This resource addresses the listed standards. To fully meet standards, search for more related resources.
Next Generation Science Standards (NGSS)
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ESS3: Earth and Human Activity
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MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
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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.
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4-ESS3-1 Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment.
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5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earthās resources and environment.
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HS-ESS3-1 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.
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HS-ESS3-2 Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
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HS-ESS3-3 Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.
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ETS1: Engineering Design
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K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
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3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
College, Career, and Civic Life (C3) Standards
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Dimension 2: Civics
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D2.Civ.1.6-8 Distinguish the powers and responsibilities of citizens, political parties, interest groups, and the media in a variety of governmental and nongovernmental contexts.
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D2.Civ.11.K-2 Explain how people can work together to make decisions in the classroom.
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D2.Civ.11.3-5 Compare procedures for making decisions in a variety of settings, including classroom, school, government, and/or society.
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D2.Civ.13.3-5 Explain how policies are developed to address public problems.
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Dimension 4: Taking Informed Action
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D4.7.6-8 Assess their individual and collective capacities to take action to address local, regional, and global problems, taking into account a range of possible levers of power, strategies, and potential outcomes.
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D4.6.K-2 Identify and explain a range of local, regional, and global problems, and some ways in which people are trying to address these problems.
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D4.7.3-5 Explain different strategies and approaches students and others could take in working alone and together to address local, regional, and global problems, and predict possible results of their actions.
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D4.7.9-12 Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning.
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Dimension 2: Geography
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D2.Geo.5.K-2 Describe how human activities affect the cultural and environmental characteristics of places or regions.
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D2.Geo.10.9-12 Evaluate how changes in the environmental and cultural characteristics of a place or region influence spatial patterns of trade and land use.
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D2.Geo.11.9-12 Evaluate how economic globalization and the expanding use of scarce resources contribute to conflict and cooperation within and among countries.
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D2.Geo.6.9-12 Evaluate the impact of human settlement activities on the environmental and cultural characteristics of specific places and regions.
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D2.Geo.7.9-12 Analyze the reciprocal nature of how historical events and the spatial diffusion of ideas, technologies, and cultural practices have influenced migration patterns and the distribution of human population.
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D2.Geo.9.9-12 Evaluate the influence of long-term climate variability on human migration and settlement patterns, resource use, and land uses at local-to-global scales.
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Dimension 2: Economics
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D2.Eco.1.3-5 Compare the benefits and costs of individual choices.
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Dimension 1: Developing Questions and Planning Inquiries
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D1.1.3-5. Explain why compelling questions are important to others (e.g., peers, adults).