New Colorado P-12 Academic Standards

Current Display Filter: Science - All - by Specific Prepared Graduate Competency - (Remove PGC Filter)

Content Area: Science
Grade Level Expectations: High School
Standard: 3. Earth Systems Science

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. The history of the universe, solar system and Earth can be inferred from evidence left from past events

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Develop, communicate, and justify an evidence-based scientific explanation addressing questions about Earth's history (DOK 1-3)
  2. Analyze and interpret data regarding Earth's history using direct and indirect evidence (DOK 1-2)
  3. Analyze and interpret data regarding the history of the universe using direct and indirect evidence (DOK 1-2)
  4. Seek, evaluate, and use a variety of specialized resources available from libraries, the Internet, and the community to find scientific information on Earth's history (DOK 1-2)
  5. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate the history of the universe, solar system and Earth (DOK 1-2)

Inquiry Questions:

  1. How do we know the age of Earth, Sun and universe?
  2. How did the formation of Earth help shape its features today?
  3. How can we interpret the geologic history of an area?

Relevance & Application:

  1. Geologic principles such as original horizontality, superposition, cross-cutting relationships, unconformities, and index fossils allow us to accurately interpret geologic history.
  2. Employ data-collection technology such as geographic mapping systems and visualization tools to gather and analyze data and scientific information about Earth's history.

Nature Of:

  1. Understand that all scientific knowledge is subject to new evidence and that the presence of reproducible results yields a scientific theory. (DOK 1)
  2. Critically evaluate scientific claims in popular media and by peers regarding Earth's history, and determine if evidence presented is appropriate and sufficient to support the claims. (DOK 2-3)

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

2. As part of the solar system, Earth interacts with various extraterrestrial forces and energies such as gravity, solar phenomena, electromagnetic radiation, and impact events that influence the planet's geosphere, atmosphere, and biosphere in a variety of ways

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Develop, communicate, and justify an evidence-based scientific explanation addressing questions around the extraterrestrial forces and energies that influence Earth (DOK 1-3)
  2. Analyze and interpret data regarding extraterrestrial forces and energies (DOK 1-2)
  3. Clearly identify assumptions behind conclusions regarding extraterrestrial forces and energies and provide feedback on the validity of alternative explanations (DOK 2-3)
  4. Use specific equipment, technology, and resources such as satellite imagery, global positioning systems (GPS), global information systems (GIS), telescopes, video and image libraries, and computers to explore the universe ) (DOK 1-2)

Inquiry Questions:

  1. What influences Earth's position in the universe?
  2. How does Earth get its energy?
  3. How does the electromagnetic spectrum positively and negatively impact Earth's systems?

Relevance & Application:

  1. Fusion is the most common source of energy in the universe, and it provides the basis of Earth's energy through fusion reactions in the Sun.
  2. Different types of telescopes have given us data about the universe, galaxy, and solar system.

Nature Of:

  1. Understand the physical laws that govern Earth are the same physical laws that govern the rest of the universe. (DOK 1)
  2. Critically evaluate strengths and weaknesses of a model which represents complex natural phenomena. (DOK 2-3)

Content Area: Science
Grade Level Expectations: Eighth Grade
Standard: 3. Earth Systems Science

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

3. The solar system is comprised of various objects that orbit the Sun and are classified based on their characteristics

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Construct a scale model of the solar system, and use it to explain the motion of objects in the system such a planets, Sun, Moons, asteroids, comets, and dwarf planets (DOK 2-3)
  2. Describe methods and equipment used to explore the solar system and beyond (DOK 1)
  3. Design an investigation that involves direct observation of objects in the sky, and analyze and explain results (DOK 2-4)
  4. Research, critique, and communicate scientific theories that explain how the solar system was formed (DOK 1-3)
  5. Use computer data sets and simulations to explore objects in the solar system (DOK 1-2)
  6. Recognize that mathematical models are used to predict orbital paths and events (DOK 1)

Inquiry Questions:

  1. How are the various bodies in the solar system similar and different?
  2. How does investigating characteristics of the various bodies in the solar system provide clues to Earth's origin and evolution?
  3. Why do objects such as satellites, Moons and planets stay in orbit?
  4. How is the life cycle of a star such as the Sun similar to the cycle of life on Earth?

Relevance & Application:

  1. Various technological methods and equipment such as telescopes are used to investigate far-away objects in the solar system and beyond.
  2. By representing galaxies and solar systems, planetariums allow people to simulate the experience of outer space.

Nature Of:

  1. Understand that scientists work from the assumption that the universe is a single system in which the basic rules are the same everywhere - that planets follow the same rules about forces as other objects. (DOK 1)
  2. Recognize that our current understanding of the solar system has developed over centuries of studies by many scientists, and that through continued scientific investigations and advances in data collection, we will continue to refine our understanding of the solar system. (DOK 1)

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

4. The relative positions and motions of Earth, Moon, and Sun can be used to explain observable effects such as seasons, eclipses, and Moon phases

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Develop, communicate, and justify an evidence-based explanation using relative positions of Earth, Moon, and Sun to explain the following natural phenomenon: 1. Tides 2. Eclipses of the Sun and Moon 3. Different shapes of the Moon as viewed from Earth (DOK 1-3)
  2. Analyze and interpret data to explain why we have seasons (DOK 1-2)
  3. Use models to explain the relative motions of Earth, Moon, and Sun over time (DOK 1-2)

Inquiry Questions:

  1. Why do we observe changes in the relative positions of Earth, Moon, and Sun from Earth over time?
  2. How do the relative positions of Earth, Moon and Sun affect natural phenomenon on Earth?

Relevance & Application:

  1. Different tools are used to help understand motion in the solar system.
  2. Space missions can be planned because we understand planetary motion.

Nature Of:

  1. Explore the global consequences of the interrelationships among science, technology and human activity. (DOK 1-4)
  2. Evaluate visual and print media for scientific evidence, bias, and conjecture related to the historical ideas about relative positions of the Earth, Moon and Sun. (DOK 1-3)

Content Area: Science
Grade Level Expectations: Seventh Grade
Standard: 3. Earth Systems Science

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

2. Geologic time, history, and changing life forms are indicated by fossils and successive sedimentation, folding, faulting, and uplifting of layers of sedimentary rock

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Describe the geologic time scale and why it is used (DOK 1)
  2. Identify and describe the impact of major geologic events on life on Earth (DOK 1)
  3. Identify and describe major events in Earth's geologic history (DOK 1)
  4. Use direct and indirect evidence to determine the sequence of events in geologic time (DOK 1-2)

Inquiry Questions:

  1. How can we interpret data from layers of rock?
  2. What is geologic time?

Relevance & Application:

  1. Knowledge of Earth's structure such as knowing where to mine for gold or drill for oil helps humans locate and extract resources.
  2. Dating fossils absolutely and relatively helps assemble the story of the evolution of life on Earth.

Nature Of:

  1. Ask testable questions and make falsifiable hypotheses on the history of the earth and design a method to find an answer. (DOK 2-4)
  2. Describe how scientists study fossils, and suggest ways that understanding fossil evidence contributed to our knowledge about life on Earth over geologic time. (DOK 2-3)

Content Area: Science
Grade Level Expectations: Fourth Grade
Standard: 3. Earth Systems Science

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Earth is part of the solar system, which includes the Sun, Moon, and other bodies that orbit the Sun in predictable patterns that lead to observable paths of objects in the sky as seen from Earth

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Gather, analyze, and interpret data about components of the solar system (DOK 1-2)
  2. Utilize direct and indirect evidence to investigate the components of the solar system (DOK 1-2)
  3. Gather, analyze, and interpret data about the Sunrise and Sunset, and Moon movements and phases (DOK 1-2)
  4. Develop a scientific explanation regarding relationships of the components of the solar system (DOK 1-3)

Inquiry Questions:

  1. What are the patterns of movement for the Sun and Moon across the sky?
  2. How does Earth compare to other objects orbiting the Sun?
  3. How do we study the solar system?

Relevance & Application:

  1. Space exploration has produced data to answer questions about the solar system.
  2. Comets are observable objects seen from Earth which provide scientists data about the solar system.
  3. Orbits in a predictable pattern in space influence season's on Earth.

Nature Of:

  1. Understand that models are developed to explain and predict natural phenomena that cannot be directly observed because they happen over long periods of time. (DOK 1)
  2. Critically evaluate models of the solar system, identifying the strengths and weaknesses of the model in representing what happens in the real solar system. (DOK 2-3)

Content Area: Science
Grade Level Expectations: Kindergarten
Standard: 3. Earth Systems Science

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. The Sun provides heat and light to Earth

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Investigate, explain, and describe that the Sun provides heat and light to Earth (DOK 1)
  2. Analyze and interpret temperature data between day (when the Sun shines on our area) and night (when the Sun does not shine on our area) (DOK 1-3)
  3. Investigate and communicate findings about what happens when the Sun's light is blocked (DOK 1-2)
  4. Investigate and communicate the effect of varying heat and light on the growth of plants through a scientific study (DOK 1-2)

Inquiry Questions:

  1. How does the Sun impact Earth?
  2. What happens when the Sun's light is blocked?

Relevance & Application:

  1. Decisions about activities to do on school grounds can be based on the light and heat from the sun (i.e. read under a tree to stay cool or avoid the slide when it is too hot from the sun, etc.)
  2. People make decisions about where to live based on temperature and how much sun that place gets.

Nature Of:

  1. Question peers and encourage clarity of reasoning about why they think the Sun provides heat and light to Earth. (DOK 2)

Content Area: Science
Grade Level Expectations: Preschool
Standard: 3. Earth Systems Science

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

2. Events such as night, day, the movement of objects in the sky, weather, and seasons have patterns

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify, predict, and extend patterns based on observations and representations of objects in the sky, daily weather, and seasonal changes (DOK 1-3)
  2. Observe and describe patterns observed over the course of a number of days and nights, possibly including differences in the activities or appearance of plants and animals (DOK 1-2)

Inquiry Questions:

  1. What natural patterns do you notice during the day?
  2. What natural patterns do you notice at night?
  3. What patterns do you notice in the seasons?
  4. What patterns do you notice in weather?

Relevance & Application:

  1. Different activities of various animals - including humans - are aligned with daily and seasonal patterns.

Nature Of:

  1. Be open to and curious about new tasks and challenges. (DOK 1-3)
  2. Explore and experiment. (DOK 1-3)