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Weather & Climate 

Grade Level K-2

New York State Science Learning Standards: 

K-ESS3-3. Communicate solutions that will reduce the impact of humans on living organisms and nonliving things in the local environment. 

K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time. 

K-ESS3-2. Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. 

K-PS3-1. Make observations to determine the effect of sunlight on Earth’s surface. 

1-ESS1-2: Make observations at different times of year to relate the amount of daylight to the time of year. 

2-ESS2-1. Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. 

2-ESS1-1: Use information from several sources to provide evidence that Earth events can occur quickly or slowly. 

Weather & Climate 

Grade Level 3-5

New York State Science Learning Standards: 

3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. 

3-ESS2-2. Obtain and combine information to describe climates in different regions of the world. 

3-ESS3-1. Make a claim about the merit of a design solution that reduces the impacts of a weather related hazard. 

4-ESS3-1: Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment. 

5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. 

5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. 

Weather & Climate 

Grade Level High School

New York State Science Learning Standards: 

HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems. 

HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate. 

HS-ESS2-6. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. 

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’s systems. 

HS-ESS3-1. 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-LS2-5. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. 

HS-LS4-7. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. 

Weather & Climate 

Grade Level Middle School

New York State Science Learning Standards: 

MS-ESS2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. MS-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. 

MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. 

MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. 

MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.