HS-ESS3-2 Earth and Human Activity

Students who demonstrate understanding can:

HS-ESS3-2.

[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.

Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and logical arguments regarding relevant factors (e.g. economic, societal, environmental, ethical considerations).

Disciplinary Core Ideas

ESS3.A: Natural Resources

All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors.

ETS1.B: Developing Possible Solutions

When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (secondary)

Crosscutting Concepts

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Connections to Engineering, Technology, and Applications of Science

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

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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.11-12.1	Cite 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.11-12.8	Evaluate 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.2	Reason abstractly and quantitatively. (HS-ESS3-2)

Students who demonstrate understanding can:

HS-ESS3-2.

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

Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and logical arguments regarding relevant factors (e.g. economic, societal, environmental, ethical considerations).

Disciplinary Core Ideas

ESS3.A: Natural Resources

All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors.

ETS1.B: Developing Possible Solutions

When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (secondary)

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.11-12.1	Cite 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.11-12.8	Evaluate 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.2	Reason abstractly and quantitatively. (HS-ESS3-2)

Students who demonstrate understanding can:

HS-ESS3-2.

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

Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and logical arguments regarding relevant factors (e.g. economic, societal, environmental, ethical considerations).

Disciplinary Core Ideas

ESS3.A: Natural Resources

All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors.

ETS1.B: Developing Possible Solutions

When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (secondary)

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.11-12.1	Cite 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.11-12.8	Evaluate 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.2	Reason abstractly and quantitatively. (HS-ESS3-2)

Science and Engineering Practices

Engaging in Argument from Evidence

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 Engineering Practices

Engaging in Argument from Evidence

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 Engineering Practices

Engaging in Argument from Evidence

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

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