Difference between revisions of "HS-ESS3-5"
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{{learningstandard | {{learningstandard | ||
| − | | ls = Analyze geoscience data and the results from global climate models to make an evidence-based | + | | ls = Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems. |
| − | forecast of the current rate of global or regional climate change and associated future impacts to Earth | ||
| − | systems. | ||
| cs = Examples of evidence, for both data and climate model outputs, are for climate changes (such as precipitation and temperature) and their associated impacts (such as on sea level, glacial ice volumes, or atmosphere and ocean composition). | | cs = Examples of evidence, for both data and climate model outputs, are for climate changes (such as precipitation and temperature) and their associated impacts (such as on sea level, glacial ice volumes, or atmosphere and ocean composition). | ||
| ab = Assessment is limited to one example of a climate change and its associated impacts. | | ab = Assessment is limited to one example of a climate change and its associated impacts. | ||
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| TOPIC = HS. Weather and Climate | | TOPIC = HS. Weather and Climate | ||
}} | }} | ||
| + | <metadesc>NYS Standard HS-ESS3-5: Analyze geoscience data and the results from global climate models to make an evidence-based | ||
| + | forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.</metadesc> | ||
Revision as of 07:24, 11 April 2025
Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.
Clarification statement: Examples of evidence, for both data and climate model outputs, are for climate changes (such as precipitation and temperature) and their associated impacts (such as on sea level, glacial ice volumes, or atmosphere and ocean composition).
Assessment boundary: Assessment is limited to one example of a climate change and its associated impacts.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-ESS3-5.
This section could be expanded upon. You can help out by adding to this section.
Assessment
What assessment of HS-ESS3-5 might look like on a NY state exam.
This section could be expanded upon. You can help out by adding to this section.
NGSS Dimensions
Performance expectation HS-ESS3-5 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
- Analyzing and interpreting data: Analyze data using tools, technologies and/or models (e.g., computational or mathematical) in order to make valid and reliable scientific claims or determine optimal design solution.
- Scientific Investigations Use a Variety of Methods: Science investigations use diverse methods and do not always use the same set of procedures to obtain data.
- Scientific Investigations Use a Variety of Methods: New technologies advance scientific knowledge.
- Scientific Knowledge is Based on Empirical Evidence: Science knowledge is based on empirical evidence.
- Scientific Knowledge is Based on Empirical Evidence: Science arguments are strengthened by multiple lines of evidence supporting a single explanation.
- Global climate change: Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts.
- Stability and change: Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible.