Download HS Earth and Space Science Alignment

HS Earth and Space Science NGSS (Earth Systems) – HSCE Alignment Analysis (DRAFT 3-23-14)
Recorder Name: Combined (GJ, DB, SC, SC) 3.23.14
Content Alignment of NGSS DCI and PE with MI Content Statement(s) and HSCE; Practice Alignment of NGSS Practices with MI Science Processes; NGSS Overview (PE text, coded S&E Practice and CCC)
Science Processes – Inquiry Process, Inquiry Analysis and
Communication, Reflection and Social Implications
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E5.2 The Sun – Stars, including the Sun, transform matter into energy in nuclear
ESS1.A The Universe and Its Stars
PS3.D Energy in Chemical Processes and Everyday
Life
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 in
the form of radiation.
reactions. When hydrogen nuclei fuse to form helium, a small amount of matter is
converted to energy. Solar energy is responsible for life processes and weather as well as
phenomena on Earth. These and other processes in stars have led to the formation of all
the other chemical elements. E5.2 C, D
E5.2x Stellar Evolution – Nuclear reactions involve energy changes many times the
magnitude of chemical changes. In chemical reactions matter is conserved, but in nuclear
reactions a small loss in mass (mass defect) will account for the tremendous release of
energy. The energy released in nuclear reactions can be calculated from the mass defect
using E = mc2 5.2 f, h
C3.5x Mass Defect – Nuclear reactions involve energy changes many times the magnitude
of chemical changes. In chemical reactions matter is conserved, but in nuclear reactions a
small loss in mass (mass defect) will account for the tremendous release of energy. The
energy released in nuclear reactions can be calculated from the mass defect using
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E = mc . C3.5 a
C3.5a Explain why matter is not conserved in nuclear reactions.
P4.12 Nuclear Reactions – Changes in atomic nuclei can occur through three processes:
fission, fusion, and radioactive decay. Fission and fusion can convert small amounts of
matter into large amounts of energy. Fission is the splitting of a large nucleus into smaller
nuclei at extremely high temperature and pressure. Fusion is the combination of smaller
nuclei into a large nucleus and is responsible for the energy of the Sun and other stars.
Radioactive decay occurs naturally in the Earth’s crust (rocks, minerals) and can be used in
technological applications (e.g., medical diagnosis and treatment). P4.12 C
P4.12C Explain how stars, including our Sun, produce huge amounts of energy
(e.g., visible, infrared, or ultraviolet light).
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Stability & Change
Engineering Technology,
Applications of Science
1.2f, g, I, j, k
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Energy and Matter
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Nature of Science
1.2E, h, i, k
Planning and Carrying Out
Investigations
1.1C, f, h
Analyzing, Interpreting Data
1.1B, h
Using Mathematics,
Computational Thinking
1.1B
Constructing Explanations
and Designing Solutions
1.1g, I; 1.2A, D, f
Engaging in Argument from
Evidence
1.1E, 1.2B
Obtaining, Evaluating, and
Communicating Information
1.1B, 1.2C, g
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System(s) Models
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Scale, Proportion, and
Quantity
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Cause and Effect
MI Content Statement and Aligned HSCE
NGSS Crosscutting Concepts
Patterns
Space Systems (HS.SS)
(NGSS DCI / PE)
MI Content Statement and Aligned HSCE
Developing and Using Models
1.1D
NGSS
Topic
DCI
Performance
Expectation
Asking Questions Defining
Problems
1.1A, i
NGSS Science and Engineering Practices
Structure & Function
HS Earth and Space Science (ESS)
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HS Earth and Space Science NGSS (Earth Systems) – HSCE Alignment Analysis DRAFT 3-23-14
Space Systems (HS.SS) (Continued)
(NGSS DCI / PE)
ESS1.A The Universe and Its Stars
PS4.B Electromagnetic Radiation
HS-ESS1-2 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.
MI Content Statement and Aligned HSCE
Recorder Name: Combined (GJ, DB, SC, SC) 3.23.14
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E5.1 The Earth in Space – Scientific evidence indicates the universe is orderly in
structure, finite, and contains all matter and energy. Information from the entire light
spectrum tells us about the composition and motion of objects in the universe. Early in the
history of the universe, matter clumped together by gravitational attraction to form stars
and galaxies. According to the Big Bang theory, the universe has been continually
expanding at an increasing rate since its formation about 13.7 billion years ago.
E5.1 b, c
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E5.2 The Sun – Stars, including the Sun, transform matter into energy in nuclear
ESS1.A The Universe and Its Stars
HS-ESS1-3 Communicate scientific ideas about the
way stars, over their life cycle, produce elements.
reactions. When hydrogen nuclei fuse to form helium, a small amount of matter is
converted to energy. Solar energy is responsible for life processes and weather as well as
phenomena on Earth. These and other processes in stars have led to the formation of all
the other chemical elements. E5.2 C, D
E5.2x Stellar Evolution – Nuclear reactions involve energy changes many times the
magnitude of chemical changes. In chemical reactions matter is conserved, but in nuclear
reactions a small loss in mass (mass defect) will account for the tremendous release of
energy. The energy released in nuclear reactions can be calculated from the mass defect
using E = mc2 E5.2 e, f, g
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E5.1 The Earth in Space – Scientific evidence indicates the universe is orderly in
ESS1.B Earth and the Solar System
HS-ESS1-4 Use mathematical or computational
representations to predict the motion of orbiting
objects in the solar system.
structure, finite, and contains all matter and energy. Information from the entire light
spectrum tells us about the composition and motion of objects in the universe. Early in the
history of the universe, matter clumped together by gravitational attraction to form stars
and galaxies. According to the Big Bang theory, the universe has been continually
expanding at an increasing rate since its formation about 13.7 billion years ago. E5.1 A
P3.6 Gravitational Interactions – Gravitation is an attractive force that a mass exerts
on every other mass. The strength of the gravitational force between two masses is
proportional to the masses and inversely proportional to the square of the distance
between them. P3.6 d
P3.6d Calculate force, masses, or distance, given any three of these quantities, by applying
the Law of Universal Gravitation, given the value of G.
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HS Earth and Space Science NGSS (Earth Systems) – HSCE Alignment Analysis DRAFT 3-23-14
History of Earth (HS.HE) (NGSS DCI / PE)
MI Content Statement and Aligned HSCE
Recorder Name: Combined (GJ, DB, SC, SC) 3.23.14
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E3.2 Interior of the Earth – The Earth can also be subdivided into concentric layers based
on their physical characteristics: (lithosphere, asthenosphere, lower mantle, outer core, and
inner core). The crust and upper mantle compose the rigid lithosphere (plates) that moves
over a “softer” asthenosphere (part of the upper mantle). The magnetic field of the Earth is
generated in the outer core. The interior of the Earth cannot be directly sampled and must be
modeled using data from seismology. E3.2 C
ESS1.C The History of Planet Earth
ESS2.B Plate Tectonics and Large-Scale System
Interactions
PS1.C Nuclear Processes
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.
E3.3 Plate Tectonics Theory – The Earth’s crust and upper mantle make up the
lithosphere, which is broken into large mobile pieces called tectonic plates. The plates move
at velocities in units of centimeters per year as measured using the global positioning system
(GPS). Motion histories are determined with calculations that relate rate, time, and distance
of offset geologic features. Oceanic plates are created at mid-ocean ridges by magmatic
activity and cooled until they sink back into the Earth at subduction zones. At some localities,
plates slide by each other. Mountain belts are formed both by continental collision and as a
result of subduction. The outward flow of heat from Earth’s interior provides the driving
energy for plate tectonics. E3.3 A, B, d; E3.r3f
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E5.3 Earth History and Geologic Time – The solar system formed from a nebular cloud
of dust and gas 4.6 Ga (billion years ago). The Earth has changed through time and has been
affected by both catastrophic (e.g., earthquakes, meteorite impacts, volcanoes) and gradual
geologic events (e.g., plate movements, mountain building) as well as the effects of biological
evolution (formation of an oxygen atmosphere). Geologic time can be determined through
both relative and absolute dating. E5.3 B
E3.1 Advanced Rock Cycle – Igneous, metamorphic, and sedimentary rocks are indicators
ESS1.C The History of Planet Earth
PS1.C Nuclear Processes
HS-ESS1-6 Apply scientific reasoning and
evidence from ancient Earth materials,
meteorites, and other planetary surfaces to
construct an account of Earth’s formation and
early history.
of geologic and environmental conditions and processes that existed in the past. These
include cooling and crystallization, weathering and erosion, sedimentation and lithification,
and metamorphism. In some way, all of these processes are influenced by plate tectonics,
and some are influenced by climate. E3.1 B
E5.3 Earth History and Geologic Time – The solar system formed from a nebular cloud
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of dust and gas 4.6 Ga (billion years ago). The Earth has changed through time and has been
affected by both catastrophic (e.g., earthquakes, meteorite impacts, volcanoes) and gradual
geologic events (e.g., plate movements, mountain building) as well as the effects of biological
evolution (formation of an oxygen atmosphere). Geologic time can be determined through
both relative and absolute dating. E5.3 A, B, D
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HS Earth and Space Science NGSS (Earth Systems) – HSCE Alignment Analysis DRAFT 3-23-14
History of Earth (HS.HE) (Continued)
(NGSS DCI / PE)
MI Content Statement and Aligned HSCE
Recorder Name: Combined (GJ, DB, SC, SC) 3.23.14
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E3.3 Plate Tectonics Theory – The Earth’s crust and upper mantle make up the
ESS2.A Earth Materials and Systems
ESS2.B Plate Tectonics and Large-Scale System
Interactions
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.
lithosphere, which is broken into large mobile pieces called tectonic plates. The plates move
at velocities in units of centimeters per year as measured using the global positioning system
(GPS). Motion histories are determined with calculations that relate rate, time, and distance
of offset geologic features. Oceanic plates are created at mid-ocean ridges by magmatic
activity and cooled until they sink back into the Earth at subduction zones. At some localities,
plates slide by each other. Mountain belts are formed both by continental collision and as a
result of subduction. The outward flow of heat from Earth’s interior provides the driving
energy for plate tectonics. E3.3 A, B, d
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E3.4 Earthquakes and Volcanoes – Plate motions result in potentially catastrophic
events (earthquakes, volcanoes, tsunamis, mass wasting) that affect humanity. The intensity
of volcanic eruptions is controlled by the chemistry and properties of the magma.
Earthquakes are the result of abrupt movements of the Earth. They generate energy in the
form of body and surface waves. E3.4 A, d, e
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HS Earth and Space Science NGSS (Earth Systems) – HSCE Alignment Analysis DRAFT 3-23-14
Earth’s Systems (HS.ES) (NGSS DCI /PE)
MI Content Statement and Aligned HSCE
ESS2.A Earth Materials and Systems
ESS2.D Weather and Climate
E2.1 Earth Systems Overview – The Earth is a system consisting of four major interacting
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.
ESS2.A Earth Materials and Systems
ESS2.B Plate Tectonics and Large-Scale
System Interactions
HS-ESS2-3 Develop a model based on evidence
of Earth’s interior to describe the cycling of
matter by thermal convection.
Recorder Name: Combined (GJ, DB, SC, SC) 3.23.14
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components: geosphere (crust, mantle, and core), atmosphere (air), hydrosphere (water),
and biosphere (the living part of Earth). Physical, chemical, and biological processes act
within and among the four components on a wide range of time scales to continuously
change Earth’s crust, oceans, atmosphere, and living organisms. Earth elements move within
and between the lithosphere, atmosphere, hydrosphere, and biosphere as part of
geochemical cycles. E2.1 A, B, C
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E2.2 Energy in Earth Systems – Energy in Earth systems can exist in a number of forms
(e.g., thermal energy as heat in the Earth, chemical energy stored as fossil fuels, mechanical
energy as delivered by tides) and can be transformed from one state to another and move
from one reservoir to another. Movement of matter and its component elements, through
and between Earth’s systems, is driven by Earth’s internal (radioactive decay and gravity) and
external (Sun as primary) sources of energy. Thermal energy is transferred by radiation,
convection, and conduction. Fossil fuels are derived from plants and animals of the past, are
nonrenewable, and, therefore, are limited in availability. All sources of energy for human
consumption (e.g., solar, wind, nuclear, ethanol, hydrogen, geothermal, hydroelectric) have
advantages and disadvantages. E2.2 A, C
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E3.2 Interior of the Earth – The Earth can also be subdivided into concentric layers based
on their physical characteristics: (lithosphere, asthenosphere, lower mantle, outer core, and
inner core). The crust and upper mantle compose the rigid lithosphere (plates) that moves
over a “softer” asthenosphere (part of the upper mantle). The magnetic field of the Earth is
generated in the outer core. The interior of the Earth cannot be directly sampled and must be
modeled using data from seismology.
ESS2.C The Roles of Water in Earth’s
Surface Processes
HS-ESS2-5 Plan and conduct an investigation of
the properties of water and its effects on Earth
materials and surface processes.
E4.p1 Water Cycle – Water circulates through the crust and atmosphere and in oceans,
rivers, glaciers, and ice caps and connects all of the Earth systems. Groundwater is a
significant reservoir and source of freshwater on Earth. The recharge and movement of
groundwater depends on porosity, permeability, and the shape of the water table. The
movement of groundwater occurs over a long period time. Groundwater and surface water
are often interconnected. (prerequisite) E4.p1A
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E4.1 Hydrogeology – Fresh water moves over time between the atmosphere, hydrosphere
(surface water, wetlands, rivers, and glaciers), and geosphere (groundwater). Water
resources are both critical to and greatly impacted by humans. Changes in water systems will
impact quality, quantity, and movement of water. Natural surface water processes shape the
landscape everywhere and are affected by human land use decisions.
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HS Earth and Space Science NGSS (Earth Systems) – HSCE Alignment Analysis DRAFT 3-23-14
Earth’s Systems (HS.ES) (Continued)
(NGSS DCI /PE)
MI Content Statement and Aligned HSCE
ESS2.D Weather and Climate
E2.2 Energy in Earth Systems – Energy in Earth systems can exist in a number of forms
HS-ESS2-6 Develop a quantitative model to
describe the cycling of carbon among the
hydrosphere, atmosphere, geosphere, and
biosphere.
(e.g., thermal energy as heat in the Earth, chemical energy stored as fossil fuels, mechanical
energy as delivered by tides) and can be transformed from one state to another and move
from one reservoir to another. Movement of matter and its component elements, through
and between Earth’s systems, is driven by Earth’s internal (radioactive decay and gravity) and
external (Sun as primary) sources of energy. Thermal energy is transferred by radiation,
convection, and conduction. Fossil fuels are derived from plants and animals of the past, are
nonrenewable, and, therefore, are limited in availability. All sources of energy for human
consumption (e.g., solar, wind, nuclear, ethanol, hydrogen, geothermal, hydroelectric) have
advantages and disadvantages. E2.2 B
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E2.3 Biogeochemical Cycles – The Earth is a system containing essentially a fixed amount
of each stable chemical atom or element. Most elements can exist in several different states
and chemical forms; they move within and between the geosphere, atmosphere,
hydrosphere, and biosphere as part of the Earth system. The movements can be slow or
rapid. Elements and compounds have significant impacts on the biosphere and have
important impacts on human health. E2.3 A, d
ESS2.D Weather and Climate
ESS2.E Biogeology
HS-ESS2-7 Construct an argument based on
evidence about the simultaneous coevolution of
Earth's systems and life on Earth.
E5.3 Earth History and Geologic Time – The solar system formed from a nebular cloud
of dust and gas 4.6 Ga (billion years ago). The Earth has changed through time and has been
affected by both catastrophic (e.g., earthquakes, meteorite impacts, volcanoes) and gradual
geologic events (e.g., plate movements, mountain building) as well as the effects of biological
evolution (formation of an oxygen atmosphere). Geologic time can be determined through
both relative and absolute dating. E5.3 C, D
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HS Earth and Space Science NGSS (Earth Systems) – HSCE Alignment Analysis DRAFT 3-23-14
Weather and Climate (HS.WC) (NGSS DCI / PE)
MI Content Statement and Aligned HSCE
Recorder Name: Combined (GJ, DB, SC, SC) 3.23.14
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E2.2 Energy in Earth Systems – Energy in Earth systems can exist in a number of forms
(e.g., thermal energy as heat in the Earth, chemical energy stored as fossil fuels, mechanical
energy as delivered by tides) and can be transformed from one state to another and move
from one reservoir to another. Movement of matter and its component elements, through
and between Earth’s systems, is driven by Earth’s internal (radioactive decay and gravity) and
external (Sun as primary) sources of energy. Thermal energy is transferred by radiation,
convection, and conduction. Fossil fuels are derived from plants and animals of the past, are
nonrenewable, and, therefore, are limited in availability. All sources of energy for human
consumption (e.g., solar, wind, nuclear, ethanol, hydrogen, geothermal, hydroelectric) have
advantages and disadvantages. E2.2 D
ESS1.B Earth and the Solar System
ESS2.A Earth Materials and Systems
ESS2.D Weather and Climate
HS-ESS2-4 Use a model to describe how
variations in the flow of energy into and out of
Earth’s systems result in changes in climate.
E4.2 Oceans and Climate – Energy from the sun and the rotation of the Earth control
global atmospheric circulation. Oceans redistribute matter and energy around the Earth
through currents, waves, and interaction with other Earth systems. Ocean currents are
controlled by prevailing winds, changes in water density, ocean topography, and the shape
and location of landmasses. Oceans and large lakes (e.g., Great Lakes) have a major effect on
climate and weather because they are a source of moisture and a large reservoir of heat.
Interactions between oceanic circulation and the atmosphere can affect regional climates
throughout the world. E4.2 A, B, c
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E5.4 Climate Change – Atmospheric gases trap solar energy that has been reradiated from
the Earth’s surface (the greenhouse effect). The Earth’s climate has changed both gradually
and catastrophically over geological and historical time frames due to complex interactions
between many natural variables and events. The concentration of greenhouse gases
(especially carbon dioxide) has increased due to human industrialization, which has
contributed to a rise in average global atmospheric temperatures and changes in the
biosphere, atmosphere, and hydrosphere. Climates of the past are researched, usually using
indirect indicators, to better understand and predict climate change.
E5.4 A, B; E5.r4 i
E5.4 Climate Change – Atmospheric gases trap solar energy that has been reradiated from
ESS3.D Global Climate Change
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.
the Earth’s surface (the greenhouse effect). The Earth’s climate has changed both gradually
and catastrophically over geological and historical time frames due to complex interactions
between many natural variables and events. The concentration of greenhouse gases
(especially carbon dioxide) has increased due to human industrialization, which has
contributed to a rise in average global atmospheric temperatures and changes in the
biosphere, atmosphere, and hydrosphere. Climates of the past are researched, usually using
indirect indicators, to better understand and predict climate change.
E5.4 A, B, C, D, e, f, g; E5.r4 h, i, j
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HS Earth and Space Science NGSS (Earth Systems) – HSCE Alignment Analysis DRAFT 3-23-14
Human Sustainability (HS.HS)
(NGSS DCI / PE)
MI Content Statement and Aligned HSCE
Recorder Name: Combined (GJ, DB, SC, SC) 3.23.14
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E2.4 Resources and Human Impacts on Earth Systems – The Earth provides
resources (including minerals) that are used to sustain human affairs. The supply of
nonrenewable natural resources is limited and their extraction and use can release
elements and compounds into Earth systems. They affect air and water quality,
ecosystems, landscapes, and may have effects on long-term climate. Plans for land use
and long-term development must include an understanding of the interactions between
Earth systems and human activities. E2.4 A, B
ESS3.A Natural Resources
ESS3.B Natural Hazards
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.
E3.4 Earthquakes and Volcanoes – Plate motions result in potentially catastrophic
events (earthquakes, volcanoes, tsunamis, mass wasting) that affect humanity. The
intensity of volcanic eruptions is controlled by the chemistry and properties of the magma.
Earthquakes are the result of abrupt movements of the Earth. They generate energy in the
form of body and surface waves. E3.4 C
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E4.3 Severe Weather – Tornadoes, hurricanes, blizzards, and thunderstorms are severe
weather phenomena that impact society and ecosystems. Hazards include downbursts
(wind shear), strong winds, hail, lightning, heavy rain, and flooding.
The movement of air in the atmosphere is due to differences in air density resulting from
variations in temperature. Many weather conditions can be explained by fronts that occur
when air masses meet. E4.3 B, C
Not specifically addressed in HSCE.
E2.2 Energy in Earth Systems – Energy in Earth systems can exist in a number of forms
ESS3.A Natural Resources
ETS1.B Developing Possible Solutions
HS-ESS3-2 Evaluate competing design solutions for
developing, managing, and utilizing energy and
mineral resources based on cost-benefit ratios.*
(e.g., thermal energy as heat in the Earth, chemical energy stored as fossil fuels,
mechanical energy as delivered by tides) and can be transformed from one state to
another and move from one reservoir to another. Movement of matter and its component
elements, through and between Earth’s systems, is driven by Earth’s internal (radioactive
decay and gravity) and external (Sun as primary) sources of energy. Thermal energy is
transferred by radiation, convection, and conduction. Fossil fuels are derived from plants
and animals of the past, are nonrenewable, and, therefore, are limited in availability. All
sources of energy for human consumption (e.g., solar, wind, nuclear, ethanol, hydrogen,
geothermal, hydroelectric) have advantages and disadvantages. E2.2 B
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Addressed in General in Science Process Standards
E1.2 Scientific Reflections and Social Implications
E1.2f Critique solutions to problems, given criteria and scientific constraints.
E1.2g Identify scientific tradeoffs in design decisions and choose among
alternative solutions.
E1.2k Analyze how science and society interact from a historical, political,
economic, or social perspective.
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HS Earth and Space Science NGSS (Earth Systems) – HSCE Alignment Analysis DRAFT 3-23-14
Human Sustainability (HS.HS) (Continued)
(NGSS DCI / PE)
MI Content Statement and Aligned HSCE
Recorder Name: Combined (GJ, DB, SC, SC) 3.23.14
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E2.4 Resources and Human Impacts on Earth Systems – The Earth provides
resources (including minerals) that are used to sustain human affairs. The supply of
nonrenewable natural resources is limited and their extraction and use can release
elements and compounds into Earth systems. They affect air and water quality,
ecosystems, landscapes, and may have effects on long-term climate. Plans for land use
and long-term development must include an understanding of the interactions between
Earth systems and human activities. E2.4 A, B
ESS3.C Human Impacts on Earth Systems
HS-ESS3-3 Create a computational simulation to
illustrate the relationships among management of
natural resources, the sustainability of human
populations, and biodiversity.
L3.p4 Human Impact on Ecosystems (prerequisite)
All organisms cause changes in their environments. Some of these changes are
detrimental, whereas others are beneficial. (prerequisite) L3.p4 A
L3.p4A Recognize that, and describe how, human beings are part of Earth’s ecosystems.
Note that human activities can deliberately or inadvertently alter the equilibrium in
ecosystems. (prerequisite)
E.ES.M.4 Human Consequences – Human activities have changed the land, oceans,
and atmosphere of the Earth resulting in the reduction of the number and variety of wild
plants and animals sometimes causing extinction of species.
E.ES.07.42 Describe the origins of pollution in the atmosphere, geosphere, and
hydrosphere, (car exhaust, industrial emissions, acid rain, and natural sources), and how
pollution impacts habitats, climatic change, threatens or endangers species.
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L3.p4 Human Impact on Ecosystems (prerequisite)
All organisms cause changes in their environments. Some of these changes are
detrimental, whereas others are beneficial. (prerequisite) L3.p4 A
L3.p4A Recognize that, and describe how, human beings are part of Earth’s ecosystems.
Note that human activities can deliberately or inadvertently alter the equilibrium in
ecosystems. (prerequisite)
B3.4x Human Impact—Humans can have tremendous impact on the environment.
Sometimes their impact is beneficial, and sometimes it is detrimental. B3.4d, e
ESS3.C Human Impacts on Earth Systems
ETS1.B Developing Possible Solutions
HS-ESS3-4 Evaluate or refine a technological
solution that reduces impacts of human activities
on natural systems.*
E.ES.M.4 Human Consequences – Human activities have changed the land, oceans,
and atmosphere of the Earth resulting in the reduction of the number and variety of wild
plants and animals sometimes causing extinction of species. E.ES.07.42
E.ES.07.42 Describe the origins of pollution in the atmosphere, geosphere, and
hydrosphere, (car exhaust, industrial emissions, acid rain, and natural sources), and how
pollution impacts habitats, climatic change, threatens or endangers species.
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Addressed in General in Science Process Standards
E1.2 Scientific Reflections and Social Implications
E1.2f Critique solutions to problems, given criteria and scientific constraints.
E1.2g Identify scientific tradeoffs in design decisions and choose among
alternative solutions.
E1.2k Analyze how science and society interact from a historical, political,
economic, or social perspective.
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HS Earth and Space Science NGSS (Earth Systems) – HSCE Alignment Analysis DRAFT 3-23-14
ESS2.D Weather and Climate
ESS3.D Global Climate Change
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.
Recorder Name: Combined (GJ, DB, SC, SC) 3.23.14
E1.2k Analyze how science and society interact from a historical, political,
economic, or social perspective.
E2.4 Resources and Human Impacts on Earth Systems – The Earth provides
resources (including minerals) that are used to sustain human affairs. The supply of
nonrenewable natural resources is limited and their extraction and use can release
elements and compounds into Earth systems. They affect air and water quality,
ecosystems, landscapes, and may have effects on long-term climate. Plans for land use
and long-term development must include an understanding of the interactions between
Earth systems and human activities. E2.4 A, B
MI Science Standards Comparison Analysis Tool
High School – Earth and Space Science (ESS)
X
Page 10 of 18
X
HS Earth and Space Science NGSS (Earth Systems) – HSCE Alignment Analysis DRAFT 3-23-14
Engineering Design (HS.ED)
(NGSS DCI / PE)
ETS1.A Designing and Delimiting Engineering
Problems
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.
ETS1.C Optimizing the Design Solution
HS- ETS1-2 Design a solution to a complex realworld problem by breaking it down into smaller,
more manageable problems that can be solved
through engineering.
ETS1.B Developing Possible Solutions
HS-ETS1-3 Evaluate a solution to a complex realworld 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.
ETS1.B Developing Possible Solutions
HS-ETS1-4 Use a computer simulation to model the
impact of proposed solutions to a complex realworld problem with numerous criteria and
constraints on interactions within and between
systems relevant to the problem.
(NGSS DCI / PE)
MI Content Statement and Aligned HSCE
Not Specifically addressed in MI HSCE
Recorder Name: Combined (GJ, DB, SC, SC) 3.23.14
AQ
DM
PI
DA
MC
NS
ETS
P
C
SQ
S
E
SF
S
E
SF
S
X
X
Not Specifically addressed in MI HSCE
X
X
AQ
DM
PI
DA
MC
X
ES
Notes:
High School – Earth and Space Science (ESS)
Info
X
Not Specifically addressed in MI HSCE
MI Science Standards Comparison Analysis Tool
AE
X
Not Specifically addressed in MI HSCE
MI Content Statement and Aligned HSCE
ES
Page 11 of 18
AE
Info
NS
ETS
P
C
SQ
S
HS Earth and Space Science NGSS (Earth Systems) – HSCE Alignment Analysis DRAFT 3-23-14
MI HS Science Process Standards (Related NGSS Practice)
P1.1 Scientific Inquiry
Recorder Name: Combined (GJ, DB, SC, SC) 3.23.14
Science is a way of understanding nature. Scientific research may begin by generating new scientific questions that can be answered through replicable scientific investigations that are logically developed and conducted
systematically. Scientific conclusions and explanations result from careful analysis of empirical evidence and the use of logical reasoning. Some questions in science are addressed through indirect rather than direct
observation, evaluating the consistency of new evidence with results predicted by models of natural processes. Results from investigations are communicated in reports that are scrutinized through a peer review process.
P1.1A Generate new questions that can be investigated in the laboratory or field. (Asking Questions)
P1.1B Evaluate the uncertainties or validity of scientific conclusions using an understanding of sources of measurement error, the challenges of controlling variables, accuracy of data analysis, logic of argument, logic of
experimental design, and/or the dependence on underlying assumptions. (Analyzing, Interpreting Data; Using Mathematics and Computational Thinking; Obtaining, Evaluating, and Communicating Information)
P1.1C Conduct scientific investigations using appropriate tools and techniques (e.g., selecting an instrument that measures the desired quantity—length, volume, weight, time interval, temperature—with the appropriate
level of precision). (Planning Carrying Out Investigations)
P1.1D Identify patterns in data and relate them to theoretical models. (Developing and Using Models)
P1.1E Describe a reason for a given conclusion using evidence from an investigation. (Argument from Evidence)
P1.1f Predict what would happen if the variables, methods, or timing of an investigation were changed. (Planning Carrying Out Investigations)
P1.1g Based on empirical evidence, explain and critique the reasoning used to draw a scientific conclusion or explanation. (Constructing Explanations, Designing Solutions)
P1.1h Design and conduct a systematic scientific investigation that tests a hypothesis. Draw conclusions from data presented in charts or tables. (Planning Carrying Out Investigations; Analyzing, Interpreting Data))
P1.1i Distinguish between scientific explanations that are regarded as current scientific consensus and the emerging questions that active researchers investigate. (Asking Questions; Constructing Explanations, Designing
Solutions)
P1.2 Scientific Reflection and Social Implications
The integrity of the scientific process depends on scientists and citizens understanding and respecting the “Nature of Science.” Openness to new ideas, skepticism, and honesty are attributes required for good scientific
practice. Scientists must use logical reasoning during investigation design, analysis, conclusion, and communication. Science can produce critical insights on societal problems from a personal and local scale to a global scale.
Science both aids in the development of technology and provides tools for assessing the costs, risks, and benefits of technological systems. Scientific conclusions and arguments play a role in personal choice and public policy
decisions. New technology and scientific discoveries have had a major influence in shaping human history. Science and technology continue to offer diverse and significant career opportunities.
P1.2A Critique whether or not specific questions can be answered through scientific investigations. (Constructing Explanations, Designing Solutions)
P1.2B Identify and critique arguments about personal or societal issues based on scientific evidence. (Argument from Evidence)
P1.2C Develop an understanding of a scientific concept by accessing information from multiple sources. Evaluate the scientific accuracy and significance of the information. (Obtaining, Evaluating, and Communicating
Information)
P1.2D Evaluate scientific explanations in a peer review process or discussion format. (Constructing Explanations, Designing Solutions)
P1.2E Evaluate the future career and occupational prospects of science fields. (Nature of Science)
P1.2f Critique solutions to problems, given criteria and scientific constraints. (Constructing Explanations, Designing Solutions; Engineering, Technology, Applications of Science)
P1.2g Identify scientific tradeoffs in design decisions and choose among alternative solutions. (Obtaining, Evaluating, and Communicating Information; Engineering, Technology, Applications of Science)
P1.2h Describe the distinctions between scientific theories, laws, hypotheses, and observations. (Nature of Science)
P1.2i Explain the progression of ideas and explanations that lead to science theories that are part of the current scientific consensus or core knowledge. (Nature of Science; Engineering, Technology, Applications of Science)
P1.2j Apply science principles or scientific data to anticipate effects of technological design decisions. (Engineering, Technology, Applications of Science)
P1.2k Analyze how science and society interact from a historical, political, economic, or social perspective. (Engineering, Technology, Applications of Science)
MI Science Standards Comparison Analysis Tool
High School – Earth and Space Science (ESS)
Page 12 of 18
HS Earth and Space Science NGSS (Earth Systems) – HSCE Alignment Analysis DRAFT 3-23-14
NGSS – MI GLCE/HSCE Alignment Gradient; Reviewer Comments
NGSS
MI Content Statement
Topic, DCI, PE
Space Systems (HS.SS)
(NGSS DCI / PE)
ESS1.A The Universe and Its
Stars
ESS1.B Earth and the Solar
System
PS3.D Energy in Chemical
Processes and Everyday Life
PS4.B Electromagnetic
Radiation
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 in
the form of radiation.
HS-ESS1-2 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.
HS-ESS1-3 Communicate
scientific ideas about the way
stars, over their life cycle,
produce elements.
MI Content Statement and Aligned HSCE
E5 The Earth in Space and Time – Students explain theories about how the Earth and universe formed and evolved over a
long period of time. Students predict how human activities may influence the climate of the future.
E5.1 The Earth in Space – Scientific evidence indicates the universe is orderly in structure, finite, and contains all matter and energy.
Information from the entire light spectrum tells us about the composition and motion of objects in the universe. Early in the history of the
universe, matter clumped together by gravitational attraction to form stars and galaxies. According to the Big Bang theory, the universe has
been continually expanding at an increasing rate since its formation about 13.7 billion years ago. E5.1 A, b, c, d
E5.2 The Sun – Stars, including the Sun, transform matter into energy in nuclear reactions. When hydrogen nuclei fuse to form helium, a
small amount of matter is converted to energy. Solar energy is responsible for life processes and weather as well as phenomena on Earth.
These and other processes in stars have led to the formation of all the other chemical elements.
E5.2 A, B, C, D
E5.2x Stellar Evolution – Nuclear reactions involve energy changes many times the magnitude of chemical changes. In chemical reactions
matter is conserved, but in nuclear reactions a small loss in mass (mass defect) will account for the tremendous release of energy. The energy
released in nuclear reactions can be calculated from the mass defect using E = mc2 E5.2 e, f, g, h
Recorder Name: Combined (GJ, DB, SC, SC) 3.23.14
Aligned
Related
Beyond
Comment
Aligned
Related
Beyond
Comment
E5.1 A
E5.1 b, c
E5.2 C, D
E5.2 e, f, g, h
P3.6d
P 4.12C
is conserved, but in nuclear reactions a small loss in mass (mass defect) will account for the tremendous release of energy. The energy released
2
in nuclear reactions can be calculated from the mass defect using E = mc . C3.5 a
P3.6 Gravitational Interactions – Gravitation is an attractive force that a mass exerts on every other mass. The strength of the gravitational
force between two masses is proportional to the masses and inversely proportional to the square of the distance between them. P3.6 d,e
P3.6d Calculate force, masses, or distance, given any three of these quantities, by applying the Law of Universal Gravitation, given the value of
G.
P3.6e Draw arrows (vectors) to represent how the direction and magnitude of a force changes on an object in an elliptical orbit.
P4.12 Nuclear Reactions – Changes in atomic nuclei can occur through three processes: fission, fusion, and radioactive decay. Fission and
fusion can convert small amounts of matter into large amounts of energy. Fission is the splitting of a large nucleus into smaller nuclei at
extremely high temperature and pressure. Fusion is the combination of smaller nuclei into a large nucleus and is responsible for the energy of
the Sun and other stars. Radioactive decay occurs naturally in the Earth’s crust (rocks, minerals) and can be used in technological applications
(e.g., medical diagnosis and treatment). P4.12 C
HS-ESS1-4 Use mathematical or
computational representations
to predict the motion of orbiting
objects in the solar system.
High School – Earth and Space Science (ESS)
5.2 A, B
C3.5a
C3.5x Mass Defect – Nuclear reactions involve energy changes many times the magnitude of chemical changes. In chemical reactions matter
MI Science Standards Comparison Analysis Tool
E5.1 d
Page 13 of 18
P3.6e
√
HS Earth and Space Science NGSS (Earth Systems) – HSCE Alignment Analysis DRAFT 3-23-14
History of Earth (HS.HE)
(NGSS DCI / PE)
MI Content Statement and Aligned HSCE
Recorder Name: Combined (GJ, DB, SC, SC) 3.23.14
Aligned
E2.1 Earth Systems Overview – E2.1 C
ESS1.C The History of Planet
Earth
ESS2.A Earth Materials and
Systems
ESS2.B Plate Tectonics and
Large-Scale System Interactions
PS1.C Nuclear Processes
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-ESS1-6 Apply scientific
reasoning and evidence from
ancient Earth materials,
meteorites, and other planetary
surfaces to construct an account
of Earth’s formation and early
history.
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.
E2.1 C Explain, using specific examples how a change in one system affects other Earth systems.
E3.1 B
E3 The Solid Earth – Students explain how scientists study and model the interior of the Earth and its dynamic nature. They
E3.2 C
Related
Beyond
E2.1 C
E3.1 A
E3.1 c, d, e
use the theory of plate tectonics, the unifying theory of geology, to explain a wide variety of Earth features and processes and
how hazards resulting from these processes impact society.
E3.1 Advanced Rock Cycle – Igneous, metamorphic, and sedimentary rocks are indicators of geologic and environmental conditions and
processes that existed in the past. These include cooling and crystallization, weathering and erosion, sedimentation and lithification, and
metamorphism. In some way, all of these processes are influenced by plate tectonics, and some are influenced by climate. E3.1 A, B, c, d, e
E3.2 Interior of the Earth – The Earth can also be subdivided into concentric layers based on their physical characteristics: (lithosphere,
asthenosphere, lower mantle, outer core, and inner core). The crust and upper mantle compose the rigid lithosphere (plates) that moves over
a “softer” asthenosphere (part of the upper mantle). The magnetic field of the Earth is generated in the outer core. The interior of the Earth
cannot be directly sampled and must be modeled using data from seismology. E3.2 A, B, C, d
E3.3 Plate Tectonics Theory – The Earth’s crust and upper mantle make up the lithosphere, which is broken into large mobile pieces called
E3.3 A, B
E3.3 d
E3.r3 f
E3.4 B
E5.3 A, B
E5.3 D
E5.3 g
E3.4 f
E5.3 e, f
MI HSCE do not
specifically reference the
study of objects in the
solar system such as lunar
rocks, asteroids, and
meteorites to provide
information about Earth’s
formation and early
history. (HS-ESS1-6;
ESS1.C The History of
Planet Earth, second
element.
Advanced Rock Cycle –
HSCE E3.1 does not
represent a disciplinary
core idea within the NGSS.
E3.2 Interior of the Earth
is closely aligned with
NGSS Topic HS.ES Earth’s
Systems.
E3.4 Earthquakes and Volcanoes – Plate motions result in potentially catastrophic events (earthquakes, volcanoes, tsunamis, mass
wasting) that affect humanity. The intensity of volcanic eruptions is controlled by the chemistry and properties of the magma. Earthquakes are
the result of abrupt movements of the Earth. They generate energy in the form of body and surface waves. E3.4 A, B, d, e, f
E3.4 C is aligned with HSESS3-1.
E5 The Earth in Space and Time – Students explain theories about how the Earth and universe formed and evolved over a
E5.3 C is aligned with HSESS2-7.
long period of time. Students predict how human activities may influence the climate of the future.
E5.3 Earth History and Geologic Time – The solar system formed from a nebular cloud of dust and gas 4.6 Ga (billion years ago). The Earth
has changed through time and has been affected by both catastrophic (e.g., earthquakes, meteorite impacts, volcanoes) and gradual geologic
events (e.g., plate movements, mountain building) as well as the effects of biological evolution (formation of an oxygen atmosphere). Geologic
time can be determined through both relative and absolute dating. E5.3 A, B, D
E5.3x Geologic Dating – E5.3 e, f, g
High School – Earth and Space Science (ESS)
E3.r3 e
E3.4 A
E3.4 d, e
tectonic plates. The plates move at velocities in units of centimeters per year as measured using the global positioning system (GPS). Motion
histories are determined with calculations that relate rate, time, and distance of offset geologic features. Oceanic plates are created at midocean ridges by magmatic activity and cooled until they sink back into the Earth at subduction zones. At some localities, plates slide by each
other. Mountain belts are formed both by continental collision and as a result of subduction. The outward flow of heat from Earth’s interior
provides the driving energy for plate tectonics. E3.3 A, B, C, d; E3.r3 e, f
MI Science Standards Comparison Analysis Tool
E3.2 A, B
E3.2 d
E3.3 C
Comment
Page 14 of 18
HS Earth and Space Science NGSS (Earth Systems) – HSCE Alignment Analysis DRAFT 3-23-14
Earth’s Systems (HS.ES)
(NGSS DCI /PE)
ESS2.A Earth Materials and
Systems
ESS2.B Plate Tectonics and
Large-Scale System
Interactions
ESS2.C The Roles of Water in
Earth’s Surface Processes
ESS2.D Weather and Climate
ESS2.E Biogeology
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.
MI Content Statement and Aligned HSCE
E2 Earth Systems – Students describe the interactions within and between Earth systems. Students will explain how both
fluids (water cycle) and solids (rock cycle) move within Earth systems and how these movements form and change their
environment. They will describe the relationship between physical process and human activities and use this understanding to
demonstrate an ability to make wise decisions about land use.
Recorder Name: Combined (GJ, DB, SC, SC) 3.23.14
Aligned
E2.1 A, B, C
E2.2 A, C
E2.2 f
E2.3 A
Related
E2.2 e
E2.3 d
E2.1 Earth Systems Overview – The Earth is a system consisting of four major interacting components: geosphere (crust, mantle, and core),
energy stored as fossil fuels, mechanical energy as delivered by tides) and can be transformed from one state to another and move from one
reservoir to another. Movement of matter and its component elements, through and between Earth’s systems, is driven by Earth’s internal
(radioactive decay and gravity) and external (Sun as primary) sources of energy. Thermal energy is transferred by radiation, convection, and
conduction. Fossil fuels are derived from plants and animals of the past, are nonrenewable, and, therefore, are limited in availability. All
sources of energy for human consumption (e.g., solar, wind, nuclear, ethanol, hydrogen, geothermal, hydroelectric) have advantages and
disadvantages. E2.2 A, C, e, f
E4.p1 A
E5.3 C, D
E2.3 Biogeochemical Cycles – The Earth is a system containing essentially a fixed amount of each stable chemical atom or element. Most
elements can exist in several different states and chemical forms; they move within and between the geosphere, atmosphere, hydrosphere,
and biosphere as part of the Earth system. The movements can be slow or rapid. Elements and compounds have significant impacts on the
biosphere and have important impacts on human health. E2.3 A, b, c, d
E3.2 Interior of the Earth – The Earth can also be subdivided into concentric layers based on their physical characteristics: (lithosphere,
asthenosphere, lower mantle, outer core, and inner core). The crust and upper mantle compose the rigid lithosphere (plates) that moves over
a “softer” asthenosphere (part of the upper mantle). The magnetic field of the Earth is generated in the outer core. The interior of the Earth
cannot be directly sampled and must be modeled using data from seismology. E3.2 A, B, C, d
E4 The Fluid Earth -- Students explain how the ocean and atmosphere move and transfer energy around the planet. They also
explain how these movements affect climate and weather and how severe weather impacts society. Students explain how long
term climatic changes (glaciers) have shaped the Michigan landscape. They also explain features and processes related to
surface and ground- water and describe the sustainability of systems in terms of water quality and quantity.
E4.p1 Water Cycle – Water circulates through the crust and atmosphere and in oceans, rivers, glaciers, and ice caps and connects all of the
Earth systems. Groundwater is a significant reservoir and source of freshwater on Earth. The recharge and movement of groundwater depends
on porosity, permeability, and the shape of the water table. The movement of groundwater occurs over a long period time. Groundwater and
surface water are often interconnected. (prerequisite) E4.p1A
E4.1 Hydrogeology – Fresh water moves over time between the atmosphere, hydrosphere (surface water, wetlands, rivers, and glaciers),
and geosphere (groundwater). Water resources are both critical to and greatly impacted by humans. Changes in water systems will impact
quality, quantity, and movement of water. Natural surface water processes shape the landscape everywhere and are affected by human land
use decisions. E4.1 A, B, C
E5 The Earth in Space and Time – Students explain theories about how the Earth and universe formed and evolved over a
long period of time. Students predict how human activities may influence the climate of the future.
E5.3 Earth History and Geologic Time – The solar system formed from a nebular cloud of dust and gas 4.6 Ga (billion years ago). The Earth
has changed through time and has been affected by both catastrophic (e.g., earthquakes, meteorite impacts, volcanoes) and gradual geologic
events (e.g., plate movements, mountain building) as well as the effects of biological evolution (formation of an oxygen atmosphere). Geologic
time can be determined through both relative and absolute dating. E5.3 C, D
MI Science Standards Comparison Analysis Tool
High School – Earth and Space Science (ESS)
E2.3 b, c
Comment
E2.2 B and D are aligned
with NGSS Topic HS.
Human Sustainability
E2.2B aligns with ESS3-2
E2.2D aligns with ESS2-4
E3.2 A, B, C
E3.2 d
atmosphere (air), hydrosphere (water), and biosphere (the living part of Earth). Physical, chemical, and biological processes act within and
among the four components on a wide range of time scales to continuously change Earth’s crust, oceans, atmosphere, and living organisms.
Earth elements move within and between the lithosphere, atmosphere, hydrosphere, and biosphere as part of geochemical cycles. E2.1 A, B, C
E2.2 Energy in Earth Systems – Energy in Earth systems can exist in a number of forms (e.g., thermal energy as heat in the Earth, chemical
Beyond
Page 15 of 18
E4.p1 B, C, D
E4.1 A, B, C
E5.3 A, B, D, e, f, g are
related to NGSS Topic HS.
History of Earth
HS Earth and Space Science NGSS (Earth Systems) – HSCE Alignment Analysis DRAFT 3-23-14
Weather and Climate (HS.WC)
(NGSS DCI / PE)
MI Content Statement and Aligned HSCE
E2.2 Energy in Earth Systems – Energy in Earth systems can exist in a number of forms (e.g., thermal energy as heat in the Earth, chemical
ESS1.B Earth and the Solar
System
ESS2.A Earth Materials and
Systems
ESS2.D Weather and Climate
ESS3.D Global Climate Change
HS-ESS2-4 Use a model to
describe how variations in the
flow of energy into and out of
Earth’s systems result 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.
energy stored as fossil fuels, mechanical energy as delivered by tides) and can be transformed from one state to another and move from one
reservoir to another. Movement of matter and its component elements, through and between Earth’s systems, is driven by Earth’s internal
(radioactive decay and gravity) and external (Sun as primary) sources of energy. Thermal energy is transferred by radiation, convection, and
conduction. Fossil fuels are derived from plants and animals of the past, are nonrenewable, and, therefore, are limited in availability. All
sources of energy for human consumption (e.g., solar, wind, nuclear, ethanol, hydrogen, geothermal, hydroelectric) have advantages and
disadvantages. E2.2 D
E4 The Fluid Earth -- Students explain how the ocean and atmosphere move and transfer energy around the planet. They also
explain how these movements affect climate and weather and how severe weather impacts society. Students explain how long
term climatic changes (glaciers) have shaped the Michigan landscape. They also explain features and processes related to
surface and ground- water and describe the sustainability of systems in terms of water quality and quantity.
Recorder Name: Combined (GJ, DB, SC, SC) 3.23.14
Aligned
E2.2 D
E4.2 A, B
E4.2 c
E5.4 A, B, C, D
E5.4 e, f, g
E5.r4 h, i, j
E4.2 Oceans and Climate – Energy from the sun and the rotation of the Earth control global atmospheric circulation. Oceans redistribute
matter and energy around the Earth through currents, waves, and interaction with other Earth systems. Ocean currents are controlled by
prevailing winds, changes in water density, ocean topography, and the shape and location of landmasses. Oceans and large lakes (e.g., Great
Lakes) have a major effect on climate and weather because they are a source of moisture and a large reservoir of heat. Interactions between
oceanic circulation and the atmosphere can affect regional climates throughout the world. E4.2 A, B, c, d, e, f, g
E5 The Earth in Space and Time – Students explain theories about how the Earth and universe formed and evolved over a
long period of time. Students predict how human activities may influence the climate of the future.
E5.4 Climate Change – Atmospheric gases trap solar energy that has been reradiated from the Earth’s surface (the greenhouse effect). The
Earth’s climate has changed both gradually and catastrophically over geological and historical time frames due to complex interactions
between many natural variables and events. The concentration of greenhouse gases (especially carbon dioxide) has increased due to human
industrialization, which has contributed to a rise in average global atmospheric temperatures and changes in the biosphere, atmosphere, and
hydrosphere. Climates of the past are researched, usually using indirect indicators, to better understand and predict climate change. E5.4 A,
B, C, D, e, f, g; E5.r4 h, I, j
MI Science Standards Comparison Analysis Tool
High School – Earth and Space Science (ESS)
Page 16 of 18
Related
E4.2 d, e, f, g
Beyond
Comment
HS Earth and Space Science NGSS (Earth Systems) – HSCE Alignment Analysis DRAFT 3-23-14
Human Sustainability (HS.HS)
(NGSS DCI / PE)
MI Content Statement and Aligned HSCE
E1 Inquiry, Reflection, and, Social Implications – Students will understand the nature of science and demonstrate an ability to
ESS2.D Weather and Climate
ESS3.A Natural Resources
ESS3.B Natural Hazards
ESS3.C Human Impacts on Earth
Systems
ESS3.D Global Climate Change
ETS1.B Developing Possible
Solutions
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 a computational
representation to illustrate the
relationships among Earth
systems and how those
relationships are being modified
due to human activity.
practice scientific reasoning by applying it to the design, execution, and evaluation of scientific investigations. Students will
demonstrate their understanding that scientific knowledge is gathered through various forms of direct and indirect observations and
the testing of this information by methods including, but not limited to, experimentation. They will be able to distinguish between
types of scientific knowledge (e.g., hypotheses, laws, theories) and become aware of areas of active research in contrast to
conclusions that are part of established scientific consensus. They will use their scientific knowledge to assess the costs, risks, and
benefits of technological systems as they make personal choices and participate in public policy decisions. These insights will help
them analyze the role science plays in society, technology, and potential career opportunities.
E1.2 Scientific Reflection and Social Implications – The integrity of the scientific process depends on scientists and citizens understanding
and respecting the “Nature of Science.” Openness to new ideas, skepticism, and honesty are attributes required for good scientific practice.
Scientists must use logical reasoning during investigation design, analysis, conclusion, and communication. Science can produce critical insights
on societal problems from a personal and local scale to a global scale. Science both aids in the development of technology and provides tools for
assessing the costs, risks, and benefits of technological systems. Scientific conclusions and arguments play a role in personal choice and public
policy decisions. New technology and scientific discoveries have had a major influence in shaping human history. Science and technology
continue to offer diverse and significant career opportunities. E1.2 f, g, k
E2 Earth Systems – Students describe the interactions within and between Earth systems. Students will explain how both fluids (water cycle)
Recorder Name: Combined (GJ, DB, SC, SC) 3.23.14
Aligned
E2.4 c, d
E3.4 C
E4.3 A, B, C
E4.3 D, E, F
E4.3 g
L3.p4 A
B3.4 d, e
E.ES.M.4
E.ES.07.42
E2.2 Energy in Earth Systems – Energy in Earth systems can exist in a number of forms (e.g., thermal energy as heat in the Earth, chemical
energy stored as fossil fuels, mechanical energy as delivered by tides) and can be transformed from one state to another and move from one
reservoir to another. Movement of matter and its component elements, through and between Earth’s systems, is driven by Earth’s internal
(radioactive decay and gravity) and external (Sun as primary) sources of energy. Thermal energy is transferred by radiation, convection, and
conduction. Fossil fuels are derived from plants and animals of the past, are nonrenewable, and, therefore, are limited in availability. All sources
of energy for human consumption (e.g., solar, wind, nuclear, ethanol, hydrogen, geothermal, hydroelectric) have advantages and disadvantages.
E2.2 B
E2.4 Resources and Human Impacts on Earth Systems – The Earth provides resources (including minerals) that are used to sustain
human affairs. The supply of nonrenewable natural resources is limited and their extraction and use can release elements and compounds into
Earth systems. They affect air and water quality, ecosystems, landscapes, and may have effects on long-term climate. Plans for land use and
long-term development must include an understanding of the interactions between Earth systems and human activities. E2.4 A, B, c, d
E3.4 Earthquakes and Volcanoes – Plate motions result in potentially catastrophic events (earthquakes, volcanoes, tsunamis, mass wasting)
that affect humanity. The intensity of volcanic eruptions is controlled by the chemistry and properties of the magma. Earthquakes are the result
of abrupt movements of the Earth. They generate energy in the form of body and surface waves. E3.4 C
E4.3 Severe Weather – Tornadoes, hurricanes, blizzards, and thunderstorms are severe weather phenomena that impact society and
ecosystems. Hazards include downbursts (wind shear), strong winds, hail, lightning, heavy rain, and flooding.
The movement of air in the atmosphere is due to differences in air density resulting from variations in temperature. Many weather conditions
can be explained by fronts that occur when air masses meet. E4.3 A, B, C, D, E, F, g
L3.p4 Human Impact on Ecosystems (prerequisite)
All organisms cause changes in their environments. Some of these changes are detrimental, whereas others are beneficial. (prerequisite.)
L3.p4 A
B3.4x Human Impact—Humans can have tremendous impact on the environment. Sometimes their impact is beneficial, and sometimes it is
detrimental. B3.4d, e
E.ES.M.4 Human Consequences – Human activities have changed the land, oceans, and atmosphere of the Earth resulting in the reduction
of the number and variety of wild plants and animals sometimes causing extinction of species. E.ES.07.42
High School – Earth and Space Science (ESS)
Beyond
E1.2 f, g, k
E2.2 B
E2.4 A, B
and solids (rock cycle) move within Earth systems and how these movements form and change their environment. They will describe the
relationship between physical process and human activities and use this understanding to demonstrate an ability to make wise decisions about
land use.
MI Science Standards Comparison Analysis Tool
Related
Page 17 of 18
Comment
HS Earth and Space Science NGSS (Earth Systems) – HSCE Alignment Analysis DRAFT 3-23-14
Engineering Design (HS.ED)
(NGSS DCI / PE)
MI Content Statement and Aligned HSCE
Recorder Name: Combined (GJ, DB, SC, SC) 3.23.14
Aligned
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-ETS1-3 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.
Beyond
Comment
HSCE Inquiry, Reflection and
Social Implications focus on
questions and scientific
knowledge; NGSS extends
these ideas to problems and
solutions.
ETS1.A Designing and Delimiting
Engineering Problems
ETS1.B Developing Possible Solutions
ETS1.C Optimizing the Design Solution
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.
Related
E1.2 F
E1.2 g, h, j, k
Not specifically addressed in MI HSCE
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.
MI Science Standards Comparison Analysis Tool
High School – Earth and Space Science (ESS)
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