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High School (9-12) Performance Expectations

This page lists various NGSS standards for high school students. Specifically, this page lists standards that can be taught more easily by using Pi-WRF. Please note that there may be additional Pi-WRF-compatible NGSS standards that are not listed here.

1. HS-ESS2-2 Earth System

It can be scientifically proven that greenhouse gas emissions can cause a rise in global temperature. In addition, there is a link between average humidity levels and geographical area of wetlands. Students must be able to demonstrate an understanding of these concepts and their impact. Teachers must also be able to teach these concepts and their impact, and ensure that students learn them well. This standard emphasizes the need for students and teachers to show such an understanding.

By using the Pi-WRF application, teachers can design curricula that include measurement of surface temperature data. Teachers and students can then compare these data across regions containing varying amounts of greenhouse gases. This can allow both teachers and students to investigate links between greenhouse gas saturation and surface temperature.

Performance Expectation Students can analyze geoscience data to help prove geoscientific concepts. One such concept is that a single change to Earth's surface can create feedback which, in turn, changes other Earth systems. This NGSS standard is composed of the following NGSS 3-D learning elements:
Science and Engineering Practices	Disciplinary Core Ideas	Crosscutting Concepts
Analyzing and Interpreting Data Some scientific tasks inherently require analysis of data. These tasks include proposition of valid and reliable scientific claims, development of optimal design solutions, and many others. Data analysis can be performed using many types of tools and technologies, as well as computational and mathematical models.	ESS2.A: Earth Materials and Systems Earth systems are inherently dynamic, and inevitably interact with one another. Therefore, a change to one Earth system can affect others. This, in turn, can trigger feedback effects that may increase or decrease the original change. ESS2.D: Weather and Climate Earth's global climate systems are driven in many ways by electromagnetic radiation from the Sun. This radiation affects many global climate systems, such as the atmosphere, ocean, and land. These systems are affected by reflection, absorption, storage, and redistribution of solar radiation. In addition, solar radiation can be re-radiated into space, which can also affect global climate.	Stability and Change Both negative and positive feedback are capable of either stabilizing or destabilizing scientific systems. Influence of Engineering, Technology, and Science on Society and the Natural World New technologies can have profound impacts on both society and the environment. However, many of the impacts of new technology are unforeseen and unanticipated. Therefore, cost-benefit analysis should always be involved in decisions about technology.

Performance Expectation

Students can analyze geoscience data to help prove geoscientific concepts. One such concept is that a single change to Earth's surface can create feedback which, in turn, changes other Earth systems.

This NGSS standard is composed of the following NGSS 3-D learning elements:

Science and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Analyzing and Interpreting Data

Some scientific tasks inherently require analysis of data. These tasks include proposition of valid and reliable scientific claims, development of optimal design solutions, and many others. Data analysis can be performed using many types of tools and technologies, as well as computational and mathematical models.

ESS2.A: Earth Materials and Systems

Earth systems are inherently dynamic, and inevitably interact with one another. Therefore, a change to one Earth system can affect others. This, in turn, can trigger feedback effects that may increase or decrease the original change.

ESS2.D: Weather and Climate

Earth's global climate systems are driven in many ways by electromagnetic radiation from the Sun. This radiation affects many global climate systems, such as the atmosphere, ocean, and land. These systems are affected by reflection, absorption, storage, and redistribution of solar radiation. In addition, solar radiation can be re-radiated into space, which can also affect global climate.

Stability and Change

Both negative and positive feedback are capable of either stabilizing or destabilizing scientific systems.

Influence of Engineering, Technology, and Science on Society and the Natural World

New technologies can have profound impacts on both society and the environment. However, many of the impacts of new technology are unforeseen and unanticipated. Therefore, cost-benefit analysis should always be involved in decisions about technology.

2. HS-ESS2-4 Earth Systems

Although human activity is most often blamed for changes in climate, it is only one factor accounting for these changes. In addition to human activity, some of the factors affecting climate include surface temperature, precipitation patterns, and sea levels. All of these factors can have differing impacts over many distinct time periods of varying length. It is important for students to demonstrate an understanding of the many factors that can affect climate over different time periods. This standard emphasizes the need for students to show such an understanding.

By using the Pi-WRF application, students can conduct scientific studies called longitudinal studies. For this standard, these studies can be configured to observe and collect data on human activities and weather. The Pi-WRF application can then analyze these data and provide insight into changes in climate over time periods up to several months.

Performance Expectation Use models to describe how changes to energy flows in Earth's systems affect climate. This NGSS standard is composed of the following NGSS 3-D learning elements:
Science and Engineering Practices	Disciplinary Core Ideas	Crosscutting Concepts
Scientific Knowledge is Based on Empirical Evidence Using a single explanation supported by multiple lines of evidence can strengthen a scientific argument. Developing and Using Models Scientific modeling concepts learned in grades 9-12 build on concepts learned in grades K-8. Modeling concepts learned in high school focus on the elements of using, synthesizing, and developing models. There are many important relationships between systems and their components. Models developed by high school students should be able to predict and show these relationships. Use a model to provide mechanistic accounts of phenomena.	ESS2.A: Earth Materials and Systems The geological record shows that there are many factors that can change both global and regional climate. Factors associated with the Earth include tectonic events, ocean currents, volcanic activity, glacial and vegetation coverage, and human activity. Other factors include changes in the Sun's energy output and Earth's orbit. Changes to climate can occur on a variety of different time scales. Some changes are sudden, such as volcanic ash clouds. Other changes occur on longer time scales, such as ice ages. Still other changes occur over very long time scales, such as tectonic cycles. ESS2.D: Weather and Climate Earth's global climate systems are driven in many ways by electromagnetic radiation from the Sun. This radiation affects many global climate systems, such as the atmosphere, ocean, and land. These systems are affected by reflection, absorption, storage, and redistribution of solar radiation. In addition, solar radiation can be re-radiated into space, which can also affect global climate.	Cause and Effect Empirical evidence is an important part of scientific analysis. It is required in order to distinguish between cause and correlation, and to make claims about specific causes and effects.

Science and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Scientific Knowledge is Based on Empirical Evidence

Using a single explanation supported by multiple lines of evidence can strengthen a scientific argument.

Developing and Using Models

Scientific modeling concepts learned in grades 9-12 build on concepts learned in grades K-8. Modeling concepts learned in high school focus on the elements of using, synthesizing, and developing models. There are many important relationships between systems and their components. Models developed by high school students should be able to predict and show these relationships.

Use a model to provide mechanistic accounts of phenomena.

ESS2.A: Earth Materials and Systems

The geological record shows that there are many factors that can change both global and regional climate. Factors associated with the Earth include tectonic events, ocean currents, volcanic activity, glacial and vegetation coverage, and human activity. Other factors include changes in the Sun's energy output and Earth's orbit. Changes to climate can occur on a variety of different time scales. Some changes are sudden, such as volcanic ash clouds. Other changes occur on longer time scales, such as ice ages. Still other changes occur over very long time scales, such as tectonic cycles.

ESS2.D: Weather and Climate

Cause and Effect

Empirical evidence is an important part of scientific analysis. It is required in order to distinguish between cause and correlation, and to make claims about specific causes and effects.

3. HS-ESS3-5: Earth and Human Activity

It is important for students to be able to forecast specific climate conditions, most notably conditions that are changing rapidly in today's world. These conditions include glacial ice volumes and sea levels, among others. Such forecasts make use of models that account for variations in location, temperature, and precipitation. This standard emphasizes the need for students to be able to make these forecasts.

Analysis of data sometimes involves combining multiple types of data. In this case, students can use Pi-WRF to combine data about changing glacial ice volumes or sea levels with ideal (historic) or real (current) weather data. Students can use such combinations of data to examine if a relationship exists between the systems measured. For this standard, the relationship examined is between changing weather conditions and changing glacial ice volumes or sea levels.

Performance Expectation Analyze geoscience data and the results of global climate models. Use these data to make an evidence-based forecast of the current rate of global or regional climate change. Finally, use the forecast to assess associated future impacts to Earth's systems. This NGSS standard is composed of the following NGSS 3-D learning elements:
Science and Engineering Practices	Disciplinary Core Ideas	Crosscutting Concepts
Analyzing and Interpreting Data. Some scientific tasks inherently require analysis of data. These tasks include proposition of valid and reliable scientific claims, development of optimal design solutions, and many others. Data analysis can be performed using many types of tools and technologies, as well as computational and mathematical models. Scientific Investigations Use a Variety of Methods Science investigations use diverse methods, and do not always use the same sets of procedures to obtain data. With the advent of new technologies, there is also typically an advancement in scientific knowledge. Scientific Knowledge is Based on Empirical Evidence Empirical evidence is an essential component of all scientific knowledge. Using a single explanation supported by multiple lines of evidence can strengthen a scientific argument.	ESS2.A: Global Climate Change The impacts of human activities on Earth systems are greater than they have ever been. However, human abilities to manage these impacts are also greater than ever. This management includes processes of modeling and prediction, among others.	Stability and Change Change to scientific systems, as well as rates of change, can be quantified and modeled. These models operate on many different time scales, some very short and others very long. In addition, it is important to know that some system changes are irreversible.

Performance Expectation

Analyze geoscience data and the results of global climate models. Use these data to make an evidence-based forecast of the current rate of global or regional climate change. Finally, use the forecast to assess associated future impacts to Earth's systems.

This NGSS standard is composed of the following NGSS 3-D learning elements:

Science and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Analyzing and Interpreting Data.

Scientific Investigations Use a Variety of Methods

Science investigations use diverse methods, and do not always use the same sets of procedures to obtain data.

With the advent of new technologies, there is also typically an advancement in scientific knowledge.

Scientific Knowledge is Based on Empirical Evidence

Empirical evidence is an essential component of all scientific knowledge.

Using a single explanation supported by multiple lines of evidence can strengthen a scientific argument.

ESS2.A: Global Climate Change

The impacts of human activities on Earth systems are greater than they have ever been. However, human abilities to manage these impacts are also greater than ever. This management includes processes of modeling and prediction, among others.

Stability and Change

Change to scientific systems, as well as rates of change, can be quantified and modeled. These models operate on many different time scales, some very short and others very long. In addition, it is important to know that some system changes are irreversible.