a guide to connections between the globe program and the ... · a guide to connections between the...
TRANSCRIPT
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 1
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 2
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 3
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 4
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 5
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 6
Ob
serv
e N
atu
ral
Ph
eno
men
on
Po
se R
esea
rch
Q
ues
tio
ns
Dev
elo
pIn
vest
igat
ion
Pla
nC
on
du
ctIn
vest
igat
ion
Iden
tify
New
Res
earc
h Q
ues
tio
ns
Sh
are
Fin
din
gs
and
Co
ncl
usi
on
sW
rite
Res
earc
hR
epo
rtA
nal
yze
Dat
a
GLO
BE
Res
earc
h C
olla
bo
rati
on
s
Pee
r C
olla
bro
rati
on
s
Sci
enti
st C
olla
bo
rati
on
s
Res
each
Cam
pai
gn
Co
llab
ora
tio
ns
Th
e G
LOB
E P
rog
ram
Mo
del
fo
r S
tud
ent
Sci
enti
fic
Res
earc
hN
GS
S P
ract
ice
pro
gre
ssio
n f
or
Gra
des
K-2
Pra
ctic
e 1
Ask
and/
or id
entif
y qu
estio
ns t
hat
can
be a
nsw
ered
by
an in
vest
igat
ion.
[P1
.2]
Ask
ques
tions
bas
ed o
n ob
serv
atio
ns t
o fin
d m
ore
info
rmat
ion
abou
t th
e na
tura
l an
d/or
des
igne
d w
orld
(s).
[P1
.1]
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 7
Ob
serv
e N
atu
ral
Ph
eno
men
on
Po
se R
esea
rch
Q
ues
tio
ns
Dev
elo
pIn
vest
igat
ion
Pla
nC
on
du
ctIn
vest
igat
ion
Iden
tify
New
Res
earc
h Q
ues
tio
ns
Sh
are
Fin
din
gs
and
Co
ncl
usi
on
sW
rite
Res
earc
hR
epo
rtA
nal
yze
Dat
a
GLO
BE
Res
earc
h C
olla
bo
rati
on
s
Pee
r C
olla
bro
rati
on
s
Sci
enti
st C
olla
bo
rati
on
s
Res
each
Cam
pai
gn
Co
llab
ora
tio
ns
Th
e G
LOB
E P
rog
ram
Mo
del
fo
r S
tud
ent
Sci
enti
fic
Res
earc
hN
GS
S P
ract
ice
pro
gre
ssio
n f
or
Gra
des
K-2
Pra
ctic
e 2
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 8
Ob
serv
e N
atu
ral
Ph
eno
men
on
Po
se R
esea
rch
Q
ues
tio
ns
Dev
elo
pIn
vest
igat
ion
Pla
nC
on
du
ctIn
vest
igat
ion
Iden
tify
New
Res
earc
h Q
ues
tio
ns
Sh
are
Fin
din
gs
and
Co
ncl
usi
on
sW
rite
Res
earc
hR
epo
rtA
nal
yze
Dat
a
GLO
BE
Res
earc
h C
olla
bo
rati
on
s
Pee
r C
olla
bro
rati
on
s
Sci
enti
st C
olla
bo
rati
on
s
Res
each
Cam
pai
gn
Co
llab
ora
tio
ns
Th
e G
LOB
E P
rog
ram
Mo
del
fo
r S
tud
ent
Sci
enti
fic
Res
earc
hN
GS
S P
ract
ice
pro
gre
ssio
n f
or
Gra
des
K-2
Pra
ctic
e 3
With
gui
danc
e, p
lan
and
cond
uct
an in
vest
igat
ion
in c
olla
bora
tion
with
pee
rs (
for
K). [P
3.1]
Plan
and
con
duct
an
inve
stig
atio
n co
llabo
rativ
ely
to p
rodu
ce d
ata
to s
erve
as
the
basi
s fo
r ev
iden
ce t
o an
swer
a q
uest
ion.
[P3
.2]
Eval
uate
diff
eren
t w
ays
of o
bser
ving
an
d/or
mea
surin
g a
phen
omen
on t
o de
term
ine
whi
ch w
ay c
an a
nsw
er a
que
stio
n. [
P3.3
]
Mak
e ob
serv
atio
ns (
first
hand
or
from
med
ia)
and/
or m
easu
rem
ents
to
colle
ct d
ata
that
ca
n be
use
d to
mak
e co
mpa
rison
s. [
P3.4
]
Mak
e pr
edic
tions
bas
ed o
n pr
ior
expe
rienc
es. [P
3.6]
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 9
Ob
serv
e N
atu
ral
Ph
eno
men
on
Po
se R
esea
rch
Q
ues
tio
ns
Dev
elo
pIn
vest
igat
ion
Pla
nC
on
du
ctIn
vest
igat
ion
Iden
tify
New
Res
earc
h Q
ues
tio
ns
Sh
are
Fin
din
gs
and
Co
ncl
usi
on
sW
rite
Res
earc
hR
epo
rtA
nal
yze
Dat
a
GLO
BE
Res
earc
h C
oll
abo
rati
on
s
Pee
r C
olla
bro
rati
on
s
Sci
enti
st C
olla
bo
rati
on
s
Res
each
Cam
pai
gn
Co
llab
ora
tio
ns
Th
e G
LOB
E P
rog
ram
Mo
del
fo
r S
tud
ent
Sci
enti
fic
Res
earc
hN
GS
S P
ract
ice
pro
gre
ssio
n f
or
Gra
des
K-2
Pra
ctic
e 4
Rec
ord
info
rmat
ion
(obs
erva
tions
, th
ough
ts, an
d id
eas)
. [P
4.1]
Use
and
sha
re p
ictu
res,
dra
win
gs,
and/
or w
ritin
gs o
f ob
serv
atio
ns. [P
4.2]
Use
obs
erva
tions
(fir
stha
nd o
r fr
om m
edia
) to
de
scrib
e pa
tter
ns a
nd/o
r re
latio
nshi
ps in
the
na
tura
l and
des
igne
d w
orld
(s)
in o
rder
to
answ
er
scie
ntifi
c qu
estio
ns a
nd s
olve
pro
blem
s. [
P4.3
]
Com
pare
pre
dict
ions
(ba
sed
on p
rior
expe
rienc
es)
to
wha
t oc
curr
ed (
obse
rvab
le e
vent
s). [P
4.4]
Use
and
sha
re p
ictu
res,
dra
win
gs,
and/
or w
ritin
gs o
f ob
serv
atio
ns. [P
4.2]
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 10
Ob
serv
e N
atu
ral
Ph
eno
men
on
Po
se R
esea
rch
Q
ues
tio
ns
Dev
elo
pIn
vest
igat
ion
Pla
nC
on
du
ctIn
vest
igat
ion
Iden
tify
New
Res
earc
h Q
ues
tio
ns
Sh
are
Fin
din
gs
and
Co
ncl
usi
on
sW
rite
Res
earc
hR
epo
rtA
nal
yze
Dat
a
GLO
BE
Res
earc
h C
oll
abo
rati
on
s
Pee
r C
olla
bro
rati
on
s
Sci
enti
st C
olla
bo
rati
on
s
Res
each
Cam
pai
gn
Co
llab
ora
tio
ns
Th
e G
LOB
E P
rog
ram
Mo
del
fo
r S
tud
ent
Sci
enti
fic
Res
earc
hN
GS
S P
ract
ice
pro
gre
ssio
n f
or
Gra
des
K-2
Pra
ctic
e 5
Use
cou
ntin
g an
d nu
mbe
rs t
o id
entif
y an
d de
scrib
e pa
tter
ns in
the
nat
ural
an
d de
sign
ed w
orld
(s).
[P5
.2]
Dec
ide
whe
n to
use
qua
litat
ive
vs. qu
antit
ativ
e da
ta. [P
5.1]
Des
crib
e, m
easu
re, an
d/or
com
pare
qua
ntita
tive
attr
ibut
es o
f di
ffer
ent
obje
cts
and
disp
lay
the
data
usi
ng s
impl
e gr
aphs
. [P
5.3]
Use
cou
ntin
g an
d nu
mbe
rs t
o id
entif
y an
d de
scrib
e pa
tter
ns in
the
nat
ural
an
d de
sign
ed w
orld
(s).
[P5
.2]
Use
cou
ntin
g an
d nu
mbe
rs t
o id
entif
y an
d de
scrib
e pa
tter
ns in
the
nat
ural
an
d de
sign
ed w
orld
(s).
[P5
.2]
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 11
Ob
serv
e N
atu
ral
Ph
eno
men
on
Po
se R
esea
rch
Q
ues
tio
ns
Dev
elo
pIn
vest
igat
ion
Pla
nC
on
du
ctIn
vest
igat
ion
Iden
tify
New
Res
earc
h Q
ues
tio
ns
Sh
are
Fin
din
gs
and
Co
ncl
usi
on
sW
rite
Res
earc
hR
epo
rtA
nal
yze
Dat
a
GLO
BE
Res
earc
h C
olla
bo
rati
on
s
Pee
r C
olla
bro
rati
on
s
Sci
enti
st C
olla
bo
rati
on
s
Res
each
Cam
pai
gn
Co
llab
ora
tio
ns
Th
e G
LOB
E P
rog
ram
Mo
del
fo
r S
tud
ent
Sci
enti
fic
Res
earc
hN
GS
S P
ract
ice
pro
gre
ssio
n f
or
Gra
des
K-2
Pra
ctic
e 6
Mak
e ob
serv
atio
ns (
first
hand
or
from
med
ia)
to c
onst
ruct
an
evi
denc
e-ba
sed
acco
unt
for
natu
ral p
heno
men
a. [
P6.1
]
Mak
e ob
serv
atio
ns (
first
hand
or
from
med
ia)
to c
onst
ruct
an
evi
denc
e-ba
sed
acco
unt
for
natu
ral p
heno
men
a. [
P6.1
]
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 12
Ob
serv
e N
atu
ral
Ph
eno
men
on
Po
se R
esea
rch
Q
ues
tio
ns
Dev
elo
pIn
vest
igat
ion
Pla
nC
on
du
ctIn
vest
igat
ion
Iden
tify
New
Res
earc
h Q
ues
tio
ns
Sh
are
Fin
din
gs
and
Co
ncl
usi
on
sW
rite
Res
earc
hR
epo
rtA
nal
yze
Dat
a
GLO
BE
Res
earc
h C
olla
bo
rati
on
s
Pee
r C
olla
bro
rati
on
s
Sci
enti
st C
olla
bo
rati
on
s
Res
each
Cam
pai
gn
Co
llab
ora
tio
ns
Th
e G
LOB
E P
rog
ram
Mo
del
fo
r S
tud
ent
Sci
enti
fic
Res
earc
hN
GS
S P
ract
ice
pro
gre
ssio
n f
or
Gra
des
K-2
Pra
ctic
e 7
Dis
tingu
ish
betw
een
opin
ions
and
evi
denc
e in
one
's o
wn
expl
anat
ions
. [P
7.4.
]
Anal
yze
why
som
e ev
iden
ce is
rel
evan
t to
a
scie
ntifi
c qu
estio
n an
d so
me
is n
ot. [P
7.3]
Dis
tingu
ish
betw
een
expl
anat
ions
tha
t ac
coun
t fo
r al
l ga
ther
ed e
vide
nce
and
thos
e th
at d
o no
t. [
P7.2
]
Iden
tify
argu
men
ts t
hat
are
supp
orte
d by
evi
denc
e. [
P7.1
].Li
sten
act
ivel
y to
arg
umen
ts t
o in
dica
te a
gree
men
t or
dis
agre
emen
t ba
sed
on e
vide
nce,
and
/or
to r
etel
l th
e m
ain
poin
ts o
f th
e ar
gum
ent.
[P7
.5]
Cons
truc
t an
arg
umen
t w
ith e
vide
nce
to s
uppo
rt a
cla
im. [P
7.6]
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 13
Ob
serv
e N
atu
ral
Ph
eno
men
on
Po
se R
esea
rch
Q
ues
tio
ns
Dev
elo
pIn
vest
igat
ion
Pla
nC
on
du
ctIn
vest
igat
ion
Iden
tify
New
Res
earc
h Q
ues
tio
ns
Sh
are
Fin
din
gs
and
Co
ncl
usi
on
sW
rite
Res
earc
hR
epo
rtA
nal
yze
Dat
a
GLO
BE
Res
earc
h C
olla
bo
rati
on
s
Pee
r C
olla
bro
rati
on
s
Sci
enti
st C
olla
bo
rati
on
s
Res
each
Cam
pai
gn
Co
llab
ora
tio
ns
Th
e G
LOB
E P
rog
ram
Mo
del
fo
r S
tud
ent
Sci
enti
fic
Res
earc
hN
GS
S P
ract
ice
pro
gre
ssio
n f
or
Gra
des
K-2
Pra
ctic
e 8
Obt
ain
info
rmat
ion
usin
g va
rious
tex
ts, te
xt f
eatu
res
(e.g
., h
eadi
ngs,
tab
les
of c
onte
nts,
glo
ssar
ies,
ele
ctro
nic
men
us, ic
ons)
, an
d ot
her
med
ia t
hat
will
be
usef
ul in
ans
wer
ing
a sc
ient
ific
ques
tion
and/
or s
uppo
rtin
g a
scie
ntifi
c cl
aim
. [P
8.3]
Rea
d gr
ade-
appr
opria
te t
exts
and
/or
use
med
ia t
o o
btai
n sc
ient
ific
and/
or t
echn
ical
info
rmat
ion
to
dete
rmin
e pa
tter
ns in
and
/or
evid
ence
abo
ut t
he
natu
ral a
nd d
esig
ned
wor
ld(s
). [
P8.1
].
Des
crib
e ho
w s
peci
fic im
ages
(e.
g., a
diag
ram
sho
win
g ho
w a
m
achi
ne w
orks
) su
ppor
t a
scie
ntifi
c or
eng
inee
ring
idea
. [P
8.2]
Com
mun
icat
e in
form
atio
n or
des
ign
idea
s an
d/or
sol
utio
ns
with
oth
ers
in o
ral a
nd/o
r w
ritte
n fo
rms
usin
g m
odel
s,
draw
ings
, w
ritin
g, o
r nu
mbe
rs t
hat
prov
ide
deta
il ab
out
scie
ntifi
c id
eas,
pra
ctic
es, an
d/or
des
ign
idea
s. [
P8.4
]
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 14
Ob
serv
e N
atu
ral
Ph
eno
men
on
Po
se R
esea
rch
Q
ues
tio
ns
Dev
elo
pIn
vest
igat
ion
Pla
nC
on
du
ctIn
vest
igat
ion
Iden
tify
New
Res
earc
h Q
ues
tio
ns
Sh
are
Fin
din
gs
and
Co
ncl
usi
on
sW
rite
Res
earc
hR
epo
rtA
nal
yze
Dat
a
GLO
BE
Res
earc
h C
olla
bo
rati
on
s
Pee
r C
olla
bro
rati
on
s
Sci
enti
st C
olla
bo
rati
on
s
Res
each
Cam
pai
gn
Co
llab
ora
tio
ns
Th
e G
LOB
E P
rog
ram
Mo
del
fo
r S
tud
ent
Sci
enti
fic
Res
earc
hN
GS
S P
ract
ice
pro
gre
ssio
n f
or
Gra
des
K-2
All
Pra
ctic
es
Ask
and/
or id
entif
y qu
estio
ns t
hat
can
be a
nsw
ered
by
an in
vest
igat
ion.
[P1
.2]
Ask
ques
tions
bas
ed o
n ob
serv
atio
ns t
o fin
d m
ore
info
rmat
ion
abou
t th
e na
tura
l an
d/or
des
igne
d w
orld
(s).
[P1
.1]
With
gui
danc
e, p
lan
and
cond
uct
an in
vest
igat
ion
in c
olla
bora
tion
with
pee
rs (
for
K). [P
3.1]
Plan
and
con
duct
an
inve
stig
atio
n co
llabo
rativ
ely
to p
rodu
ce d
ata
to s
erve
as
the
basi
s fo
r ev
iden
ce t
o an
swer
a q
uest
ion.
[P3
.2]
Eval
uate
diff
eren
t w
ays
of o
bser
ving
an
d/or
mea
surin
g a
phen
omen
on t
o de
term
ine
whi
ch w
ay c
an a
nsw
er a
que
stio
n. [
P3.3
]
Mak
e ob
serv
atio
ns (
first
hand
or
from
med
ia)
and/
or m
easu
rem
ents
to
colle
ct d
ata
that
ca
n be
use
d to
mak
e co
mpa
rison
s. [
P3.4
]
Mak
e pr
edic
tions
bas
ed o
n pr
ior
expe
rienc
es. [P
3.6]
Rec
ord
info
rmat
ion
(obs
erva
tions
, th
ough
ts, an
d id
eas)
. [P
4.1]
Use
and
sha
re p
ictu
res,
dra
win
gs,
and/
or w
ritin
gs o
f ob
serv
atio
ns. [P
4.2]
Use
obs
erva
tions
(fir
stha
nd o
r fr
om m
edia
) to
de
scrib
e pa
tter
ns a
nd/o
r re
latio
nshi
ps in
the
na
tura
l and
des
igne
d w
orld
(s)
in o
rder
to
answ
er
scie
ntifi
c qu
estio
ns a
nd s
olve
pro
blem
s. [
P4.3
]
Com
pare
pre
dict
ions
(ba
sed
on p
rior
expe
rienc
es)
to
wha
t oc
curr
ed (
obse
rvab
le e
vent
s). [P
4.4]
Use
and
sha
re p
ictu
res,
dra
win
gs,
and/
or w
ritin
gs o
f ob
serv
atio
ns. [P
4.2]
Use
cou
ntin
g an
d nu
mbe
rs t
o id
entif
y an
d de
scrib
e pa
tter
ns in
the
nat
ural
an
d de
sign
ed w
orld
(s).
[P5
.2]
Dec
ide
whe
n to
use
qua
litat
ive
vs. qu
antit
ativ
e da
ta. [P
5.1]
Des
crib
e, m
easu
re, an
d/or
com
pare
qua
ntita
tive
attr
ibut
es o
f di
ffer
ent
obje
cts
and
disp
lay
the
data
usi
ng s
impl
e gr
aphs
. [P
5.3]
Use
cou
ntin
g an
d nu
mbe
rs t
o id
entif
y an
d de
scrib
e pa
tter
ns in
the
nat
ural
an
d de
sign
ed w
orld
(s).
[P5
.2]
Use
cou
ntin
g an
d nu
mbe
rs t
o id
entif
y an
d de
scrib
e pa
tter
ns in
the
nat
ural
an
d de
sign
ed w
orld
(s).
[P5
.2]
Mak
e ob
serv
atio
ns (
first
hand
or
from
med
ia)
to c
onst
ruct
an
evi
denc
e-ba
sed
acco
unt
for
natu
ral p
heno
men
a. [
P6.1
]
Mak
e ob
serv
atio
ns (
first
hand
or
from
med
ia)
to c
onst
ruct
an
evi
denc
e-ba
sed
acco
unt
for
natu
ral p
heno
men
a. [
P6.1
]
Dis
tingu
ish
betw
een
opin
ions
and
evi
denc
e in
one
's o
wn
expl
anat
ions
. [P
7.4.
]
Anal
yze
why
som
e ev
iden
ce is
rel
evan
t to
a
scie
ntifi
c qu
estio
n an
d so
me
is n
ot. [P
7.3]
Dis
tingu
ish
betw
een
expl
anat
ions
tha
t ac
coun
t fo
r al
l ga
ther
ed e
vide
nce
and
thos
e th
at d
o no
t. [
P7.2
]
Iden
tify
argu
men
ts t
hat
are
supp
orte
d by
evi
denc
e. [
P7.1
].Li
sten
act
ivel
y to
arg
umen
ts t
o in
dica
te a
gree
men
t or
dis
agre
emen
t ba
sed
on e
vide
nce,
and
/or
to r
etel
l th
e m
ain
poin
ts o
f th
e ar
gum
ent.
[P7
.5]
Cons
truc
t an
arg
umen
t w
ith e
vide
nce
to s
uppo
rt a
cla
im. [P
7.6]
Obt
ain
info
rmat
ion
usin
g va
rious
tex
ts, te
xt f
eatu
res
(e.g
., h
eadi
ngs,
tab
les
of c
onte
nts,
glo
ssar
ies,
ele
ctro
nic
men
us, ic
ons)
, an
d ot
her
med
ia t
hat
will
be
usef
ul in
ans
wer
ing
a sc
ient
ific
ques
tion
and/
or s
uppo
rtin
g a
scie
ntifi
c cl
aim
. [P
8.3]
Rea
d gr
ade-
appr
opria
te t
exts
and
/or
use
med
ia t
o o
btai
n sc
ient
ific
and/
or t
echn
ical
info
rmat
ion
to
dete
rmin
e pa
tter
ns in
and
/or
evid
ence
abo
ut t
he
natu
ral a
nd d
esig
ned
wor
ld(s
). [
P8.1
].
Des
crib
e ho
w s
peci
fic im
ages
(e.
g., a
diag
ram
sho
win
g ho
w a
m
achi
ne w
orks
) su
ppor
t a
scie
ntifi
c or
eng
inee
ring
idea
. [P
8.2]
Com
mun
icat
e in
form
atio
n or
des
ign
idea
s an
d/or
sol
utio
ns
with
oth
ers
in o
ral a
nd/o
r w
ritte
n fo
rms
usin
g m
odel
s,
draw
ings
, w
ritin
g, o
r nu
mbe
rs t
hat
prov
ide
deta
il ab
out
scie
ntifi
c id
eas,
pra
ctic
es, an
d/or
des
ign
idea
s. [
P8.4
]
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 15
Grades K-2
NGSS Practices integrated into the GLOBE Program Model for Student Scientific Research
builds on prior experiences and progresses to simple
descriptive questions that can be tested.
MSSR
and progresses to include using and developing
models (i.e., diagram, drawing, physical replica,
diorama, dramatization, or storyboard) that
represent concrete events or design solutions.
MSSR
3. Planning and carrying out investigations to
answer questions or test solutions to problems in
simple investigations, based on fair tests, which
provide data to support explanations or design
solutions.
MSSR
and progresses to collecting, recording, and sharing
observations.
MSSR
Ask questions based on observations to find
more information about the natural and/or
designed world(s). [P1.1] X
Distinguish between a model and the actual
object, process, and/or events the model
represents. [P2.1]
With guidance, plan and conduct an investigation
in collaboration with peers (for K). [P3.1]
X
Record information (observations, thoughts, and
ideas). [P4.1]
X
Ask and/or identify questions that can be
answered by an investigation. [P1.2]
X
Compare models to identify common features
and differences. [P2.2]
Plan and conduct an investigation collaboratively
to produce data to serve as the basis for evidence
to answer a question. [P3.2] X
Use and share pictures, drawings, and/or writings
of observations. [P4.2]
X
Define a simple problem that can be solved
through the development of a new or improved
object or tool. [P1.3]
Develop and/or use a model to represent
amounts, relationships, relative scales (bigger,
smaller), and/or patterns in the natural and
designed world(s). [P2.3]
Evaluate different ways of observing and/or
measuring a phenomenon to determine which
way can answer a question. [P3.3]
X
Use observations (firsthand or from media) to
describe patterns and/or relationships in the
natural and designed world(s) in order to answer
scientific questions and solve problems. [P4.3]
X
Develop a simple model based on evidence to
represent a proposed object or tool. [P2.4]
Make observations (firsthand or from media)
and/or measurements to collect data that can be
used to make comparisons. [P3.4]
X
Compare predictions (based on prior
experiences) to what occurred (observable
events). [P4.4]
X
Make observations (firsthand or from media)
and/or measurements of a proposed object or
tool or solution to determine if it solves a
problem or meets a goal. [P3.5]
Analyze data from tests of an object or tool to
determine if it works as intended. [P4.5]
Make predictions based on prior experiences.
[P3.6] X
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 16
builds on prior experience and progresses to
recognizing that mathematics can be used to
describe the natural and designed world(s).
MSSR
6. Constructing explanations and designing
progresses to the use of evidence and ideas in
constructing evidence-based accounts of natural
phenomena and designing solutions.
MSSR
builds on prior experiences and progresses to
comparing ideas and representations about the
natural and designed world(s).
MSSR
8. Obtaining, evaluating, and communicating
uses observations and texts to communicate new
information.
MSSR
Decide when to use qualitative vs. quantitative
data. [P5.1]
X
Make observations (firsthand or from media) to
construct an evidence-based account for natural
phenomena. [P6.1] X
Identify arguments that are supported by
evidence. [P7.1]
X
Read grade-appropriate texts and/or use media
to obtain scientific and/or technical information
to determine patterns in and/or evidence about
the natural and designed world(s). [P8.1]X
Use counting and numbers to identify and
describe patterns in the natural and designed
world(s). [P5.2] X
Use tools and/or materials to design and/or build
a device that solves a specific problem or a
solution to a specific problem. [P6.2]
Distinguish between explanations that account
for all gathered evidence and those that do not.
[P7.2] X
Describe how specific images (e.g., a diagram
showing how a machine works) support a
scientific or engineering idea. [P8.2] X
Describe, measure, and/or compare quantitative
attributes of different objects and display the data
using simple graphs. [P5.3]
X
Generate and/or compare multiple solutions to a
problem. [P6.3]
Analyze why some evidence is relevant to a
scientific question and some is not. [P7.3]
X
Obtain information using various texts, text
features (e.g., headings, tables of contents,
glossaries, electronic menus, icons), and other
media that will be useful in answering a scientific
question and/or supporting a scientific claim.
[P8.3]X
Use quantitative data to compare two alternative
solutions to a problem. [P5.4]
Distinguish between opinions and evidence in
X
Communicate information or design ideas and/or
solutions with others in oral and/or written forms
using models, drawings, writing, or numbers that
provide detail about scientific ideas, practices,
and/or design ideas. [P8.4] X
Listen actively to arguments to indicate
agreement or disagreement based on evidence,
and/or to retell the main points of the argument.
[P7.5]X
Construct an argument with evidence to support
a claim. [P7.6] X
Make a claim about the effectiveness of an object,
tool, or solution that is supported by relevant
evidence. [P7.7]
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 17
Ob
serv
e N
atu
ral
Ph
eno
men
on
Po
se R
esea
rch
Q
ues
tio
ns
Dev
elo
pIn
vest
igat
ion
Pla
nC
on
du
ctIn
vest
igat
ion
Iden
tify
New
Res
earc
h Q
ues
tio
ns
Sh
are
Fin
din
gs
and
Co
ncl
usi
on
sW
rite
Res
earc
hR
epo
rtA
nal
yze
Dat
a
GLO
BE
Res
earc
h C
olla
bo
rati
on
s
Pee
r C
olla
bro
rati
on
s
Sci
enti
st C
olla
bo
rati
on
s
Res
each
Cam
pai
gn
Co
llab
ora
tio
ns
Th
e G
LO
BE
Pro
gra
m M
od
el f
or
Stu
de
nt
Sci
en
tifi
c R
ese
arc
h
NG
SS
Pra
ctic
e p
rog
ress
ion
fo
r G
rad
es
3-5
Pra
ctic
e 1
Ask
ques
tions
abo
ut w
hat
wou
ld
happ
en if
a v
aria
ble
is c
hang
ed. [P
1.1]
Iden
tify
scie
ntifi
c (t
esta
ble)
and
non
-sci
entif
ic
(non
-tes
tabl
e) q
uest
ions
. [P
1.2]
Ask
ques
tions
tha
t ca
n be
inve
stig
ated
and
pred
ict
reas
onab
le o
utco
mes
bas
ed o
n pa
tter
nssu
ch a
s ca
use
and
effe
ct r
elat
ions
hips
. [P
1.3]
Def
ine
a si
mpl
e de
sign
pro
blem
tha
t ca
nbe
sol
ved
thro
ugh
the
deve
lopm
ent
ofan
obj
ect,
too
l, pr
oces
s, o
r sy
stem
and
incl
udes
seve
ral c
riter
ia f
or s
ucce
ss a
nd c
onst
rain
ts o
mat
eria
ls, tim
e, o
r co
st. [P
1.5]
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 18
Ob
serv
e N
atu
ral
Ph
eno
men
on
Po
se R
esea
rch
Q
ues
tio
ns
Dev
elo
pIn
vest
igat
ion
Pla
nC
on
du
ctIn
vest
igat
ion
Iden
tify
New
Res
earc
h Q
ues
tio
ns
Sh
are
Fin
din
gs
and
Co
ncl
usi
on
sW
rite
Res
earc
hR
epo
rtA
nal
yze
Dat
a
GLO
BE
Res
earc
h C
olla
bo
rati
on
s
Pee
r C
olla
bro
rati
on
s
Sci
enti
st C
olla
bo
rati
on
s
Res
each
Cam
pai
gn
Co
llab
ora
tio
ns
Th
e G
LO
BE
Pro
gra
m M
od
el f
or
Stu
de
nt
Sci
en
tifi
c R
ese
arc
h
NG
SS
Pra
ctic
e p
rog
ress
ion
fo
r G
rad
es
3-5
Pra
ctic
e 2
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 19
Ob
serv
e N
atu
ral
Ph
eno
men
on
Po
se R
esea
rch
Q
ues
tio
ns
Dev
elo
pIn
vest
igat
ion
Pla
nC
on
du
ctIn
vest
igat
ion
Iden
tify
New
Res
earc
h Q
ues
tio
ns
Sh
are
Fin
din
gs
and
Co
ncl
usi
on
sW
rite
Res
earc
hR
epo
rtA
nal
yze
Dat
a
GLO
BE
Res
earc
h C
olla
bo
rati
on
s
Pee
r C
olla
bro
rati
on
s
Sci
enti
st C
olla
bo
rati
on
s
Res
each
Cam
pai
gn
Co
llab
ora
tio
ns
Th
e G
LO
BE
Pro
gra
m M
od
el f
or
Stu
de
nt
Sci
en
tifi
c R
ese
arc
h
NG
SS
Pra
ctic
e p
rog
ress
ion
fo
r G
rad
es
3-5
Pra
ctic
e 3
Plan
and
con
duct
an
inve
stig
atio
n co
llabo
rativ
ely
to p
rodu
ce d
ata
to s
erve
as
the
basi
s fo
r ev
iden
ce,
usin
g fa
ir te
sts
in w
hich
var
iabl
es a
re c
ontr
olle
dan
d th
e nu
mbe
r of
tria
ls c
onsi
dere
d. [
P3.1
]
Eval
uate
app
ropr
iate
met
hods
and
/or
tool
s fo
r co
llect
ing
data
. [P
3.2]
Mak
e ob
serv
atio
ns a
nd/o
r m
easu
rem
ents
to
prod
uce
data
to
serv
e as
the
bas
is f
or e
vide
nce
for
an e
xpla
natio
nof
a p
heno
men
on o
r te
st a
des
ign
solu
tion.
[P3
.3]
Mak
e pr
edic
tions
abo
ut w
hat
wou
ldha
ppen
if a
var
iabl
e ch
ange
s. [
P3.4
]
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 20
Ob
serv
e N
atu
ral
Ph
eno
men
on
Po
se R
esea
rch
Q
ues
tio
ns
Dev
elo
pIn
vest
igat
ion
Pla
nC
on
du
ctIn
vest
igat
ion
Iden
tify
New
Res
earc
h Q
ues
tio
ns
Sh
are
Fin
din
gs
and
Co
ncl
usi
on
sW
rite
Res
earc
hR
epo
rtA
nal
yze
Dat
a
GLO
BE
Res
earc
h C
olla
bo
rati
on
s
Pee
r C
olla
bro
rati
on
s
Sci
enti
st C
olla
bo
rati
on
s
Res
each
Cam
pai
gn
Co
llab
ora
tio
ns
Th
e G
LO
BE
Pro
gra
m M
od
el f
or
Stu
de
nt
Sci
en
tifi
c R
ese
arc
h
NG
SS
Pra
ctic
e p
rog
ress
ion
fo
r G
rad
es
3-5
Pra
ctic
e 4
Whe
n po
ssib
le a
nd f
easi
ble,
dig
ital
tool
s sh
ould
be
used
. [P
4.1]
Rep
rese
nt d
ata
in t
able
s an
d/or
var
ious
gra
phic
aldi
spla
ys (
bar
grap
hs, pi
ctog
raph
s an
d/or
pie
cha
rts)
to r
evea
l pat
tern
s th
at in
dica
te r
elat
ions
hips
. [P
4.2]
Anal
yze
and
inte
rpre
t da
ta t
o m
ake
sens
e of
phen
omen
a, u
sing
logi
cal r
easo
ning
,m
athe
mat
ics,
and
/or
com
puta
tion.
[P4
.3]
Com
pare
and
con
tras
t da
ta c
olle
cted
by d
iffer
ent
grou
ps in
ord
er t
o di
scus
ssi
mila
ritie
s an
d di
ffer
ence
s in
the
ir fin
ding
s. [
P4.4
]
Whe
n po
ssib
le a
nd f
easi
ble,
dig
ital
tool
s sh
ould
be
used
. [P
4.1]
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 21
Ob
serv
e N
atu
ral
Ph
eno
men
on
Po
se R
esea
rch
Q
ues
tio
ns
Dev
elo
pIn
vest
igat
ion
Pla
nC
on
du
ctIn
vest
igat
ion
Iden
tify
New
Res
earc
h Q
ues
tio
ns
Sh
are
Fin
din
gs
and
Co
ncl
usi
on
sW
rite
Res
earc
hR
epo
rtA
nal
yze
Dat
a
GLO
BE
Res
earc
h C
olla
bo
rati
on
s
Pee
r C
olla
bro
rati
on
s
Sci
enti
st C
olla
bo
rati
on
s
Res
each
Cam
pai
gn
Co
llab
ora
tio
ns
Th
e G
LO
BE
Pro
gra
m M
od
el f
or
Stu
de
nt
Sci
en
tifi
c R
ese
arc
h
NG
SS
Pra
ctic
e p
rog
ress
ion
fo
r G
rad
es
3-5
Pra
ctic
e 5
Org
aniz
e si
mpl
e da
ta s
ets
to r
evea
l pat
tern
sth
at s
ugge
st r
elat
ions
hips
. [P
5.2]
Org
aniz
e si
mpl
e da
ta s
ets
to r
evea
l pat
tern
sth
at s
ugge
st r
elat
ions
hips
. [P
5.2]
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 22
Ob
serv
e N
atu
ral
Ph
eno
men
on
Po
se R
esea
rch
Q
ues
tio
ns
Dev
elo
pIn
vest
igat
ion
Pla
nC
on
du
ctIn
vest
igat
ion
Iden
tify
New
Res
earc
h Q
ues
tio
ns
Sh
are
Fin
din
gs
and
Co
ncl
usi
on
sW
rite
Res
earc
hR
epo
rtA
nal
yze
Dat
a
GLO
BE
Res
earc
h C
olla
bo
rati
on
s
Pee
r C
olla
bro
rati
on
s
Sci
enti
st C
olla
bo
rati
on
s
Res
each
Cam
pai
gn
Co
llab
ora
tio
ns
Th
e G
LO
BE
Pro
gra
m M
od
el f
or
Stu
de
nt
Sci
en
tifi
c R
ese
arc
h
NG
SS
Pra
ctic
e p
rog
ress
ion
fo
r G
rad
es
3-5
Pra
ctic
e 6
Cons
truc
t an
exp
lana
tion
of o
bser
ved
rela
tions
hips
(e.g
., t
he d
istr
ibut
ion
of p
lant
s in
the
bac
k ya
rd).
[P6
.1]
Iden
tify
the
evid
ence
tha
t su
ppor
ts p
artic
ular
poin
ts in
an
expl
anat
ion.
[P6
.3]
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 23
Ob
serv
e N
atu
ral
Ph
eno
men
on
Po
se R
esea
rch
Q
ues
tio
ns
Dev
elo
pIn
vest
igat
ion
Pla
nC
on
du
ctIn
vest
igat
ion
Iden
tify
New
Res
earc
h Q
ues
tio
ns
Sh
are
Fin
din
gs
and
Co
ncl
usi
on
sW
rite
Res
earc
hR
epo
rtA
nal
yze
Dat
a
GLO
BE
Res
earc
h C
olla
bo
rati
on
s
Pee
r C
olla
bro
rati
on
s
Sci
enti
st C
olla
bo
rati
on
s
Res
each
Cam
pai
gn
Co
llab
ora
tio
ns
Th
e G
LO
BE
Pro
gra
m M
od
el f
or
Stu
de
nt
Sci
en
tifi
c R
ese
arc
h
NG
SS
Pra
ctic
e p
rog
ress
ion
fo
r G
rad
es
3-5
Pra
ctic
e 7
Com
pare
and
ref
ine
argu
men
ts b
ased
on
anev
alua
tion
of t
he e
vide
nce
pres
ente
d. [
P7.1
]
Dis
tingu
ish
amon
g fa
cts,
rea
sone
d ju
dgm
ent
base
d on
res
earc
h fin
ding
s, a
nd s
pecu
latio
nin
an
expl
anat
ion.
[P7
.2]
Res
pect
fully
pro
vide
and
rec
eive
crit
ique
s fr
om p
eers
abo
uta
prop
osed
pro
cedu
re, ex
plan
atio
n, o
r m
odel
by
citin
g re
leva
ntev
iden
ce a
nd p
osin
g sp
ecifi
c qu
estio
ns. [P
7.3]
Cons
truc
t an
d/or
sup
port
an
argu
men
t w
ithev
iden
ce, da
ta, an
d/or
a m
odel
. [P
7.4]
Use
dat
a to
eva
luat
e cl
aim
s ab
out
caus
e an
d ef
fect
. [P
7.5]
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 24
Ob
serv
e N
atu
ral
Ph
eno
men
on
Po
se R
esea
rch
Q
ues
tio
ns
Dev
elo
pIn
vest
igat
ion
Pla
nC
on
du
ctIn
vest
igat
ion
Iden
tify
New
Res
earc
h Q
ues
tio
ns
Sh
are
Fin
din
gs
and
Co
ncl
usi
on
sW
rite
Res
earc
hR
epo
rtA
nal
yze
Dat
a
GLO
BE
Res
earc
h C
olla
bo
rati
on
s
Pee
r C
olla
bro
rati
on
s
Sci
enti
st C
olla
bo
rati
on
s
Res
each
Cam
pai
gn
Co
llab
ora
tio
ns
Th
e G
LO
BE
Pro
gra
m M
od
el f
or
Stu
de
nt
Sci
en
tifi
c R
ese
arc
hN
GS
S P
ract
ice
pro
gre
ssio
n f
or
Gra
de
s 3
-5
Pra
ctic
e 8
Rea
d an
d co
mpr
ehen
d gr
ade-
appr
opria
te c
ompl
exte
xts
and/
or o
ther
rel
iabl
e m
edia
to
sum
mar
ize
and
obta
in s
cien
tific
and
tec
hnic
al id
eas
and
desc
ribe
how
the
y ar
e su
ppor
ted
by e
vide
nce.
[P8
.1]
Com
bine
info
rmat
ion
in w
ritte
n te
xt w
itth
at c
onta
ined
in c
orre
spon
ding
tab
les,
dia
gram
s,
and/
or c
hart
s to
sup
port
the
eng
agem
ent
in o
the
scie
ntifi
c an
d/or
eng
inee
ring
prac
tices
. [P
8.3]
Obt
ain
and
com
bine
info
rmat
ion
from
boo
ksan
d/or
oth
er r
elia
ble
med
ia t
o ex
plai
n ph
enom
ena
or s
olut
ions
to
a de
sign
pro
blem
. [P
8.4]
Com
mun
icat
e sc
ient
ific
and/
or t
echn
ical
info
rmat
ion
oral
ly a
nd/o
r in
writ
ten
form
ats,
incl
udin
g va
rious
for
ms
of m
edia
as
wel
l as
tabl
es, di
agra
ms,
and
cha
rts.
[P8
.5]
Rea
d an
d co
mpr
ehen
d gr
ade-
appr
opria
te c
ompl
exte
xts
and/
or o
ther
rel
iabl
e m
edia
to
sum
mar
ize
and
obta
in s
cien
tific
and
tec
hnic
al id
eas
and
desc
ribe
how
the
y ar
e su
ppor
ted
by e
vide
nce.
[P8
.1]
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 25
Ob
serv
e N
atu
ral
Ph
eno
men
on
Po
se R
esea
rch
Q
ues
tio
ns
Dev
elo
pIn
vest
igat
ion
Pla
nC
on
du
ctIn
vest
igat
ion
Iden
tify
New
Res
earc
h Q
ues
tio
ns
Sh
are
Fin
din
gs
and
Co
ncl
usi
on
sW
rite
Res
earc
hR
epo
rtA
nal
yze
Dat
a
GLO
BE
Res
earc
h C
olla
bo
rati
on
s
Pee
r C
olla
bro
rati
on
s
Sci
enti
st C
olla
bo
rati
on
s
Res
each
Cam
pai
gn
Co
llab
ora
tio
ns
Th
e G
LO
BE
Pro
gra
m M
od
el f
or
Stu
de
nt
Sci
en
tifi
c R
ese
arc
h
NG
SS
Pra
ctic
e p
rog
ress
ion
fo
r G
rad
es
3-5
All
Pra
ctic
es
Ask
ques
tions
abo
ut w
hat
wou
ld
happ
en if
a v
aria
ble
is c
hang
ed. [P
1.1]
Iden
tify
scie
ntifi
c (t
esta
ble)
and
non
-sci
entif
ic
(non
-tes
tabl
e) q
uest
ions
. [P
1.2]
Ask
ques
tions
tha
t ca
n be
inve
stig
ated
and
pred
ict
reas
onab
le o
utco
mes
bas
ed o
n pa
tter
nssu
ch a
s ca
use
and
effe
ct r
elat
ions
hips
. [P
1.3]
Def
ine
a si
mpl
e de
sign
pro
blem
tha
t ca
nbe
sol
ved
thro
ugh
the
deve
lopm
ent
ofan
obj
ect,
too
l, pr
oces
s, o
r sy
stem
and
incl
udes
seve
ral c
riter
ia f
or s
ucce
ss a
nd c
onst
rain
ts o
mat
eria
ls, tim
e, o
r co
st. [P
1.5]
Plan
and
con
duct
an
inve
stig
atio
n co
llabo
rativ
ely
to p
rodu
ce d
ata
to s
erve
as
the
basi
s fo
r ev
iden
ce,
usin
g fa
ir te
sts
in w
hich
var
iabl
es a
re c
ontr
olle
dan
d th
e nu
mbe
r of
tria
ls c
onsi
dere
d. [
P3.1
]
Eval
uate
app
ropr
iate
met
hods
and
/or
tool
s fo
r co
llect
ing
data
. [P
3.2]
Mak
e ob
serv
atio
ns a
nd/o
r m
easu
rem
ents
to
prod
uce
data
to
serv
e as
the
bas
is f
or e
vide
nce
for
an e
xpla
natio
nof
a p
heno
men
on o
r te
st a
des
ign
solu
tion.
[P3
.3]
Mak
e pr
edic
tions
abo
ut w
hat
wou
ldha
ppen
if a
var
iabl
e ch
ange
s. [
P3.4
]
Whe
n po
ssib
le a
nd f
easi
ble,
dig
ital
tool
s sh
ould
be
used
. [P
4.1]
Rep
rese
nt d
ata
in t
able
s an
d/or
var
ious
gra
phic
aldi
spla
ys (
bar
grap
hs, pi
ctog
raph
s an
d/or
pie
cha
rts)
to r
evea
l pat
tern
s th
at in
dica
te r
elat
ions
hips
. [P
4.2]
Anal
yze
and
inte
rpre
t da
ta t
o m
ake
sens
e of
phen
omen
a, u
sing
logi
cal r
easo
ning
,m
athe
mat
ics,
and
/or
com
puta
tion.
[P4
.3]
Com
pare
and
con
tras
t da
ta c
olle
cted
by d
iffer
ent
grou
ps in
ord
er t
o di
scus
ssi
mila
ritie
s an
d di
ffer
ence
s in
the
ir fin
ding
s. [
P4.4
]
Whe
n po
ssib
le a
nd f
easi
ble,
dig
ital
tool
s sh
ould
be
used
. [P
4.1]
Org
aniz
e si
mpl
e da
ta s
ets
to r
evea
l pat
tern
sth
at s
ugge
st r
elat
ions
hips
. [P
5.2]
Org
aniz
e si
mpl
e da
ta s
ets
to r
evea
l pat
tern
sth
at s
ugge
st r
elat
ions
hips
. [P
5.2]
Cons
truc
t an
exp
lana
tion
of o
bser
ved
rela
tions
hips
(e.g
., t
he d
istr
ibut
ion
of p
lant
s in
the
bac
k ya
rd).
[P6
.1]
Iden
tify
the
evid
ence
tha
t su
ppor
ts p
artic
ular
poin
ts in
an
expl
anat
ion.
[P6
.3]
Com
pare
and
ref
ine
argu
men
ts b
ased
on
anev
alua
tion
of t
he e
vide
nce
pres
ente
d. [
P7.1
]
Dis
tingu
ish
amon
g fa
cts,
rea
sone
d ju
dgm
ent
base
d on
res
earc
h fin
ding
s, a
nd s
pecu
latio
nin
an
expl
anat
ion.
[P7
.2]
Res
pect
fully
pro
vide
and
rec
eive
crit
ique
s fr
om p
eers
abo
uta
prop
osed
pro
cedu
re, ex
plan
atio
n, o
r m
odel
by
citin
g re
leva
ntev
iden
ce a
nd p
osin
g sp
ecifi
c qu
estio
ns. [P
7.3]
Cons
truc
t an
d/or
sup
port
an
argu
men
t w
ithev
iden
ce, da
ta, an
d/or
a m
odel
. [P
7.4]
Use
dat
a to
eva
luat
e cl
aim
s ab
out
caus
e an
d ef
fect
. [P
7.5]
Rea
d an
d co
mpr
ehen
d gr
ade-
appr
opria
te c
ompl
exte
xts
and/
or o
ther
rel
iabl
e m
edia
to
sum
mar
ize
and
obta
in s
cien
tific
and
tec
hnic
al id
eas
and
desc
ribe
how
the
y ar
e su
ppor
ted
by e
vide
nce.
[P8
.1]
Com
bine
info
rmat
ion
in w
ritte
n te
xt w
itth
at c
onta
ined
in c
orre
spon
ding
tab
les,
dia
gram
s,
and/
or c
hart
s to
sup
port
the
eng
agem
ent
in o
the
scie
ntifi
c an
d/or
eng
inee
ring
prac
tices
. [P
8.3]
Obt
ain
and
com
bine
info
rmat
ion
from
boo
ksan
d/or
oth
er r
elia
ble
med
ia t
o ex
plai
n ph
enom
ena
or s
olut
ions
to
a de
sign
pro
blem
. [P
8.4]
Com
mun
icat
e sc
ient
ific
and/
or t
echn
ical
info
rmat
ion
oral
ly a
nd/o
r in
writ
ten
form
ats,
incl
udin
g va
rious
for
ms
of m
edia
as
wel
l as
tabl
es, di
agra
ms,
and
cha
rts.
[P8
.5]
Rea
d an
d co
mpr
ehen
d gr
ade-
appr
opria
te c
ompl
exte
xts
and/
or o
ther
rel
iabl
e m
edia
to
sum
mar
ize
and
obta
in s
cien
tific
and
tec
hnic
al id
eas
and
desc
ribe
how
the
y ar
e su
ppor
ted
by e
vide
nce.
[P8
.1]
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 26
Grades 3-5
specifying qualitative relationships.
MSSR
progresses to building and revising simple
models and using models to represent events and
design solutions.
MSSR
3. Planning and carrying out investigations to
answer questions or test solutions to problems in
include investigations that control variables and
provide evidence to support explanations or design
solutions.
MSSR
and progresses to introducing quantitative
approaches to collecting data and conducting
multiple trials of qualitative observations.
MSSR
Ask questions about what would happen if a
variable is changed. [P1.1]
X
Identify limitations of models. [P2.1] Plan and conduct an investigation collaboratively
to produce data to serve as the basis for evidence,
using fair tests in which variables are controlled
and the number of trials considered. [P3.1]X
When possible and feasible, digital tools should
be used. [P4.1]
X
Collaboratively develop and/or revise a model
based on evidence that shows the relationships
among variables for frequent and regular
occurring events. [P2.2]X
Collaboratively develop and/or revise a model
based on evidence that shows the relationships
among variables for frequent and regular
occurring events. [P2.2]
Collaboratively develop and/or revise a model
based on evidence that shows the relationships
among variables for frequent and regular
occurring events. [P2.2]X
Collaboratively develop and/or revise a model
based on evidence that shows the relationships
among variables for frequent and regular
occurring events. [P2.2]X
Ask questions that can be investigated and
predict reasonable outcomes based on patterns
such as cause and effect relationships. [P1.3]X
Develop a model using an analogy, example, or
abstract representation to describe a scientific
principle or design solution. [P2.3]
Make observations and/or measurements to
produce data to serve as the basis for evidence for
an explanation of a phenomenon or test a design
solution. [P3.3] X
Analyze and interpret data to make sense of
phenomena, using logical reasoning,
mathematics, and/or computation. [P4.3]X
Use prior knowledge to describe problems that
can be solved. [P1.4]
Develop and/or use models to describe and/or
predict phenomena. [P2.4]
Make predictions about what would happen if a
variable changes. [P3.4]
X
Compare and contrast data collected by different
groups in order to discuss similarities and
differences in their findings. [P4.4]X
Define a simple design problem that can be
solved through the development of an object,
tool, process, or system and includes several
criteria for success and constraints on materials,
time, or cost. [P1.5] X
Develop a diagram or simple physical prototype
to convey a proposed object, tool, or process.
[P2.5]
Test two different models of the same proposed
object, tool, or process to determine which better
meets criteria for success. [P3.5]
Analyze data to refine a problem statement or the
design of a proposed object, tool, or process.
[P4.5]
Use a model to test cause and effect relationships
or interactions concerning the functioning of a
natural or designed system. [P2.6]
Use data to evaluate and refine design solutions.
[P4.6]
NGSS Practices integrated into the GLOBE Program Model for Student Scientific Research
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 27
extending quantitative measurements to a variety
of physical properties and using computation and
mathematics to analyze data and compare
alternative design solutions.
MSSR
6. Constructing explanations and designing
progresses to the use of evidence in constructing
explanations that specify variables that describe
and predict phenomena and in designing multiple
solutions to design problems.
MSSR
critiquing the scientific explanations or solutions
proposed by peers by citing relevant evidence about
the natural and designed world(s).
MSSR
8. Obtaining, evaluating, and communicating
progresses to evaluating the merit and accuracy of
ideas and methods.
MSSR
Decide if qualitative or quantitative data are best
to determine whether a proposed object or tool
meets criteria for success. [P5.1]
Construct an explanation of observed
relationships (e.g., the distribution of plants in the
back yard). [P6.1]X
Compare and refine arguments based on an
evaluation of the evidence presented. [P7.1]
X
Read and comprehend grade-appropriate
complex texts and/or other reliable media to
summarize and obtain scientific and technical
ideas and describe how they are supported by
evidence. [P8.1]
X
Collaboratively develop and/or revise a model
based on evidence that shows the relationships
among variables for frequent and regular
occurring events. [P2.2]X
Collaboratively develop and/or revise a model
based on evidence that shows the relationships
among variables for frequent and regular
occurring events. [P2.2]
Collaboratively develop and/or revise a model
based on evidence that shows the relationships
among variables for frequent and regular
occurring events. [P2.2]
Collaboratively develop and/or revise a model
based on evidence that shows the relationships
among variables for frequent and regular
occurring events. [P2.2]
Describe, measure, estimate, and/or graph
quantities (e.g., area, volume, weight, time) to
address scientific and engineering questions and
problems. [P5.3]
Identify the evidence that supports particular
points in an explanation. [P6.3]
X
Respectfully provide and receive critiques from
peers about a proposed procedure, explanation,
or model by citing relevant evidence and posing
specific questions. [P7.3] X
Combine information in written text with that
contained in corresponding tables, diagrams,
and/or charts to support the engagement in other
scientific and/or engineering practices. [P8.3] X
Create and/or use graphs and/or charts generated
from simple algorithms to compare alternative
solutions to an engineering problem. [P5.4]
Apply scientific ideas to solve design problems.
[P6.4]
Construct and/or support an argument with
evidence, data, and/or a model. [P7.4]
X
Obtain and combine information from books
and/or other reliable media to explain
phenomena or solutions to a design problem.
[P8.4] X
Generate and compare multiple solutions to a
problem based on how well they meet the criteria
and constraints of the design solution. [P6.5]
Use data to evaluate claims about cause and
effect. [P7.5]
X
Communicate scientific and/or technical
information orally and/or in written formats,
including various forms of media as well as tables,
diagrams, and charts. [P8.5]X
Make a claim about the merit of a solution to a
problem by citing relevant evidence about how it
meets the criteria and constraints of the problem.
[P7.6]
NGSS Practices integrated into the GLOBE Program Model for Student Scientific Research
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 28
Ob
serv
e N
atu
ral
Ph
eno
men
on
Po
se R
esea
rch
Q
ues
tio
ns
Dev
elo
pIn
vest
igat
ion
Pla
nC
on
du
ctIn
vest
igat
ion
Iden
tify
New
Res
earc
h Q
ues
tio
ns
Sh
are
Fin
din
gs
and
Co
ncl
usi
on
sW
rite
Res
earc
hR
epo
rtA
nal
yze
Dat
a
GLO
BE
Res
earc
h C
olla
bo
rati
on
s
Pee
r C
olla
bro
rati
on
s
Sci
enti
st C
olla
bo
rati
on
s
Res
each
Cam
pai
gn
Co
llab
ora
tio
ns
Th
e G
LO
BE
Pro
gra
m M
od
el f
or
Stu
de
nt
Sci
en
tifi
c R
ese
arc
hN
GS
S P
ract
ice
s p
rog
ress
ion
fo
r M
idd
le S
cho
ol (
Gra
de
s 6
-8)
Pra
ctic
e 1
Ask
ques
tions
tha
t ar
ise
from
car
eful
obs
erva
tion
of p
heno
men
a, m
odel
s, o
r un
expe
cted
res
ults
,to
cla
rify
and/
or s
eek
addi
tiona
l inf
orm
atio
n. [
P1.1
]
Ask
ques
tions
to
iden
tify
and/
or c
larif
y ev
iden
cean
d/or
the
pre
mis
e(s)
of
an a
rgum
ent.
[P1
.2]
Ask
ques
tions
to
clar
ify a
nd/o
r re
fine
a m
odel
,an
exp
lana
tion,
or
an e
ngin
eerin
g pr
oble
m. [P
1.4]
Ask
ques
tions
tha
t re
quire
suf
ficie
nt a
ndap
prop
riate
em
piric
al e
vide
nce
to a
nsw
er. [P
1.5]
Ask
ques
tions
tha
t ca
n be
inve
stig
ated
with
inth
e sc
ope
of t
he c
lass
room
, ou
tdoo
r en
viro
nmen
t,an
d m
useu
ms
and
othe
r pu
blic
fac
ilitie
s w
ith a
vaila
ble
reso
urce
s an
d, w
hen
appr
opria
te, fr
ame
a hy
poth
esis
base
d on
obs
erva
tions
and
sci
entif
ic p
rinci
ples
. [P
1.6]
Ask
ques
tions
tha
t ch
alle
nge
the
prem
ise(
s) o
f an
argu
men
t or
the
inte
rpre
tatio
n of
a d
ata
set.
[P1
.7]
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 29
Ob
serv
e N
atu
ral
Ph
eno
men
on
Po
se R
esea
rch
Q
ues
tio
ns
Dev
elo
pIn
vest
igat
ion
Pla
nC
on
du
ctIn
vest
igat
ion
Iden
tify
New
Res
earc
h Q
ues
tio
ns
Sh
are
Fin
din
gs
and
Co
ncl
usi
on
sW
rite
Res
earc
hR
epo
rtA
nal
yze
Dat
a
GLO
BE
Res
earc
h C
olla
bo
rati
on
s
Pee
r C
olla
bro
rati
on
s
Sci
enti
st C
olla
bo
rati
on
s
Res
each
Cam
pai
gn
Co
llab
ora
tio
ns
Th
e G
LO
BE
Pro
gra
m M
od
el f
or
Stu
de
nt
Sci
en
tifi
c R
ese
arc
hN
GS
S P
ract
ice
s p
rog
ress
ion
fo
r M
idd
le S
cho
ol (
Gra
de
s 6
-8)
Pra
ctic
e 2
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 30
Ob
serv
e N
atu
ral
Ph
eno
men
on
Po
se R
esea
rch
Q
ues
tio
ns
Dev
elo
pIn
vest
igat
ion
Pla
nC
on
du
ctIn
vest
igat
ion
Iden
tify
New
Res
earc
h Q
ues
tio
ns
Sh
are
Fin
din
gs
and
Co
ncl
usi
on
sW
rite
Res
earc
hR
epo
rtA
nal
yze
Dat
a
GLO
BE
Res
earc
h C
olla
bo
rati
on
s
Pee
r C
olla
bro
rati
on
s
Sci
enti
st C
olla
bo
rati
on
s
Res
each
Cam
pai
gn
Co
llab
ora
tio
ns
Th
e G
LO
BE
Pro
gra
m M
od
el f
or
Stu
de
nt
Sci
en
tifi
c R
ese
arc
hN
GS
S P
ract
ice
s p
rog
ress
ion
fo
r M
idd
le S
cho
ol (
Gra
de
s 6
-8)
Pra
ctic
e 3
Plan
an
inve
stig
atio
n in
divi
dual
ly a
nd c
olla
bora
tivel
y,an
d in
the
des
ign:
iden
tify
inde
pend
ent
and
depe
nden
tva
riabl
es a
nd c
ontr
ols,
wha
t to
ols
are
need
ed t
o do
the
gath
erin
g, h
ow m
easu
rem
ents
will
be
reco
rded
, an
dho
w m
any
data
are
nee
ded
to s
uppo
rt a
cla
im. [P
3.1]
Cond
uct
an in
vest
igat
ion
and/
or e
valu
ate
and/
or r
evis
eth
e ex
perim
enta
l des
ign
to p
rodu
ce d
ata
to s
erve
as
the
basi
s fo
r ev
iden
ce t
hat
mee
t th
e go
als
of t
he in
vest
igat
ion.
[P3
.2]
Eval
uate
the
acc
urac
y of
var
ious
met
hods
for
col
lect
ing
data
. [P
3.3]
Colle
ct d
ata
to p
rodu
ce d
ata
to s
erve
as
the
basi
sfo
r ev
iden
ce t
o an
swer
sci
entif
ic q
uest
ions
or
test
desi
gn s
olut
ions
und
er a
ran
ge o
f co
nditi
ons.
[P3
.4]
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 31
Ob
serv
e N
atu
ral
Ph
eno
men
on
Po
se R
esea
rch
Q
ues
tio
ns
Dev
elo
pIn
vest
igat
ion
Pla
nC
on
du
ctIn
vest
igat
ion
Iden
tify
New
Res
earc
h Q
ues
tio
ns
Sh
are
Fin
din
gs
and
Co
ncl
usi
on
sW
rite
Res
earc
hR
epo
rtA
nal
yze
Dat
a
GLO
BE
Res
earc
h C
olla
bo
rati
on
s
Pee
r C
olla
bro
rati
on
s
Sci
enti
st C
olla
bo
rati
on
s
Res
each
Cam
pai
gn
Co
llab
ora
tio
ns
Th
e G
LO
BE
Pro
gra
m M
od
el f
or
Stu
de
nt
Sci
en
tifi
c R
ese
arc
hN
GS
S P
ract
ice
s p
rog
ress
ion
fo
r M
idd
le S
cho
ol (
Gra
de
s 6
-8)
Pra
ctic
e 4
Cons
truc
t, a
naly
ze, an
d/or
inte
rpre
t gr
aphi
cal
disp
lays
of
data
and
/or
larg
e da
ta s
ets
to id
entif
ylin
ear
and
nonl
inea
r re
latio
nshi
ps. [P
4.1]
Use
gra
phic
al d
ispl
ays
(e.g
., m
aps,
cha
rts,
gra
phs,
and
/or
tabl
es)
of la
rge
data
set
s to
iden
tify
tem
pora
l and
spa
tial r
elat
ions
hips
. [P
4.2]
Dis
tingu
ish
betw
een
caus
al a
ndco
rrel
atio
nal r
elat
ions
hips
in d
ata.
[P4
.3]
Anal
yze
and
inte
rpre
t da
ta t
o pr
ovid
eev
iden
ce f
or p
heno
men
a. [
P4.4
]
Appl
y co
ncep
ts o
f st
atis
tics
and
prob
abili
ty (
incl
udin
g m
ean,
med
ian,
mod
e, a
nd v
aria
bilit
y) t
o an
alyz
e an
d ch
arac
teriz
eda
ta, us
ing
digi
tal t
ools
whe
n fe
asib
le. [P
4.5]
Anal
yze
and
inte
rpre
t da
ta t
o de
term
ine
sim
ilarit
ies
and
diff
eren
ces
in f
indi
ngs.
[P4
.7]
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 32
Ob
serv
e N
atu
ral
Ph
eno
men
on
Po
se R
esea
rch
Q
ues
tio
ns
Dev
elo
pIn
vest
igat
ion
Pla
nC
on
du
ctIn
vest
igat
ion
Iden
tify
New
Res
earc
h Q
ues
tio
ns
Sh
are
Fin
din
gs
and
Co
ncl
usi
on
sW
rite
Res
earc
hR
epo
rtA
nal
yze
Dat
a
GLO
BE
Res
earc
h C
olla
bo
rati
on
s
Pee
r C
olla
bro
rati
on
s
Sci
enti
st C
olla
bo
rati
on
s
Res
each
Cam
pai
gn
Co
llab
ora
tio
ns
Th
e G
LO
BE
Pro
gra
m M
od
el f
or
Stu
de
nt
Sci
en
tifi
c R
ese
arc
hN
GS
S P
ract
ice
s p
rog
ress
ion
fo
r M
idd
le S
cho
ol (
Gra
de
s 6
-8)
Pra
ctic
e 5
Use
dig
ital t
ools
(e.
g., co
mpu
ters
) to
ana
lyze
ver
y la
rge
data
set
s fo
r pa
tter
ns a
nd t
rend
s. [
P5.1
]
Use
mat
hem
atic
al r
epre
sent
atio
ns t
o de
scrib
e an
d/or
su
ppor
t sc
ient
ific
conc
lusi
ons
and
desi
gn s
olut
ions
. [P
5.2]
Appl
y m
athe
mat
ical
con
cept
s an
d/or
pro
cess
es(e
.g., r
atio
, ra
te, pe
rcen
t, b
asic
ope
ratio
ns, si
mpl
e al
gebr
a)to
sci
entif
ic a
nd e
ngin
eerin
g qu
estio
ns a
nd p
robl
ems.
[P5
.4]
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 33
Ob
serv
e N
atu
ral
Ph
eno
men
on
Po
se R
esea
rch
Q
ues
tio
ns
Dev
elo
pIn
vest
igat
ion
Pla
nC
on
du
ctIn
vest
igat
ion
Iden
tify
New
Res
earc
h Q
ues
tio
ns
Sh
are
Fin
din
gs
and
Co
ncl
usi
on
sW
rite
Res
earc
hR
epo
rtA
nal
yze
Dat
a
GLO
BE
Res
earc
h C
olla
bo
rati
on
s
Pee
r C
olla
bro
rati
on
s
Sci
enti
st C
olla
bo
rati
on
s
Res
each
Cam
pai
gn
Co
llab
ora
tio
ns
Th
e G
LO
BE
Pro
gra
m M
od
el f
or
Stu
de
nt
Sci
en
tifi
c R
ese
arc
hN
GS
S P
ract
ice
s p
rog
ress
ion
fo
r M
idd
le S
cho
ol (
Gra
de
s 6
-8)
Pra
ctic
e 6
Cons
truc
t an
exp
lana
tion
that
incl
udes
qua
litat
ive
or q
uant
itativ
e re
latio
nshi
ps b
etw
een
varia
bles
tha
tpr
edic
t(s)
and
/or
desc
ribe(
s) p
heno
men
a. [
P6.1
]
Cons
truc
t an
exp
lana
tion
usin
gm
odel
s or
rep
rese
ntat
ions
. [P
6.2]
Cons
truc
t a
scie
ntifi
c ex
plan
atio
n ba
sed
on v
alid
and
rel
iabl
eev
iden
ce o
btai
ned
from
sou
rces
(in
clud
ing
the
stud
ents
’ ow
nex
perim
ents
) an
d th
e as
sum
ptio
n th
at t
heor
ies
and
law
s th
atde
scrib
e th
e na
tura
l wor
ld o
pera
te t
oday
as
they
did
in t
hepa
st a
nd w
ill c
ontin
ue t
o do
so
in t
he f
utur
e. [
P6.3
]
Appl
y sc
ient
ific
idea
s, p
rinci
ples
, an
d/or
evi
denc
e to
cons
truc
t, r
evis
e an
d/or
use
an
expl
anat
ion
for
real
-wor
ld p
heno
men
a, e
xam
ples
, or
eve
nts.
[P6
.4]
Appl
y sc
ient
ific
reas
onin
g to
sho
w w
hy t
he d
ata
or e
vide
nce
is a
dequ
ate
for
the
expl
anat
ion
or c
oncl
usio
n. [
P6.5
]
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 34
Ob
serv
e N
atu
ral
Ph
eno
men
on
Po
se R
esea
rch
Q
ues
tio
ns
Dev
elo
pIn
vest
igat
ion
Pla
nC
on
du
ctIn
vest
igat
ion
Iden
tify
New
Res
earc
h Q
ues
tio
ns
Sh
are
Fin
din
gs
and
Co
ncl
usi
on
sW
rite
Res
earc
hR
epo
rtA
nal
yze
Dat
a
GLO
BE
Res
earc
h C
olla
bo
rati
on
s
Pee
r C
olla
bro
rati
on
s
Sci
enti
st C
olla
bo
rati
on
s
Res
each
Cam
pai
gn
Co
llab
ora
tio
ns
Th
e G
LO
BE
Pro
gra
m M
od
el f
or
Stu
de
nt
Sci
en
tifi
c R
ese
arc
hN
GS
S P
ract
ice
s p
rog
ress
ion
fo
r M
idd
le S
cho
ol (
Gra
de
s 6
-8)
Pra
ctic
e 7
Res
pect
fully
pro
vide
and
rec
eive
crit
ique
s ab
out
one’
sex
plan
atio
ns, pr
oced
ures
, m
odel
s, a
nd q
uest
ions
by
citin
g re
leva
nt e
vide
nce
and
posi
ng a
nd r
espo
ndin
g to
ques
tions
tha
t el
icit
pert
inen
t el
abor
atio
n an
d de
tail.
[P7
.2]
Cons
truc
t, u
se, an
d/or
pre
sent
an
oral
and
writ
ten
argu
men
t su
ppor
ted
by e
mpi
rical
evi
denc
e an
d sc
ient
ific
reas
onin
g to
sup
port
or
refu
te a
n ex
plan
atio
n or
a m
odel
for
a ph
enom
enon
or
a so
lutio
n to
a p
robl
em. [P
7.3]
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 35
Ob
serv
e N
atu
ral
Ph
eno
men
on
Po
se R
esea
rch
Q
ues
tio
ns
Dev
elo
pIn
vest
igat
ion
Pla
nC
on
du
ctIn
vest
igat
ion
Iden
tify
New
Res
earc
h Q
ues
tio
ns
Sh
are
Fin
din
gs
and
Co
ncl
usi
on
sW
rite
Res
earc
hR
epo
rtA
nal
yze
Dat
a
GLO
BE
Res
earc
h C
olla
bo
rati
on
s
Pee
r C
olla
bro
rati
on
s
Sci
enti
st C
olla
bo
rati
on
s
Res
each
Cam
pai
gn
Co
llab
ora
tio
ns
Th
e G
LO
BE
Pro
gra
m M
od
el f
or
Stu
de
nt
Sci
en
tifi
c R
ese
arc
hN
GS
S P
ract
ice
s p
rog
ress
ion
fo
r M
idd
le S
cho
ol (
Gra
de
s 6
-8)
Pra
ctic
e 8
Criti
cally
rea
d sc
ient
ific
text
s ad
apte
d fo
r cl
assr
oom
use
to d
eter
min
e th
e ce
ntra
l ide
as a
nd/o
r ob
tain
sci
entif
ican
d/or
tec
hnic
al in
form
atio
n to
des
crib
e pa
tter
ns in
and
/or
evid
ence
abo
ut t
he n
atur
al a
nd d
esig
ned
wor
ld(s
). [
P8.1
]
Inte
grat
e qu
alita
tive
and/
or q
uant
itativ
e sc
ient
ific
and/
orte
chni
cal i
nfor
mat
ion
in w
ritte
n te
xt w
ith t
hat
cont
aine
d in
med
ia a
nd v
isua
l dis
play
s to
cla
rify
clai
ms
and
findi
ngs.
[P8
.2]
Gat
her,
rea
d, a
nd s
ynth
esiz
e in
form
atio
n fr
om m
ultip
le a
ppro
pria
teso
urce
s an
d as
sess
the
cre
dibi
lity,
acc
urac
y, a
nd p
ossi
ble
bias
of
each
pub
licat
ion
and
met
hods
use
d, a
nd d
escr
ibe
how
the
y ar
esu
ppor
ted
or n
ot s
uppo
rted
by
evid
ence
. [P
8.3]
Eval
uate
dat
a, h
ypot
hese
s, a
nd/o
r co
nclu
sion
s in
sci
entif
ic a
nd
tech
nica
l tex
ts in
ligh
t of
com
petin
g in
form
atio
n or
acc
ount
s. [
P8.4
]
Com
mun
icat
e sc
ient
ific
and/
or t
echn
ical
info
rmat
ion
(e.g
. ab
out
a pr
opos
ed o
bjec
t, t
ool,
proc
ess,
sys
tem
)in
writ
ing
and/
or t
hrou
gh o
ral p
rese
ntat
ions
. [P
8.5]
Criti
cally
rea
d sc
ient
ific
text
s ad
apte
d fo
r cl
assr
oom
use
to d
eter
min
e th
e ce
ntra
l ide
as a
nd/o
r ob
tain
sci
entif
ican
d/or
tec
hnic
al in
form
atio
n to
des
crib
e pa
tter
ns in
and
/or
evid
ence
abo
ut t
he n
atur
al a
nd d
esig
ned
wor
ld(s
). [
P8.1
]
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 36
Ob
serv
e N
atu
ral
Ph
eno
men
on
Po
se R
esea
rch
Q
ues
tio
ns
Dev
elo
pIn
vest
igat
ion
Pla
nC
on
du
ctIn
vest
igat
ion
Iden
tify
New
Res
earc
h Q
ues
tio
ns
Sh
are
Fin
din
gs
and
Co
ncl
usi
on
sW
rite
Res
earc
hR
epo
rtA
nal
yze
Dat
a
GLO
BE
Res
earc
h C
olla
bo
rati
on
s
Pee
r C
olla
bro
rati
on
s
Sci
enti
st C
olla
bo
rati
on
s
Res
each
Cam
pai
gn
Co
llab
ora
tio
ns
Th
e G
LO
BE
Pro
gra
m M
od
el f
or
Stu
de
nt
Sci
en
tifi
c R
ese
arc
hN
GS
S P
ract
ice
s p
rog
ress
ion
fo
r M
idd
le S
cho
ol (
Gra
de
s 6
-8)
All
Pra
ctic
es
Ask
ques
tions
tha
t ar
ise
from
car
eful
obs
erva
tion
of p
heno
men
a, m
odel
s, o
r un
expe
cted
res
ults
,to
cla
rify
and/
or s
eek
addi
tiona
l inf
orm
atio
n. [
P1.1
]
Ask
ques
tions
to
iden
tify
and/
or c
larif
y ev
iden
cean
d/or
the
pre
mis
e(s)
of
an a
rgum
ent.
[P1
.2]
Ask
ques
tions
to
clar
ify a
nd/o
r re
fine
a m
odel
,an
exp
lana
tion,
or
an e
ngin
eerin
g pr
oble
m. [P
1.4]
Ask
ques
tions
tha
t re
quire
suf
ficie
nt a
ndap
prop
riate
em
piric
al e
vide
nce
to a
nsw
er. [P
1.5]
Ask
ques
tions
tha
t ca
n be
inve
stig
ated
with
inth
e sc
ope
of t
he c
lass
room
, ou
tdoo
r en
viro
nmen
t,an
d m
useu
ms
and
othe
r pu
blic
fac
ilitie
s w
ith a
vaila
ble
reso
urce
s an
d, w
hen
appr
opria
te, fr
ame
a hy
poth
esis
base
d on
obs
erva
tions
and
sci
entif
ic p
rinci
ples
. [P
1.6]
Ask
ques
tions
tha
t ch
alle
nge
the
prem
ise(
s) o
f an
argu
men
t or
the
inte
rpre
tatio
n of
a d
ata
set.
[P1
.7]
Plan
an
inve
stig
atio
n in
divi
dual
ly a
nd c
olla
bora
tivel
y,an
d in
the
des
ign:
iden
tify
inde
pend
ent
and
depe
nden
tva
riabl
es a
nd c
ontr
ols,
wha
t to
ols
are
need
ed t
o do
the
gath
erin
g, h
ow m
easu
rem
ents
will
be
reco
rded
, an
dho
w m
any
data
are
nee
ded
to s
uppo
rt a
cla
im. [P
3.1]
Cond
uct
an in
vest
igat
ion
and/
or e
valu
ate
and/
or r
evis
eth
e ex
perim
enta
l des
ign
to p
rodu
ce d
ata
to s
erve
as
the
basi
s fo
r ev
iden
ce t
hat
mee
t th
e go
als
of t
he in
vest
igat
ion.
[P3
.2]
Eval
uate
the
acc
urac
y of
var
ious
met
hods
for
col
lect
ing
data
. [P
3.3]
Colle
ct d
ata
to p
rodu
ce d
ata
to s
erve
as
the
basi
sfo
r ev
iden
ce t
o an
swer
sci
entif
ic q
uest
ions
or
test
desi
gn s
olut
ions
und
er a
ran
ge o
f co
nditi
ons.
[P3
.4]
Cons
truc
t, a
naly
ze, an
d/or
inte
rpre
t gr
aphi
cal
disp
lays
of
data
and
/or
larg
e da
ta s
ets
to id
entif
ylin
ear
and
nonl
inea
r re
latio
nshi
ps. [P
4.1]
Use
gra
phic
al d
ispl
ays
(e.g
., m
aps,
cha
rts,
gra
phs,
and
/or
tabl
es)
of la
rge
data
set
s to
iden
tify
tem
pora
l and
spa
tial r
elat
ions
hips
. [P
4.2]
Dis
tingu
ish
betw
een
caus
al a
ndco
rrel
atio
nal r
elat
ions
hips
in d
ata.
[P4
.3]
Anal
yze
and
inte
rpre
t da
ta t
o pr
ovid
eev
iden
ce f
or p
heno
men
a. [
P4.4
]
Appl
y co
ncep
ts o
f st
atis
tics
and
prob
abili
ty (
incl
udin
g m
ean,
med
ian,
mod
e, a
nd v
aria
bilit
y) t
o an
alyz
e an
d ch
arac
teriz
eda
ta, us
ing
digi
tal t
ools
whe
n fe
asib
le. [P
4.5]
Anal
yze
and
inte
rpre
t da
ta t
o de
term
ine
sim
ilarit
ies
and
diff
eren
ces
in f
indi
ngs.
[P4
.7]
Use
dig
ital t
ools
(e.
g., co
mpu
ters
) to
ana
lyze
ver
y la
rge
data
set
s fo
r pa
tter
ns a
nd t
rend
s. [
P5.1
]
Use
mat
hem
atic
al r
epre
sent
atio
ns t
o de
scrib
e an
d/or
su
ppor
t sc
ient
ific
conc
lusi
ons
and
desi
gn s
olut
ions
. [P
5.2]
Appl
y m
athe
mat
ical
con
cept
s an
d/or
pro
cess
es(e
.g., r
atio
, ra
te, pe
rcen
t, b
asic
ope
ratio
ns, si
mpl
e al
gebr
a)to
sci
entif
ic a
nd e
ngin
eerin
g qu
estio
ns a
nd p
robl
ems.
[P5
.4]
Cons
truc
t an
exp
lana
tion
that
incl
udes
qua
litat
ive
or q
uant
itativ
e re
latio
nshi
ps b
etw
een
varia
bles
tha
tpr
edic
t(s)
and
/or
desc
ribe(
s) p
heno
men
a. [
P6.1
]
Cons
truc
t an
exp
lana
tion
usin
gm
odel
s or
rep
rese
ntat
ions
. [P
6.2]
Cons
truc
t a
scie
ntifi
c ex
plan
atio
n ba
sed
on v
alid
and
rel
iabl
eev
iden
ce o
btai
ned
from
sou
rces
(in
clud
ing
the
stud
ents
’ ow
nex
perim
ents
) an
d th
e as
sum
ptio
n th
at t
heor
ies
and
law
s th
atde
scrib
e th
e na
tura
l wor
ld o
pera
te t
oday
as
they
did
in t
hepa
st a
nd w
ill c
ontin
ue t
o do
so
in t
he f
utur
e. [
P6.3
]
Appl
y sc
ient
ific
idea
s, p
rinci
ples
, an
d/or
evi
denc
e to
cons
truc
t, r
evis
e an
d/or
use
an
expl
anat
ion
for
real
-wor
ld p
heno
men
a, e
xam
ples
, or
eve
nts.
[P6
.4]
Appl
y sc
ient
ific
reas
onin
g to
sho
w w
hy t
he d
ata
or e
vide
nce
is a
dequ
ate
for
the
expl
anat
ion
or c
oncl
usio
n. [
P6.5
]
Res
pect
fully
pro
vide
and
rec
eive
crit
ique
s ab
out
one’
sex
plan
atio
ns, pr
oced
ures
, m
odel
s, a
nd q
uest
ions
by
citin
g re
leva
nt e
vide
nce
and
posi
ng a
nd r
espo
ndin
g to
ques
tions
tha
t el
icit
pert
inen
t el
abor
atio
n an
d de
tail.
[P7
.2]
Cons
truc
t, u
se, an
d/or
pre
sent
an
oral
and
writ
ten
argu
men
t su
ppor
ted
by e
mpi
rical
evi
denc
e an
d sc
ient
ific
reas
onin
g to
sup
port
or
refu
te a
n ex
plan
atio
n or
a m
odel
for
a ph
enom
enon
or
a so
lutio
n to
a p
robl
em. [P
7.3]
Criti
cally
rea
d sc
ient
ific
text
s ad
apte
d fo
r cl
assr
oom
use
to d
eter
min
e th
e ce
ntra
l ide
as a
nd/o
r ob
tain
sci
entif
ican
d/or
tec
hnic
al in
form
atio
n to
des
crib
e pa
tter
ns in
and
/or
evid
ence
abo
ut t
he n
atur
al a
nd d
esig
ned
wor
ld(s
). [
P8.1
]
Inte
grat
e qu
alita
tive
and/
or q
uant
itativ
e sc
ient
ific
and/
orte
chni
cal i
nfor
mat
ion
in w
ritte
n te
xt w
ith t
hat
cont
aine
d in
med
ia a
nd v
isua
l dis
play
s to
cla
rify
clai
ms
and
findi
ngs.
[P8
.2]
Gat
her,
rea
d, a
nd s
ynth
esiz
e in
form
atio
n fr
om m
ultip
le a
ppro
pria
teso
urce
s an
d as
sess
the
cre
dibi
lity,
acc
urac
y, a
nd p
ossi
ble
bias
of
each
pub
licat
ion
and
met
hods
use
d, a
nd d
escr
ibe
how
the
y ar
esu
ppor
ted
or n
ot s
uppo
rted
by
evid
ence
. [P
8.3]
Eval
uate
dat
a, h
ypot
hese
s, a
nd/o
r co
nclu
sion
s in
sci
entif
ic a
nd
tech
nica
l tex
ts in
ligh
t of
com
petin
g in
form
atio
n or
acc
ount
s. [
P8.4
]
Com
mun
icat
e sc
ient
ific
and/
or t
echn
ical
info
rmat
ion
(e.g
. ab
out
a pr
opos
ed o
bjec
t, t
ool,
proc
ess,
sys
tem
)in
writ
ing
and/
or t
hrou
gh o
ral p
rese
ntat
ions
. [P
8.5]
Criti
cally
rea
d sc
ient
ific
text
s ad
apte
d fo
r cl
assr
oom
use
to d
eter
min
e th
e ce
ntra
l ide
as a
nd/o
r ob
tain
sci
entif
ican
d/or
tec
hnic
al in
form
atio
n to
des
crib
e pa
tter
ns in
and
/or
evid
ence
abo
ut t
he n
atur
al a
nd d
esig
ned
wor
ld(s
). [
P8.1
]
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 37
specifying relationships between variables, and
clarifying arguments and models.
MSSR
progresses to developing, using, and revising
models to describe, test, and predict more
abstract phenomena and design systems.
MSSR
3. Planning and carrying out investigations in 6-8
builds on K-5 experiences and progresses to include
investigations that use multiple variables and
provide evidence to support explanations or
solutions.
MSSR
and progresses to extending quantitative analysis
to investigations, distinguishing between
correlation and causation, and basic statistical
techniques of data and error analysis.
MSSR
Ask questions that arise from careful observation
of phenomena, models, or unexpected results, to
clarify and/or seek additional information. [P1.1]
X
Evaluate limitations of a model for a proposed
object or tool. [P2.1]
Plan an investigation individually and
collaboratively, and in the design: identify
independent and dependent variables and
controls, what tools are needed to do the
gathering, how measurements will be recorded,
and how many data are needed to support a
claim. [P3.1]
X
Construct, analyze, and/or interpret graphical
displays of data and/or large data sets to identify
linear and nonlinear relationships. [P4.1]
X
component of a system is changed. [P2.2] X component of a system is changed. [P2.2] component of a system is changed. [P2.2] X component of a system is changed. [P2.2] X
Ask questions to determine relationships
between independent and dependent variables
and relationships in models. [P1.3]
Use and/or develop a model of simple systems
with uncertain and less predictable factors. [P2.3]
Evaluate the accuracy of various methods for
collecting data. [P3.3]
X
Distinguish between causal and correlational
relationships in data. [P4.3]
X
Ask questions to clarify and/or refine a model, an
explanation, or an engineering problem. [P1.4]
X
Develop and/or revise a model to show the
relationships among variables, including those
that are not observable but predict observable
phenomena. [P2.4]
Collect data to produce data to serve as the basis
for evidence to answer scientific questions or test
design solutions under a range of conditions.
[P3.4] X
Analyze and interpret data to provide evidence
for phenomena. [P4.4]
X
Ask questions that require sufficient and
appropriate empirical evidence to answer. [P1.5]
X
Develop and/or use a model to predict and/or
describe phenomena. [P2.5]
Collect data about the performance of a
proposed object, tool, process or system under a
range of conditions. [P3.5]
Apply concepts of statistics and probability
(including mean, median, mode, and variability)
to analyze and characterize data, using digital
tools when feasible. [P4.5]X
Ask questions that can be investigated within the
scope of the classroom, outdoor environment,
and museums and other public facilities with
available resources and, when appropriate, frame
a hypothesis based on observations and scientific
principles. [P1.6]
X
Develop a model to describe unobservable
mechanisms. [P2.6]
Consider limitations of data analysis (e.g.,
measurement error), and/or seek to improve
precision and accuracy of data with better
technological tools and methods (e.g., multiple
trials). [P4.6]
Ask questions that challenge the premise(s) of an
argument or the interpretation of a data set.
[P1.7]X
Develop and/or use a model to generate data to
test ideas about phenomena in natural or
designed systems, including those representing
inputs and outputs, and those at unobservable
scales. [P2.7]
Analyze and interpret data to determine
similarities and differences in findings. [P4.7]
X
Define a design problem that can be solved
through the development of an object, tool,
process or system and includes multiple criteria
and constraints, including scientific knowledge
that may limit possible solutions. [P1.8]
Analyze data to define an optimal operational
range for a proposed object, tool, process or
system that best meets criteria for success. [P4.8]
NGSS Practices integrated into the GLOBE Program Model for Student Scientific Research
Middle School - Grades 6-8
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 38
5. Mathematical and computational thinking in
identifying patterns in large data sets and using
mathematical concepts to support explanations
and arguments.
MSSR
6. Constructing explanations and designing
progresses to include constructing explanations
and designing solutions supported by multiple
sources of evidence consistent with scientific ideas,
principles, and theories.
MSSR
constructing a convincing argument that supports
or refutes claims for either explanations or
solutions about the natural and designed world(s).
MSSR
8. Obtaining, evaluating, and communicating
progresses to evaluating the merit and validity of
ideas and methods.
MSSR
Use digital tools (e.g., computers) to analyze very
large data sets for patterns and trends. [P5.1]
X
Construct an explanation that includes
qualitative or quantitative relationships between
variables that predict(s) and/or describe(s)
phenomena. [P6.1] X
Compare and critique two arguments on the
same topic and analyze whether they emphasize
similar or different evidence and/or
interpretations of facts. [P7.1]
Critically read scientific texts adapted for
classroom use to determine the central ideas
and/or obtain scientific and/or technical
information to describe patterns in and/or
evidence about the natural and designed
world(s). [P8.1]
X
component of a system is changed. [P2.2] X component of a system is changed. [P2.2] X component of a system is changed. [P2.2] X component of a system is changed. [P2.2] X
Create algorithms (a series of ordered steps) to
solve a problem. [P5.3]
Construct a scientific explanation based on valid
and reliable evidence obtained from sources
the assumption that theories and laws that
describe the natural world operate today as they
did in the past and will continue to do so in the
future. [P6.3]
X
Construct, use, and/or present an oral and written
argument supported by empirical evidence and
scientific reasoning to support or refute an
explanation or a model for a phenomenon or a
solution to a problem. [P7.3] X
Gather, read, and synthesize information from
multiple appropriate sources and assess the
credibility, accuracy, and possible bias of each
publication and methods used, and describe how
they are supported or not supported by
evidence. [P8.3]
X
Apply mathematical concepts and/or processes
(e.g., ratio, rate, percent, basic operations, simple
algebra) to scientific and engineering questions
and problems. [P5.4] X
Apply scientific ideas, principles, and/or evidence
to construct, revise and/or use an explanation for
real-world phenomena, examples, or events.
[P6.4]X
Make an oral or written argument that supports
or refutes the advertised performance of a
device, process, or system based on empirical
evidence concerning whether or not the
technology meets relevant criteria and
constraints. [P7.4]
Evaluate data, hypotheses, and/or conclusions in
scientific and technical texts in light of
competing information or accounts. [P8.4]
X
Use digital tools and/or mathematical concepts
and arguments to test and compare proposed
solutions to an engineering design problem.
[P5.5]
Apply scientific reasoning to show why the data
or evidence is adequate for the explanation or
conclusion. [P6.5]X
Evaluate competing design solutions based on
jointly developed and agreed-upon design
criteria. [P7.5]
Communicate scientific and/or technical
information (e.g. about a proposed object, tool,
process, system) in writing and/or through oral
presentations. [P8.5]X
Apply scientific ideas or principles to design,
construct, and/or test a design of an object, tool,
process or system. [P6.6]
Undertake a design project, engaging in the
design cycle, to construct and/or implement a
solution that meets specific design criteria and
constraints. [P6.7]
Optimize performance of a design by prioritizing
criteria, making tradeoffs, testing, revising, and re-
testing [P6.8]
NGSS Practices integrated into the GLOBE Program Model for Student Scientific Research
Middle School - Grades 6-8
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 39
Ob
serv
e N
atu
ral
Ph
eno
men
on
Po
se R
esea
rch
Q
ues
tio
ns
Dev
elo
pIn
vest
igat
ion
Pla
nC
on
du
ctIn
vest
igat
ion
Iden
tify
New
Res
earc
h Q
ues
tio
ns
Sh
are
Fin
din
gs
and
Co
ncl
usi
on
sW
rite
Res
earc
hR
epo
rtA
nal
yze
Dat
a
GLO
BE
Res
earc
h C
olla
bo
rati
on
s
Pee
r C
olla
bro
rati
on
s
Sci
enti
st C
olla
bo
rati
on
s
Res
each
Cam
pai
gn
Co
llab
ora
tio
ns
Th
e G
LO
BE
Pro
gra
m M
od
el f
or
Stu
de
nt
Sci
en
tifi
c R
ese
arc
h
NG
SS
Pra
ctic
e p
rog
ress
ion
fo
r H
igh
Sch
oo
l (G
rad
es
9-1
2)
Pra
ctic
e 1
Ask
ques
tions
tha
t ar
ise
from
car
eful
obse
rvat
ion
of p
heno
men
a, o
r un
expe
cted
res
ults
,to
cla
rify
and/
or s
eek
addi
tiona
l inf
orm
atio
n. [
P1.1
]
Ask
ques
tions
to
dete
rmin
e re
latio
nshi
ps,
incl
udin
g qu
antit
ativ
e re
latio
nshi
ps, be
twee
nin
depe
nden
t an
d de
pend
ent
varia
bles
. [P
1.3]
Ask
ques
tions
to
clar
ify a
nd r
efin
e a
mod
el, an
expl
anat
ion,
or
an e
ngin
eerin
g pr
oble
m. [P
1.4]
Eval
uate
a q
uest
ion
to d
eter
min
eif
it is
tes
tabl
e an
d re
leva
nt. [P
1.5]
Ask
ques
tions
tha
t ca
n be
inve
stig
ated
with
in t
he s
cope
of
the
scho
ol la
bora
tory
,re
sear
ch f
acili
ties,
or
field
(e.
g., ou
tdoo
r en
viro
nmen
t) w
ith a
vaila
ble
reso
urce
san
d, w
hen
appr
opria
te, fr
ame
a hy
poth
esis
bas
ed o
n a
mod
el o
r th
eory
. [P
1.6]
Ask
and/
or e
valu
ate
ques
tions
tha
t ch
alle
nge
the
prem
ise(
s) o
f an
arg
umen
t, t
he in
terp
reta
tion
of a
data
set
, or
the
sui
tabi
lity
of a
des
ign.
[P1
.7]
Ask
and/
or e
valu
ate
ques
tions
tha
t ch
alle
nge
the
prem
ise(
s) o
f an
arg
umen
t, t
he in
terp
reta
tion
of a
data
set
, or
the
sui
tabi
lity
of a
des
ign.
[P1
.7]
Ask
ques
tions
tha
t ar
ise
from
car
eful
obse
rvat
ion
of p
heno
men
a, o
r un
expe
cted
res
ults
,to
cla
rify
and/
or s
eek
addi
tiona
l inf
orm
atio
n. [
P1.1
]
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 40
Ob
serv
e N
atu
ral
Ph
eno
men
on
Po
se R
esea
rch
Q
ues
tio
ns
Dev
elo
pIn
vest
igat
ion
Pla
nC
on
du
ctIn
vest
igat
ion
Iden
tify
New
Res
earc
h Q
ues
tio
ns
Sh
are
Fin
din
gs
and
Co
ncl
usi
on
sW
rite
Res
earc
hR
epo
rtA
nal
yze
Dat
a
GLO
BE
Res
earc
h C
olla
bo
rati
on
s
Pee
r C
olla
bro
rati
on
s
Sci
enti
st C
olla
bo
rati
on
s
Res
each
Cam
pai
gn
Co
llab
ora
tio
ns
Th
e G
LO
BE
Pro
gra
m M
od
el f
or
Stu
de
nt
Sci
en
tifi
c R
ese
arc
h
NG
SS
Pra
ctic
e p
rog
ress
ion
fo
r H
igh
Sch
oo
l (G
rad
es
9-1
2)
Pra
ctic
e 2
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 41
Ob
serv
e N
atu
ral
Ph
eno
men
on
Po
se R
esea
rch
Q
ues
tio
ns
Dev
elo
pIn
vest
igat
ion
Pla
nC
on
du
ctIn
vest
igat
ion
Iden
tify
New
Res
earc
h Q
ues
tio
ns
Sh
are
Fin
din
gs
and
Co
ncl
usi
on
sW
rite
Res
earc
hR
epo
rtA
nal
yze
Dat
a
GLO
BE
Res
earc
h C
oll
abo
rati
on
s
Pee
r C
olla
bro
rati
on
s
Sci
enti
st C
olla
bo
rati
on
s
Res
each
Cam
pai
gn
Co
llab
ora
tio
ns
Th
e G
LOB
E P
rog
ram
Mo
del
fo
r S
tud
ent
Sci
enti
fic
Res
earc
hN
GS
S P
ract
ice
pro
gre
ssio
n f
or
Hig
h S
cho
ol (
Gra
des
9-1
2)
Pra
ctic
e 3
Plan
an
inve
stig
atio
n or
tes
t a
desi
gn in
divi
dual
ly a
nd c
olla
bora
tivel
y to
pro
duce
dat
a to
ser
ve a
sth
e ba
sis
for
evid
ence
as
part
of
build
ing
and
revi
sing
mod
els,
sup
port
ing
expl
anat
ions
for
phen
omen
a, o
r te
stin
g so
lutio
ns t
o pr
oble
ms.
Con
side
r po
ssib
le c
onfo
undi
ng v
aria
bles
or
effe
cts
and
eval
uate
the
inve
stig
atio
n’s
desi
gn t
o en
sure
var
iabl
es a
re c
ontr
olle
d. [
P3.1
]
Plan
and
con
duct
an
inve
stig
atio
n in
divi
dual
ly a
nd c
olla
bora
tivel
y to
pro
duce
dat
a to
ser
ve a
s th
e ba
sis
for
evid
ence
, an
d in
the
des
ign:
dec
ide
on t
ypes
, ho
w m
uch,
and
acc
urac
y of
dat
a ne
eded
to
prod
uce
relia
ble
mea
sure
men
ts a
ndco
nsid
er li
mita
tions
on
the
prec
isio
n of
the
dat
a (
e.g.
, nu
mbe
r of
tria
ls, co
st, ris
k, t
ime)
, an
d re
fine
the
desi
gn a
ccor
ding
ly. [P
3.2]
Sele
ct a
ppro
pria
te t
ools
to
colle
ct, re
cord
,an
alyz
e, a
nd e
valu
ate
data
. [P
3.4]
Plan
and
con
duct
an
inve
stig
atio
n or
tes
t a
desi
gnso
lutio
n in
a s
afe
and
ethi
cal m
anne
r in
clud
ing
cons
ider
atio
nsof
env
ironm
enta
l, so
cial
, an
d pe
rson
al im
pact
s. [
P3.3
]
Mak
e di
rect
iona
l hyp
othe
ses
that
spe
cify
wha
t ha
ppen
s to
a d
epen
dent
var
iabl
e w
hen
an
inde
pend
ent
varia
ble
is m
anip
ulat
ed. [P
3.5]
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 42
Ob
serv
e N
atu
ral
Ph
eno
men
on
Po
se R
esea
rch
Q
ues
tio
ns
Dev
elo
pIn
vest
igat
ion
Pla
nC
on
du
ctIn
vest
igat
ion
Iden
tify
New
Res
earc
h Q
ues
tio
ns
Sh
are
Fin
din
gs
and
Co
ncl
usi
on
sW
rite
Res
earc
hR
epo
rtA
nal
yze
Dat
a
GLO
BE
Res
earc
h C
olla
bo
rati
on
s
Pee
r C
olla
bro
rati
on
s
Sci
enti
st C
olla
bo
rati
on
s
Res
each
Cam
pai
gn
Co
llab
ora
tio
ns
Th
e G
LO
BE
Pro
gra
m M
od
el f
or
Stu
de
nt
Sci
en
tifi
c R
ese
arc
h
NG
SS
Pra
ctic
e p
rog
ress
ion
fo
r H
igh
Sch
oo
l (G
rad
es
9-1
2)
Pra
ctic
e 4
Anal
yze
data
usi
ng t
ools
, te
chno
logi
es, an
d/or
mod
els
(e.g
., c
ompu
tatio
nal,
mat
hem
atic
al)
in o
rder
to
mak
e va
lid a
ndre
liabl
e sc
ient
ific
clai
ms
or d
eter
min
e an
opt
imal
des
ign
solu
tion.
[P4
.1]
Appl
y co
ncep
ts o
f st
atis
tics
and
prob
abili
ty (
incl
udin
gde
term
inin
g fu
nctio
n fit
s to
dat
a, s
lope
, in
terc
ept,
and
corr
elat
ion
coef
ficie
nt f
or li
near
fits
) to
sci
entif
ic a
nd e
ngin
eerin
gqu
estio
ns a
nd p
robl
ems,
usi
ng d
igita
l too
ls w
hen
feas
ible
. [P
4.2]
Cons
ider
lim
itatio
ns o
f da
ta a
naly
sis
(e.g
., m
easu
rem
ent
erro
r,sa
mpl
e se
lect
ion)
whe
n an
alyz
ing
and
inte
rpre
ting
data
. [P
4.3]
Com
pare
and
con
tras
t va
rious
typ
es o
f da
ta s
ets
(e.g
., s
elf-
gene
rate
d, a
rchi
val) t
o ex
amin
e co
nsis
tenc
yof
mea
sure
men
ts a
nd o
bser
vatio
ns. [P
4.4]
Eval
uate
the
impa
ct o
f ne
w d
ata
on a
wor
king
exp
lana
tion
and/
or m
odel
of
a pr
opos
ed p
roce
ss o
r sy
stem
. [P
4.5]
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 43
Ob
serv
e N
atu
ral
Ph
eno
men
on
Po
se R
esea
rch
Q
ues
tio
ns
Dev
elo
pIn
vest
igat
ion
Pla
nC
on
du
ctIn
vest
igat
ion
Iden
tify
New
Res
earc
h Q
ues
tio
ns
Sh
are
Fin
din
gs
and
Co
ncl
usi
on
sW
rite
Res
earc
hR
epo
rtA
nal
yze
Dat
a
GLO
BE
Res
earc
h C
olla
bo
rati
on
s
Pee
r C
olla
bro
rati
on
s
Sci
enti
st C
olla
bo
rati
on
s
Res
each
Cam
pai
gn
Co
llab
ora
tio
ns
Th
e G
LO
BE
Pro
gra
m M
od
el f
or
Stu
de
nt
Sci
en
tifi
c R
ese
arc
h
NG
SS
Pra
ctic
e p
rog
ress
ion
fo
r H
igh
Sch
oo
l (G
rad
es
9-1
2)
Pra
ctic
e 5
Use
mat
hem
atic
al, co
mpu
tatio
nal,
and/
or a
lgor
ithm
icre
pres
enta
tions
of
phen
omen
a or
des
ign
solu
tions
to
desc
ribe
and/
or s
uppo
rt c
laim
s an
d/or
exp
lana
tions
. [P
5.2]
Appl
y te
chni
ques
of
alge
bra
and
func
tions
to
repr
esen
tan
d so
lve
scie
ntifi
c an
d en
gine
erin
g pr
oble
ms.
[P5
.3]
Appl
y ra
tios,
rat
es, pe
rcen
tage
s, a
nd u
nit
conv
ersi
ons
in t
he c
onte
xt o
fco
mpl
icat
ed m
easu
rem
ent
prob
lem
s in
volv
ing
quan
titie
s w
ith d
eriv
edor
com
poun
d un
its (
such
as
mg/
mL,
kg/
m3,
acr
e-fe
et, et
c.).
[P5
.5]
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 44
Ob
serv
e N
atu
ral
Ph
eno
men
on
Po
se R
esea
rch
Q
ues
tio
ns
Dev
elo
pIn
vest
igat
ion
Pla
nC
on
du
ctIn
vest
igat
ion
Iden
tify
New
Res
earc
h Q
ues
tio
ns
Sh
are
Fin
din
gs
and
Co
ncl
usi
on
sW
rite
Res
earc
hR
epo
rtA
nal
yze
Dat
a
GLO
BE
Res
earc
h C
olla
bo
rati
on
s
Pee
r C
olla
bro
rati
on
s
Sci
enti
st C
olla
bo
rati
on
s
Res
each
Cam
pai
gn
Co
llab
ora
tio
ns
Th
e G
LO
BE
Pro
gra
m M
od
el f
or
Stu
de
nt
Sci
en
tifi
c R
ese
arc
h
NG
SS
Pra
ctic
e p
rog
ress
ion
fo
r H
igh
Sch
oo
l (G
rad
es
9-1
2)
Pra
ctic
e 6
Mak
e a
quan
titat
ive
and/
or q
ualit
ativ
e cl
aim
re
gard
ing
the
rela
tions
hip
betw
een
depe
nden
t an
d in
depe
nden
t va
riabl
es. [P
6.1]
Cons
truc
t an
d re
vise
an
expl
anat
ion
base
d on
val
id a
nd r
elia
ble
evid
ence
obta
ined
fro
m a
var
iety
of
sour
ces
(inc
ludi
ng s
tude
nts’
ow
n in
vest
igat
ions
,m
odel
s, t
heor
ies,
sim
ulat
ions
, pe
er r
evie
w)
and
the
assu
mpt
ion
that
the
orie
san
d la
ws
that
des
crib
e th
e na
tura
l wor
ld o
pera
te t
oday
as
they
did
inth
e pa
st a
nd w
ill c
ontin
ue t
o do
so
in t
he f
utur
e. [
P6.2
]
Appl
y sc
ient
ific
idea
s, p
rinci
ples
, an
d/or
evi
denc
e to
pro
vide
an e
xpla
natio
n of
phe
nom
ena
and
solv
e de
sign
pro
blem
s,ta
king
into
acc
ount
pos
sibl
e un
antic
ipat
ed e
ffec
ts. [P
6.3]
Appl
y sc
ient
ific
reas
onin
g, t
heor
y, a
nd/o
r m
odel
s to
link
evid
ence
to
the
clai
ms
to a
sses
s th
e ex
tent
to
whi
ch t
here
ason
ing
and
data
sup
port
the
exp
lana
tion
or c
oncl
usio
n. [
P6.4
]
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 45
Ob
serv
e N
atu
ral
Ph
eno
men
on
Po
se R
esea
rch
Q
ues
tio
ns
Dev
elo
pIn
vest
igat
ion
Pla
nC
on
du
ctIn
vest
igat
ion
Iden
tify
New
Res
earc
h Q
ues
tio
ns
Sh
are
Fin
din
gs
and
Co
ncl
usi
on
sW
rite
Res
earc
hR
epo
rtA
nal
yze
Dat
a
GLO
BE
Res
earc
h C
olla
bo
rati
on
s
Pee
r C
olla
bro
rati
on
s
Sci
enti
st C
olla
bo
rati
on
s
Res
each
Cam
pai
gn
Co
llab
ora
tio
ns
Th
e G
LO
BE
Pro
gra
m M
od
el f
or
Stu
de
nt
Sci
en
tifi
c R
ese
arc
h
NG
SS
Pra
ctic
e p
rog
ress
ion
fo
r H
igh
Sch
oo
l (G
rad
es
9-1
2)
Pra
ctic
e 7
Com
pare
and
eva
luat
e co
mpe
ting
argu
men
ts o
r de
sign
sol
utio
nsin
ligh
t of
cur
rent
ly a
ccep
ted
expl
anat
ions
, n
ew e
vide
nce,
limita
tions
(e.
g., tr
ade-
offs
), c
onst
rain
ts, an
d et
hica
l iss
ues.
[P7
.1]
Res
pect
fully
pro
vide
and
/or
rece
ive
criti
ques
on
scie
ntifi
c ar
gum
ents
by p
robi
ng r
easo
ning
and
evi
denc
e, c
halle
ngin
g id
eas
and
conc
lusi
ons,
resp
ondi
ng t
houg
htfu
lly t
o di
vers
e pe
rspe
ctiv
es, an
d de
term
inin
gad
ditio
nal i
nfor
mat
ion
requ
ired
to r
esol
ve c
ontr
adic
tions
. [P
7.3]
Cons
truc
t, u
se, an
d/or
pre
sent
an
oral
and
writ
ten
argu
men
t or
cou
nter
-arg
umen
tsba
sed
on d
ata
and
evid
ence
. [P
7.4]
Mak
e an
d de
fend
a c
laim
bas
ed o
n ev
iden
ce a
bout
the
natu
ral w
orld
or
the
effe
ctiv
enes
s of
a d
esig
n so
lutio
n th
atre
flect
s sc
ient
ific
know
ledg
e an
d st
uden
t-ge
nera
ted
evid
ence
. [P
7.5]
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 46
Ob
serv
e N
atu
ral
Ph
eno
men
on
Po
se R
esea
rch
Q
ues
tio
ns
Dev
elo
pIn
vest
igat
ion
Pla
nC
on
du
ctIn
vest
igat
ion
Iden
tify
New
Res
earc
h Q
ues
tio
ns
Sh
are
Fin
din
gs
and
Co
ncl
usi
on
sW
rite
Res
earc
hR
epo
rtA
nal
yze
Dat
a
GLO
BE
Res
earc
h C
olla
bo
rati
on
s
Pee
r C
olla
bro
rati
on
s
Sci
enti
st C
olla
bo
rati
on
s
Res
each
Cam
pai
gn
Co
llab
ora
tio
ns
Th
e G
LO
BE
Pro
gra
m M
od
el f
or
Stu
de
nt
Sci
en
tifi
c R
ese
arc
h
NG
SS
Pra
ctic
e p
rog
ress
ion
fo
r H
igh
Sch
oo
l (G
rad
es
9-1
2)
Pra
ctic
e 8
Criti
cally
rea
d sc
ient
ific
liter
atur
e ad
apte
d fo
r cl
assr
oom
use
to
dete
rmin
e th
e ce
ntra
l ide
as o
r co
nclu
sion
s an
d/or
to
obta
in
scie
ntifi
c an
d/or
tec
hnic
al in
form
atio
n to
sum
mar
ize
com
plex
ev
iden
ce, co
ncep
ts, pr
oces
ses,
or
info
rmat
ion
pres
ente
d in
a t
ext
by p
arap
hras
ing
them
in s
impl
er b
ut s
till a
ccur
ate
term
s. [
P8.1
]
Com
pare
, in
tegr
ate
and
eval
uate
sou
rces
of
info
rmat
ion
pres
ente
d in
diff
eren
t m
edia
or
form
ats
(e.g
., v
isua
lly,
quan
titat
ivel
y) a
s w
ell a
s in
wor
ds in
ord
er t
o ad
dres
s a
scie
ntifi
c qu
estio
n or
sol
ve a
pro
blem
. [P
8.2]
Com
mun
icat
e sc
ient
ific
and/
or t
echn
ical
info
rmat
ion
or id
eas
(e.g
. ab
out
phen
omen
a an
d/or
the
pro
cess
of
deve
lopm
ent
and
the
desi
gn a
nd p
erfo
rman
ce o
f a
prop
osed
pro
cess
or
syst
em)
inm
ultip
le f
orm
ats
(i.e
., o
rally
, gr
aphi
cally
, te
xtua
lly, m
athe
mat
ical
ly).
[P8
.5]
Criti
cally
rea
d sc
ient
ific
liter
atur
e ad
apte
d fo
r cl
assr
oom
use
to
dete
rmin
e th
e ce
ntra
l ide
as o
r co
nclu
sion
s an
d/or
to
obta
in
scie
ntifi
c an
d/or
tec
hnic
al in
form
atio
n to
sum
mar
ize
com
plex
ev
iden
ce, co
ncep
ts, pr
oces
ses,
or
info
rmat
ion
pres
ente
d in
a t
ext
by p
arap
hras
ing
them
in s
impl
er b
ut s
till a
ccur
ate
term
s. [
P8.1
]
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 47
Ob
serv
e N
atu
ral
Ph
eno
men
on
Po
se R
esea
rch
Q
ues
tio
ns
Dev
elo
pIn
vest
igat
ion
Pla
nC
on
du
ctIn
vest
igat
ion
Iden
tify
New
Res
earc
h Q
ues
tio
ns
Sh
are
Fin
din
gs
and
Co
ncl
usi
on
sW
rite
Res
earc
hR
epo
rtA
nal
yze
Dat
a
GLO
BE
Res
earc
h C
oll
abo
rati
on
s
Pee
r C
olla
bro
rati
on
s
Sci
enti
st C
olla
bo
rati
on
s
Res
each
Cam
pai
gn
Co
llab
ora
tio
ns
Th
e G
LO
BE
Pro
gra
m M
od
el f
or
Stu
de
nt
Sci
en
tifi
c R
ese
arc
hN
GS
S P
ract
ice
pro
gre
ssio
n f
or
Hig
h S
cho
ol (
Gra
de
s 9
-12
)
All
Pra
ctic
es
Ask
ques
tions
tha
t ar
ise
from
car
eful
obse
rvat
ion
of p
heno
men
a, o
r un
expe
cted
res
ults
,to
cla
rify
and/
or s
eek
addi
tiona
l inf
orm
atio
n. [
P1.1
]
Ask
ques
tions
to
dete
rmin
e re
latio
nshi
ps,
incl
udin
g qu
antit
ativ
e re
latio
nshi
ps, be
twee
nin
depe
nden
t an
d de
pend
ent
varia
bles
. [P
1.3]
Ask
ques
tions
to
clar
ify a
nd r
efin
e a
mod
el, an
expl
anat
ion,
or
an e
ngin
eerin
g pr
oble
m. [P
1.4]
Eval
uate
a q
uest
ion
to d
eter
min
eif
it is
tes
tabl
e an
d re
leva
nt. [P
1.5]
Ask
ques
tions
tha
t ca
n be
inve
stig
ated
with
in t
he s
cope
of
the
scho
ol la
bora
tory
,re
sear
ch f
acili
ties,
or
field
(e.
g., ou
tdoo
r en
viro
nmen
t) w
ith a
vaila
ble
reso
urce
san
d, w
hen
appr
opria
te, fr
ame
a hy
poth
esis
bas
ed o
n a
mod
el o
r th
eory
. [P
1.6]
Ask
and/
or e
valu
ate
ques
tions
tha
t ch
alle
nge
the
prem
ise(
s) o
f an
arg
umen
t, t
he in
terp
reta
tion
of a
data
set
, or
the
sui
tabi
lity
of a
des
ign.
[P1
.7]
Ask
and/
or e
valu
ate
ques
tions
tha
t ch
alle
nge
the
prem
ise(
s) o
f an
arg
umen
t, t
he in
terp
reta
tion
of a
data
set
, or
the
sui
tabi
lity
of a
des
ign.
[P1
.7]
Ask
ques
tions
tha
t ar
ise
from
car
eful
obse
rvat
ion
of p
heno
men
a, o
r un
expe
cted
res
ults
,to
cla
rify
and/
or s
eek
addi
tiona
l inf
orm
atio
n. [
P1.1
]
Plan
an
inve
stig
atio
n or
tes
t a
desi
gn in
divi
dual
ly a
nd c
olla
bora
tivel
y to
pro
duce
dat
a to
ser
ve a
sth
e ba
sis
for
evid
ence
as
part
of
build
ing
and
revi
sing
mod
els,
sup
port
ing
expl
anat
ions
for
phen
omen
a, o
r te
stin
g so
lutio
ns t
o pr
oble
ms.
Con
side
r po
ssib
le c
onfo
undi
ng v
aria
bles
or
effe
cts
and
eval
uate
the
inve
stig
atio
n’s
desi
gn t
o en
sure
var
iabl
es a
re c
ontr
olle
d. [
P3.1
]
Plan
and
con
duct
an
inve
stig
atio
n in
divi
dual
ly a
nd c
olla
bora
tivel
y to
pro
duce
dat
a to
ser
ve a
s th
e ba
sis
for
evid
ence
, an
d in
the
des
ign:
dec
ide
on t
ypes
, ho
w m
uch,
and
acc
urac
y of
dat
a ne
eded
to
prod
uce
relia
ble
mea
sure
men
ts a
ndco
nsid
er li
mita
tions
on
the
prec
isio
n of
the
dat
a (
e.g.
, nu
mbe
r of
tria
ls, co
st, ris
k, t
ime)
, an
d re
fine
the
desi
gn a
ccor
ding
ly. [P
3.2]
Sele
ct a
ppro
pria
te t
ools
to
colle
ct, re
cord
,an
alyz
e, a
nd e
valu
ate
data
. [P
3.4]
Plan
and
con
duct
an
inve
stig
atio
n or
tes
t a
desi
gnso
lutio
n in
a s
afe
and
ethi
cal m
anne
r in
clud
ing
cons
ider
atio
nsof
env
ironm
enta
l, so
cial
, an
d pe
rson
al im
pact
s. [
P3.3
]
Mak
e di
rect
iona
l hyp
othe
ses
that
spe
cify
wha
t ha
ppen
s to
a d
epen
dent
var
iabl
e w
hen
an
inde
pend
ent
varia
ble
is m
anip
ulat
ed. [P
3.5]
Anal
yze
data
usi
ng t
ools
, te
chno
logi
es, an
d/or
mod
els
(e.g
., c
ompu
tatio
nal,
mat
hem
atic
al)
in o
rder
to
mak
e va
lid a
ndre
liabl
e sc
ient
ific
clai
ms
or d
eter
min
e an
opt
imal
des
ign
solu
tion.
[P4
.1]
Appl
y co
ncep
ts o
f st
atis
tics
and
prob
abili
ty (
incl
udin
gde
term
inin
g fu
nctio
n fit
s to
dat
a, s
lope
, in
terc
ept,
and
corr
elat
ion
coef
ficie
nt f
or li
near
fits
) to
sci
entif
ic a
nd e
ngin
eerin
gqu
estio
ns a
nd p
robl
ems,
usi
ng d
igita
l too
ls w
hen
feas
ible
. [P
4.2]
Cons
ider
lim
itatio
ns o
f da
ta a
naly
sis
(e.g
., m
easu
rem
ent
erro
r,sa
mpl
e se
lect
ion)
whe
n an
alyz
ing
and
inte
rpre
ting
data
. [P
4.3]
Com
pare
and
con
tras
t va
rious
typ
es o
f da
ta s
ets
(e.g
., s
elf-
gene
rate
d, a
rchi
val) t
o ex
amin
e co
nsis
tenc
yof
mea
sure
men
ts a
nd o
bser
vatio
ns. [P
4.4]
Eval
uate
the
impa
ct o
f ne
w d
ata
on a
wor
king
exp
lana
tion
and/
or m
odel
of
a pr
opos
ed p
roce
ss o
r sy
stem
. [P
4.5]
Use
mat
hem
atic
al, co
mpu
tatio
nal,
and/
or a
lgor
ithm
icre
pres
enta
tions
of
phen
omen
a or
des
ign
solu
tions
to
desc
ribe
and/
or s
uppo
rt c
laim
s an
d/or
exp
lana
tions
. [P
5.2]
Appl
y te
chni
ques
of
alge
bra
and
func
tions
to
repr
esen
tan
d so
lve
scie
ntifi
c an
d en
gine
erin
g pr
oble
ms.
[P5
.3]
Appl
y ra
tios,
rat
es, pe
rcen
tage
s, a
nd u
nit
conv
ersi
ons
in t
he c
onte
xt o
fco
mpl
icat
ed m
easu
rem
ent
prob
lem
s in
volv
ing
quan
titie
s w
ith d
eriv
edor
com
poun
d un
its (
such
as
mg/
mL,
kg/
m3,
acr
e-fe
et, et
c.).
[P5
.5]
Mak
e a
quan
titat
ive
and/
or q
ualit
ativ
e cl
aim
re
gard
ing
the
rela
tions
hip
betw
een
depe
nden
t an
d in
depe
nden
t va
riabl
es. [P
6.1]
Cons
truc
t an
d re
vise
an
expl
anat
ion
base
d on
val
id a
nd r
elia
ble
evid
ence
obta
ined
fro
m a
var
iety
of
sour
ces
(inc
ludi
ng s
tude
nts’
ow
n in
vest
igat
ions
,m
odel
s, t
heor
ies,
sim
ulat
ions
, pe
er r
evie
w)
and
the
assu
mpt
ion
that
the
orie
san
d la
ws
that
des
crib
e th
e na
tura
l wor
ld o
pera
te t
oday
as
they
did
inth
e pa
st a
nd w
ill c
ontin
ue t
o do
so
in t
he f
utur
e. [
P6.2
]
Appl
y sc
ient
ific
idea
s, p
rinci
ples
, an
d/or
evi
denc
e to
pro
vide
an e
xpla
natio
n of
phe
nom
ena
and
solv
e de
sign
pro
blem
s,ta
king
into
acc
ount
pos
sibl
e un
antic
ipat
ed e
ffec
ts. [P
6.3]
Appl
y sc
ient
ific
reas
onin
g, t
heor
y, a
nd/o
r m
odel
s to
link
evid
ence
to
the
clai
ms
to a
sses
s th
e ex
tent
to
whi
ch t
here
ason
ing
and
data
sup
port
the
exp
lana
tion
or c
oncl
usio
n. [
P6.4
]
Com
pare
and
eva
luat
e co
mpe
ting
argu
men
ts o
r de
sign
sol
utio
nsin
ligh
t of
cur
rent
ly a
ccep
ted
expl
anat
ions
, n
ew e
vide
nce,
limita
tions
(e.
g., tr
ade-
offs
), c
onst
rain
ts, an
d et
hica
l iss
ues.
[P7
.1]
Res
pect
fully
pro
vide
and
/or
rece
ive
criti
ques
on
scie
ntifi
c ar
gum
ents
by p
robi
ng r
easo
ning
and
evi
denc
e, c
halle
ngin
g id
eas
and
conc
lusi
ons,
resp
ondi
ng t
houg
htfu
lly t
o di
vers
e pe
rspe
ctiv
es, an
d de
term
inin
gad
ditio
nal i
nfor
mat
ion
requ
ired
to r
esol
ve c
ontr
adic
tions
. [P
7.3]
Cons
truc
t, u
se, an
d/or
pre
sent
an
oral
and
writ
ten
argu
men
t or
cou
nter
-arg
umen
tsba
sed
on d
ata
and
evid
ence
. [P
7.4]
Mak
e an
d de
fend
a c
laim
bas
ed o
n ev
iden
ce a
bout
the
natu
ral w
orld
or
the
effe
ctiv
enes
s of
a d
esig
n so
lutio
n th
atre
flect
s sc
ient
ific
know
ledg
e an
d st
uden
t-ge
nera
ted
evid
ence
. [P
7.5]
Criti
cally
rea
d sc
ient
ific
liter
atur
e ad
apte
d fo
r cl
assr
oom
use
to
dete
rmin
e th
e ce
ntra
l ide
as o
r co
nclu
sion
s an
d/or
to
obta
in
scie
ntifi
c an
d/or
tec
hnic
al in
form
atio
n to
sum
mar
ize
com
plex
ev
iden
ce, co
ncep
ts, pr
oces
ses,
or
info
rmat
ion
pres
ente
d in
a t
ext
by p
arap
hras
ing
them
in s
impl
er b
ut s
till a
ccur
ate
term
s. [
P8.1
]
Com
pare
, in
tegr
ate
and
eval
uate
sou
rces
of
info
rmat
ion
pres
ente
d in
diff
eren
t m
edia
or
form
ats
(e.g
., v
isua
lly,
quan
titat
ivel
y) a
s w
ell a
s in
wor
ds in
ord
er t
o ad
dres
s a
scie
ntifi
c qu
estio
n or
sol
ve a
pro
blem
. [P
8.2]
Com
mun
icat
e sc
ient
ific
and/
or t
echn
ical
info
rmat
ion
or id
eas
(e.g
. ab
out
phen
omen
a an
d/or
the
pro
cess
of
deve
lopm
ent
and
the
desi
gn a
nd p
erfo
rman
ce o
f a
prop
osed
pro
cess
or
syst
em)
inm
ultip
le f
orm
ats
(i.e
., o
rally
, gr
aphi
cally
, te
xtua
lly, m
athe
mat
ical
ly).
[P8
.5]
Criti
cally
rea
d sc
ient
ific
liter
atur
e ad
apte
d fo
r cl
assr
oom
use
to
dete
rmin
e th
e ce
ntra
l ide
as o
r co
nclu
sion
s an
d/or
to
obta
in
scie
ntifi
c an
d/or
tec
hnic
al in
form
atio
n to
sum
mar
ize
com
plex
ev
iden
ce, co
ncep
ts, pr
oces
ses,
or
info
rmat
ion
pres
ente
d in
a t
ext
by p
arap
hras
ing
them
in s
impl
er b
ut s
till a
ccur
ate
term
s. [
P8.1
]
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 48
formulating, refining, and evaluating empirically
testable questions and design problems using
models and simulations.
MSSR
and progresses to using, synthesizing, and
developing models to predict and show
relationships among variables between systems
and their components in the natural and designed
worlds.
MSSR
3. Planning and carrying out investigations in 9-12
builds on K-8 experiences and progresses to include
investigations that provide evidence for and test
conceptual, mathematical, physical, and empirical
models.
MSSR
and progresses to introducing more detailed
statistical analysis, the comparison of data sets for
consistency, and the use of models to generate and
analyze data.
MSSR
Ask questions that arise from careful observation
of phenomena, or unexpected results, to clarify
and/or seek additional information. [P1.1]
X
Evaluate merits and limitations of two different
models of the same proposed tool, process,
mechanism or system in order to select or revise a
model that best fits the evidence or design
criteria. [P2.1]
Plan an investigation or test a design individually
and collaboratively to produce data to serve as
the basis for evidence as part of building and
revising models, supporting explanations for
phenomena, or testing solutions to problems.
Consider possible confounding variables or
ensure variables are controlled. [P3.1]
X
Analyze data using tools, technologies, and/or
models (e. [P4.1]g. [P4.1], computational,
mathematical) in order to make valid and reliable
scientific claims or determine an optimal design
solution. [P4.1]X
Design a test of a model to ascertain its reliability.
[P2.2]
Design a test of a model to ascertain its reliability.
[P2.2]
Design a test of a model to ascertain its reliability.
[P2.2]X
Design a test of a model to ascertain its reliability.
[P2.2]X
Ask questions to determine relationships,
including quantitative relationships, between
independent and dependent variables. [P1.3]
X
Develop, revise, and/or use a model based on
evidence to illustrate and/or predict the
relationships between systems or between
components of a system. [P2.3]
Plan and conduct an investigation or test a
design solution in a safe and ethical manner
including considerations of environmental, social,
and personal impacts. [P3.3]X
Consider limitations of data analysis (e.g.,
measurement error, sample selection) when
analyzing and interpreting data. [P4.3]
X
Ask questions to clarify and refine a model, an
explanation, or an engineering problem. [P1.4]
X
Develop and/or use multiple types of models to
provide mechanistic accounts and/or predict
phenomena, and move flexibly between model
types based on merits and limitations. [P2.4]
Select appropriate tools to collect, record,
analyze, and evaluate data. [P3.4]
X
Compare and contrast various types of data sets
(e.g., self-generated, archival) to examine
consistency of measurements and observations.
[P4.4] X
Evaluate a question to determine if it is testable
and relevant. [P1.5]
X
Develop a complex model that allows for
manipulation and testing of a proposed process
or system. [P2.5]
Make directional hypotheses that specify what
happens to a dependent variable when an
independent variable is manipulated. [P3.5]
X
Evaluate the impact of new data on a working
explanation and/or model of a proposed process
or system. [P4.5]
X
Ask questions that can be investigated within the
scope of the school laboratory, research facilities,
or field (e.g., outdoor environment) with available
resources and, when appropriate, frame a
hypothesis based on a model or theory. [P1.6]X
Develop and/or use a model (including
mathematical and computational) to generate
data to support explanations, predict phenomena,
analyze systems, and/or solve problems. [P2.6]
Manipulate variables and collect data about a
complex model of a proposed process or system
to identify failure points or improve performance
relative to criteria for success or other variables.
[P3.6]
Analyze data to identify design features or
characteristics of the components of a proposed
process or system to optimize it relative to
criteria for success. [P4.6]
Ask and/or evaluate questions that challenge the
premise(s) of an argument, the interpretation of a
data set, or the suitability of a design. [P1.7]X
Define a design problem that involves the
development of a process or system with
interacting components and criteria and
constraints that may include social, technical,
and/or environmental considerations. [P1.8]
High School - Grades 9-12
NGSS Practices integrated into the GLOBE Program Model for Student Scientific Research
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 49
5. Mathematical and computational thinking in 9-12
builds on K-8 experiences and progresses to using
algebraic thinking and analysis, a range of linear
and nonlinear functions including trigonometric
functions, exponentials and logarithms, and
computational tools for statistical analysis to
analyze, represent, and model data. Simple
computational simulations are created and used
based on mathematical models of basic
assumptions.
MSSR
6. Constructing explanations and designing
progresses to explanations and designs that are
supported by multiple and independent student-
generated sources of evidence consistent with
scientific ideas, principles, and theories.
MSSR
appropriate and sufficient evidence and scientific
reasoning to defend and critique claims and
explanations about the natural and designed
world(s). Arguments may also come from current
scientific or historical episodes in science.
MSSR
8. Obtaining, evaluating, and communicating
progresses to evaluating the validity and reliability
of the claims, methods, and designs.
MSSR
Create and/or revise a computational model or
simulation of a phenomenon, designed device,
process, or system. [P5.1]
Make a quantitative and/or qualitative claim
regarding the relationship between dependent
and independent variables. [P6.1]
X
Compare and evaluate competing arguments or
design solutions in light of currently accepted
explanations, new evidence, limitations (e.g.,
trade-offs), constraints, and ethical issues. [P7.1]
X
Critically read scientific literature adapted for
classroom use to determine the central ideas or
conclusions and/or to obtain scientific and/or
technical information to summarize complex
evidence, concepts, processes, or information
presented in a text by paraphrasing them in
simpler but still accurate terms. [P8.1]
X
Design a test of a model to ascertain its reliability.
[P2.2]X
Design a test of a model to ascertain its reliability.
[P2.2]X
Design a test of a model to ascertain its reliability.
[P2.2]
Design a test of a model to ascertain its reliability.
[P2.2]X
Apply techniques of algebra and functions to
represent and solve scientific and engineering
problems. [P5.3]
X
Apply scientific ideas, principles, and/or evidence
to provide an explanation of phenomena and
solve design problems, taking into account
possible unanticipated effects. [P6.3]X
Respectfully provide and/or receive critiques on
scientific arguments by probing reasoning and
evidence, challenging ideas and conclusions,
responding thoughtfully to diverse perspectives,
and determining additional information required
to resolve contradictions. [P7.3]
X
Gather, read, and evaluate scientific and/or
technical information from multiple authoritative
sources, assessing the evidence and usefulness of
each source. [P8.3]
Use simple limit cases to test mathematical
expressions, computer programs, algorithms, or
simulations of a process or system to see if a
outcomes with what is known about the real
world. [P5.4]
Apply scientific reasoning, theory, and/or models
to link evidence to the claims to assess the extent
to which the reasoning and data support the
explanation or conclusion. [P6.4] X
Construct, use, and/or present an oral and written
argument or counter-arguments based on data
and evidence. [P7.4]X
Evaluate the validity and reliability of and/or
synthesize multiple claims, methods, and/or
designs that appear in scientific and technical
texts or media reports, verifying the data when
possible. [P8.4]
Apply ratios, rates, percentages, and unit
conversions in the context of complicated
measurement problems involving quantities with
derived or compound units (such as mg/mL,
kg/m3, acre-feet, etc.). [P5.5] X
Design, evaluate, and/or refine a solution to a
complex real-world problem, based on scientific
knowledge, student-generated sources of
evidence, prioritized criteria, and tradeoff
considerations. [P6.5]
Make and defend a claim based on evidence
about the natural world or the effectiveness of a
design solution that reflects scientific knowledge
and student-generated evidence. [P7.5]X
Communicate scientific and/or technical
information or ideas (e.g. about phenomena
and/or the process of development and the
design and performance of a proposed process or
system) in multiple formats (i.e., orally,
graphically, textually, mathematically). [P8.5]
X
Evaluate competing design solutions to a real-
world problem based on scientific ideas and
principles, empirical evidence, and/or logical
arguments regarding relevant factors (e.g.
economic, societal, environmental, ethical
considerations). [P7.6]
High School - Grades 9-12
NGSS Practices integrated into the GLOBE Program Model for Student Scientific Research
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 50
Grades K-2 Grades 3-5 Grades 6-8 Grades 9-12
experiences and progresses to simple descriptive questions that
can be tested.
MS
SR
experiences and progresses to specifying qualitative
relationships.
MS
SR
experiences and progresses to specifying relationships between
variables, and clarifying arguments and models.
MS
SR
experiences and progresses to formulating, refining, and
evaluating empirically testable questions and design problems
using models and simulations.
MS
SR
Ask questions based on observations to find more information
about the natural and/or designed world(s). [P1.1] X
Ask questions about what would happen if a variable is
changed. [P1.1] X
Ask questions that arise from careful observation of
phenomena, models, or unexpected results, to clarify and/or
seek additional information. [P1.1]X
Ask questions that arise from careful observation of
phenomena, or unexpected results, to clarify and/or seek
additional information. [P1.1]X
Ask and/or identify questions that can be answered by an
investigation. [P1.2]X
Collaboratively develop and/or revise a model based on
evidence that shows the relationships among variables for
frequent and regular occurring events. [P2.2]X
what happens if a variable or component of a system is
changed. [P2.2]X
Design a test of a model to ascertain its reliability. [P2.2]
Define a simple problem that can be solved through the
development of a new or improved object or tool. [P1.3]
Ask questions that can be investigated and predict
reasonable outcomes based on patterns such as cause and
effect relationships. [P1.3]X
Ask questions to determine relationships between
independent and dependent variables and relationships in
models. [P1.3]
Ask questions to determine relationships, including
quantitative relationships, between independent and
dependent variables. [P1.3]X
Use prior knowledge to describe problems that can be solved.
[P1.4]
Ask questions to clarify and/or refine a model, an explanation,
or an engineering problem. [P1.4]X
Ask questions to clarify and refine a model, an explanation, or
an engineering problem. [P1.4]X
Define a simple design problem that can be solved through
the development of an object, tool, process, or system and
includes several criteria for success and constraints on
materials, time, or cost. [P1.5]
X
Ask questions that require sufficient and appropriate
empirical evidence to answer. [P1.5]X
Evaluate a question to determine if it is testable and relevant.
[P1.5]X
Ask questions that can be investigated within the scope of the
classroom, outdoor environment, and museums and other
public facilities with available resources and, when
appropriate, frame a hypothesis based on observations and
scientific principles. [P1.6]
X
Ask questions that can be investigated within the scope of the
school laboratory, research facilities, or field (e.g., outdoor
environment) with available resources and, when appropriate,
frame a hypothesis based on a model or theory. [P1.6]X
Ask questions that challenge the premise(s) of an argument or
the interpretation of a data set. [P1.7] X
Ask and/or evaluate questions that challenge the premise(s)
of an argument, the interpretation of a data set, or the
suitability of a design. [P1.7]X
Define a design problem that can be solved through the
development of an object, tool, process or system and
includes multiple criteria and constraints, including scientific
knowledge that may limit possible solutions. [P1.8]
Define a design problem that involves the development of a
process or system with interacting components and criteria
and constraints that may include social, technical, and/or
environmental considerations. [P1.8]
1. Asking questions and defining problems.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 51
Grades K-2 Grades 3-5 Grades 6-8 Grades 9-12
to include using and developing models (i.e., diagram,
drawing, physical replica, diorama, dramatization, or
storyboard) that represent concrete events or design
solutions.
MS
SR
building and revising simple models and using models to
represent events and design solutions.
MS
SR
developing, using, and revising models to describe, test, and
predict more abstract phenomena and design systems.
MS
SR
to using, synthesizing, and developing models to predict and
show relationships among variables between systems and
their components in the natural and designed worlds.
MS
SR
Distinguish between a model and the actual object, process,
and/or events the model represents. [P2.1]
Identify limitations of models. [P2.1] Evaluate limitations of a model for a proposed object or tool.
[P2.1]
Evaluate merits and limitations of two different models of the
same proposed tool, process, mechanism or system in order
to select or revise a model that best fits the evidence or
design criteria. [P2.1]
Compare models to identify common features and
differences. [P2.2]
Collaboratively develop and/or revise a model based on
evidence that shows the relationships among variables for
frequent and regular occurring events. [P2.2]
what happens if a variable or component of a system is
changed. [P2.2]
Design a test of a model to ascertain its reliability. [P2.2]
Develop and/or use a model to represent amounts,
relationships, relative scales (bigger, smaller), and/or patterns
in the natural and designed world(s). [P2.3]
Develop a model using an analogy, example, or abstract
representation to describe a scientific principle or design
solution. [P2.3]
Use and/or develop a model of simple systems with uncertain
and less predictable factors. [P2.3]
Develop, revise, and/or use a model based on evidence to
illustrate and/or predict the relationships between systems or
between components of a system. [P2.3]
Develop a simple model based on evidence to represent a
proposed object or tool. [P2.4]
Develop and/or use models to describe and/or predict
phenomena. [P2.4]
Develop and/or revise a model to show the relationships
among variables, including those that are not observable but
predict observable phenomena. [P2.4]
Develop and/or use multiple types of models to provide
mechanistic accounts and/or predict phenomena, and move
flexibly between model types based on merits and limitations.
[P2.4]
Develop a diagram or simple physical prototype to convey a
proposed object, tool, or process. [P2.5]
Develop and/or use a model to predict and/or describe
phenomena. [P2.5]
Develop a complex model that allows for manipulation and
testing of a proposed process or system. [P2.5]
Use a model to test cause and effect relationships or
interactions concerning the functioning of a natural or
designed system. [P2.6]
Develop a model to describe unobservable mechanisms.
[P2.6]
Develop and/or use a model (including mathematical and
computational) to generate data to support explanations,
predict phenomena, analyze systems, and/or solve problems.
[P2.6]
Develop and/or use a model to generate data to test ideas
about phenomena in natural or designed systems, including
those representing inputs and outputs, and those at
unobservable scales. [P2.7]
2. Developing and Using Models
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 52
Grades K-2 Grades 3-5 Grades 6-8 Grades 9-12Planning and carrying out investigations to answer questions or
progresses to simple investigations, based on fair tests, which
provide data to support explanations or design solutions.
MS
SR
Planning and carrying out investigations to answer questions or
progresses to include investigations that control variables and
provide evidence to support explanations or design solutions.
MS
SR
Planning and carrying out investigations in 6-8 builds on K-5
experiences and progresses to include investigations that use
multiple variables and provide evidence to support explanations
or solutions.
MS
SR
Planning and carrying out investigations in 9-12 builds on K-8
experiences and progresses to include investigations that
provide evidence for and test conceptual, mathematical,
physical, and empirical models.
MS
SR
With guidance, plan and conduct an investigation in
collaboration with peers (for K). [P3.1]
X
Plan and conduct an investigation collaboratively to produce
data to serve as the basis for evidence, using fair tests in which
variables are controlled and the number of trials considered.
[P3.1] X
Plan an investigation individually and collaboratively, and in
the design: identify independent and dependent variables
and controls, what tools are needed to do the gathering, how
measurements will be recorded, and how many data are
needed to support a claim. [P3.1]X
Plan an investigation or test a design individually and
collaboratively to produce data to serve as the basis for
evidence as part of building and revising models, supporting
explanations for phenomena, or testing solutions to
problems. Consider possible confounding variables or effects
controlled. [P3.1]
X
Plan and conduct an investigation collaboratively to produce
data to serve as the basis for evidence to answer a question.
[P3.2]X
Collaboratively develop and/or revise a model based on
evidence that shows the relationships among variables for
frequent and regular occurring events. [P2.2]X
what happens if a variable or component of a system is
changed. [P2.2]X
Design a test of a model to ascertain its reliability. [P2.2]
X
Evaluate different ways of observing and/or measuring a
phenomenon to determine which way can answer a question.
[P3.3]X
Make observations and/or measurements to produce data to
serve as the basis for evidence for an explanation of a
phenomenon or test a design solution. [P3.3]X
Evaluate the accuracy of various methods for collecting data.
[P3.3] X
Plan and conduct an investigation or test a design solution in
a safe and ethical manner including considerations of
environmental, social, and personal impacts. [P3.3]X
Make observations (firsthand or from media) and/or
measurements to collect data that can be used to make
comparisons. [P3.4]X
Make predictions about what would happen if a variable
changes. [P3.4] X
Collect data to produce data to serve as the basis for evidence
to answer scientific questions or test design solutions under a
range of conditions. [P3.4]X
Select appropriate tools to collect, record, analyze, and
evaluate data. [P3.4] X
Make observations (firsthand or from media) and/or
measurements of a proposed object or tool or solution to
determine if it solves a problem or meets a goal. [P3.5]
Test two different models of the same proposed object, tool,
or process to determine which better meets criteria for
success. [P3.5]
Collect data about the performance of a proposed object,
tool, process or system under a range of conditions. [P3.5]
Make directional hypotheses that specify what happens to a
dependent variable when an independent variable is
manipulated. [P3.5]X
Make predictions based on prior experiences. [P3.6]
X
Manipulate variables and collect data about a complex model
of a proposed process or system to identify failure points or
improve performance relative to criteria for success or other
variables. [P3.6]
3. Planning and Carrying Out Investigations
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 53
Grades K-2 Grades 3-5 Grades 6-8 Grades 9-12
progresses to collecting, recording, and sharing observations.
MS
SR
to introducing quantitative approaches to collecting data and
conducting multiple trials of qualitative observations.
MS
SR
to extending quantitative analysis to investigations,
distinguishing between correlation and causation, and basic
statistical techniques of data and error analysis.
MS
SR
progresses to introducing more detailed statistical analysis, the
comparison of data sets for consistency, and the use of models
to generate and analyze data.
MS
SR
Record information (observations, thoughts, and ideas). [P4.1]
X
When possible and feasible, digital tools should be used.
[P4.1]X
Construct, analyze, and/or interpret graphical displays of data
and/or large data sets to identify linear and nonlinear
relationships. [P4.1]X
Analyze data using tools, technologies, and/or models (e.
[P4.1]g. [P4.1], computational, mathematical) in order to make
valid and reliable scientific claims or determine an optimal
design solution. [P4.1]
X
Use and share pictures, drawings, and/or writings of
observations. [P4.2]X
Collaboratively develop and/or revise a model based on
evidence that shows the relationships among variables for
frequent and regular occurring events. [P2.2]X
what happens if a variable or component of a system is
changed. [P2.2]X
Design a test of a model to ascertain its reliability. [P2.2]
X
Use observations (firsthand or from media) to describe
patterns and/or relationships in the natural and designed
world(s) in order to answer scientific questions and solve
problems. [P4.3]
X
Analyze and interpret data to make sense of phenomena,
using logical reasoning, mathematics, and/or computation.
[P4.3]X
Distinguish between causal and correlational relationships in
data. [P4.3] X
Consider limitations of data analysis (e.g., measurement error,
sample selection) when analyzing and interpreting data.
[P4.3]X
Compare predictions (based on prior experiences) to what
occurred (observable events). [P4.4] X
Compare and contrast data collected by different groups in
order to discuss similarities and differences in their findings.
[P4.4]X
Analyze and interpret data to provide evidence for
phenomena. [P4.4] X
Compare and contrast various types of data sets (e.g., self-
generated, archival) to examine consistency of measurements
and observations. [P4.4]X
Analyze data from tests of an object or tool to determine if it
works as intended. [P4.5]
Analyze data to refine a problem statement or the design of a
proposed object, tool, or process. [P4.5]
Apply concepts of statistics and probability (including mean,
median, mode, and variability) to analyze and characterize
data, using digital tools when feasible. [P4.5]X
Evaluate the impact of new data on a working explanation
and/or model of a proposed process or system. [P4.5]X
Use data to evaluate and refine design solutions. [P4.6] Consider limitations of data analysis (e.g., measurement error),
and/or seek to improve precision and accuracy of data with
better technological tools and methods (e.g., multiple trials).
[P4.6]
Analyze data to identify design features or characteristics of
the components of a proposed process or system to optimize
it relative to criteria for success. [P4.6]
Analyze and interpret data to determine similarities and
differences in findings. [P4.7]X
Analyze data to define an optimal operational range for a
proposed object, tool, process or system that best meets
criteria for success. [P4.8]
4. Analyzing and Interpreting Data
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 54
Grades K-2 Grades 3-5 Grades 6-8 Grades 9-12
prior experience and progresses to recognizing that
mathematics can be used to describe the natural and designed
world(s).
MS
SR
experiences and progresses to extending quantitative
measurements to a variety of physical properties and using
computation and mathematics to analyze data and compare
alternative design solutions.
MS
SR
experiences and progresses to identifying patterns in large data
sets and using mathematical concepts to support explanations
and arguments.
MS
SR
Mathematical and computational thinking in 9-12 builds on K-8
experiences and progresses to using algebraic thinking and
analysis, a range of linear and nonlinear functions including
trigonometric functions, exponentials and logarithms, and
computational tools for statistical analysis to analyze, represent,
and model data. Simple computational simulations are created
and used based on mathematical models of basic assumptions.
MS
SR
Decide when to use qualitative vs. quantitative data. [P5.1]
X
Decide if qualitative or quantitative data are best to
determine whether a proposed object or tool meets criteria
for success. [P5.1]
Use digital tools (e.g., computers) to analyze very large data
sets for patterns and trends. [P5.1] X
Create and/or revise a computational model or simulation of a
phenomenon, designed device, process, or system. [P5.1]
Use counting and numbers to identify and describe patterns
in the natural and designed world(s). [P5.2]X
Collaboratively develop and/or revise a model based on
evidence that shows the relationships among variables for
frequent and regular occurring events. [P2.2]X
what happens if a variable or component of a system is
changed. [P2.2]X
Design a test of a model to ascertain its reliability. [P2.2]
X
Describe, measure, and/or compare quantitative attributes of
different objects and display the data using simple graphs.
[P5.3]X
Describe, measure, estimate, and/or graph quantities (e.g.,
area, volume, weight, time) to address scientific and
engineering questions and problems. [P5.3]
Create algorithms (a series of ordered steps) to solve a
problem. [P5.3]
Apply techniques of algebra and functions to represent and
solve scientific and engineering problems. [P5.3] X
Use quantitative data to compare two alternative solutions to
a problem. [P5.4]
Create and/or use graphs and/or charts generated from
simple algorithms to compare alternative solutions to an
engineering problem. [P5.4]
Apply mathematical concepts and/or processes (e.g., ratio,
rate, percent, basic operations, simple algebra) to scientific
and engineering questions and problems. [P5.4] X
Use simple limit cases to test mathematical expressions,
computer programs, algorithms, or simulations of a process or
outcomes with what is known about the real world. [P5.4]
Use digital tools and/or mathematical concepts and
arguments to test and compare proposed solutions to an
engineering design problem. [P5.5]
Apply ratios, rates, percentages, and unit conversions in the
context of complicated measurement problems involving
quantities with derived or compound units (such as mg/mL,
kg/m3, acre-feet, etc.). [P5.5]
X
5. Using Mathematics and Computational Thinking
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 55
Grades K-2 Grades 3-5 Grades 6-8 Grades 9-12Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.
MSS
R
Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems. M
SSR
Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. M
SSR
Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories. M
SSR
Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. [P6.1] X
Construct an explanation of observed relationships (e.g., the distribution of plants in the back yard). [P6.1] X
Construct an explanation that includes qualitative or quantitative relationships between variables that predict(s) and/or describe(s) phenomena. [P6.1]
XMake a quantitative and/or qualitative claim regarding the relationship between dependent and independent variables. [P6.1]
X
Use tools and/or materials to design and/or build a device that solves a specific problem or a solution to a specific problem. [P6.2]
Collaboratively develop and/or revise a model based on evidence that shows the relationships among variables for frequent and regular occurring events. [P2.2]
Develop or modify a model—based on evidence – to match what happens if a variable or component of a system is changed. [P2.2] X
Design a test of a model to ascertain its reliability. [P2.2]
X
Generate and/or compare multiple solutions to a problem. [P6.3]
Identify the evidence that supports particular points in an explanation. [P6.3]
X
Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. [P6.3]
X
Apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. [P6.3]
X
Apply scientific ideas to solve design problems. [P6.4] Apply scientific ideas, principles, and/or evidence to construct, revise and/or use an explanation for real-world phenomena, examples, or events. [P6.4] X
Apply scientific reasoning, theory, and/or models to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion. [P6.4]
X
Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution. [P6.5]
Apply scientific reasoning to show why the data or evidence is adequate for the explanation or conclusion. [P6.5]
X
Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. [P6.5]
Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system. [P6.6]
Undertake a design project, engaging in the design cycle, to construct and/or implement a solution that meets specific design criteria and constraints. [P6.7]Optimize performance of a design by prioritizing criteria, making tradeoffs, testing, revising, and re-testing [P6.8]
6. Constructing Explanations and Designing Solutions
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 56
Grades K-2 Grades 3-5 Grades 6-8 Grades 9-12
experiences and progresses to comparing ideas and
representations about the natural and designed world(s).
MS
SR
experiences and progresses to critiquing the scientific
explanations or solutions proposed by peers by citing relevant
evidence about the natural and designed world(s).
MS
SR
experiences and progresses to constructing a convincing
argument that supports or refutes claims for either explanations
or solutions about the natural and designed world(s).
MS
SR
experiences and progresses to using appropriate and sufficient
evidence and scientific reasoning to defend and critique claims
and explanations about the natural and designed world(s).
Arguments may also come from current scientific or historical
episodes in science.
MS
SR
Identify arguments that are supported by evidence. [P7.1]
X
Compare and refine arguments based on an evaluation of the
evidence presented. [P7.1]X
Compare and critique two arguments on the same topic and
analyze whether they emphasize similar or different evidence
and/or interpretations of facts. [P7.1]
Compare and evaluate competing arguments or design
solutions in light of currently accepted explanations, new
evidence, limitations (e.g., trade-offs), constraints, and ethical
issues. [P7.1]
X
Distinguish between explanations that account for all
gathered evidence and those that do not. [P7.2]X
Collaboratively develop and/or revise a model based on
evidence that shows the relationships among variables for
frequent and regular occurring events. [P2.2]
what happens if a variable or component of a system is
changed. [P2.2]X
Design a test of a model to ascertain its reliability. [P2.2]
Analyze why some evidence is relevant to a scientific question
and some is not. [P7.3] X
Respectfully provide and receive critiques from peers about a
proposed procedure, explanation, or model by citing relevant
evidence and posing specific questions. [P7.3]X
Construct, use, and/or present an oral and written argument
supported by empirical evidence and scientific reasoning to
support or refute an explanation or a model for a
phenomenon or a solution to a problem. [P7.3]
X
Respectfully provide and/or receive critiques on scientific
arguments by probing reasoning and evidence, challenging
ideas and conclusions, responding thoughtfully to diverse
perspectives, and determining additional information
X
explanations. [P7.4]
X
Construct and/or support an argument with evidence, data,
and/or a model. [P7.4]
X
Make an oral or written argument that supports or refutes the
advertised performance of a device, process, or system based
on empirical evidence concerning whether or not the
technology meets relevant criteria and constraints. [P7.4]
Construct, use, and/or present an oral and written argument
or counter-arguments based on data and evidence. [P7.4]
X
Listen actively to arguments to indicate agreement or
disagreement based on evidence, and/or to retell the main
points of the argument. [P7.5]X
Use data to evaluate claims about cause and effect. [P7.5]
X
Evaluate competing design solutions based on jointly
developed and agreed-upon design criteria. [P7.5]
Make and defend a claim based on evidence about the
natural world or the effectiveness of a design solution that
reflects scientific knowledge and student-generated
evidence. [P7.5]
X
Construct an argument with evidence to support a claim.
[P7.6]
X
Make a claim about the merit of a solution to a problem by
citing relevant evidence about how it meets the criteria and
constraints of the problem. [P7.6]
Evaluate competing design solutions to a real-world problem
based on scientific ideas and principles, empirical evidence,
and/or logical arguments regarding relevant factors (e.g.
economic, societal, environmental, ethical considerations).
[P7.6]
Make a claim about the effectiveness of an object, tool, or
solution that is supported by relevant evidence. [P7.7]
7. Engaging in Argument from Evidence
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 57
Grades K-2 Grades 3-5 Grades 6-8 Grades 9-12Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information.
MSS
R
Obtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences and progresses to evaluating the merit and accuracy of ideas and methods.
MSS
R
Obtaining, evaluating, and communicating information in 6–8 builds on K–5 experiences and progresses to evaluating the merit and validity of ideas and methods.
MSS
R
Obtaining, evaluating, and communicating information in 9–12 builds on K–8 experiences and progresses to evaluating the validity and reliability of the claims, methods, and designs.
MSS
R
Read grade-appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s). [P8.1] X
Read and comprehend grade-appropriate complex texts and/or other reliable media to summarize and obtain scientific and technical ideas and describe how they are supported by evidence. [P8.1] X
Critically read scientific texts adapted for classroom use to determine the central ideas and/or obtain scientific and/or technical information to describe patterns in and/or evidence about the natural and designed world(s). [P8.1] X
Critically read scientific literature adapted for classroom use to determine the central ideas or conclusions and/or to obtain scientific and/or technical information to summarize complex evidence, concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. [P8.1]
X
Describe how specific images (e.g., a diagram showing how a machine works) support a scientific or engineering idea. [P8.2]
X
Collaboratively develop and/or revise a model based on evidence that shows the relationships among variables for frequent and regular occurring events. [P2.2]
Develop or modify a model—based on evidence – to match what happens if a variable or component of a system is changed. [P2.2] X
Design a test of a model to ascertain its reliability. [P2.2]
X
Obtain information using various texts, text features (e.g., headings, tables of contents, glossaries, electronic menus, icons), and other media that will be useful in answering a scientific question and/or supporting a scientific claim. [P8.3]
X
Combine information in written text with that contained in corresponding tables, diagrams, and/or charts to support the engagement in other scientific and/or engineering practices. [P8.3]
X
Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not supported by evidence. [P8.3]
X
Gather, read, and evaluate scientific and/or technical information from multiple authoritative sources, assessing the evidence and usefulness of each source. [P8.3]
Communicate information or design ideas and/or solutions with others in oral and/or written forms using models, drawings, writing, or numbers that provide detail about scientific ideas, practices, and/or design ideas. [P8.4]
X
Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem. [P8.4] X
Evaluate data, hypotheses, and/or conclusions in scientific and technical texts in light of competing information or accounts. [P8.4] X
Evaluate the validity and reliability of and/or synthesize multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. [P8.4]
Communicate scientific and/or technical information orally and/or in written formats, including various forms of media as well as tables, diagrams, and charts. [P8.5] X
Communicate scientific and/or technical information (e.g. about a proposed object, tool, process, system) in writing and/or through oral presentations. [P8.5] X
Communicate scientific and/or technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (i.e., orally, graphically, textually, mathematically). [P8.5]
X
8. Obtaining, Evaluating, and Communicating Information
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 58
GLOBE NGSS DCI Connections Overview Atm
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Elementary (K–2)K-PS2 Matter and Stability: Forces and Interactions
K-PS3 Energy P A/BK-LS1 From molecules to organisms: Structures and processes PK-ESS2 Earth's Systems P BK-ESS3 Earth and Human Activity
1-PS4 Waves and Their Applications in Technologies for Information Transfer
1-LS1 From Molecules to Organisms: Structure and Processes
1-LS3 Heredity: Inheritance and Variation of Traits
1-ESS1 Earth's Place in the Universe
2-PS1 Matter and Its Interactions
2-LS2 Ecosystems: Interactions, Energy, and Dynamics A2-LS4 Biological Evolution: Unity and Diversity A A A/P A/B2-ESS1 Earth's Place in the Universe
2-ESS2 Earth's Systems AK-2-ETS1 Engineering Design
[A = Activities, P = Protocol(s), B = Book(s)]
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 59
Use these GLOBE Resources Investigation Area
Resource Type Source
K-PS2-1 Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
None.
K-PS2-2 Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.*
None.
All About Earth Our World on Stage Earth as a System
Elementary GLOBE Book
Elementary GLOBE
We're All Connected: Earth System Interactions
Earth as a System
Activity Elementary GLOBE
Earth System Play Earth as a System
Activity Elementary GLOBE
Surface Temperature Atmosphere Protocol GLOBE Teacher's Guide
K-PS3-2 Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.*
None.
Use these GLOBE Resources Investigation Area
Resource Type Source
K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.
Ruby-throated Hummingbird Protocol Earth as a System
Protocol GLOBE Teacher's Guide
KindergartenPhysical Sciences
KindergartenLife Sciences
Student Performance Expectation (SPE)
Make observations to determine the effect of sunlight on Earth’s surface.
K-PS3-1
Student Performance Expectation (SPE)
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 60
Use these GLOBE Resources Investigation Area
Resource Type Source
Discoveries at Willow Creek Earth as a System
Elementary GLOBE Book
Elementary GLOBE
The Mystery of the Missing Hummingbirds
Earth as a System
Elementary GLOBE Book
Elementary GLOBE
We're All Connected: Earth System Interactions
Earth as a System
Elementary GLOBE Book
Elementary GLOBE
Cloud Protocols Atmosphere Protocol GLOBE Teacher's Guide
Max/Min/Current Air Temperature Protocol
Atmosphere Protocol GLOBE Teacher's Guide
Precipitation Protocols Atmosphere Protocol GLOBE Teacher's Guide
K-ESS2-2 Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
None.
K-ESS3-1 Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
None.
K-ESS3-2 Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.*
None.
K-ESS3-3 Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.*
None.
K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time.
Student Performance Expectation (SPE)
KindergartenEarth and Space Sciences
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 61
Use these GLOBE Resources Investigation Area
Resource Type Source
1-PS4-1 Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
None.
1-PS4-2 Make observations to construct an evidence-based account that objects can be seen only when illuminated.
None.
1-PS4-3 Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.
None.
1-PS4-4 Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.*
None.
Student Performance Expectation (SPE)
1st GradePhysical Sciences
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 62
Use these GLOBE Resources Investigation Area
Resource Type Source
1-LS1-1 Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.*
None.
1-LS1-2 Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
None.
1-LS3-1 Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
None.
Use these GLOBE Resources Investigation Area
Resource Type Source
1-ESS1-1 Use observations of the sun, moon, and stars to describe patterns that can be predicted.
None.
1-ESS1-2 Make observations at different times of year to relate the amount of daylight to the time of year.
None.
1st GradeEarth and Space Sciences
Student Performance Expectation (SPE)
Student Performance Expectation (SPE)
1st GradeLife Sciences
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 63
Use these GLOBE Resources Investigation Area
Resource Type Source
2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
None.
2-PS1-2 Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.*
None.
2-PS1-3 Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.
None.
2-PS1-4 Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.
None.
2nd GradePhysical Sciences
Student Performance Expectation (SPE)
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 64
Use these GLOBE Resources Investigation Area
Resource Type Source
2-LS2-1 Plan and conduct an investigation to determine if plants need sunlight and water to grow.
Earth System in a Bottle Earth as a System
Activity Elementary GLOBE
2-LS2-2 Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.*
None.
The Mystery of the Missing Hummingbirds
Earth as a System
Elementary GLOBE Book
Elementary GLOBE
All Year Long Earth as a System
Activity Elementary GLOBE
The Colors of the Seasons Earth as a System
Activity Elementary GLOBE
Honing In On Hummingbirds Earth as a System
Activity Elementary GLOBE
P1: Green-up Cards Earth as a System
Activity GLOBE Teacher's Guide
P2: A Sneak Preview of Budburst Earth as a System
Activity GLOBE Teacher's Guide
P3: A First Look at Phenology Earth as a System
Activity GLOBE Teacher's Guide
P4: A Beginning Look at Photosynthesis Earth as a System
Activity GLOBE Teacher's Guide
Water Wonders Hydrology Activity Elementary GLOBE
We All Need Soil! Soil Activity Elementary GLOBE
Make observations of plants and animals to compare the diversity of life in different habitats.
2-LS4-1
Life Sciences2nd Grade
Student Performance Expectation (SPE)
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 65
Use these GLOBE Resources Investigation Area
Resource Type Source
Ruby-throated Hummingbird Protocol Earth as a System
Protocol GLOBE Teacher's Guide
Arctic Bird Migration Monitoring Protocol
Earth as a System
Protocol GLOBE Teacher's Guide
Budburst Protocol Earth as a System
Protocol GLOBE Teacher's Guide
Green-Down Protocol Earth as a System
Protocol GLOBE Teacher's Guide
Green-Up Protocol Earth as a System
Protocol GLOBE Teacher's Guide
Phenological Gardens Protocol Earth as a System
Protocol GLOBE Teacher's Guide
2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.
2nd GradeLife Sciences
Student Performance Expectation (SPE)
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 66
Use these GLOBE Resources Investigation Area
Resource Type Source
2-ESS1-1 Make observations from media to construct an evidence-based account that Earth events can occur quickly or slowly.
None.
2-ESS2-1 Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.*
None.
Model a Catchment Basin Hydrology Activity GLOBE Teacher's Guide
Water Walk Hydrology Activity GLOBE Teacher's Guide
Measure Up Hydrology Activity Elementary GLOBE
2-ESS2-3 Obtain information to identify where water is found on Earth and that it can be solid or liquid.
None.
2-ESS2-2 Develop a model to represent the shapes and kinds of land and bodies of water in an area.
Earth and Space SciencesStudent Performance Expectation (SPE)
2nd Grade
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 67
Use these GLOBE Resources Investigation Area
Resource Type Source
2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
None.
2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
None.
2-ETS1-3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
None.
Engineering, Technology, and Applications of Science Kindergarten - 2nd Grade
Student Performance Expectation (SPE)
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 68
GLOBE NGSS DCI Connections Overview Atm
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Elementary (3-5)3-PS2 Motion and Stability: Forces and Interactions
3-LS1 From Molecules to Organisms: Structures and Processes
3-LS2 Ecosystems: Interactions, Energy, and Dynamics
3-LS3 Heredity: Inheritance and Variation of Traits
3-LS4 Biological Evolution: Unity and Diversity P3-ESS2 Earth's Systems P A A A3-ESS3 Earth and Human Activity
4-PS3 Energy
4-PS4 Waves and Their Applications in Technologies for Information Transfer
4-LS1 From Molecules to Organisms: Structures and Processes A P A4-ESS1 Earth's Place in the Universe
4-ESS2 Earth's Systems P4-ESS3 Earth and Human Activity
5-PS1 Matter and Its Interactions
5-PS2 Motion and Stability: Forces and Interactions
5-PS3 Energy
5-LS1 From Molecules to Organisms: Structures and Processes
5-LS2 Ecosystems: Interactions, Energy, and Dynamics
5-ESS1 Earth's Place in the Universe
5-ESS2 Earth's Systems A/P P P P A/P A5-ESS3 Earth and Human Activity A3-5-ETS1 Engineering Design
[A = Activities, P = Protocol(s)]
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 69
Use these GLOBE Resources Investigation Area
Resource Type Source
3-PS2-1 Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
None.
3-PS2-2 Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
None.
3-PS2-3 Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
None.
3-PS2-4 Define a simple design problem that can be solved by applying scientific ideas about magnets.*
None.
Use these GLOBE Resources Investigation Area
Resource Type Source
3-LS1-1 Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
None.
3-LS2-1 Construct an argument that some animals form groups that help members survive.
Arctic Bird Migration Monitoring Protocol
Earth as a System
Protocol GLOBE Teacher's Guide
3-LS3-1 Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
None.
Student Performance Expectation (SPE)
Student Performance Expectation (SPE)
Physical Sciences3rd Grade
Life Sciences3rd Grade
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 70
Use these GLOBE Resources Investigation Area
Resource Type Source
3-LS3-2 Use evidence to support the explanation that traits can be influenced by the environment.
None.
3-LS4-1 Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
None.
3-LS4-2 Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
None.
3-LS4-3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
None.
Site Selection Land Cover Protocol GLOBE Teacher's Guide
Manual Land Cover Mapping Protocol Land Cover Protocol GLOBE Teacher's Guide
3-LS4-4 Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.*
3rd GradeLife Sciences
Student Performance Expectation (SPE)
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 71
Use these GLOBE Resources Investigation Area
Resource Type Source
Max/Min/Current Air Temperature Protocol
Atmosphere Protocol GLOBE Teacher's Guide
Precipitation Protocols Atmosphere Protocol GLOBE Teacher's Guide
Cloud Protocols Atmosphere Protocol GLOBE Teacher's Guide
S1: What Can We Learn About Our Seasons?
Earth as a System
Activity GLOBE Teacher's Guide
All Year Long Earth as a System
Activity Elementary GLOBE
ESS: 2 Exploring Annual Changes (2007) Earth as a System
Activity Earth as a System Packet
(2007)
From Weather to Climate – Air Temperature Data
Climate Foundations
Activity GLOBE Website
What is your Climate Classification Climate Foundations
Activity GLOBE Website
ESS: 2 Exploring Annual Changes (2007) Earth as a System
Activity Earth as a System Packet
(2007)
3-ESS3-1 Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.*
None.
Student Performance Expectation (SPE)
3-ESS2-1 Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
3-ESS2-2 Obtain and combine information to describe climates in different regions of the world.
3rd GradeEarth and Space Sciences
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 72
Use these GLOBE Resources Investigation Area
Resource Type Source
4-PS3-1 Use evidence to construct an explanation relating the speed of an object to the energy of that object.
None.
4-PS3-2 Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
None.
4-PS3-3 Ask questions and predict outcomes about the changes in energy that occur when objects collide.
None.
4-PS3-4 Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.*
None.
4-PS4-1 Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.
None.
4-PS4-2 Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
None.
4-PS4-3 Generate and compare multiple solutions that use patterns to transfer information.*
None.
Student Performance Expectation (SPE)Physical Sciences4th Grade
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 73
Use these GLOBE Resources Investigation Area
Resource Type Source
4-LS1-1 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Water Wonders Hydrology Activity Elementary GLOBE
Honing In On Hummingbirds Earth as a System
Activity Elementary GLOBE
Ruby-throated Hummingbird Protocol Earth as a System
Protocol GLOBE Teacher's Guide
Student Performance Expectation (SPE)
4th GradeLife Sciences
4-LS1-2 Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 74
Use these GLOBE Resources Investigation Area
Resource Type Source
4-ESS1-1 Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
None.
4-ESS2-1 Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
None.
4-ESS2-2 Analyze and interpret data from maps to describe patterns of Earth’s features.
None.
4-ESS3-1 Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
None.
4-ESS3-2 Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.*
None.
Student Performance Expectation (SPE)
4th GradeEarth and Space Sciences
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 75
Use these GLOBE Resources Investigation Area
Resource Type Source
5-PS1-1 Develop a model to describe that matter is made of particles too small to be seen.
None.
5-PS1-2 Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.
None.
5-PS1-3 Make observations and measurements to identify materials based on their properties.
None.
5-PS1-4 Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
None.
5-PS2-1 Support an argument that the gravitational force exerted by Earth on objects is directed down.
None.
5-PS3-1 Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.
None.
Student Performance Expectation (SPE)Physical Sciences5th Grade
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 76
Use these GLOBE Resources Investigation Area
Resource Type Source
5-LS1-1 Support an argument that plants get the materials they need for growth chiefly from air and water.
None.
5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
None.
Use these GLOBE Resources Investigation Area
Resource Type Source
5-ESS1-1 Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth.
None.
5-ESS1-2 Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
None.
Earth and Space Sciences
Student Performance Expectation (SPE)
5th GradeLife Sciences
Student Performance Expectation (SPE)
5th Grade
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 77
Use these GLOBE Resources Investigation Area
Resource Type Source
GC2: Components of the earth system working together
Earth as a System
Activity GLOBE Teacher's Guide
ESS: 3. Explore Relationships between Types of Data (across columns) (1987)
Earth as a System
Activity Earth as a Sysyem (1987)
Land, Water and Air Atmosphere Activity GLOBE Teacher's Guide
LC1: Connecting the parts of the study site
Earth as a System
Activity GLOBE Teacher's Guide
LC2: Representing the study site in a diagram
Earth as a System
Activity GLOBE Teacher's Guide
LC4: Diagramming the study site for others
Earth as a System
Activity GLOBE Teacher's Guide
LC5: Comparing the study site to one in another region
Earth as a System
Activity GLOBE Teacher's Guide
Digital Multi-Day Max/Min/Current Air and Soil Temperature Protocol
Atmosphere Protocol GLOBE Teacher's Guide
Automated Soil and Air Temperature Monitoring Protocol
Atmosphere Protocol GLOBE Teacher's Guide
AWS WeatherBug Protocol Atmosphere Protocol GLOBE Website
Davis Weather Station Protocol Atmosphere Protocol GLOBE Website
Student Performance Expectation (SPE)
5th GradeEarth and Space Sciences
5-ESS2-1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 78
Use these GLOBE Resources Investigation Area
Resource Type Source
RainWise Weather Station Protocol Atmosphere Protocol GLOBE Website
WeatherHawk Weather Station Protocol Atmosphere Protocol GLOBE Website
Cloud Protocols Atmosphere Protocol GLOBE Teacher's Guide
Digital Multi-Day Max/Min/Current Air and Soil Temperature Protocol
Atmosphere Protocol GLOBE Teacher's Guide
Max/Min/Current Air Temperature Protocol
Atmosphere Protocol GLOBE Teacher's Guide
Precipitation Protocols Atmosphere Protocol GLOBE Teacher's Guide
Relative Humidity Protocol Atmosphere Protocol GLOBE Teacher's Guide
Surface Temperature Protocol Atmosphere Protocol GLOBE Teacher's Guide
Green-Down Protocol Earth as a System
Protocol GLOBE Teacher's Guide
5-ESS2-1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
Earth and Space SciencesStudent Performance Expectation (SPE)
5th Grade
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 79
Use these GLOBE Resources Investigation Area
Resource Type Source
Green-Up Protocol Earth as a System
Protocol GLOBE Teacher's Guide
Phenological Gardens Protocol Earth as a System
Protocol GLOBE Teacher's Guide
Land Cover Sample Site Protocol Land Cover Protocol GLOBE Teacher's Guide
Manual Land Cover Mapping Protocol Land Cover Protocol GLOBE Teacher's Guide
Dissolved Oxygen Protocol Hydrology Protocol GLOBE Teacher's Guide
Water Temperature Protocol Hydrology Protocol GLOBE Teacher's Guide
Water Transparency Protocol Hydrology Protocol GLOBE Teacher's Guide
Infiltration Protocol Soil Protocol GLOBE Teacher's Guide
Soil Temperature Soil Protocol GLOBE Teacher's Guide
Soil Characterization Soil Protocol GLOBE Teacher's Guide
Student Performance Expectation (SPE)
5-ESS2-1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
5th GradeEarth and Space Sciences
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 80
Use these GLOBE Resources Investigation Area
Resource Type Source
5-ESS2-2 Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
None.
5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
Model a Catchment Basin Hydrology Activity GLOBE Teacher's Guide
Use these GLOBE Resources Investigation Area
Resource Type Source
5-ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
None.
5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
None.
5-ETS1-3 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
None.
5th Grade
3rd - 5th GradeEngineering, Technology, and Applications of Science
Student Performance Expectation (SPE)
Student Performance Expectation (SPE)Earth and Space Sciences
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 81
GLOBE NGSS DCI Connections Overview Atm
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Soils
Land
cove
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Ph
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Eart
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Sys
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Pos
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Clim
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Foun
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GLO
BEO
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GLO
BE R
esou
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Middle School (6–8)MS-PS1 Matter and Its Interactions P PMS-PS2 Motion and Stability: Forces and Interactions
MS-PS3 Energy
MS-PS4 Waves and Their Applications in Technologies for Information Transfer PMS-LS1 From Molecules to Organisms: Structure and Processes P A/P AMS-LS2 Ecosystems: Interactions, Energy, and Dynamics P A/P A/P A AMS-LS3 Heredity: Inheritance and Variation of Traits
MS-LS4 Biological Evolution: Unity and Diversity
MS-ESS1 Earth's Place in the Universe AMS-ESS2 Earth's Systems A/P A A A A AMS-ESS3 Earth and Human Activity P A A A AMS-ETS1 Engineering Design A A
[A = Activities, P = Protocol(s)]
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 82
Use these GLOBE Resources Investigation Area
Resource Type Source
MS-PS1-1 Develop models to describe the atomic composition of simple molecules and extended structures.
Cloud Protocols Atmosphere Protocol GLOBE Teacher's Guide
MS-PS1-2 Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
Soil Characterization Soil Protocol GLOBE Teacher's Guide
Soil Characterization Soil Protocol GLOBE Teacher's Guide
Bulk Density Soil Protocol GLOBE Teacher's Guide
Soil Site Selection and Exposure Soil Protocol GLOBE Teacher's Guide
Soil Particle Density Soil Protocol GLOBE Teacher's Guide
Soil Particle Size Distribution Soil Protocol GLOBE Teacher's Guide
Soil pH Soil Protocol GLOBE Teacher's Guide
Soil Fertility Soil Protocol GLOBE Teacher's Guide
Physical SciencesMiddle School (Grades 6-8)
Student Performance Expectation (SPE)
MS-PS1-3 Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 83
Use these GLOBE Resources Investigation Area
Resource Type Source
MS-PS1-4 Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
Cloud Protocols Atmosphere Protocol GLOBE Teacher's Guide
MS-PS1-5 Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
Soil Characterization Soil Protocol GLOBE Teacher's Guide
MS-PS1-6 Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.*
None.
MS-PS2-1 Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.*
None.
MS-PS2-2 Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
None.
MS-PS2-3 Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
None.
MS-PS2-4 Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.
None.
Middle School (Grades 6-8)Physical Sciences
Student Performance Expectation (SPE)
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 84
Use these GLOBE Resources Investigation Area
Resource Type Source
MS-PS2-5 Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
None.
MS-PS3-1 Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
None.
MS-PS3-2 Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
None.
MS-PS3-3 Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.*
None.
MS-PS3-4 Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.
None.
MS-PS3-5 Construct, use, and present arguments to support the claim that when the motion energy of an object changes, energy is transferred to or from the object.
None.
Middle School (Grades 6-8)Physical Sciences
Student Performance Expectation (SPE)
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 85
Use these GLOBE Resources Investigation Area
Resource Type Source
MS-PS4-1 Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.
None.
Aerosols Protocol Atmosphere Protocol GLOBE Teacher's Guide
Water Vapor Protocol Atmosphere Protocol GLOBE Teacher's Guide
MS-PS4-3 Integrate qualitative scientific and technical information to support the claim that digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information.
None.
Middle School (Grades 6-8)Physical Sciences
Student Performance Expectation (SPE)
MS-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 86
Use these GLOBE Resources Investigation Area
Resource Type Source
MS-LS1-1 Conduct an investigation to provide evidence that living things are made of cells, either one cell or many different numbers and types of cells.
P4: A Beginning Look at Photosynthesis
Earth as a System Activity GLOBE Teacher's Guide
MS-LS1-2 Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
None.
MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
None.
P2: A Sneak Preview of Budburst Earth as a System Activity GLOBE Teacher's Guide
Budburst Protocol Earth as a System Protocol GLOBE Teacher's Guide
Green-Up Protocol Earth as a System Protocol GLOBE Teacher's Guide
Lilac Phenology Protocol Earth as a System Protocol GLOBE Teacher's Guide
Ruby-throated Hummingbird Protocol
Earth as a System Protocol GLOBE Teacher's Guide
Middle School (Grades 6-8)Life Sciences
Student Performance Expectation (SPE)
MS-LS1-4 Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 87
Use these GLOBE Resources Investigation Area
Resource Type Source
P2: A Sneak Preview of Budburst Earth as a System Activity GLOBE Teacher's Guide
P3: A First Look at Phenology Earth as a System Activity GLOBE Teacher's Guide
ESS: 3. Explore Relationships between Types of Data (across columns) (1987)
Earth as a System Activity Earth as a Sysyem (1987)
ESS: 4. Global Patterns (1987) Earth as a System Activity Earth as a Sysyem (1987)
Green-Down Protocol Earth as a System Protocol GLOBE Teacher's Guide
Green-Up Protocol Earth as a System Protocol GLOBE Teacher's Guide
Budburst Protocol Earth as a System Protocol GLOBE Teacher's Guide
Ruby-throated Hummingbird Protocol
Earth as a System Protocol GLOBE Teacher's Guide
Middle School (Grades 6-8)Life Sciences
Student Performance Expectation (SPE)
MS-LS1-5 Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 88
Use these GLOBE Resources Investigation Area
Resource Type Source
Arctic Bird Migration Monitoring Protocol
Earth as a System Protocol GLOBE Teacher's Guide
Seaweed Reproductive Phenology Protocol
Earth as a System Protocol GLOBE Teacher's Guide
Phenological Gardens Protocol Earth as a System Protocol GLOBE Teacher's Guide
Freshwater Macroinvertebrates Hydrology Protocol GLOBE Teacher's Guide
Alkalinity Protocol Hydrology Protocol GLOBE Teacher's Guide
Dissolved Oxygen Protocol Hydrology Protocol GLOBE Teacher's Guide
Electrical Conductivity Protocol Hydrology Protocol GLOBE Teacher's Guide
Instrument Construction, Site Selection, Documenting Your Hydrology Site, Sampling Procedures
Hydrology Protocol GLOBE Teacher's Guide
Life SciencesStudent Performance Expectation (SPE)
Middle School (Grades 6-8)
MS-LS1-5 Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 89
Use these GLOBE Resources Investigation Area
Resource Type Source
Nitrate Protocol Hydrology Protocol GLOBE Teacher's Guide
Optional Salinity Titration Hydrology Protocol GLOBE Teacher's Guide
pH Protocol Hydrology Protocol GLOBE Teacher's Guide
Salinity Protocol Hydrology Protocol GLOBE Teacher's Guide
Water Temperature Protocol Hydrology Protocol GLOBE Teacher's Guide
Water Transparency Protocol Hydrology Protocol GLOBE Teacher's Guide
Middle School (Grades 6-8)Life Sciences
Student Performance Expectation (SPE)
MS-LS1-5 Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 90
Use these GLOBE Resources Investigation Area
Resource Type Source
P2: A Sneak Preview of Budburst Earth as a System Activity GLOBE Teacher's Guide
P4: A Beginning Look at Photosynthesis
Earth as a System Activity GLOBE Teacher's Guide
P5: Investigating Leaf Pigments Earth as a System Activity GLOBE Teacher's Guide
P6: Global Patterns in Green-up and Green-down
Earth as a System Activity GLOBE Teacher's Guide
Green-Up Protocol Earth as a System Protocol GLOBE Teacher's Guide
Green-Down Protocol Earth as a System Protocol GLOBE Teacher's Guide
Budburst Protocol Earth as a System Protocol GLOBE Teacher's Guide
P1: Green-up Cards Earth as a System Activity GLOBE Teacher's Guide
Student Performance Expectation (SPE)
Middle School (Grades 6-8)
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.
Life Sciences
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 91
Use these GLOBE Resources Investigation Area
Resource Type Source
MS-LS1-7 Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
None.
MS-LS1-8 Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
None.
GC2: Components of the earth system working together
Earth as a System Activity GLOBE Teacher's Guide
P2: A Sneak Preview of Budburst Earth as a System Activity GLOBE Teacher's Guide
RC2: Effects of inputs and outputs on a region
Earth as a System Activity GLOBE Teacher's Guide
ESS: 3. Explore Relationships between Types of Data (across columns) (1987)
Earth as a System Activity Earth as a Sysyem (1987)
ESS: 4. Global Patterns (1987) Earth as a System Activity Earth as a Sysyem (1987)
Middle School (Grades 6-8)Life Sciences
Student Performance Expectation (SPE)
MS-LS2-1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 92
Use these GLOBE Resources Investigation Area
Resource Type Source
Arctic Bird Migration Monitoring Protocol
Earth as a System Protocol GLOBE Teacher's Guide
Budburst Protocol Earth as a System Protocol GLOBE Teacher's Guide
Green-Down Protocol Earth as a System Protocol GLOBE Teacher's Guide
Green-Up Protocol Earth as a System Protocol GLOBE Teacher's Guide
Ruby-throated Hummingbird Protocol
Earth as a System Protocol GLOBE Teacher's Guide
Freshwater Macroinvertebrates Hydrology Protocol GLOBE Teacher's Guide
MS-LS2-2 Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
None.
Middle School (Grades 6-8)Life Sciences
Student Performance Expectation (SPE)
MS-LS2-1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 93
Use these GLOBE Resources Investigation Area
Resource Type Source
Carbon Cycle Adventure Story Carbon Activity Other
Carbon Travels Game Carbon Activity Other
Turnover Rate & Residence Time Carbon Activity Other
P3: A First Look at Phenology Earth as a System Activity GLOBE Teacher's Guide
P2: A Sneak Preview of Budburst Earth as a System Activity GLOBE Teacher's Guide
P7: Temperature and Precipitation as Limiting Factors in Ecosystems
Earth as a System Activity GLOBE Teacher's Guide
Green-Down Protocol Earth as a System Protocol GLOBE Teacher's Guide
Green-Up Protocol Earth as a System Protocol GLOBE Teacher's Guide
Budburst Protocol Earth as a System Protocol GLOBE Teacher's Guide
Middle School (Grades 6-8)Life Sciences
Student Performance Expectation (SPE)
MS-LS2-3 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 94
Use these GLOBE Resources Investigation Area
Resource Type Source
Ruby-throated Hummingbird Protocol
Earth as a System Protocol GLOBE Teacher's Guide
Arctic Bird Migration Monitoring Protocol
Earth as a System Protocol GLOBE Teacher's Guide
Phenological Gardens Protocol Earth as a System Protocol GLOBE Teacher's Guide
Freshwater Macroinvertebrates Hydrology Protocol GLOBE Teacher's Guide
Land Cover Change Detection Protocol
Land Cover Protocol GLOBE Teacher's Guide
MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services.*
Model a Catchment Basin Hydrology Activity GLOBE Teacher's Guide
Middle School (Grades 6-8)Life Sciences
Student Performance Expectation (SPE)
MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 95
Use these GLOBE Resources Investigation Area
Resource Type Source
MS-LS3-1 Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.
None.
MS-LS3-2 Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
None.
MS-LS4-1 Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.
None.
MS-LS4-2 Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.
None.
MS-LS4-3 Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.
None.
Life SciencesStudent Performance Expectation (SPE)
Middle School (Grades 6-8)
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 96
Use these GLOBE Resources Investigation Area
Resource Type Source
MS-LS4-4 Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.
None.
MS-LS4-5 Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
None.
MS-LS4-6 Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
None.
Middle School (Grades 6-8)Life Sciences
Student Performance Expectation (SPE)
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 97
Use these GLOBE Resources Investigation Area
Resource Type Source
S4: Modeling the Reasons for Seasonal Change
Earth as a System Activity GLOBE Teacher's Guide
S5: Seasonal Change on Land and Water
Earth as a System Activity GLOBE Teacher's Guide
MS-ESS1-2 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
None.
MS-ESS1-3 Analyze and interpret data to determine scale properties of objects in the solar system.
None.
MS-ESS1-4 Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history.
None.
Earth and Space SciencesStudent Performance Expectation (SPE)
Middle School (Grades 6-8)
MS-ESS1-1 Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 98
Use these GLOBE Resources Investigation Area
Resource Type Source
GC2: Components of the earth system working together
Earth as a System Activity GLOBE Teacher's Guide
LC1: Connecting the parts of the study site
Earth as a System Activity GLOBE Teacher's Guide
Model Your Water Balance Hydrology Activity GLOBE Teacher's Guide
Soil: The Great Decomposer Soil Activity GLOBE Teacher's Guide
Model a Catchment Basin Hydrology Activity GLOBE Teacher's Guide
Why Do We Study Soil? Soil Activity GLOBE Teacher's Guide
Just Passing Through: Beginning Level
Soil Activity GLOBE Teacher's Guide
Just Passing Through Soil Activity GLOBE Teacher's Guide
MS-ESS2-1 Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
MS-ESS2-2 Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
Middle School (Grades 6-8)Earth and Space Sciences
Student Performance Expectation (SPE)
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 99
Use these GLOBE Resources Investigation Area
Resource Type Source
MS-ESS2-3 Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
FLEXE - Ecology Unit Activity 2 FLEXE Activity Other
Land, Water and Air Atmosphere Activity GLOBE Teacher's Guide
Precipitation Protocols Atmosphere Protocol GLOBE Teacher's Guide
Relative Humidity Protocol Atmosphere Protocol GLOBE Teacher's Guide
Watershed Dynamics Module I #1 Natural Water Availability
Watershed Dynamics
Other GLOBE Website
Observing, Describing, and Identifying Clouds
Atmosphere Activity GLOBE Teacher's Guide
Aerosols Protocol Atmosphere Protocol GLOBE Teacher's Guide
Automated Soil and Air Temperature Monitoring Protocol
Atmosphere Protocol GLOBE Teacher's Guide
AWS WeatherBug Protocol Atmosphere Protocol GLOBE Website
Barometric Pressure Protocol Atmosphere Protocol GLOBE Teacher's Guide
Davis Weather Station Protocol Atmosphere Protocol GLOBE Website
Middle School (Grades 6-8)Earth and Space Sciences
Student Performance Expectation (SPE)
MS-ESS2-4 Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.
MS-ESS2-5 Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 100
Use these GLOBE Resources Investigation Area
Resource Type Source
Cloud Protocols Atmosphere Protocol GLOBE Teacher's Guide
Digital Multi-Day Max/Min/Current Air and Soil Temperature Protocol
Atmosphere Protocol GLOBE Teacher's Guide
Instrument Construction, Site Selection and Set-Up
Atmosphere Protocol GLOBE Teacher's Guide
Max/Min/Current Air Temperature Protocol
Atmosphere Protocol GLOBE Teacher's Guide
Precipitation Protocols Atmosphere Protocol GLOBE Teacher's Guide
RainWise Weather Station Protocol Atmosphere Protocol GLOBE Website
Relative Humidity Protocol Atmosphere Protocol GLOBE Teacher's Guide
Surface Ozone Protocol Atmosphere Protocol GLOBE Teacher's Guide
Surface Temperature Protocol Atmosphere Protocol GLOBE Teacher's Guide
Water Vapor Protocol Atmosphere Protocol GLOBE Teacher's Guide
WeatherHawk Weather Station Protocol
Atmosphere Protocol GLOBE Website
Middle School (Grades 6-8)Earth and Space Sciences
Student Performance Expectation (SPE)
MS-ESS2-5 Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 101
Use these GLOBE Resources Investigation Area
Resource Type Source
GC1: Your regional and global connection
Earth as a System Activity GLOBE Teacher's Guide
S4: Modeling the Reasons for Seasonal Change
Earth as a System Activity GLOBE Teacher's Guide
GC2: Components of the earth system working together
Earth as a System Activity GLOBE Teacher's Guide
From Weather to Climate – Air Temperature Data
Climate Foundations
Activity GLOBE Website
MS-ESS3-1 Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.
Model Your Water Balance Hydrology Activity GLOBE Teacher's Guide
MS-ESS3-2 Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
None.
RC2: Effects of inputs and outputs on a region
Earth as a System Activity GLOBE Teacher's Guide
Land Cover Sample Site Protocol Land Cover Protocol GLOBE Teacher's Guide
MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.*
Earth and Space SciencesStudent Performance Expectation (SPE)
MS-ESS2-6 Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
Middle School (Grades 6-8)
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 102
Use these GLOBE Resources Investigation Area
Resource Type Source
Watershed Dynamics Module II #1 Rainwater Runoff Podcast
Watershed Dynamics
Other GLOBE Website
Watershed Dynamics Module II #2 Building a Watershed Model
Watershed Dynamics
Other GLOBE Website
Watershed Dynamics Module II #3 Measuring Streamflow Lab/Virtual River
Watershed Dynamics
Other GLOBE Website
Watershed Dynamics Module II #4 Just Passing Through/Infiltration Protocol**
Watershed Dynamics
Other GLOBE Website
Watershed Dynamics Module II #5 Netlogo Runoff Model
Watershed Dynamics
Other GLOBE Website
Watershed Dynamics Module II #6 Analyzing Hydrographs
Watershed Dynamics
Other GLOBE Website
Watershed Dynamics Module II #7 FieldScope/Urban Sprawl
Watershed Dynamics
Other GLOBE Website
Watershed Dynamics Module II #8 Extentions
Watershed Dynamics
Other GLOBE Website
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.
None.
MS-ESS3-5 Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
None.
MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.*
Middle School (Grades 6-8)Earth and Space Sciences
Student Performance Expectation (SPE)
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 103
Use these GLOBE Resources Investigation Area
Resource Type Source
Building a Thermometer Atmosphere Activity GLOBE Teacher's Guide
Making a Sundial Atmosphere Activity GLOBE Teacher's Guide
Instrument Construction, Site Selection and Set-Up
Atmosphere Protocol GLOBE Teacher's Guide
Model a Catchment Basin Hydrology Activity GLOBE Teacher's Guide
Building a Thermometer Atmosphere Activity GLOBE Teacher's Guide
Making a Sundial Atmosphere Activity GLOBE Teacher's Guide
Instrument Construction, Site Selection and Set-Up
Atmosphere Protocol GLOBE Teacher's Guide
Model a Catchment Basin Hydrology Activity GLOBE Teacher's Guide
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
MS-ETS1-1 Define the criteria & constraints of a design problem w/ sufficient precision to ensure a successful solution, taking into account relevant scientific principles & potential impacts on people & the natural environment that may limit possible solutions.
Student Performance Expectation (SPE)
Middle School (Grades 6-8)Engineering, Technology, and Applications of Science
MS-ETS1-2
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 104
Use these GLOBE Resources Investigation Area
Resource Type Source
Building a Thermometer Atmosphere Activity GLOBE Teacher's Guide
Making a Sundial Atmosphere Activity GLOBE Teacher's Guide
Instrument Construction, Site Selection and Set-Up
Atmosphere Protocol GLOBE Teacher's Guide
Model a Catchment Basin Hydrology Activity GLOBE Teacher's Guide
Building a Thermometer Atmosphere Activity GLOBE Teacher's Guide
Making a Sundial Atmosphere Activity GLOBE Teacher's Guide
Instrument Construction, Site Selection and Set-Up
Atmosphere Protocol GLOBE Teacher's Guide
Model a Catchment Basin Hydrology Activity GLOBE Teacher's Guide
MS-ETS1-4 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
MS-ETS1-3 Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
Student Performance Expectation (SPE)
Middle School (Grades 6-8)Engineering, Technology, and Applications of Science
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 105
GLOBE NGSS DCI Connections Overview Atm
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Soils
Land
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High School (9–12)HS-PS1 Matter and Its Interactions
HS-PS2 Motion and Stability: Forces and Interactions
HS-PS3 Energy A
[A = Activities, P = Protocol(s)]
HS-PS4 Waves and Their Applications in Technologies for Information Transfer P PHS-LS1 From Molecules to Organisms: Structures and Processes A P A/P A A/PHS-LS2 Ecosystems: Interactions, Energy, and Dynamics A P P A/P A/PHS-LS3 Heredity: Inheritance and Variation of Traits
HS-LS4 Biological Evolution: Unity and Diversity A/P A A AHS-ESS1 Earth's Place in the Universe P P AHS-ESS2 Earth's Systems A/P P A/P P A A A/PHS-ESS3 Earth and Human Activity P P A A A/P AHS-ETS1 Engineering Design A A
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 106
Use these GLOBE Resources Investigation Area
Resource Type Source
HS-PS1-1 Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
None.
HS-PS1-2 Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
None.
HS-PS1-3 Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
None.
HS-PS1-4 Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.
None.
HS-PS1-5 Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.
None.
HS-PS1-6 Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.*
None.
HS-PS1-7 Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
None.
HS-PS1-8 Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.
None.
High School (Grades 9-12)Physical Sciences
Student Performance Expectation (SPE)
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 107
Use these GLOBE Resources Investigation Area
Resource Type Source
HS-PS2-1 Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
None.
HS-PS2-2 Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.
None.
HS-PS2-3 Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.*
None.
HS-PS2-4 Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.
None.
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.
None.
High School (Grades 9-12)Physical Sciences
Student Performance Expectation (SPE)
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 108
Use these GLOBE Resources Investigation Area
Resource Type Source
HS-PS3-1 Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
None.
HS-PS3-2 Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as either motions of particles or energy stored in fields.
None.
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.*
Building a GLOBE Sun Photometer (pc board V3.0)
Atmosphere Activity Other
HS-PS3-4 Plan & conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temp are combined within a closed system results in a more uniform energy distribution among the components in the system.
None.
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.
None.
High School (Grades 9-12)Physical Sciences
Student Performance Expectation (SPE)
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 109
Use these GLOBE Resources Investigation Area
Resource Type Source
Water Vapor Protocol Atmosphere Protocol GLOBE Teacher's Guide
Aerosols Protocol Atmosphere Protocol GLOBE Teacher's Guide
HS-PS4-2 Evaluate questions about the advantages of using a digital transmission and storage of information.
None.
HS-PS4-3 Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.
None.
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.
None.
HS-PS4-1 Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.
Student Performance Expectation (SPE)
High School (Grades 9-12)Physical Sciences
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 110
Use these GLOBE Resources Investigation Area
Resource Type Source
Aerosols Protocol Atmosphere Protocol GLOBE Teacher's Guide
Max/Min/Current Air Temperature Protocol
Atmosphere Protocol GLOBE Teacher's Guide
AWS WeatherBug Protocol Atmosphere Protocol GLOBE Website
Davis Weather Station Protocol Atmosphere Protocol GLOBE Website
RainWise Weather Station Protocol Atmosphere Protocol GLOBE Website
WeatherHawk Weather Station Protocol
Atmosphere Protocol GLOBE Website
Water Temperature Protocol Hydrology Protocol GLOBE Teacher's Guide
Soil Temperature Soil Protocol GLOBE Teacher's Guide
High School (Grades 9-12)Physical Sciences
Student Performance Expectation (SPE)
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.*
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 111
Use these GLOBE Resources Investigation Area
Resource Type Source
HS-LS1-1 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
None.
Paper Clip Simulation & Model Carbon Activity Other
Plant a Plant Experiments Carbon Activity Other
P4: A Beginning Look at Photosynthesis
Earth as a System
Activity GLOBE Teacher's Guide
P5: Investigating Leaf Pigments Earth as a System
Activity GLOBE Teacher's Guide
P6: Global Patterns in Green-up and Green-down
Earth as a System
Activity GLOBE Teacher's Guide
Plant a Plant Experiments Carbon Activity OtherPaper Clip Simulation & Model Carbon Activity OtherGlobal Carbon Cycle Model with Feedbacks
Carbon Activity Other
Biomass Accumulation Model Carbon Activity OtherP4: A Beginning Look at Photosynthesis
Earth as a System
Activity GLOBE Teacher's Guide
HS-LS1-4 Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
None.
HS-LS1-2 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
HS-LS1-3 Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
High School (Grades 9-12)Life Sciences
Student Performance Expectation (SPE)
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 112
Use these GLOBE Resources Investigation Area
Resource Type Source
Plant a Plant Experiments Carbon Activity Other
Allometry Not A Llama Tree Carbon Activity Other
Tree Circumference Carbon Protocol Other
S5: Seasonal Change on Land and Water
Earth as a System
Activity GLOBE Teacher's Guide
P4: A Beginning Look at Photosynthesis
Earth as a System
Activity GLOBE Teacher's Guide
P5: Investigating Leaf Pigments Earth as a System
Activity GLOBE Teacher's Guide
P6: Global Patterns in Green-up and Green-down
Earth as a System
Activity GLOBE Teacher's Guide
P7: Temperature and Precipitation as Limiting Factors in Ecosystems
Earth as a System
Activity GLOBE Teacher's Guide
Budburst Protocol Earth as a System
Protocol GLOBE Teacher's Guide
Green-Up Protocol Earth as a System
Protocol GLOBE Teacher's Guide
Green-Down Protocol Earth as a System
Protocol GLOBE Teacher's Guide
Lilac Phenology Protocol Earth as a System
Protocol GLOBE Teacher's Guide
Student Performance Expectation (SPE)
Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
HS-LS1-5
Life SciencesHigh School (Grades 9-12)
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 113
Use these GLOBE Resources Investigation Area
Resource Type Source
Phenological Gardens Protocol Earth as a System
Protocol GLOBE Teacher's Guide
Seaweed Reproductive Phenology Protocol
Earth as a System
Protocol GLOBE Teacher's Guide
Earth as a System Poster (1987) Earth as a System
Other Other
Earth as a System Poster (2007) Earth as a System
Other Other
Biometry Protocol Land Cover Protocol GLOBE Teacher's Guide
P4: A Beginning Look at Photosynthesis
Earth as a System
Activity GLOBE Teacher's Guide
Plant a Plant Experiments Carbon Activity OtherBiomass Accumulation Model Carbon Activity OtherCarbon Cycle Adventure Story Carbon Activity OtherCarbon Travels Game Carbon Activity OtherCarbon Cycle Standard Sample Site Carbon Protocol OtherCarbon Cycle Non-standard Sample
Carbon Protocol Other
Biomass Units Carbon Activity OtherTree Biomass Analysis Carbon Protocol OtherShrubs Carbon Protocol OtherHeraceous Carbon Protocol OtherFLEXE - Ecology Unit Activity 3 FLEXE Activity OtherFLEXE - Ecology Unit Activity 6 FLEXE Activity Other
Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.
HS-LS1-6
Student Performance Expectation (SPE)
HS-LS1-5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
High School (Grades 9-12)Life Sciences
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 114
Use these GLOBE Resources Investigation Area
Resource Type Source
Carbon Cycle Adventure Story Carbon Activity Other
Carbon Travels Game Carbon Activity Other
Soil: The Great Decomposer Soil Activity GLOBE Teacher's Guide
Making a Contour Map Atmosphere Activity GLOBE Teacher's Guide
GC2: Components of the earth system working together
Earth as a System
Activity GLOBE Teacher's Guide
P7: Temperature and Precipitation as Limiting Factors in Ecosystems
Earth as a System
Activity GLOBE Teacher's Guide
RC1: Defining regional boundaries Earth as a System
Activity GLOBE Teacher's Guide
RC2: Effects of inputs and outputs on a region
Earth as a System
Activity GLOBE Teacher's Guide
LC1: Connecting the parts of the study site
Earth as a System
Activity GLOBE Teacher's Guide
LC3: Using graphs to show connections
Earth as a System
Activity GLOBE Teacher's Guide
LC5: Comparing the study site to one in another region
Earth as a System
Activity GLOBE Teacher's Guide
Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
HS-LS2-1
High School (Grades 9-12)Life Sciences
Student Performance Expectation (SPE)
HS-LS1-7 Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 115
Use these GLOBE Resources Investigation Area
Resource Type Source
Ruby-throated Hummingbird Protocol
Earth as a System
Protocol GLOBE Teacher's Guide
Seaweed Reproductive Phenology Protocol
Earth as a System
Protocol GLOBE Teacher's Guide
Earth as a System Poster (1987) Earth as a Other Other
Earth as a System Poster (2007) Earth as a Other Other
Freshwater Macroinvertebrates Hydrology Protocol GLOBE Teacher's Guide
pH Protocol Hydrology Protocol GLOBE Teacher's Guide
Biometry Protocol Land Cover Protocol GLOBE Teacher's Guide
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.
Making a Contour Map Atmosphere Activity GLOBE Teacher's Guide
Student Performance Expectation (SPE)
HS-LS2-1 Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
High School (Grades 9-12)Life Sciences
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 116
Use these GLOBE Resources Investigation Area
Resource Type Source
GC2: Components of the earth system working together
Earth as a System
Activity GLOBE Teacher's Guide
P7: Temperature and Precipitation as Limiting Factors in Ecosystems
Earth as a System
Activity GLOBE Teacher's Guide
RC1: Defining regional boundaries Earth as a System
Activity GLOBE Teacher's Guide
RC2: Effects of inputs and outputs on a region
Earth as a System
Activity GLOBE Teacher's Guide
LC1: Connecting the parts of the study site
Earth as a System
Activity GLOBE Teacher's Guide
LC3: Using graphs to show connections
Earth as a System
Activity GLOBE Teacher's Guide
LC5: Comparing the study site to one in another region
Earth as a System
Activity GLOBE Teacher's Guide
Ruby-throated Hummingbird Protocol
Earth as a System
Protocol GLOBE Teacher's Guide
Seaweed Reproductive Phenology Protocol
Earth as a System
Protocol GLOBE Teacher's Guide
Life SciencesHigh School (Grades 9-12)
Student Performance Expectation (SPE)
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.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 117
Use these GLOBE Resources Investigation Area
Resource Type Source
Earth as a System Poster (1987) Earth as a Other Other
Earth as a System Poster (2007) Earth as a Other Other
Freshwater Macroinvertebrates Hydrology Protocol GLOBE Teacher's Guide
pH Protocol Hydrology Protocol GLOBE Teacher's Guide
Biometry Protocol Land Cover Protocol GLOBE Teacher's Guide
Carbon Cycle Adventure Story Carbon Activity OtherCarbon Travels Game Carbon Activity OtherFLEXE - Ecology Unit Activity 6 FLEXE Activity OtherP4: A Beginning Look at Photosynthesis
Earth as a System
Activity GLOBE Teacher's Guide
FLEXE - Ecology Unit Activity 7 FLEXE Activity Other
Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
HS-LS2-3
Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
HS-LS2-2
High School (Grades 9-12)Life Sciences
Student Performance Expectation (SPE)
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 118
Use these GLOBE Resources Investigation Area
Resource Type Source
Biomass Accumulation Model Carbon Activity OtherFLEXE - Ecology Unit Activity 6 FLEXE Activity OtherCarbon Travels Game Carbon Activity OtherAllometry Not A Llama Tree Carbon Activity OtherTree Biomass Analysis Carbon Protocol OtherCarbon Cycle Adventure Story Carbon Activity OtherHuman Carbon Pool Carbon Activity OtherGlobal Carbon Cycle Model with Feedbacks
Carbon Activity Other
Carbon Cycle Adventure Story Carbon Activity Other
Carbon Travels Game Carbon Activity Other
Biomass Accumulation Model Carbon Activity Other
Carbon Travels Game Carbon Activity Other
P4: A Beginning Look at Photosynthesis
Earth as a System
Activity GLOBE Teacher's Guide
FLEXE - Ecology Unit Activity 6 FLEXE Activity Other
FLEXE - Ecology Unit Activity 7 FLEXE Activity Other
FLEXE - Ecology Unit Activity 6 FLEXE Activity Other
RC2: Effects of inputs and outputs on a region
Earth as a System
Activity GLOBE Teacher's Guide
FLEXE - Ecology Unit Activity 6 FLEXE Activity Other
FLEXE - Ecology Unit Activity 7 FLEXE Activity Other
High School (Grades 9-12)Life Sciences
Student Performance Expectation (SPE)
HS-LS2-5
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-LS2-6 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.
Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 119
Use these GLOBE Resources Investigation Area
Resource Type Source
Allometry Not A Llama Tree Carbon Activity Other
Tree Biomass Analysis Carbon Protocol Other
Carbon Cycle Adventure Story Carbon Activity Other
Human Carbon Pool Carbon Activity Other
Discovery Area Land Cover Activity GLOBE Teacher's Guide
Ruby-throated Hummingbird Protocol
Earth as a System
Protocol GLOBE Teacher's Guide
Arctic Bird Migration Monitoring Protocol
Earth as a System
Protocol GLOBE Teacher's Guide
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.
None.
HS-LS3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
None.
HS-LS3-3 Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
None.
High School (Grades 9-12)Life Sciences
Student Performance Expectation (SPE)
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-LS2-7
HS-LS2-8 Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 120
Use these GLOBE Resources Investigation Area
Resource Type Source
HS-LS4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
None.
HS-LS4-2 Construct an explanation based on evidence that the process of evolution primarily results from four factors (see notes for full text of factors).
FLEXE - Ecology Unit Activity 6 FLEXE Activity Other
Land Cover Sample Site Protocol Land Cover Protocol GLOBE Teacher's Guide
Land Cover Change Detection Protocol
Land Cover Protocol GLOBE Teacher's Guide
What is your Climate Classification Climate Foundations
Activity GLOBE Website
ESS: 1 Exploring Single Images (2007)
Earth as a System
Activity Earth as a System Packet
(2007)ESS: 1. Explore a Single Map (1987) Earth as a
SystemActivity Earth as a
Sysyem (1987)ESS: 2 Exploring Annual Changes (2007)
Earth as a System
Activity Earth as a System Packet
(2007)ESS: 2. Explore Annual Changes (within a column) (1987)
Earth as a System
Activity Earth as a Sysyem (1987)
ESS: 3 Exploring Relationships Between Two Variables (2007)
Earth as a System
Activity Earth as a System Packet
(2007)
High School (Grades 9-12)Life Sciences
HS-LS4-4 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
Student Performance Expectation (SPE)
HS-LS4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 121
Use these GLOBE Resources Investigation Area
Resource Type Source
ESS: 3. Explore Relationships between Types of Data (across columns) (1987)
Earth as a System
Activity Earth as a Sysyem (1987)
ESS: 4 Exploring Relationships Among Variables for a Particular Month (2007)
Earth as a System
Activity Earth as a System Packet
(2007)ESS: 4. Global Patterns (1987) Earth as a
SystemActivity Earth as a
Sysyem (1987)ESS: 5 Exploring Relationships Among Variables Six Months Apart (2007)
Earth as a System
Activity Earth as a System Packet
(2007)ESS: 5. Link with GLOBE Data (1987) Earth as a
SystemActivity Earth as a
Sysyem (1987)Earth as a System Poster (1987) Earth as a Other Other
Earth as a System Poster (2007) Earth as a Other Other
FLEXE - Ecology Unit Activity 4 FLEXE Activity Other
FLEXE - Ecology Unit Activity 5 FLEXE Activity Other
FLEXE - Ecology Unit Activity 6 FLEXE Activity Other
FLEXE - Ecology Unit Activity 7 FLEXE Activity Other
Land Cover Sample Site Protocol Land Cover Protocol GLOBE Teacher's Guide
Land Cover Change Detection Protocol
Land Cover Protocol GLOBE Teacher's Guide
HS-LS4-6 Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.*
Discovery Area Land Cover Activity GLOBE Teacher's Guide
High School (Grades 9-12)Life Sciences
Student Performance Expectation (SPE)
HS-LS4-4 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
HS-LS4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 122
Use these GLOBE Resources Investigation Area
Resource Type Source
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.
None.
Soil Characterization Soil Protocol GLOBE Teacher's Guide
Dissolved Oxygen Protocol Hydrology Protocol GLOBE Teacher's Guide
Biomass Accumulation Model Carbon Activity Other
HS-ESS1-3 Communicate scientific ideas about the way stars, over their life cycle, produce elements.
None.
HS-ESS1-4 Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.
None.
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.
None.
HS-ESS1-6 Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.
None.
High School (Grades 9-12)Earth and Space Sciences
Student Performance Expectation (SPE)
HS-ESS1-2 Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 123
Use these GLOBE Resources Investigation Area
Resource Type Source
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.
None.
Aerosols Protocol Atmosphere Protocol GLOBE Teacher's Guide
Water Vapor Protocol Atmosphere Protocol GLOBE Teacher's Guide
Barometric Pressure Protocol Atmosphere Protocol GLOBE Teacher's Guide
Relative Humidity Protocol Atmosphere Protocol GLOBE Teacher's Guide
Precipitation Protocols Atmosphere Protocol GLOBE Teacher's Guide
Max/Min/Current Air Temperature Protocol
Atmosphere Protocol GLOBE Teacher's Guide
Digital Multi-Day Max/Min/Current Air and Soil Temperature Protocol
Atmosphere Protocol GLOBE Teacher's Guide
Automated Soil and Air Temperature Monitoring Protocol
Atmosphere Protocol GLOBE Teacher's Guide
Surface Ozone Protocol Atmosphere Protocol GLOBE Teacher's Guide
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 systems.
High School (Grades 9-12)Earth and Space Sciences
Student Performance Expectation (SPE)
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 124
Use these GLOBE Resources Investigation Area
Resource Type Source
AWS WeatherBug Protocol Atmosphere Protocol GLOBE Website
Davis Weather Station Protocol Atmosphere Protocol GLOBE Website
RainWise Weather Station Protocol Atmosphere Protocol GLOBE Website
WeatherHawk Weather Station Protocol
Atmosphere Protocol GLOBE Website
Surface Temperature Protocol Atmosphere Protocol GLOBE Teacher's Guide
Global Carbon Cycle Model with Carbon Activity OtherSimple C Cycle Model Carbon Activity OtherPaper Clip Simulation & Model Carbon Activity OtherLand Cover Change Detection Protocol
Land Cover Protocol GLOBE Teacher's Guide
GLOBE Landsat Satillite Images Land Cover Other OtherGLOBE Visualization Tool Multiple Areas Web Feature GLOBE Website
Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems.
HS-ESS2-2
High School (Grades 9-12)Earth and Space Sciences
Student Performance Expectation (SPE)
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 125
Use these GLOBE Resources Investigation Area
Resource Type Source
Soil Characterization Soil Protocol GLOBE Teacher's Guide
Soil Temperature Soil Protocol GLOBE Teacher's Guide
Gravimetric Soil Moisture Soil Protocol GLOBE Teacher's Guide
Bulk Density Soil Protocol GLOBE Teacher's Guide
Soil Particle Density Soil Protocol GLOBE Teacher's Guide
Soil Particle Size Distribution Soil Protocol GLOBE Teacher's Guide
Soil pH Soil Protocol GLOBE Teacher's Guide
Soil Fertility Soil Protocol GLOBE Teacher's Guide
Digital Multi-Day Max/Min/Current Air and Soil Temperature Protocol
Soil Protocol GLOBE Teacher's Guide
High School (Grades 9-12)Earth and Space Sciences
Student Performance Expectation (SPE)
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 systems.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 126
Use these GLOBE Resources Investigation Area
Resource Type Source
Digital Multi-Day Soil Temperatures Protocol
Soil Protocol GLOBE Teacher's Guide
Automated Soil and Air Temperature Monitoring Protocol
Soil Protocol GLOBE Teacher's Guide
Soil Moisture Sensor Protocol Soil Protocol GLOBE Teacher's Guide
Infiltration Protocol Soil Protocol GLOBE Teacher's Guide
Davis Soil Moisture and Temperature Station Protocol
Soil Protocol GLOBE Teacher's Guide
Learning to Use Visualizations Atmosphere Activity GLOBE Teacher's Guide
Cloud Protocols Atmosphere Protocol GLOBE Teacher's Guide
Cloud Chart Atmosphere Other GLOBE Website
GLOBE Visualization Tool Multiple Areas Web Feature GLOBE Website
HS-ESS2-3 Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.
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 systems.
High School (Grades 9-12)Earth and Space Sciences
Student Performance Expectation (SPE)
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 127
Use these GLOBE Resources Investigation Area
Resource Type Source
Surface Temperature Protocol Atmosphere Protocol GLOBE Teacher's Guide
Cloud Chart Atmosphere Other GLOBE Website
Global Carbon Cycle Model with Feedbacks
Carbon Activity Other
ESS: 3 Exploring Relationships Between Two Variables (2007)
Earth as a System
Activity Earth as a System Packet
(2007)ESS: 3. Explore Relationships between Types of Data (across columns) (1987)
Earth as a System
Activity Earth as a Sysyem (1987)
ESS: 4 Exploring Relationships Among Variables for a Particular Month (2007)
Earth as a System
Activity Earth as a System Packet
(2007)ESS: 4. Global Patterns (1987) Earth as a
SystemActivity Earth as a
Sysyem (1987)
P6: Global Patterns in Green-up and Green-down
Earth as a System
Activity GLOBE Teacher's Guide
GLOBE Visualization Tool Multiple Areas Web Feature GLOBE Website
High School (Grades 9-12)Earth and Space Sciences
Student Performance Expectation (SPE)
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.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 128
Use these GLOBE Resources Investigation Area
Resource Type Source
Alkalinity Protocol Hydrology Protocol GLOBE Teacher's Guide
Dissolved Oxygen Protocol Hydrology Protocol GLOBE Teacher's Guide
Freshwater Macroinvertebrates Hydrology Protocol GLOBE Teacher's Guide
Instrument Construction, Site Selection, Documenting Your Hydrology Site, Sampling Procedures
Hydrology Protocol GLOBE Teacher's Guide
Nitrate Protocol Hydrology Protocol GLOBE Teacher's Guide
Optional Salinity Titration Hydrology Protocol GLOBE Teacher's Guide
pH Protocol Hydrology Protocol GLOBE Teacher's Guide
Salinity Protocol Hydrology Protocol GLOBE Teacher's Guide
Water Temperature Protocol Hydrology Protocol GLOBE Teacher's Guide
Water Transparency Protocol Hydrology Protocol GLOBE Teacher's Guide
High School (Grades 9-12)Earth and Space Sciences
Student Performance Expectation (SPE)
HS-ESS2-5 Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 129
Use these GLOBE Resources Investigation Area
Resource Type Source
Electrical Conductivity Protocol Hydrology Protocol GLOBE Teacher's Guide
GLOBE Visualization Tool Multiple Areas Web Feature GLOBE Website
Global Carbon Cycle Model with Feedbacks
Carbon Activity Other
Simple C Cycle Model Carbon Activity Other
Carbon Travels Game Carbon Activity Other
Allometry Not A Llama Tree Carbon Activity Other
Tree Mapping Carbon Protocol Other
HS-ESS2-7 Construct an argument based on evidence about the simultaneous coevolution of Earth systems and life on Earth.
None.
HS-ESS2-6 Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
HS-ESS2-5 Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
Earth and Space SciencesStudent Performance Expectation (SPE)
High School (Grades 9-12)
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 130
Use these GLOBE Resources Investigation Area
Resource Type Source
Global Carbon Cycle Model with Feedbacks
Carbon Activity Other
ESS: 5. Link with GLOBE Data (1987) Earth as a System
Activity Earth as a Sysyem (1987)
Land Cover Change Detection Protocol
Land Cover Protocol GLOBE Teacher's Guide
Computerized MultiSpec Land Cover Mapping Protocol
Land Cover Protocol GLOBE Teacher's Guide
Manual Land Cover Mapping Protocol
Land Cover Protocol GLOBE Teacher's Guide
Student Climate Research Campaign
Multiple Areas Field Campaign GLOBE Website
HS-ESS3-2 Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.*
None.
HS-ESS3-3 Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.
Paper Clip Simulation & Model Carbon Activity Other
High School (Grades 9-12)Earth and Space Sciences
Student Performance Expectation (SPE)
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.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 131
Use these GLOBE Resources Investigation Area
Resource Type Source
Surface Temperature Protocol Atmosphere Protocol GLOBE Teacher's Guide
Surface Ozone Protocol Atmosphere Protocol GLOBE Teacher's Guide
ESS: 1. Explore a Single Map (1987) Earth as a System
Activity Earth as a Sysyem (1987)
ESS: 1 Exploring Single Images (2007)
Earth as a System
Activity Earth as a System Packet
(2007)ESS: 2 Exploring Annual Changes (2007)
Earth as a System
Activity Earth as a System Packet
(2007)ESS: 2. Explore Annual Changes (within a column) (1987)
Earth as a System
Activity Earth as a Sysyem (1987)
Land Cover Change Detection Protocol
Land Cover Protocol GLOBE Teacher's Guide
GLOBE Landsat Satillite Images Land Cover Other OtherGLOBE Visualization Tool Multiple Areas Web Feature GLOBE Website
GLOBE Visualization Tool Multiple Areas Web Feature GLOBE Website
Earth and Space SciencesStudent Performance Expectation (SPE)
HS-ESS3-4 Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.*
High School (Grades 9-12)
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 132
Use these GLOBE Resources Investigation Area
Resource Type Source
Surface Temperature Protocol Atmosphere Protocol GLOBE Teacher's Guide
Biomass Accumulation Model Carbon Activity Other
Global Carbon Cycle Model with Carbon Activity Other
RC1: Defining regional boundaries Earth as a System
Activity GLOBE Teacher's Guide
RC2: Effects of inputs and outputs on a region
Earth as a System
Activity GLOBE Teacher's Guide
GLOBE Visualization Tool Multiple Areas Web Feature GLOBE Website
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.
High School (Grades 9-12)Earth and Space Sciences
Student Performance Expectation (SPE)
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 133
Use these GLOBE Resources Investigation Area
Resource Type Source
Surface Temperature Protocol Atmosphere Protocol GLOBE Teacher's Guide
ESS: 1 Exploring Single Images (2007)
Earth as a System
Activity Earth as a System Packet
(2007)
ESS: 1. Explore a Single Map (1987) Earth as a System
Activity Earth as a Sysyem (1987)
ESS: 2 Exploring Annual Changes (2007)
Earth as a System
Activity Earth as a System Packet
(2007)
ESS: 2. Explore Annual Changes (within a column) (1987)
Earth as a System
Activity Earth as a Sysyem (1987)
Land Cover Change Detection Protocol
Land Cover Protocol GLOBE Teacher's Guide
GLOBE Landsat Satillite Images Land Cover Other Other
GLOBE Visualization Tool Multiple Areas Web Feature GLOBE Website
High School (Grades 9-12)Earth and Space Sciences
Student Performance Expectation (SPE)
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.*
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 134
Use these GLOBE Resources Investigation Area
Resource Type Source
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.
None.
Getting to Know Your Satellite Imagery and GLOBE Study Site
Land Cover Activity GLOBE Teacher's Guide
Discovery Area Land Cover Activity GLOBE Teacher's Guide
Global Carbon Cycle Model with Carbon Activity Other
Paper Clip Simulation & Model Carbon Activity Other
Plant a Plant Experiments Carbon Activity Other
Getting to Know Your Satellite Imagery and GLOBE Study Site
Land Cover Activity GLOBE Teacher's Guide
Discovery Area Land Cover Activity GLOBE Teacher's Guide
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.
Global Carbon Cycle Model with Feedbacks
Carbon Activity Other
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 & trade-offs that account for a range of constraints, including cost, safety, reliability, & aesthetics, & possible social, cultural, & environmental impacts.
High School (Grades 9-12)Engineering, Technology, and Applications of Science
Student Performance Expectation (SPE)
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 135
Use these GLOBE Resources Investigation Area
Resource Type Source
2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
None.
2-PS1-2 Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.*
None.
2-PS1-3 Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.
None.
2-PS1-4 Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.
None.
5-PS1-1 Develop a model to describe that matter is made of particles too small to be seen.
None.
5-PS1-2 Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.
None.
5-PS1-3 Make observations and measurements to identify materials based on their properties.
None.
5-PS1-4 Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
None.
Structure and Properties of Matter
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 136
Use these GLOBE Resources Investigation Area
Resource Type Source
MS-PS1-1 Develop models to describe the atomic composition of simple molecules and extended structures.
Cloud Protocols Atmosphere Protocol GLOBE Teacher's Guide
Soil Characterization Soil Protocol GLOBE Teacher's Guide
Bulk Density Soil Protocol GLOBE Teacher's Guide
Soil Site Selection and Exposure Soil Protocol GLOBE Teacher's Guide
Soil Particle Density Soil Protocol GLOBE Teacher's Guide
Soil Particle Size Distribution Soil Protocol GLOBE Teacher's Guide
Soil pH Soil Protocol GLOBE Teacher's Guide
Soil Fertility Soil Protocol GLOBE Teacher's Guide
MS-PS1-4 Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
Cloud Protocols Atmosphere Protocol GLOBE Teacher's Guide
HS-PS1-1 Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
None.
HS-PS1-3 Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
None.
HS-PS1-8 Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.
None.
Structure and Properties of Matter
Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
MS-PS1-3
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 137
Use these GLOBE Resources Investigation Area
Resource Type Source
MS-PS1-2 Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
Soil Characterization Soil Protocol GLOBE Teacher's Guide
MS-PS1-5 Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
Soil Characterization Soil Protocol GLOBE Teacher's Guide
MS-PS1-6 Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.*
None.
HS-PS1-2 Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
None.
HS-PS1-4 Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.
None.
HS-PS1-5 Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.
None.
HS-PS1-6 Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.*
None.
HS-PS1-7 Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
None.
Chemical Reactions
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 138
Use these GLOBE Resources Investigation Area
Resource Type Source
K-PS2-1 Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
None.
K-PS2-2 Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.*
None.
3-PS2-1 Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
None.
3-PS2-2 Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
None.
3-PS2-3 Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
None.
3-PS2-4 Define a simple design problem that can be solved by applying scientific ideas about magnets.*
None.
Forces and Interactions
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 139
Use these GLOBE Resources Investigation Area
Resource Type Source
MS-PS2-1 Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.*
None.
MS-PS2-2 Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
None.
MS-PS2-3 Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
None.
MS-PS2-4 Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.
None.
MS-PS2-5 Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
None.
Forces and Interactions
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 140
Use these GLOBE Resources Investigation Area
Resource Type Source
HS-PS2-1 Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
None.
HS-PS2-2 Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.
None.
HS-PS2-3 Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.*
None.
HS-PS2-4 Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.
None.
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.
None.
Forces and Interactions
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 141
Use these GLOBE Resources Investigation Area
Resource Type Source
4-PS3-1 Use evidence to construct an explanation relating the speed of an object to the energy of that object.
None.
4-PS3-2 Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
None.
4-PS3-3 Ask questions and predict outcomes about the changes in energy that occur when objects collide.
None.
4-PS3-4 Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.*
None.
4-ESS3-1 Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
None.
MS-PS3-1 Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
None.
MS-PS3-2 Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
None.
MS-PS3-3 Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.*
None.
MS-PS3-4 Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.
None.
MS-PS3-5 Construct, use, and present arguments to support the claim that when the motion energy of an object changes, energy is transferred to or from the object.
None.
Energy
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 142
Use these GLOBE Resources Investigation Area
Resource Type Source
HS-PS3-1 Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
None.
HS-PS3-2 Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as either motions of particles or energy stored in fields.
None.
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.*
Building a GLOBE Sun Photometer (pc board V3.0)
Atmosphere Activity Other
HS-PS3-4 Plan & conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temp are combined within a closed system results in a more uniform energy distribution among the components in the system.
None.
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.
None.
Energy
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 143
Use these GLOBE Resources Investigation Area
Resource Type Source
1-PS4-1 Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
None.
1-PS4-2 Make observations to construct an evidence-based account that objects can be seen only when illuminated.
None.
1-PS4-3 Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.
None.
1-PS4-4 Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.*
None.
4-PS4-1 Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.
None.
4-PS4-3 Generate and compare multiple solutions that use patterns to transfer information.*
None.
MS-PS4-1 Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.
None.
Aerosols Protocol Atmosphere Protocol GLOBE Teacher's Guide
Water Vapor Protocol Atmosphere Protocol GLOBE Teacher's Guide
MS-PS4-3 Integrate qualitative scientific and technical information to support the claim that digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information.
None.
MS-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
Waves
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 144
Use these GLOBE Resources Investigation Area
Resource Type Source
Water Vapor Protocol Atmosphere Protocol GLOBE Teacher's Guide
Aerosols Protocol Atmosphere Protocol GLOBE Teacher's Guide
HS-PS4-2 Evaluate questions about the advantages of using a digital transmission and storage of information.
None.
HS-PS4-3 Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.
None.
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.
None.
Aerosols Protocol Atmosphere Protocol GLOBE Teacher's Guide
AWS WeatherBug Protocol Atmosphere Protocol GLOBE Website
Davis Weather Station Protocol Atmosphere Protocol GLOBE Website
RainWise Weather Station Protocol Atmosphere Protocol GLOBE Website
WeatherHawk Weather Station Protocol Atmosphere Protocol GLOBE Website
Soil Temperature Soil Protocol GLOBE Teacher's Guide
Max/Min/Current Air Temperature Protocol Atmosphere Protocol GLOBE Teacher's Guide
Water Temperature Protocol Hydrology Protocol GLOBE Teacher's Guide
Waves and Electromagnetic Radiation
HS-PS4-1 Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.
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.*
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 145
Use these GLOBE Resources Investigation Area
Resource Type Source
1-LS1-1 Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.*
None.
1-LS1-2 Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
None.
1-LS3-1 Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
None.
4-PS4-2 Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
None.
4-LS1-1 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Water Wonders Hydrology Activity Elementary GLOBE
Honing In On Hummingbirds Earth as a System Activity Elementary GLOBE
Ruby-throated Hummingbird Protocol Earth as a System Protocol GLOBE Teacher's Guide
MS-LS1-1 Conduct an investigation to provide evidence that living things are made of cells, either one cell or many different numbers and types of cells.
P4: A Beginning Look at Photosynthesis Earth as a System Activity GLOBE Teacher's Guide
MS-LS1-2 Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
None.
MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
None.
MS-LS1-8 Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
None.
Structure and Function
4-LS1-2 Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 146
Use these GLOBE Resources Investigation Area
Resource Type Source
HS-LS1-1 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
None.
P4: A Beginning Look at Photosynthesis Earth as a System Activity GLOBE Teacher's Guide
P5: Investigating Leaf Pigments Earth as a System Activity GLOBE Teacher's Guide
P6: Global Patterns in Green-up and Green-down
Earth as a System Activity GLOBE Teacher's Guide
Paper Clip Simulation & Model Carbon Activity Other
Plant a Plant Experiments Carbon Activity Other
HS-LS1-3 Plant a Plant Experiments Carbon Activity Other
HS-LS1-3 Paper Clip Simulation & Model Carbon Activity Other
HS-LS1-3 Global Carbon Cycle Model with Feedbacks Carbon Activity Other
HS-LS1-3 Biomass Accumulation Model Carbon Activity Other
HS-LS1-3 P4: A Beginning Look at Photosynthesis Earth as a System Activity GLOBE Teacher's Guide
HS-LS1-2 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
Structure and Function
Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 147
Use these GLOBE Resources Investigation Area
Resource Type Source
5-PS3-1 Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.
None.
5-LS1-1 Support an argument that plants get the materials they need for growth chiefly from air and water.
None.
5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
None.
Green-Up Protocol Earth as a System Protocol GLOBE Teacher's Guide
Green-Down Protocol Earth as a System Protocol GLOBE Teacher's Guide
Budburst Protocol Earth as a System Protocol GLOBE Teacher's Guide
P1: Green-up Cards Earth as a System Activity GLOBE Teacher's Guide
P2: A Sneak Preview of Budburst Earth as a System Activity GLOBE Teacher's Guide
P4: A Beginning Look at Photosynthesis Earth as a System Activity GLOBE Teacher's Guide
P5: Investigating Leaf Pigments Earth as a System Activity GLOBE Teacher's Guide
P6: Global Patterns in Green-up and Green-down
Earth as a System Activity GLOBE Teacher's Guide
MS-LS1-7 Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
None.
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.
MS-LS1-6
Matter and Energy in Organisms and Ecosystems
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 148
Use these GLOBE Resources Investigation Area
Resource Type Source
Freshwater Macroinvertebrates Hydrology Protocol GLOBE Teacher's Guide
ESS: 3. Explore Relationships between Types of Data (across columns) (1987)
Earth as a System Activity Earth as a Sysyem (1987)
ESS: 4. Global Patterns (1987) Earth as a System Activity Earth as a Sysyem (1987)
Arctic Bird Migration Monitoring Protocol Earth as a System Protocol GLOBE Teacher's Guide
Budburst Protocol Earth as a System Protocol GLOBE Teacher's Guide
Green-Down Protocol Earth as a System Protocol GLOBE Teacher's Guide
Green-Up Protocol Earth as a System Protocol GLOBE Teacher's Guide
Ruby-throated Hummingbird Protocol Earth as a System Protocol GLOBE Teacher's Guide
GC2: Components of the earth system working together
Earth as a System Activity GLOBE Teacher's Guide
P2: A Sneak Preview of Budburst Earth as a System Activity GLOBE Teacher's Guide
RC2: Effects of inputs and outputs on a region
Earth as a System Activity GLOBE Teacher's Guide
MS-LS2-3 Carbon Cycle Adventure Story Carbon Activity Other
MS-LS2-3 Carbon Travels Game Carbon Activity Other
MS-LS2-3 Turnover Rate & Residence Time Carbon Activity Other
MS-LS2-1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
Matter and Energy in Organisms and Ecosystems
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 149
Use these GLOBE Resources Investigation Area
Resource Type Source
Green-Down Protocol Earth as a System Protocol GLOBE Teacher's Guide
Green-Up Protocol Earth as a System Protocol GLOBE Teacher's Guide
Budburst Protocol Earth as a System Protocol GLOBE Teacher's Guide
Ruby-throated Hummingbird Protocol Earth as a System Protocol GLOBE Teacher's Guide
Arctic Bird Migration Monitoring Protocol Earth as a System Protocol GLOBE Teacher's Guide
Phenological Gardens Protocol Earth as a System Protocol GLOBE Teacher's Guide
P3: A First Look at Phenology Earth as a System Activity GLOBE Teacher's Guide
Freshwater Macroinvertebrates Hydrology Protocol GLOBE Teacher's Guide
P2: A Sneak Preview of Budburst Earth as a System Activity GLOBE Teacher's Guide
P7: Temperature and Precipitation as Limiting Factors in Ecosystems
Earth as a System Activity GLOBE Teacher's Guide
Land Cover Change Detection Protocol Land Cover Protocol GLOBE Teacher's Guide
Matter and Energy in Organisms and Ecosystems
MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 150
Use these GLOBE Resources Investigation Area
Resource Type Source
S5: Seasonal Change on Land and Water Earth as a System Activity GLOBE Teacher's Guide
Earth as a System Poster (1987) Earth as a System Other Other
Earth as a System Poster (2007) Earth as a System Other Other
P4: A Beginning Look at Photosynthesis Earth as a System Activity GLOBE Teacher's Guide
P5: Investigating Leaf Pigments Earth as a System Activity GLOBE Teacher's Guide
Plant a Plant Experiments Carbon Activity Other
P6: Global Patterns in Green-up and Green-down
Earth as a System Activity GLOBE Teacher's Guide
P7: Temperature and Precipitation as Limiting Factors in Ecosystems
Earth as a System Activity GLOBE Teacher's Guide
Budburst Protocol Earth as a System Protocol GLOBE Teacher's Guide
Green-Up Protocol Earth as a System Protocol GLOBE Teacher's Guide
Green-Down Protocol Earth as a System Protocol GLOBE Teacher's Guide
Lilac Phenology Protocol Earth as a System Protocol GLOBE Teacher's Guide
Phenological Gardens Protocol Earth as a System Protocol GLOBE Teacher's Guide
Seaweed Reproductive Phenology Protocol Earth as a System Protocol GLOBE Teacher's Guide
Tree Circumference Carbon Protocol Other
Allometry Not A Llama Tree Carbon Activity Other
Biometry Protocol Land Cover Protocol GLOBE Teacher's Guide
Matter and Energy in Organisms and Ecosystems
HS-LS1-5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 151
Use these GLOBE Resources Investigation Area
Resource Type Source
P4: A Beginning Look at Photosynthesis Earth as a System Activity GLOBE Teacher's Guide
Plant a Plant Experiments Carbon Activity Other
Biomass Accumulation Model Carbon Activity Other
Carbon Cycle Adventure Story Carbon Activity Other
Carbon Travels Game Carbon Activity Other
Carbon Cycle Standard Sample Site Set-up Carbon Protocol Other
Carbon Cycle Non-standard Sample Site Set-up
Carbon Protocol Other
Biomass Units Carbon Activity Other
Tree Biomass Analysis Carbon Protocol Other
Shrubs Carbon Protocol Other
Heraceous Carbon Protocol Other
FLEXE - Ecology Unit Activity 3 FLEXE Activity Other
FLEXE - Ecology Unit Activity 6 FLEXE Activity Other
Soil: The Great Decomposer Soil Activity GLOBE Teacher's Guide
Carbon Cycle Adventure Story Carbon Activity Other
Carbon Travels Game Carbon Activity Other
Carbon Cycle Adventure Story Carbon Activity Other
Carbon Travels Game Carbon Activity Other
FLEXE - Ecology Unit Activity 6 FLEXE Activity Other
P4: A Beginning Look at Photosynthesis Earth as a System Activity GLOBE Teacher's Guide
FLEXE - Ecology Unit Activity 7 FLEXE Activity Other
Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.
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-LS1-7 Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.
Matter and Energy in Organisms and Ecosystems
HS-LS1-6
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 152
Use these GLOBE Resources Investigation Area
Resource Type Source
Biomass Accumulation Model Carbon Activity Other
FLEXE - Ecology Unit Activity 6 FLEXE Activity Other
Carbon Travels Game Carbon Activity Other
Allometry Not A Llama Tree Carbon Activity Other
Tree Biomass Analysis Carbon Protocol Other
Carbon Cycle Adventure Story Carbon Activity Other
Human Carbon Pool Carbon Activity Other
Global Carbon Cycle Model with Feedbacks Carbon Activity Other
Carbon Cycle Adventure Story Carbon Activity Other
Carbon Travels Game Carbon Activity Other
FLEXE - Ecology Unit Activity 6 FLEXE Activity Other
P4: A Beginning Look at Photosynthesis Earth as a System Activity GLOBE Teacher's Guide
FLEXE - Ecology Unit Activity 7 FLEXE Activity Other
Biomass Accumulation Model Carbon Activity Other
FLEXE - Ecology Unit Activity 6 FLEXE Activity Other
Carbon Travels Game Carbon Activity Other
Allometry Not A Llama Tree Carbon Activity Other
Tree Biomass Analysis Carbon Protocol Other
Carbon Cycle Adventure Story Carbon Activity Other
Human Carbon Pool Carbon Activity Other
HS-LS2-5
HS-LS2-4 Use a mathematical representation to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
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-LS2-7
Matter and Energy in Organisms and Ecosystems
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 153
Use these GLOBE Resources Investigation Area
Resource Type Source
K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.
Ruby-throated Hummingbird Protocol Earth as a System
Protocol GLOBE Teacher's Guide
K-ESS2-2 Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
None.
K-ESS3-1 Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
None.
K-ESS3-3 Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.*
None.
Interdependent Relationships in Ecosystems
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 154
Use these GLOBE Resources Investigation Area
Resource Type Source
2-LS2-2 Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.*
None.
All Year Long Earth as a System Activity Elementary GLOBE
The Colors of the Seasons Earth as a System Activity Elementary GLOBE
Honing In On Hummingbirds Earth as a System Activity Elementary GLOBE
The Mystery of the Missing Hummingbirds Earth as a System Elementary GLOBE Book
Elementary GLOBE
Water Wonders Hydrology Activity Elementary GLOBE
We All Need Soil! Soil Activity Elementary GLOBE
Ruby-throated Hummingbird Protocol Earth as a System Protocol GLOBE Teacher's Guide
Arctic Bird Migration Monitoring Protocol Earth as a System Protocol GLOBE Teacher's Guide
Budburst Protocol Earth as a System Protocol GLOBE Teacher's Guide
Green-Down Protocol Earth as a System Protocol GLOBE Teacher's Guide
Green-Up Protocol Earth as a System Protocol GLOBE Teacher's Guide
Phenological Gardens Protocol Earth as a System Protocol GLOBE Teacher's Guide
P1: Green-up Cards Earth as a System Activity GLOBE Teacher's Guide
P2: A Sneak Preview of Budburst Earth as a System Activity GLOBE Teacher's Guide
P3: A First Look at Phenology Earth as a System Activity GLOBE Teacher's Guide
P4: A Beginning Look at Photosynthesis Earth as a System Activity GLOBE Teacher's Guide
Interdependent Relationships in Ecosystems
2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 155
Use these GLOBE Resources Investigation Area
Resource Type Source
3-LS2-1 Construct an argument that some animals form groups that help members survive.
Arctic Bird Migration Monitoring Protocol Earth as a System Protocol GLOBE Teacher's Guide
3-LS4-1 Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
None.
3-LS4-3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
None.
Site Selection Land Cover Protocol GLOBE Teacher's Guide
Manual Land Cover Mapping Protocol Land Cover Protocol GLOBE Teacher's Guide
MS-LS2-2 Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
None.
MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services.*
Model a Catchment Basin Hydrology Activity GLOBE Teacher's Guide
Interdependent Relationships in Ecosystems
3-LS4-4 Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.*
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 156
Use these GLOBE Resources Investigation Area
Resource Type Source
Making a Contour Map Atmosphere Activity GLOBE Teacher's Guide
Biometry Protocol Land Cover Protocol GLOBE Teacher's Guide
GC2: Components of the earth system working together
Earth as a System Activity GLOBE Teacher's Guide
P7: Temperature and Precipitation as Limiting Factors in Ecosystems
Earth as a System Activity GLOBE Teacher's Guide
RC1: Defining regional boundaries Earth as a System Activity GLOBE Teacher's Guide
RC2: Effects of inputs and outputs on a region
Earth as a System Activity GLOBE Teacher's Guide
LC1: Connecting the parts of the study site Earth as a System Activity GLOBE Teacher's Guide
LC3: Using graphs to show connections Earth as a System Activity GLOBE Teacher's Guide
LC5: Comparing the study site to one in another region
Earth as a System Activity GLOBE Teacher's Guide
Ruby-throated Hummingbird Protocol Earth as a System Protocol GLOBE Teacher's Guide
Seaweed Reproductive Phenology Protocol Earth as a System Protocol GLOBE Teacher's Guide
Earth as a System Poster (1987) Earth as a System Other Other
Earth as a System Poster (2007) Earth as a System Other Other
Freshwater Macroinvertebrates Hydrology Protocol GLOBE Teacher's Guide
pH Protocol Hydrology Protocol GLOBE Teacher's Guide
Interdependent Relationships in Ecosystems
Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
HS-LS2-1
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 157
Use these GLOBE Resources Investigation Area
Resource Type Source
RC2: Effects of inputs and outputs on a region
Earth as a System Activity GLOBE Teacher's Guide
FLEXE - Ecology Unit Activity 6 FLEXE Activity Other
FLEXE - Ecology Unit Activity 7 FLEXE Activity Other
HS-LS2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.*
Discovery Area Land Cover Activity GLOBE Teacher's Guide
Ruby-throated Hummingbird Protocol Earth as a System Protocol GLOBE Teacher's Guide
Arctic Bird Migration Monitoring Protocol Earth as a System Protocol GLOBE Teacher's Guide
Interdependent Relationships in Ecosystems
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
HS-LS2-8 Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 158
Use these GLOBE Resources Investigation Area
Resource Type Source
Earth as a System Poster (1987) Earth as a System Other Other
Earth as a System Poster (2007) Earth as a System Other Other
Biometry Protocol Land Cover Protocol GLOBE Teacher's Guide
Making a Contour Map Atmosphere Activity GLOBE Teacher's Guide
Freshwater Macroinvertebrates Hydrology Protocol GLOBE Teacher's Guide
Ruby-throated Hummingbird Protocol Earth as a System Protocol GLOBE Teacher's Guide
Seaweed Reproductive Phenology Protocol Earth as a System Protocol GLOBE Teacher's Guide
GC2: Components of the earth system working together
Earth as a System Activity GLOBE Teacher's Guide
P7: Temperature and Precipitation as Limiting Factors in Ecosystems
Earth as a System Activity GLOBE Teacher's Guide
RC1: Defining regional boundaries Earth as a System Activity GLOBE Teacher's Guide
RC2: Effects of inputs and outputs on a region
Earth as a System Activity GLOBE Teacher's Guide
LC1: Connecting the parts of the study site Earth as a System Activity GLOBE Teacher's Guide
pH Protocol Hydrology Protocol GLOBE Teacher's Guide
LC3: Using graphs to show connections Earth as a System Activity GLOBE Teacher's Guide
LC5: Comparing the study site to one in another region
Earth as a System Activity GLOBE Teacher's Guide
HS-LS4-6 Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.*
Discovery Area Land Cover Activity GLOBE Teacher's Guide
Interdependent Relationships in Ecosystems
Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
HS-LS2-2
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 159
Use these GLOBE Resources Investigation Area
Resource Type Source
P2: A Sneak Preview of Budburst Earth as a System Activity GLOBE Teacher's Guide
Budburst Protocol Earth as a System Protocol GLOBE Teacher's Guide
Green-Up Protocol Earth as a System Protocol GLOBE Teacher's Guide
Lilac Phenology Protocol Earth as a System Protocol GLOBE Teacher's Guide
Ruby-throated Hummingbird Protocol Earth as a System Protocol GLOBE Teacher's Guide
Green-Down Protocol Earth as a System Protocol GLOBE Teacher's Guide
Green-Up Protocol Earth as a System Protocol GLOBE Teacher's Guide
Budburst Protocol Earth as a System Protocol GLOBE Teacher's Guide
Ruby-throated Hummingbird Protocol Earth as a System Protocol GLOBE Teacher's Guide
Arctic Bird Migration Monitoring Protocol Earth as a System Protocol GLOBE Teacher's Guide
Seaweed Reproductive Phenology Protocol Earth as a System Protocol GLOBE Teacher's Guide
Phenological Gardens Protocol Earth as a System Protocol GLOBE Teacher's Guide
MS-LS1-4
Growth, Development and Reproduction of Organisms
Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.
MS-LS1-5 Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 160
Use these GLOBE Resources Investigation Area
Resource Type Source
Freshwater Macroinvertebrates Hydrology Protocol GLOBE Teacher's Guide
Alkalinity Protocol Hydrology Protocol GLOBE Teacher's Guide
Dissolved Oxygen Protocol Hydrology Protocol GLOBE Teacher's Guide
Electrical Conductivity Protocol Hydrology Protocol GLOBE Teacher's Guide
Instrument Construction, Site Selection, Documenting Your Hydrology Site, Sampling Procedures
Hydrology Protocol GLOBE Teacher's Guide
Nitrate Protocol Hydrology Protocol GLOBE Teacher's Guide
Optional Salinity Titration Hydrology Protocol GLOBE Teacher's Guide
pH Protocol Hydrology Protocol GLOBE Teacher's Guide
Salinity Protocol Hydrology Protocol GLOBE Teacher's Guide
Water Temperature Protocol Hydrology Protocol GLOBE Teacher's Guide
Water Transparency Protocol Hydrology Protocol GLOBE Teacher's Guide
P2: A Sneak Preview of Budburst Earth as a System Activity GLOBE Teacher's Guide
P3: A First Look at Phenology Earth as a System Activity GLOBE Teacher's Guide
ESS: 3. Explore Relationships between Types of Data (across columns) (1987)
Earth as a System Activity Earth as a Sysyem (1987)
ESS: 4. Global Patterns (1987) Earth as a System Activity Earth as a Sysyem (1987)
Growth, Development and Reproduction of Organisms
Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
MS-LS1-5
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 161
Use these GLOBE Resources Investigation Area
Resource Type Source
MS-LS3-1 Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.
None.
MS-LS3-2 Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
None.
MS-LS4-5 Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
None.
Growth, Development and Reproduction of Organisms
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 162
Use these GLOBE Resources Investigation Area
Resource Type Source
3-LS1-1 Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
None.
3-LS3-1 Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
None.
3-LS3-2 Use evidence to support the explanation that traits can be influenced by the environment.
None.
3-LS4-2 Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
None.
MS-LS4-1 Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.
None.
MS-LS4-2 Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.
None.
MS-LS4-3 Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.
None.
Inheritance and Variation of Traits: Life Cycles and Traits
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 163
Use these GLOBE Resources Investigation Area
Resource Type Source
MS-LS4-4 Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.
None.
MS-LS4-6 Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
None.
HS-LS1-4 Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
None.
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.
None.
HS-LS3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
None.
HS-LS3-3 Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
None.
Inheritance and Variation of Traits: Life Cycles and Traits
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 164
Use these GLOBE Resources Investigation Area
Resource Type Source
HS-LS4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
None.
HS-LS4-2 Construct an explanation based on evidence that the process of evolution primarily results from four factors (see notes for full text of factors).
FLEXE - Ecology Unit Activity 6 FLEXE Activity Other
Land Cover Sample Site Protocol Land Cover Protocol GLOBE Teacher's Guide
Land Cover Change Detection Protocol Land Cover Protocol GLOBE Teacher's Guide
HS-LS4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
Natural Selection
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 165
Use these GLOBE Resources Investigation Area
Resource Type Source
What is your Climate Classification Climate Foundations
Activity GLOBE Website
FLEXE - Ecology Unit Activity 4 FLEXE Activity Other
FLEXE - Ecology Unit Activity 5 FLEXE Activity Other
Earth as a System Poster (1987) Earth as a System Other Other
Earth as a System Poster (2007) Earth as a System Other Other
ESS: 1 Exploring Single Images (2007) Earth as a System Activity Earth as a System Packet (2007)
ESS: 1. Explore a Single Map (1987) Earth as a System Activity Earth as a Sysyem (1987)
ESS: 2 Exploring Annual Changes (2007) Earth as a System Activity Earth as a System Packet (2007)
ESS: 2. Explore Annual Changes (within a column) (1987)
Earth as a System Activity Earth as a Sysyem (1987)
ESS: 3 Exploring Relationships Between Two Variables (2007)
Earth as a System Activity Earth as a System Packet (2007)
ESS: 3. Explore Relationships between Types of Data (across columns) (1987)
Earth as a System Activity Earth as a Sysyem (1987)
ESS: 4 Exploring Relationships Among Variables for a Particular Month (2007)
Earth as a System Activity Earth as a System Packet (2007)
ESS: 4. Global Patterns (1987) Earth as a System Activity Earth as a Sysyem (1987)
ESS: 5 Exploring Relationships Among Variables Six Months Apart (2007)
Earth as a System Activity Earth as a System Packet (2007)
ESS: 5. Link with GLOBE Data (1987) Earth as a System Activity Earth as a Sysyem (1987)
Land Cover Sample Site Protocol Land Cover Protocol GLOBE Teacher's Guide
Land Cover Change Detection Protocol Land Cover Protocol GLOBE Teacher's Guide
FLEXE - Ecology Unit Activity 6 FLEXE Activity Other
FLEXE - Ecology Unit Activity 7 FLEXE Activity Other
Natural Selection
HS-LS4-4 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
HS-LS4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 166
Use these GLOBE Resources Investigation Area
Resource Type Source
1-ESS1-1 Use observations of the sun, moon, and stars to describe patterns that can be predicted.
None.
1-ESS1-2 Make observations at different times of year to relate the amount of daylight to the time of year.
None.
5-PS2-1 Support an argument that the gravitational force exerted by Earth on objects is directed down.
None.
5-ESS1-1 Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth.
None.
5-ESS1-2 Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
None.
S4: Modeling the Reasons for Seasonal Change
Earth as a System Activity GLOBE Teacher's Guide
S5: Seasonal Change on Land and Water Earth as a System Activity GLOBE Teacher's Guide
MS-ESS1-2 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
None.
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.
None.
Biomass Accumulation Model Carbon Activity Other
Dissolved Oxygen Protocol Hydrology Protocol GLOBE Teacher's Guide
Soil Characterization Soil Protocol GLOBE Teacher's Guide
HS-ESS1-3 Communicate scientific ideas about the way stars, over their life cycle, produce elements.
None.
HS-ESS1-4 Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.
None.
Space Systems
MS-ESS1-1 Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.
HS-ESS1-2 Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 167
Use these GLOBE Resources Investigation Area
Resource Type Source
MS-ESS1-4 Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history.
None.
Why Do We Study Soil? Soil Activity GLOBE Teacher's Guide
Model a Catchment Basin Hydrology Activity GLOBE Teacher's Guide
Just Passing Through: Beginning Level Soil Activity GLOBE Teacher's Guide
Just Passing Through Soil Activity GLOBE Teacher's Guide
MS-ESS2-3 Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
FLEXE - Ecology Unit Activity 2 FLEXE Activity Other
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.
None.
HS-ESS1-6 Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.
None.
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.
None.
History of Earth
MS-ESS2-2 Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 168
Use these GLOBE Resources Investigation Area
Resource Type Source
2-ESS1-1 Make observations from media to construct an evidence-based account that Earth events can occur quickly or slowly.
None.
2-ESS2-1 Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.*
None.
Model a Catchment Basin Hydrology Activity GLOBE Teacher's Guide
Water Walk Hydrology Activity GLOBE Teacher's Guide
Measure Up Hydrology Activity Elementary GLOBE
2-ESS2-3 Obtain information to identify where water is found on Earth and that it can be solid or liquid.
None.
4-ESS1-1 Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
None.
4-ESS2-1 Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
None.
4-ESS2-2 Analyze and interpret data from maps to describe patterns of Earth’s features.
None.
4-ESS3-2 Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.*
None.
Earth's Systems
2-ESS2-2 Develop a model to represent the shapes and kinds of land and bodies of water in an area.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 169
Use these GLOBE Resources Investigation Area
Resource Type Source
Land, Water and Air Atmosphere Activity GLOBE Teacher's Guide
Cloud Protocols Atmosphere Protocol GLOBE Teacher's Guide
Digital Multi-Day Max/Min/Current Air and Soil Temperature Protocol
Atmosphere Protocol GLOBE Teacher's Guide
Max/Min/Current Air Temperature Protocol Atmosphere Protocol GLOBE Teacher's Guide
Precipitation Protocols Atmosphere Protocol GLOBE Teacher's Guide
Relative Humidity Protocol Atmosphere Protocol GLOBE Teacher's Guide
Surface Temperature Protocol Atmosphere Protocol GLOBE Teacher's Guide
GC2: Components of the earth system working together
Earth as a System Activity GLOBE Teacher's Guide
ESS: 3. Explore Relationships between Types of Data (across columns) (1987)
Earth as a System Activity Earth as a Sysyem (1987)
LC1: Connecting the parts of the study site Earth as a System Activity GLOBE Teacher's Guide
LC2: Representing the study site in a diagram Earth as a System Activity GLOBE Teacher's Guide
LC4: Diagramming the study site for others Earth as a System Activity GLOBE Teacher's Guide
LC5: Comparing the study site to one in another region
Earth as a System Activity GLOBE Teacher's Guide
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
5-ESS2-1
Earth's Systems
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 170
Use these GLOBE Resources Investigation Area
Resource Type Source
Green-Down Protocol Earth as a System Protocol GLOBE Teacher's Guide
Green-Up Protocol Earth as a System Protocol GLOBE Teacher's Guide
Phenological Gardens Protocol Earth as a System Protocol GLOBE Teacher's Guide
Dissolved Oxygen Protocol Hydrology Protocol GLOBE Teacher's Guide
Water Temperature Protocol Hydrology Protocol GLOBE Teacher's Guide
Water Transparency Protocol Hydrology Protocol GLOBE Teacher's Guide
Land Cover Sample Site Protocol Land Cover Protocol GLOBE Teacher's Guide
Manual Land Cover Mapping Protocol Land Cover Protocol GLOBE Teacher's Guide
Infiltration Protocol Soil Protocol GLOBE Teacher's Guide
Soil Temperature Soil Protocol GLOBE Teacher's Guide
Soil Characterization Soil Protocol GLOBE Teacher's Guide
5-ESS2-2 Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
None.
5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
Model a Catchment Basin Hydrology Activity GLOBE Teacher's Guide
Earth's Systems
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
5-ESS2-1
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 171
Use these GLOBE Resources Investigation Area
Resource Type Source
GC2: Components of the earth system working together
Earth as a System Activity GLOBE Teacher's Guide
LC1: Connecting the parts of the study site Earth as a System Activity GLOBE Teacher's Guide
Model Your Water Balance Hydrology Activity GLOBE Teacher's Guide
Soil: The Great Decomposer Soil Activity GLOBE Teacher's Guide
Watershed Dynamics Module I #1 Natural Water Availability
Watershed Dynamics
Other GLOBE Website
Land, Water and Air Atmosphere Activity GLOBE Teacher's Guide
Precipitation Protocols Atmosphere Protocol GLOBE Teacher's Guide
Relative Humidity Protocol Atmosphere Protocol GLOBE Teacher's Guide
MS-ESS3-1 Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.
Model Your Water Balance Hydrology Activity GLOBE Teacher's Guide
Earth's Systems
MS-ESS2-1 Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
MS-ESS2-4 Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 172
Use these GLOBE Resources Investigation Area
Resource Type Source
Aerosols Protocol Atmosphere Protocol GLOBE Teacher's Guide
Water Vapor Protocol Atmosphere Protocol GLOBE Teacher's Guide
Barometric Pressure Protocol Atmosphere Protocol GLOBE Teacher's Guide
Relative Humidity Protocol Atmosphere Protocol GLOBE Teacher's Guide
Precipitation Protocols Atmosphere Protocol GLOBE Teacher's Guide
Max/Min/Current Air Temperature Protocol Atmosphere Protocol GLOBE Teacher's Guide
Digital Multi-Day Max/Min/Current Air and Soil Temperature Protocol
Atmosphere Protocol GLOBE Teacher's Guide
Automated Soil and Air Temperature Monitoring Protocol
Atmosphere Protocol GLOBE Teacher's Guide
Surface Temperature Protocol Atmosphere Protocol GLOBE Teacher's Guide
Surface Ozone Protocol Atmosphere Protocol GLOBE Teacher's Guide
AWS WeatherBug Protocol Atmosphere Protocol GLOBE Website
Davis Weather Station Protocol Atmosphere Protocol GLOBE Website
RainWise Weather Station Protocol Atmosphere Protocol GLOBE Website
WeatherHawk Weather Station Protocol Atmosphere Protocol GLOBE Website
Global Carbon Cycle Model with Feedbacks Carbon Activity Other
Simple C Cycle Model Carbon Activity Other
Paper Clip Simulation & Model Carbon Activity Other
Land Cover Change Detection Protocol Land Cover Protocol GLOBE Teacher's Guide
GLOBE Landsat Satillite Images Land Cover Other Other
GLOBE Visualization Tool Multiple Areas Web Feature GLOBE Website
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 systems.
Earth's Systems
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 173
Use these GLOBE Resources Investigation Area
Resource Type Source
Soil Site Selection and Exposure Soil Protocol GLOBE Teacher's Guide
Soil Characterization Soil Protocol GLOBE Teacher's Guide
Soil Temperature Soil Protocol GLOBE Teacher's Guide
Gravimetric Soil Moisture Soil Protocol GLOBE Teacher's Guide
Bulk Density Soil Protocol GLOBE Teacher's Guide
Soil Particle Density Soil Protocol GLOBE Teacher's Guide
Soil Particle Size Distribution Soil Protocol GLOBE Teacher's Guide
Soil pH Soil Protocol GLOBE Teacher's Guide
Soil Fertility Soil Protocol GLOBE Teacher's Guide
Digital Multi-Day Max/Min/Current Air and Soil Temperature Protocol
Soil Protocol GLOBE Teacher's Guide
Digital Multi-Day Soil Temperatures Protocol Soil Protocol GLOBE Teacher's Guide
Automated Soil and Air Temperature Monitoring Protocol
Soil Protocol GLOBE Teacher's Guide
Soil Moisture Sensor Protocol Soil Protocol GLOBE Teacher's Guide
Infiltration Protocol Soil Protocol GLOBE Teacher's Guide
Davis Soil Moisture and Temperature Station Protocol
Soil Protocol GLOBE Teacher's Guide
Learning to Use Visualizations Atmosphere Activity GLOBE Teacher's Guide
Cloud Protocols Atmosphere Protocol GLOBE Teacher's Guide
Cloud Chart Atmosphere Other GLOBE Website
GLOBE Visualization Tool Multiple Areas Web Feature GLOBE Website
HS-ESS2-3 Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.
Earth's Systems
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 systems.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 174
Use these GLOBE Resources Investigation Area
Resource Type Source
Alkalinity Protocol Hydrology Protocol GLOBE Teacher's Guide
Dissolved Oxygen Protocol Hydrology Protocol GLOBE Teacher's Guide
Electrical Conductivity Protocol Hydrology Protocol GLOBE Teacher's Guide
Freshwater Macroinvertebrates Hydrology Protocol GLOBE Teacher's Guide
Instrument Construction, Site Selection, Documenting Your Hydrology Site, Sampling Procedures
Hydrology Protocol GLOBE Teacher's Guide
Nitrate Protocol Hydrology Protocol GLOBE Teacher's Guide
Optional Salinity Titration Hydrology Protocol GLOBE Teacher's Guide
pH Protocol Hydrology Protocol GLOBE Teacher's Guide
Salinity Protocol Hydrology Protocol GLOBE Teacher's Guide
Water Temperature Protocol Hydrology Protocol GLOBE Teacher's Guide
Water Transparency Protocol Hydrology Protocol GLOBE Teacher's Guide
Electrical Conductivity Protocol Hydrology Protocol GLOBE Teacher's Guide
Water Transparency Protocol Hydrology Protocol GLOBE Teacher's Guide
GLOBE Visualization Tool Multiple Areas Web Feature GLOBE Website
Global Carbon Cycle Model with Feedbacks Carbon Activity Other
Simple C Cycle Model Carbon Activity Other
Carbon Travels Game Carbon Activity Other
Allometry Not A Llama Tree Carbon Activity Other
Tree Mapping Carbon Protocol Other
HS-ESS2-7 Construct an argument based on evidence about the simultaneous coevolution of Earth systems and life on Earth.
None.
HS-ESS2-6 Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
HS-ESS2-5 Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
Earth's Systems
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 175
Use these GLOBE Resources Investigation Area
Resource Type Source
All About Earth Our World on Stage Earth as a System Elementary GLOBE Book
Elementary GLOBE
We're All Connected: Earth System Interactions
Earth as a System Activity Elementary GLOBE
Earth System Play Earth as a System Activity Elementary GLOBE
Surface Temperature Atmosphere Protocol GLOBE Teacher's Guide
K-PS3-2 Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.*
None.
Discoveries at Willow Creek Earth as a System
Elementary GLOBE Book
Elementary GLOBE
The Mystery of the Missing Hummingbirds Earth as a System
Elementary GLOBE Book
Elementary GLOBE
We're All Connected: Earth System Interactions
Earth as a System
Elementary GLOBE Book
Elementary GLOBE
Cloud Protocols Atmosphere Protocol GLOBE Teacher's Guide
Max/Min/Current Air Temperature Protocol Atmosphere Protocol GLOBE Teacher's Guide
Precipitation Protocols Atmosphere Protocol GLOBE Teacher's Guide
K-ESS3-2 Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.*
None.
K-PS3-1 Make observations to determine the effect of sunlight on Earth’s surface.
K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time.
Weather and Climate
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 176
Use these GLOBE Resources Investigation Area
Resource Type Source
Cloud Protocols Atmosphere Protocol GLOBE Teacher's Guide
Max/Min/Current Air Temperature Protocol Atmosphere Protocol GLOBE Teacher's Guide
Precipitation Protocols Atmosphere Protocol GLOBE Teacher's Guide
S1: What Can We Learn About Our Seasons? Earth as a System Activity GLOBE Teacher's Guide
All Year Long Earth as a System Activity Elementary GLOBE
ESS: 2 Exploring Annual Changes (2007) Earth as a System Activity Earth as a System Packet (2007)
From Weather to Climate – Air Temperature Data
Climate Foundations
Activity GLOBE Website
What is your Climate Classification Climate Foundations
Activity GLOBE Website
ESS: 2 Exploring Annual Changes (2007) Earth as a System Activity Earth as a System Packet (2007)
3-ESS3-1 Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.*
None.
Weather and Climate
3-ESS2-2 Obtain and combine information to describe climates in different regions of the world.
3-ESS2-1 Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 177
Use these GLOBE Resources Investigation Area
Resource Type Source
Observing, Describing, and Identifying Clouds
Atmosphere Activity GLOBE Teacher's Guide
Aerosols Protocol Atmosphere Protocol GLOBE Teacher's Guide
Automated Soil and Air Temperature Monitoring Protocol
Atmosphere Protocol GLOBE Teacher's Guide
AWS WeatherBug Protocol Atmosphere Protocol GLOBE Website
Barometric Pressure Protocol Atmosphere Protocol GLOBE Teacher's Guide
Cloud Protocols Atmosphere Protocol GLOBE Teacher's Guide
Davis Weather Station Protocol Atmosphere Protocol GLOBE Website
Digital Multi-Day Max/Min/Current Air and Soil Temperature Protocol
Atmosphere Protocol GLOBE Teacher's Guide
Instrument Construction, Site Selection and Set-Up
Atmosphere Protocol GLOBE Teacher's Guide
Max/Min/Current Air Temperature Protocol Atmosphere Protocol GLOBE Teacher's Guide
Precipitation Protocols Atmosphere Protocol GLOBE Teacher's Guide
RainWise Weather Station Protocol Atmosphere Protocol GLOBE Website
Relative Humidity Protocol Atmosphere Protocol GLOBE Teacher's Guide
Surface Ozone Protocol Atmosphere Protocol GLOBE Teacher's Guide
Surface Temperature Protocol Atmosphere Protocol GLOBE Teacher's Guide
Water Vapor Protocol Atmosphere Protocol GLOBE Teacher's Guide
WeatherHawk Weather Station Protocol Atmosphere Protocol GLOBE Website
Weather and Climate
MS-ESS2-5 Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 178
Use these GLOBE Resources Investigation Area
Resource Type Source
GC1: Your regional and global connection Earth as a System Activity GLOBE Teacher's Guide
S4: Modeling the Reasons for Seasonal Change
Earth as a System Activity GLOBE Teacher's Guide
GC2: Components of the earth system working together
Earth as a System Activity GLOBE Teacher's Guide
From Weather to Climate – Air Temperature Data
Climate Foundations
Activity GLOBE Website
MS-ESS3-5 Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
None.
Weather and Climate
MS-ESS2-6 Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 179
Use these GLOBE Resources Investigation Area
Resource Type Source
Surface Temperature Protocol Atmosphere Protocol GLOBE Teacher's Guide
Cloud Chart Atmosphere Other GLOBE Website
Global Carbon Cycle Model with Feedbacks Carbon Activity Other
ESS: 3 Exploring Relationships Between Two Variables (2007)
Earth as a System Activity Earth as a System Packet (2007)
ESS: 3. Explore Relationships between Types of Data (across columns) (1987)
Earth as a System Activity Earth as a Sysyem (1987)
ESS: 4 Exploring Relationships Among Variables for a Particular Month (2007)
Earth as a System Activity Earth as a System Packet (2007)
ESS: 4. Global Patterns (1987) Earth as a System Activity Earth as a Sysyem (1987)
P6: Global Patterns in Green-up and Green-down
Earth as a System Activity GLOBE Teacher's Guide
GLOBE Visualization Tool Multiple Areas Web Feature GLOBE Website
Global Carbon Cycle Model with Feedbacks Carbon Activity Other
Surface Temperature Protocol Atmosphere Protocol GLOBE Teacher's Guide
GLOBE Visualization Tool Multiple Areas Web Feature GLOBE Website
RC1: Defining regional boundaries Earth as a System Activity GLOBE Teacher's Guide
RC2: Effects of inputs and outputs on a region
Earth as a System Activity GLOBE Teacher's Guide
Biomass Accumulation Model Carbon Activity Other
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.
Weather and Climate
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.
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 180
Use these GLOBE Resources Investigation Area
Resource Type Source
MS-ESS3-2 Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
None.
RC2: Effects of inputs and outputs on a region
Earth as a System Activity GLOBE Teacher's Guide
Land Cover Sample Site Protocol Land Cover Protocol GLOBE Teacher's Guide
Watershed Dynamics Module II #1 Rainwater Runoff Podcast
Watershed Dynamics
Other GLOBE Website
Watershed Dynamics Module II #2 Building a Watershed Model
Watershed Dynamics
Other GLOBE Website
Watershed Dynamics Module II #3 Measuring Streamflow Lab/Virtual River
Watershed Dynamics
Other GLOBE Website
Watershed Dynamics Module II #4 Just Passing Through/Infiltration Protocol**
Watershed Dynamics
Other GLOBE Website
Watershed Dynamics Module II #5 Netlogo Runoff Model
Watershed Dynamics
Other GLOBE Website
Watershed Dynamics Module II #6 Analyzing Hydrographs
Watershed Dynamics
Other GLOBE Website
Watershed Dynamics Module II #7 FieldScope/Urban Sprawl
Watershed Dynamics
Other GLOBE Website
Watershed Dynamics Module II #8 Extentions Watershed Dynamics
Other GLOBE Website
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.
None.
MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.*
Human Impacts
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 181
Use these GLOBE Resources Investigation Area
Resource Type Source
Global Carbon Cycle Model with Feedbacks Carbon Activity Other
ESS: 5. Link with GLOBE Data (1987) Earth as a System Activity Earth as a Sysyem (1987)
Land Cover Change Detection Protocol Land Cover Protocol GLOBE Teacher's Guide
Computerized MultiSpec Land Cover Mapping Protocol
Land Cover Protocol GLOBE Teacher's Guide
Manual Land Cover Mapping Protocol Land Cover Protocol GLOBE Teacher's Guide
Student Climate Research Campaign Multiple Areas Field Campaign GLOBE Website
HS-ESS3-2 Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.*
None.
HS-ESS3-3 Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.
Paper Clip Simulation & Model Carbon Activity Other
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.
Human Impacts
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 182
Use these GLOBE Resources Investigation Area
Resource Type Source
Surface Temperature Protocol Atmosphere Protocol GLOBE Teacher's Guide
Surface Ozone Protocol Atmosphere Protocol GLOBE Teacher's Guide
ESS: 1. Explore a Single Map (1987) Earth as a System Activity Earth as a Sysyem (1987)
ESS: 1 Exploring Single Images (2007) Earth as a System Activity Earth as a System Packet (2007)
ESS: 2 Exploring Annual Changes (2007) Earth as a System Activity Earth as a System Packet (2007)
ESS: 2. Explore Annual Changes (within a column) (1987)
Earth as a System Activity Earth as a Sysyem (1987)
Land Cover Change Detection Protocol Land Cover Protocol GLOBE Teacher's Guide
GLOBE Landsat Satillite Images Land Cover Other Other
GLOBE Visualization Tool Multiple Areas Web Feature GLOBE Website
Surface Temperature Protocol Atmosphere Protocol GLOBE Teacher's Guide
ESS: 1 Exploring Single Images (2007) Earth as a System Activity Earth as a System Packet (2007)
ESS: 1. Explore a Single Map (1987) Earth as a System Activity Earth as a Sysyem (1987)
ESS: 2 Exploring Annual Changes (2007) Earth as a System Activity Earth as a System Packet (2007)
ESS: 2. Explore Annual Changes (within a column) (1987)
Earth as a System Activity Earth as a Sysyem (1987)
Land Cover Change Detection Protocol Land Cover Protocol GLOBE Teacher's Guide
GLOBE Landsat Satillite Images Land Cover Other Other
GLOBE Visualization Tool Multiple Areas Web Feature GLOBE Website
Human Impacts
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-ESS3-4 Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.*
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 183
Use these GLOBE Resources Investigation Area
Resource Type Source
2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
None.
2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
None.
2-ETS1-3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
None.
5-ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
None.
5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
None.
5-ETS1-3 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
None.
Engineering Design
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 184
Use these GLOBE Resources Investigation Area
Resource Type Source
Instrument Construction, Site Selection and Set-Up
Atmosphere Protocol GLOBE Teacher's Guide
Building a Thermometer Atmosphere Activity GLOBE Teacher's Guide
Making a Sundial Atmosphere Activity GLOBE Teacher's Guide
Model a Catchment Basin Hydrology Activity GLOBE Teacher's Guide
Building a Thermometer Atmosphere Activity GLOBE Teacher's Guide
Making a Sundial Atmosphere Activity GLOBE Teacher's Guide
Instrument Construction, Site Selection and Set-Up
Atmosphere Protocol GLOBE Teacher's Guide
Model a Catchment Basin Hydrology Activity GLOBE Teacher's Guide
Instrument Construction, Site Selection and Set-Up
Atmosphere Protocol GLOBE Teacher's Guide
Building a Thermometer Atmosphere Activity GLOBE Teacher's Guide
Making a Sundial Atmosphere Activity GLOBE Teacher's Guide
Model a Catchment Basin Hydrology Activity GLOBE Teacher's Guide
Model a Catchment Basin Hydrology Activity GLOBE Teacher's Guide
Instrument Construction, Site Selection and Set-Up
Atmosphere Protocol GLOBE Teacher's Guide
Building a Thermometer Atmosphere Activity GLOBE Teacher's Guide
Making a Sundial Atmosphere Activity GLOBE Teacher's Guide
MS-ETS1-3 Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
MS-ETS1-4
MS-ETS1-1 Define the criteria & constraints of a design problem w/ sufficient precision to ensure a successful solution, taking into account relevant scientific principles & potential impacts on people & the natural environment that may limit possible solutions.
MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Engineering Design
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 185
Use these GLOBE Resources Investigation Area
Resource Type Source
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.
None.
Getting to Know Your Satellite Imagery and GLOBE Study Site
Land Cover Activity GLOBE Teacher's Guide
Discovery Area Land Cover Activity GLOBE Teacher's Guide
Global Carbon Cycle Model with Feedbacks Carbon Activity Other
Paper Clip Simulation & Model Carbon Activity Other
Plant a Plant Experiments Carbon Activity Other
Getting to Know Your Satellite Imagery and GLOBE Study Site
Land Cover Activity GLOBE Teacher's Guide
Discovery Area Land Cover Activity GLOBE Teacher's Guide
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.
Global Carbon Cycle Model with Feedbacks Carbon Activity Other
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 & trade-offs that account for a range of constraints, including cost, safety, reliability, & aesthetics, & possible social, cultural, & environmental impacts.
Engineering Design
A Guide to Connections between the GLOBE Program and the Next Generation Science Standards. 186
