Difference between revisions of "MS-ESS3-3"
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| style="background-color:white;" | [[Questions:Ecosystem of the Eastern Bluebird#q5|Question 48]] | | style="background-color:white;" | [[Questions:Ecosystem of the Eastern Bluebird#q5|Question 48]] | ||
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| + | |||
| + | == Vocabulary == | ||
| + | Terms from the [[Middle School Science Glossary]] that come from this standard or from the released Grade 8 Science Test questions that assess it. | ||
| + | |||
| + | <div class="vocab-subhead">From this standard</div> | ||
| + | <div class="vocab-list" style="column-width:14em;"> | ||
| + | * agriculture | ||
| + | * air pollution | ||
| + | * aquifer | ||
| + | * biosphere | ||
| + | * constraint | ||
| + | * dam | ||
| + | * design process | ||
| + | * environment | ||
| + | * environmental impact | ||
| + | * extinction | ||
| + | * feasible solution | ||
| + | * habitat | ||
| + | * human activity | ||
| + | * human impact | ||
| + | * human population | ||
| + | * land pollution | ||
| + | * land usage | ||
| + | * levee | ||
| + | * natural habitat | ||
| + | * natural resource | ||
| + | * per-capita consumption | ||
| + | * pollution | ||
| + | * scientific principle | ||
| + | * solution | ||
| + | * species | ||
| + | * stream | ||
| + | * urban development | ||
| + | * water pollution | ||
| + | * water usage | ||
| + | * wetland | ||
| + | </div> | ||
| + | |||
| + | <div class="vocab-subhead">From released test questions</div> | ||
| + | <div class="vocab-list" style="column-width:20em;"> | ||
| + | * [[Questions:Ecosystem of the Eastern Bluebird#q5|bluebird box]] – Spring 2024 | ||
| + | * [[Questions:Ecosystem of the Eastern Bluebird#q5|cancer]] – Spring 2024 | ||
| + | * [[Questions:Ecosystem of the Eastern Bluebird#q5|crop]] – Spring 2024 | ||
| + | * [[Questions:Reservoirs and Town Water Districts#q1|data]] – Spring 2024 | ||
| + | * [[Questions:Reservoirs and Town Water Districts#q1|drinking water]] – Spring 2024 | ||
| + | * [[Questions:Ecosystem of the Eastern Bluebird#q5|food crop]] – Spring 2024 | ||
| + | * [[Questions:Reservoirs and Town Water Districts#q1|groundwater]] – Spring 2024 | ||
| + | * [[Questions:Ecosystem of the Eastern Bluebird#q5|health risk]] – Spring 2024 | ||
| + | * [[Questions:Ecosystem of the Eastern Bluebird#q5|insect]] – Spring 2024 | ||
| + | * [[Questions:Reservoirs and Town Water Districts#q1|monitoring method]] – Spring 2024 | ||
| + | * [[Questions:Ecosystem of the Eastern Bluebird#q5|pesticide]] – Spring 2024 | ||
| + | * [[Questions:Ecosystem of the Eastern Bluebird#q5|pollination]] – Spring 2024 | ||
| + | * [[Questions:Reservoirs and Town Water Districts#q1|population]] – Spring 2024 | ||
| + | * [[Questions:Reservoirs and Town Water Districts#q1|reservoir]] – Spring 2024 | ||
| + | * [[Questions:Ecosystem of the Eastern Bluebird#q5|synthetic pesticide]] – Spring 2024 | ||
| + | * [[Questions:Reservoirs and Town Water Districts#q1|system]] – Spring 2024 | ||
| + | * [[Questions:Reservoirs and Town Water Districts#q1|treatment plant]] – Spring 2024 | ||
| + | * [[Questions:Reservoirs and Town Water Districts#q1|water main]] – Spring 2024 | ||
| + | * [[Questions:Reservoirs and Town Water Districts#q1|water meter]] – Spring 2024 | ||
| + | * [[Questions:Reservoirs and Town Water Districts#q1|water supply]] – Spring 2024 | ||
| + | * [[Questions:Reservoirs and Town Water Districts#q1|well (water well)]] – Spring 2024 | ||
| + | </div> | ||
{{PerformanceLevelMS}} | {{PerformanceLevelMS}} | ||
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| Level3 = Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. | | Level3 = Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. | ||
| Level2 = Given the design of a method that monitors and minimizes a human impact on the environment, identify one positive or one negative impact of the design. | | Level2 = Given the design of a method that monitors and minimizes a human impact on the environment, identify one positive or one negative impact of the design. | ||
| + | | Example2 = <span class="pld-chip pld-chip-ms">[[Questions:Reservoirs and Town Water Districts#q1|Spring 2024 · Q17]]</span> | ||
| Level1 = Identify how a given design method that monitors a human impact on the environment could minimize a human impact on the environment. | | Level1 = Identify how a given design method that monitors a human impact on the environment could minimize a human impact on the environment. | ||
| + | | Example1 = <span class="pld-chip pld-chip-ms">[[Questions:Ecosystem of the Eastern Bluebird#q5|Spring 2024 · Q48]]</span> | ||
}} | }} | ||
Latest revision as of 09:45, 18 October 2026
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).
Grade 8 Science Test Questions
Released New York State Grade 8 science test questions that assess MS-ESS3-3 are listed here by test and question cluster. Each link opens the question with its answer key.
| Exam | Cluster | Question |
|---|---|---|
| Spring 2024 Grade 8 Test | Reservoirs and Town Water Districts | Question 17 |
| Ecosystem of the Eastern Bluebird | Question 48 |
Vocabulary
Terms from the Middle School Science Glossary that come from this standard or from the released Grade 8 Science Test questions that assess it.
From this standard
- agriculture
- air pollution
- aquifer
- biosphere
- constraint
- dam
- design process
- environment
- environmental impact
- extinction
- feasible solution
- habitat
- human activity
- human impact
- human population
- land pollution
- land usage
- levee
- natural habitat
- natural resource
- per-capita consumption
- pollution
- scientific principle
- solution
- species
- stream
- urban development
- water pollution
- water usage
- wetland
From released test questions
- bluebird box – Spring 2024
- cancer – Spring 2024
- crop – Spring 2024
- data – Spring 2024
- drinking water – Spring 2024
- food crop – Spring 2024
- groundwater – Spring 2024
- health risk – Spring 2024
- insect – Spring 2024
- monitoring method – Spring 2024
- pesticide – Spring 2024
- pollination – Spring 2024
- population – Spring 2024
- reservoir – Spring 2024
- synthetic pesticide – Spring 2024
- system – Spring 2024
- treatment plant – Spring 2024
- water main – Spring 2024
- water meter – Spring 2024
- water supply – Spring 2024
- well (water well) – Spring 2024
Performance Level Descriptions
Every Grade 8 Science Test question on MS-ESS3-3 is written to match one of the performance level descriptions (PLDs) below.
Level 1: Identify how a given design method that monitors a human impact on the environment could minimize a human impact on the environment. Spring 2024 · Q48
Level 2: Given the design of a method that monitors and minimizes a human impact on the environment, identify one positive or one negative impact of the design. Spring 2024 · Q17
Level 3: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
Level 4: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment and identify constraints of the designed method.
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.
NGSS Dimensions
Performance expectation MS-ESS3-3 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
- Constructing Explanations and Designing Solutions
- Apply scientific principles to design an object, tool, process or system.
Disciplinary Core Ideas
- 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.
Crosscutting Concepts
- Cause and Effect
- Relationships can be classified as causal or correlational, and correlation does not necessarily imply causation.