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Standards

Although development of Global Systems Science began long before even the National Science Education Standards (NSES),  it still addresses many of the standards even in the current era of Next Generation Science Standards (NGSS).

We are working on a useful mappings of GSS material to NGSS performance expectations, disciplinary core ideas, crosscutting concepts, and science & engineering practices. Latest examples are on this page.

GSS alignment with NGSS performance expectations

Abbreviations for the modules:

NWV = A New World View EU = Energy Use CC = Climate Change OZ = Ozone
LB = Losing Biodiversity LC = Life and Climate EC = Ecosystem Change EF = Energy Flow
PG = Population Growth ACC = A Changing Cosmos DEW = Digital Earth Watch  


GSS Modules:

Performance Expectations

NWV

EU

CC

OZ

LB

LC

EC

EF

PG

ACC

DEW

HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

               

HS-ETS1-2 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-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

                 

HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

                   

HS-ESS1-1 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.

                   

GSS Modules:

NWV

EU

CC

OZ

LB

LC

EC

EF

PG

ACC

DEW

HS-ESS1-5 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.

                   

HS-ESS2-1 . 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.

                   

HS-ESS2-3 Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.

                   

HS-ESS2-4 Use a model to describe how variations in the flow of energy into and out of Earth systems result in changes in climate.

                 

HS-ESS2-6 Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.

                 

HS-ESS2-7 Construct an argument based on evidence about the simultaneous coevolution of Earth systems and life on Earth.

                   

GSS Modules:

NWV

EU

CC

OZ

LB

LC

EC

EF

PG

ACC

DEW

HS-ESS3-2 Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.

                   

HS-ESS3-3 Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.

                     

HS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.

                 

HS-ESS3-5 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 systems.

                   

HS-ESS3-6 Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.

                     

HS-LS1-5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.

                   

GSS Modules:

NWV

EU

CC

OZ

LB

LC

EC

EF

PG

ACC

DEW

HS-LS2-1 Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.

               

HS-LS2-2 Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.

             

HS-LS2-3 Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.

                   

HS-LS2-4 Use a mathematical representation to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.

                 

HS-LS2-5 Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.

                   

HS-LS2-6 Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

             

GSS Modules:

NWV

EU

CC

OZ

LB

LC

EC

EF

PG

ACC

DEW

HS-LS2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

               

HS-LS3-1 Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.

                   

HS-LS3-3 Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.

                   

HS-PS2-5 Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.

                   

HS-PS3-3 Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.

                   

HS-PS3-4 Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).

                   

GSS Modules:

NWV

EU

CC

OZ

LB

LC

EC

EF

PG

ACC

DEW

HS-PS3-5 Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.

                   

HS-PS4-4 Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.

                   

HS-PS4-5 Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.

                   

See also: the older NSES correlations and Cary Sneider's Global Systems Science and the National Science Education Standards.

Subpages (1): NSES
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