Difference between revisions of "MS-ESS3-4"
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| + | {{Navlinks|MS-ESS3-3|MS-ETS1-1|← MS-ESS3-3|MS-ETS1-1 →}} | ||
{{learningstandard | {{learningstandard | ||
| ls = Construct an argument supported by evidence for how increases in human population and per-capita | | ls = Construct an argument supported by evidence for how increases in human population and per-capita | ||
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| cs = 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. | | cs = 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. | ||
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| + | {{PerformanceLevel}} | ||
| + | {{PLTable | ||
| + | | 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. | ||
| + | | 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. | ||
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{{Dimensionstable | {{Dimensionstable | ||
| − | | SEP1 = | + | | SEP1 = Engaging in Argument from Evidence |
| − | | DCI1 = | + | * 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. |
| − | | CC1 = | + | | DCI1 = 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. | ||
| + | | CC1 = Cause and Effect | ||
| + | * Cause and effect relationships may be used to predict phenomena in natural or designed systems. | ||
}} | }} | ||
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| − | | SUBJECT = [[ | + | | SUBJECT = [[MS]] |
| TOPIC = MS. Human Impacts | | TOPIC = MS. Human Impacts | ||
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<metadesc>NYS Standard MS-ESS3-4: Construct an argument supported by evidence for how increases in human population and per-capita | <metadesc>NYS Standard MS-ESS3-4: Construct an argument supported by evidence for how increases in human population and per-capita | ||
consumption of natural resources impact Earth’s systems.</metadesc> | consumption of natural resources impact Earth’s systems.</metadesc> | ||
Revision as of 13:24, 5 May 2025
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.
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.
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.
Assessment
What assessment of MS-ESS3-4 might look like on a NY state exam.
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:
- 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.
- 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.
- Cause and Effect
- Cause and effect relationships may be used to predict phenomena in natural or designed systems.
Connections to Other Standards
MS-ESS3-4 connections to ELA, math, and other science standards as outlined by the NYS Education Department: