Currently Tested Essential Elements for Science

The documents below detail the currently tested Essential Elements. For a list of all Dynamic Learning Maps^® Essential Elements, see Essential Elements for Science (pdf).

NOTE: Only Delaware, District of Columbia, and Maryland assess High School End of Instruction Biology. Life Science Essential Elements marked with a gray flag are only assessed in those states.

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Science Essential Elements Assessed

SCI.EE.MS.PS1-2 Interpret and analyze data on the properties (e.g., color, texture, odor, and state of matter) of substances before and after chemical changes have occurred (e.g., burning sugar or burning steel wool, rust, effervescent tablets). (pdf)
SCI.EE.MS.PS2-2 Investigate and predict the change in motion of objects based on the forces acting on those objects. (pdf)
SCI.EE.MS.PS3-3 Test and refine a device (e.g., foam cup, insulated box, or thermos) to either minimize or maximize thermal energy transfer (e.g., keeping liquids hot or cold, preventing liquids from freezing, keeping hands warm in cold temperatures). (pdf)
SCI.EE.MS.LS1-3 Make a claim about how a structure (e.g., organs and organ systems) and its related function supports survival of animals (circulatory, digestive, and respiratory systems). (pdf)
SCI.EE.MS.LS1-5 Interpret data to show that environmental resources (e.g., food, light, space, water) influence growth of organisms (e.g., drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, fish growing larger in large ponds than small ponds). (pdf)
SCI.EE.MS.LS2-2 Use models of food chains/webs to identify producers and consumers in aquatic and terrestrial ecosystems. (pdf)
SCI.EE.MS.ESS2-2 Explain how geoscience processes that occur daily (e.g.,wind, rain, runoff) slowly change the surface of Earth, while catastrophic events (e.g., earthquakes, tornadoes, floods) can quickly change the surface of Earth. (pdf)
SCI.EE.MS.ESS2-6 Interpret basic weather information (e.g., radar, map) to make predictions about future conditions (e.g., precipitation, temperature, wind). (pdf)
SCI.EE.MS.ESS3-3 Develop a plan to monitor and minimize a human impact on the local environment (e.g., water, land, pollution). (pdf)
All elementary school Science grade band EEs in one file (pdf)
All high school Biology grade band EEs in one file (pdf)
All high school Science grade band EEs in one file (pdf)
All middle school Science grade band EEs in one file (pdf)
SCI.EE.5.PS1-2 Measure and compare weights of substances before and after heating, cooling, or mixing substances to show that weight of matter is conserved. (pdf)
SCI.EE.5.PS1-3 Make observations and measurements to identify materials based on their properties (e.g., weight, shape, texture, buoyancy, color, or magnetism). (pdf)
SCI.EE.5.PS2-1 Demonstrate that the gravitational force exerted by Earth on objects is directed down. (pdf)
SCI.EE.5.PS3-1 Create a model to describe that energy in animals' food was once energy from the Sun. (pdf)
SCI.EE.5.LS1-1 Provide evidence that plants need air and water to grow. (pdf)
SCI.EE.5.LS2-1 Create a model that shows the movement of matter (e.g., plant growth, eating, composting) through living things. (pdf)
SCI.EE.5.ESS1-2 Represent and interpret data on a picture, line, or bar graph to show seasonal patterns in the length of daylight hours. (pdf)
SCI.EE.5.ESS2-1 Develop a model showing how water (hydrosphere) affects the living things (biosphere) found in a region. (pdf)
SCI.EE.5.ESS3-1 Use information to describe how people can help protect the Earth's resources and how that affects the environment. (pdf)
SCI.EE.HS.PS1-2 Make a claim supported by evidence to explain patterns of chemical properties that occur in a substance during a common chemical reaction (e.g., baking soda and vinegar). (pdf)
SCI.EE.HS.PS2-3 Evaluate the effectiveness of safety devices and design a solution that could minimize the force of a collision. (pdf)
SCI.EE.HS.PS3-4 Investigate and predict the temperatures of two liquids before and after combining to show uniform energy distribution. (pdf)
SCI.EE.HS.LS1-1 Explain how different organs of the body carry out essential functions of life. (pdf)
SCI.EE.HS.LS1-2 Use a model to illustrate the organization and interaction of major organs into systems (e.g., circulatory, respiratory, digestive, sensory) in the body to provide specific functions. (pdf)
SCI.EE.HS.LS1-3 Collect data from an investigation to show how different organisms react to changes (e.g., heart rate increases with exercise, pupils react to light). (pdf)
SCI.EE.HS.LS1-4 Use a model to illustrate how growth occurs when cells multiply. (pdf)
SCI.EE.HS.LS2-1 Use a graphical representation to explain changes over time in the population size of an animal species (e.g., currently on the endangered list). (pdf)

Science Key to Map Codes

Code	Description
IP	Initial Precursor
DP	Distal Precursor
PP	Proximal Precursor
T	Target
UN	Untested

Science Guide to EE Codes

Code	Description
Earth	Earth Systems
EcoHlth	Ecosystem Health
Ecosys	Ecosystem: Cycling of Matter and Flow of Energy
Energy	Energy
Forces	Interacting Forces
Group*	Group Survival Behavior
Human*	Human Impacts on Ecosystems
Impact*	Reducing Impacts of Severe Weather
Matter	Matter and Chemical Reactions
Org	Organisms: Structure and Function, Growth and Development
Plant	Plants: Cycling of Matter and Flow of Energy
SolSys	Earth in the Solar System
Trait	Traits of Organisms
Weath	Weather and Climate

* These DCI Families are not included on the assessment blueprint and thus have no corresponding mini-map documents.

Currently Tested Essential Elements for Science

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Science Essential Elements Assessed

Science Key to Map Codes

Science Guide to EE Codes

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