Created
Mar 28, 2024 1:09 AM
Topics
HS-ESS1-1 - Nuclear Fusion and the Sun's Energy
Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun's core to release energy that eventually reaches Earth in the form of radiation.
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What should students learn? (Disciplinary Core Ideas)
The sun's energy comes from nuclear fusion of hydrogen nuclei into helium.
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How should students learn it? (Science and Engineering Practices)
Develop a model based on evidence to illustrate the relationships between systems or between components of a system.
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How should students think? (Crosscutting Concepts)
In energy and matter. The transfer of energy can be tracked as energy flows through a designed or natural system.
Clarification Statement:
Students should understand the process of nuclear fusion and how it contributes to the sun's energy.
HS-ESS1-2 - The Big Bang Theory
Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.
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What should students learn? (Disciplinary Core Ideas)
The Big Bang theory is supported by observations of distant galaxies receding from our own, of the measured composition of stars and non-stellar gases, and of the maps of spectra of the primordial radiation (cosmic microwave background) that still fills the universe.
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How should students learn it? (Science and Engineering Practices)
Construct an explanation based on valid and reliable evidence obtained from a variety of sources.
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How should students think? (Crosscutting Concepts)
In patterns. Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.
Clarification Statement:
Students should understand the Big Bang theory and the evidence that supports it.
HS-ESS1-3 - Stellar Nucleosynthesis
Communicate scientific ideas about the way stars, over their life cycle, produce elements.
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What should students learn? (Disciplinary Core Ideas)
Stars, through their life cycle, produce elements. Those elements are the building blocks of matter.
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How should students learn it? (Science and Engineering Practices)
Communicate scientific and technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats.
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How should students think? (Crosscutting Concepts)
In energy and matter. The total amount of energy and matter in closed systems is conserved.
Clarification Statement:
Students should understand the process of stellar nucleosynthesis and how stars produce elements over their life cycle.
HS-ESS1-4 - Orbital Motions
Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.
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What should students learn? (Disciplinary Core Ideas)
The orbits of the Earth around the sun and of the moon around Earth, together with the rotation of the Earth about an axis between its North and South poles, cause observable patterns.
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How should students learn it? (Science and Engineering Practices)
Use mathematical and computational thinking to represent and predict how complex systems interact over time.
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How should students think? (Crosscutting Concepts)
In systems and system models. The concept of scale, proportion, and quantity are important in understanding complex systems.
Clarification Statement:
Students should understand how mathematical or computational representations can be used to predict the motion of orbiting objects in the solar system.
HS-ESS1-5 - Evidence of Plate Tectonics
Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.
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What should students learn? (Disciplinary Core Ideas)
Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a framework for understanding its geologic history.
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How should students learn it? (Science and Engineering Practices)
Evaluate evidence of past and current movements and the causes behind them.
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How should students think? (Crosscutting Concepts)
In stability and change. Change is a normal part of many systems, but many systems have tendencies to resist change.
Clarification Statement:
Students should understand the theory of plate tectonics and how to evaluate evidence of past and current movements of continental and oceanic crust.
HS-ESS1-6 - Evidence of the Earth's History
Develop a model based on evidence of Earth’s crust that will forecast changes in landscape, climate, or surface features.
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What should students learn? (Disciplinary Core Ideas)
The history of the planet Earth involves interpreting data from the fossil record and rock strata to identify sequential series of geological events.
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How should students learn it? (Science and Engineering Practices)
Develop a model based on evidence to illustrate the relationships between systems or between components of a system.
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How should students think? (Crosscutting Concepts)
In patterns. Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.
Clarification Statement:
Students should understand how to develop a model based on evidence of Earth's crust that will forecast changes in landscape, climate, or surface features.
HS-ESS2-1 - The Creation of Landforms
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.
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What should students learn? (Disciplinary Core Ideas)
Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes.
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How should students learn it? (Science and Engineering Practices)
Develop a model based on evidence to illustrate how Earth's internal and surface processes operate at different scales to form landforms.
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How should students think? (Crosscutting Concepts)
In scale, proportion, and quantity. The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs.
Clarification Statement:
Students should understand how to develop a model to illustrate how Earth's processes operate at different scales to form landforms.
HS-ESS2-2 - Feedback in Earth's Systems
Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.
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What should students learn? (Disciplinary Core Ideas)
Earth's systems interact over a wide range of scales. Change in one system can lead to further changes in that system or to changes in other systems.
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How should students learn it? (Science and Engineering Practices)
Analyze data to make the claim that one change to Earth's surface can cause changes to other systems.
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How should students think? (Crosscutting Concepts)
In systems and system models. Feedback (negative or positive) can stabilize or destabilize a system.
Clarification Statement:
Students should understand how to analyze geoscience data to claim that one change to Earth's surface can cause changes to other systems.
HS-ESS2-3 - Cycling of Matter in the Earth's Interior
Develop a model based on evidence of Earth's interior to describe the cycling of matter by thermal convection.
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What should students learn? (Disciplinary Core Ideas)
The cycling of matter by thermal convection in the Earth's interior drives plate tectonics and results in volcanic activity and the creation of igneous rocks at the surface.
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How should students learn it? (Science and Engineering Practices)
Develop a model based on evidence to describe the cycling of matter by thermal convection in Earth's interior.
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How should students think? (Crosscutting Concepts)
In energy and matter. Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.
Clarification Statement:
Students should understand how to develop a model based on evidence to describe the cycling of matter by thermal convection in Earth's interior.
HS-ESS2-4 - Energy Variation and Climate Change
Develop a model to simulate how variations in the flow of energy into and out of Earth's systems result in changes in climate.
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What should students learn? (Disciplinary Core Ideas)
Changes in the flow of energy into and out of the Earth's surfaces can result in various climate phenomena.
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How should students learn it? (Science and Engineering Practices)
Develop a model to simulate the effects of energy variations on Earth's climate.
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How should students think? (Crosscutting Concepts)
In energy and matter. Energy drives the cycling of matter within and between systems.
Clarification Statement:
Students should understand how to develop a model to simulate the effects of energy variations on Earth's climate.
HS-ESS2-5 - Interactions of the Hydrologic and Rock Cycles
Develop a model to describe how the geosphere, biosphere, hydrosphere, and/or atmosphere interact through the hydrologic and rock cycles.
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What should students learn? (Disciplinary Core Ideas)
The hydrologic and rock cycles interact with all spheres of Earth, driving physical and chemical changes.
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How should students learn it? (Science and Engineering Practices)
Develop a model to describe the interactions of the hydrologic and rock cycles with Earth's spheres.
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How should students think? (Crosscutting Concepts)
In systems and system models. Earth's systems interact over a wide range of scales.
Clarification Statement:
Students should understand how to develop a model that describes the interactions of the hydrologic and rock cycles with Earth's spheres.
HS-ESS2-6 - Carbon Cycling in Earth's Systems
Construct and revise an explanation based on evidence for how carbon's chemical forms and its flow among the geosphere, biosphere, hydrosphere, and atmosphere influence Earth's systems.
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What should students learn? (Disciplinary Core Ideas)
Carbon cycles among the spheres of the Earth and has a profound influence on the Earth's systems.
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How should students learn it? (Science and Engineering Practices)
Construct and revise an explanation based on evidence for the influence of carbon's chemical forms and its flow among Earth's systems.
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How should students think? (Crosscutting Concepts)
In energy and matter. Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.
Clarification Statement:
Students should understand how to construct and revise an explanation based on evidence for the influence of carbon's chemical forms and its flow among Earth's systems.
HS-ESS2-7 - Coevolution of Life and Earth's Systems
Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
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What should students learn? (Disciplinary Core Ideas)
The Earth's systems and life on Earth have co-evolved through geological time.
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How should students learn it? (Science and Engineering Practices)
Construct a scientific explanation based on evidence for the coevolution of life and Earth's systems.
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How should students think? (Crosscutting Concepts)
In stability and change. Change is a normal part of many systems, but many systems have tendencies to resist change.
Clarification Statement:
Students should understand how to construct a scientific explanation based on evidence for the coevolution of life and Earth's systems.
HS-ESS3-1 - Global Impacts on Human Activity
Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes.
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What should students learn? (Disciplinary Core Ideas)
Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species.
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How should students learn it? (Science and Engineering Practices)
Construct a scientific explanation based on evidence for the global impacts of human activity.
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How should students think? (Crosscutting Concepts)
In cause and effect. Cause and effect relationships may be used to predict phenomena in natural or designed systems.
Clarification Statement:
Students should understand how to construct a scientific explanation based on evidence for the global impacts of human activity.
HS-ESS3-2 - Cost-Benefit Ratio Design Solutions
Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
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What should students learn? (Disciplinary Core Ideas)
All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits.
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How should students learn it? (Science and Engineering Practices)
Evaluate competing design solutions based on cost-benefit ratios for the development, management, and utilization of energy and mineral resources.
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How should students think? (Crosscutting Concepts)
In systems and system models. The concept of scale, proportion, and quantity are important in understanding complex systems.
Clarification Statement:
Students should understand how to evaluate competing design solutions based on cost-benefit ratios for the development, management, and utilization of energy and mineral resources.
HS-ESS3-3 - Biodiversity, Natural Resources, and Human Sustainability
Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
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What should students learn? (Disciplinary Core Ideas)
Human population growth and per-capita consumption rate can affect natural resources and biodiversity, which in turn can impact Earth's systems.
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How should students learn it? (Science and Engineering Practices)
Construct an argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon.
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How should students think? (Crosscutting Concepts)
In cause and effect. Cause and effect relationships may be used to predict phenomena in natural or designed systems.
Clarification Statement:
Students should understand how to construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
HS-ESS3-4 - Reducing Human Impact Design Solutions
Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
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What should students learn? (Disciplinary Core Ideas)
New technologies can have deep impacts on society and the environment, including some that were not anticipated.
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How should students learn it? (Science and Engineering Practices)
Design or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.
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How should students think? (Crosscutting Concepts)
In systems and system models. The concept of scale, proportion, and quantity are important in understanding complex systems.
Clarification Statement:
Students should understand how to design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
HS-ESS3-5 - Climate Change and Future Impacts
Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth's systems.
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What should students learn? (Disciplinary Core Ideas)
Global climate models are used to predict future impacts of current human activities on Earth's climate.
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How should students learn it? (Science and Engineering Practices)
Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change.
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How should students think? (Crosscutting Concepts)
In cause and effect. Cause and effect relationships may be used to predict phenomena in natural or designed systems.
Clarification Statement:
Students should understand how to analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth's systems.
HS-ESS3-6 - Human Impacts on Earth Systems
Create a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
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What should students learn? (Disciplinary Core Ideas)
Human activities have significantly altered the biosphere, geosphere, hydrosphere and atmosphere.
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How should students learn it? (Science and Engineering Practices)
Create a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
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How should students think? (Crosscutting Concepts)
In systems and system models. Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales.
Clarification Statement:
Students should understand how to create a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
