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- 5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment.
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Ocean Literacy Principles
- OLP 1: The earth has one big ocean with many features (2) Apply <strong>OLP 1</strong>: The earth has one big ocean with many features filter
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- OLP 3: The ocean is a major influence on weather and climate (0) Apply <strong>OLP 3</strong>: The ocean is a major influence on weather and climate filter
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- OLP 5: The ocean supports a great diversity of life and ecosystems (0) Apply <strong>OLP 5</strong>: The ocean supports a great diversity of life and ecosystems filter
- OLP 6: The ocean and humans are inextricably interconnected (3) Apply <strong>OLP 6</strong>: The ocean and humans are inextricably interconnected filter
- OLP 7: The ocean is largely unexplored (2) Apply <strong>OLP 7</strong>: The ocean is largely unexplored filter
NGSS - Practices
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NGSS - Crosscutting Concepts
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NGSS - Performance Expectations
- 3-PS2-1 Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. Apply 3-PS2-1 Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. filter
- 5-PS1-1 Develop a model to describe that matter is made of particles too small to be seen. Apply 5-PS1-1 Develop a model to describe that matter is made of particles too small to be seen. filter
- 5-PS3-1 Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. Apply 5-PS3-1 Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. filter
- 4-PS4-1 Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. Apply 4-PS4-1 Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. filter
- 4-PS4-3 Generate and compare multiple solutions that use patterns to transfer information. Apply 4-PS4-3 Generate and compare multiple solutions that use patterns to transfer information. filter
- 4-LS1-1 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. Apply 4-LS1-1 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. filter
- 4-LS1-2 Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. Apply 4-LS1-2 Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. filter
- 5-LS1-1 Support an argument that plants get the materials they need for growth chiefly from air and water. Apply 5-LS1-1 Support an argument that plants get the materials they need for growth chiefly from air and water. filter
- 5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. Apply 5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. filter
- 3-LS3-2 Use evidence to support the explanation that traits can be influenced by the environment. Apply 3-LS3-2 Use evidence to support the explanation that traits can be influenced by the environment. filter
- 3-LS4-3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. Apply 3-LS4-3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. filter
- 5-ESS2-1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. (1) Apply 5-ESS2-1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. filter
- 3-ESS2-1 Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. Apply 3-ESS2-1 Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. filter
- 4-ESS2-1 Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. Apply 4-ESS2-1 Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. filter
- 4-ESS2-2 Analyze and interpret data from maps to describe patterns of Earth’s features. Apply 4-ESS2-2 Analyze and interpret data from maps to describe patterns of Earth’s features. filter
- 3-ESS3-1 Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. Apply 3-ESS3-1 Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. filter
- (-) Remove 5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment. filter 5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment.
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Sea Earth Atmosphere is a product of the National Oceanic and Atmospheric Administration, the Hawaiʻi Sea Grant College Program, and the Hawaiʻi Institute of Marine Biology © University of Hawai‘i, 2022. This document may be freely reproduced and distributed for non-profit educational purposes.