HS-ESS3-6 Earth and Human Activity

Students who demonstrate understanding can:

HS-ESS3-6.

[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.

Use a computational representation of phenomena or design solutions to describe and/or support claims and/or explanations.

Disciplinary Core Ideas

ESS2.D: Weather and Climate

Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere. (secondary)

ESS3.D: Global Climate Change

Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities.

Crosscutting Concepts

Systems and System Models

When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using 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.2	Reason abstractly and quantitatively. (HS-ESS3-6)
MP.4	Model with mathematics. (HS-ESS3-6)
HSN.Q.A.1	Use 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.2	Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS3-6)
HSN.Q.A.3	Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS3-6)

Students who demonstrate understanding can:

HS-ESS3-6.

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

Use a computational representation of phenomena or design solutions to describe and/or support claims and/or explanations.

Disciplinary Core Ideas

ESS2.D: Weather and Climate

Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere. (secondary)

ESS3.D: Global Climate Change

Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities.

Crosscutting Concepts

Systems and System Models

When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using 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.2	Reason abstractly and quantitatively. (HS-ESS3-6)
MP.4	Model with mathematics. (HS-ESS3-6)
HSN.Q.A.1	Use 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.2	Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS3-6)
HSN.Q.A.3	Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS3-6)

Students who demonstrate understanding can:

HS-ESS3-6.

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

Use a computational representation of phenomena or design solutions to describe and/or support claims and/or explanations.

Disciplinary Core Ideas

ESS2.D: Weather and Climate

Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere. (secondary)

ESS3.D: Global Climate Change

Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities.

Crosscutting Concepts

Systems and System Models

When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using 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.2	Reason abstractly and quantitatively. (HS-ESS3-6)
MP.4	Model with mathematics. (HS-ESS3-6)
HSN.Q.A.1	Use 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.2	Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS3-6)
HSN.Q.A.3	Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS3-6)

Science and Engineering Practices

Using Mathematics and Computational Thinking

Disciplinary Core Ideas

ESS2.D: Weather and Climate

ESS3.D: Global Climate Change

Crosscutting Concepts

Systems and System Models

Science and Engineering Practices

Using Mathematics and Computational Thinking

Disciplinary Core Ideas

ESS2.D: Weather and Climate

ESS3.D: Global Climate Change

Crosscutting Concepts

Systems and System Models

Science and Engineering Practices

Using Mathematics and Computational Thinking

Disciplinary Core Ideas

ESS2.D: Weather and Climate

ESS3.D: Global Climate Change

Crosscutting Concepts

Systems and System Models

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