Difference between revisions of "HS-ESS3-2"
From NY Science Standards Wiki
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| + | | style="background-color:white;" | [[August 2026 Earth and Space Science Exam|August 2026]] | ||
| + | | style="background-color:white;" | [[Questions:Carbon Emissions in Industry|Carbon Emissions in Industry]] | ||
| + | | style="background-color:white;" | [[Questions:Carbon Emissions in Industry#q5|Question 27]] | ||
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| + | | style="background-color:white;" | [[June 2026 Earth and Space Science Exam|June 2026]] | ||
| + | | style="background-color:white;" | [[Questions:Iceland Hotspot|Iceland Hotspot]] | ||
| + | | style="background-color:white;" | [[Questions:Iceland Hotspot#q4|Question 4]] | ||
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| + | | rowspan="3" style="background-color:white;" | [[January 2026 Earth and Space Science Exam|January 2026]] | ||
| + | | style="background-color:white;" | [[Questions:Rubber Ducks and Pacific Ocean Trash|Rubber Ducks and Pacific Ocean Trash]] | ||
| + | | style="background-color:white;" | [[Questions:Rubber Ducks and Pacific Ocean Trash#q4|Question 9]] | ||
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| + | | style="background-color:white;" | [[Questions:Mined and Mineral Resources of New York State|Mined and Mineral Resources of New York State]] | ||
| + | | style="background-color:white;" | [[Questions:Mined and Mineral Resources of New York State#q4|Question 17]] | ||
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| + | | style="background-color:white;" | [[Questions:Energy and Mineral Resources|Energy and Mineral Resources]] | ||
| + | | style="background-color:white;" | [[Questions:Energy and Mineral Resources#q2|Question 43]] | ||
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| + | | rowspan="2" style="background-color:white;" | [[August 2025 Earth and Space Science Exam|August 2025]] | ||
| + | | style="background-color:white;" | [[Questions:The Power of Water|The Power of Water]] | ||
| + | | style="background-color:white;" | [[Questions:The Power of Water#q5|Question 10]] | ||
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| + | | style="background-color:white;" | [[Questions:Dams and Flood Mitigation|Dams and Flood Mitigation]] | ||
| + | | style="background-color:white;" | [[Questions:Dams and Flood Mitigation#q1|Question 36]] | ||
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| + | | style="background-color:white;" | [[June 2025 Earth and Space Science Exam|June 2025]] | ||
| + | | style="background-color:white;" | [[Questions:Mining and Use of Lithium|Mining and Use of Lithium]] | ||
| + | | style="background-color:white;" | [[Questions:Mining and Use of Lithium#q1|Question 31]] | ||
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Revision as of 22:22, 20 September 2026
Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
Clarification statement: 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.
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 five levels.
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Level 1: Given a design solution, identify the benefit(s)/costs of developing or managing or utilizing energy or (mineral) resources.
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Level 2: Evaluate given design solutions for developing or managing or utilizing energy or (mineral) resources based on cost‐benefit ratios.
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Level 3: Evaluate competing design solutions for developing or managing, or utilizing energy or (mineral) resources based on cost-benefit ratios.
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Level 4: Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
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Level 5: Design a solution for developing, managing, and utilizing energy or mineral resources based on cost‐benefit ratios taking into consideration social, ethical, environmental, or geopolitical issues.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-ESS3-2.
This section could be expanded upon. You can help out by adding to this section.
Assessment
What assessment of HS-ESS3-2 might look like on a NY state exam.
NGSS Dimensions
Performance expectation HS-ESS3-2 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: Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and logical arguments regarding relevant factors (e.g. economic, societal, environmental, ethical considerations).
Disciplinary Core Ideas
- Natural resources: All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors.
- Developing possible solutions: When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts.
Crosscutting Concepts
- Influence of Engineering, Technology, and Science on Society and the Natural World: Engineers continuously modify these systems to increase benefits while decreasing costs and risks
- Influence of Engineering, Technology, and Science on Society and the Natural World: Analysis of costs and benefits is a critical aspect of decisions about technology.
- Science Addresses Questions About the Natural and Material World: Science and technology may raise ethical issues for which science, by itself, does not provide answers and solutions.
- Science Addresses Questions About the Natural and Material World: Science knowledge indicates what can happen in natural systems—not what should happen. The latter involves ethics, values, and human decisions about the use of knowledge.
- Many decisions are not made using science alone, but rely on social and cultural contexts to resolve issues.
Page contributors: Conrad Richman, Caroline Leonard