MS-ESS3-4   Earth and Human Activity

Students who demonstrate understanding can:

MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. [Clarification Statement: Examples of evidence include grade-appropriate databases on human populations and the rates of consumption of food and natural resources (such as freshwater, mineral, and energy). Examples of impacts can include changes to the appearance, composition, and structure of Earth’s systems as well as the rates at which they change. The consequences of increases in human populations and consumption of natural resources are described by science, but science does not make the decisions for the actions society takes.]
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 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world(s).

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 Nature of Science

 

Science Addresses Questions About the Natural and Material World

  • Scientific knowledge can describe the consequences of actions but does not necessarily prescribe the decisions that society takes.

Connections to other DCIs in this grade-band:

MS.LS2.A ; MS.LS4.D

Articulation of DCIs across grade-bands

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

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS3-4)
WHST.6-8.1Write arguments focused on discipline content. (MS-ESS3-4)
WHST.6-8.9Draw evidence from informational texts to support analysis, reflection, and research. (MS-ESS3-4)
Mathematics -
6.RP.A.1Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (MS-ESS3-4)
7.RP.A.2Recognize and represent proportional relationships between quantities. (MS-ESS3-4)
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-ESS3-4)
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-ESS3-4)

MS-ESS3-4   Earth and Human Activity

Students who demonstrate understanding can:

MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. [Clarification Statement: Examples of evidence include grade-appropriate databases on human populations and the rates of consumption of food and natural resources (such as freshwater, mineral, and energy). Examples of impacts can include changes to the appearance, composition, and structure of Earth’s systems as well as the rates at which they change. The consequences of increases in human populations and consumption of natural resources are described by science, but science does not make the decisions for the actions society takes.]
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 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world(s).

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 Nature of Science

 

Science Addresses Questions About the Natural and Material World

  • Scientific knowledge can describe the consequences of actions but does not necessarily prescribe the decisions that society takes.

Connections to other DCIs in this grade-band:

MS.LS2.A ; MS.LS4.D

Articulation of DCIs across grade-bands

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

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS3-4)
WHST.6-8.1Write arguments focused on discipline content. (MS-ESS3-4)
WHST.6-8.9Draw evidence from informational texts to support analysis, reflection, and research. (MS-ESS3-4)
Mathematics -
6.RP.A.1Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (MS-ESS3-4)
7.RP.A.2Recognize and represent proportional relationships between quantities. (MS-ESS3-4)
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-ESS3-4)
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-ESS3-4)

MS-ESS3-4   Earth and Human Activity

Students who demonstrate understanding can:

MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. [Clarification Statement: Examples of evidence include grade-appropriate databases on human populations and the rates of consumption of food and natural resources (such as freshwater, mineral, and energy). Examples of impacts can include changes to the appearance, composition, and structure of Earth’s systems as well as the rates at which they change. The consequences of increases in human populations and consumption of natural resources are described by science, but science does not make the decisions for the actions society takes.]
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 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world(s).

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 Nature of Science

 

Science Addresses Questions About the Natural and Material World

  • Scientific knowledge can describe the consequences of actions but does not necessarily prescribe the decisions that society takes.

Connections to other DCIs in this grade-band:

MS.LS2.A ; MS.LS4.D

Articulation of DCIs across grade-bands

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

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS3-4)
WHST.6-8.1Write arguments focused on discipline content. (MS-ESS3-4)
WHST.6-8.9Draw evidence from informational texts to support analysis, reflection, and research. (MS-ESS3-4)
Mathematics -
6.RP.A.1Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (MS-ESS3-4)
7.RP.A.2Recognize and represent proportional relationships between quantities. (MS-ESS3-4)
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-ESS3-4)
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-ESS3-4)

* 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
MS-ESS3-4-1 Evidence Statements
Related Quality Units
Middle School: Disruptions in Ecosystems
Middle School: K-12 Alliance: Understanding White Sharks
Middle School: OpenSciEd Unit 7.6: How Do Changes in Earth’s System Impact Our Communities and What Can We Do About It?
Related Example Bundles
Middle School Phenomenon Model Course 3: Bundle 3
Middle School Topic Model Course 3: Bundle 4

How to Read the Standards

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