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Table 1.

Alignment of the station learning with the Next Generation Science Standards (NGSS Lead States, 2013).

Disciplinary Core IdeasStudent Outcomes
K-ESS3-3. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. Students understand that their way of life (e.g., use of plastic bottles) influences the environment.
Students discuss and collect treatment options to reduce the entry of plastic and microplastic into the environment. 
5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment. Students understand that their activities in everyday life, especially their use of everyday products and textiles, cause the entry of microplastic into the environment. 
5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. Students create a flowchart of a food web by which they realize that animals and humans are burdened by microplastic due to its indigestibility. 
MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. Students discuss the impacts of humans on the environment and evaluate solutions to reduce the entry of plastic and microplastic into the environment. 
MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Students create a flowchart of a food web by which they realize that animals and humans are burdened by microplastic due to its indigestibility. 
HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. Students discuss and collect treatment options to minimize humans' changes to the environment. 
HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. Students collect and assess possible solutions to reduce pollution and waste. 
Disciplinary Core IdeasStudent Outcomes
K-ESS3-3. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. Students understand that their way of life (e.g., use of plastic bottles) influences the environment.
Students discuss and collect treatment options to reduce the entry of plastic and microplastic into the environment. 
5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment. Students understand that their activities in everyday life, especially their use of everyday products and textiles, cause the entry of microplastic into the environment. 
5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. Students create a flowchart of a food web by which they realize that animals and humans are burdened by microplastic due to its indigestibility. 
MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. Students discuss the impacts of humans on the environment and evaluate solutions to reduce the entry of plastic and microplastic into the environment. 
MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Students create a flowchart of a food web by which they realize that animals and humans are burdened by microplastic due to its indigestibility. 
HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. Students discuss and collect treatment options to minimize humans' changes to the environment. 
HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. Students collect and assess possible solutions to reduce pollution and waste. 
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