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 gradeappropriate 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: Between this lesson and the subsequent Lesson 8.10: White Shark Public Service Announcement,
students will meet the vision of this Performance Expectation with the exception of an emphasis on structure and changes in the
Earth’s system.
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 to identify and/or clarify evidence and/or the premise(s) of an argument.
- Ask questions that require sufficient and appropriate empirical evidence to answer.
Analyzing and Interpreting Data
- Analyze and interpret data to determine similarities and differences in findings.
- Distinguish between causal and correlational relationships in data.
Constructing Explanations and Designing Solutions
- Apply scientific ideas, principles, and/or evidence to construct, revise and/or use an explanation for real-world phenomena, examples, or events.
- Apply scientific reasoning to show why the data or evidence is adequate for the explanation or conclusion.
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.
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)
A note from the authors: Students determine which elements are relevant for their understanding using 8.1.H4: Crosscutting Concepts for Middle School Students.
Cause and Effect
- Cause and effect relationships may be used to predict phenomena in natural or designed systems.
- Relationships can be classified as causal or correlational, and correlation does not necessarily imply causation.
Connections to Engineering, Technology, and Applications of Science
Influence of Science, Engineering, and Technology on Society and the Natural World
Influence of Science, Engineering, and Technology on Society and the Natural World
- All human activity draws on natural resources and has both short- and long-term consequences, positive as well as negative, for the health of people and the natural environment.
Connections to Nature of Science
Science Addresses Questions About the Natural and Material World
Science Addresses Questions About the Natural and Material World
- Science knowledge can describe consequences of actions but does not necessarily prescribe the decisions that society takes.
“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 SCIENCE & TECHNICAL SUBJECTS
CCSS.ELA-LITERACY.RST.6-8.1
Cite specific textual evidence to support analysis of science and technical texts.
Cite specific textual evidence to support analysis of science and technical texts.
CCSS.ELA-LITERACY.RST.6-8.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
CCSS.ELA-LITERACY.RST.6-8.7
Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
CCSS ELA READING: INFORMATIONAL TEXT
CCSS.ELA-LITERACY.RI.8.5
Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
CCSS.ELA-LITERACY.RI.8.8
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
CCSS ELA WRITING
CCSS.ELA-LITERACY.W.8.1
Write arguments to support claims with clear reasons and relevant evidence.
Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-LITERACY.W.8.1.B
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
CCSS.ELA-LITERACY.W.8.7
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
CCSS ELA SPEAKING & LISTENING
CCSS.ELA-LITERACY.SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
California English Language Development (ELD) Standards
CA ELD
Part 1.8.6: Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language
EMERGING
EXPANDING
BRIDGING
P1.8.6
a) Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution) based on close reading of a variety of grade-appropriate texts and viewing of multimedia with substantial support.
b) Express inferences and conclusions drawn based on close reading of grade-appropriate texts and viewing of multimedia using some frequently used verbs (e.g., shows that, based on).
c) Use knowledge of morphology (e.g., affixes, roots, and base words), context, reference materials, and visual cues to determine the meanings of unknown and multiple-meaning words on familiar topics.
a) Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution) based on close reading of a variety of grade-appropriate texts and viewing of multimedia with substantial support.
b) Express inferences and conclusions drawn based on close reading of grade-appropriate texts and viewing of multimedia using some frequently used verbs (e.g., shows that, based on).
c) Use knowledge of morphology (e.g., affixes, roots, and base words), context, reference materials, and visual cues to determine the meanings of unknown and multiple-meaning words on familiar topics.
P1.8.6
a) Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution) based on close reading of a variety of grade-appropriate texts and viewing of multimedia with moderate support.
b) Express inferences and conclusions drawn based on close reading of grade-appropriate texts and viewing of multimedia using a variety of verbs (e.g., suggests that, leads to).
c) Use knowledge of morphology (e.g., affixes, roots, and base words), context, reference materials, and visual cues to determine the meanings of unknown and multiple-meaning words on familiar and new topics.
a) Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution) based on close reading of a variety of grade-appropriate texts and viewing of multimedia with moderate support.
b) Express inferences and conclusions drawn based on close reading of grade-appropriate texts and viewing of multimedia using a variety of verbs (e.g., suggests that, leads to).
c) Use knowledge of morphology (e.g., affixes, roots, and base words), context, reference materials, and visual cues to determine the meanings of unknown and multiple-meaning words on familiar and new topics.
P1.8.6
a) Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia with light support.
b) Express inferences and conclusions drawn based on close reading of grade-level texts and viewing of multimedia using a variety of precise academic verbs (e.g., indicates that, influences).
c) Use knowledge of morphology (e.g., affixes, roots, and base words), context, reference materials, and visual cues to determine the meanings, including figurative and connotative meanings, of unknown and multiple-meaning words on a variety of new topics.
a) Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia with light support.
b) Express inferences and conclusions drawn based on close reading of grade-level texts and viewing of multimedia using a variety of precise academic verbs (e.g., indicates that, influences).
c) Use knowledge of morphology (e.g., affixes, roots, and base words), context, reference materials, and visual cues to determine the meanings, including figurative and connotative meanings, of unknown and multiple-meaning words on a variety of new topics.
In addition to the standard above, you may find that you touch on the following standards in this lesson as well:
P1.8.1: Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics
P1.8.2: Interacting with others in written English in various communicative forms (print, communicative technology and multimedia)
P1.8.3: Offering and justifying opinions, negotiating with and persuading others in communicative exchanges
P1.8.5: Listening actively to spoken English in a range of social and academic contexts
P1.8.10: Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology
P1.8.12: Selecting and applying varied and precise vocabulary and other language resources to effectively convey ideas
P2.8.1: Understanding text structure
P2.8.5: Modifying to add details
P2.8.6: Connecting ideas
P2.8.7: Condensing ideas
P1.8.1: Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics
P1.8.2: Interacting with others in written English in various communicative forms (print, communicative technology and multimedia)
P1.8.3: Offering and justifying opinions, negotiating with and persuading others in communicative exchanges
P1.8.5: Listening actively to spoken English in a range of social and academic contexts
P1.8.10: Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology
P1.8.12: Selecting and applying varied and precise vocabulary and other language resources to effectively convey ideas
P2.8.1: Understanding text structure
P2.8.5: Modifying to add details
P2.8.6: Connecting ideas
P2.8.7: Condensing ideas
© 2014 by the California Department of Education All rights reserved.
California's Environmental Principles and Concepts (EP&Cs)
EP&C
Principle 2
People Influence Natural Systems
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 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 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/