Difference between revisions of "HS-ESS3-3"
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{{Navlinks|HS-ESS3-2|HS-ESS3-4|← HS-ESS3-2|HS-ESS3-4 →}} | {{Navlinks|HS-ESS3-2|HS-ESS3-4|← HS-ESS3-2|HS-ESS3-4 →}} | ||
{{learningstandard | {{learningstandard | ||
| + | | topic = Resource Management and Sustainability | ||
| ls = Create a computational simulation to illustrate the relationships among management of natural | | ls = Create a computational simulation to illustrate the relationships among management of natural | ||
resources, the sustainability of human populations, and biodiversity. | resources, the sustainability of human populations, and biodiversity. | ||
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! style="padding: 0.5em 1.5em;" | Question | ! style="padding: 0.5em 1.5em;" | Question | ||
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| − | | rowspan="2" style="background-color:white;" | [[August 2026 Earth and Space Science Exam|August 2026]] | + | | rowspan="2" style="background-color:white;" | [[August 2026 Earth and Space Science Exam|August 2026 Earth and Space Sciences Regents]] |
| style="background-color:white;" | [[Questions:The Aral Sea Region|The Aral Sea Region]] | | style="background-color:white;" | [[Questions:The Aral Sea Region|The Aral Sea Region]] | ||
| style="background-color:white;" | [[Questions:The Aral Sea Region#q3|Question 30]] | | style="background-color:white;" | [[Questions:The Aral Sea Region#q3|Question 30]] | ||
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| style="background-color:white;" | [[Questions:The Gulf#q4|Question 36]] | | style="background-color:white;" | [[Questions:The Gulf#q4|Question 36]] | ||
|- | |- | ||
| − | | style="background-color:white;" | [[June 2026 Earth and Space Science Exam|June 2026]] | + | | style="background-color:white;" | [[June 2026 Earth and Space Science Exam|June 2026 Earth and Space Sciences Regents]] |
| style="background-color:white;" | [[Questions:The Influence of Volcanoes on Earth’s Systems|The Influence of Volcanoes on Earth’s Systems]] | | style="background-color:white;" | [[Questions:The Influence of Volcanoes on Earth’s Systems|The Influence of Volcanoes on Earth’s Systems]] | ||
| style="background-color:white;" | [[Questions:The Influence of Volcanoes on Earth’s Systems#q3|Question 26]] | | style="background-color:white;" | [[Questions:The Influence of Volcanoes on Earth’s Systems#q3|Question 26]] | ||
|- | |- | ||
| − | | style="background-color:white;" | [[January 2026 Earth and Space Science Exam|January 2026]] | + | | style="background-color:white;" | [[January 2026 Earth and Space Science Exam|January 2026 Earth and Space Sciences Regents]] |
| style="background-color:white;" | [[Questions:Rubber Ducks and Pacific Ocean Trash|Rubber Ducks and Pacific Ocean Trash]] | | style="background-color:white;" | [[Questions:Rubber Ducks and Pacific Ocean Trash|Rubber Ducks and Pacific Ocean Trash]] | ||
| style="background-color:white;" | [[Questions:Rubber Ducks and Pacific Ocean Trash#q3|Question 8]] | | style="background-color:white;" | [[Questions:Rubber Ducks and Pacific Ocean Trash#q3|Question 8]] | ||
|- | |- | ||
| − | | rowspan="4" style="background-color:white;" | [[June 2025 Earth and Space Science Exam|June 2025]] | + | | rowspan="4" style="background-color:white;" | [[June 2025 Earth and Space Science Exam|June 2025 Earth and Space Sciences Regents]] |
| style="background-color:white;" | [[Questions:Mining and Use of Lithium|Mining and Use of Lithium]] | | style="background-color:white;" | [[Questions:Mining and Use of Lithium|Mining and Use of Lithium]] | ||
| style="background-color:white;" | [[Questions:Mining and Use of Lithium#q3|Question 33]] | | style="background-color:white;" | [[Questions:Mining and Use of Lithium#q3|Question 33]] | ||
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| style="background-color:white;" | [[Questions:Human Impact on Earth#q2|Question 42]] | | style="background-color:white;" | [[Questions:Human Impact on Earth#q2|Question 42]] | ||
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== Vocabulary == | == Vocabulary == | ||
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* [[Questions:Mining and Use of Lithium#q5|wetlands]] – June 2025 | * [[Questions:Mining and Use of Lithium#q5|wetlands]] – June 2025 | ||
</div> | </div> | ||
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| + | {{PerformanceLevel}} | ||
| + | {{PLTable | ||
| + | | Level5 = Create a computational simulation resulting in multiple data sets to illustrate relationships among the management of natural resources, the sustainability of human populations, and/or biodiversity. Compare the outcomes with what is known about the real world. | ||
| + | | Level4 = Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. | ||
| + | | Level3 = Given parameters/data (from a computational simulation), describe a relationship among the management of natural resources, and the sustainability of human populations and biodiversity. | ||
| + | | Example3 = <span class="pld-chip pld-chip-ess">[[Questions:The Gulf#q4|Aug 2026 · Q36]]</span> | ||
| + | | Level2 = Given parameters /or data (in a computational simulation), describe a relationship between two of the following: the management of natural resources, the sustainability of human populations, and/or biodiversity <b><u>or</u></b> identify how a solution to the management of natural resources or the sustainability of human populations, and/or biodiversity reduces the impact on humans. | ||
| + | | Example2 = <span class="pld-chip pld-chip-ess">[[Questions:The Aral Sea Region#q3|Aug 2026 · Q30]]</span> <span class="pld-chip pld-chip-ess">[[Questions:Rubber Ducks and Pacific Ocean Trash#q3|Jan 2026 · Q8]]</span> <span class="pld-chip pld-chip-ess">[[Questions:Mining and Use of Lithium#q5|June 2025 · Q35]]</span> | ||
| + | | Level1 = Based on data (from a computational simulation), identify the relationship, from those provided, between two of the following: the management of natural resources, the sustainability of human populations, and biodiversity. | ||
| + | | Example1 = <span class="pld-chip pld-chip-ess">[[Questions:The Influence of Volcanoes on Earth’s Systems#q3|June 2026 · Q26]]</span> <span class="pld-chip pld-chip-ess">[[Questions:Human Impact on Earth#q1|June 2025 · Q41]]</span> <span class="pld-chip pld-chip-ess">[[Questions:Human Impact on Earth#q2|June 2025 · Q42]]</span> <span class="pld-chip pld-chip-ess">[[Questions:Mining and Use of Lithium#q3|June 2025 · Q33]]</span> | ||
| + | }} | ||
== {{Resourcesheading}} == | == {{Resourcesheading}} == | ||
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| TOPIC = HS. Human Sustainability | | TOPIC = HS. Human Sustainability | ||
}} | }} | ||
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Latest revision as of 09:46, 18 October 2026
Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.
Clarification statement: Examples of factors that affect the management of natural resources include costs of resource extraction and waste management, per-capita consumption, and the development of new technologies. Examples of factors that affect human sustainability include agricultural efficiency, levels of conservation, and urban planning.
Assessment boundary: Assessment for computational simulations is limited to using provided multi-parameter programs or constructing simplified spreadsheet calculations.
Regents Exam Questions
Released New York State Regents exam questions that assess HS-ESS3-3 are listed here by exam and question cluster. Each link opens the question with its answer key.
Vocabulary
Terms from the Earth & Space Science Glossary that come from this standard or from the released exam questions that assess it.
From this standard
- agricultural efficiency
- biodiversity
- computational simulation
- conservation
- Earth
- human impacts
- model
- natural resources
- new technologies
- per-capita consumption
- resource extraction
- resource management
- sustainability
- urban planning
- waste management
From released exam questions
- atmosphere – June 2026, June 2025
- barrier island – Aug 2026
- bioaccumulation – Jan 2026
- brine – June 2025
- carbon dioxide – June 2025
- climate change – June 2026, June 2025
- coal – June 2025
- deforestation – June 2025
- dunes – Aug 2026
- Earth’s surface – June 2026
- emissions – June 2025
- energy flow – June 2026
- erosion – Aug 2026
- evaporation – June 2025
- food chain – Jan 2026
- fossil fuel reserves – June 2025
- fossil fuels – June 2025
- fresh water – Aug 2026
- geothermal energy – June 2026
- greenhouse gas emissions – June 2025
- greenhouse gases – June 2025
- hurricanes – Aug 2026
- irrigation – Aug 2026
- kiln – June 2025
- lithosphere – June 2026
- mass – Jan 2026
- microplastics – Jan 2026
- minerals – June 2026
- mining – June 2025
- mitigate – Aug 2026, June 2026
- natural gas – June 2025
- ocean – Jan 2026
- open pit mine – June 2025
- peninsula – Aug 2026
- population growth – June 2025
- precipitation – June 2025
- river – Aug 2026
- saline aquifer – June 2025
- solar energy – June 2025
- solar evaporation ponds – June 2025
- storm surge – Aug 2026
- volcanic activity – June 2026
- volcano – June 2026
- wetland loss – June 2025
- wetlands – June 2025
Performance Level Descriptions
Every Regents exam question on HS-ESS3-3 is written to match one of the performance level descriptions (PLDs) below.
Level 1: Based on data (from a computational simulation), identify the relationship, from those provided, between two of the following: the management of natural resources, the sustainability of human populations, and biodiversity. June 2026 · Q26 June 2025 · Q41 June 2025 · Q42 June 2025 · Q33
Level 2: Given parameters /or data (in a computational simulation), describe a relationship between two of the following: the management of natural resources, the sustainability of human populations, and/or biodiversity or identify how a solution to the management of natural resources or the sustainability of human populations, and/or biodiversity reduces the impact on humans. Aug 2026 · Q30 Jan 2026 · Q8 June 2025 · Q35
Level 3: Given parameters/data (from a computational simulation), describe a relationship among the management of natural resources, and the sustainability of human populations and biodiversity. Aug 2026 · Q36
Level 4: Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.
Level 5: Create a computational simulation resulting in multiple data sets to illustrate relationships among the management of natural resources, the sustainability of human populations, and/or biodiversity. Compare the outcomes with what is known about the real world.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-ESS3-3.
This section could be expanded upon. You can help out by adding to this section.
NGSS Dimensions
Performance expectation HS-ESS3-3 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: Create a computational model or simulation of a phenomenon, designed device, process, or system.
Disciplinary Core Ideas
- Human impacts on Earth systems: The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources.
Crosscutting Concepts
- 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.
- Influence of Engineering, Technology, and Science on Society and the Natural World: Modern civilization depends on major technological systems.
- Influence of Engineering, Technology, and Science on Society and the Natural World: New technologies can have deep impacts on society and the environment, including some that were not anticipated.
- Science is a Human Endeavor: Scientific knowledge is a result of human endeavors, imagination, and creativity.
Page contributors: Conrad Richman, Caroline Leonard