INTRO&CHAPTER1 - Getting the...

In an effort to help educators integrate Getting the Picture into lesson planning, we have included a preliminary list of Next Generation Science Standards, Common Core State Standards, and Climate Literacy: Essential Principles of Climate Science that correspond to each chapter. This list is not meant to be exhaustive or definitive, but instead serves as a starting point for integrating climate education into existing teaching plans.

INTRO & CHAPTER 1

Next Generation Science Standards

Standard Addressed Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

MS-‐ESS2-‐2 Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.

Constructing Explanations and Designing Solutions

ESS2.A Earth’s Materials and Systems

Scale and Proportion Quality

MS-‐ESS2-‐4 Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.

Developing and Using models ESS2.C The Roles of Water in Earth’s Surface Processes

Energy and Matter

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

Engaging in Argument from Evidence ESS3.C Human Impacts on Earth Systems

Cause and Effect

MS-‐ESS3-‐5 Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

Asking Questions and Defining Problems

ESS3.D: Global Climate Change

Stability and Change

http://www.nextgenscience.org/search-standards-dci

http://www.nextgenscience.org/search-standards-dci

http://www.corestandards.org/read-the-standards/

http://library.globalchange.gov/climate-literacy-the-essential-principles-of-climate-sciences-hi-resolution-booklet

Climate Literacy: Essential Principals for Climate Science Standards

Common Core State Standards (applicable to each chapter as well as the GTP as a whole)

English Language Arts: Reading Standards for Informational Text

English Language Arts: Speaking and Listening Standards (When discussion/essay questions are used as class discussion prompts, the following CCSSs are applicable.)

Standard Addressed Specific Supporting Ideas Addressed 2. Climate is regulated by complex interactions among

components of the Earth system.A, C, F

3. Life on Earth depends on, is shaped by, and affects climate. B, D

4. Climate varies over space and time through both natural andman-‐made processes.

A, B, C, E, F, G

5. Our understanding of the climate system is improved throughobservations, theoretical studies and modeling.

A, B, C

6. Human activities are impacting the climate system. A, B

Grade 6 Grade 7 Grade 8 CCSS.ELA-‐LITERACY.RI.6.1 CCSS.ELA-‐LITERACY.RI.7.1 CCSS.ELA-‐LITERACY.RI.8.1 CCSS.ELA-‐LITERACY.RI.6.2 CCSS.ELA-‐LITERACY.RI.7.2 CCSS.ELA-‐LITERACY.RI.8.2 CCSS.ELA-‐LITERACY.RI.6.3 CCSS.ELA-‐LITERACY.RI.7.3 CCSS.ELA-‐LITERACY.RI.8.3 CCSS.ELA-‐LITERACY.RI.6.7 CCSS.ELA-‐LITERACY.RI.7.7 CCSS.ELA-‐LITERACY.RI.8.7

Grade 6 Grade 7 Grade 8 CCSS.ELA-‐LITERACY.SL.6.1 CCSS.ELA-‐LITERACY.SL.7.1 CCSS.ELA-‐LITERACY.SL.8.1 CCSS.ELA-‐LITERACY.SL.6.2 CCSS.ELA-‐LITERACY.SL.7.2 CCSS.ELA-‐LITERACY.SL.8.2 CCSS.ELA-‐LITERACY.SL.6.3 CCSS.ELA-‐LITERACY.SL.7.3 CCSS.ELA-‐LITERACY.SL.8.3 CCSS.ELA-‐LITERACY.SL.6.4 CCSS.ELA-‐LITERACY.SL.7.4 CCSS.ELA-‐LITERACY.SL.8.4

English Language Arts: Writing Standards (When discussion/essay questions are used as writing prompts, the following CCSSs are applicable.)

English Language Arts: Reading Standards for Science and Technical Subjects Grades 6-‐8 (GTP as a whole)

English Language Arts: Writing Standards for Science and Technical Subjects Grades 6-‐8 (for certain discussion questions.)

Grade 6 Grade 7 Grade 8 CCSS.ELA-‐LITERACY.W.6.1 CCSS.ELA-‐LITERACY.W.7.1 CCSS.ELA-‐LITERACY.W.8.1 CCSS.ELA-‐LITERACY.W.6.2 CCSS.ELA-‐LITERACY.W.7.2 CCSS.ELA-‐LITERACY.W.8.2 CCSS.ELA-‐LITERACY.W.6.3 CCSS.ELA-‐LITERACY.W.7.3 CCSS.ELA-‐LITERACY.W.8.3 CCSS.ELA-‐LITERACY.W.6.4 CCSS.ELA-‐LITERACY.W.7.4 CCSS.ELA-‐LITERACY.W.8.4 CCSS.ELA-‐LITERACY.W.6.8 CCSS.ELA-‐LITERACY.W.7.8 CCSS.ELA-‐LITERACY.W.8.8

Grades 6-‐8 CCSS.ELA-‐LITERACY.RST.6-‐8.1 CCSS.ELA-‐LITERACY.RST.6-‐8.2 CCSS.ELA-‐LITERACY.RST.6-‐8.4 CCSS.ELA-‐LITERACY.RST.6-‐8.7 CCSS.ELA-‐LITERACY.RST.6-‐8.9

Grades 6-‐8 CCSS.ELA-‐LITERACY.WHST.6-‐8.1 CCSS.ELA-‐LITERACY.WHST.6-‐8.2 CCSS.ELA-‐LITERACY.WHST.6-‐8.4 CCSS.ELA-‐LITERACY.WHST.6-‐8.9

CHAPTER 2 Next Generation Science Standards


Standard Addressed Science and Engineering Practices Disciplinary Core Ideas

Crosscutting Concepts

MS-‐PS1-‐3 Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.

Obtaining, Evaluating, and Communicating Information

PS1.A Structure and Properties of Matter

Structure and Function

MS-‐LS2-‐3 Develop a model to describe the cycling of matter and flow of energy among living and non-‐living parts of an ecosystem.

Developing and Using Models LS2.B Cycle of Matter and Energy Transfer in Ecosystems

Energy and Matter

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

Engaging in Argument from Evidence

ESS3.C Human Impacts on Earth Systems

Cause and Effect

MS-‐ESS3-‐5 Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.




Standard Addressed Specific Supporting Ideas Addressed 7. The sun is the primary source of energy for Earth’s climate

system. A, B

8. Climate is regulated by complex interactions among components of the Earth system.

A, C, D

9. Life on Earth depends on, is shaped by, and affects climate. B, E

10. Climate varies over space and time through both natural and man-‐made processes.

C, D, F, G

6. Human activities are impacting the climate system. A, B

Common Core State Standards (applicable to each chapter as well as the GTP as a whole) English Language Arts: Reading Standards for Informational Text

English Language Arts: Speaking and Listening Standards (When discussion/essay questions are used as class discussion prompts, the following CCSSs are applicable.





English Language Arts: Reading Standards for Science and Technical Subjects Grades 6-‐8 (GTP as a whole)



Grades 6-‐8 CCSS.ELA-‐LITERACY.WHST.6-‐8.1 CCSS.ELA-‐LITERACY.WHST.6-‐8.2 CCSS.ELA-‐LITERACY.WHST.6-‐8.4



Standard Addressed Science and Engineering Practices

Disciplinary Core Ideas


MS-‐SS2-‐2 Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.


ESS2.A Earth’s Materials and Systems

Scale and Proportion Quality

MS-‐ESS2-‐4 Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.

Developing and Using models ESS2.C The Roles of Water in Earth’s Surface Processes

Energy and Matter

MS-‐ESS3-‐5.Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.




Standard Addressed Specific Supporting Ideas Addressed 11. The sun is the primary source of energy for the Earth’s climate system. A, B 12. Climate is regulated by complex interactions among components of the Earth

system. A, B, F

4. Climate varies over space and time through both natural and man-‐made processes.

D, F

5. Our understanding of the climate system is improved through observations, theoretical studies and modeling.

B

6. Human activities are impacting the climate system. C 7. Climate change will have consequences for the Earth system and human lives. A, B

Common Core State Standards (Applicable to each chapter as well as GTP as a whole.) English Language Arts: Reading Standards for Informational Text






English Language Arts: Reading Standards for Science and Technical Subjects Grades 6-‐8 (GTP as whole)





Standard Addressed Science and Engineering Practices Disciplinary Core Ideas


MS-‐LS1-‐6 Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.


PS3.D Energy in Chemical Processes and Everyday Life

Energy and Matter

MS-‐LS2-‐1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

Analyzing and Interpreting Data LS2.A Interdependent Relationships in Ecosystems

Cause and Effect

MS-‐LS2-‐4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.


LS2.C Biodiversity and Humans


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



Cause and Effect

MS-‐ESS3-‐5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.





Common Core State Standards (Applicable to each chapter as well as the GTP as a whole) English Language Arts: Reading Standards for Informational Text


Standard Addressed Specific Supporting Ideas Addressed 13. Life on Earth depends on, is shaped by, and affects climate. A, C 5. Our understanding of the climate system is improved through

observations, theoretical studies and modeling. A

6. Human activities are impacting the climate system. C, D 7. Climate change will have consequences for the Earth system

and human lives. D, E




English Language Arts: Reading Standards for Science and Technical Subjects Grades 6-‐8 (GTP as whole)

English Language Arts: Writing Standards for Science and Technical Subjects Grades 6-‐8 (For certain discussion questions, when applied.)






Disciplinary Core Ideas Crosscutting Concepts

MS-‐LS2-‐1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem .

Analyzing and Interpreting Data

LS2.A Interdependent Relationships in Ecosystems

Patterns

MS-‐LS2-‐4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.


LS2.C Ecosystem Dynamics, Functioning, and Resilience


MS-‐ESS2-‐2 Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.


ESS2.C The Roles of Water in Earth’s Surface Processes

Scale, Proportion and Quantity

MS-‐ESS3-‐3 Apply scientific principles to design a method for monitoring and minimizing human impacts on the environment.



Cause and Effect

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


ESS3.C Human Impacts on Earth’s Systems

Cause and Effect

MS-‐ESS3-‐5 Ask Questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.


ESS3.D Global Climate Change Stability and Change

MS-‐ESS3-‐2 Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.

Analyzing and Interpreting Data

ESS3.B Natural Hazards Patterns

MS-‐ESS3-‐3 Apply Scientific principles to design a method for monitoring and minimizing a human impact on the environment.


ESS3.C Human Impacts on Earth’s Systems

Cause and Effect

Climate Literacy Standards


Standard Addressed Specific Supporting Ideas Addressed 2. Climate is regulated by complex interactions among components of the

Earth system. A, F

3. Life on Earth depends on, is shaped by, and affects climate. A, C, D 4. Climate varies over space and time through both natural and man-‐made

processes. D, F

5. Our understanding of the climate system is improved through observations, theoretical studies and modeling.

B, E

6. Human activities are impacting the climate system. C, D 7. Climate change will have consequences for the Earth system and human

lives. A, B, C, E, F


Disciplinary Core Ideas


MS-‐ESS3-‐3 Apply scientific principles to design a method for monitoring and minimizing human impacts on the environment.



Cause and Effect

MS-‐ETS1-‐1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

Asking and Defining Problems

ETS1.A Defining and Delimiting Engineering Problems

Influence of Science, Engineering and Technology on Society and the Natural World

MS-‐ETS1-‐2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.


ETS1.B Developing Possible Solutions

Influence of Science, Engineering and Technology on Society and the Natural World

INTRO&CHAPTER1 - Getting the...

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