2

Use information from several sources to provide evidence that Earth events can occur quickly or slowly.

2-ESS1-1

3

Obtain and combine information to describe climates in different regions of the world.

3-ESS2-2

3

Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

3-ESS3-1

4

Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation

4-ESS2-1

4

Analyze and interpret data from maps to describe patterns of Earth’s features.

4-ESS2-2

4

Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

4-ESS3-2

5

Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

5-ESS2-1

5

Describe and graph the amounts of saltwater and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

5-ESS2-2

5

Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

5-ESS3-1

Middle School
6-8

Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.

MS-ESS2-2

Middle School
6-8

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

MS-ESS2-4

Middle School
6-8

Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

MS-ESS2-6

Middle School
6-8

Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes.

MS-ESS3-1

Middle School
6-8

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

MS-ESS3-2

Middle School
6-8

Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment

MS-ESS3-3

Middle School
6-8

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

MS-ESS3-4

Middle School
6-8

Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

MS-ESS3-5

High School
9-12

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-ESS1-6

High School
9-12

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-ESS2-2

High School
9-12

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-ESS2-4

High School
9-12

Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.

HS-ESS2-6

High School
9-12

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-ESS3-1

High School
9-12

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.

HS-ESS3-5

High School
9-12

Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.

HS-ESS3-6

K

Use observations to describe patterns of what plants and animals (including humans) need to survive.

K-LS1-1

3

Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.

3-LS4-4

Middle School
6-8

Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

MS-LS1-5

Middle School
6-8

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.

MS-LS1-6

Middle School
6-8

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

MS-LS2-1

Middle School
6-8

Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.

MS-LS2-4

Middle School
6-8

Evaluate competing design solutions for maintaining biodiversity and ecosystem services.

MS-LS2-5

High School
9-12

Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.

HS-LS2-2

High School
9-12

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-LS2-5

High School
9-12

Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

HS-LS2-7

High School
9-12

Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

HS-LS4-4