2020 Colorado Academic Standards Online

Colorado Essential Skills and Science and Engineering Practices:

1. Use a model to predict the relationships between systems or between components of a system. (Developing and Using Models) (Personal: Initiative/Self-direction)
2. Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data. (e.g., number of trials, cost, risk, time), and refine the design accordingly (Planning and Carrying Out Investigations) (Personal: Personal responsibility)

Elaboration on the GLE:

1. Students can answer the question: How do particles combine to form the variety of matter one observes?
2. PS1:A Structure and Properties of Matter: Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states. The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms. A stable molecule has less energy than the same set of atoms separated; one must provide at least this energy in order to take the molecule apart.

Cross Cutting Concepts:

1. Patterns: Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.

Colorado Essential Skills and Science and Engineering Practices:

1. Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) 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. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and trade-off considerations. (Constructing Explanations and Designing Solutions) (Civic/Interpersonal: Civic Engagement)
2. Develop a model based on evidence to illustrate the relationships between systems or between components of a system (Developing and Using Models) (Personal: Personal responsibility)
3. Use mathematical representations of phenomena to support claims (Using Mathematics and Computational Thinking) (Entrepreneurial: Critical thinking/Problem solving)

Elaboration on the GLE:

1. Students can answer the questions: How do substances combine or change (react) to make new substances? How does one characterize and explain these reactions and make predictions about them?
2. PS1:B Chemical Reactions: Chemical processes, their rates, and whether or not energy is stored or released can be understood in terms of the collisions of molecules and the rearrangements of atoms into new molecules, with consequent changes in the sum of all bond energies in the set of molecules that are matched by changes in kinetic energy. In many situations, a dynamic and condition-dependent balance between a reaction and the reverse reaction determines the numbers of all types of molecules present. The fact that atoms are conserved, together with knowledge of the chemical properties of the elements involved, can be used to describe and predict chemical reactions.

Cross Cutting Concepts:

1. Patterns: Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.
2. Energy and Matter: Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.
3. Stability and Change: Much of science deals with constructing explanations of how things change and how they remain stable.
4. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural Systems. Science assumes the universe is a vast single system in which basic laws are consistent.

Colorado Essential Skills and Science and Engineering Practices:

1. Develop a model based on evidence to illustrate the relationships between systems or between components of a system. (Developing and Using Models) (Personal: Initiative/Self-direction)

Elaboration on the GLE:

1. Students can answer the question: What forces hold nuclei together and mediate nuclear processes?
2. PS1:C Nuclear Processes: Nuclear processes, including fusion, fission, and radioactive decays of unstable nuclei, involve release or absorption of energy. The total number of neutrons plus protons does not change in any nuclear process.

Cross Cutting Concepts:

1. Energy and Matter: In nuclear processes, atoms are not conserved, but the total number of neutrons plus protons is conserved.

Colorado Essential Skills and Science and Engineering Practices:

1. Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution. (Analyzing and Interpreting Data) (Entrepreneurial: Critical thinking/Problem solving)
2. Apply scientific ideas to solve a design problem, taking into account possible unanticipated effects. (Constructing Explanations and Designing Solution) (Personal: Personal responsibility)
3. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural Systems. Science assumes the universe is a vast single system in which basic laws are consistent.
4. Connections to Nature of Science: Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena. Theories and laws provide explanations in science. Laws are statements or descriptions of the relationships among observable phenomena.

Elaboration on the GLE:

1. Students can answer the question: How can one predict an object's continued motion, changes in motion, or stability?
2. PS2:A Forces and Motion: Newton’s second law accurately predicts changes in the motion of macroscopic objects. Momentum is defined for a particular frame of reference; it is the mass times the velocity of the object. If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by changes in the momentum of objects outside the system.

Cross Cutting Concepts:

1. Cause and Effect: Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. Systems can be designed to cause a desired effect.
2. Systems and System Models: When investigating or describing a system, the boundaries and initial conditions of the system need to be defined.

Colorado Essential Skills and Science and Engineering Practices:

1. Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. (Plan and Carry Out an Investigation) (Entrepreneurial: Inquiry/Analysis)
2. Use mathematical representations of phenomena to describe explanations. (Using Mathematics and Computational Thinking) (Entrepreneurial: Critical thinking/Problem solving)
3. Communicate scientific and technical information (e.g., about the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). (Obtaining, Evaluating, and Communicating Information) (Professional: Information and Communications Technologies)
4. Connections to Nature of Science: Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena. Theories and laws provide explanations in science. Laws are statements or descriptions of the relationships among observable phenomena.

Elaboration on the GLE:

1. Students can answer the question: What underlying forces explain the variety of interactions observed?
2. PS2:B Types of Interactions: Newton’s law of universal gravitation and Coulomb’s law provide the mathematical models to describe and predict the effects of gravitational and electrostatic forces between distant objects. Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields. Attraction and repulsion between electric charges at the atomic scale explain the structure, properties, and transformations of matter, as well as the contact forces between material objects.

Cross Cutting Concepts:

1. Patterns: Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.
2. Cause and Effect: Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
3. Structure and Function: Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem.

Colorado Essential Skills and Science and Engineering Practices:

1. Develop and use a model based on evidence to illustrate the relationships between systems or between components of a system. (Developing and Using Models) (Personal: Personal responsibility)
2. Create a computational model or simulation of a phenomenon, designed device, process, or system. (Using Mathematics and Computational Thinking) (Entrepreneurial: Critical thinking/Problem solving)

Elaboration on the GLE:

1. Students can answer the question: What is energy?
2. PS3:A Definitions of Energy: Energy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system’s total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms. At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy. These relationships are better understood at the microscopic scale, at which all of the different manifestations of energy can be modeled as a combination of energy associated with the motion of particles and energy associated with the configuration (relative position of the particles). In some cases the relative position energy can be thought of as stored in fields (which mediate interactions between particles). This last concept includes radiation, a phenomenon in which energy stored in fields moves across space.

Cross Cutting Concepts:

1. System and System Models: Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models.
2. Constructing Explanations and Designing Solutions: Design, evaluate, and/or refine a solution to complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and trade-off considerations.
3. Energy and Matter: Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. Energy cannot be created or destroyed — only moves between one place and another place, between objects and/or fields, or between systems.
4. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering, and Technology on Society and the Natural World. Modern civilization depends on major technological systems. Engineers continuously modify these technological systems by applying scientific knowledge and engineering design practices to increase benefits while decreasing costs and risks.
5. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural Systems. Science assumes the universe is a vast single system in which basic laws are consistent.

Colorado Essential Skills and Science and Engineering Practices:

1. Create a computational model or simulation of a phenomenon, designed device, process, or system. (Using Mathematics and Computational Thinking) (Entrepreneurial: Critical thinking/Problem solving)
2. Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. (Planning and Carrying Out Investigations) (Entrepreneurial: Inquiry/Analysis)

Elaboration on the GLE:

1. Students can answer the questions: What is meant by conservation of energy? How is energy transferred between objects or systems?
2. PS3:B Conservation of Energy and Energy Transfer: Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system. Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems. Mathematical expressions, which quantify how the stored energy in a system depends on its configuration (e.g., relative positions of charged particles, compression of a spring) and how kinetic energy depends on mass and speed, allow the concept of conservation of energy to be used to predict and describe system behavior. The availability of energy limits what can occur in any system. Uncontrolled systems always evolve toward more stable states — that is, toward more uniform energy distribution (e.g., water flows downhill, objects hotter than their surrounding environment cool down).

Cross Cutting Concepts:

1. Systems and Systems Models: When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models. Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models.
2. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural Systems. Science assumes the universe is a vast single system in which basic laws are consistent.

Colorado Essential Skills and Science and Engineering Practices:

1. Develop and use a model based on evidence to illustrate the relationships between systems or between components of a system. (Developing and Using Models) (Personal: Initiative/Self-direction)

Elaboration on the GLE:

1. Students can answer the question: How are forces related to energy?
2. PS3:C Relationship Between Energy and Forces: When two objects interacting through a field change relative position, the energy stored in the field is changed.

Cross Cutting Concepts:

1. Cause and Effect: Cause - and - effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system.

Colorado Essential Skills and Science and Engineering Practices:

1. Design, evaluate, and/or refine a solution to complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and trade-off considerations. (Constructing Explanations and Designing Solutions) (Civic/Interpersonal: Civic engagement)
2. Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. (Planning on Carrying Out Investigations) (Personal: Initiative/Self-direction)

Elaboration on the GLE:

1. Students can answer the questions: How do food and fuel provide energy? If energy is conserved, why do people say it is produced or used?
2. PS3:D Energy in Chemical Processes and Everyday Life: Although energy cannot be destroyed, it can be converted to less useful forms — for example, to thermal energy in the surrounding environment.

Cross Cutting Concepts:

1. Energy and Matter: Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.
2. Systems and Systems Models: When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models.

Colorado Essential Skills and Science and Engineering Practices:

1. Evaluate questions that challenge the premise(s) of an argument, the interpretation of a data set, or the suitability of a design. (Asking Questions and Defining Problems) (Entrepreneurial: Inquiry/Analysis)
2. Use mathematical representations of phenomena or design solutions to describe and/or support claims and/or explanations. (Using Mathematics and Computational Thinking) (Entrepreneurial: Critical thinking/Problem solving)
3. Evaluate the claims, evidence, and reasoning behind currently accepted explanations or solutions to determine the merits of arguments. (Engaging in Argument from Evidence) (Personal: Initiative/Self-direction)
4. Connections to Nature of Science: Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena. A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence.

Elaboration on the GLE:

1. Students can answer the question: What are the characteristic properties and behaviors of waves?
2. PS4:A Wave Properties: The wavelength and frequency of a wave are related to one another by the speed of travel of the wave, which depends on the type of wave and the medium through which it is passing. Information can be digitized (e.g., a picture stored as the values of an array of pixels); in this form, it can be stored reliably in computer memory and sent over long distances as a series of wave pulses. Waves can add or cancel one another as they cross, depending on their relative phase (i.e., relative position of peaks and troughs of the waves), but they emerge unaffected by each other. (Boundary Statement: The discussion at this grade level is qualitative only; it can be based on the fact that two different sounds can pass a location in different directions without getting mixed up.)

Cross Cutting Concepts:

1. Energy and Matter: Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.
2. Systems and Systems Models: When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models.

Colorado Essential Skills and Science and Engineering Practices:

1. Evaluate the claims, evidence, and reasoning behind currently accepted explanations or solutions to determine the merits of arguments. (Engaging in Argument from Evidence) (Personal: Initiative/Self-direction)
2. Evaluate the validity and reliability of multiple claims that appear in scientific and technical texts or media reports, verifying the data when possible. Communicate 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 (including orally , graphically , textually , and mathematically). (Obtaining, Evaluating, and Communicating Information) (Entrepreneurial: Inquiry/Analysis)
3. Connections to Nature of Science: Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena. A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence.

Elaboration on the GLE:

1. Students can answer the questions: What is light? How can one explain the varied effects that involve light? What other forms of electromagnetic radiation are there?
2. PS4:B Electromagnetic Radiation: Electromagnetic radiation (e.g., radio, microwaves, light) can be modeled as a wave of changing electric and magnetic fields or as particles called photons. The wave model is useful for explaining many features of electromagnetic radiation, and the particle model explains other features. When light or longer wavelength electromagnetic radiation is absorbed in matter, it is generally converted into thermal energy (heat). Shorter wavelength electromagnetic radiation (ultraviolet, X-ray s, gamma rays) can ionize atoms and cause damage to living cells. Photoelectric materials emit electrons when they absorb light of a high-enough frequency.

Cross Cutting Concepts:

1. Cause and Effect: Cause - and - effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system. Systems can be designed to cause a desired effect.
2. Systems and System Models: Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions — including energy , matter, and information flows — within and between systems at different scales.
3. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology. Science and engineering complement each other in the cycle known as research and development (R&D).
4. Influence of Engineering, Technology, and Science on Society and the Natural World: Modern civilization depends on major technological systems.

Colorado Essential Skills and Science and Engineering Practices:

1. Communicate 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 (including orally, graphically, textually, and mathematically). (Obtaining, Evaluating, and Communicating Information) (Professional: Information literacy)
2. Influence of Engineering, Technology, and Science on Society and the Natural World: Modern civilization depends on major technological systems.

Elaboration on the GLE:

1. Students can answer the question: How are instruments that transmit and detect waves used to extend human senses?
2. PS4:C Information Technologies and Instrumentation: Multiple technologies based on the understanding of waves and their interactions with matter are part of everyday experiences in the modern world (e.g., medical imaging, communications, scanners) and in scientific research. They are essential tools for producing, transmitting, and capturing signals and for storing and interpreting the information contained in them.

Cross Cutting Concepts:

1. Cause and Effect: Systems can be designed to cause a desired effect.
2. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology: Science and engineering complement each other in the cycle known as research and development (R&D).

Colorado Essential Skills and Science and Engineering Practices:

1. Develop and use a model based on evidence to illustrate the relationship between systems or between components of a system. (Developing and Using Models) (Personal: Initiative/Self-direction)
2. Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of traits, cost, risk, time), and refine the design accordingly. (Planning and Carrying Out Investigations) (Entrepreneurial: Inquiry/Analysis)
3. Construct an explanation based on valid and reliable evidence obtained from a variety sources (including students' own investigations, models, theories, simulations, peer review) 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. (Constructing Explanations and Designing Solutions) (Civic/Interpersonal: Global/Cultural awareness)

Elaboration on the GLE:

1. Students can answer the question: How do the structures of organisms enable life’s functions?
2. LS1:A Structure and Function: Systems of specialized cells within organisms help them perform the essential functions of life. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Feedback mechanisms maintain a living system’s internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system.

Cross Cutting Concepts:

1. Systems and System Models: Models (e.g., physical, mathematical, computer) can be used to simulate systems and interactions -- including energy, matter, and information flows -- within and between systems at different scales.
2. Structure and Function: Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components to reveal the structure's function and/or to solve a problem.
3. Stability and Change: Feedback (negative or positive) can stabilize or destabilize a system.

Colorado Essential Skills and Science and Engineering Practices:

1. Use a model based on evidence to illustrate the relationships between systems or between components of systems. (Developing and Using Models) (Professional: Information and Communications Technologies)

Elaboration on the GLE:

1. Students can answer the question: How do organisms grow and develop?
2. LS1:B Growth and Development of Organisms: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism.

Cross Cutting Concepts:

1. Systems and System Models: Models (e.g., physical, mathematical, computer) can be used to stimulate systems and interactions -- including energy, matter, and information flows -- within and between systems at different scales.
2. Structure and Function: Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components to reveal the structure's function and/or to solve a problem.
3. Stability and Change: Feedback (negative or positive) can stabilize or destabilize a system.

Colorado Essential Skills and Science and Engineering Practices:

1. Use a model based on evidence to illustrate the relationships between systems or between components of systems. (Developing and Using Models) (Personal: Initiative/Self-direction)
2. Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world would operate today as they did the past and will continue to do so in the future. (Constructing Explanations and Designing Solutions) (Entrepreneurial: Creativity/Innovation)

Elaboration on the GLE:

1. Students can answer the question: How do organisms obtain and use the matter and energy they need to live and grow?
2. LS1:C Organization for Matter and Energy Flow in Organisms: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: Their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another and release energy to the surrounding environment and to maintain body temperature. Cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles.

Cross Cutting Concepts:

1. Energy and matter: Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.

Colorado Essential Skills and Science and Engineering Practices:

1. Use mathematical and/or computational representations of phenomena or design solutions to support explanations. (Using Mathematical and Computational Thinking) (Entrepreneurial: Critical thinking/Problem solving)
2. Connections to Nature of Science: Scientific Knowledge is open to revision in light of new evidence. Most scientific knowledge is quite durable, but is, in principle, subject to change based on new evidence and/or reinterpretation of existing evidence.

Elaboration on the GLE:

1. Students can answer the question: How do organisms interact with the living and nonliving environments to obtain matter and energy?
2. LS2:A Interdependent Relationships in Ecosystems: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem.
3. LS2:C Ecosystem Dynamics, Functioning, and Resilience: A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability.

Cross Cutting Concepts:

1. Scale, Proportion, and Quantity: The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs. Using the concept of orders of magnitude allows one to understand how a model at one scale relates to a model at another scale.

Colorado Essential Skills and Science and Engineering Practices:

1. Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) 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. (Constructing Explanations and Revising Solution) (Entrepreneurial: Creativity/Innovation)
2. Use mathematical representations of phenomena or design solutions to support claims. (Using Mathematics and Computational Thinking) (Entrepreneurial: Critical thinking/Problem solving)
3. Develop a model based on evidence to illustrate the relationships between systems or components of a system. (Developing and Using Models) (Personal: Initiative/Self-direction)
4. Connections to Nature of Science: Scientific Knowledge is open to revision in light of new evidence. Most scientific knowledge is quite durable, but is, in principle, subject to change based on new evidence and/or reinterpretation of existing evidence.

Elaboration on the GLE:

1. Students can answer the question: How do matter and energy move through an ecosystem?
2. LS2:B Cycles of Matter and Energy Transfer in Ecosystems: Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes.
3. LS2:B Cycles of Matter and Energy Transfer in Ecosystems: Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved.
4. PS3:D Energy in Chemical Processes: The main way that solar energy is captured and stored on Earth is through the complex chemical process known as photosynthesis.

Cross Cutting Concepts:

1. Systems and System Models: Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions — including energy, matter, and information flows — within and between systems at different scales.
2. Energy and Matter: Energy drives the cycling of matter within and between systems. Energy cannot be created or destroyed—it only moves between one place and another place, between objects and/or fields, or between systems.

Colorado Essential Skills and Science and Engineering Practices:

1. Design, evaluate, and refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and trade-off considerations. (Constructing Explanations and Designing Solutions) (Civic/Interpersonal: Civic engagement)
2. Arguments may also come from current scientific or historical episodes in science. Evaluate the claims, evidence, and reasoning behind currently accepted explanations or solutions to determine the merits of arguments. (Engaging in Argument from Evidence) (Personal: Initiative/Self-direction)
3. Connections to Nature of Science: Scientific Knowledge is open to revision in light of new evidence. Scientific argumentation is a mode of logical discourse used to clarify the strength of relationships between ideas and evidence that may result in revision of an explanation.

Elaboration on the GLE:

1. Students can answer the question: What happens to ecosystems when the environment changes?
2. LS2:C Ecosystem Dynamics, Functioning, and Resilience: Anthropogenic changes (induced by human activity) in the environment — including habitat destruction, pollution, introduction of invasive species, over-exploitation, and climate change — can disrupt an ecosystem and threaten the survival of some species.
3. LS4:D Biodiversity and Humans: Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, over-exploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value.

Cross Cutting Concepts:

1. Stability and Change: Much of science deals with constructing explanations of how things change and how they remain stable.

Colorado Essential Skills and Science and Engineering Practices:

1. Evaluate the evidence behind currently accepted explanations to determine the merits of arguments. (Engaging in Arguments from Evidence) (Personal: Initiative/Self-direction)
2. Connections to Nature of Science: Scientific knowledge is open to revision in light of new evidence. Scientific argumentation is a mode of logical discourse used to clarify the strength of relationships between ideas and evidence that may result in revision of an explanation.

Elaboration on the GLE:

1. Students can answer the question: How do organisms interact in groups so as to benefit individuals?
2. LS2:D Social Interactions and Group Behavior: Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives.

Cross Cutting Concepts:

1. Cause and Effect: Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects

Colorado Essential Skills and Science and Engineering Practices:

1. Ask questions that arise from examining models or a theory to clarify relationships. (Asking Questions and Defining Problems) (Entrepreneurial: Inquiry/Analysis)

Elaboration on the GLE:

1. Students can answer the question: How are the characteristics of one generation related to the previous generation?
2. LS1:A Structure and Function: All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins.
3. LS3:A Inheritance of Traits: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species’ characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function.

Cross Cutting Concepts:

1. Cause and Effect: Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.

Colorado Essential Skills and Science and Engineering Practices:

1. Make and defend a claim based on evidence about the natural world that reflects scientific knowledge, and student-generated evidence. (Engaging in Argument from Evidence) (Civic/Interpersonal: Collaboration/Teamwork)
2. Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to scientific and engineering questions and problems, using digital tools when feasible. (Analyzing and Interpreting Data) (Entrepreneurial: Critical thinking/Problem solving)
3. Connections to Nature of Science: Science is a human endeavor. Technological advances have influenced the progress of science and science has influenced advances in technology. Science and engineering are influenced by society and society is influenced by science and engineering.

Elaboration on the GLE:

1. Students can answer the question: Why do individuals of the same species vary in how they look, function, and behave?
2. LS3:B Variation of Traits: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors.

Cross Cutting Concepts:

1. Cause and Effect: Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.

Colorado Essential Skills and Science and Engineering Practices:

1. Communicate scientific information (e.g., about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). (Analyzing and Interpreting Data) (Entrepreneurial: Critical thinking/Problem solving)
2. Connections to Nature of Science: Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena. A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence.

Elaboration on the GLE:

1. Students can answer the question: Why do individuals of the same species vary in how they look, function, and behave?
2. LS4:A Evidence of Common Ancestry and Diversity: Genetic information, like the fossil record, provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence.

Cross Cutting Concepts:

1. Patterns: Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.
2. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural Systems. Scientific knowledge is based on the assumption that natural laws operate today as they did in the past and they will continue to do so in the future.

Colorado Essential Skills and Science and Engineering Practices:

1. Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to scientific and engineering questions and problems, using digital tools when feasible. (Analyzing and Interpreting Data) (Entrepreneurial: Inquiry/Analysis)
2. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) 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. (Constructing Explanations and Designing Solutions) (Entrepreneurial: Critical thinking/Problem solving)

Elaboration on the GLE:

1. Students can answer the question: How does genetic variation among organisms affect survival and reproduction?
2. LS4:B Natural Selection: Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information — that is, trait variation — that leads to differences in performance among individuals. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population.

Cross Cutting Concepts:

1. Patterns: Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.
2. Cause and Effect: Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.

Colorado Essential Skills and Science and Engineering Practices:

1. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) 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. (Constructing Explanations and Designing Solutions) (Entrepreneurial: Creativity/Innovation)
2. Arguments may also come from current or historical episodes in science. Evaluate the evidence behind currently accepted explanations or solutions to determine the merits of arguments. (Engaging in Argument from Evidence) (Entrepreneurial: Critical thinking/Problem solving)

Elaboration on the GLE:

1. Students can answer the question: How does the environment influence populations of organisms over multiple generations?
2. LS4:C Adaptation: Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment’s limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. Adaptation also means that the distribution of traits in a population can change when conditions change. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline–and sometimes the extinction–of some species. Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species’ evolution is lost.

Cross Cutting Concepts:

1. Cause and Effect: Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
2. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural Systems. Scientific knowledge is based on the assumption that natural laws operate today as they did in the past and they will continue to do so in the future.

Colorado Essential Skills and Science and Engineering Practices:

1. Create or revise a simulation of a phenomenon, designed device, process, or system. (Using Mathematics and Computational Thinking) (Entrepreneurial: Critical thinking/Problem solving)

Elaboration on the GLE:

1. Students can answer the question: What is biodiversity, how do humans affect it, and how does it affect humans?
2. LS4:D Biodiversity and Humans: Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value.

Cross Cutting Concepts:

1. Cause and Effect: Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.

Colorado Essential Skills and Science and Engineering Practices:

1. Develop a model based on evidence to illustrate the relationships between systems or between components of a system. (Developing and Using Models) (Personal: Initiative/Self-direction)
2. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) 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. (Constructing Explanations and Designing Solutions) (Professional: Resilience/Perseverance).
3. Communicate scientific 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 (including orally, graphically, textually, and mathematically.) (Obtaining, Evaluating, and Communicating Information) (Professional: Information literacy)
4. Connections to Nature of Science: Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena. A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. Models, mechanisms, and explanations collectively serve as tools in the development of a scientific theory.

Elaboration on the GLE:

1. Students can answer the question: What is the universe and what goes on in stars?
2. ESS1:A The Universe and Its Stars: The star called the sun is changing and will burn out over a life span of approximately 10 billion years. The sun is just one of more than 200 billion stars in the Milky Way galaxy, and the Milky Way is just one of hundreds of billions of galaxies in the universe. The study of stars’ light spectra and brightness is used to identify compositional elements of stars, their movements, and their distances from Earth. The Big Bang theory is supported by observations of distant galaxies receding from our own, of the measured composition of stars and non-stellar gases, and of the maps of spectra of the primordial radiation (cosmic microwave background) that still fills the universe. Other than the hydrogen and helium formed at the time of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagnetic energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode.

Cross Cutting Concepts:

1. Scale, Proportion, and Quantity: The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs.
2. Energy and Matter: Energy cannot be created or destroyed — only moved between one place and another place, between objects and/or fields, or between systems. In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved.
3. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural Systems. Scientific knowledge is based on the assumption that natural laws operate today as they did in the past and they will continue to do so in the future. Science assumes the universe is a vast single system in which basic laws are consistent.

Colorado Essential Skills and Science and Engineering Practices:

1. Use mathematical or computational representations of phenomena to describe explanations. (Using Mathematical and Computational Thinking) (Entrepreneurial: Critical thinking/Problem solving)

Elaboration on the GLE:

1. Students can answer the question: What are the predictable patterns caused by Earth's movement in the solar system?
2. ESS1:B Earth and the Solar System: Kepler’s laws describe common features of the motions of orbiting objects, including their elliptical paths around the sun. Orbits may change due to the gravitational effects from, or collisions with, other objects in the solar system. Cyclical changes in the shape of Earth’s orbit around the sun, together with changes in the orientation of the planet’s axis of rotation, both occurring over tens to hundreds of thousands of years, have altered the intensity and distribution of sunlight falling on Earth. These phenomena cause cycles of ice ages and other gradual climate changes.

Cross Cutting Concepts:

1. Scale, Proportion and Quantity: Algebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another (e.g., linear growth vs. exponential growth).

Colorado Essential Skills and Science and Engineering Practices:

1. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. (Engaging in Argument from Evidence) (Personal: Initiative/Self-direction)
2. Apply scientific reasoning to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion. (Constructing Explanations and Designing Solutions) (Entrepreneurial: Creativity/Innovation)
3. Connections to Nature of Science: Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena. A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. Models, mechanisms, and explanations collectively serve as tools in the development of a scientific theory.

Elaboration on the GLE:

1. Students can answer the question: How do people reconstruct and date events in Earth's planetary history?
2. ESS1:C The History of Planet Earth: Continental rocks, which can be older than 4 billion years, are generally much older than rocks on the ocean floor, which are less than 200 million years old. Although active geological processes, such as plate tectonics and erosion, have destroyed or altered most of the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and meteorites, have changed little over billions of years. Studying these objects can provide information about Earth’s formation and early history.

Cross Cutting Concepts:

1. Patterns: Empirical evidence is needed to identify patterns.
2. Stability and Change: Much of science deals with constructing explanations of how things change and how they remain stable.

Colorado Essential Skills and Science and Engineering Practices:

1. Develop a model based on evidence to illustrate the relationships between systems or between components of a system. Use a model to provide mechanistic accounts of phenomena. (Developing and Using Models) (Personal: Initiative/Self-direction)
2. Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution. (Analyzing and Interpreting Data) (Entrepreneurial: Critical thinking/Problem solving)
3. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence. Science knowledge is based on empirical evidence. Science disciplines share common rules of evidence used to evaluate explanations about natural systems. Science includes the process of coordinating patterns of evidence with current theory.

Elaboration on the GLE:

1. Students can answer the question: How do Earth's major systems interact?
2. ESS2:A Earth's Materials and Systems: Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes. Evidence from deep probes and seismic waves, reconstructions of historical changes in Earth’s surface and its magnetic field, and an understanding of physical and chemical processes lead to a model of Earth with a hot but solid inner core, a liquid outer core, a solid mantle and crust. Motions of the mantle and its plates occur primarily through thermal convection, which involves the cycling of matter due to the outward flow of energy from Earth’s interior and gravitational movement of denser materials toward the interior.

Cross Cutting Concepts:

1. Stability and Change: Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. Feedback (negative or positive) can stabilize or destabilize a system.
2. Energy and Matter: Energy drives the cycling of matter within and between systems.
3. Cause and Effect: Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.

Colorado Essential Skills and Science and Engineering Practices:

1. Develop a model based on evidence to illustrate the relationships between systems or between components of a system. (Developing and Using Models) (Civic/Interpersonal: Collaboration/Teamwork)

Elaboration on the GLE:

1. Students can answer the question: Why do the continents move, and what causes earthquakes and volcanoes?
2. ESS2:B Plate Tectonics and Large Scale Interactions: Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a framework for understanding its geologic history. Plate movements are responsible for most continental and ocean-floor features and for the distribution of most rocks and minerals within Earth’s crust. The radioactive decay of unstable isotopes continually generates new energy within Earth’s crust and mantle, providing the primary source of the heat that drives mantle convection. Plate tectonics can be viewed as the surface expression of mantle convection.

Cross Cutting Concepts:

1. Stability and Change: Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible.
2. Energy and Matter: Energy drives the cycling of matter within and between systems.
3. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology. Science and engineering complement each other in the cycle known as research and development (R&D). Many R&D projects may involve scientists, engineers, and others with wide ranges of expertise.
4. Influence of Engineering, Technology, and Science on Society and the Natural World: New technologies can have deep impacts on society and the environment, including some that were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about technology.

Colorado Essential Skills and Science and Engineering Practices:

1. Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. (Planning and Carrying Out Investigations) (Entrepreneurial: Inquiry/Analysis)

Elaboration on the GLE:

1. Students can answer the question: How do the properties and movements of water shape Earth's surface and affects its systems?
2. ESS2:C The Roles of Water in Earth's Surface Processes: The abundance of liquid water on Earth’s surface and its unique combination of physical and chemical properties are central to the planet’s dynamics. These properties include water’s exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks.

Cross Cutting Concepts:

1. Structure and Function: The functions and properties of natural and designed objects and systems can be inferred from their overall structure, the way their components are shaped and used, and the molecular substructures of its various materials.

Colorado Essential Skills and Science and Engineering Practices:

1. Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution. (Analyzing and Interpreting Data) (Entrepreneurial: Critical thinking/Problem solving)
2. Use a model to provide mechanistic accounts of phenomena and develop a model based on evidence to illustrate the relationships between systems or between components of a system. (Developing and Using Models) (Personal: Initiative/Self-direction)
3. Construct an oral and written argument or counter-arguments based on data and evidence. (Engaging in Argument from Evidence) (Civic/Interpersonal: Collaboration/Teamwork)
4. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence. Science arguments are strengthened by multiple lines of evidence supporting a single explanation.

Elaboration on the GLE:

1. Students can answer the question: What regulates weather and climate?
2. ESS2:D Weather and Climate: The foundation for Earth’s global climate systems is the electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy’s re-radiation into space. Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere

Cross Cutting Concepts:

1. Stability and Change: Feedback (negative or positive) can stabilize or destabilize a system. Much of science deals with constructing explanations of how things change and how they remain stable.
2. Cause and Effect: Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
3. Energy and Matter: The total amount of energy and matter in closed systems is conserved.

Colorado Essential Skills and Science and Engineering Practices:

1. Construct an oral and written argument or counter-arguments based on data and evidence. (Engaging in Argument from Evidence) (Professional: Information and Communications Technologies)

Elaboration on the GLE:

1. Students can answer the question: How do living organisms alter Earth's processes and structures?
2. ESS2:E Biogeology: The many dynamic and delicate feedbacks between the biosphere and other Earth systems cause a continual co-evolution of Earth’s surface and the life that exists on it.

Cross Cutting Concepts:

1. Stability and Change: Much of science deals with constructing explanations of how things change and how they remain stable.

Colorado Essential Skills and Science and Engineering Practices:

1. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) 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. (Constructing Explanations and Designing Solutions) (Civic/Interpersonal: Civic engagement)
2. Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and logical arguments regarding relevant factors (e.g., economic, societal, environmental, ethical considerations). (Engaging in Argument from Evidence) (Personal: Initiative/Self-direction)

Elaboration on the GLE:

1. Students can answer the question: How do humans depend on Earth's resources?
2. ESS3:A Natural Resources: Resource availability has guided the development of human society. All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors.

Cross Cutting Concepts:

1. Cause and Effect: Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
2. Connections to Nature of Science: Science Addresses Questions About the Natural and Material World. Science and technology may raise ethical issues for which science, by itself, does not provide answers and solutions. Science knowledge indicates what can happen in natural systems—not what should happen. The latter involves ethics, values, and human decisions about the use of knowledge. Many decisions are not made using science alone, but rely on social and cultural contexts to resolve issues.

Colorado Essential Skills and Science and Engineering Practices:

1. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) 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. (Constructing Explanations and Designing Solutions) (Entrepreneurial: Critical thinking/Problem solving)

Elaboration on the GLE:

1. Students can answer the question: How do natural hazards affect individuals and societies?
2. ESS3:B Natural Hazards: Natural hazards and other geologic events have shaped the course of human history, and have significantly altered the sizes of human populations and have driven human migrations.

Cross Cutting Concepts:

1. Cause and Effect: Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.

Colorado Essential Skills and Science and Engineering Practices:

1. Create a computational model or simulation of a phenomenon, designed device, process, or system. (Using Mathematics and Computational Thinking) (Entrepreneurial: Critical thinking/Problem solving)
2. Design or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and trade-off considerations. (Constructing Explanations and Designing Solutions) (Civic/Interpersonal: Global/Cultural awareness)

Elaboration on the GLE:

1. Students can answer the question: How do humans change the planet?
2. ESS3:C Human Impacts on Earth's Systems: The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that preclude ecosystem degradation.

Cross Cutting Concepts:

1. Stability and Change: Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. Feedback (negative or positive) can stabilize or destabilize a system.
2. Connections to Nature of Science: Science is a Human Endeavor. Science is a result of human endeavors, imagination, and creativity.

Colorado Essential Skills and Science and Engineering Practices:

1. Analyze data using computational models in order to make valid and reliable scientific claims. (Analyzing and Interpreting Data) (Entrepreneurial: Critical thinking/Problem solving)
2. Use a computational representation of phenomena or design solutions to describe and/or support claims and/or explanations. (Using Mathematics and Computational Thinking) (Professional: Information and Communications Technologies)
3. Connections to Nature of Science: Scientific Investigations Use a Variety of Methods. Science investigations use diverse methods and do not always use the same set of procedures to obtain data. New technologies advance scientific knowledge.
4. Scientific Knowledge is Based on Empirical Evidence: Science arguments are strengthened by multiple lines of evidence supporting a single explanation.

Elaboration on the GLE:

1. Students can answer the question: How do people model and predict the effects of human activities on Earth’s climate?
2. ESS3:D Global Climate Change: Though the magnitudes of humans' impacts are greater than they have ever been, so too are humans' abilities to model, predict, and manage current and future impacts. Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities, as well as to changes in human activities.

Cross Cutting Concepts:

1. Stability and Change: Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible.
2. Systems and System Models: When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models.