Setting the Standard

In this series, educator Deb Greene walks us through some of the science on the ship. She explores the practices of science and how they fit in with the Next Generation Science Standards. Deb has taught and been involved in curriculum development in both the public and private sector for over 35 years. She currently works in Alaska with the Curriculum and Instruction Department for the Anchorage School District.

Part 5: Ocean Study Embraces NGSS

Oceanography can be approached by examining the physical/chemical attributes of the water column and looking at the systems that impact it as well as from a biological/ ecological frame of reference. It is difficult to separate these areas of study or to tease out what is most important. Each area impacts the other and nothing happens in isolation.

School districts using the Next Generation Science Standards can find suitable connections not only with the practices of science but also within the Disciplinary Core Ideas and Performance Expectations.

The areas of focus on this scientific voyage focused primarily on the NGSS linked below, yet other performance expectation can be incorporated.  Once the teacher /district identifies areas of concentration for their class, teachers may elect to incorporate other/additional standards.

The following NGSS links not only include performance expectations but also identify key practices and crosscutting concepts used to focus the practices of science and build scientific knowledge identified in the Disciplinary Core Ideas. Along with this, each identified standard ends with an Evidence Statement to assist teachers in best meeting the needs of their students and the goals of their class.

HS-LS2-2 Evidence Statements June 2015 asterisks
Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.

HS-LS2-5 Evidence Statements June 2015 asterisks
Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.

HS-LS4-5 Evidence Statements June 2015 asterisks
Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.

HS-ESS2-6 Evidence Statements June 2015 asterisks (1)
Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.

HS-ESS3-5 Evidence Statements June 2015 asterisks
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.


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