Science (CA NGSS) Standards
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Showing 1 - 6 of 6 Standards
Standard Identifier: K-ESS3-3
Grade:
K
Disciplinary Core Idea:
ESS3.C: Human Impacts on Earth Systems, ETS1.B: Developing Possible Solutions
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-8: Obtaining, Evaluating, and Communicating Information
Content Area:
Earth and Space Science
Title: K-ESS3 Earth and Human Activity
Performance Expectation: Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.* [Clarification Statement: Examples of human impact on the land could include cutting trees to produce paper and using resources to produce bottles. Examples of solutions could include reusing paper and recycling cans and bottles.]
Disciplinary Core Idea(s):
ESS3.C: Human Impacts on Earth Systems Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things. ETS1.B: Developing Possible Solutions Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people. (secondary to K-ESS3-3)
Science & Engineering Practices: Obtaining, Evaluating, and Communicating Information Communicate solutions with others in oral and/or written forms using models and/or drawings that provide detail about scientific ideas.
Crosscutting Concepts: Cause and Effect Events have causes that generate observable patterns.
California Environmental Principles and Concepts:
Principle I The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle II The long-term functioning and health of terrestrial, freshwater, coastal and marine ecosystems are influenced by their relationships with human societies.
California Common Core State Standards Connections:
ELA/Literacy W.K.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
DCI Connections:
Connections to other DCIs in kindergarten: K.ETS1.A Articulation across grade-levels: 2.ETS1.B; 4.ESS3.A; 5.ESS3.C
Performance Expectation: Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.* [Clarification Statement: Examples of human impact on the land could include cutting trees to produce paper and using resources to produce bottles. Examples of solutions could include reusing paper and recycling cans and bottles.]
Disciplinary Core Idea(s):
ESS3.C: Human Impacts on Earth Systems Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things. ETS1.B: Developing Possible Solutions Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people. (secondary to K-ESS3-3)
Science & Engineering Practices: Obtaining, Evaluating, and Communicating Information Communicate solutions with others in oral and/or written forms using models and/or drawings that provide detail about scientific ideas.
Crosscutting Concepts: Cause and Effect Events have causes that generate observable patterns.
California Environmental Principles and Concepts:
Principle I The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle II The long-term functioning and health of terrestrial, freshwater, coastal and marine ecosystems are influenced by their relationships with human societies.
California Common Core State Standards Connections:
ELA/Literacy W.K.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
DCI Connections:
Connections to other DCIs in kindergarten: K.ETS1.A Articulation across grade-levels: 2.ETS1.B; 4.ESS3.A; 5.ESS3.C
Standard Identifier: 5-ESS1-1
Grade:
5
Disciplinary Core Idea:
ESS1.A: The Universe and its Stars
Cross Cutting Concept:
CCC-3: Scale, Proportion, and Quantity
Science & Engineering Practice:
SEP-7: Engaging in Argument From Science
Content Area:
Earth and Space Science
Title: 5-ESS1 Earth’s Place in the Universe
Performance Expectation: Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth. [Clarification Statement: Absolute brightness of stars is the result of a variety factors. Relative distance from Earth is one factor that affects apparent brightness and is the one selected to be addressed by the performance expectation.] [Assessment Boundary: Assessment is limited to relative distances, not sizes, of stars. Assessment does not include other factors that affect apparent brightness (such as stellar masses, age, stage).]
Disciplinary Core Idea(s):
ESS1.A: The Universe and its Stars The sun is a star that appears larger and brighter than other stars because it is closer. Stars range greatly in their distance from Earth.
Science & Engineering Practices: Engaging in Argument from Evidence Support an argument with evidence, data, or a model.
Crosscutting Concepts: Scale, Proportion, and Quantity Natural objects exist from the very small to the immensely large.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RI.5.1.a-d: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. RI.5.8: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). RI.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. W.5.1.a–d: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. 5.NBT.2: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
DCI Connections:
Connections to other DCIs in fifth grade: N/A Articulation across grade-levels: MS.ESS1.A; MS.ESS1.B
Performance Expectation: Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth. [Clarification Statement: Absolute brightness of stars is the result of a variety factors. Relative distance from Earth is one factor that affects apparent brightness and is the one selected to be addressed by the performance expectation.] [Assessment Boundary: Assessment is limited to relative distances, not sizes, of stars. Assessment does not include other factors that affect apparent brightness (such as stellar masses, age, stage).]
Disciplinary Core Idea(s):
ESS1.A: The Universe and its Stars The sun is a star that appears larger and brighter than other stars because it is closer. Stars range greatly in their distance from Earth.
Science & Engineering Practices: Engaging in Argument from Evidence Support an argument with evidence, data, or a model.
Crosscutting Concepts: Scale, Proportion, and Quantity Natural objects exist from the very small to the immensely large.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RI.5.1.a-d: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. RI.5.8: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). RI.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. W.5.1.a–d: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. 5.NBT.2: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
DCI Connections:
Connections to other DCIs in fifth grade: N/A Articulation across grade-levels: MS.ESS1.A; MS.ESS1.B
Standard Identifier: MS-ETS1-2
Grade Range:
6–8
Disciplinary Core Idea:
ETS1.B: Developing Possible Solutions
Science & Engineering Practice:
SEP-7: Engaging in Argument From Science
Content Area:
Engineering, Technology, and Applications of Science
Title: MS-ETS1 Engineering, Technology, and Applications of Science
Performance Expectation: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Disciplinary Core Idea(s):
ETS1.B: Developing Possible Solutions There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem.
Science & Engineering Practices: Engaging in Argument from Evidence Evaluate competing design solutions based on jointly developed and agreed-upon design criteria.
Crosscutting Concepts: N/A
California Environmental Principles and Concepts:
Principle V Decisions affecting resources and natural systems are based on a wide range of consideration and decision-making processes.
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research. Mathematics MP.2: Reason abstractly and quantitatively.
DCI Connections:
Connections to MS-ETS1.B: Developing Possible Solutions Problems include: Physical Science: MS-PS1-6; MS-PS3-3 Life Science: MS-LS2-5 Articulation across grade-bands: 3-5.ETS1.A; 3-5.ETS1.B; 3-5.ETS1.C; HS.ETS1.A; HS.ETS1.B
Performance Expectation: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Disciplinary Core Idea(s):
ETS1.B: Developing Possible Solutions There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem.
Science & Engineering Practices: Engaging in Argument from Evidence Evaluate competing design solutions based on jointly developed and agreed-upon design criteria.
Crosscutting Concepts: N/A
California Environmental Principles and Concepts:
Principle V Decisions affecting resources and natural systems are based on a wide range of consideration and decision-making processes.
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research. Mathematics MP.2: Reason abstractly and quantitatively.
DCI Connections:
Connections to MS-ETS1.B: Developing Possible Solutions Problems include: Physical Science: MS-PS1-6; MS-PS3-3 Life Science: MS-LS2-5 Articulation across grade-bands: 3-5.ETS1.A; 3-5.ETS1.B; 3-5.ETS1.C; HS.ETS1.A; HS.ETS1.B
Standard Identifier: MS-LS2-5
Grade Range:
6–8
Disciplinary Core Idea:
LS2.C: Ecosystem Dynamics, Functioning, and Resilience, LS4.D: Biodiversity and Humans, ETS1.B: Developing Possible Solutions
Cross Cutting Concept:
CCC-7: Stability and Change
Science & Engineering Practice:
SEP-7: Engaging in Argument From Science
Content Area:
Life Science
Title: MS-LS2 Ecosystems: Interactions, Energy, and Dynamics
Performance Expectation: Evaluate competing design solutions for maintaining biodiversity and ecosystem services.* [Clarification Statement: Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.]
Disciplinary Core Idea(s):
LS2.C: Ecosystem Dynamics, Functioning, and Resilience Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health. LS4.D: Biodiversity and Humans Changes in biodiversity can influence humans’ resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on—for example, water purification and recycling. (secondary to MS-LS2-5) ETS1.B: Developing Possible Solutions There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (secondary to MS-LS2-5)
Science & Engineering Practices: Engaging in Argument from Evidence Evaluate competing design solutions based on jointly developed and agreed-upon design criteria.
Crosscutting Concepts: Stability and Change Small changes in one part of a system might cause large changes in another part. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering, and Technology on Society and the Natural World The use of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus technology use varies from region to region and over time. Connections to Nature of Science: Science Addresses Questions About the Natural and Material World Scientific knowledge can describe the consequences of actions but does not necessarily prescribe the decisions that society takes.
California Environmental Principles and Concepts:
Principle I The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both. Principle V Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes.
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.8: Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. RI.8.8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. Mathematics MP.4: Model with mathematics. 6.RP.3.a-d: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
DCI Connections:
Connections to other DCIs in this grade-band: MS.ESS3.C Articulation across grade-bands: HS.LS2.A; HS.LS2.C; HS.LS4.D; HS.ESS3.A; HS.ESS3.C; HS.ESS3.D
Performance Expectation: Evaluate competing design solutions for maintaining biodiversity and ecosystem services.* [Clarification Statement: Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.]
Disciplinary Core Idea(s):
LS2.C: Ecosystem Dynamics, Functioning, and Resilience Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health. LS4.D: Biodiversity and Humans Changes in biodiversity can influence humans’ resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on—for example, water purification and recycling. (secondary to MS-LS2-5) ETS1.B: Developing Possible Solutions There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (secondary to MS-LS2-5)
Science & Engineering Practices: Engaging in Argument from Evidence Evaluate competing design solutions based on jointly developed and agreed-upon design criteria.
Crosscutting Concepts: Stability and Change Small changes in one part of a system might cause large changes in another part. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering, and Technology on Society and the Natural World The use of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus technology use varies from region to region and over time. Connections to Nature of Science: Science Addresses Questions About the Natural and Material World Scientific knowledge can describe the consequences of actions but does not necessarily prescribe the decisions that society takes.
California Environmental Principles and Concepts:
Principle I The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both. Principle V Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes.
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.8: Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. RI.8.8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. Mathematics MP.4: Model with mathematics. 6.RP.3.a-d: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
DCI Connections:
Connections to other DCIs in this grade-band: MS.ESS3.C Articulation across grade-bands: HS.LS2.A; HS.LS2.C; HS.LS4.D; HS.ESS3.A; HS.ESS3.C; HS.ESS3.D
Standard Identifier: HS-ESS1-3
Grade Range:
9–12
Disciplinary Core Idea:
ESS1.A: The Universe and its Stars
Cross Cutting Concept:
CCC-5: Energy and Matter: Flows, Cycles, and Conservation
Science & Engineering Practice:
SEP-8: Obtaining, Evaluating, and Communicating Information
Content Area:
Earth and Space Science
Title: HS-ESS1 Earth’s Place in the Universe
Performance Expectation: Communicate scientific ideas about the way stars, over their life cycle, produce elements. [Clarification Statement: Emphasis is on the way nucleosynthesis, and therefore the different elements created, varies as a function of the mass of a star and the stage of its lifetime.] [Assessment Boundary: Details of the many different nucleosynthesis pathways for stars of differing masses are not assessed.]
Disciplinary Core Idea(s):
ESS1.A: The Universe and its Stars The study of stars’ light spectra and brightness is used to identify compositional elements of stars, their movements, and their distances from Earth. Other than the hydrogen and helium formed at the time of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagnetic energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode.
Science & Engineering Practices: Obtaining, Evaluating, and Communicating Information Communicate scientific ideas (e.g., about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically).
Crosscutting Concepts: Energy and Matter In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy WHST.9-10.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.11-12.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. SL.11-12.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. Mathematics MP.2: Reason abstractly and quantitatively.
DCI Connections:
Connections to other DCIs in this grade-band: HS.PS1.A; HS.PS1.C Articulation across grade-bands: MS.PS1.A; MS.ESS1.A
Performance Expectation: Communicate scientific ideas about the way stars, over their life cycle, produce elements. [Clarification Statement: Emphasis is on the way nucleosynthesis, and therefore the different elements created, varies as a function of the mass of a star and the stage of its lifetime.] [Assessment Boundary: Details of the many different nucleosynthesis pathways for stars of differing masses are not assessed.]
Disciplinary Core Idea(s):
ESS1.A: The Universe and its Stars The study of stars’ light spectra and brightness is used to identify compositional elements of stars, their movements, and their distances from Earth. Other than the hydrogen and helium formed at the time of the Big Bang, nuclear fusion within stars produces all atomic nuclei lighter than and including iron, and the process releases electromagnetic energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode.
Science & Engineering Practices: Obtaining, Evaluating, and Communicating Information Communicate scientific ideas (e.g., about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically).
Crosscutting Concepts: Energy and Matter In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy WHST.9-10.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.11-12.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. SL.11-12.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. Mathematics MP.2: Reason abstractly and quantitatively.
DCI Connections:
Connections to other DCIs in this grade-band: HS.PS1.A; HS.PS1.C Articulation across grade-bands: MS.PS1.A; MS.ESS1.A
Standard Identifier: HS-ESS3-2
Grade Range:
9–12
Disciplinary Core Idea:
ESS3.A: Natural Resources, ETS1.B: Developing Possible Solutions
Science & Engineering Practice:
SEP-7: Engaging in Argument From Science
Content Area:
Earth and Space Science
Title: HS-ESS3 Earth and Human Activity
Performance Expectation: Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.* [Clarification Statement: Emphasis is on the conservation, recycling, and reuse of resources (such as minerals and metals) where possible, and on minimizing impacts where it is not. Examples include developing best practices for agricultural soil use, mining (for coal, tar sands, and oil shales), and pumping (for petroleum and natural gas). Science knowledge indicates what can happen in natural systems—not what should happen.]
Disciplinary Core Idea(s):
ESS3.A: Natural Resources All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors. ETS1.B: Developing Possible Solutions When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (secondary to HS-ESS3-2)
Science & Engineering Practices: Engaging in Argument from Evidence Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and logical arguments regarding relevant factors (e.g. economic, societal, environmental, ethical considerations).
Crosscutting Concepts: Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural World Engineers continuously modify these technological systems by applying scientific knowledge and Engineering, Technology, and Applications of Science practices to increase benefits while decreasing costs and risks. Analysis of costs and benefits is a critical aspect of decisions about technology. Connections to Nature of Science: Science Addresses Questions About the Natural and Material World Science and technology may raise ethical issues for which science, by itself, does not provide answers and solutions. Science knowledge indicates what can happen in natural systems—not what should happen. The latter involves ethics, values, and human decisions about the use of knowledge. Many decisions are not made using science alone, but rely on social and cultural contexts to resolve issues.
California Environmental Principles and Concepts:
Principle I The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both. Principle V Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes.
California Common Core State Standards Connections:
ELA/Literacy RST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. RST.11-12.8: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. Mathematics MP.2: Reason abstractly and quantitatively.
DCI Connections:
Connections to other DCIs in this grade-band: HS.PS3.B; HS.PS3.D; HS.LS2.A; HS.LS2.B; HS.LS4.D; HS.ESS2.A Articulation across grade-bands: MS.PS3.D; MS.LS2.A; MS.LS2.B; MS.LS4.D; MS.ESS3.A; MS.ESS3.C
Performance Expectation: Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.* [Clarification Statement: Emphasis is on the conservation, recycling, and reuse of resources (such as minerals and metals) where possible, and on minimizing impacts where it is not. Examples include developing best practices for agricultural soil use, mining (for coal, tar sands, and oil shales), and pumping (for petroleum and natural gas). Science knowledge indicates what can happen in natural systems—not what should happen.]
Disciplinary Core Idea(s):
ESS3.A: Natural Resources All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors. ETS1.B: Developing Possible Solutions When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (secondary to HS-ESS3-2)
Science & Engineering Practices: Engaging in Argument from Evidence Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and logical arguments regarding relevant factors (e.g. economic, societal, environmental, ethical considerations).
Crosscutting Concepts: Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural World Engineers continuously modify these technological systems by applying scientific knowledge and Engineering, Technology, and Applications of Science practices to increase benefits while decreasing costs and risks. Analysis of costs and benefits is a critical aspect of decisions about technology. Connections to Nature of Science: Science Addresses Questions About the Natural and Material World Science and technology may raise ethical issues for which science, by itself, does not provide answers and solutions. Science knowledge indicates what can happen in natural systems—not what should happen. The latter involves ethics, values, and human decisions about the use of knowledge. Many decisions are not made using science alone, but rely on social and cultural contexts to resolve issues.
California Environmental Principles and Concepts:
Principle I The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both. Principle V Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes.
California Common Core State Standards Connections:
ELA/Literacy RST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. RST.11-12.8: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. Mathematics MP.2: Reason abstractly and quantitatively.
DCI Connections:
Connections to other DCIs in this grade-band: HS.PS3.B; HS.PS3.D; HS.LS2.A; HS.LS2.B; HS.LS4.D; HS.ESS2.A Articulation across grade-bands: MS.PS3.D; MS.LS2.A; MS.LS2.B; MS.LS4.D; MS.ESS3.A; MS.ESS3.C
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