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                 data-tippy-content="Colorado • Science • SC.HS.3.1.b • Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.">
                SC.HS.3.1.b
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            <div class="bg-blue-100 dark:bg-blue-500/20 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Colorado • Science • SC.HS.2.4.a • Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.">
                SC.HS.2.4.a
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            <div class="bg-blue-100 dark:bg-blue-500/20 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Colorado • Science • SC.HS.3.2.a • Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.">
                SC.HS.3.2.a
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            <div class="bg-blue-100 dark:bg-blue-500/20 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Colorado • Science • SC.HS.1.6.b • Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motion of particles (objects) and energy associated with the relative positions of particles (objects).">
                SC.HS.1.6.b
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            <div class="bg-blue-100 dark:bg-blue-500/20 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Colorado • Science • SC.HS.3.5.a • Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.">
                SC.HS.3.5.a
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            <div class="bg-green-100 dark:bg-green-500/20 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Big Picture Learning Goals &amp; Gateway Keys • Learning Goals • Empirical Reasoning (Thinking Like a Scientist) (LG.2) - Students will demonstrate competency in the ‘Empirical Reasoning’ Learning Goal when they provide evidence that they can successfully ask questions, investigate, collect data, and use evidence to understand and explain the world.">
                Empirical Reasoning (Thinking Like a Scientist)
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            <div class="bg-green-100 dark:bg-green-500/20 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Big Picture Learning Goals &amp; Gateway Keys • Learning Goals • Quantitative Reasoning (Thinking Like a Mathematician) (LG.4) - Students will demonstrate competency in the ‘Quantitative Reasoning’ Learning Goal when they provide evidence they can use mathematical thinking, numbers, and data to solve problems and explain the world.">
                Quantitative Reasoning (Thinking Like a Mathematician)
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            <div class="bg-green-100 dark:bg-green-500/20 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Big Picture Learning Goals &amp; Gateway Keys • Learning Goals • Social Reasoning (Thinking Like a Historian/Social Scientist) (LG.3) - Students will demonstrate competency in the ‘Social Reasoning’ Learning Goal when they provide evidence they can successfully understand people, cultures, systems, and history, and use that knowledge to make thoughtful decisions and take action.">
                Social Reasoning (Thinking Like a Historian/Social Scientist)
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            <div class="bg-green-100 dark:bg-green-500/20 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Big Picture Learning Goals &amp; Gateway Keys • Learning Goals • Communication (LG.1) - Students will demonstrate competency in the ‘Communication’ Learning Goal when they provide evidence they can be a powerful communicator who understands their audience, expresses ideas clearly through speaking, writing, and listening, and uses technology and creativity to inspire others across cultures.">
                Communication
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