3-ESS3 Earth and Human Activity

3-ESS3Earth and Human Activity

Students who demonstrate understanding can:

3-ESS3-1. Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.* [Clarification Statement: Examples of design solutions to weather-related hazards could include barriers to prevent flooding, wind resistant roofs, and lightning rods.]
The performance expectations above were 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

Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).

Disciplinary Core Ideas

ESS3.B: Natural Hazards

Crosscutting Concepts

Cause and Effect

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

  Connections to Engineering, Technology, and                      Applications of Science

 

Influence of Engineering, Technology, and Science on Society and the Natural World

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

         Connections to Nature of Science

 

Science is a Human Endeavor

  • Science affects everyday life. (3-ESS3-1)

Connections to other DCIs in third grade: N/A

Articulation of DCIs across grade-levels:

K.ESS3.B (3-ESS3-1); K.ETS1.A (3-ESS3-1); 4.ESS3.B (3-ESS3-1); 4.ETS1.A (3-ESS3-1); MS.ESS3.B (3-ESS3-1)

Common Core State Standards Connections:

ELA/Literacy —
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. (3-ESS3-1)
W.3.7 Conduct short research projects that build knowledge about a topic. (3-ESS3-1)
Mathematics —
MP.2 Reason abstractly and quantitatively. (3-ESS3-1)
MP.4 Model with mathematics. (3-ESS3-1)

3-ESS3Earth and Human Activity

Students who demonstrate understanding can:

3-ESS3-1. Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.* [Clarification Statement: Examples of design solutions to weather-related hazards could include barriers to prevent flooding, wind resistant roofs, and lightning rods.]
The performance expectations above were 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

Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).

Disciplinary Core Ideas

ESS3.B: Natural Hazards

Crosscutting Concepts

Cause and Effect

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

  Connections to Engineering, Technology, and                      Applications of Science

 

Influence of Engineering, Technology, and Science on Society and the Natural World

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

         Connections to Nature of Science

 

Science is a Human Endeavor

  • Science affects everyday life. (3-ESS3-1)

Connections to other DCIs in third grade: N/A

Articulation of DCIs across grade-levels:

K.ESS3.B (3-ESS3-1); K.ETS1.A (3-ESS3-1); 4.ESS3.B (3-ESS3-1); 4.ETS1.A (3-ESS3-1); MS.ESS3.B (3-ESS3-1)

Common Core State Standards Connections:

ELA/Literacy —
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. (3-ESS3-1)
W.3.7 Conduct short research projects that build knowledge about a topic. (3-ESS3-1)
Mathematics —
MP.2 Reason abstractly and quantitatively. (3-ESS3-1)
MP.4 Model with mathematics. (3-ESS3-1)

3-ESS3Earth and Human Activity

Students who demonstrate understanding can:

3-ESS3-1. Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.* [Clarification Statement: Examples of design solutions to weather-related hazards could include barriers to prevent flooding, wind resistant roofs, and lightning rods.]
The performance expectations above were 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

Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).

Disciplinary Core Ideas

ESS3.B: Natural Hazards

Crosscutting Concepts

Cause and Effect

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

  Connections to Engineering, Technology, and                      Applications of Science

 

Influence of Engineering, Technology, and Science on Society and the Natural World

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

         Connections to Nature of Science

 

Science is a Human Endeavor

  • Science affects everyday life. (3-ESS3-1)

Connections to other DCIs in third grade: N/A

Articulation of DCIs across grade-levels:

K.ESS3.B (3-ESS3-1); K.ETS1.A (3-ESS3-1); 4.ESS3.B (3-ESS3-1); 4.ETS1.A (3-ESS3-1); MS.ESS3.B (3-ESS3-1)

Common Core State Standards Connections:

ELA/Literacy —
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. (3-ESS3-1)
W.3.7 Conduct short research projects that build knowledge about a topic. (3-ESS3-1)
Mathematics —
MP.2 Reason abstractly and quantitatively. (3-ESS3-1)
MP.4 Model with mathematics. (3-ESS3-1)

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.