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Table 1.
Next Generation Science Standards (NGSS Lead States, 2013) that may be addressed by aquatic insect phenology, frog call phenology, and/or climate change impact on phenology. Science and Engineering Practices (SEP) and Crosscutting Concepts (CCC) are integrated with the Disciplinary Core Ideas (DCI) Performance Expectations.
DCI CodePerformance Expectation and Classroom Connection
2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.
  • SEP: Planning and Carrying Out Investigations—design a project to test the diversity of insects and/or frogs in habitats at different latitudes, elevations, etc.

 
3-LS4-2 Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
  • SEP: Engaging in Argument from Evidence—make a claim about the advantages/disadvantages of change in phenology

  • CCC: Scale, Proportion, and Quantity—number of individuals of a given species exhibiting a certain phenology can vary

 
3-LS4-4 Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
  • SEP: Constructing Explanations and Designing Solutions—impact of changes in temperature on animal diversity

  • CCC: Cause and Effect—temperature and animal diversity

 
5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment.
  • SEP: Obtaining, Evaluating, and Communicating Information—create a presentation proposing solutions to climate change in order to prevent changes in phenology

  • CCC: Systems and System Models—discuss interaction between climate change and insect and/or frog phenology

 
MS-LS1-5 Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
  • SEP: Constructing Explanations and Designing Solutions—describe the temperature effects on phenology and organism development

  • CCC: Cause and Effect—temperature effect on phenology

 
MS-LS2-2 Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
  • SEP: Constructing Explanations and Designing Solutions—explain pattern between climate change and phenology

  • CCC: Patterns—response to climate change patterns between aquatic insects and/or frogs

 
MS-ESS3-3
MS-ESS3-5 
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
  • SEP: Asking Questions and Defining Problems—explore anthropogenic factors that influence climate change

  • CCC: Stability and Change—sudden or gradual changes in temperature will have different impacts

 
HS-ESS3-5 Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.
  • SEP: Analyzing and Interpreting Data—analyze geoscience data about climate change

  • CCC: Cause and Effect—compare climate change data with phenology data to determine the cause and effect relationship

  • CCC: Stability and Change—some system changes can be irreversible

 
DCI CodePerformance Expectation and Classroom Connection
2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.
  • SEP: Planning and Carrying Out Investigations—design a project to test the diversity of insects and/or frogs in habitats at different latitudes, elevations, etc.

 
3-LS4-2 Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
  • SEP: Engaging in Argument from Evidence—make a claim about the advantages/disadvantages of change in phenology

  • CCC: Scale, Proportion, and Quantity—number of individuals of a given species exhibiting a certain phenology can vary

 
3-LS4-4 Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
  • SEP: Constructing Explanations and Designing Solutions—impact of changes in temperature on animal diversity

  • CCC: Cause and Effect—temperature and animal diversity

 
5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment.
  • SEP: Obtaining, Evaluating, and Communicating Information—create a presentation proposing solutions to climate change in order to prevent changes in phenology

  • CCC: Systems and System Models—discuss interaction between climate change and insect and/or frog phenology

 
MS-LS1-5 Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
  • SEP: Constructing Explanations and Designing Solutions—describe the temperature effects on phenology and organism development

  • CCC: Cause and Effect—temperature effect on phenology

 
MS-LS2-2 Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
  • SEP: Constructing Explanations and Designing Solutions—explain pattern between climate change and phenology

  • CCC: Patterns—response to climate change patterns between aquatic insects and/or frogs

 
MS-ESS3-3
MS-ESS3-5 
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
  • SEP: Asking Questions and Defining Problems—explore anthropogenic factors that influence climate change

  • CCC: Stability and Change—sudden or gradual changes in temperature will have different impacts

 
HS-ESS3-5 Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.
  • SEP: Analyzing and Interpreting Data—analyze geoscience data about climate change

  • CCC: Cause and Effect—compare climate change data with phenology data to determine the cause and effect relationship

  • CCC: Stability and Change—some system changes can be irreversible

 
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