About Science Education Standards – Global Systems Science

// Uncategorized

Although development of Global Systems Science began long before even the National Science Education Standards (NSES), it still addresses many of the standards even in the current era of Next Generation Science Standards (NGSS).

We are working on useful mappings of GSS material to NGSS performance expectations, disciplinary core ideas, crosscutting concepts, and science & engineering practices. Latest examples are on this page.

{ NGSS }-{ NSES }-{ States }-{ Maine }

GSS alignment with NGSS performance expectations

Abbreviations for the modules:

NWV = A New World View	EU = Energy Use	CC = Climate Change	OZ = Ozone
LB = Losing Biodiversity	LC = Life and Climate	EC = Ecosystem Change	EF = Energy Flow
PG = Population Growth	ACC = A Changing Cosmos	DEW = Digital Earth Watch

GSS Modules:Performance Expectations	NWV	EU	CC	OZ	LB	LC	EC	EF	PG	ACC	DEW
HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.	✔	✔	✔
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.		✔
HS-ETS1-3 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.	✔	✔
HS-ETS1-4 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.		✔
HS-ESS1-1 Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radiation.								✔
GSS Modules:	NWV	EU	CC	OZ	LB	LC	EC	EF	PG	ACC	DEW
HS-ESS1-5 Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.								✔
HS-ESS2-1 . Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.								✔
HS-ESS2-3 Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.								✔
HS-ESS2-4 Use a model to describe how variations in the flow of energy into and out of Earth 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 systems and life on Earth.						✔
GSS Modules:	NWV	EU	CC	OZ	LB	LC	EC	EF	PG	ACC	DEW
HS-ESS3-2 Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.		✔
HS-ESS3-3 Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.
HS-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.		✔							✔
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-LS1-5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.							✔
GSS Modules:	NWV	EU	CC	OZ	LB	LC	EC	EF	PG	ACC	DEW
HS-LS2-1 Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.	✔						✔		✔
HS-LS2-2 Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.	✔				✔		✔		✔
HS-LS2-3 Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.	✔
HS-LS2-4 Use a mathematical representation to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.	✔						✔
HS-LS2-5 Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, at mosphere, 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.	✔				✔		✔		✔
GSS Modules:	NWV	EU	CC	OZ	LB	LC	EC	EF	PG	ACC	DEW
HS-LS2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.					✔		✔		✔
HS-LS3-1 Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.					✔
HS-LS3-3 Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.					✔
HS-PS2-5 Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.		✔
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-PS3-4 Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).		✔
GSS Modules:	NWV	EU	CC	OZ	LB	LC	EC	EF	PG	ACC	DEW
HS-PS3-5 Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.		✔
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-PS4-5 Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.				✔

Legacy Standards Analyses

{ NGSS }-{ NSES }-{ States }-{ Maine }

For the record:
GSS and National Science Education Standards (NSES)

Development of Global Systems Science began long before even the National Science Education Standards (NSES) were developed, yet it addresses many of the standards even to this era of Next Generation Science Standards (NGSS).

Here are the original mappings of GSS to NSES (.xls files):

There are 4 columns in each of the above .xls documents:

Column 1
Code: GSS book, chapter, and page #

Column 2
Relevant Quote from GSS book

Column 3
Code: NSES Chapter, page #, section subheading, and bullet number.

Column 4
Relevant quote from NSES.

Correlations of GSS with State Standards

{ NGSS }-{ NSES }-{ States }-{ Maine }

California Science Education Standards (CSES)

Florida’s Next Generation Sunshine State Standards (NGSSS)

GSS and MAINE’S LEARNING RESULTS

(MLR grades 9–12)

{ NGSS }-{ NSES }-{ States }-{ Maine }

Using the GSS Modules As A Curriculum Framework To Meet State Standards”, by Dalene Dutton, MMSA NASA Teacher Associate

MLR’s (9-12)	Standard A: Classifying Life Forms
	A1	A2	A3
A New World View		X	X
Climate Change			X
Ecosystem Change
Energy Flow
Energy Use
Human Population Impact
Life and Climate		X
Losing Biodiversity
Ozone

MLR’s (9-12)	Standard B: Ecology
	B1	B2	B3	B4
A New World View	X			X
Climate Change	X	X		X
Ecosystem Change	X	X	X	X
Energy Flow				X
Energy Use				X
Human Population Impact			X	X
Life and Climate	X
Losing Biodiversity			X	X
Ozone				X

MLR’s (9-12)	Standard C: Cells
	C1	C2	C3	C4	C5
A New World View
Climate Change
Ecosystem Change
Energy Flow
Energy Use
Human Population Impact
Life and Climate
Losing Biodiversity
Ozone				X

MLR’s (9-12)	Standard D: Continuity and Change
	D1	D2	D3	D4	D5	D6	D7
A New World View			X
Climate Change			X
Ecosystem Change
Energy Flow
Energy Use
Human Population Impact
Life and Climate						X	X
Losing Biodiversity	X		X
Ozone						X

MLR’s (9-12)	Standard E: Structure Of Matter
	E1	E2	E3	E4	E5	E6	E7
A New World View
Climate Change	X	X		X	X
Ecosystem Change
Energy Flow		X
Energy Use		X			X		X
Human Population Impact
Life and Climate		X					X
Losing Biodiversity
Ozone

MLR’s (9-12)	Standard F: The Earth
	F1	F2	F3	F4	F5	F6
A New World View		X
Climate Change	X	X		X
Ecosystem Change
Energy Flow	X	X
Energy Use		X
Human Population Impact
Life and Climate			X	X	X	X
Losing Biodiversity
Ozone		X

MLR’s (9-12)	Standard G: The Universe
	G1	G2	G3
A New World View
Climate Change
Ecosystem Change
Energy Flow	X
Energy Use
Human Population Impact
Life and Climate
Losing Biodiversity
Ozone

MLR’s (9-12)	Standard H: Energy
	H1	H2	H3	H4	H5	H6	H7	H8	H9
A New World View
Climate Change	X	X							X
Ecosystem Change									X
Energy Flow	X					X			X
Energy Use				X	X	X	X	X	X
Human Population Impact
Life and Climate
Losing Biodiversity
Ozone

MLR’s (9-12)	Standard I: Motion
	I1	I2	I3	I4	I5	I6
A New World View
Climate Change					X	X
Ecosystem Change
Energy Flow					X
Energy Use						X
Human Population Impact
Life and Climate
Losing Biodiversity
Ozone

MLR’s (9-12)	Standard J: Inquiry and Problem Solving
	J1	J2	J3	J4
A New World View	X	X
Climate Change	X	X	X
Ecosystem Change	X	X
Energy Flow
Energy Use	X	X	X
Human Population Impact	X	X
Life and Climate
Losing Biodiversity	X	X
Ozone		X

MLR’s (9-12)	Standard K: Scientific Reasoning
	K1	K2	K3	K4	K5	K6
A New World View	X					X
Climate Change	X		X	X	X	X
Ecosystem Change	X		X		X
Energy Flow						X
Energy Use	X		X	X	X	X
Human Population Impact	X		X		X
Life and Climate	X					X
Losing Biodiversity				X
Ozone		X	X

MLR’s (9-12)	Standard L: Communication
	L1	L2	L3	L4	L5	L6	L7	L8
A New World View		X	X	X
Climate Change
Ecosystem Change			X	X	X
Energy Flow
Energy Use			X	X
Human Population Impact			X	X				X
Life and Climate
Losing Biodiversity				X	X
Ozone			X	X

MLR’s (9-12)	Standard M: Implications of Science and Technology
	M1	M2	M3	M4	M5	M6
A New World View		X		X
Climate Change	X	X		X
Ecosystem Change		X		X
Energy Flow		X
Energy Use		X	X			X
Human Population Impact	X	X	X	X
Life and Climate					X
Losing Biodiversity		X
Ozone	X	X	X	X		X

Dalene Dutton included a much more detailed analysis for each of the GSS books. Here is one example:

A New World View

Standard A: Classifying Life Forms
A (9-12) #2: Describe similarities and differences among organisms within each level of the taxonomic system for classifying organisms (kingdom through species).
Source	How Addressed	Comments
SG Chapter 4	Reading	Text touches on how species can differ in their toxicity even though they may be closely related, or similar in appearance.
A (9-12) #3: Analyze the basic characteristics of living things, including their need for food, water, and gases and the ability to reproduce.
Source	HowAddressed	Comments
SG Chapter 1	Investigation	Students create an “ecosystem” in a bottle and monitor it s progress over an extended period of time.
SG Chapter 3	Reading	An essay on the importance of old growth forests and their role in providing the basics for other species.
SG Chapter 4	Reading	The chapter describes the Wind River Canopy project and some of the interactions of wildlife being studied.
SG Chapter 5	Investigation	Students analyze the “ecosytem” they created.
Standard B: Ecology
B (9-12) #1: Illustrate the cycles of matter in the environment and explain their interrelationships.
Source	HowAddressed	Comments
SG Chapter 1	Investigation	Students create an “ecosystem” in a bottle and monitor it s progress over an extended period of time.
SG Chapter 4	Reading	Text describes the ways tree needles interact with the air around them and how the entire planet can be viewed as one huge system.
SG Chapter 5	Investigation	Students analyze the “ecosytem” they created.
TG Chapter 1	Activity	Students are asked to create a diagram of the water cycle.
B (9-12) #4: Analyze the impact of human and other activities on the type and pace of change in ecosystems.
Source	HowAddressed	Comments
SG Chapter 2	Reading	The chapter outlines the history of forest use in the pacific northwest, and how people have impacted the forest ecosystems there.
SG Chapter 2	Photos	Text contains numerous photos of 1800’s logging activities, modern day tree plantations, and old growth forests.
SG Chapter 2	Investigation	Students are asked to research the history of a particular tree and how it has been impacted by changes in the local environment, and how the local environment might be affected if the tree were cut down.
SG Chapter 3	Reading	The chapter focuses on the Headwaters Forest (an old growth stand) and the struggle to preserve or harvest it. It presents possible scenarios and the potential impacts.
SG Chapter 3	Maps	Maps show the reduction in the amount of old growth forest since 1620.
SG Chapter 3	Activity	Students are asked to write a letter in support of or in opposition to a proposed to protect part of the Headwaters Forest. Students analyze potential impacts and the relationship of rate of change to the impact in order to do this.
SG Chapter 4	Reading	Text outlines the U.S. Global Change Research Program and introduces some of the studies being done at the Wind River Crane Project.
SG Chapter 5	Reading	A research project aimed at discovering the changes in intertidal ecosytems is introduced.
SG Chapter 5	Activity	Students asked to write an essay on an environmental issue that interests them. They are asked to consider the effects on themselves and on future generations.
Standard D: Continuity and Change
D (9-12) #3: Explain and document the importance of relatively short-term changes (e.g., one generation) on a species’ survival.
Source	HowAddressed	Comments
SG Chapter 1	Investigation	Students create an “ecosystem” in a bottle and monitor it s progress over an extended period of time.
SG Chapter 2	Reading	The chapter outlines the history of forest use in the pacific northwest, and how people have impacted the forest ecosystems there. Individual species are mentioned, along with the ecosytems.
SG Chapter 2	Investigation	Students are asked to research the history of a particular tree and how it has been impacted by changes in the local environment, and how the local environment might be affected if the tree were cut down.
SG Chapter 3	Reading	The chapter focuses on the Headwaters Forest (an old growth stand) and the struggle to preserve or harvest it. It presents possible scenarios and the potential impacts.
SG Chapter 4	Reading	Text points out the differing effects of slow versus longer term change.
SG Chapter 5	Activity	Students asked to write an essay on an environmental issue that interests them. They are asked to consider the effects on themselves and on future generations.
Standard F: The Earth
F (9-12) #2: Analyze potential effects of changes in the earth’s oceans and atmosphere.
Source	HowAddressed	Comments
SG Chapter4	Reading	Describes NOAA’s interest in the Wind River Canopy Crane Project, and one researcher’s attempt to begin to more completely understand the interactions between the canopy and the atmosphere, and how one affects the other.
Standard J: Inquiry and Problem Solving
J (9-12) #1: Make accurate observations using appropriate tools and units of measure.
Source	HowAddressed	Comments
SG Chapter 1	Investigation	Students observe an “ecosystem” that they have created, design tests for variables, and record the results of those tests.
SG Chapter 2	Investigation	Students conduct a tree impact study on campus. They measure spread and diameter, and make general observations.
SG Chapter 5	Investigation	Students analyze the “ecosystem” that they have created.
J (9-12) #2: Verify, evaluate, and us e results in a purposeful way. This includes analyzing and interpreting data, making predictions based on observed patterns, testing solutions against the original problem conditions, and formulating additional questions.
Source	HowAddressed	Comments
SG Chapter 1	Investigation	Students observe an “ecosystem” that they have created, design tests for variables, and record the results of those tests.
SG Chapter 3	Activity	Students are asked to write a letter in support of or in opposition to an expensive proposal to protect part of the Headwaters Forest. Students analyze potential impacts and the relationship of rate of change to the impact in order to do this.
SG Chapter 5	Investigation	Students analyze the “ecosystem” that they have created.
SG Chapter 5	Activity	Students asked to write an essay on an environmental issue that interests them. They are asked to consider the effects on themselves and on future generations, based on the information that they gather.
Standard K: Scientific Reasoning
K (9-12) #1: Judge the accuracy of alternative explanations by identifying the evidence necessary to support them.
Source	HowAddressed	Comments
SG Chapter 2	Reading	Students are given perspectives from lumber industry and from environmentalist about the history of the pacific northwest forest use.
SG Chapter 2	Activity	Students are asked for their opinion of the building of roads into national forests both before and after reading the chapter.
SG Chapter 3	Reading	The chapter gives perspectives from the wood products industry as well as from environmental groups on the Head Waters Forest old growth ecosystem and the plan to log it. Students are encouraged to form their own opinion based on the information given.
SG Chapter 3	Activity	Students are asked to write a letter to the editor of a California newspaper supporting or opposing the harvesting of the Head Waters forest. They are encouraged to consider numerous perspectives and to support their position with evidence.
SG Chapter 5	Activity	Students asked to write an essay on an environmental issue from their local news. They are encouraged to consider controversies around the issue.
TG Chapter 3	Activity	Discussion of evidence neededto back up opinions on the Head Waters controversy.
K (9-12) #6: Analyze situations where more than one logical conclusion can be drawn
Source	HowAddressed	Comment
SG Chapter 2	Activity	Students are asked for their opinion of the building of roads into national forests both before and after reading the chapter.
SG Chapter 3	Reading	The chapter gives perspectives from the wood products industry as well as from environmental groups on the Head Waters Forest old growth ecosystem and the plan to log it. Students are encouraged to form their own opinion based on the information given.
SG Chapter 3	Activity	Students are asked to write a letter to the editor of a California newspaper supporting or opposing the harvesting of the Head Waters forest. They are encouraged to consider numerous perspectives and to support their position with evidence.
SG Chapter 5	Activity	Students asked to write an essay on an environmental issue from their local news. They are encouraged to consider controversies around the issue.
Standard L: Communication
L (9-12) #2: Use journals and self-assessment to describe and analyze scientific and technological experiences and to reflect on problem-solving processes.
Source	HowAddressed	Comment
SG Chapter 1	Investigation	Students are asked to keep a log of the changes in an “ecosystem” that they create in a bottle. They are asked to design tests for variables and reflect on the results over time.
SG Chapter	Investigation	Students are asked to write a report based on the findings and reflections in their log.
L (9-12) #3: Make and use appropriate symbols, pictures, diagrams, scale drawings, and models to represent and simplify real-life situations and to solve problems.
Source	HowAddressed	Comments
SG Chapter 1	Investigation	Students are asked to describe and diagram an ecosystem that they create in a bottle.
SG Chapter 2	Investigation	Students are asked to observe and create diagrams representing what they discover about a tree on campus.
SG Chapter 4	Diagrams	Representations of embedded systems.
SG Chapter 5	Investigation	Students are asked to create a report based on the results of studying their ecosystem in a bottle.
TG Chapter 4	Activity	Students are given a model of systems thinking and try an exercise using it.
L (9-12) #4: Employ graphs, tables, and maps in making arguments and drawing conclusions.
Source	HowAddressed	Comments
SG Chapter 3	Maps	Maps show the reduction in the amount of old growth forest since 1620.

Standard M: Implications of Science and Technology
M (9-12) #2: Demonstrate the importance of resource management, controlling environmental impacts, and maintaining natural ecosystems.
Source	How Addressed	Comments
SG Chapter 1	Reading	Text describes how systems on the earth affect one another.
SG Chapter 3	Reading	The chapter focuses on the Headwaters Forest (an old growth stand) and the struggle to preserve or harvest it. It presents possible scenarios and the potential impacts.
SG Chapter 4	Reading	The chapter presents some of the research being done at the Wind River Canopy Crane project and why scientists there think that management and minimizing impacts could be important.
SG Chapter 5	Reading	The chapter focuses on the “Tragedy of the Commons.”
TG Chapter 5	Activity	Students are asked to discuss the idea of Earth as a “commons” in small groups.
M (9-12) #4: Analyze the impacts of various scientific and technological developments.
Source	HowAddressed	Comments
SG Chapter 2	Reading	The chapter details the history of logging in the pacific northwest, and includes information about advances in timber harvesting technology and its affects on the rate and area of harvesting.

GSS alignment with NGSS performance expectations

Legacy Standards Analyses

For the record: GSS and National Science Education Standards (NSES)

Correlations of GSS with State Standards

GSS and MAINE’S LEARNING RESULTS

For the record:
GSS and National Science Education Standards (NSES)