- Youth Action
ACE's program is firmly grounded in climate science. A special thanks goes to our Science Advisory Board who provide guidance and review the science used in our programs to ensure it is of the highest possible caliber.
Our presentation addresses many Performance Expectations in the new Next Generation Science Standards (NGSS) as well as state science content standards and the Essential Principles of Climate Science.
You can explore the standards in the links below:
- Next Generation Science Standards (NGSS)
- State Science Standards Addressed in ACE Presentations
- Climate Literacy: the Essential Principles of Climate Science
ACE is very excited about the release of the Next Generation Science Standards in 2013. NGSS represents the result of years of collaborative effort among many states to produce up-to-date science standards that incorporate the practices of science, as well as engineering and technology applications. NGSS is a big step forward for science education in the U.S.
ACE is particularly excited about the inclusion of climate science within multiple grade levels of NGSS. As a true interdisciplinary topic, climate change is addressed within all three disciplines of Life Science, Physical Science and Earth and Space Science (ESS). Many of the fundamentals of climate science are covered in middle school and those standards (Performance Expectations) that are addressed in the ACE Assembly are also included here.
For an overview of what NGSS is and how climate science is included, download this ACE PowerPoint presentation.
**Note: Each PE (performance expectation) combines a practice with a science concept or disciplinary core idea (DCI). The ACE Assembly addresses the science concept (DCI) component of the standard, not the practice. It is important to note that specific disciplinary core ideas are not intended by the writers of NGSS to pair with a single practice, but to be addressed through a variety of practices. See ACE’s Lesson Plans page for lesson plans that address the practices of science as well as the content.
Middle School NGSS Performance Expectations Addressed
- MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
- 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.
Earth and Space Science
- MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment
- 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.
- MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
High School NGSS Performance Expectations Addressed
- HS-PS3-3. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
- HS-PS4-4. Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.
- HS-LS2-1. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
- HS-LS2-5. 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-LS2-6. Evaluate the 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.
Earth and Space Science
- 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’s systems.
- 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-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.
- 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-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
- 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.
- 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.
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.
The state standards that follow apply to the states in which ACE currently conducts its presentations. Click on any of the links below to jump to your state.
These principles are published by U.S. Global Change Research Program/Climate Change Science Program, which includes a consortium of national organizations such as the NOAA, NSF, NASA and others.
- The Sun is the primary source of energy for Earth’s climate system
- We increase our understanding of the climate system through observation and modeling
- The sun is the primary source of energy for the climate system
- Earth’s weather and climate systems are the result of complex interactions
- Earth’s weather and climate vary over time and space
- Evidence indicates human activities are impacting the climate system
- Earth’s climate system is influenced by complex human decisions involving economic costs and social values.