Standards

Next Generation Science Standards (NGSS)

This lesson is building toward:

PERFORMANCE EXPECTATION (PE)

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.]

A note from the authors: Students work towards this PE through the lens of researching white shark populations as they interpret data and read researchers’ analyses of fisher logs. They learn about and interpret the effect of legislation on the population of white sharks and the marine environment. In collaborative groups, students construct an argument, supported by evidence, for how human’s actions, e.g. legislation, has affected white shark populations.

NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.

SCIENCE AND ENGINEERING PRACTICES (SEP)

Asking Questions and Defining Problems

Ask questions that arise from careful observation of phenomena, models, or unexpected results, to clarify and/or seek additional information.

Analyzing and Interpreting Data

Use graphical displays (e.g., maps, charts, graphs, and/or tables) of large data sets to identify temporal and spatial relationships.
Analyze and interpret data to provide evidence for phenomena.

Constructing Explanations and Designing Solutions

Construct an explanation that includes qualitative or quantitative relationships between variables that predicts and/or describes phenomena.

Engaging in Argument from Evidence

Construct, use, and/or present 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.

Obtaining, Evaluating, and Communicating Information

Critically read scientific texts adapted for classroom use to determine the central ideas and/or obtain scientific and/or technical information to describe patterns in and/or evidence about the natural and designed world(s).

DISCIPLINARY CORE IDEAS (DCI)

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 (CCC)

Patterns

Graphs, charts, and images can be used to identify patterns in data.

Cause and Effect

Relationships can be classified as causal or correlational, and correlation does not necessarily imply causation.
Cause and effect relationships may be used to predict phenomena in natural systems or designed systems.
Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.

“Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting Concepts” are reproduced verbatim from A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. DOI: https://doi.org/10.17226/13165. National Research Council; Division of Behavioral and Social Sciences and Education; Board on Science Education; Committee on a Conceptual Framework for New K-12 Science Education Standards. National Academies Press, Washington, DC. This material may be reproduced for noncommercial purposes and used by other parties with this attribution. If the original material is altered in any way, the attribution must state that the material is adapted from the original. All other rights reserved.

Common Core State Standards (CCSS)

CCSS ELA WRITING

CCSS.ELA-LITERACY.WHST.6-8.9
Draw evidence from informational texts to support analysis, reflection, and research.

CCSS ELA SCIENCE & TECHNICAL SUBJECTS

CCSS.ELA-LITERACY.RST.6-8.1
Cite specific textual evidence to support analysis of science and technical texts.

California English Language Development (ELD) Standards

CA ELD

Part 1.3 Offering and justifying opinions, negotiating with and persuading others in communicative exchanges

EMERGING

EXPANDING

BRIDGING

P1.8.3 Negotiate with or persuade others in conversations (e.g., to gain and hold the floor or to ask for clarification) using learned phrases (e.g., I think … Would you please repeat that?) and open responses.

P1.8.3 Negotiate with or persuade others in conversations (e.g., to provide counter-arguments) using learned phrases (I agree with X, but …) and open responses.

P1.8.3 Negotiate with or persuade others in conversations using an appropriate register (e.g., to acknowledge new information and justify views) using a variety of learned phrases, indirect reported speech (e.g., I heard you say X, and that’s a good point. I still think Y, though, because …) and open responses.

In addition to the standard above, you may find that you touch on the following standards in this lesson as well:

1.8.1: Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics
1.8.4: Offering and justifying opinions, negotiating with and persuading others in communicative exchanges
1.8.5: Listening actively to spoken English in a range of social and academic contexts
1.8.6:Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language
1.8.12: Selecting and applying varied and precise vocabulary and other language resources to effectively convey ideas
2.8.6: Connecting ideas
2.8.7: Condensing ideas

California's Environmental Principles and Concepts (EP&Cs)

EP&C

Principle 2
People Influence Natural Systems

The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies.

Principle 3
Natural Systems Change in Ways that People Benefit From and Can Influence

Natural systems proceed through cycles that humans depend upon, benefit from, and can alter.

Principle 5
Decisions Affecting Resources and Natural Systems are Complex and Involve Many Factors

Decisions affecting resources and natural systems are based on a wide range of considerations and decision making processes.

California Education and the Environment Initiative. 2016. California’s Environmental Principles and Concepts. https://californiaeei.org/epc/