Standards are the floor. Mastery and understanding are the goal.

Explore how each subject becomes a coherent sequence of knowledge, reasoning, practice, and transfer—not a disconnected checklist.

Grade 10 Science

14 curriculum outcomes with explicit teaching progressions

Select a record to inspect its progression

Matter Chemical Reactions · HS-PS1-1

HS-PS1-1

Independently use the periodic table to predict element properties from valence-electron patterns across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to use the periodic table to predict element properties from valence-electron patterns, using a specific phenomenon rather than vocabulary recall or diagram description.
  2. 2I can plan or evaluate an investigation and analyze its data to produce the evidence needed to use the periodic table to predict element properties from valence-electron patterns, including uncertainty or design limitations.
  3. 3I can connect a claim to evidence and scientific reasoning, then independently revise or transfer the explanation, model, or solution needed to use the periodic table to predict element properties from valence-electron patterns to an unfamiliar phenomenon.
Matter Chemical Reactions · HS-PS1-2

HS-PS1-2

Independently explain reaction outcomes from electron states, periodic trends, and patterns of chemical properties across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to explain reaction outcomes from electron states, periodic trends, and patterns of chemical properties, using a specific phenomenon rather than vocabulary recall or diagram description.
  2. 2I can plan or evaluate an investigation and analyze its data to produce the evidence needed to explain reaction outcomes from electron states, periodic trends, and patterns of chemical properties, including uncertainty or design limitations.
  3. 3I can connect a claim to evidence and scientific reasoning, then independently revise or transfer the explanation, model, or solution needed to explain reaction outcomes from electron states, periodic trends, and patterns of chemical properties to an unfamiliar phenomenon.
Matter Chemical Reactions · HS-PS1-3

HS-PS1-3

Independently investigate electrical forces and particle structure to compare bulk-material properties across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to investigate electrical forces and particle structure to compare bulk-material properties, using a specific phenomenon rather than vocabulary recall or diagram description.
  2. 2I can plan or evaluate an investigation and analyze its data to produce the evidence needed to investigate electrical forces and particle structure to compare bulk-material properties, including uncertainty or design limitations.
  3. 3I can connect a claim to evidence and scientific reasoning, then independently revise or transfer the explanation, model, or solution needed to investigate electrical forces and particle structure to compare bulk-material properties to an unfamiliar phenomenon.
Matter Chemical Reactions · HS-PS1-4

HS-PS1-4

Independently model how energy changes in a chemical reaction system depend on bond energies across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to model how energy changes in a chemical reaction system depend on bond energies, using a specific phenomenon rather than vocabulary recall or diagram description.
  2. 2I can plan or evaluate an investigation and analyze its data to produce the evidence needed to model how energy changes in a chemical reaction system depend on bond energies, including uncertainty or design limitations.
  3. 3I can connect a claim to evidence and scientific reasoning, then independently revise or transfer the explanation, model, or solution needed to model how energy changes in a chemical reaction system depend on bond energies to an unfamiliar phenomenon.
Matter Chemical Reactions · HS-PS1-5

HS-PS1-5

Independently explain from collision theory how temperature and concentration affect reaction rate across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to explain from collision theory how temperature and concentration affect reaction rate, using a specific phenomenon rather than vocabulary recall or diagram description.
  2. 2I can plan or evaluate an investigation and analyze its data to produce the evidence needed to explain from collision theory how temperature and concentration affect reaction rate, including uncertainty or design limitations.
  3. 3I can connect a claim to evidence and scientific reasoning, then independently revise or transfer the explanation, model, or solution needed to explain from collision theory how temperature and concentration affect reaction rate to an unfamiliar phenomenon.
Matter Chemical Reactions · HS-PS1-6

HS-PS1-6

Independently refine a chemical system by changing conditions to shift equilibrium toward desired products across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to refine a chemical system by changing conditions to shift equilibrium toward desired products, using a specific phenomenon rather than vocabulary recall or diagram description.
  2. 2I can plan or evaluate an investigation and analyze its data to produce the evidence needed to refine a chemical system by changing conditions to shift equilibrium toward desired products, including uncertainty or design limitations.
  3. 3I can connect a claim to evidence and scientific reasoning, then independently revise or transfer the explanation, model, or solution needed to refine a chemical system by changing conditions to shift equilibrium toward desired products to an unfamiliar phenomenon.
Matter Chemical Reactions · HS-PS1-7

HS-PS1-7

Independently use mathematical representations to show conservation of atoms and mass in chemical reactions across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to use mathematical representations to show conservation of atoms and mass in chemical reactions, using a specific phenomenon rather than vocabulary recall or diagram description.
  2. 2I can plan or evaluate an investigation and analyze its data to produce the evidence needed to use mathematical representations to show conservation of atoms and mass in chemical reactions, including uncertainty or design limitations.
  3. 3I can connect a claim to evidence and scientific reasoning, then independently revise or transfer the explanation, model, or solution needed to use mathematical representations to show conservation of atoms and mass in chemical reactions to an unfamiliar phenomenon.
Matter Chemical Reactions · HS-PS1-8

HS-PS1-8

Independently model changes in nuclear composition and energy during fission, fusion, and radioactive decay across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to model changes in nuclear composition and energy during fission, fusion, and radioactive decay, using a specific phenomenon rather than vocabulary recall or diagram description.
  2. 2I can plan or evaluate an investigation and analyze its data to produce the evidence needed to model changes in nuclear composition and energy during fission, fusion, and radioactive decay, including uncertainty or design limitations.
  3. 3I can connect a claim to evidence and scientific reasoning, then independently revise or transfer the explanation, model, or solution needed to model changes in nuclear composition and energy during fission, fusion, and radioactive decay to an unfamiliar phenomenon.
Energy Chemistry · HS-PS3-1

HS-PS3-1

Independently model and calculate changes in a system's energy and energy flows across its boundary across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to model and calculate changes in a system's energy and energy flows across its boundary, using a specific phenomenon rather than vocabulary recall or diagram description.
  2. 2I can plan or evaluate an investigation and analyze its data to produce the evidence needed to model and calculate changes in a system's energy and energy flows across its boundary, including uncertainty or design limitations.
  3. 3I can connect a claim to evidence and scientific reasoning, then independently revise or transfer the explanation, model, or solution needed to model and calculate changes in a system's energy and energy flows across its boundary to an unfamiliar phenomenon.
Energy Chemistry · HS-PS3-2

HS-PS3-2

Independently model energy at macroscopic and microscopic scales as motion of particles and fields across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to model energy at macroscopic and microscopic scales as motion of particles and fields, using a specific phenomenon rather than vocabulary recall or diagram description.
  2. 2I can plan or evaluate an investigation and analyze its data to produce the evidence needed to model energy at macroscopic and microscopic scales as motion of particles and fields, including uncertainty or design limitations.
  3. 3I can connect a claim to evidence and scientific reasoning, then independently revise or transfer the explanation, model, or solution needed to model energy at macroscopic and microscopic scales as motion of particles and fields to an unfamiliar phenomenon.
Energy Chemistry · HS-PS3-3

HS-PS3-3

Independently design and improve a device that converts energy between forms under stated constraints across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to design and improve a device that converts energy between forms under stated constraints, using a specific phenomenon rather than vocabulary recall or diagram description.
  2. 2I can plan or evaluate an investigation and analyze its data to produce the evidence needed to design and improve a device that converts energy between forms under stated constraints, including uncertainty or design limitations.
  3. 3I can connect a claim to evidence and scientific reasoning, then independently revise or transfer the explanation, model, or solution needed to design and improve a device that converts energy between forms under stated constraints to an unfamiliar phenomenon.
Energy Chemistry · HS-PS3-4

HS-PS3-4

Independently investigate thermal energy transfer and reach a quantitative account of energy conservation across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to investigate thermal energy transfer and reach a quantitative account of energy conservation, using a specific phenomenon rather than vocabulary recall or diagram description.
  2. 2I can plan or evaluate an investigation and analyze its data to produce the evidence needed to investigate thermal energy transfer and reach a quantitative account of energy conservation, including uncertainty or design limitations.
  3. 3I can connect a claim to evidence and scientific reasoning, then independently revise or transfer the explanation, model, or solution needed to investigate thermal energy transfer and reach a quantitative account of energy conservation to an unfamiliar phenomenon.
Computer Science · EEP-CS.10

Evaluate algorithmic efficiency and data systems

Independently analyze algorithmic efficiency and design a data system that preserves meaning, quality, and privacy across representations and contexts.

Component progression

  1. 1I can explicitly teach and model how to compare how algorithms scale using operation counts using a concrete computing example.
  2. 2I can design and justify how to design a relational data model with keys and constraints using a traced example or representation.
  3. 3I can independently evaluate data provenance, missingness, privacy, and potential bias in a new computing context and explain the evidence that the solution works.
Ai Literacy · EEP-AI.10

Analyze machine-learning systems and impacts

Independently analyze how a machine-learning system uses data and evaluation metrics and assess its errors and societal impacts across representations and contexts.

Component progression

  1. 1I can explicitly teach and model how to trace data, features, model output, and human decisions in a system with an age-appropriate ai-use scenario.
  2. 2I can evaluate and justify how to use an evaluation table to compare errors and performance across groups by comparing responsible and irresponsible choices.
  3. 3I can independently judge whether the system is appropriate for the context and propose improvements in a new learning context while preserving the learner's own thinking and responsibility.
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