ABSTRACT
The three-dimensional structure of the performance expectations (PEs) and the connections to the NRC Framework certainly make the nature of unpacking the Next Generation Science Standards (NGSS) PEs different from previous standards, people argues that teachers and curriculum developers still have much to unpack, especially when considering interdisciplinary topics such as climate change. The NGSS have set forth important learning goals for all students that represent significant intellectual accomplishments. This chapter considers both the scientific knowledge and practices required for meeting the NGSS PEs related to climate change, as well as the learning challenges and pedagogical concerns inherent in helping students to achieve them. It continues the process of unpacking the climate-change-related PEs by moving beyond disciplinary core ideas to consider the other two dimensions of NGSS PEs: science and engineering practices and crosscutting concepts. The scientific concepts underlying global climate change intersect with social, economic, and ideological issues, which further increase their complexity.
