• Back
  • High School

    Matter and Its Interactions

Students who demonstrate understanding can:

Performance Expectations

  1. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles. HS-PS1-3

    Clarification Statement and Assessment Boundary

A Peformance Expectation (PE) is what a student should be able to do to show mastery of a concept. Some PEs include a Clarification Statement and/or an Assessment Boundary. These can be found by clicking the PE for "More Info." By hovering over a PE, its corresponding pieces from the Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts will be highlighted.

By clicking on a specific Science and Engineering Practice, Disciplinary Core Idea, or Crosscutting Concept, you can find out more information on it. By hovering over one you can find its corresponding elements in the PEs.

Planning Curriculum

Common Core State Standards Connections

ELA/Literacy

  • RST.11-12.1 - 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. (HS-PS1-3)
  • WHST.11-12.7 - 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. (HS-PS1-3)
  • WHST.11-12.8 - Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (HS-PS1-3)
  • WHST.11-12.9 - Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS1-3)

Mathematics

  • HSN-Q.A.1 - Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-PS1-3)
  • HSN-Q.A.3 - Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS1-3)

Model Course Mapping

First Time Visitors

Resources & Lesson Plans

  • More resources added each week!
    A team of teacher curators is working to find, review, and vet online resources that support the standards. Check back often, as NSTA continues to add more targeted resources.
  • The demonstration featured in this blog and video presents a puzzle for students to explain observations of the difference in behavior of four balloons - three filled with helium and the final one with air - when cooled in liquid nitrogen. Students ...

  • In this lab activity, students use a digital temperature probe to compare the temperature changes when four different alcohols evaporate. The analysis questions provided guide students to connecting the energy changes associated with the change of ...

  • This lesson plan (pages 14-15 of the Water Basic Lesson Plan) provides teacher guidelines for using 3-D water and ethanol molecule models to explain water’s surface tension property that results from the polar nature of the molecules by comparison wi ...

  • Do you have a great resource to share with the community? Click here.
  • The heart of this activity is a laboratory investigation that models the production of silicon. Students learn about silicon and its sources, uses, properties, importance in the fields of photovoltaics (solar cells/renewable energy) and integrated ci...

  • This fuel cell animation demonstrates how a fuel cell uses hydrogen to produce electricity, with only water and heat as byproducts. The animation consists of four parts - an introduction, fuel cell components, chemical process, and fuel cell stack.

  • This static visualization from Global Warming Art depicts the chemical characteristics of eight greenhouse gas molecules - carbon dioxide (CO2), methane (CH4), nitrous oxide (N2O), water (H2O), ozone (O3), sulfur hexafluoride (SF6), dichlorodifluorom...

  • This activity comes at the beginning of a sequence of activities in an energy module. Students observe the transfer of solar energy to different appliances with a solar cell and then they investigate the effect of using different solar sources to s...

  • This visualization shows the molecular interaction of infrared radiation with various gases in the atmosphere. Focus is on the interaction with C02 molecules and resultant warming of the troposphere.

  • This animation allows students to explore the infrared spectra of greenhouse gases and depict the absorption spectra. Vibrational modes and Earth's energy spectrum can also be overlaid.

Planning Curriculum gives connections to other areas of study for easier curriculum creation.