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  • High School

    Earth and Human Activity

Students who demonstrate understanding can:

Performance Expectations

  1. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems. HS-ESS3-5

    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.

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-ESS3-5)
  • RST.11-12.2 - Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. (HS-ESS3-5)
  • RST.11-12.7 - Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-ESS3-5)

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-ESS3-5)
  • HSN-Q.A.2 - Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS3-5)
  • HSN-Q.A.3 - Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS3-5)
  • MP.2 - Reason abstractly and quantitatively. (HS-ESS3-5)

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.
  • The My NASA DATA - GLOBE Digital Earth System Poster website allows a user to select, view, and download bimonthly summary data, in the form of world images/maps and animated gifs, for insolation, surface temperature, cloud fraction, precipitation, a ...

  •   Climate Outlooks for the Next 3 Months is an online tool that provides temperature and precipitation predictions, based upon current climate models, for the United States.  Predictions are presented as a map where predicted variations ...

  •   Students are introduced to ice cores as a source of past climate data. Students read about climate indicators measured through ice samples.  They are provided 160,000 years of ice core data from the Vostok core (origin East Antarctica) ...

  •   In “Hurricane Frequency and Intensity,” students use selected historical data to determine the relationship between Sea Surface Temperature (SST) and the location, intensity and frequency of hurricanes. Through their analysis, s ...

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