K-ESS3-3   Earth and Human Activity

Students who demonstrate understanding can:

K-ESS3-3. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.* [Clarification Statement: Examples of human impact on the land could include cutting trees to produce paper and using resources to produce bottles. Examples of solutions could include reusing paper and recycling cans and bottles.]
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

Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information.

Disciplinary Core Ideas

ESS3.C: Human Impacts on Earth Systems

ETS1.B: Developing Possible Solutions

  • Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people. (secondary)

Crosscutting Concepts

Cause and Effect

Connections to other DCIs in kindergarten:

K.ETS1.A

Articulation of DCIs across grade-levels:

2.ETS1.B ; 4.ESS3.A ; 5.ESS3.C

Common Core State Standards Connections:

ELA/Literacy -
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (K-ESS3-3)

K-ESS3-3   Earth and Human Activity

Students who demonstrate understanding can:

K-ESS3-3. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.* [Clarification Statement: Examples of human impact on the land could include cutting trees to produce paper and using resources to produce bottles. Examples of solutions could include reusing paper and recycling cans and bottles.]
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

Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information.

Disciplinary Core Ideas

ESS3.C: Human Impacts on Earth Systems

ETS1.B: Developing Possible Solutions

  • Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people. (secondary)

Crosscutting Concepts

Cause and Effect

Connections to other DCIs in kindergarten:

K.ETS1.A

Articulation of DCIs across grade-levels:

2.ETS1.B ; 4.ESS3.A ; 5.ESS3.C

Common Core State Standards Connections:

ELA/Literacy -
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (K-ESS3-3)

K-ESS3-3   Earth and Human Activity

Students who demonstrate understanding can:

K-ESS3-3. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.* [Clarification Statement: Examples of human impact on the land could include cutting trees to produce paper and using resources to produce bottles. Examples of solutions could include reusing paper and recycling cans and bottles.]
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

Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information.

Disciplinary Core Ideas

ESS3.C: Human Impacts on Earth Systems

ETS1.B: Developing Possible Solutions

  • Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people. (secondary)

Crosscutting Concepts

Cause and Effect

Connections to other DCIs in kindergarten:

K.ETS1.A

Articulation of DCIs across grade-levels:

2.ETS1.B ; 4.ESS3.A ; 5.ESS3.C

Common Core State Standards Connections:

ELA/Literacy -
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (K-ESS3-3)

* 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
K-ESS3-3-1 Evidence Statements
Related Example Bundles
Kindergarten Thematic Model: Bundle 1
Kindergarten Topic Model: Bundle 2

How to Read the Standards

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