HS-ESS3-2 | Resource Use and Conservation
Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
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.
Assessment
What assessment of HS-ESS3-2 might look like on a NY state exam.
Performance Level Descriptions
PLDs communicate the knowledge and skills expected of students to demonstrate proficiency in each Learning Standard. NYS assessments classify student performance into one of five levels.
Vocabulary
Terms from the Earth & Space Science Glossary that come from this standard or from the released exam questions that assess it.
- agricultural soil use
- argument
- coal
- competing design solutions
- conservation
- constraints
- cost, safety, reliability, and aesthetics
- cost-benefit ratios
- costs and benefits
- design solution
- energy and mineral resources
- minerals
- mining
- natural gas
- natural resources
- natural systems
- new technologies
- oil shales
- petroleum
- recycling
- resource extraction
- reuse
- social, cultural, and environmental impacts
- sustainability
- tar sands
- atmosphere – Aug 2026
- biodiversity – Jan 2026
- biomass – Aug 2026
- carbon dioxide – June 2025
- dams – Aug 2025
- Earth – Aug 2026
- Earth’s surface – Jan 2026
- emissions – Aug 2026, June 2025
- Energy Return on Investment (EROI) – Aug 2025
- fossil fuels – Aug 2026
- kiln – Aug 2026
- lava – June 2026
- lava flows – June 2026
- life cycle emissions – June 2025
- model – Jan 2026
- ocean – Jan 2026
- oxygen – Aug 2026
- plastic pollution – Jan 2026
- power grid – Aug 2025
- quarry – Jan 2026
- reclamation – Jan 2026
- river – Jan 2026, Aug 2025
- river discharge – Aug 2025
- tailpipe emissions – June 2025
- volcanic eruptions – June 2026
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-ESS3-2.
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NGSS Dimensions
Performance expectation HS-ESS3-2 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
- 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).
- 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.
- 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.
- Influence of Engineering, Technology, and Science on Society and the Natural World: Engineers continuously modify these systems to increase benefits while decreasing costs and risks
- Influence of Engineering, Technology, and Science on Society and the Natural World: Analysis of costs and benefits is a critical aspect of decisions about technology.
- 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 Addresses Questions About the Natural and Material World: 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.