HS-ESS3-5    Earth and Human Activity

Students who demonstrate understanding can:

HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth's systems. [Clarification Statement: Examples of evidence, for both data and climate model outputs, are for climate changes (such as precipitation and temperature) and their associated impacts (such as on sea level, glacial ice volumes, or atmosphere and ocean composition).] [Assessment Boundary: Assessment is limited to one example of a climate change and its associated impacts.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Analyzing and Interpreting Data

Analyzing data in 9–12 builds on K–8 experiences and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data.

 

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

           Connections to Nature of Science

 

Scientific Investigations Use a Variety of Methods

 

  • Science investigations use diverse methods and do not always use the same set of procedures to obtain data.
  • New technologies advance scientific knowledge.

 

Scientific Knowledge is Based on Empirical Evidence

 

  • Science knowledge is based on empirical evidence.
  • Science arguments are strengthened by multiple lines of evidence supporting a single explanation.

 

Disciplinary Core Ideas

ESS3.D: Global Climate Change

Crosscutting Concepts

Stability and Change

Connections to other DCIs in this grade-band:

HS.PS3.B ; HS.PS3.D ; HS.LS1.C ; HS.ESS2.D

Articulation of DCIs across grade-bands:

MS.PS3.B ; MS.PS3.D ; MS.ESS2.A ; MS.ESS2.D ; MS.ESS3.B ; MS.ESS3.C ; MS.ESS3.D

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. (HS-ESS3-5)
RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. (HS-ESS3-5)
RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-ESS3-5)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-ESS3-5)
HSN.Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-ESS3-5)
HSN.Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS3-5)
HSN.Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS3-5)

HS-ESS3-5    Earth and Human Activity

Students who demonstrate understanding can:

HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth's systems. [Clarification Statement: Examples of evidence, for both data and climate model outputs, are for climate changes (such as precipitation and temperature) and their associated impacts (such as on sea level, glacial ice volumes, or atmosphere and ocean composition).] [Assessment Boundary: Assessment is limited to one example of a climate change and its associated impacts.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Analyzing and Interpreting Data

Analyzing data in 9–12 builds on K–8 experiences and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data.

 

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

           Connections to Nature of Science

 

Scientific Investigations Use a Variety of Methods

 

  • Science investigations use diverse methods and do not always use the same set of procedures to obtain data.
  • New technologies advance scientific knowledge.

 

Scientific Knowledge is Based on Empirical Evidence

 

  • Science knowledge is based on empirical evidence.
  • Science arguments are strengthened by multiple lines of evidence supporting a single explanation.

 

Disciplinary Core Ideas

ESS3.D: Global Climate Change

Crosscutting Concepts

Stability and Change

Connections to other DCIs in this grade-band:

HS.PS3.B ; HS.PS3.D ; HS.LS1.C ; HS.ESS2.D

Articulation of DCIs across grade-bands:

MS.PS3.B ; MS.PS3.D ; MS.ESS2.A ; MS.ESS2.D ; MS.ESS3.B ; MS.ESS3.C ; MS.ESS3.D

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. (HS-ESS3-5)
RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. (HS-ESS3-5)
RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-ESS3-5)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-ESS3-5)
HSN.Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-ESS3-5)
HSN.Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS3-5)
HSN.Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS3-5)

HS-ESS3-5    Earth and Human Activity

Students who demonstrate understanding can:

HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth's systems. [Clarification Statement: Examples of evidence, for both data and climate model outputs, are for climate changes (such as precipitation and temperature) and their associated impacts (such as on sea level, glacial ice volumes, or atmosphere and ocean composition).] [Assessment Boundary: Assessment is limited to one example of a climate change and its associated impacts.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Analyzing and Interpreting Data

Analyzing data in 9–12 builds on K–8 experiences and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data.

 

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

           Connections to Nature of Science

 

Scientific Investigations Use a Variety of Methods

 

  • Science investigations use diverse methods and do not always use the same set of procedures to obtain data.
  • New technologies advance scientific knowledge.

 

Scientific Knowledge is Based on Empirical Evidence

 

  • Science knowledge is based on empirical evidence.
  • Science arguments are strengthened by multiple lines of evidence supporting a single explanation.

 

Disciplinary Core Ideas

ESS3.D: Global Climate Change

Crosscutting Concepts

Stability and Change

Connections to other DCIs in this grade-band:

HS.PS3.B ; HS.PS3.D ; HS.LS1.C ; HS.ESS2.D

Articulation of DCIs across grade-bands:

MS.PS3.B ; MS.PS3.D ; MS.ESS2.A ; MS.ESS2.D ; MS.ESS3.B ; MS.ESS3.C ; MS.ESS3.D

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. (HS-ESS3-5)
RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. (HS-ESS3-5)
RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-ESS3-5)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-ESS3-5)
HSN.Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-ESS3-5)
HSN.Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS3-5)
HSN.Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS3-5)

* 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.

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Related Evidence Statements
HS-ESS3-5-1 Evidence Statements
Related Quality Units
High School: OpenSciEd Unit C.1: Thermodynamics in Earth’s Systems
Related Example Bundles
High School Conceptual Progression Model Course 3: Bundle 4
High School Domains Model Course 1: Chemistry: Bundle 2

How to Read the Standards

The standards integrate three dimensions within each standard and have intentional connections across standards. More...