• Back
  • High School

    Earth and Human Activity

Students who demonstrate understanding can:

Performance Expectations

  1. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. HS-ESS3-4

    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

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.

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-ESS3-4)
  • 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-ESS3-4)

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-ESS3-4)
  • HSN-Q.A.2 - Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS3-4)
  • HSN-Q.A.3 - Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS3-4)
  • MP.2 - Reason abstractly and quantitatively. (HS-ESS3-4)

Model Course Mapping

First Time Visitors

Resources & Lesson Plans

  • More resources added each week!
    A team of teacher curators is working to find, review, and vet online resources that support the standards. Check back often, as NSTA continues to add more targeted resources.
  •   Students will represent the citizens who live and work in a small town called Priceford. A major business development company called Zanec Corporation has asked Priceford for permission to install five 10,000 gallon Underground Storage Tank ...

  • In this activity, students are introduced to black carbon as a major source for global climate change. Students read through an article and identify several topics, through discussion, for further study about issues concerning black carbon production ...

  • This activity asks students to consider the life cycle energy and carbon dioxide emission costs of gasoline, corn ethanol, and cellulosic ethanol. The various pieces help students trace energy and matter through a complex system and critically analyz ...

  • The Stabilization Wedges Game is a team-based exercise that teaches players about the scale of the greenhouse gas problem, plus technologies that already exist to dramatically reduce our carbon emissions and get us off the path toward dramatic and da ...

  • National Geographic created a series of three lessons exploring human impact on the environment. In the first activity, students explore maps and identify patterns of human population and impact on the environment. In the second activity, students le ...

  • Students will practice close reading of several articles related to E-waste regulation. After the close reading, students will write an argumentative paper that answers the question, "Should the Arkansas Department of Environmental Quality estab ...

  • For this lesson, students will explore ideas related to data and how communities can respond to the effects of climate change. They will use their critical thinking skills to address the big question: how can a community become more resilient to the ...

  • In this activity, students will act as members of the UN Climate Council and working within teams, identify and address the major factors of climate change. Students are instructed to identify three major factors of climate change through research. T ...

  • Do you have a great resource to share with the community? Click here.

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