Energy Consumption and Conservation

Appendix G: MSDE Standards

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.

Science and Engineering Practices Construction Explanations and Designing Solutions 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. •Apply scientific principles to design an object, tool, process or system. (MS-ESS3-3)

Disciplinary Core Ideas ESS3.C: Human Impacts on Earth Systems •Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth's environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3) •Typically as human populations and per- capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MS-ESS3-3),(MS-ESS3-4) ESS3.D: Global Climate Change •Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth's mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5)

Crosscutting Concepts Cause and Effect •Relationships can be classified as causal or correlational, and correlation does not necessarily imply causation. (MS-ESS3-3) Influence of Science, Engineering, and Technology on Society and the Natural World The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus technology use varies from region to region and over time. (MS-ESS3-2),(MS-ESS3-3)

MS-ETS1 Engineering Design

MS-ETS1-1.Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and 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.
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.
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.

Science and Engineering Practices Asking Questions and Defining Problems Asking questions and defining problems in grades 6–8 builds on grades K–5 experiences and progresses to specifying relationships between variables, clarify arguments and models. •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.(MS-ETS1-1) Developing and Using Models Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. •Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs.(MS-ETS1-4) Analyzing and Interpreting Data Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. •Analyze and interpret data to determine similarities and differences in findings. (MS-ETS1-3) Engaging in Argument from Evidence Engaging in argument f rom evidence in 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world. •Evaluate competing design solutions based on jointly developed and agreed-upon design criteria. (MS-ETS1-2)

Disciplinary Core Ideas ETS1.A: Defining and Delimiting Engineering Problems •The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1-1) ETS1.B: Developing Possible Solutions •A solution needs to be tested, and then modified on the basis of the test results, in order to improve it. (MS-ETS1-4) •There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (MS-ETS1-2), (MS-ETS1-3) •Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. (MS-ETS1-3) •Models of all kinds are important for testing solutions. (MS-ETS1-4) ETS1.C: Optimizing the Design Solution •Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3) •The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. (MS-ETS1-4)

Crosscutting Concepts Influence of Science, Engineering, and Technology on Society and the Natural World • All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. (MS-ETS1-1) •The uses of technologies and limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. (MS-ETS1-1)

Maryland State Department of Education Standards:

Maryland State Science Curriculum

Goal 3 – Life Science: The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time.

Goal 6 – Environmental Science: The student will demonstrate the ability to use the scientific skills and processes (Core Learning goal 1) and major environmental science concepts to understand interrelationships of the natural world and to analyze environmental issues and their solutions.

Expectation 6.1: The student will explain how matter and energy move through the biosphere (lithosphere, hydrosphere, atmosphere and organisms).

• 6.1.1 The student will demonstrate that matter cycles through and between living systems and the physical environment constantly being recombined in different ways.

• 6.1.2 The student will analyze how the transfer of energy between atmosphere, land masses and oceans results in areas of different temperatures and densities that produce weather patterns and establish climate zones around the earth.

Expectation 6.3: The student will analyze the relationships between humans and the Earth's resources.

• 6.3.1 The student will evaluate the interrelationship between humans and air quality.

• 6.3.5 The student will evaluate the interrelationship between humans and energy resources.

Expectation 6.4: The student will develop and apply knowledge and skills gained from an environmental issue investigation to an action project which protects and sustains the environment.

• 6.4.1 Identify an environmental issue and formulate related research questions.

• 6.4.2 Design and conduct the research.

• 6.4.3 Interpret the findings to draw conclusions and make recommendations to help resolve the issue.

• 6.4.4 Apply the conclusions to develop and implement an action project.

• 6.4.5 Analyze the effectiveness of the action project in terms of achieving the desired outcomes.

Maryland Technological Literacy Standards for Students
Standard 3.0 – Technology for Learning and Collaboration: Use a variety of technologies for learning and collaboration.
Standard 4.0 – Technology for Communication and Expression: Use technology to communicate information and express ideas using various media formats.
Standard 5.0 – Technology for Information Use and Management: Use technology to locate, evaluate, gather, and organize information and data.
Standard 6.0 – Technology for Problem-Solving and Decision-Making: Demonstrate ability to use technology and develop strategies to solve problems and make informed decisions.

Engineering
Engineering Design and Development - Students will demonstrate knowledge of and apply the engineering design and development process. (ITEA, STL 8,9,11)

Maryland Common Core State Curriculum Mathematics Standards
Ratio and Proportional Relationships
7.NS.3  Solve real-world and mathematical problems involving the four operations with rational numbers.

Art
2.0 2. Explain and demonstrate how artworks reflect and influence beliefs

Maryland State STEM Standards of Practice ﾠ(SSOP)

1. Learn and Apply Rigorous Science, Technology, Engineering, and Mathematics Content ﾠ
STEM proficient students will ﾠ learn and apply rigorous content within science, technology, engineering, and mathematics disciplines to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems.

1. Demonstrate an understanding of science, technology, engineering, and mathematics content.
2. Apply science, technology, engineering, or mathematics content to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems.ﾠ

2. Integrate Science, Technology, Engineering, and Mathematics Content ﾠ
STEM proficient students will ﾠ integrate content from science, technology, engineering, and mathematics disciplines as appropriate to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems.

1. Analyze interdisciplinary connections that exist within science, technology, engineering, and mathematics disciplines and other disciplines.
2. Apply integrated science, technology, engineering, mathematics content, and other content as appropriate to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems.

3. Interpret and Communicate Information from Science, Technology, Engineering, and Mathematicsﾠ
STEM proficient students will interpret and communicate information from science, technology, engineering, and mathematics to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems.

1. Identify, analyze, and synthesize appropriate science, technology, engineering, and mathematics information (text, visual, audio, etc.).
2. Apply appropriate domain-specific vocabulary when communicating science, technology, engineering, and mathematics content.
3. Engage in critical reading and writing of technical information.
4. Evaluate and integrate multiple sources 0of information (e.g.: quantitative data, video and multimedia) presented in diverse formats.
5. Develop an evidence-based opinion or argument.
6. Communicate effectively and precisely with others.

4. Engage in Inquiry ﾠ
STEM proficient students will engage in inquiry to investigate global issues, challenges, and real world problems.

1. Ask questions to identify and define global issues, challenges, and real world problems.
2. Conduct research to refine questions and develop new questions.

5. Engage in Logical Reasoning ﾠ
STEM proficient students will engage in logical reasoning ﾠ to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems.

1. Engage in critical thinking.
2. Evaluate, select, and apply appropriate systematic approaches (scientific and engineering practices, engineering design process, and/or mathematical practices).
3. Apply science, technology, engineering, and mathematics content to construct creative and innovative ideas.
4. Analyze the impact of global issues and real world problems at the local, state, national, and international levels.

6. Collaborate as a STEM Team ﾠ
STEM proficient students will collaborate as a STEM team ﾠ to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems.

1. Identify, analyze, and perform a STEM specific subject matter expert (SME) role.
2. Share ideas and work effectively with a STEM focused multidisciplinary team to achieve a common goal.
3. Listen and be receptive to ideas of others.
4. Analyze career opportunities that exist in a variety of STEM fields relevant to the STEM focused multidisciplinary team's goal.

7. Apply Technology Strategically ﾠ
STEM proficient students will apply technology appropriately ﾠ to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems.

1. Identify and understand technologies needed to develop solutions to problems or construct answers to complex questions.ﾠﾠﾠ
2. Analyze the limits, risks, and impacts of technology.
3. Engage in responsible/ethical use of technology.
4. Improve or create new technologies that extend human capability.