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:

3. The theory of plate tectonics helps explain geological, physical, and geographical features of Earth

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Develop, communicate, and justify an evidence-based scientific explanation about the theory of plate tectonics and how it can be used to understand geological, physical, and geographical features of Earth (DOK 1-3)
  2. Analyze and interpret data on plate tectonics and the geological, physical, and geographical features of Earth (DOK 1-2)
  3. Understand the role plate tectonics has had with respect to long-term global changes in Earth's systems such as continental buildup, glaciations, sea-level fluctuations, and climate change (DOK 1-2)
  4. Investigate and explain how new conceptual interpretations of data and innovative geophysical technologies led to the current theory of plate tectonics (DOK 2-3)

Inquiry Questions:

  1. How do the different types of plate boundaries create different landforms on Earth?
  2. How have scientists "discovered" the layers of Earth?
  3. What drives plate motion?
  4. What might happen to Earth's landforms in the future?

Relevance & Application:

  1. New conceptual interpretations of data and innovative geophysical technologies led to the current theory of plate tectonics.

Nature Of:

  1. Understand that all scientific knowledge is subject to new findings and that the presence of reproducible results yields a scientific theory. (DOK 1)
  2. Ask testable questions and make a falsifiable hypothesis about plate tectonics and design a method to find an answer. (DOK 2-4)
  3. Share experimental data, and respectfully discuss conflicting results. (DOK 2-3)
  4. Recognize that the current understanding of plate tectonics has developed over time and become more sophisticated as new technologies have lead to new evidence. (DOK 1)

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

Concepts and skills students master:

4. Climate is the result of energy transfer among interactions of the atmosphere, hydrosphere, geosphere, and biosphere

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Develop, communicate, and justify an evidence-based scientific explanation that shows climate is a result of energy transfer among the atmosphere, hydrosphere, geosphere and biosphere (DOK 1-3)
  2. Analyze and interpret data on Earth's climate (DOK 1-2)
  3. Explain how a combination of factors such as Earth's tilt, seasons, geophysical location, proximity to oceans, landmass location, latitude, and elevation determine a location's climate (DOK 1-3)
  4. Identify mechanisms in the past and present that have changed Earth's climate (DOK 1)
  5. Analyze the evidence and assumptions regarding climate change (DOK 1-3)
  6. Interpret evidence from weather stations, buoys, satellites, radars, ice and ocean sediment cores, tree rings, cave deposits, native knowledge, and other sources in relation to climate change (DOK 1-3)

Inquiry Questions:

  1. How can changes in the ocean create climate change?
  2. How is climate influenced by changes in Earth's energy balance?
  3. How have climates changed over Earth's history?
  4. How does climate change impact all of Earth's systems?
  5. How have climate changes impacted human society?

Relevance & Application:

  1. Much of the data we receive about the ocean and the atmosphere is from satellites.
  2. Human actions such as burning fossil fuels might impact Earth's climate.
  3. Technological solutions and personal choices such as driving higher mileage cars and using less electricity could reduce the human impact on climate.

Nature Of:

  1. Understand how observations, experiments, and theory are used to construct and refine computer models. (DOK 1)
  2. Examine how computer models are used in predicting the impacts of climate change. (DOK 1-2)
  3. Critically evaluate scientific claims in popular media and by peers regarding climate and climate change, and determine if the 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:

6. The interaction of Earth's surface with water, air, gravity, and biological activity causes physical and chemical changes

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Develop, communicate, and justify an evidence-based scientific explanation addressing questions regarding the interaction of Earth's surface with water, air, gravity, and biological activity (DOK 1-3)
  2. Analyze and interpret data, maps, and models concerning the direct and indirect evidence produced by physical and chemical changes that water, air, gravity, and biological activity create (DOK 1-3)
  3. Evaluate negative and positive consequences of physical and chemical changes on the geosphere (DOK 2-3)
  4. Use remote sensing and geographic information systems (GIS) data to interpret landforms and landform impact on human activity (DOK 1-2)

Inquiry Questions:

  1. How do Earth's systems interact to create new landforms?
  2. What are positive changes on Earth's geosphere due to water, air, gravity, and biological activity?
  3. What are negative changes on Earth's geosphere due to water, air, gravity, and biological activity?

Relevance & Application:

  1. Geologic, physical, and topographic maps can be used to interpret surface features
  2. Recognize that landform models help us understand the interaction among Earth's systems.
  3. Human activities such as agricultural practices have impacts on soil formation and soil loss.)

Nature Of:

  1. Ask testable questions and make a falsifiable hypothesis about physical and chemical changes on the geosphere and use an inquiry based approach to find an answer. (DOK 1-4)
  2. Share experimental data, and respectfully discuss conflicting results. (DOK 2-3)
  3. Use appropriate technology to help gather and analyze data, find background information, and communicate scientific information on physical and chemical changes. (DOK 1-2)

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

Concepts and skills students master:

7. Natural hazards have local, national and global impacts such as volcanoes, earthquakes, tsunamis, hurricanes, and thunderstorms

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Develop, communicate, and justify an evidence-based scientific explanation regarding natural hazards, and explain their potential local and global impacts (DOK 1-3)
  2. Analyze and interpret data about natural hazards using direct and indirect evidence (DOK 1-2)
  3. Make predictions and draw conclusions about the impact of natural hazards on human activity - locally and globally (DOK 2-3)

Inquiry Questions:

  1. Why are some natural hazards difficult to predict, while others are easier to predict?
  2. How are humans impacted by natural hazards?
  3. How can we prepare for natural hazards?
  4. How is climate change expected to change the incidence of natural hazards?

Relevance & Application:

  1. Engineers must know the hazards of a local area and design for it such as building safe structures in zones prone to earthquakes, hurricanes, tsunamis, or tornadoes.
  2. Differing technologies are used to study different types of natural hazards.
  3. Natural hazard zones affect construction or explain why monitoring natural hazards through air traffic safety, evacuations, and protecting property is important.
  4. Science is used by disaster planners who work with the scientific community to develop diverse ways to mitigate the impacts of natural hazards on the human population and on a given ecosystem.

Nature Of:

  1. Collaborate with local, national, and global organizations to report and review natural disaster data, and compare their conclusions to alternate explanations. (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:

1. Weather is a result of complex interactions of Earth's atmosphere, land and water, that are driven by energy from the sun, and can be predicted and described through complex models

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Differentiate between basic and severe weather conditions, and develop an appropriate action plan for personal safety and the safety of others (DOK 1-3)
  2. Observe and gather data for various weather conditions and compare to historical data for that date and location (DOK 1-2)
  3. Use models to develop and communicate a weather prediction (DOK 1-2)

Inquiry Questions:

  1. Why does weather vary from day to day?
  2. What are the strengths and limitations of different types of weather models?
  3. What are the variables that make predicting weather challenging?
  4. How do weather patterns relate to climate?

Relevance & Application:

  1. Weather stations, buoys, satellites, radar, and computer modeling are examples of technology used to help forecast weather.
  2. Weather prediction is based on the interaction of many variables.
  3. Weather prediction can save lives, protect property, and conserve resources.

Nature Of:

  1. Evaluate of the accuracy of various tools used in forecasting weather. (DOK 2-3)
  2. Use the historical context and impact of early weather research and consider the potential implications for current weather studies on science and our society. (DOK 1-3)

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

Concepts and skills students master:

2. Earth has a variety of climates defined by average temperature, precipitation, humidity, air pressure, and wind that have changed over time in a particular location

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Develop, communicate and justify an evidence-based scientific explanation to account for Earth's different climates (DOK 1-3)
  2. Research and evaluate direct and indirect evidence to explain how climates vary from one location to another on Earth (DOK 2-3)
  3. Examine, evaluate, and question information from a variety of sources and media to investigate how climates vary from one location to another on Earth (DOK 1-3)

Inquiry Questions:

  1. How does the climate in one area compare and contrast with another area?
  2. Why are there different climates on Earth?
  3. How has Earth's climate changed over time?
  4. What evidence supports and/or contradicts human influence on climate change?
  5. What is the difference between weather and climate?

Relevance & Application:

  1. Data tables, charts, and graphs allow people to compare and contrast various climates around the globe.
  2. Computer models help people understand past, present, and future climates.

Nature Of:

  1. Ask testable questions and make a falsifiable hypothesis about earth's climate and use an inquiry based approach to find an answer. (DOK 1-4)
  2. Describe various techniques that scientists use to study climate, and suggest ways that each technique can be used to better understand various climates and changes in climate. (DOK 1-2)

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:

1. Major geologic events such as earthquakes, volcanic eruptions, mid-ocean ridges, and mountain formation are associated with plate boundaries and attributed to plate motions

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Gather, analyze, and communicate data that explains Earth's plates, plate motions, and the results of plate motions (DOK 1-2)
  2. Identify, interpret, and explain models of plates motions on Earth (DOK 1-3)
  3. Use maps to locate likely geologic "hot spots", using evidence of earthquakes and volcanic activity (DOK 1-3)
  4. Use web-based or other technology tools to show connections and patterns in data about tectonic plate boundaries and earthquakes, volcanic eruptions, and mountain formation (DOK 1-2)

Inquiry Questions:

  1. How can major geologic events be attributed to plate movement?
  2. What evidence supports the theory of plate tectonics?
  3. What are the effects of plate movement along plate boundaries?

Relevance & Application:

  1. Computer models and simulations help us understand and make informed decisions about major geologic events.
  2. Building codes and emergency plans often reflect natural threats in an area.

Nature Of:

  1. Construct a model to demonstrate how plate movement results in geologic events. (DOK 2-3)
  2. Trace the development of a scientific theory using the theory of plate tectonics. (DOK 2-3)
  3. Describe the ethical traditions of science: value peer review; truthful reporting of methods and outcomes; making work public; and sharing a lens of professional skepticism when reviewing the work of others. (DOK 1)

Content Area: Science
Grade Level Expectations: Sixth 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. Complex interrelationships exist between Earth's structure and natural processes that over time are both constructive and destructive

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Gather, analyze, and communicate an evidence-based explanation for the complex interaction between Earth's constructive and destructive forces (DOK 2-3)
  2. Gather, analyze and communicate evidence form text and other sources that explains the formation of Earth's surface features (DOK 1-3)
  3. Use or create a computer simulation for Earth's changing crust (DOK 1-2)

Inquiry Questions:

  1. How do forces inside Earth and on the surface build, destroy, and change Earth's crust?
  2. How does Earth's surface change over time?

Relevance & Application:

  1. There are costs and benefits to building in areas that are prone to constructive and destructive forces such as earthquakes and landslides.
  2. Harbors, glaciers, and geysers change over time based on geologic and natural events.

Nature Of:

  1. Practice the collaborative inquiry process that scientists use to identify local evidence of Earth's constructive and destructive processes. (DOK 2-3)
  2. Create and compare models that show how natural processes affect Earth's structures. (DOK 2-3)

Content Area: Science
Grade Level Expectations: Fifth 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. Earth's surface changes constantly through a variety of processes and forces

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Analyze and interpret data identifying ways Earth's surface is constantly changing through a variety of processes and forces such as plate tectonics, erosion, deposition, solar influences, climate, and human activity (DOK 1-2)
  2. Develop and communicate an evidence based scientific explanation around one or more factors that change Earth's surface (DOK 2-3)

Inquiry Questions:

  1. How does Earth's surface change?
  2. How do changes on Earth's surface impact humans?

Relevance & Application:

  1. There are benefits and dangers to humans as Earth's surface constantly changes.
  2. Communities take into account the effects of the changing Earth in a variety of ways. For example, they might use springs, stilts, drainage techniques, or build off the ground because of frost heaving.
  3. Some cities have emergency plans for earthquakes, flooding, eruptions, and tornadoes.
  4. The development of technology led to tools that made the establishment of measurement standards - the Richter Scale - possible.

Nature Of:

  1. Ask testable questions about how the earth surface changes. (DOK 2)
  2. Utilize a variety of media sources to collect data for analysis regarding Earth processes and the changing surface. (DOK 1-2)
  3. Assess and provide feedback on other's scientific explanations about factors that change Earth's surface, pushing for reasoning based on evidence and scientific principles (DOK 2-3)

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

Concepts and skills students master:

3. Weather conditions change because of the uneven heating of Earth's surface by the Sun's energy. Weather changes are measured by differences in temperature, air pressure, wind and water in the atmosphere and type of precipitation

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Develop and communicate an evidence-based scientific explanation for changes in weather conditions (DOK 1-3)
  2. Gather, analyze, and interpret data such as temperature, air pressure, wind, and humidity in relation to daily weather conditions (DOK 1-3)
  3. Describe weather conditions based on data collected using a variety of weather tools (DOK 1-2)
  4. Use data collection tools and measuring devices to gather, organize, and analyze data such as temperature, air pressure, wind, and humidity in relation to daily weather conditions (DOK 1-2)

Inquiry Questions:

  1. Why does the Sun heat different surfaces at different rates?
  2. Why does the weather change from day to day?

Relevance & Application:

  1. The Sun's energy helps change daily weather by influencing the water cycle, air movement, and temperature.
  2. Gliders and birds exploit updrafts created by thermals.
  3. Deicing airplanes in the winter is sometimes necessary so that they can fly.
  4. Weather satellites generate data that measure and monitor changes in weather.

Nature Of:

  1. Support explanations of weather using evidence. (DOK 2-3)
  2. Understand how weather maps are utilized to predict the weather from day to day. (DOK 1-2)
  3. Assess and provide feedback on other student's scientific explanations about weather, pushing for reasoning based on evidence and scientific principles. (DOK 2-3)

Content Area: Science
Grade Level Expectations: Third 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's materials can be broken down and/or combined into different materials such as rocks, minerals, rock cycle, formation of soil, and sand - some of which are usable resources for human activity

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Investigate and identify two or more ways that Earth's materials can be broken down and/or combined in different ways such as minerals into rocks, rock cycle, formation of soil, and sand (DOK 1-2)
  2. Use evidence to develop a scientific explanation about one or more processes that break down and/or combine Earth materials (DOK 1-3)
  3. Utilize a variety of media sources to collect and analyze data around Earth's materials and the processes by which they are formed (DOK 1-2)

Inquiry Questions:

  1. What are some of the ways that Earth's materials are formed?
  2. Where do these different materials such as soil, sand, rocks, and oil come from? What is the process by which the materials were formed?
  3. How is Earth's surface changing?
  4. How do rocks "cycle?"

Relevance & Application:

  1. Many of Earth's materials are usable building or energy resources. Extended processes and time are required to convert fossil fuels and soil into useful material.

Nature Of:

  1. Ask testable questions about the composition and formation of rocks. (DOK 2)
  2. Use models to demonstrate the rock cycle or other ways Earth's materials are broken down or combined. (DOK 1-2)

Content Area: Science
Grade Level Expectations: Second 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. Weather and the changing seasons impact the environment and organisms such as humans, plants, and other animals

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Use evidence to develop a scientific explanation for how the weather and changing seasons impacts the organisms such as humans, plants, and other animals - and the environment (DOK 1-3)
  2. Analyze and interpret data such as temperatures in different locations (Sun or shade) at different times and seasons as evidence of how organisms and the environment are influenced by the weather and changing seasons (DOK 1-3)
  3. Analyze ways in which severe weather contributes to catastrophic events such as floods and forest fires (DOK 1-2)

Inquiry Questions:

  1. How does the temperature change at different times during the day (morning, noon, and evening) and from day to day?
  2. What changes do we make in our daily lives based on changes in the weather?
  3. How do weather patterns change throughout the year?

Relevance & Application:

  1. The weather and changing seasons impact organisms such as humans, plants, and other animals - and the environment.
  2. Organisms and the environment are influenced by the weather and changing seasons.

Nature Of:

  1. Ask testable questions about weather and the seasons. (DOK 2)
  2. Make predictions, share thinking, and ask others how they know that organisms and the environment are influenced by the weather and changing seasons. (DOK 2-3)
  3. Select and use appropriate tools to measure, record, and communicate data about the weather using appropriate units. (DOK 1-2)