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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 MC ES AE Info NS P C SQ S E 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 X X 2 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). MI Science Standards Comparison Analysis Tool High School – Earth and Space Science (ESS) Page 1 of 18 SF Stability & Change Engineering Technology, Applications of Science 1.2f, g, I, j, k ETS Energy and Matter DA 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 PI System(s) Models DM Scale, Proportion, and Quantity AQ 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) S 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 AQ DM PI DA MC ES AE Info NS ETS X X P C SQ S E 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 X X 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 X X 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. MI Science Standards Comparison Analysis Tool High School – Earth and Space Science (ESS) X Page 2 of 18 X X SF S 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 AQ DM PI DA MC ES AE Info NS ETS P C SQ S E SF S 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 X X 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 X 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 MI Science Standards Comparison Analysis Tool High School – Earth and Space Science (ESS) Page 3 of 18 X X 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 AQ DM PI DA MC ES AE Info NS ETS P C SQ S E SF S 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 X X 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 MI Science Standards Comparison Analysis Tool High School – Earth and Space Science (ESS) Page 4 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) 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 AQ DM PI 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 DA MC ES AE Info NS X ETS P C SQ S E SF X X 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 X X X X 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 X X 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. MI Science Standards Comparison Analysis Tool High School – Earth and Space Science (ESS) Page 5 of 18 S 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 Recorder Name: Combined (GJ, DB, SC, SC) 3.23.14 AQ DM PI DA MC ES AE X Info NS ETS P C SQ S E SF S X 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 MI Science Standards Comparison Analysis Tool High School – Earth and Space Science (ESS) X Page 6 of 18 X 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 AQ DM PI DA MC ES AE Info NS ETS P C SQ S E SF S 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 X X X 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 MI Science Standards Comparison Analysis Tool High School – Earth and Space Science (ESS) X X Page 7 of 18 X 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 AQ DM PI DA MC ES AE Info NS ETS P C 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 X X 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 X 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. MI Science Standards Comparison Analysis Tool High School – Earth and Space Science (ESS) Page 8 of 18 X X X SQ S E SF S 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 AQ DM PI DA MC ES AE Info NS ETS P C SQ S E SF S X X X X X 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. X 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. X 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. MI Science Standards Comparison Analysis Tool High School – Earth and Space Science (ESS) Page 9 of 18 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) Page 18 of 18