High School Science
(PS) Physical Science
[HS-PS1]Matter
and Its
Interactions
[HS-PS2]
Motion and Stability:
Forces and Interactions
[HS-PS3]
Energy
[HS-PS4]
Waves and
Their Applications
in Technologies for
Information Transfer.
| [HS-ESS3] |
DCI Earth Space Science ESS3SCI-HS.ESS3.01
SCI-HS.ESS3.01 Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.Clarification Statement: Earth Science/Environmental Science: Examples of key natural resources include access to fresh water (such as
rivers, lakes, and groundwater), regions of fertile soils such as river deltas, and high concentrations of minerals and
fossil fuels. Examples of natural hazards can be from interior processes (such as volcanic eruptions and
earthquakes), surface processes (such as tsunamis, mass wasting and soil erosion), and severe weather (such as
hurricanes, floods, and droughts). Examples of the results of changes in climate that can affect populations or drive
mass migrations include changes to sea level, regional patterns of temperature and precipitation, and the types of
crops and livestock that can be raised. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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High School (SCI) Earth Space Science StandardsSCI-HS.ESS3.02
SCI-HS.ESS3.02 Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.Clarification Statement: Earth Science/Environmental Science: 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. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SCI-HS.ESS3.03
SCI-HS.ESS3.03 Analyze the relationships among management of natural resources, the sustainability of human populations, and biodiversity through the use of a computational simulation.Clarification Statement: Earth Science/Environmental Science: Examples of factors that affect the management of
natural resources include costs of resource extraction, processing, and waste management,
per-capita consumption, and the development of new technologies. Examples of factors
that affect human sustainability include agricultural efficiency, levels of conservation, and
urban planning. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SCI-HS.ESS3.04
SCI-HS.ESS3.04 Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.Clarification Statement: Earth Science/Environmental Science: Examples of data on the impacts of human activities could include
the quantities and types of pollutants released, changes to biomass and species diversity, or areal changes in
land surface use (such as for urban development, agriculture and livestock, or surface mining). Examples for
limiting future impacts could range from local efforts (such as reducing, reusing, and recycling resources) to
large-scale geoengineering design solutions (such as altering global temperatures by making large changes
to the atmosphere or ocean). Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SCI-HS.ESS3.05
SCI-HS.ESS3.05 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 systems.Clarification Statement: Earth Science/Environmental Science: 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). Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SCI-HS.ESS3.06
SCI-HS.ESS3.06 Use data from computational representations to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.Clarification Statement: Earth Science/Environmental Science: Examples of Earth systems to be considered are the hydrosphere,
atmosphere, cryosphere, geosphere, and/or biosphere. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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