New Mexico standards alignment

• 5-LS2-1

  Partially covered

  Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

  Covered by

  • Manure and Compost

  • · 1 · What a loop is, and the two rules this course reads
  • · 9 · What composting is: carbon, nitrogen, water and air
  • · 22 · Build your own loop

  What we do and don't cover: The capstone (lesson 22, an assignment the learner submits and an instructor grades) has the learner develop exactly this model for their own ground: boxes for plants, animals, decomposers and soil, arrows labelled with the matter each carries, and the leaks out of the system. PARTIAL because the clarification statement's emphasis, that plants change matter that is not food (air, water) into food, is not taught: the course follows decomposed material back into soil and crops, not photosynthesis.

• MS-LS2-3

  Partially covered

  Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.

  Covered by

  • Manure and Compost

  • · 1 · What a loop is, and the two rules this course reads
  • · 9 · What composting is: carbon, nitrogen, water and air
  • · 22 · Build your own loop

  What we do and don't cover: Matter cycling among animals, microbes, soil and crops is taught directly, and the capstone (an instructor-graded assignment) has the learner build the model and define the boundary of their own system, as the clarification statement asks. PARTIAL because energy flow appears only as the heat a compost pile gives off; there is no treatment of energy moving through an ecosystem.

• HS-LS2-3

  Partially covered

  Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.

  Covered by

  • Manure and Compost

  • · 9 · What composting is: carbon, nitrogen, water and air
  • · 10 · Heat, oxygen and time: the stages of a pile
  • · 12 · Turning, cold heaps, and worms

  What we do and don't cover: Composting is taught as aerobic decomposition, and the learner reads temperature evidence to tell a working aerobic pile from cold zones the NRCS composting chapter calls likely sites of anaerobic decomposition. PARTIAL because the course stops at that evidence: it does not teach aerobic or anaerobic respiration as processes (which the assessment boundary also excludes at the chemical level) and treats energy only as pile temperature.

What we don't claim

A standards page is only worth reading if the omissions are honest too. We looked at these and left them out:

• Mathematics — nothing. This catalog does no mathematics instruction, so it meets no New Mexico Common Core mathematics standard.
• Science: partial claims, through the shared NGSS file. New Mexico adopted the NGSS in 2018 as the NM STEM Ready! Science Standards, so our science claims come through the shared NGSS mapping, each partial and with its limit stated on the entry; any NGSS code this state rewords or dropped is listed separately on this page. There is no laboratory work or investigation in this catalog, and we claim no more than the lessons teach.
• The New Mexico History (NMH) strand — not the catalog's content. New Mexico's High School New Mexico History course (9-12.NMH) is about New Mexico's own past: the Treaty of Guadalupe Hidalgo and its Article IX/X guarantees, the Homestead Act's effect on New Mexico, the boarding-school system and its ramifications on Indigenous peoples, the path to 1912 statehood, the Dust Bowl in New Mexico, and the atomic bomb and Cold-War testing sites born in New Mexico. The flagship civics course and the BVC curriculum do not teach this state-specific history, so we claim none of it. The New Mexico Civics course names the sovereign tribal nations but does not teach federal Indian policy or tribal sovereignty's interpretation over time (9-12.Civ.20, 9-12.NMH.26).
• Geography and Ethnic, Cultural, and Identity Studies strands — not claimed. New Mexico's Geography strand (location/place/region, movement and systems, human-environment interaction) and its Ethnic, Cultural, and Identity Studies strand are not genuinely taught by these courses as their own content, so we claim neither. Where the BVC curriculum touches geographic diffusion, it is claimed under World History 9-12.WH.16, not the Geography strand.
• The political-media civics standards. 9-12.Civ.42 (the effects of media organizations, including internet social platforms, on elections and social movements) and 9-12.Civ.43 (bias in the media and its impact on government decision making) are political-media analysis. Our media-literacy course is consumer protection — reading ads and claims for omission and fallacy — not political-media analysis, so we do not claim these; the source-evaluation skill they share is claimed instead under the inquiry standards 9-12.Civ.3 and 9-12.Civ.10.
• Most of the High School Civics inquiry standards, and the federal-heavy content standards we checked. The inquiry standards 9-12.Civ.1, .2, .4-.9, .11, .12 (constructing compelling/supporting questions, argument and explanation construction, taking informed action as named skills) are procedures the courses exercise but do not deliver as a unit. On the content side, 9-12.Civ.16-.22 (groups without formal power, equality/equity/justice as named concepts, government-civil-society-market relationships, comparative systems, Indigenous-U.S. relations over time, and foreign policy), 9-12.Civ.25-.27 (using and challenging laws, public-policy outcomes, means of changing societies), and 9-12.Civ.32-.44/.46/.48 (civic dispositions and democratic principles as named concepts, founding-document interpretation over time, political socialization, leadership case studies, and the political-media standards) are not genuinely taught, so we do not claim them.
• Economics standards beyond trade and commodity markets. New Mexico's High School Economics course also covers personal financial literacy, cost-benefit and marginal analysis, market structures and competition, financial institutions and money, government market intervention, fiscal and monetary policy, and macroeconomic indicators (9-12.Econ.13-.17, .19, .22-.39, .41, .42, .45-onward). This catalog teaches commodity markets, comparative economic systems, and the labor side of trade — not personal finance or macroeconomic measurement — so it claims only the trade-and-markets standards mapped above.
• Most World History standards, and the New Mexico's-own-structure detail no single code captures. New Mexico's World History standards not mapped above (9-12.WH.1-.11, .14, .15, .17-.25, .27, .28, .31) are historical-thinking and content skills the courses do not exercise cleanly enough to claim. And the New Mexico Civics flagship teaches more of New Mexico's own structure than any one code captures — the only unpaid state legislature in the nation, the appoint-then-partisan-elect-then-retain judiciary, and the powerful Commissioner of Public Lands — with 9-12.Civ.29/30/31 hosting most of it.
• The AI-literacy ladder, the language courses, and Learning How to Learn — deferred, not denied. New Mexico's closest frameworks (Computer Science, World Languages) have not been fetched and verified yet — and web.ped.nm.gov's captcha challenge blocked automated retrieval this pass. Our rule is fetch-or-don't-cite, so these courses carry no New Mexico claims this pass.