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  • High School

    Human Sustainability

Students who demonstrate understanding can:

Performance Expectations

  1. 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. HS-ESS3-1

    Clarification Statement and Assessment Boundary
  2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios. HS-ESS3-2

    Clarification Statement and Assessment Boundary
  3. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. HS-ESS3-3

    Clarification Statement and Assessment Boundary
  4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. HS-ESS3-4

    Clarification Statement and Assessment Boundary
  5. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. HS-ESS3-6

    Clarification Statement and Assessment Boundary

A Peformance Expectation (PE) is what a student should be able to do to show mastery of a concept. Some PEs include a Clarification Statement and/or an Assessment Boundary. These can be found by clicking the PE for "More Info." By hovering over a PE, its corresponding pieces from the Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts will be highlighted.

Science and Engineering Practices

Using Mathematics and Computational Thinking

Mathematical and computational thinking in 9–12 builds on K–8 experiences and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.

Engaging in Argument from Evidence

Engaging in argument from evidence in 9–12 builds on K–8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about the natural and designed world(s). Arguments may also come from current scientific or historical episodes in science.

Disciplinary Core Ideas

Crosscutting Concepts

By clicking on a specific Science and Engineering Practice, Disciplinary Core Idea, or Crosscutting Concept, you can find out more information on it. By hovering over one you can find its corresponding elements in the PEs.

Planning Curriculum

Common Core State Standards Connections

ELA/Literacy

  • RST.11-12.1 - Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-ESS3-1), (HS-ESS3-2), (HS-ESS3-4)
  • RST.11-12.8 - Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-ESS3-2), (HS-ESS3-4)
  • WHST.9-12.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-ESS3-1)

Mathematics

  • HSN-Q.A.1 - Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-ESS3-1), (HS-ESS3-4), (HS-ESS3-6)
  • HSN-Q.A.2 - Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS3-1), (HS-ESS3-4), (HS-ESS3-6)
  • HSN-Q.A.3 - Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS3-1), (HS-ESS3-4), (HS-ESS3-6)
  • MP.2 - Reason abstractly and quantitatively. (HS-ESS3-1), (HS-ESS3-2), (HS-ESS3-3), (HS-ESS3-4), (HS-ESS3-6)
  • MP.4 - Model with mathematics. (HS-ESS3-3), (HS-ESS3-6)

Resources & Lesson Plans

  • Coming Soon!
    A team of teacher curators are working now to find, review, and vet online resources that support the standard. Stay tuned for these targeted resources coming to you from NSTA later this Spring.

Planning Curriculum gives connections to other areas of study for easier curriculum creation.