Key to Symbols:

  The Environmental Education concept is the main focus of the Take Charge activity.

  The concept is one of the main focuses of the activity; is reinforced.

  The concept is not the main focus of the activity, but it is supported or reinforced.

Correlation to Environmental Education Guidelines for Learning

Environmental Education Guidelines for Learning, grades 9-12 ( from "Guidelines for Excellence K-12 Learning" )

Energy Sources & Generation presentation Solutions presentation Youth Home Energy Investigation activity Canvass Training presentation Personal Energy Survey activity
STRAND 1—QUESTIONING AND ANALYSIS SKILLS
C. Locate and collect reliable information for environmental investigations of many types. Know how to use sophisticated technology to collect information, including computer programs designed to address, gather, store, and display data. -- -- --
STRAND 2—KNOWLEDGE OF ENVIRONMENTAL PROCESSES AND SYSTEMS
2.1 - The Earth as a Physical System
A. Understand the major physical processes that shape the Earth; relate these processes, especially large-scale and long-term ones, to characteristics of the Earth’s surface. -- -- -- --
B. Apply their understanding of chemical reactions to round out their explanations of environmental characteristics and everyday phenomena. -- -- -- --
C. Apply their knowledge of energy and matter to understand phenomena in the world around them. -- -- --
2.2 - The living environment
D. Account for environmental characteristics based on their knowledge of how matter and energy interact in living systems. -- -- -- --
2.3 - Humans and Their Societies
A. Understand the influence of individual and group actions on the environment and comprehend how groups can work to promote and balance interests. -- -- -- --
2.4 - Environment and Society
A. Understand that humans are able to alter the physical environment to meet their needs and that there are limits to the ability of the environment to absorb impacts or meet human needs. -- --
C. Understand that the importance and use of resources change over time and vary under different economic and technological systems. -- --
D. Examine the social and environmental impacts of various technologies and technological systems. -- --
E. Converse, write about, and evaluate environmental issues at scales that range from local to national to global; understand that these scales and issues are often linked. -- -- --
STRAND 3—SKILLS FOR UNDERSTANDING AND ADDRESSING ENVIRONMENTAL ISSUES
3.1 - Skills for Analyzing and Investigating Environmental Issues
C. Identify and propose action strategies that are likely to be effective in particular situations and for particular purposes. -- -- -- --
3.2 - Decision-Making and Citizenship Skills
B. Decide whether action is needed in particular situations, and whether they should be involved. -- -- -- --
C. Plan for action based on their research and analysis of an environmental issue. If appropriate, take actions that are within the scope of their rights and consistent with their abilities and responsibilities as citizens. -- -- -- --
STRAND 4 — PERSONAL AND CIVIC RESPONSIBILITY
B. Understand the importance of exercising the rights and responsibilities of citizenship. -- -- -- --
C. Possess a realistic self-confidence in their effectiveness as citizens. -- -- --
D. Understand that their actions can have broad consequences and accept responsibility for recognizing those effects and changing their actions when necessary. -- -- --

 

Key to Symbols:

***  Three stars indicate the activity directly addresses and is well-aligned with the PE.

**  Two stars indicate the activity addresses the Performance Expectation, but some modification is required to fully meet the PE.

*  One star indicates the activity supports the PE and can be used as a supplemental activity with additional instruction and different activities to fully address the PE.

Correlation to Next Generation Science Standards: Practices, Crosscutting Concepts and Disciplinary Core Ideas

Activity

Next Generation Science Standards (NGSS) correlation – student PE

Comments Correlation Ranking
 
Energy Sources and Generation Presentation 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. PE can be addressed by including the carbon cycle in the presentation. *
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 systems. PE can be addressed by exploring climate feedbacks in the presentation. *
HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of the Earth’s systems result in changes in climate. PE can be addressed by using available climate modeling technology to look at causes of climate change over various timescales. *
HS-ESS2-6. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. PE can be addressed by including the carbon cycle in the presentation and having students model the cycle. *
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. PE can be addressed by including a video or animated illustration of how Earth systems are being altered by traditional energy production. *
 
Solutions Presentation HS-PS3-2. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy. PE can be addressed by students building, designing and refining solar cells, solar ovens, generators, rube Goldberg devices, and wind turbines. *
HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. PE can be addressed by students adding their own ideas for solutions to address climate change to the presentation and then design and evaluate their suggestions. Constraints to consider include cost, safety, reliability, aesthetics, and feasibility. **
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. PE can be addressed by students investigating how energy production has influenced Earth’s climate and availability of natural resources. *
HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios. PE can be addressed by students evaluating the cost-benefit of energy conservation. **
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. This PE is addressed as students break down the issue of energy use into small problems such as using LED light bulbs to save energy can address this PE. ***
HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability and aesthetics as well as possible social, cultural, and environmental impacts. PE can be addressed by students evaluating possible solutions for energy efficiency being sure to include criteria and constraints in their evaluation can address this PE. *
 
Home Energy Investigation HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. This PE is addressed as students consider solutions to reducing energy consumption at their house and how these actions impact the natural system. ***
 
Personal Energy Survey HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. This PE is addressed as students discuss suggestions to reducing energy consumption with residents and how these actions impact the natural system. ***