HS-ESS3-6 Earth and Human Activity

HS-ESS3-6    Earth and Human Activity

Students who demonstrate understanding can:

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. [Clarification Statement: Examples of Earth systems to be considered are the hydrosphere, atmosphere, cryosphere, geosphere, and/or biosphere. An example of the far-reaching impacts from a human activity is how an increase in atmospheric carbon dioxide results in an increase in photosynthetic biomass on land and an increase in ocean acidification, with resulting impacts on sea organism health and marine populations.] [Assessment Boundary: Assessment does not include running computational representations but is limited to using the published results of scientific computational models.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Using Mathematics and Computational Thinking

Mathematical and computational thinking in 9-12 builds on K-8 experiences and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.

Disciplinary Core Ideas

ESS2.D: Weather and Climate

ESS3.D: Global Climate Change

Crosscutting Concepts

Systems and System Models

Connections to other DCIs in this grade-band:

HS.LS2.B ; HS.LS2.C ; HS.LS4.D ; HS.ESS2.A

Articulation of DCIs across grade-bands:

MS.LS2.C ; MS.ESS2.A ; MS.ESS2.C ; MS.ESS3.C ; MS.ESS3.D

Common Core State Standards Connections:

Mathematics -
MP.2Reason abstractly and quantitatively. (HS-ESS3-6)
MP.4Model with mathematics. (HS-ESS3-6)
HSN.Q.A.1Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-ESS3-6)
HSN.Q.A.2Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS3-6)
HSN.Q.A.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS3-6)

HS-ESS3-6    Earth and Human Activity

Students who demonstrate understanding can:

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. [Clarification Statement: Examples of Earth systems to be considered are the hydrosphere, atmosphere, cryosphere, geosphere, and/or biosphere. An example of the far-reaching impacts from a human activity is how an increase in atmospheric carbon dioxide results in an increase in photosynthetic biomass on land and an increase in ocean acidification, with resulting impacts on sea organism health and marine populations.] [Assessment Boundary: Assessment does not include running computational representations but is limited to using the published results of scientific computational models.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Using Mathematics and Computational Thinking

Mathematical and computational thinking in 9-12 builds on K-8 experiences and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.

Disciplinary Core Ideas

ESS2.D: Weather and Climate

ESS3.D: Global Climate Change

Crosscutting Concepts

Systems and System Models

Connections to other DCIs in this grade-band:

HS.LS2.B ; HS.LS2.C ; HS.LS4.D ; HS.ESS2.A

Articulation of DCIs across grade-bands:

MS.LS2.C ; MS.ESS2.A ; MS.ESS2.C ; MS.ESS3.C ; MS.ESS3.D

Common Core State Standards Connections:

Mathematics -
MP.2Reason abstractly and quantitatively. (HS-ESS3-6)
MP.4Model with mathematics. (HS-ESS3-6)
HSN.Q.A.1Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-ESS3-6)
HSN.Q.A.2Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS3-6)
HSN.Q.A.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS3-6)

HS-ESS3-6    Earth and Human Activity

Students who demonstrate understanding can:

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. [Clarification Statement: Examples of Earth systems to be considered are the hydrosphere, atmosphere, cryosphere, geosphere, and/or biosphere. An example of the far-reaching impacts from a human activity is how an increase in atmospheric carbon dioxide results in an increase in photosynthetic biomass on land and an increase in ocean acidification, with resulting impacts on sea organism health and marine populations.] [Assessment Boundary: Assessment does not include running computational representations but is limited to using the published results of scientific computational models.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Using Mathematics and Computational Thinking

Mathematical and computational thinking in 9-12 builds on K-8 experiences and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.

Disciplinary Core Ideas

ESS2.D: Weather and Climate

ESS3.D: Global Climate Change

Crosscutting Concepts

Systems and System Models

Connections to other DCIs in this grade-band:

HS.LS2.B ; HS.LS2.C ; HS.LS4.D ; HS.ESS2.A

Articulation of DCIs across grade-bands:

MS.LS2.C ; MS.ESS2.A ; MS.ESS2.C ; MS.ESS3.C ; MS.ESS3.D

Common Core State Standards Connections:

Mathematics -
MP.2Reason abstractly and quantitatively. (HS-ESS3-6)
MP.4Model with mathematics. (HS-ESS3-6)
HSN.Q.A.1Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-ESS3-6)
HSN.Q.A.2Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS3-6)
HSN.Q.A.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS3-6)

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.