MS.Human Impacts

Students who demonstrate understanding can:

MS-ESS3-2.	Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. [Clarification Statement: Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods). Examples of data can include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires) or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).]
MS-ESS3-3.	Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* [Clarification Statement: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).]
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. [Clarification Statement: Examples of evidence 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 can 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.]

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

Disciplinary Core Ideas

ESS3.B: Natural Hazards

Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events. (MS-ESS3-2)

ESS3.C: Human Impacts on Earth Systems

Crosscutting Concepts

Patterns

Graphs, charts, and images can be used to identify patterns in data. (MS-ESS3-2)

Cause and Effect

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

Connections to Engineering, Technology, and Applications of Science

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

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

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. (MS-ESS3-4)

Connections to other DCIs in this grade-band:

MS.PS3.C (MS-ESS3-2); MS.LS2.A (MS-ESS3-3),(MS-ESS3-4); MS.LS4.D (MS-ESS3-3),(MS-ESS3-4)

Articulation of DCIs across grade-bands

3.LS2.C (MS-ESS3-3),(MS-ESS3-4); 3.LS4.D (MS-ESS3-3),(MS-ESS3-4); 3.ESS3.B (MS-ESS3-2); 4.ESS3.B (MS-ESS3-2); 5.ESS3.C (MS-ESS3-3),(MS-ESS3-4); HS.LS2.A (MS-ESS3-4); HS.LS2.C (MS-ESS3-3),(MS-ESS3-4); HS.LS4.C (MS-ESS3-3),(MS-ESS3-4); HS.LS4.D (MS-ESS3-3),(MS-ESS3-4); HS.ESS2.B (MS-ESS3-2); HS.ESS2.C (MS-ESS3-3); HS.ESS2.D (MS-ESS3-2),(MS-ESS3-3); HS.ESS2.E (MS-ESS3-3),(MS-ESS3-4); HS.ESS3.A (MS-ESS3-4); HS.ESS3.B (MS-ESS3-2); HS.ESS3.C (MS-ESS3-3),(MS-ESS3-4); HS.ESS3.D (MS-ESS3-2);(MS-ESS3-3)

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1	Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS3-2),(MS-ESS3-4)
RST.6-8.7	Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-ESS3-2)
WHST.6-8.1	Write arguments focused on discipline content. (MS-ESS3-4)
WHST.6-8.7	Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (MS-ESS3-3)
WHST.6-8.8	Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (MS-ESS3-3)
WHST.6-8.9	Draw evidence from informational texts to support analysis, reflection, and research. (MS-ESS3-4)
Mathematics -
MP.2	Reason abstractly and quantitatively. (MS-ESS3-2)
6.RP.A.1	Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (MS-ESS3-3),(MS-ESS3-4)
7.RP.A.2	Recognize and represent proportional relationships between quantities. (MS-ESS3-3),(MS-ESS3-4)
6.EE.B.6	Use 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-ESS3-2),(MS-ESS3-3),(MS-ESS3-4)
7.EE.B.4	Use 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-ESS3-2),(MS-ESS3-3),(MS-ESS3-4)

Students who demonstrate understanding can:

MS-ESS3-2.	Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. [Clarification Statement: Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods). Examples of data can include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires) or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).]
MS-ESS3-3.	Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* [Clarification Statement: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).]
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. [Clarification Statement: Examples of evidence 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 can 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.]

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

Analyzing and Interpreting Data

Analyze and interpret data to determine similarities and differences in findings. (MS-ESS3-2)

Constructing Explanations and Designing Solutions

Apply scientific principles to design an object, tool, process or system. (MS-ESS3-3)

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. (MS-ESS3-4)

Disciplinary Core Ideas

ESS3.B: Natural Hazards

Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events. (MS-ESS3-2)

ESS3.C: Human Impacts on Earth Systems

Crosscutting Concepts

Patterns

Graphs, charts, and images can be used to identify patterns in data. (MS-ESS3-2)

Cause and Effect

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

Connections to Engineering, Technology, and Applications of Science

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

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

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. (MS-ESS3-4)

Connections to other DCIs in this grade-band:

MS.PS3.C (MS-ESS3-2); MS.LS2.A (MS-ESS3-3),(MS-ESS3-4); MS.LS4.D (MS-ESS3-3),(MS-ESS3-4)

Articulation of DCIs across grade-bands

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1	Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS3-2),(MS-ESS3-4)
RST.6-8.7	Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-ESS3-2)
WHST.6-8.1	Write arguments focused on discipline content. (MS-ESS3-4)
WHST.6-8.7	Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (MS-ESS3-3)
WHST.6-8.8	Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (MS-ESS3-3)
WHST.6-8.9	Draw evidence from informational texts to support analysis, reflection, and research. (MS-ESS3-4)
Mathematics -
MP.2	Reason abstractly and quantitatively. (MS-ESS3-2)
6.RP.A.1	Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (MS-ESS3-3),(MS-ESS3-4)
7.RP.A.2	Recognize and represent proportional relationships between quantities. (MS-ESS3-3),(MS-ESS3-4)
6.EE.B.6	Use 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-ESS3-2),(MS-ESS3-3),(MS-ESS3-4)
7.EE.B.4	Use 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-ESS3-2),(MS-ESS3-3),(MS-ESS3-4)

Students who demonstrate understanding can:

MS-ESS3-2.	Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. [Clarification Statement: Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods). Examples of data can include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires) or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).]
MS-ESS3-3.	Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* [Clarification Statement: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).]
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. [Clarification Statement: Examples of evidence 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 can 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.]

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

Analyzing and Interpreting Data

Analyze and interpret data to determine similarities and differences in findings. (MS-ESS3-2)

Constructing Explanations and Designing Solutions

Apply scientific principles to design an object, tool, process or system. (MS-ESS3-3)

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. (MS-ESS3-4)

Disciplinary Core Ideas

ESS3.B: Natural Hazards

Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events. (MS-ESS3-2)

ESS3.C: Human Impacts on Earth Systems

Crosscutting Concepts

Patterns

Graphs, charts, and images can be used to identify patterns in data. (MS-ESS3-2)

Cause and Effect

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

Connections to Engineering, Technology, and Applications of Science

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

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

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. (MS-ESS3-4)

Connections to other DCIs in this grade-band:

MS.PS3.C (MS-ESS3-2); MS.LS2.A (MS-ESS3-3),(MS-ESS3-4); MS.LS4.D (MS-ESS3-3),(MS-ESS3-4)

Articulation of DCIs across grade-bands

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1	Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS3-2),(MS-ESS3-4)
RST.6-8.7	Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-ESS3-2)
WHST.6-8.1	Write arguments focused on discipline content. (MS-ESS3-4)
WHST.6-8.7	Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (MS-ESS3-3)
WHST.6-8.8	Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (MS-ESS3-3)
WHST.6-8.9	Draw evidence from informational texts to support analysis, reflection, and research. (MS-ESS3-4)
Mathematics -
MP.2	Reason abstractly and quantitatively. (MS-ESS3-2)
6.RP.A.1	Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (MS-ESS3-3),(MS-ESS3-4)
7.RP.A.2	Recognize and represent proportional relationships between quantities. (MS-ESS3-3),(MS-ESS3-4)
6.EE.B.6	Use 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-ESS3-2),(MS-ESS3-3),(MS-ESS3-4)
7.EE.B.4	Use 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-ESS3-2),(MS-ESS3-3),(MS-ESS3-4)

Science and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Connections to Engineering, Technology, and Applications of Science

Connections to Nature of Science

Science Addresses Questions About the Natural and Material World

Science and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Connections to Engineering, Technology, and Applications of Science

Connections to Nature of Science

Science Addresses Questions About the Natural and Material World

Science and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Connections to Engineering, Technology, and Applications of Science

Connections to Nature of Science

Science Addresses Questions About the Natural and Material World

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