Difference between revisions of "MS-ESS3-4"
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| style="background-color:white;" | [[Questions:Reservoirs and Town Water Districts#q6|Question 22]] | | style="background-color:white;" | [[Questions:Reservoirs and Town Water Districts#q6|Question 22]] | ||
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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;"> | ||
| + | * argument | ||
| + | * consumption | ||
| + | * Earth's systems | ||
| + | * energy | ||
| + | * evidence | ||
| + | * food | ||
| + | * freshwater | ||
| + | * human population | ||
| + | * mineral | ||
| + | * natural resource | ||
| + | * per-capita consumption | ||
| + | * population growth | ||
| + | * rate of change | ||
| + | * society | ||
| + | * technology | ||
| + | </div> | ||
| + | |||
| + | <div class="vocab-subhead">From released test questions</div> | ||
| + | <div class="vocab-list" style="column-width:20em;"> | ||
| + | * [[Questions:The Lake Erie Ecosystem#q4|agriculture]] – Spring 2025 | ||
| + | * [[Questions:Reservoirs and Town Water Districts#q3|contaminate]] – Spring 2024 | ||
| + | * [[Questions:The Lake Erie Ecosystem#q4|ecosystem]] – Spring 2025, [[Questions:Reservoirs and Town Water Districts#q3|Spring 2024]] | ||
| + | * [[Questions:The Changing Landscape of Niagara Falls#q5|erosion]] – Spring 2026 | ||
| + | * [[Questions:The Changing Landscape of Niagara Falls#q5|escarpment]] – Spring 2026 | ||
| + | * [[Questions:The Changing Landscape of Niagara Falls#q5|evaporation]] – Spring 2026 | ||
| + | * [[Questions:The Lake Erie Ecosystem#q4|fish habitat]] – Spring 2025 | ||
| + | * [[Questions:The Lake Erie Ecosystem#q4|flood]] – Spring 2025 | ||
| + | * [[Questions:The Changing Landscape of Niagara Falls#q5|flow rate]] – Spring 2026 | ||
| + | * [[Questions:The Lake Erie Ecosystem#q4|groundwater]] – Spring 2025 | ||
| + | * [[Questions:The Lake Erie Ecosystem#q4|habitat]] – Spring 2025 | ||
| + | * [[Questions:The Changing Landscape of Niagara Falls#q5|human activity]] – Spring 2026 | ||
| + | * [[Questions:The Changing Landscape of Niagara Falls#q5|hydroelectric power]] – Spring 2026 | ||
| + | * [[Questions:Reservoirs and Town Water Districts#q6|inference]] – Spring 2024 | ||
| + | * [[Questions:The Lake Erie Ecosystem#q4|irrigation]] – Spring 2025 | ||
| + | * [[Questions:The Lake Erie Ecosystem#q4|lake level]] – Spring 2025 | ||
| + | * [[Questions:Reservoirs and Town Water Districts#q6|mineral deposit]] – Spring 2024 | ||
| + | * [[Questions:The Changing Landscape of Niagara Falls#q5|model]] – Spring 2026 | ||
| + | * [[Questions:The Lake Erie Ecosystem#q4|organism]] – Spring 2025, [[Questions:Reservoirs and Town Water Districts#q3|Spring 2024]] | ||
| + | * [[Questions:The Lake Erie Ecosystem#q4|pollutant]] – Spring 2025 | ||
| + | * [[Questions:The Changing Landscape of Niagara Falls#q5|power station]] – Spring 2026 | ||
| + | * [[Questions:The Lake Erie Ecosystem#q4|public water supply]] – Spring 2025 | ||
| + | * [[Questions:The Changing Landscape of Niagara Falls#q5|reservoir]] – Spring 2026, [[Questions:Reservoirs and Town Water Districts#q3|Spring 2024]] | ||
| + | * [[Questions:The Changing Landscape of Niagara Falls#q5|river channel]] – Spring 2026, [[Questions:Reservoirs and Town Water Districts#q6|Spring 2024]] | ||
| + | * [[Questions:Reservoirs and Town Water Districts#q6|running average]] – Spring 2024 | ||
| + | * [[Questions:The Lake Erie Ecosystem#q4|shoreline ecosystem]] – Spring 2025 | ||
| + | * [[Questions:The Lake Erie Ecosystem#q4|stability]] – Spring 2025 | ||
| + | * [[Questions:The Lake Erie Ecosystem#q4|surface water]] – Spring 2025 | ||
| + | * [[Questions:The Lake Erie Ecosystem#q4|water consumption]] – Spring 2025 | ||
| + | * [[Questions:Reservoirs and Town Water Districts#q6|water level]] – Spring 2024 | ||
| + | * [[Questions:Reservoirs and Town Water Districts#q3|water quality]] – Spring 2024 | ||
| + | * [[Questions:Reservoirs and Town Water Districts#q6|water supply]] – Spring 2024 | ||
| + | * [[Questions:Reservoirs and Town Water Districts#q3|water usage]] – Spring 2024 | ||
| + | * [[Questions:Reservoirs and Town Water Districts#q6|water use]] – Spring 2024 | ||
| + | * [[Questions:The Changing Landscape of Niagara Falls#q5|waterfall]] – Spring 2026 | ||
| + | * [[Questions:The Lake Erie Ecosystem#q4|watershed]] – Spring 2025 | ||
| + | * [[Questions:The Changing Landscape of Niagara Falls#q5|weathering]] – Spring 2026 | ||
| + | * [[Questions:Reservoirs and Town Water Districts#q3|well (water well)]] – Spring 2024 | ||
| + | </div> | ||
{{PerformanceLevelMS}} | {{PerformanceLevelMS}} | ||
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| Level4 = Construct, compare, and critique arguments supported by evidence for how increases in human population and per capita consumption of natural resources cause multiple impacts on Earth’s systems. | | Level4 = Construct, compare, and critique arguments supported by evidence for how increases in human population and per capita consumption of natural resources cause multiple impacts on Earth’s systems. | ||
| Level3 = Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. | | Level3 = Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. | ||
| + | | Example3 = <span class="pld-chip pld-chip-ms">[[Questions:Reservoirs and Town Water Districts#q6|Spring 2024 · Q22]]</span> | ||
| Level2 = Identify the evidence that supports a given argument that human population and consumption of natural resources impact Earth’s systems. | | Level2 = Identify the evidence that supports a given argument that human population and consumption of natural resources impact Earth’s systems. | ||
| Level1 = Identify an argument that describes a relationship between human consumption of a natural resource and the impact on an Earth’s system. | | Level1 = Identify an argument that describes a relationship between human consumption of a natural resource and the impact on an Earth’s system. | ||
| + | | Example1 = <span class="pld-chip pld-chip-ms">[[Questions:The Changing Landscape of Niagara Falls#q5|Spring 2026 · Q14]]</span> <span class="pld-chip pld-chip-ms">[[Questions:The Lake Erie Ecosystem#q4|Spring 2025 · Q13]]</span> <span class="pld-chip pld-chip-ms">[[Questions:Reservoirs and Town Water Districts#q3|Spring 2024 · Q19]]</span> | ||
}} | }} | ||
Latest revision as of 09:45, 18 October 2026
Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
Clarification statement: Examples of evidence could include grade-appropriate databases on human populations and the rates of consumption of food and natural resources (such as freshwater, mineral, and energy). Examples of impacts could include changes to the appearance, composition, and structure of Earth’s systems as well as the rates at which they change. The consequences of increases in human populations and consumption of natural resources are described by science, but science does not make the decisions for the actions society takes.
Grade 8 Science Test Questions
Released New York State Grade 8 science test questions that assess MS-ESS3-4 are listed here by test and question cluster. Each link opens the question with its answer key.
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
- argument
- consumption
- Earth's systems
- energy
- evidence
- food
- freshwater
- human population
- mineral
- natural resource
- per-capita consumption
- population growth
- rate of change
- society
- technology
From released test questions
- agriculture – Spring 2025
- contaminate – Spring 2024
- ecosystem – Spring 2025, Spring 2024
- erosion – Spring 2026
- escarpment – Spring 2026
- evaporation – Spring 2026
- fish habitat – Spring 2025
- flood – Spring 2025
- flow rate – Spring 2026
- groundwater – Spring 2025
- habitat – Spring 2025
- human activity – Spring 2026
- hydroelectric power – Spring 2026
- inference – Spring 2024
- irrigation – Spring 2025
- lake level – Spring 2025
- mineral deposit – Spring 2024
- model – Spring 2026
- organism – Spring 2025, Spring 2024
- pollutant – Spring 2025
- power station – Spring 2026
- public water supply – Spring 2025
- reservoir – Spring 2026, Spring 2024
- river channel – Spring 2026, Spring 2024
- running average – Spring 2024
- shoreline ecosystem – Spring 2025
- stability – Spring 2025
- surface water – Spring 2025
- water consumption – Spring 2025
- water level – Spring 2024
- water quality – Spring 2024
- water supply – Spring 2024
- water usage – Spring 2024
- water use – Spring 2024
- waterfall – Spring 2026
- watershed – Spring 2025
- weathering – Spring 2026
- well (water well) – Spring 2024
Performance Level Descriptions
Every Grade 8 Science Test question on MS-ESS3-4 is written to match one of the performance level descriptions (PLDs) below.
Level 1: Identify an argument that describes a relationship between human consumption of a natural resource and the impact on an Earth’s system. Spring 2026 · Q14 Spring 2025 · Q13 Spring 2024 · Q19
Level 2: Identify the evidence that supports a given argument that human population and consumption of natural resources impact Earth’s systems.
Level 3: Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. Spring 2024 · Q22
Level 4: Construct, compare, and critique arguments supported by evidence for how increases in human population and per capita consumption of natural resources cause multiple impacts on Earth’s systems.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of MS-ESS3-4.
This section could be expanded upon. You can help out by adding to this section.
NGSS Dimensions
Performance expectation MS-ESS3-4 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
- Construct an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.
Disciplinary Core Ideas
- ESS3.C: Human Impacts on Earth Systems
- 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
- Cause and effect relationships may be used to predict phenomena in natural or designed systems.