing the nature and importance of radioactive isotopes and nuclear reactions (fission, fusion, radioactive decay). (1, 2, 3, 4, 5)

PS-H-B3. Atomic Structure: understanding that an atom's electron configuration, particularly that of the outermost electrons, determines the chemical properties of that atom. (2, 3, 4)

PS-H-C1. The Structure and Properties of Matter: distinguishing among elements, compounds, and/or mixtures. (1, 2, 4)

PS-H-C2. The Structure and Properties of Matter: discovering the patterns of physical and chemical properties found on the periodic table of the elements. (2, 4)

PS-H-C3. The Structure and Properties of Matter: understanding that physical properties of substances reflect the nature of interactions among its particles. (2, 4)

PS-H-C4. The Structure and Properties of Matter: separating mixtures based upon the physical properties of their components. (2)

PS-H-C5. The Structure and Properties of Matter: understanding that chemical bonds are formed between atoms when the outermost electrons are transferred or shared to produce ionic and covalent compounds. (1, 2, 4)

PS-H-C6. The Structure and Properties of Matter: recognizing that carbon atoms can bond to one another in chains, rings, and branching networks to form a variety of structures. (1, 2, 3, 4)

PS-H-C7. The Structure and Properties of Matter: using the kinetic theory to describe the behavior of atoms and molecules during phase changes and to describe the behavior of matter in its different phases. (1, 2, 4)

PS-H-D1. Chemical Reactions: observing and describing changes in matter and citing evidence of chemical change. (1, 2, 4)

PS-H-D2. Chemical Reactions: comparing, contrasting, and measuring the pH of acids and bases using a variety of indicators. (1, 2, 3, 4)

PS-H-D3. Chemical Reactions: writing balanced equations to represent a variety of chemical reactions (acid/base, oxidation/reduction, etc.). (2)

PS-H-D4. Chemical Reactions: analyzing the factors that affect the rate and equilibrium of a chemical reaction. (1, 2, 4)

PS-H-D5. Chemical Reactions: applying the law of conservation of matter to chemical reactions. (1, 2, 4)

PS-H-D6. Chemical Reactions: comparing and contrasting the energy changes that accompany changes in matter. (1, 2, 4)

PS-H-D7. Chemical Reactions: identifying important chemical reactions that occur in living systems, the home, industry, and the environment. (1, 2, 3, 4, 5)

PS-H-E1. Forces and Motion: recognizing the characteristics and relative strengths of the forces of nature (gravitational, electrical, magnetic, nuclear). (4, 5)

PS-H-E2. Forces and Motion: understanding the relationship of displacement, time, rate of motion, and rate of change of motion; representing rate and changes of motion mathematically and graphically. (1, 2, 3, 4)

PS-H-E3. Forces and Motion: understanding effects of forces on changes in motion as explained by Newtonian mechanics. (1, 4)

PS-H-E4. Forces and Motion: illustrating how frame of reference affects our ability to judge motion. (1, 2, 4)

PS-H-F1. Energy: describing and representing relationships among energy, work, power, and efficiency. (2, 3, 4)

PS-H-F2. Energy: applying the universal law of conservation of matter, energy, and momentum, and recognizing their implications. (2, 3, 4, 5)

PS-H-G1. Interactions of Energy and Matter: giving examples of the transport of energy through wave action. (1, 4)

PS-H-G2. Interactions of Energy and Matter: analyzing the relationship and interaction of magnetic and electrical fields and the forces they produce. (1, 2, 3, 4)

PS-H-G3. Interactions of Energy and Matter: characterizing and differentiating electromagnetic and mechanical waves and their effects on objects as well as humans. (1, 2, 4)

PS-H-G4. Interactions of Energy and Matter: explaining the possible hazards of exposure to various forms and amounts of energy. (1, 4, 5)

GLE-H-1. Grade Level Expectation: Chemistry: Measurement and Symbolic Representation: Convert metric system units involving length, mass, volume, and time using dimensional analysis (i.e., factor-label method) (PS-H-A1)

GLE-H-2. Grade Level Expectation: Chemistry: Measurement and Symbolic Representation: Differentiate between accuracy and precision and evaluate percent error (PS-H-A1)

GLE-H-3. Grade Level Expectation: Chemistry: Measurement and Symbolic Representation: Determine the significant figures based on precision of measurement for stated quantities (PS-H-A1)

GLE-H-4. Grade Level Expectation: Chemistry: Measurement and Symbolic Representation: Use scientific notation to express large and small numbers (PS-H-A1)

GLE-H-5. Grade Level Expectation: Chemistry: Measurement and Symbolic Representation: Write and name formulas for ionic and covalent compounds (PS-H-A2)

GLE-H-6. Grade Level Expectation: Chemistry: Measurement and Symbolic Representation: Write and name the chemical formula for the products that form from the reaction of selected reactants (PS-H-A2)

GLE-H-7. Grade Level Expectation: Chemistry: Measurement and Symbolic Representation: Write a balanced symbolic equation from a word equation (PS-H-A2)

GLE-H-8. Grade Level Expectation: Chemistry: Atomic Structure: Analyze the development of the modern atomic theory from a historical perspective (PS-H-B1)

GLE-H-9. Grade Level Expectation: Chemistry: Atomic Structure: Draw accurate valence electron configurations and Lewis dot structures for selected molecules, ionic and covalent compounds, and chemical equations (PS-H-B1)

GLE-H-10. Grade Level Expectation: Chemistry: Atomic Structure: Differentiate among alpha, beta, and gamma emissions (PS-H-B2)

GLE-H-11. Grade Level Expectation: Chemistry: Atomic Structure: Calculate the amount of radioactive substance remaining after a given number of half-lives has passed (PS-H-B2)

GLE-H-12. Grade Level Expectation: Chemistry: Atomic Structure: Describe the uses of radioactive isotopes and radiation in such areas as plant and animal research, health care, and food preservation (PS-H-B2)

GLE-H-13. Grade Level Expectation: Chemistry: Atomic Structure: Identify the number of bonds an atom can form given the number of valence electrons (PS-H-B3)

GLE-H-14. Grade Level Expectation: Chemistry: The Structure and Properties of Matter: Identify unknowns as elements, compounds, or mixtures based on physical properties (e.g., density, melting point, boiling point, solubility) (PS-H-C1)

GLE-H-15. Grade Level Expectation: Chemistry: The Structure and Properties of Matter: Predict the physical and chemical properties of an element based only on its location in the periodic table (PS-H-C2)

GLE-H-16. Grade Level Expectation: Chemistry: The Structure and Properties of Matter: Predict the stable ion(s) an element is likely to form when it reacts with other specified elements (PS-H-C2)

GLE-H-17. Grade Level Expectation: Chemistry: The Structure and Properties of Matter: Use the periodic table to compare electronegativities and ionization energies of elements to explain periodic properties, such as atomic size (PS-H-C2)

GLE-H-18. Grade Level Expectation: Chemistry: The Structure and Properties of Matter: Given the concentration of a solution, calculate the predicted change in its boiling and freezing points (PS-H-C3)

GLE-H-19. Grade Level Expectation: Chemistry: The Structure and Properties of Matter: Predict the conductivity of a solution (PS-H-C3)

GLE-H-20. Grade Level Expectation: Chemistry: The Structure and Properties of Matter: Express concentration in terms of molarity, molality, and normality (PS-H-C3)

GLE-H-21. Grade Level Expectation: Chemistry: The Structure and Properties of Matter: Design and conduct a laboratory investigation in which physical properties are used to separate the substances in a mixture (PS-H-C4)

GLE-H-22. Grade Level Expectation: Chemistry: The Structure and Properties of Matter: Predict the kind of bond that will form between two elements based on electronic structure and electronegativity of the elements (e.g., ionic, polar, nonpolar) (PS-H-C5)

GLE-H-23. Grade Level Expectation: Chemistry: The Structure and Properties of Matter: Model chemical bond formation by using Lewis dot diagrams for ionic, polar, and nonpolar compounds (PS-H-C5)

GLE-H-24. Grade Level Expectation: Chemistry: The Structure and Properties of Matter: Describe the influence of intermolecular forces on the physical and chemical properties of covalent compounds (PS-H-C5)

GLE-H-25. Grade Level Expectation: Chemistry: The Structure and Properties of Matter: Name selected structural formulas of organic compounds (PS-H-C6)

GLE-H-26. Grade Level Expectation: Chemistry: The Structure and Properties of Matter: Differentiate common biological molecules, such as carbohydrates, lipids, proteins, and nucleic acids by using structural formulas (PS-H-C6)

GLE-H-27. Grade Level Expectation: Chemistry: The Structure and Properties of Matter: Investigate and model hybridization in carbon compounds (PS-H-C6)

GLE-H-28. Grade Level Expectation: Chemistry: The Structure and Properties of Matter: Name, classify, and diagram alkanes, alkenes, and alkynes (PS-H-C6)

GLE-H-29. Grade Level Expectation: Chemistry: The Structure and Properties of Matter: Predict the properties of a gas based on gas laws (e.g., temperature, pressure, volume) (PS-H-C7)

GLE-H-30. Grade Level Expectation: Chemistry: The Structure and Properties of Matter: Solve problems involving heat flow and temperature changes by using known values of specific heat and latent heat of phase change (PS-H-C7)

GLE-H-31. Grade Level Expectation: Chemistry: Chemical Reactions: Describe chemical changes and reactions using diagrams and descriptions of the reactants, products, and energy changes (PS-H-D1)

GLE-H-32. Grade Level Expectation: Chemistry: Chemical Reactions: Determine the concentration of an unknown acid or base by using data from a titration with a standard solution and an indicator (PS-H-D2)

GLE-H-33. Grade Level Expectation: Chemistry: Chemical Reactions: Calculate pH of acids, bases, and salt solutions based on the concentration of hydronium and hydroxide ions (PS-H-D2)

GLE-H-34. Grade Level Expectation: Chemistry: Chemical Reactions: Describe chemical changes by developing word equations, balanced formula equations, and net ionic equations (PS-H-D3)

GLE-H-35. Grade Level Expectation: Chemistry: Chemical Reactions: Predict products (with phase notations) of simple reactions, including acid/base, oxidation/reduction, and formation of precipitates (PS-H-D3)

GLE-H-36. Grade Level Expectation: Chemistry: Chemical Reactions: Identify the substances gaining and losing electrons in simple oxidation-reduction reactions (PS-H-D3)

GLE-H-37. Grade Level Expectation: Chemistry: Chemical Reactions: Predict the direction of a shift in equilibrium in a system as a result of stress by using LeChatalier's principle (PS-H-D4)

GLE-H-38. Grade Level Expectation: Chemistry: Chemical Reactions: Relate the law of conservation of matter to the rearrangement of atoms in a balanced chemical equation (PS-H-D5)

GLE-H-39. Grade Level Expectation: Chemistry: Chemical Reactions: Conduct an investigation in which the masses of the reactants and products from a chemical reaction are calculated (PS-H-D5)

GLE-H-40. Grade Level Expectation: Chemistry: Chemical Reactions: Compute percent composition, empirical formulas, and molecular formulas of selected compounds in chemical reactions (PS-H-D5)

GLE-H-41. Grade Level Expectation: Chemistry: Chemical Reactions: Apply knowledge of stoichiometry to solve mass/mass, mass/volume, volume/volume, and mole/mole problems (PS-H-D5)

GLE-H-42. Grade Level Expectation: Chemistry: Chemical Reactions: Differentiate between activation energy in endothermic reactions and exothermic reactions (PS-H-D6)

GLE-H-43. Grade Level Expectation: Chemistry: Chemical Reactions: Graph and compute the energy changes that occur when a substance, such as water, goes from a solid to a liquid state, and then to a gaseous state (PS-H-D6)

GLE-H-44. Grade Level Expectation: Chemistry: Chemical Reactions: Measure and graph energy changes during chemical reactions observed in the laboratory (PS-H-D6)

GLE-H-45. Grade Level Expectation: Chemistry: Chemical Reactions: Give examples of common chemical reactions, including those found in biological systems (PS-H-D7)

GLE-H-46. Grade Level Expectation: Chemistry: Forces and Motion: Identify and compare intermolecular forces and their effects on physical and chemical properties (PS-H-E1)

GLE-H-47. Grade Level Expectation: Chemistry: Interactions of Energy and Matter: Assess environmental issues related to the storage, containment, and disposal of wastes associated with energy production and use (PS-H-G4)

LA.LS-H. Life Science: The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment.

LS-H-A1. The Cell: observing cells, identifying organelles, relating structure to function, and differentiating among cell types. (1, 2, 3, 4)

LS-H-A2. The Cell: demonstrating a knowledge of cellular transport. (1, 3, 4)

LS-H-A3. The Cell: investigating cell differentiation and describing stages of embryological development in representative organisms. (1, 2, 3, 4)

LS-H-B1. The Molecular Basis of Heredity: explaining the relationship among chromosomes, DNA, genes, RNA, and proteins. (1, 3, 4)

LS-H-B2. The Molecular Basis of Heredity: comparing and contrasting mitosis and meiosis. (1, 3, 4)

LS-H-B3. The Molecular Basis of Heredity: describing the transmission of traits from parent to offspring and the influence of environmental factors on gene expression. (1, 2, 3, 4, 5)

LS-H-B4. The Molecular Basis of Heredity: exploring advances in biotechnology and identifying possible positive and negative effects. (1, 2, 3, 4, 5)

LS-H-C1. Biological Evolution: exploring experimental evidence that supports the theory of the origin of life. (1, 3)

LS-H-C2. Biological Evolution: recognizing the evidence for evolution. (1, 3, 4)

LS-H-C3. Biological Evolution: discussing the patterns, mechanisms, and rate of evolution. (1, 3, 4)

LS-H-C4. Biological Evolution: classifying organisms. (1, 2, 3, 4)

LS-H-C5. Biological Evolution: distinguishing among the kingdoms. (1, 3, 4)

LS-H-C6. Biological Evolution: comparing and contrasting life cycles of organisms. (1, 2, 3, 4)

LS-H-C7. Biological Evolution: comparing viruses to cells. (1, 2, 3, 4)

LS-H-D1. Interdependence of Organisms: illustrating the biogeochemical cycles and explaining their importance. (1, 2, 3, 4, 5)

LS-H-D2. Interdependence of Organisms: describing trophic levels and energy flows. (1, 3, 4, 5)

LS-H-D3. Interdependence of Organisms: investigating population dynamics. (2, 3, 4, 5)

LS-H-D4. Interdependence of Organisms: exploring how humans have impacted ecosystems and the need for societies to plan for the future. (1, 2, 4, 5)

LS-H-E1. Matter, Energy, and Organization of Living Systems: comparing and contrasting photosynthesis and cellular respiration; emphasizing their relationships. (1, 2, 3, 4)

LS-H-E2. Matter, Energy, and Organization of Living Systems: recognizing the importance of the ATP cycle in energy usage within the cell. (1, 2, 3, 4)

LS-H-E3. Matter, Energy, and Organization of Living Systems: differentiating among levels of biological organization. (1, 4)

LS-H-F1. Systems and the Behaviors of Organisms: identifying the structure and functions of organ systems. (1, 3, 4)

LS-H-F2. Systems and the Behaviors of Organisms: identifying mechanisms involved in homeostasis. (1, 3, 4)

LS-H-F3. Systems and the Behaviors of Organisms: recognizing that behavior is the response of an organism to internal changes and/or external stimuli. (1, 3, 4)

LS-H-F4. Systems and the Behaviors of Organisms: recognizing that behavior patterns have adaptive value. (3, 4)

LS-H-G1. Personal and Community Health: relating fitness and health to longevity. (1, 3, 4, 5)

LS-H-G2. Personal and Community Health: contrasting how organisms cause disease. (1, 3, 4, 5)

LS-H-G3. Personal and Community Health: explaining the role of the immune system in fighting disease. (1, 3, 4, 5)

LS-H-G4. Personal and Community Health: exploring current research on the major diseases with regard to cause, symptoms, treatment, prevention, and cure. (1, 3, 4, 5)

LS-H-G5. Personal and Community Health: researching technology used in prevention, diagnosis, and treatment of diseases/disorders. (1, 3, 4, 5)

LA.ESS-M. Earth and Space Science: The students will develop an understanding of the properties of earth materials, the structure of the Earth system, the Earth's history, and the Earth's place in the universe.

ESS-H-A1. Energy in the Earth System: investigating the methods of energy transfer and identifying the sun as the major source of energy for most of the Earth's systems. (1, 3, 4)

ESS-H-A2. Energy in the Earth System: modeling the seasonal changes in the relative position and appearance of the sun and inferring the consequences with respect to the Earth's temperature. (1, 2, 3, 4)

ESS-H-A3. Energy in the Earth System: explaining fission and fusion in relation to the Earth's internal and external heat sources. (1, 3, 4)

ESS-H-A4. Energy in the Earth System: explaining how decay of radioactive isotopes and the gravitational energy from the Earth's original formation generates the Earth's internal heat. (1, 3, 4)

ESS-H-A5. Energy in the Earth System: demonstrating how the sun's radiant energy causes convection currents within the atmosphere and the oceans. (1, 2, 3, 4)

ESS-H-A6. Energy in the Earth System: describing the energy transfer from the sun to the Earth and its atmosphere as it relates to the development of weather and climate patterns. (1, 2, 3, 4)

ESS-H-A7. Energy in the Earth System: modeling the transfer of the Earth's internal heat by way of convection currents in the mantle which powers the movement of the lithospheric plates. (1, 2, 3, 4)

ESS-H-B1. Geochemical Cycles: illustrating how stable chemical atoms or elements are recycled through the solid earth, oceans, atmosphere, and organisms. (1, 2, 3, 4)

ESS-H-B2. Geochemical Cycles: demonstrating Earth's internal and external energy sources as forces in moving chemical atoms or elements. (1, 2, 3, 4)

ESS-H-C1. The Origin and Evolution of the Earth System: explaining the formation of the solar system from a nebular cloud of dust and gas. (1, 2, 3, 4)

ESS-H-C2. The Origin and Evolution of the Earth System: estimating the age of the Earth by using dating techniques. (1, 2, 3, 4)

ESS-H-C3. The Origin and Evolution of the Earth System: communicating the geologic development of Louisiana. (1, 2, 3, 4)

ESS-H-C4. The Origin and Evolution of the Earth System: examining fossil evidence as it relates to the evolution of life and the resulting changes in the amount of oxygen in the atmosphere. (1, 2, 3, 4)

ESS-H-C5. The Origin and Evolution of the Earth System: explaining that natural processes and changes in the Earth system may take place in a matter of seconds or develop over billions of years. (1, 2, 3, 4)

ESS-H-D1. The Origin and Evolution of the Universe: identifying scientific evidence that supports the latest theory of the age and origin of the universe. (1, 2, 3, 4)

ESS-H-D2. The Origin and Evolution of the Universe: describing the organization of the known universe. (1, 3, 4)

ESS-H-D3. The Origin and Evolution of the Universe: comparing and contrasting the sun with other stars. (1, 4)

ESS-H-D4. The Origin and Evolution of the Universe: identifying the elements found in the sun and other stars by investigating the spectra. (1, 2, 3, 4)

ESS-H-D5. The Origin and Evolution of the Universe: describing the role of hydrogen in the formation of all the natural elements. (1, 4)

ESS-H-D6. The Origin and Evolution of the Universe: demonstrating the laws of motion for orbiting bodies. (1, 3, 4)

ESS-H-D7. The Origin and Evolution of the Universe: describe the impact of technology on the study of the Earth, the solar system, and the universe. (1, 2, 3, 4, 5)

GLE-H-1. Grade Level Expectation: Earth Science: Energy in Earth's System: Describe what happens to the solar energy received by Earth every day (ESS-H-A1)

GLE-H-2. Grade Level Expectation: Earth Science: Energy in Earth's System: Trace the flow of heat energy through the processes in the water cycle (ESS-H-A1)

GLE-H-3. Grade Level Expectation: Earth Science: Energy in Earth's System: Describe the effect of natural insulation on energy transfer in a closed system (ESS-H-A1)

GLE-H-4. Grade Level Expectation: Earth Science: Energy in Earth's System: Describe the relationship between seasonal changes in the angle of incoming solar radiation and its consequences to Earth's temperature (e.g., direct vs. slanted rays) (ESS-H-A2)

GLE-H-5. Grade Level Expectation: Earth Science: Energy in Earth's System: Explain how the process of fusion inside the Sun provides the external heat source for Earth (ESS-H-A3)

GLE-H-6. Grade Level Expectation: Earth Science: Energy in Earth's System: Discuss how heat energy is generated at the inner core-outer core boundary (ESS-H-A4)

GLE-H-7. Grade Level Expectation: Earth Science: Energy in Earth's System: Analyze how radiant heat from the Sun is absorbed and transmitted by several different earth materials (ESS-H-A5)

GLE-H-8. Grade Level Expectation: Earth Science: Energy in Earth's System: Explain why weather only occurs in the tropospheric layer of Earth's atmosphere (ESS-H-A5)

GLE-H-9. Grade Level Expectation: Earth Science: Energy in Earth's System: Compare the structure, composition, and function of the layers of Earth's atmosphere (ESS-H-A6)

GLE-H-10. Grade Level Expectation: Earth Science: Energy in Earth's System: Analyze the mechanisms that drive weather and climate patterns and relate them to the three methods of heat transfer (ESS-H-A6)

GLE-H-11. Grade Level Expectation: Earth Science: Energy in Earth's System: Describe the processes that drive lithospheric plate movements (i.e., radioactive decay, friction, convection) (ESS-H-A7) (ESS-H-A3) (ESS-H-A4)

GLE-H-12. Grade Level Expectation: Earth Science: Energy in Earth's System: Relate lithospheric plate movements to the occurrences of earthquakes, volcanoes, mid-ocean ridge systems, and off-shore trenches found on Earth (ESS-H-A7)

GLE-H-13. Grade Level Expectation: Earth Science: Geochemical Cycles: Explain how stable elements and atoms are recycled during natural geologic processes (ESS-H-B1)

GLE-H-14. Grade Level Expectation: Earth Science: Geochemical Cycles: Compare the conditions of mineral formation with weathering resistance at Earth's surface (ESS-H-B1)

GLE-H-15. Grade Level Expectation: Earth Science: Geochemical Cycles: Identify the sun-driven processes that move substances at or near Earth's surface (ESS-H-B2)

GLE-H-16. Grade Level Expectation: Earth Science: The Origin and Evolution of the Earth System: Use the nebular hypothesis to explain the formation of a solar system (ESS-H-C1)

GLE-H-17. Grade Level Expectation: Earth Science: The Origin and Evolution of the Earth System: Determine the relative ages of rock layers in a geologic profile or cross section (ESS-H-C2)

GLE-H-18. Grade Level Expectation: Earth Science: The Origin and Evolution of the Earth System: Use data from radioactive dating techniques to estimate the age of earth materials (ESS-H-C2)

GLE-H-19. Grade Level Expectation: Earth Science: The Origin and Evolution of the Earth System: Interpret geological maps of Louisiana to describe the state's geologic history (ESS-H-C3)

GLE-H-20. Grade Level Expectation: Earth Science: The Origin and Evolution of the Earth System: Determine the chronological order of the five most recent major lobes of the Mississippi River delta in Louisiana (ESS-H-C3)

GLE-H-21. Grade Level Expectation: Earth Science: The Origin and Evolution of the Earth System: Use fossil records to explain changes in the concentration of atmospheric oxygen over time (ESS-H-C4)

GLE-H-22. Grade Level Expectation: Earth Science: The Origin and Evolution of the Earth System: Analyze data related to a variety of natural processes to determine the time frame of the changes involved (e.g., formation of sedimentary rock layers, deposition of ash layers, fossilization of plant or animal species) (ESS-H-C5)

GLE-H-23. Grade Level Expectation: Earth Science: The Origin and Evolution of the Universe: Identify the evidence that supports the big bang theory (ESS-H-D1)

GLE-H-24. Grade Level Expectation: Earth Science: The Origin and Evolution of the Universe: Describe the organization of the known universe (ESS-H-D2)

GLE-H-25. Grade Level Expectation: Earth Science: The Origin and Evolution of the Universe: Using the surface temperature and absolute magnitude data of a selected star, locate its placement on the Hertzsprung-Russell diagram and infer its color, size, and life stage (ESS-H-D3)

GLE-H-26. Grade Level Expectation: Earth Science: The Origin and Evolution of the Universe: Identify the elements present in selected stars, given spectrograms of known elements and those of the selected stars (ESS-H-D4)

GLE-H-27. Grade Level Expectation: Earth Science: The Origin and Evolution of the Universe: Trace the movement and behavior of hydrogen atoms during the process of fusion as it occurs in stars like the Sun (ESS-H-D5)

GLE-H-28. Grade Level Expectation: Earth Science: The Origin and Evolution of the Universe: Identify the relationship between orbital velocity and orbital diameter (ESS-H-D6) (PS-H-E2)

GLE-H-29. Grade Level Expectation: Earth Science: The Origin and Evolution of the Universe: Demonstrate the elliptical shape of Earth's orbit and describe how the point of orbital focus changes during the year (ESS-H-D6)

GLE-H-30. Grade Level Expectation: Earth Science: The Origin and Evolution of the Universe: Summarize how current technology has directly affected our knowledge of the universe (ESS-H-D7)

LA.SE-H. Science and the Environment: In learning environmental science, students will develop an appreciation of the natural environment, learn the importance of environmental quality, and acquire a sense of stewardship. As consumers and citizens, they will be able to recognize how our personal, professional, and political actions affect the natural world.

SE-H-A1. Ecological Systems and Interactions: demonstrating an understanding of the functions of Earth's major ecological systems. (1, 2, 3, 4)

SE-H-A2. Ecological Systems and Interactions: investigating the flow of energy in ecological systems. (1, 2, 3, 4)

SE-H-A3. Ecological Systems and Interactions: describing how habitat, carrying capacity, and limiting factors influence plant and animal populations (including humans). (1, 3, 4, 5)

SE-H-A4. Ecological Systems and Interactions: understanding that change is a fundamental characteristic of every ecosystem and that ecosystems have varying capacities for change and recovery. (1, 2, 3, 4, 5)

SE-H-A5. Ecological Systems and Interactions: describing the dynamic interactions between divisions of the biosphere. (1, 3, 4)

SE-H-A6. Ecological Systems and Interactions: describing and explaining the Earth's biochemical and geochemical cycles and their relationship to ecosystem stability. (1, 2, 4)

SE-H-A7. Ecological Systems and Interactions: comparing and contrasting the dynamic interaction within the biosphere. (1, 2, 4)

SE-H-A8. Ecological Systems and Interactions: analyzing evidence that plant and animal species have evolved physical, biochemical, and/or behavioral adaptations to their environments. (1, 2, 3, 4, 5)

SE-H-A9. Ecological Systems and Interactions: demonstrating an understanding of influencing factors of biodiversity. (1, 3, 4, 5)

SE-H-A10. Ecological Systems and Interactions: explaining that all species represent a vital link in a complex web of interaction. (1, 3, 4, 5)

SE-H-A11. Ecological Systems and Interactions: understanding how pollutants can affect living systems. (1, 2, 3, 4, 5)

SE-H-B1. Resources and Resource Management: explaining the relationships between renewable and nonrenewable resources. (1, 3, 4)

SE-H-B2. Resources and Resource Management: comparing and contrasting conserving and preserving resources. (1, 3, 4)

SE-H-B3. Resources and Resource Management: recognizing that population size and geographic and economic factors result in the inequitable distribution of the Earth's resources. (1, 2, 3, 4, 5)

SE-H-B4. Resources and Resource Management: comparing and contrasting long and short-term consequences of resource management. (1, 2, 3, 4, 5)

SE-H-B5. Resources and Resource Management: analyzing resource management. (1, 2, 3, 4, 5)

SE-H-B6. Resources and Resource Management: recognizing that sustainable development is a process of change in which resource use, investment direction, technological development, and institutional change meet society's present as well as future needs. (1, 2, 3, 4, 5)

SE-H-C1. Environmental Awareness and Protection: evaluating the dynamic interaction of land, water, and air and its relationship to living things in maintaining a healthy environment. (1, 2, 3, 4, 5)

SE-H-C2. Environmental Awareness and Protection: evaluating the relationships between quality of life and environmental quality. (1, 2, 3, 4, 5)

SE-H-C3. Environmental Awareness and Protection: investigating and communicating how environmental policy is formed by the interaction of social, economic, technological, and political considerations. (1, 2, 3, 4, 5)

SE-H-C4. Environmental Awareness and Protection: demonstrating that environmental decisions include analyses that incorporate ecological, health, social, and economic factors. (1, 2, 3, 4, 5)

SE-H-C5. Environmental Awareness and Protection: analyzing how public support affects the creation and enforcement of environmental laws and regulations. (1, 2, 3, 4, 5)

SE-H-D1. Personal Choices and Responsible Actions: demonstrating the effects of personal choices and actions on the natural environment. (1, 2, 3, 4, 5)

SE-H-D2. Personal Choices and Responsible Actions: analyzing how individuals are capable of reducing and reversing their impact on the environment through thinking, planning, education, collaboration, and action. (1, 2, 3, 4, 5)

SE-H-D3. Personal Choices and Responsible Actions: demonstrating that the most important factor in prevention and control of pollution is education. (1, 2, 3, 4, 5)

SE-H-D4. Personal Choices and Responsible Actions: demonstrating a knowledge that environmental issues should be a local and global concern. (1, 2, 3, 4, 5)

SE-H-D5. Personal Choices and Responsible Actions: recognizing that the development of accountability toward the environment is essential for sustainability. (1, 2, 3, 4, 5)

SE-H-D6. Personal Choices and Responsible Actions: developing an awareness of personal responsibility as stewards of the local and global environment. (1, 2, 3, 4, 5)

GLE-H-1. Grade Level Expectation: Environmental Science: Ecological Systems and Interactions: Describe the abiotic and biotic factors that distinguish Earth's major ecological systems (SE-H-A1)

GLE-H-2. Grade Level Expectation: Environmental Science: Ecological Systems and Interactions: Describe the characteristics of major biomes on Earth (SE-H-A1)

GLE-H-3. Grade Level Expectation: Environmental Science: Ecological Systems and Interactions: Use the 10% rule and data analysis to measure the flow of energy as represented by biomass in a system (SE-H-A2)

GLE-H-4. Grade Level Expectation: Environmental Science: Ecological Systems and Interactions: Determine the effects of limiting factors on a population and describe the concept of carrying capacity (SE-H-A3)

GLE-H-5. Grade Level Expectation: Environmental Science: Ecological Systems and Interactions: Examine and discuss the major stages of succession, describing the generalized sequential order of the types of plant species (SE-H-A4)

GLE-H-6. Grade Level Expectation: Environmental Science: Ecological Systems and Interactions: Analyze the consequences of changes in selected divisions of the biosphere (e.g., ozone depletion, global warming, acid rain) (SE-H-A5) (SE-H-A7)

GLE-H-7. Grade Level Expectation: Environmental Science: Ecological Systems and Interactions: Illustrate the flow of carbon, water, oxygen, nitrogen, and phosphorus through an ecosystem (SE-H-A6) (LS-H-D1)

GLE-H-8. Grade Level Expectation: Environmental Science: Ecological Systems and Interactions: Explain how species in an ecosystem interact and link in a complex web (SE-H-A7) (SE-H-A10)

GLE-H-9. Grade Level Expectation: Environmental Science: Ecological Systems and Interactions: Cite and explain examples of organisms' adaptations to environmental pressures over time (SE-H-A8)

GLE-H-10. Grade Level Expectation: Environmental Science: Ecological Systems and Interactions: Analyze the effect of an invasive species on the biodiversity within ecosystems (SE-H-A9)

GLE-H-11. Grade Level Expectation: Environmental Science: Ecological Systems and Interactions: Explain why biodiversity is essential to the survival of organisms (SE-H-A9)

GLE-H-12. Grade Level Expectation: Environmental Science: Ecological Systems and Interactions: Give examples and describe the effect of pollutants on selected populations (SE-H-A11)

GLE-H-13. Grade Level Expectation: Environmental Science: Resources and Resource Management: Evaluate whether a resource is renewable by analyzing its relative regeneration time (SE-H-B1)

GLE-H-14. Grade Level Expectation: Environmental Science: Resources and Resource Management: Analyze data to determine the effect of preservation practices compared to conservation practices for a sample species (SE-H-B2)

GLE-H-15. Grade Level Expectation: Environmental Science: Resources and Resource Management: Identify the factors that cause the inequitable distribution of Earth's resources (e.g., politics, economics, climate) (SE-H-B3)

GLE-H-16. Grade Level Expectation: Environmental Science: Resources and Resource Management: Evaluate the effectiveness of natural resource management in Louisiana (SE-H-B4) (SE-H-B5)

GLE-H-17. Grade Level Expectation: Environmental Science: Resources and Resource Management: Analyze data to determine when reuse, recycling, and recovery are applicable (SE-H-B5)

GLE-H-18. Grade Level Expectation: Environmental Science: Resources and Resource Management: Identify the factors that affect sustainable development (SE-H-B6)

GLE-H-19. Grade Level Expectation: Environmental Science: Resources and Resource Management: Determine the interrelationships of clean water, land, and air to the success of organisms in a given population (SE-H-C1)

GLE-H-20. Grade Level Expectation: Environmental Science: Resources and Resource Management: Relate environmental quality to quality of life (SE-H-C2)

GLE-H-21. Grade Level Expectation: Environmental Science: Resources and Resource Management: Analyze the effect of common social, economic, technological, and political considerations on environmental policy (SE-H-C3)

GLE-H-22. Grade Level Expectation: Environmental Science: Resources and Resource Management: Analyze the risk-benefit ratio for selected environmental situations (SE-H-C4)

GLE-H-23. Grade Level Expectation: Environmental Science: Resources and Resource Management: Describe the relationship between public support and the enforcement of environmental policies (SE-H-C5)

GLE-H-24. Grade Level Expectation: Environmental Science: Personal Choices and Responsible Actions: Identify the advantages and disadvantages of using disposable items versus reusable items (SE-H-D1)

GLE-H-25. Grade Level Expectation: Environmental Science: Personal Choices and Responsible Actions: Discuss how education and collaboration can affect the prevention and control of a selected pollutant (SE-H-D2) (SE-H-D3)

GLE-H-26. Grade Level Expectation: Environmental Science: Personal Choices and Responsible Actions: Determine local actions that can affect the global environment (SE-H-D4)

GLE-H-27. Grade Level Expectation: Environmental Science: Personal Choices and Responsible Actions: Describe how accountability toward the environment affects sustainability (SE-H-D5)

GLE-H-28. Grade Level Expectation: Environmental Science: Personal Choices and Responsible Actions: Discuss the reduction of combustible engines needed to significantly decrease carbon monoxide in the troposphere (SE-H-D6)