1. Next Generation Climate Related Standards (2013) K-2 3-5 Middle School High School K-PS3-1. Make observations to determine the effect of sunlight on Earth’s surface. Physical Science Standards Life Science Standards Earth and Space Science Standards K-PS3-2. Use tools and materials provided to design and build a structure that will reduce the warming effect of sunlight on Earth’s surface (ex. umbrella) K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time. K-ESS3-2. Ask questions to obtain information about the purpose of weather forecasting to prepare for, and to respond to, severe weather. 3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. 3-ESS2-2. Obtain and combine information to describe climates in different regions of the world. 3-ESS3-1. Make a claim about the merit of a design solution that reduces the impacts of a weather related hazard. (ex. wind resistant roofs) 3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. 3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. (assessment does not include greenhouse effect) MS-ESS2-5. Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. MS-ESS2-6. Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and ocean circulation that determine regional climates. (does not include Coriolis effect) MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems. HS-ESS2-3. Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection. HS-ESS2-5. Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes. 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’s systems and life on Earth. HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. 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. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. HS-ESS3-6. Use computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems results in changes in climate. 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-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. HS-LS4-6. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. http://www.nextgenscience.org/next-generation-science-standards Formatted by Emily Crampe Checked Jan 2014 EBD

2. Massachusetts Climate Related Standards Draft (2013) K-2 3-5 Middle School High School K-PS3-1. Make observations to determine that sunlight warms materials on Earth’s surface. Physical Science Standards Life Science Standards Earth and Space Science Standards K-PS3-2. Use tools and materials provided to design and build a structure that will reduce the warming effect of sunlight on an area. K-ESS2-1. Use and share quantitative observations of local weather conditions to describe patterns over time. K-ESS3-2. Construct an argument supported by evidence for you plants and animals (including humans) can change the environment. 3-ESS2-1. Use graphs and tables of local weather data to describe and predict typical weather during a particular seaaon in an area. 3-ESS2-2. Obtain and summarize information about the climate in different regions of the world to illustrate that typical weather conditions over a year vary by region 3-ESS3-1. Evaluate the merit of a design solution that reduces the impacts of a weather related hazard. (ex. wind resistant roofs) 3-LS4-3. Construct an argument with evidence that in a particular environment some organisms can survive well, some survive less well, and some cannot survive. 3-LS4-4. Analyze and interpret data about changes in the environment in an area and describe how the changes may affect the ability of organisms that live in the area to survive and reproduce. MS-ESS2-5. (Gr. 8) Interpret basic weather data to identify patterns in air mass interactions & the relationship of those patterns to weather. MS-ESS2-6. (Gr. 8) Describe how interactions involving the ocean affect weather and climate on a regional scale, including the influence of the ocean temperature as mediated by energy input from the sun & energy loss due to evaporation or redistribution via ocean currents. MS-ESS3-5. Gr. 8 Examine and interpret data to describe the role that human activities have played in causing the rise in global temperatures over the past century. MS-LS2-2. Gr. 7 Describe how relationships among & between organisms in an ecosystem can be competitive, predatory, parasitic, & mutually beneficial & that these interactions are found across multiple ecosystems. MS-LS2-5. Gr. 7 Evaluate competing design solutions for protecting an ecosystem. Discuss benefits and limitations of each design. HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems. HS-ESS2-3. Use a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection. HS-ESS2-5. Describe how of the the chemical and physical properties of water are important in mechanical and physical mechanisms that effect Earth materials and surface processes. HS-ESS2-6. Use a model to describe the gradual atmospheric and climatic changes due to carbon capture and oxygen release by plants and due to increased carbon dioxide generation through human activity. HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, and changes in climate have influenced human activity. HS-ESS3-2. Evaluate competing design solutions for minimizing impacts of developing, and utilizing energy and mineral resources, and conserving and recycling those resources based on economic, social and environmental cost- benefit ratios. HS-ESS3-3. Illustrate relationships among management of natural resources, the sustainability of human populations, and biodiversity. HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems results in changes in climate. HS-ESS3-5. Analyze results from global climate models to describe how forecasts of the current rate of global or regional climate change and associated future impacts to Earth systems. HS-LS2-7. Analyze direct and indirect effects of human activities on biodiversity and ecosystem health, specifically habitat fragmentation, introduction of non-native or invasive species, overharvesting, pollution, and climate change. Evaluate and refine a solution for reducing the impacts of human activities on biodiversity and ecosystem health. http://www.nextgenscience.org/next-generation-science-standards Formatted by Emily Crampe Checked Jan 2014 EBDMASSACHUSETTS DRAFT MS-LS2-4. Gr. 7 Analyze data to provide evidence that disruptions (natural or human-made) to any physical or biological component of an ecosystem can lead to shifts in all its populations.