These materials have been reviewed for their alignment with the Next Generation Science Standards as detailed below.

Overview

Students explore the causes and results of soil degradation as well as the management practices needed to prevent degradation and other environmental issues. Students work with several online computer models to explore management practices that prevent erosion. They then complete a hands-on lab modelling these prevention methods. Students research and present one Best Management Practice and design a watershed management plan.

Science and Engineering Practices

Using Mathematics and Computational Thinking: Use mathematical, computational, and/or algorithmic representations of phenomena or design solutions to describe and/or support claims and/or explanations. HS-P5.2:

Using Mathematics and Computational Thinking: Apply techniques of algebra and functions to represent and solve scientific and engineering problems. HS-P5.3:

Obtaining, Evaluating, and Communicating Information: Critically read scientific literature adapted for classroom use to determine the central ideas or conclusions and/or to obtain scientific and/or technical information to summarize complex evidence, concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. HS-P8.1:

Obtaining, Evaluating, and Communicating Information: Compare, integrate and evaluate sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a scientific question or solve a problem. HS-P8.2:

Obtaining, Evaluating, and Communicating Information: Communicate scientific and/or 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 (i.e., orally, graphically, textually, mathematically). HS-P8.5:

Developing and Using Models: Develop, revise, and/or use a model based on evidence to illustrate and/or predict the relationships between systems or between components of a system HS-P2.3:

Developing and Using Models: Develop and/or use a model (including mathematical and computational) to generate data to support explanations, predict phenomena, analyze systems, and/or solve problems. HS-P2.6:

Constructing Explanations and Designing Solutions: Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. HS-P6.5:

Analyzing and Interpreting Data: 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. HS-P4.1:

Cross Cutting Concepts

Stability and Change: Much of science deals with constructing explanations of how things change and how they remain stable. HS-C7.1:

Stability and Change: Feedback (negative or positive) can stabilize or destabilize a system. HS-C7.3:

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. HS-C7.2:

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 HS-C1.1:

Patterns: Classifications or explanations used at one scale may fail or need revision when information from smaller or larger scales is introduced; thus requiring improved investigations and experiments. HS-C1.2:

Cause and effect: Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. HS-C2.1:

Disciplinary Core Ideas

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. HS-ESS2.C1:

Natural Resources: Resource availability has guided the development of human society. HS-ESS3.A1:

Human Impacts on Earth Systems: The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. HS-ESS3.C1:

Human Impacts on Earth Systems: Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that preclude ecosystem degradation. HS-ESS3.C2:

Earth Materials and Systems: Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes. HS-ESS2.A1:

Performance Expectations

Ecosystems: Interactions, Energy, and Dynamics: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity HS-LS2-7:

Earth and Human Activity: Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. HS-ESS3-6:

Earth and Human Activity: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. HS-ESS3-4:

Earth and Human Activity: Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios. HS-ESS3-2:

Earth and Human Activity: Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. HS-ESS3-3:

Earth and Human Activity: Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. HS-ESS3-1: