HS-ESS3-2 Earth and Human Activity

HS-ESS3-2    Earth and Human Activity

Students who demonstrate understanding can:

HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.* [Clarification Statement: Emphasis is on the conservation, recycling, and reuse of resources (such as minerals and metals) where possible, and on minimizing impacts where it is not. Examples include developing best practices for agricultural soil use, mining (for coal, tar sands, and oil shales), and pumping (for petroleum and natural gas). Science knowledge indicates what can happen in natural systems—not what should happen.]
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

Engaging in Argument from Evidence

Engaging in argument from evidence in 9–12 builds on K–8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about natural and designed world(s). Arguments may also come from current scientific or historical episodes in science.

Disciplinary Core Ideas

ESS3.A: Natural Resources

ETS1.B: Developing Possible Solutions

Crosscutting Concepts

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

  Connections to Engineering, Technology, and                      Applications of Science

 

Influence of Science, Engineering, and Technology on Society and the Natural World

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

         Connections to Nature of Science

 

Science Addresses Questions About the Natural and Material World

  • Science and technology may raise ethical issues for which science, by itself, does not provide answers and solutions.
  • Science knowledge indicates what can happen in natural systems—not what should happen. The latter involves ethics, values, and human decisions about the use of knowledge.
  • Many decisions are not made using science alone, but rely on social and cultural contexts to resolve issues.

Connections to other DCIs in this grade-band:

HS.PS3.B ; HS.PS3.D ; HS.LS2.A ; HS.LS2.B ; HS.LS4.D ; HS.ESS2.A

Articulation of DCIs across grade-bands:

MS.PS3.D ; MS.LS2.A ; MS.LS2.B ; MS.LS4.D ; MS.ESS3.A ; MS.ESS3.C

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.1Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-ESS3-2)
RST.11-12.8Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-ESS3-2)
Mathematics -
MP.2Reason abstractly and quantitatively. (HS-ESS3-2)

HS-ESS3-2    Earth and Human Activity

Students who demonstrate understanding can:

HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.* [Clarification Statement: Emphasis is on the conservation, recycling, and reuse of resources (such as minerals and metals) where possible, and on minimizing impacts where it is not. Examples include developing best practices for agricultural soil use, mining (for coal, tar sands, and oil shales), and pumping (for petroleum and natural gas). Science knowledge indicates what can happen in natural systems—not what should happen.]
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

Engaging in Argument from Evidence

Engaging in argument from evidence in 9–12 builds on K–8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about natural and designed world(s). Arguments may also come from current scientific or historical episodes in science.

Disciplinary Core Ideas

ESS3.A: Natural Resources

ETS1.B: Developing Possible Solutions

Crosscutting Concepts

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

  Connections to Engineering, Technology, and                      Applications of Science

 

Influence of Science, Engineering, and Technology on Society and the Natural World

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

         Connections to Nature of Science

 

Science Addresses Questions About the Natural and Material World

  • Science and technology may raise ethical issues for which science, by itself, does not provide answers and solutions.
  • Science knowledge indicates what can happen in natural systems—not what should happen. The latter involves ethics, values, and human decisions about the use of knowledge.
  • Many decisions are not made using science alone, but rely on social and cultural contexts to resolve issues.

Connections to other DCIs in this grade-band:

HS.PS3.B ; HS.PS3.D ; HS.LS2.A ; HS.LS2.B ; HS.LS4.D ; HS.ESS2.A

Articulation of DCIs across grade-bands:

MS.PS3.D ; MS.LS2.A ; MS.LS2.B ; MS.LS4.D ; MS.ESS3.A ; MS.ESS3.C

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.1Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-ESS3-2)
RST.11-12.8Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-ESS3-2)
Mathematics -
MP.2Reason abstractly and quantitatively. (HS-ESS3-2)

HS-ESS3-2    Earth and Human Activity

Students who demonstrate understanding can:

HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.* [Clarification Statement: Emphasis is on the conservation, recycling, and reuse of resources (such as minerals and metals) where possible, and on minimizing impacts where it is not. Examples include developing best practices for agricultural soil use, mining (for coal, tar sands, and oil shales), and pumping (for petroleum and natural gas). Science knowledge indicates what can happen in natural systems—not what should happen.]
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

Engaging in Argument from Evidence

Engaging in argument from evidence in 9–12 builds on K–8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about natural and designed world(s). Arguments may also come from current scientific or historical episodes in science.

Disciplinary Core Ideas

ESS3.A: Natural Resources

ETS1.B: Developing Possible Solutions

Crosscutting Concepts

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

  Connections to Engineering, Technology, and                      Applications of Science

 

Influence of Science, Engineering, and Technology on Society and the Natural World

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

         Connections to Nature of Science

 

Science Addresses Questions About the Natural and Material World

  • Science and technology may raise ethical issues for which science, by itself, does not provide answers and solutions.
  • Science knowledge indicates what can happen in natural systems—not what should happen. The latter involves ethics, values, and human decisions about the use of knowledge.
  • Many decisions are not made using science alone, but rely on social and cultural contexts to resolve issues.

Connections to other DCIs in this grade-band:

HS.PS3.B ; HS.PS3.D ; HS.LS2.A ; HS.LS2.B ; HS.LS4.D ; HS.ESS2.A

Articulation of DCIs across grade-bands:

MS.PS3.D ; MS.LS2.A ; MS.LS2.B ; MS.LS4.D ; MS.ESS3.A ; MS.ESS3.C

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.1Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-ESS3-2)
RST.11-12.8Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-ESS3-2)
Mathematics -
MP.2Reason abstractly and quantitatively. (HS-ESS3-2)

* 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.