Standards Referenced on a Learning Label

Standard: NGSS - HS-ETS1 - HS-ETS1-1
Short Description: Engineering Design
Long Description: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
Base Skill: Applied Science
Target Audience: High School

Standard: NGSS - HS-ETS1 - HS-ETS1-2
Short Description: Engineering Design
Long Description: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
Base Skill: Applied Science
Target Audience: High School

Standard: NGSS - HS-ETS1 - HS-ETS1-3
Short Description: Engineering Design
Long Description: 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.
Base Skill: Applied Science
Target Audience: High School

Standard: NGSS - HS-ETS1 - HS-ETS1-4
Short Description: Engineering Design
Long Description: 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.
Base Skill: Applied Science
Target Audience: High School

Standard: NGSS - HS-ESS3 - HS-ESS3-3
Short Description: Earth and Human Activity
Long Description: Create a computational simulation to illustrate the relationships among the management of natural resources, the sustainability of human populations, and biodiversity.
Assessment Boundary: [Assessment Boundary: Assessment for computational simulations is limited to using provided multi-parameter programs or constructing simplified spreadsheet calculations.]
Clarification Statement: [Clarification Statement: Examples of factors that affect the management of natural resources include costs of resource extraction and waste management, per-capita consumption, and the development of new technologies. Examples of factors that affect human sustainability include agricultural efficiency, levels of conservation, and urban planning.]
Base Skill: Applied Science
Target Audience: High School

Standard: NGSS - HS-ESS3 - HS-ESS3-6
Short Description: Earth and Human Activity
Long Description: Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
Assessment Boundary: [Assessment Boundary: Assessment does not include running computational representations but is limited to using the published results of scientific computational models.]
Clarification Statement: [Clarification Statement: Examples of Earth systems to be considered are the hydrosphere, atmosphere, cryosphere, geosphere, and/or biosphere. An example of the far-reaching impacts from a human activity is how an increase in atmospheric carbon dioxide results in an increase in photosynthetic biomass on land and an increase in ocean acidification, with resulting impacts on sea organism health and marine populations.]
Base Skill: Applied Science
Target Audience: High School

Standard: NGSS - HS-LS2 - HS-LS2-3
Short Description: Ecosystems: Interactions, Energy, and Dynamics
Long Description: Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
Assessment Boundary: [Assessment Boundary: Assessment does not include the specific chemical processes of either aerobic or anaerobic respiration.]
Clarification Statement: [Clarification Statement: Emphasis is on conceptual understanding of the role of aerobic and anaerobic respiration in different environments.]
Base Skill: Applied Science
Target Audience: High School

Standard: NGSS - HS-LS2 - HS-LS2-4
Short Description: Ecosystems: Interactions, Energy, and Dynamics
Long Description: Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
Assessment Boundary: [Assessment Boundary: Assessment is limited to proportional reasoning to describe the cycling of matter and flow of energy.]
Clarification Statement: [Clarification Statement: Emphasis is on using a mathematical model of stored energy in biomass to describe the transfer of energy from one trophic level to another and that matter and energy are conserved as matter cycles and energy flows through ecosystems. Emphasis is on atoms and molecules such as carbon, oxygen, hydrogen and nitrogen being conserved as they move through an ecosystem.]
Base Skill: Applied Science
Target Audience: High School

Standard: NGSS - HS-LS2 - HS-LS2-5
Short Description: Ecosystems: Interactions, Energy, and Dynamics
Long Description: Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
Assessment Boundary: [Assessment Boundary: Assessment does not include the specific chemical steps of photosynthesis and respiration.]
Clarification Statement: [Clarification Statement: Examples of models could include simulations and mathematical models.]
Base Skill: Applied Science
Target Audience: High School

Standard: NGSS - HS-LS2 - HS-LS2-1
Short Description: Ecosystems: Interactions, Energy, and Dynamics
Long Description: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
Assessment Boundary: [Assessment Boundary: Assessment does not include deriving mathematical equations to make comparisons.]
Clarification Statement: [Clarification Statement: Emphasis is on quantitative analysis and comparison of the relationships among interdependent factors including boundaries, resources, climate, and competition. Examples of mathematical comparisons could include graphs, charts, histograms, and population changes gathered from simulations or historical data sets.]
Base Skill: Applied Science
Target Audience: High School

Standard: NGSS - HS-LS2 - HS-LS2-2
Short Description: Ecosystems: Interactions, Energy, and Dynamics
Long Description: Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
Assessment Boundary: [Assessment Boundary: Assessment is limited to provided data.]
Clarification Statement: [Clarification Statement: Examples of mathematical representations include finding the average, determining trends, and using graphical comparisons of multiple sets of data.]
Base Skill: Applied Science
Target Audience: High School

Standard: NGSS - HS-ESS3 - HS-ESS3-1
Short Description: Earth and Human Activity
Long Description: 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.
Clarification Statement: [Clarification Statement: Examples of key natural resources include access to fresh water (such as rivers, lakes, and groundwater), regions of fertile soils such as river deltas, and high concentrations of minerals and fossil fuels. Examples of natural hazards can be from interior processes (such as volcanic eruptions and earthquakes), surface processes (such as tsunamis, mass wasting and soil erosion), and severe weather (such as hurricanes, floods, and droughts). Examples of the results of changes in climate that can affect populations or drive mass migrations include changes to sea level, regional patterns of temperature and precipitation, and the types of crops and livestock that can be raised.]
Base Skill: Applied Science
Target Audience: High School

Standard: NGSS - HS-LS2 - HS-LS2-8
Short Description: Ecosystems: Interactions, Energy, and Dynamics
Long Description: Evaluate evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
Clarification Statement: [Clarification Statement: Emphasis is on: (1) distinguishing between group and individual behavior, (2) identifying evidence supporting the outcomes of group behavior, and (3) developing logical and reasonable arguments based on evidence. Examples of group behaviors could include flocking, schooling, herding, and cooperative behaviors such as hunting, migrating, and swarming.]
Base Skill: Applied Science
Target Audience: High School

Standard: NGSS - HS-ESS3 - HS-ESS3-4
Short Description: Earth and Human Activity
Long Description: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
Clarification Statement: [Clarification Statement: Examples of data on the impacts of human activities could include the quantities and types of pollutants released, changes to biomass and species diversity, or areal changes in land surface use (such as for urban development, agriculture and livestock, or surface mining). Examples for limiting future impacts could range from local efforts (such as reducing, reusing, and recycling resources) to large-scale geoengineering design solutions (such as altering global temperatures by making large changes to the atmosphere or ocean).]
Base Skill: Applied Science
Target Audience: High School

Standard: NGSS - HS-ESS3 - HS-ESS3-2
Short Description: Earth and Human Activity
Long Description: Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
Clarification Statement: [Clarification Statement: Emphasis is on the conservation, recycling, and reuse of resources (such as minerals and metals) where possible, and on minimizing impacts where it is not. Examples include developing best practices for agricultural soil use, mining (for coal, tar sands, and oil shales), and pumping (for petroleum and natural gas). Science knowledge indicates what can happen in natural systems—not what should happen.]
Base Skill: Applied Science
Target Audience: High School

Standard: NGSS - HS-ESS3 - HS-ESS3-5
Short Description: Earth and Human Activity
Long Description: 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's systems.
Clarification Statement: [Clarification Statement: Examples of evidence, for both data and climate model outputs, are for climate changes (such as precipitation and temperature) and their associated impacts (such as on sea level, glacial ice volumes, or atmosphere and ocean composition).] [Assessment Boundary: Assessment is limited to one example of a climate change and its associated impacts.]
Base Skill: Applied Science
Target Audience: High School

Standard: NGSS - HS-LS2 - HS-LS2-6
Short Description: Ecosystems: Interactions, Energy, and Dynamics
Long Description: Evaluate claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
Clarification Statement: [Clarification Statement: Examples of changes in ecosystem conditions could include modest biological or physical changes, such as moderate hunting or a seasonal flood; and extreme changes, such as volcanic eruption or sea level rise.]
Base Skill: Applied Science
Target Audience: High School

Standard: NGSS - HS-LS2 - HS-LS2-7
Short Description: Ecosystems: Interactions, Energy, and Dynamics
Long Description: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
Clarification Statement: [Clarification Statement: Examples of human activities can include urbanization, building dams, and dissemination of invasive species.]
Base Skill: Applied Science
Target Audience: High School