Difference between revisions of "HS-ESS3-3"
From NY Science Standards Wiki
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| + | | rowspan="2" style="background-color:white;" | [[August 2026 Earth and Space Science Exam|August 2026]] | ||
| + | | 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]] | ||
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| + | | style="background-color:white;" | [[Questions:The Gulf|The Gulf]] | ||
| + | | style="background-color:white;" | [[Questions:The Gulf#q4|Question 36]] | ||
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| + | | style="background-color:white;" | [[June 2026 Earth and Space Science Exam|June 2026]] | ||
| + | | 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]] | ||
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| + | | style="background-color:white;" | [[January 2026 Earth and Space Science Exam|January 2026]] | ||
| + | | 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]] | ||
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| + | | rowspan="4" style="background-color:white;" | [[June 2025 Earth and Space Science Exam|June 2025]] | ||
| + | | 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]] | ||
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| + | | 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#q5|Question 35]] | ||
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| + | | style="background-color:white;" | [[Questions:Human Impact on Earth|Human Impact on Earth]] | ||
| + | | style="background-color:white;" | [[Questions:Human Impact on Earth#q1|Question 41]] | ||
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| + | | style="background-color:white;" | [[Questions:Human Impact on Earth|Human Impact on Earth]] | ||
| + | | style="background-color:white;" | [[Questions:Human Impact on Earth#q2|Question 42]] | ||
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== {{Dimensionsheading}} == | == {{Dimensionsheading}} == | ||
Revision as of 22:22, 20 September 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.
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.
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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.
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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.
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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.
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Level 4: Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.
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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.
Assessment
What assessment of HS-ESS3-3 might look like on a NY state exam.
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