Difference between revisions of "HS-ESS3-6"
From NY Science Standards Wiki
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| + | {{DISPLAYTITLE:HS-ESS3-6 {{!}} Human Impact on Earth Systems}} | ||
| + | {{Navlinks|HS-ESS3-4||← HS-ESS3-4|}} | ||
{{learningstandard | {{learningstandard | ||
| − | | ls = Use a computational representation to illustrate the relationships among Earth systems and how those | + | | ls = Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. |
| − | relationships are being modified due to human activity. | ||
| cs = Examples of Earth systems to be considered are the hydrosphere, atmosphere, cryosphere, geosphere, and/or biosphere. An example of the far-reaching impacts from a human activity is how an increase in atmospheric carbon dioxide results in an increase in photosynthetic biomass on land and an increase in ocean acidification, with resulting impacts on sea organism health and marine populations. | | cs = Examples of Earth systems to be considered are the hydrosphere, atmosphere, cryosphere, geosphere, and/or biosphere. An example of the far-reaching impacts from a human activity is how an increase in atmospheric carbon dioxide results in an increase in photosynthetic biomass on land and an increase in ocean acidification, with resulting impacts on sea organism health and marine populations. | ||
| ab = Assessment does not include running computational representations but is limited to using the published results of scientific computational models. | | ab = Assessment does not include running computational representations but is limited to using the published results of scientific computational models. | ||
| + | }} | ||
| + | |||
| + | {{PerformanceLevel}} | ||
| + | {{PLTable | ||
| + | | Level5 = Create a computational representation to illustrate the relationships among Earth systems and make a claim using empirical data about how those relationships are being modified due to human activity. | ||
| + | | Level4 = Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. | ||
| + | | Level3 = Given data and/or a model (computational representation), describe a relationship among Earth systems and how that relationship is being modified due to human activity. | ||
| + | | Level2 = Given data and/or a model (computational representation), identify the relationship between two Earth systems that are being modified due to human activity. | ||
| + | | Level1 = Given data and/or a model (computational/ graphic representation), identify how one Earth system is being modified due to human activity. | ||
}} | }} | ||
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{{Dimensionstable | {{Dimensionstable | ||
| − | | SEP1 = | + | | SEP1 = Using mathematics and computational thinking: Use a computational representation of phenomena or design solutions to describe and/or support claims and/or explanations. |
| − | | DCI1 = | + | | DCI1 = Weather and climate: Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere. |
| − | | CC1 = | + | | DCI2 = Global climate change: Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities. |
| + | | CC1 = Systems and system models: When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models. | ||
}} | }} | ||
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{{Pagecontributors}} | {{Pagecontributors}} | ||
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| TOPIC = HS. Human Sustainability | | TOPIC = HS. Human Sustainability | ||
}} | }} | ||
| + | <metadesc>NYS Standard HS-ESS3-6: Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.</metadesc> | ||
Latest revision as of 21:45, 28 April 2025
Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
Clarification statement: Examples of Earth systems to be considered are the hydrosphere, atmosphere, cryosphere, geosphere, and/or biosphere. An example of the far-reaching impacts from a human activity is how an increase in atmospheric carbon dioxide results in an increase in photosynthetic biomass on land and an increase in ocean acidification, with resulting impacts on sea organism health and marine populations.
Assessment boundary: Assessment does not include running computational representations but is limited to using the published results of scientific computational models.
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.
Create a computational representation to illustrate the relationships among Earth systems and make a claim using empirical data about how those relationships are being modified due to human activity.
Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
Given data and/or a model (computational representation), describe a relationship among Earth systems and how that relationship is being modified due to human activity.
Given data and/or a model (computational representation), identify the relationship between two Earth systems that are being modified due to human activity.
Given data and/or a model (computational/ graphic representation), identify how one Earth system is being modified due to human activity.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-ESS3-6.
This section could be expanded upon. You can help out by adding to this section.
Assessment
What assessment of HS-ESS3-6 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-ESS3-6 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
- Using mathematics and computational thinking: Use a computational representation of phenomena or design solutions to describe and/or support claims and/or explanations.
Disciplinary Core Ideas
- Weather and climate: Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere.
- Global climate change: Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities.
Crosscutting Concepts
- Systems and system models: When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models.
Page contributors: Conrad Richman, Caroline Leonard