Difference between revisions of "HS-ESS3-2"
From NY Science Standards Wiki
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| + | {{DISPLAYTITLE:HS-ESS3-2 {{!}} Resource Use and Conservation}} | ||
| + | {{Navlinks|HS-ESS3-1|HS-ESS3-3|← HS-ESS3-1|HS-ESS3-3 →}} | ||
{{learningstandard | {{learningstandard | ||
| ls = Evaluate competing design solutions for developing, managing, and utilizing energy and mineral | | ls = Evaluate competing design solutions for developing, managing, and utilizing energy and mineral | ||
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| cs = 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. | | cs = 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. | ||
| ab = | | ab = | ||
| + | }} | ||
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| + | {{PerformanceLevel}} | ||
| + | {{PLTable | ||
| + | | Level5 = Design a solution for developing, managing, and utilizing energy or mineral resources based on cost‐benefit ratios taking into consideration social, ethical, environmental, or geopolitical issues. | ||
| + | | Level4 = Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios. | ||
| + | | Level3 = Evaluate competing design solutions for developing or managing, or utilizing energy or (mineral) resources based on cost-benefit ratios. | ||
| + | | Level2 = Evaluate given design solutions for developing or managing or utilizing energy or (mineral) resources based on cost‐benefit ratios. | ||
| + | | Level1 = Given a design solution, identify the benefit(s)/costs of developing or managing or utilizing energy or (mineral) resources. | ||
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Latest revision as of 21:42, 28 April 2025
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.
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.
Design a solution for developing, managing, and utilizing energy or mineral resources based on cost‐benefit ratios taking into consideration social, ethical, environmental, or geopolitical issues.
Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
Evaluate competing design solutions for developing or managing, or utilizing energy or (mineral) resources based on cost-benefit ratios.
Evaluate given design solutions for developing or managing or utilizing energy or (mineral) resources based on cost‐benefit ratios.
Given a design solution, identify the benefit(s)/costs of developing or managing or utilizing energy or (mineral) resources.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-ESS3-2.
This section could be expanded upon. You can help out by adding to this section.
Assessment
What assessment of HS-ESS3-2 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-ESS3-2 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: 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).
Disciplinary Core Ideas
- 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.
Crosscutting Concepts
- 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.
Page contributors: Conrad Richman, Caroline Leonard