Next Generation Science Standards (NGSS)

ACE is very excited about the release of the Next Generation Science Standards, particularly about the inclusion of climate science within multiple grade levels of NGSS. As a true interdisciplinary topic, climate change is addressed within all three disciplines of Life Science, Physical Science and Earth and Space Science. Many of the fundamentals of climate science are covered in middle school and those standards (Performance Expectations) that are addressed in the ACE Assembly are also included here.

Note: Each Performance Expectation combines a practice with a science concept or disciplinary core idea. The ACE Assembly addresses the science concept component of the standard, not the practice. See our resources page for lesson plans that address the practices of science as well as the content.

Middle School NGSS Performance Expectations

Physical Science

Life Science

Earth and Space Science

  • MS-ESS3: Earth and Human Activity
    • MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment
    • 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.
    • MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

High School NGSS Performance Expectations

Physical Science

Life Science

  • HS-LS2 Ecosystems: Interactions, Energy, and Dynamics
    • HS-LS2-1. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
    • HS-LS2-5. 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-LS2-6. 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.

Earth and Space Science

  • HS-ESS2 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’s systems.
    • HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
    • HS-ESS2-6. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
    • HS-ESS2-7. Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth.
  • HS-ESS3 Earth and Human Activity
    • 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.
    • HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
    • HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
    • HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.
    • HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.

Engineering Design

  • HS-ETS1 Engineering Design
    • 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.