Difference between revisions of "MS-ESS3-3"
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Latest revision as of 20:56, 11 May 2025
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
Clarification statement: Examples of the design process could include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts could include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).
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 four levels.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of MS-ESS3-3.
This section could be expanded upon. You can help out by adding to this section.
Assessment
What assessment of MS-ESS3-3 might look like on a NY state exam.
NGSS Dimensions
Performance expectation MS-ESS3-3 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
- Constructing Explanations and Designing Solutions
- Apply scientific principles to design an object, tool, process or system.
- ESS3.C: Human Impacts on Earth Systems
- Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things.
- Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise.
- Cause and Effect
- Relationships can be classified as causal or correlational, and correlation does not necessarily imply causation.