NEXT GENERATION SCIENCE STANDARDS
Disciplinary core idea (DCI)
ESS3.A: Natural Resources
- Resource availability has guided the development of human society. (HS-ESS3-1)
- All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors. (HS-ESS3-2)
ESS3.C: Human Impacts on Earth Systems
- The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3)
- Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that preclude ecosystem degradation. (HS-ESS3-4)
Science and Engineering Practices
Analyzing and Interpreting Data
Analyzing data in 9–12 builds on K–8 experiences and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data.
Analyzing data in 9–12 builds on K–8 experiences and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data.
- Analyze data using computational models in order to make valid and reliable scientific claims. (HS-ESS3-5)
Using Mathematics and Computational Thinking
Using Mathematical and computational thinking in 9-12 builds on K-8 experiences and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.
Using Mathematical and computational thinking in 9-12 builds on K-8 experiences and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific knowledge, principles, and theories.
Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific knowledge, principles, and theories.
- Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (HS-ESS3-1)
- 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. (HS-ESS3-4)
Cross cutting concepts
MD Environmental literacy standards
STANDARD 1 : ENVIRONMENTAL ISSUES
The student will investigate and analyze environmental issues ranging from local to global perspectives and develop and implement a local action project that protects, sustains, or enhances the natural environment.
STANDARD 2 : INTERACTIONS OF EARTH’S SYSTEMS
The student will analyze and apply the properties of systems thinking and modeling to the study of Earth’s systems.
STANDARD 5 : HUMANS AND NATURAL RESOURCES
The student will use concepts from chemistry, physics, biology, and ecology to analyze and interpret both positive and negative impacts of human activities on earth’s natural systems and resources.
STANDARD 8: SUSTAINABILITY
The student will make decisions that demonstrate understanding of natural communities and the ecological, economic, political, and social systems of human communities, and examine how their personal and collective actions affect the sustainability of these interrelated systems.
The student will investigate and analyze environmental issues ranging from local to global perspectives and develop and implement a local action project that protects, sustains, or enhances the natural environment.
STANDARD 2 : INTERACTIONS OF EARTH’S SYSTEMS
The student will analyze and apply the properties of systems thinking and modeling to the study of Earth’s systems.
STANDARD 5 : HUMANS AND NATURAL RESOURCES
The student will use concepts from chemistry, physics, biology, and ecology to analyze and interpret both positive and negative impacts of human activities on earth’s natural systems and resources.
STANDARD 8: SUSTAINABILITY
The student will make decisions that demonstrate understanding of natural communities and the ecological, economic, political, and social systems of human communities, and examine how their personal and collective actions affect the sustainability of these interrelated systems.
Common Core State Standards
ELA/Literacy
- RST.11-12.1Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-ESS3-1),(HS-ESS3-2),(HS-ESS3-4),(HS-ESS3-5)
RST.11-12.2Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. (HS-ESS3-5)
RST.11-12.7Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-ESS3-5)
RST.11-12.8Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-ESS3-2),(HS-ESS3-4)
WHST.9-12.2Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-ESS3-1)
Mathematics
MP.2Reason abstractly and quantitatively. (HS-ESS3-1),(HS-ESS3-2),(HS-ESS3-3),(HS-ESS3-4),(HS-ESS3-5),(HS-ESS3-6)MP.4Model with mathematics. (HS-ESS3-3),(HS-ESS3-6)
HSN.Q.A.1Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-ESS3-1),(HS-ESS3-4),(HS-ESS3-5),(HS-ESS3-6)
HSN.Q.A.2Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS3-1),(HS-ESS3-4),(HS-ESS3-5),(HS-ESS3-6)
HSN.Q.A.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS3-1),(HS-ESS3-4),(HS-ESS3-5),(HS-ESS3-6)
- RST.11-12.1Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-ESS3-1),(HS-ESS3-2),(HS-ESS3-4),(HS-ESS3-5)
RST.11-12.2Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. (HS-ESS3-5)
RST.11-12.7Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-ESS3-5)
RST.11-12.8Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-ESS3-2),(HS-ESS3-4)
WHST.9-12.2Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-ESS3-1)
Mathematics
MP.2Reason abstractly and quantitatively. (HS-ESS3-1),(HS-ESS3-2),(HS-ESS3-3),(HS-ESS3-4),(HS-ESS3-5),(HS-ESS3-6)MP.4Model with mathematics. (HS-ESS3-3),(HS-ESS3-6)
HSN.Q.A.1Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-ESS3-1),(HS-ESS3-4),(HS-ESS3-5),(HS-ESS3-6)
HSN.Q.A.2Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS3-1),(HS-ESS3-4),(HS-ESS3-5),(HS-ESS3-6)
HSN.Q.A.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS3-1),(HS-ESS3-4),(HS-ESS3-5),(HS-ESS3-6)