Rhode Island State Standards for Science: Grade 9
RI.ESS1. Earth and Space Science: The earth and earth materials as we know them today have developed over long periods of time, through continual change processes.
ESS1 (9-11) POC-1. Provided with geologic data (including movement of plates) on a given locale, predict the likelihood for an earth event (e.g., volcanoes, mountain ranges, islands, earthquakes).
ESS1 (9-11)-1. Students demonstrate an understanding of processes and change over time within earth systems by...
1a. Plotting the location of mountain ranges and recent earthquakes and volcanic eruptions to identify any existing patterns.
ESS1 (9-11) NOS-2. Trace the development of the theory of plate tectonics or provide supporting geologic/geographic evidence that supports the validity of the theory of plate tectonics.
ESS1 (9-11)-2. Students demonstrate an understanding of processes and change over time within earth systems by...
2a. Using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how scientific knowledge regarding plate tectonics has changed over time.
ESS1 (9-11) SAE+ POC-3. Explain how internal and external sources of heat (energy) fuel geologic processes (e.g., rock cycle, plate tectonics, sea floor spreading).
ESS1 (9-11)-3. Students demonstrate an understanding of processes and change over time within earth systems by...
3a. Explaining how heat (produced by friction, radioactive decay and pressure) affects the Rock Cycle.
3b. Explaining how convection circulations of the mantle initiate the movement of the crustal plates which then cause plate movement and seismic activity.
3c. Investigating and using evidence to explain that conservation in the amount of earth materials occurs during the Rock Cycle.
3d. Explaining how the physical and chemical processes of the Earth alter the crust (e.g. seafloor spreading, hydrologic cycle, weathering, element cycling).
ESS1 (Ext.)-3. Example Extension(s): Students demonstrate an understanding of processes and change over time within earth systems by...
3aa. Describe how interaction of wind patterns, ocean currents, and mountain ranges results in the global pattern of latitudinal bands of rain forests and deserts.
3bb. Use computer modeling/ simulations to predict the effects of an increase in greenhouse gases on earth systems (e.g. earth temperature, sea level, atmosphere composition).
ESS1 (9-11) INQ+POC+ MAS- Relate how geologic time is determined using various dating methods (e.g. radioactive decay, rock sequences, fossil records).
ESS1 (9-11)-4. Students demonstrate an understanding of processes and change over time by...
4a. Describing various dating methods to determine the age of different rock structures.
ESS1 (Ext.)-4. Example Extension(s): Students demonstrate an understanding of processes and change over time by...
4aa. Calculating the age of a rocks from various regions using radioactive half life (given its constituent elements, isotopes and rate of decay) and using those values to provide evidence for geologic relationships between/among the regions.
4bb. Analyzing samples of rock to determine the relative age of the rock structure.
RI.ESS2. Earth and Space Science: The earth is part of a solar system, made up of distinct parts that have temporal and spatial interrelationships.
ESS2 (9-11)-X. No further targets for EK ESS2 at the High School Grade Span. The GSE listed below is to be assessed at the local level only.
ESS2 (Ext.)-X. Example Extension(s): Students demonstrate an understanding of temporal or positional relationships between or among the Earth, sun, and moon and the stars by...
Xaa. Explaining their role in navigation, beginning with ancient civilizations, advancing through 19th century mathematical celestial navigation, to current Global Positioning Systems.
RI.ESS3. Earth and Space Science: The origin and evolution of galaxies and the universe demonstrate fundamental principles of physical science across vast distances and time.
ESS3 (9-11) NOS-5. Explain how scientific theories about the structure of the universe have been advanced through the use of sophisticated technology (e.g., space probes; visual, radio and x-ray telescopes).
ESS3 (9-11)-5. Students demonstrate an understanding of the origins and evolution of galaxies and the universe by...
5a. Using appropriate prompts (diagrams, charts, narratives, etc.) students will explain how scientific knowledge regarding the structure of the universe has changed over time due to advances in technology which accumulates new evidence to redefine scientific theories and ideas.
ESS3 (Ext.)-5. Example Extension(s): Students demonstrate an understanding of the origins and evolution of galaxies and the universe by...
5aa. Comparing the processes involved in the life cycle of stars (e.g. gravitational collapse, thermonuclear fusion, nova) and evaluate supporting evidence.
ESS3 (9-11) NOS-6. Provide scientific evidence that supports or refutes the 'Big Bang' theory of how the universe was formed
ESS3 (9-11)-6. Students demonstrate an understanding of the formation of the universe by...
6a. Using data (diagrams, charts, narratives, etc.) to explain how the 'Big Bang' theory has developed over time citing evidence to support its occurrence (Doppler Effect/red shift).
ESS3 (9-11) SAE-7. Based on the nature of electromagnetic waves, explain the movement and location of objects in the universe or their composition (e.g., red shift, blue shift, line spectra)
ESS3 (9-11)-7. Students demonstrate an understanding of processes and change over time within the system of the universe (Scale, Distances, Star Formation, Theories, Instrumentation) by...
7a. Applying the properties of waves/particles to explain the movement, location, and composition of the stars and other bodies in the universe.
ESS3 (9-11) POC+SAE-8. Explain the relationships between or among the energy produced from nuclear reactions, the origin of elements, and the life cycle of stars.
ESS3 (9-11)-8. Students demonstrate an understanding of the life cycle of stars by...
8a. Relating the process of star formation to the size of the star and including the interaction of the force of gravity, fusion, and energy release in the development of the star identifying and describing the characteristics common to most stars in the universe.
8b. Describing the ongoing processes involved in star formation, their life cycles and their destruction.
RI.LS1. Life Science: All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species).
LS1 (9-11) INQ+SAE+FAF-1. Use data and observation to make connections between, to explain, or to justify how specific cell organelles produce/regulate what the cell needs or what a unicellular or multi-cellular organism needs for survival (e.g., protein synthesis, DNA replication, nerve cells).
LS1 (9-11)-1. Students demonstrate understanding of structure and function-survival requirements by...
1a. Explaining the relationships between and amongst the specialized structures of the cell and their functions (e.g. transport of materials, energy transfer, protein building, waste disposal, information feedback, and even movement).
1b. Explaining that most multicellular organisms have specialized cells to survive, while unicellular organisms perform all survival functions. (e.g. nerve cells communicate with other cells, muscle cells contract, unicellular are not specialized).
1c. Comparing the role of various sub-cellular structures in unicellular organisms to comparable structures in multicellular organisms (e.g. oral groove, gullet, food vacuole in Paramecium compared to digestive systems in multicellular organisms).
LS1 (Ext)-1. Example Extension(s): Students demonstrate understanding of structure and function-survival requirements by
1aa. Describing how the malfunction of cell organelles can lead to disease (e.g. 'leaky' lysosomes and rheumatoid arthritis)
1bb. Identify various specialized cells and common unicellular organisms in diagrams, photographs and/or microscopic slides.
1cc. Describing the origin and nature of stem cells and their potential for curing disease.
LS1 (9-11) FAF+ POC-2. Explain or justify with evidence how the alteration of the DNA sequence may produce new gene combinations that make little difference, enhance capabilities, or can be harmful to the organism (e.g., selective breeding, genetic engineering, mutations).
LS1 (9-11)-2. Students demonstrate an understanding of the molecular basis for heredity by...
2a. Describing the DNA structure and relating the DNA sequence to the genetic code.
2b. Explaining how DNA may be altered and how this affects genes/heredity (e.g. substitution, insertion, or deletion).
2c. Describing how DNA contains the code for the production of specific proteins.
LS1 (Ext)-2. Example Extension(s): Students demonstrate an understanding of the molecular basis for heredity by...
2aa. Diagramming or modeling the relationship between chromosomes, genes and DNA, including histones and nucleosomes.
2bb. Describing the how foods are genetically modified and the potential health, environmental and economic advantages and disadvantages of doing so.
2cc. Tracing in a diagram or model the information flow-DNA to RNA to Protein-through transcription and translation.
RI.LS2. Life Science: Matter cycles and energy flows through an ecosystem.
LS2 (9-11) INQ+SAE-3. Using data from a specific ecosystem, explain relationships or make predictions about how environmental disturbance (human impact or natural events) affects the flow of energy or cycling of matter in an ecosystem.
LS2 (9-11)-3. Students demonstrate an understanding of equilibrium in an ecosystem by...
3a. Defining and giving an example of equilibrium in an ecosystem.
3b. Describing ways in which humans can modify ecosystems and describe and predict the potential impact (e.g. human population growth; technology; destruction of habitats; agriculture; pollution; and atmospheric changes).
3c. Describing ways in which natural events (e.g. floods and fires) can modify ecosystems and describe and predict the potential effects.
LS2 (Ext)-3. Example Extension(s): Students demonstrate an understanding of equilibrium in an ecosystem by...
3bb. Researching and citing evidence of global warming to describe the potential impact on both the living and physical systems on Earth.
3cc. Investigating and reporting on a case study of ecosystem disruption caused by a natural event (e.g. Mississippi River delta region and hurricanes).
LS2 (9-11) POC+ SAE-4. Trace the cycling of matter (e.g., carbon cycle) and the flow of energy in a living system from its source through its transformation in cellular, biochemical processes (e.g., photosynthesis, cellular respiration, fermentation).
LS2 (9-11)-4. Students demonstrate an understanding of matter and energy flow in an ecosystem by...
4a. Diagramming the energy flow in an ecosystem that compares the energy at different trophic levels. (e.g. What inferences can you make about energy 'loss'& use?).
4b. Explaining how the chemical elements and compounds that make up living things pass through food webs and are combined and recombined in different ways (e.g. nitrogen, carbon cycles, O2, & H2O cycles).
LS2 (Ext)-4. Example Extension(s): Students demonstrate an understanding of matter and energy flow in an ecosystem by...
4aa. Explaining the energy transfer with cells in photosynthesis and cellular respiration, tracking ATP production and consumption.
LS2 (9-11) NOS-5. Explain or evaluate potential bias in how evidence is interpreted in reports concerning a particular environmental factor that impacts the biology of humans.
LS2 (9-11)-5. Students will evaluate potential bias from a variety of media sources in how information is interpreted by...
5a. Analyzing claims from evidence and sources and evaluate based upon relevance, and validity.
5b. Applying additional scientific data to develop logical arguments concerning environmental issues (e.g. tobacco company vs. cancer society articles on effects of smoking, government/big business vs. environmental perceptions of global climate change).
RI.LS3. Life Science: Groups of organisms show evidence of change over time (structures, behaviors, and biochemistry).
LS3 (9-11) NOS-6. Explain how evidence from technological advances supports or refutes the genetic relationships among groups of organisms (e.g., DNA analysis, protein analysis.
LS3 (9-11)-6. Students will demonstrate their understanding of the degree of genetic relationships among organisms by...
6a. Using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how our understanding of genetic variation has developed over time.
LS3 (Ext)-6. Example Extension(s): Students will demonstrate their understanding of the degree of genetic relationships among organisms by...
6aa. Describing how the Human Genome Project has contributed to our understanding of both human heredity and the commonality of DNA sequences among organisms.
LS3 (9-11) INQ POC-7. Given a scenario, provide evidence that demonstrates how sexual reproduction results in a great variety of possible gene combinations and contributes to natural selection (e.g., Darwin's finches, isolation of a species, Tay Sach's disease).
LS3 (9-11)-7. Students demonstrate an understanding of Natural Selection/ evolution by...
7a. Investigating how information is passed from parents to offspring by encoded molecules (e.g. evidence from electrophoresis, DNA fingerprinting).
7b. Investigating how the sorting and recombination of genes in sexual reproduction results in a great variety of possible gene combinations in the offspring of any two parents. (e.g. manipulate models to represent and predict genotypes and phenotypes, Punnett Squares, probability activities).
7c. Citing evidence of how natural selection and its evolutionary consequences provide a scientific explanation for the diversity and unity of past and present life forms on Earth. (e.g. Galapagos Islands, Hawaiian Islands, Australia, geographic isolation, adaptive radiation).
LS3 (Ext)-7. Example Extension(s): Students demonstrate an understanding of Natural Selection/ evolution by...
7aa. Distinguishing the stages of mitosis and meiosis and how each contributes to the production of offspring with varying traits
7bb. Researching and reporting on the contributions of key scientist in understanding evolution and natural selection (e .g. Darwin, Wallace, Mendel).
7cc. Trace the evolution and migration of Homo sapiens.
LS3 (9-11) INQ FAF+POC-8. Given information about living or extinct organisms, cite evidence to explain the frequency of inherited characteristics of organisms in a population, OR explain the evolution of varied structures (with defined functions) that affected the organisms' survival in a specific environment (e.g., giraffe, wind pollination of flowers).
LS3 (9-11)-8. Students demonstrate an understanding of Natural Selection/ evolution by...
8a. Illustrating that when an environment changes, the survival advantage/disadvantage of some characteristics may change.
8b. Distinguish between microevolution (on small scale within a single population - e.g., change in gene frequency within a population) and macroevolution (on a scale that transcends boundaries of a single species- e.g., diversity of all beetle species within the order of insects) and explain how macroevolution accounts for speciation and extinction.
8c. Recognizing patterns in molecular and fossil evidence, to provide a scientific explanation for Natural Selection and its evolutionary consequences (e.g. survival, adaptation).
8d. Using data or models (charts, diagrams, table, narratives etc.) to analyze how organisms are organized into a hierarchy of groups and subgroups based on evolutionary relationships. (e.g. creating a taxonomic key to organize a given set of examples).
LS3 (Ext)-8. Example Extension(s): Students demonstrate an understanding of Natural Selection/ evolution by...
8bb. Explain punctuated equilibrium as a model of evolution and contrast it with a more gradual model of evolution.
RI.LS4. Life Science: Humans are similar to other species in many ways, and yet are unique among Earth's life forms.
LS4 (9-11) NOS+INQ-9. Use evidence to make and support conclusions about the ways that humans or other organisms are affected by environmental factors or heredity (e.g., pathogens, diseases, medical advances, pollution, mutations).
LS4 (9-11)-9. Students demonstrate an understanding of how humans are affected by environmental factors and/or heredity by...
9a. Researching scientific information to explain how such things as radiation, chemicals, and other factors can cause gene mutations or disease.
9b. Providing an explanation of how the human species impacts the environment and other organisms (e.g. reducing the amount of the earth's surface available to those other species, interfering with their food sources, changing the temperature and chemical composition of their habitats, introducing foreign species into their ecosystems, and altering organisms directly through selective breeding and genetic engineering).
LS4 (Ext)-9. Example Extension(s): Students demonstrate an understanding of how humans are affected by environmental factors and/or heredity by...
9bb. Using a computer simulation to study the effects of human activities on a particular environment (actual or model).
LS4 (9-11) SAE+FAF-10. Explain how the immune system, endocrine system, or nervous system works and draw conclusions about how systems interact to maintain homeostasis in the human body.
LS4 (9-11)-10. Students demonstrate an understanding of human body systems by...
10a. Explaining how the roles of the immune, endocrine, and nervous systems work together to maintain homeostasis.
10b. Investigating the factors that affect homeostasis (e.g. positive and negative feedback).
LS4 (Ext)-10. Example Extension(s): Students demonstrate an understanding of human body systems by...
10bb. Investigating and reporting on a human disease and its consequential disruption of homeostasis (e.g. diabetes, cancer, AIDS).
RI.PS1. Physical Science: All living and nonliving things are composed of matter having characteristic properties that distinguish one substance from another (independent of size or amount of substance).
PS1 (9-11) INQ-1. Use physical and chemical properties as determined through an investigation to identify a substance.
PS1 (9-11)-1. Students demonstrate an understanding of characteristic properties of matter by...
1a. Utilizing appropriate data (related to chemical and physical properties), to distinguish one substance from another or identify an unknown substance.
1b. Determining the degree of change in pressure of a given volume of gas when the temperature changes incrementally (doubles, triples, etc.).
PS1 (Ext)-1. Example Extension(s): Students demonstrate an understanding of characteristic properties of matter by...
1aa. Explaining the states of a substance in terms of the particulate nature of matter and the forces of interaction between particles.
1bb. Quantitatively determining how volume, pressure, temperature and amount of gas affect each other (PV=nRT) in a system.
PS1 (9-11) MAS+ NOS-2. Scientific thought about atoms has changed over time. Using information (narratives or models of atoms) provided, cite evidence that has changed our understanding of the atom and the development of atomic theory.
PS1 (9-11)-2. Students demonstrate an understanding of characteristic properties of matter by...
2a. Using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how the understanding of atomic structure has changed over time.
PS1 (9-11) POC-3. Explain how properties of elements and the location of elements on the periodic table are related.
PS1 (9-11)-3. Students demonstrate an understanding of characteristic properties of matter by...
3a. Identifying and explaining the basis for the arrangement of the elements within the periodic table (e.g. trends, valence electrons, reactivity, electronegativity, ionization).
3b. Predicting the relative physical and chemical properties of an element based on its location within the Periodic Table.
PS1 (9-11) MAS+ FAF-4. Model and explain the structure of an atom or explain how an atom's electron configuration, particularly the outermost electron(s), determines how that atom can interact with other atoms.
PS1 (9-11)-4. Students demonstrate an understanding of the structure of matter by...
4a. Comparing the three subatomic particles of atoms (protons, electrons, neutrons) and their location within an atom, their relative mass, and their charge.
4b. Writing formulae for compounds and developing basic (excluding transition elements) models using electron structure.
4c. Explaining or modeling how the electron configuration of atoms governs how atoms interact with one another (e.g. covalent, hydrogen and ionic bonding).
PS1 (Ext)-4. Example Extension(s): Students demonstrate an understanding of the structure of matter by...
4aa. Writing an electron configuration to include s, p, d, and f orbitals and relating to atomic interactions.
4bb. Given specific reactants (e.g. Ba + Cl2) write the balanced equation and determine the products, type of compound formed (ionic or molecular), and the properties of the compound (e.g. solubilities, electrolytic, etc).
RI.PS2. Physical Science: Energy is necessary for change to occur in matter. Energy can be stored, transferred, and transformed, but cannot be destroyed.
PS2 (9-11) POC+SAE-5. Demonstrate how transformations of energy produce some energy in the form of heat and therefore the efficiency of the system is reduced (chemical, biological, and physical systems).
PS2 (9-11)-5. Students demonstrate an understanding of energy by...
5a. Describing or diagramming the changes in energy (transformation) that occur in different systems (e.g. chemical = exo and endo thermic reactions, biological = food webs, physical = phase changes).
5b. Explaining the Law of Conservation of Energy as it relates to the efficiency (loss of heat) of a system.
PS2 (Ext)-5. Example Extension(s): Students demonstrate an understanding of energy by...
5aa. Identifying, measuring, calculating and analyzing qualitative and quantitative relationships associated with energy transfer or energy transformation.
5bb. Quantitatively determining the efficiency of a given system.
PS2 (9-11) INQ+SAE-6. Using information provided about chemical changes, draw conclusions about and explain the energy flow in a given chemical reaction (e.g., exothermic reactions, endothermic reactions).
PS2 (9-11)-6. Students demonstrate an understanding of physical, chemical, and nuclear changes by...
6a. Writing simple balanced chemical equations to represent chemical reactions and illustrate the conservation of matter.
6b. Identifying whether a given chemical reaction or a biological process will release or consume energy (endothermic and exothermic) based on the information provided (e.g. given a table of energy values for reactants and products or an energy diagram).
6c. Explaining and/or modeling how the nuclear make-up of atoms governs alpha and beta emissions creating changes in the nucleus of an atom results in the formation of new elements.
6d. Explaining the concept of half-life and using the half-life principal to predict the approximate age of a material.
6e. Differentiating between fission and fusion in nuclear reactions and their relation to element changes and energy formation.
PS2 (Ext)-6. Example Extension(s): Students demonstrate an understanding of physical, chemical, and nuclear changes by...
6aa. Using chemical equations and information about molar masses to predict quantitatively the masses of reactants and products in chemical reactions.
6bb. Using quantitative heat flow or calorimetric investigations to determine the energy released or consumed in the process.
6bbb. Qualitatively and/or quantitatively predicting reactants and products in a prescribed investigation. (e.g. Acid-base. Redox).
PS2 (9-11)-SAE-7. Explain relationships between and among electric charges, magnetic fields, electromagnetic forces, and atomic particles.
PS2 (9-11)-7. Students demonstrate an understanding of electromagnetism by...
7a. Explaining through words, diagrams, models, or electrostatic demonstrations the principle that like charges repel and unlike charges attract.
7b. Explaining through words, charts, diagrams, and models the effects of distance and the amount of charge on the strength of the electrical force present.
7c. Describing the relationship between moving electric charges and magnetic fields.
RI.PS3. Physical Science: The motion of an object is affected by forces.
PS3 (9-11) POC+ INQ 8. Given information (e.g., graphs, data, diagrams), use the relationships between or among force, mass, velocity, momentum, and acceleration to predict and explain the motion of objects.
PS3 (9-11)-8. Students demonstrate an understanding of forces and motion by...
8a. Predicting and/or graphing the path of an object in different reference planes and explain how and why (forces) it occurs.
8b. Using modeling, illustrating, graphing explain how distance and velocity change over time for a free falling object.
PS3 (Ext)-8. Example Extension(s): Students demonstrate an understanding of forces and motion by...
8aa. Using a quantitative representation of how distance and velocity change over time for a free falling object.
8bb. Using a quantitative representation of the path of an object which has horizontal and free fall motion.
8cc. By modeling, illustrating, graphing, and quantitatively explaining the path of an object, which has horizontal and free fall motion. e.g. football, projectile.
PS3 (9-11) POC-9. Apply the concepts of inertia, motion, and momentum to predict and explain situations involving forces and motion, including stationary objects and collisions.
PS3 (9-11)-9. Students demonstrate an understanding of forces and motion by...
9a. Explaining through words, charts, diagrams, and models the effects of distance and the amount of mass on the gravitational force between objects (e.g. Universal Gravitation Law).
9b. Using Newton's Laws of Motion and the Law of Conservation of Momentum to predict the effect on the motion of objects.
PS3 (9-11) SAE-10. Explain the effects on wavelength and frequency as electromagnetic waves interact with matter (e.g., light diffraction, blue sky).
PS3 (9-11)-10. Students demonstrate an understanding of waves by...
10a. Investigating examples of wave phenomena (e.g. ripples in water, sound waves, seismic waves).
10b. Comparing and contrasting electromagnetic waves to mechanical waves.
10c. Qualifying the relationship between frequency and wavelength of any wave.