HS-ESS3-4    Earth and Human Activity

Students who demonstrate understanding can:

HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.* [Clarification Statement: Examples of data on the impacts of human activities could include the quantities and types of pollutants released, changes to biomass and species diversity, or areal changes in land surface use (such as for urban development, agriculture and livestock, or surface mining). Examples for limiting future impacts could range from local efforts (such as reducing, reusing, and recycling resources) to large-scale geoengineering design solutions (such as altering global temperatures by making large changes to the atmosphere or ocean).]
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

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific knowledge, principles, and theories.

Disciplinary Core Ideas

ESS3.C: Human Impacts on Earth Systems

ETS1.B: Developing Possible Solutions

Crosscutting Concepts

Stability and Change

 

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

  Connections to Engineering, Technology, and                      Applications of Science

 

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

Connections to other DCIs in this grade-band:

HS.LS2.C ; HS.LS4.D

Articulation of DCIs across grade-bands:

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

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-ESS3-4)
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-ESS3-4)
Mathematics -
MP.2Reason abstractly and quantitatively. (HS-ESS3-4)
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-ESS3-4)
HSN.Q.A.2Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS3-4)
HSN.Q.A.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS3-4)

HS-ESS3-4    Earth and Human Activity

Students who demonstrate understanding can:

HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.* [Clarification Statement: Examples of data on the impacts of human activities could include the quantities and types of pollutants released, changes to biomass and species diversity, or areal changes in land surface use (such as for urban development, agriculture and livestock, or surface mining). Examples for limiting future impacts could range from local efforts (such as reducing, reusing, and recycling resources) to large-scale geoengineering design solutions (such as altering global temperatures by making large changes to the atmosphere or ocean).]
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

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific knowledge, principles, and theories.

Disciplinary Core Ideas

ESS3.C: Human Impacts on Earth Systems

ETS1.B: Developing Possible Solutions

Crosscutting Concepts

Stability and Change

 

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

  Connections to Engineering, Technology, and                      Applications of Science

 

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

Connections to other DCIs in this grade-band:

HS.LS2.C ; HS.LS4.D

Articulation of DCIs across grade-bands:

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

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-ESS3-4)
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-ESS3-4)
Mathematics -
MP.2Reason abstractly and quantitatively. (HS-ESS3-4)
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-ESS3-4)
HSN.Q.A.2Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS3-4)
HSN.Q.A.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS3-4)

HS-ESS3-4    Earth and Human Activity

Students who demonstrate understanding can:

HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.* [Clarification Statement: Examples of data on the impacts of human activities could include the quantities and types of pollutants released, changes to biomass and species diversity, or areal changes in land surface use (such as for urban development, agriculture and livestock, or surface mining). Examples for limiting future impacts could range from local efforts (such as reducing, reusing, and recycling resources) to large-scale geoengineering design solutions (such as altering global temperatures by making large changes to the atmosphere or ocean).]
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

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific knowledge, principles, and theories.

Disciplinary Core Ideas

ESS3.C: Human Impacts on Earth Systems

ETS1.B: Developing Possible Solutions

Crosscutting Concepts

Stability and Change

 

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

  Connections to Engineering, Technology, and                      Applications of Science

 

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

Connections to other DCIs in this grade-band:

HS.LS2.C ; HS.LS4.D

Articulation of DCIs across grade-bands:

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

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-ESS3-4)
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-ESS3-4)
Mathematics -
MP.2Reason abstractly and quantitatively. (HS-ESS3-4)
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-ESS3-4)
HSN.Q.A.2Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS3-4)
HSN.Q.A.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS3-4)

* 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.

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Related Evidence Statements
HS-ESS3-4-1 Evidence Statements
Related Quality Units
High School: OpenSciEd Unit C.4 Chemical Reactions in Our World
High School: Relevant Classroom/Vivayic: Media Mayhem
High School: OpenSciEd Unit C.5 Energy from Chemical & Nuclear Reactions
Related Example Bundles
High School Conceptual Progression Model Course 3: Bundle 3
High School Domains Model Course 3: Life Sciences: Bundle 6

How to Read the Standards

The standards integrate three dimensions within each standard and have intentional connections across standards. More...