MS-ESS3-3   Earth and Human Activity

Students who demonstrate understanding can:

MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* [Clarification Statement: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).]
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 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories.

Disciplinary Core Ideas

ESS3.C: Human Impacts on Earth Systems

Crosscutting Concepts

Cause and Effect

 

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

  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:

MS.LS2.A ; MS.LS2.C , MS.LS4.D

Articulation of DCIs across grade-bands

3.LS2.C ; 3.LS4.D ; 5.ESS3.C ; HS.LS2.C ; HS.LS4.C ; HS.LS4.D ; HS.ESS2.C ; HS.ESS2.D ; HS.ESS2.E ; HS.ESS3.C ; HS.ESS3.D

Common Core State Standards Connections:

ELA/Literacy -
WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (MS-ESS3-3)
WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (MS-ESS3-3)
Mathematics -
6.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (MS-ESS3-3)
7.RP.A.2 Recognize and represent proportional relationships between quantities. (MS-ESS3-3)
6.EE.B.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. (MS-ESS3-3)
7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. (MS-ESS3-3)

MS-ESS3-3   Earth and Human Activity

Students who demonstrate understanding can:

MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* [Clarification Statement: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).]
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 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories.

Disciplinary Core Ideas

ESS3.C: Human Impacts on Earth Systems

Crosscutting Concepts

Cause and Effect

 

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

  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:

MS.LS2.A ; MS.LS2.C , MS.LS4.D

Articulation of DCIs across grade-bands

3.LS2.C ; 3.LS4.D ; 5.ESS3.C ; HS.LS2.C ; HS.LS4.C ; HS.LS4.D ; HS.ESS2.C ; HS.ESS2.D ; HS.ESS2.E ; HS.ESS3.C ; HS.ESS3.D

Common Core State Standards Connections:

ELA/Literacy -
WHST.6-8.7Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (MS-ESS3-3)
WHST.6-8.8Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (MS-ESS3-3)
Mathematics -
6.RP.A.1Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (MS-ESS3-3)
7.RP.A.2Recognize and represent proportional relationships between quantities. (MS-ESS3-3)
6.EE.B.6Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. (MS-ESS3-3)
7.EE.B.4Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. (MS-ESS3-3)

MS-ESS3-3   Earth and Human Activity

Students who demonstrate understanding can:

MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* [Clarification Statement: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).]
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 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories.

Disciplinary Core Ideas

ESS3.C: Human Impacts on Earth Systems

Crosscutting Concepts

Cause and Effect

 

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

  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:

MS.LS2.A ; MS.LS2.C , MS.LS4.D

Articulation of DCIs across grade-bands

3.LS2.C ; 3.LS4.D ; 5.ESS3.C ; HS.LS2.C ; HS.LS4.C ; HS.LS4.D ; HS.ESS2.C ; HS.ESS2.D ; HS.ESS2.E ; HS.ESS3.C ; HS.ESS3.D

Common Core State Standards Connections:

ELA/Literacy -
WHST.6-8.7Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (MS-ESS3-3)
WHST.6-8.8Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (MS-ESS3-3)
Mathematics -
6.RP.A.1Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (MS-ESS3-3)
7.RP.A.2Recognize and represent proportional relationships between quantities. (MS-ESS3-3)
6.EE.B.6Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. (MS-ESS3-3)
7.EE.B.4Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. (MS-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
MS-ESS3-3-1 Evidence Statements
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How to Read the Standards

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