MS-ESS3-5   Earth and Human Activity

Students who demonstrate understanding can:

MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. [Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.]
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

Asking Questions and Defining Problems

Asking questions and defining problems in grades 6–8 builds on grades K–5 experiences and progresses to specifying relationships between variables, and clarifying arguments and models.

Disciplinary Core Ideas

ESS3.D: Global Climate Change

Crosscutting Concepts

Stability and Change

Connections to other DCIs in this grade-band:

MS.PS3.A

Articulation of DCIs across grade-bands

HS.PS3.B ; HS.PS4.B ; HS.ESS2.A ; HS.ESS2.D ; HS.ESS3.C ; HS.ESS3.D

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS3-5)
Mathematics -
MP.2Reason abstractly and quantitatively. (MS-ESS3-5)
6.EE.B.6Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. (MS-ESS3-5)
7.EE.B.4Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. (MS-ESS3-5)

MS-ESS3-5   Earth and Human Activity

Students who demonstrate understanding can:

MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. [Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.]
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

Asking Questions and Defining Problems

Asking questions and defining problems in grades 6–8 builds on grades K–5 experiences and progresses to specifying relationships between variables, and clarifying arguments and models.

Disciplinary Core Ideas

ESS3.D: Global Climate Change

Crosscutting Concepts

Stability and Change

Connections to other DCIs in this grade-band:

MS.PS3.A

Articulation of DCIs across grade-bands

HS.PS3.B ; HS.PS4.B ; HS.ESS2.A ; HS.ESS2.D ; HS.ESS3.C ; HS.ESS3.D

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS3-5)
Mathematics -
MP.2Reason abstractly and quantitatively. (MS-ESS3-5)
6.EE.B.6Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. (MS-ESS3-5)
7.EE.B.4Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. (MS-ESS3-5)

MS-ESS3-5   Earth and Human Activity

Students who demonstrate understanding can:

MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. [Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.]
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

Asking Questions and Defining Problems

Asking questions and defining problems in grades 6–8 builds on grades K–5 experiences and progresses to specifying relationships between variables, and clarifying arguments and models.

Disciplinary Core Ideas

ESS3.D: Global Climate Change

Crosscutting Concepts

Stability and Change

Connections to other DCIs in this grade-band:

MS.PS3.A

Articulation of DCIs across grade-bands

HS.PS3.B ; HS.PS4.B ; HS.ESS2.A ; HS.ESS2.D ; HS.ESS3.C ; HS.ESS3.D

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS3-5)
Mathematics -
MP.2Reason abstractly and quantitatively. (MS-ESS3-5)
6.EE.B.6Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. (MS-ESS3-5)
7.EE.B.4Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. (MS-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.

Viewing Options

Use browser zoom to increase text size (ctrl + on PC, command + on Mac)

 

Related Evidence Statements
MS-ESS3-5-1 Evidence Statements
Related Quality Units
Middle School: OpenSciEd Unit 7.6: How Do Changes in Earth’s System Impact Our Communities and What Can We Do About It?
Related Example Bundles
Middle School Phenomenon Model Course 3: Bundle 2
Middle School Topic Model Course 1: Bundle 4

How to Read the Standards

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