Difference between revisions of "MS-ESS3-4"
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| + | {{DISPLAYTITLE:MS-ESS3-4 {{!}} Effects of Population Increase}} | ||
| + | {{Navlinks|MS-ESS3-3|MS-ETS1-1|← MS-ESS3-3|MS-ETS1-1 →}} | ||
{{learningstandard | {{learningstandard | ||
| ls = Construct an argument supported by evidence for how increases in human population and per-capita | | ls = Construct an argument supported by evidence for how increases in human population and per-capita | ||
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| cs = Examples of evidence could 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 could 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. | | cs = Examples of evidence could 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 could 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. | ||
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| + | == {{Assessmentheading}} == | ||
| + | {{assessmentmessage}} | ||
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| + | {| class="wikitable" style="width:100%; text-align:center" | ||
| + | ! style="padding: 0.5em 1.5em;" | Exam | ||
| + | ! style="padding: 0.5em 1.5em;" | Cluster | ||
| + | ! style="padding: 0.5em 1.5em;" | Question | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Spring 2026 Grade 8 Science Test|Spring 2026]] | ||
| + | | style="background-color:white;" | [[Questions:The Changing Landscape of Niagara Falls|The Changing Landscape of Niagara Falls]] | ||
| + | | style="background-color:white;" | [[Questions:The Changing Landscape of Niagara Falls#q5|Question 14]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Spring 2025 Grade 8 Science Test|Spring 2025]] | ||
| + | | style="background-color:white;" | [[Questions:The Lake Erie Ecosystem|The Lake Erie Ecosystem]] | ||
| + | | style="background-color:white;" | [[Questions:The Lake Erie Ecosystem#q4|Question 13]] | ||
| + | |- | ||
| + | | rowspan="2" style="background-color:white;" | [[Spring 2024 Grade 8 Science Test|Spring 2024]] | ||
| + | | style="background-color:white;" | [[Questions:Reservoirs and Town Water Districts|Reservoirs and Town Water Districts]] | ||
| + | | style="background-color:white;" | [[Questions:Reservoirs and Town Water Districts#q3|Question 19]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:Reservoirs and Town Water Districts|Reservoirs and Town Water Districts]] | ||
| + | | style="background-color:white;" | [[Questions:Reservoirs and Town Water Districts#q6|Question 22]] | ||
| + | |} | ||
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| + | {{PerformanceLevelMS}} | ||
| + | {{PLTable | ||
| + | | Level4 = Construct, compare, and critique arguments supported by evidence for how increases in human population and per capita consumption of natural resources cause multiple impacts on Earth’s systems. | ||
| + | | Level3 = Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. | ||
| + | | Level2 = Identify the evidence that supports a given argument that human population and consumption of natural resources impact Earth’s systems. | ||
| + | | Level1 = Identify an argument that describes a relationship between human consumption of a natural resource and the impact on an Earth’s system. | ||
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| − | | SEP1 = | + | | SEP1 = Engaging in Argument from Evidence |
| − | | DCI1 = | + | * 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. |
| − | | CC1 = | + | | DCI1 = ESS3.C: Human Impacts on Earth Systems |
| + | * Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. | ||
| + | | CC1 = Cause and Effect | ||
| + | * Cause and effect relationships may be used to predict phenomena in natural or designed systems. | ||
}} | }} | ||
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| − | | SUBJECT = [[ | + | | SUBJECT = [[MS]] |
| TOPIC = MS. Human Impacts | | TOPIC = MS. Human Impacts | ||
}} | }} | ||
<metadesc>NYS Standard MS-ESS3-4: Construct an argument supported by evidence for how increases in human population and per-capita | <metadesc>NYS Standard 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.</metadesc> | consumption of natural resources impact Earth’s systems.</metadesc> | ||
Latest revision as of 22:37, 20 September 2026
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 could 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 could 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.
Assessment
What assessment of MS-ESS3-4 might look like on a NY state exam.
Performance Level Descriptions
PLDs communicate the knowledge and skills expected of students to demonstrate proficiency in each Learning Standard. NYS assessments classify student performance into one of four levels.
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Level 1: Identify an argument that describes a relationship between human consumption of a natural resource and the impact on an Earth’s system.
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Level 2: Identify the evidence that supports a given argument that human population and consumption of natural resources impact Earth’s systems.
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Level 3: Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
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Level 4: Construct, compare, and critique arguments supported by evidence for how increases in human population and per capita consumption of natural resources cause multiple impacts on Earth’s systems.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of MS-ESS3-4.
This section could be expanded upon. You can help out by adding to this section.
NGSS Dimensions
Performance expectation MS-ESS3-4 was 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
- 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.
Disciplinary Core Ideas
- ESS3.C: Human Impacts on Earth Systems
- Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise.
Crosscutting Concepts
- Cause and Effect
- Cause and effect relationships may be used to predict phenomena in natural or designed systems.