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MS ESS3-3 Polluted Waterways

MS ESS3-3 Polluted Waterways
MS ESS3-3 Polluted Waterways
MS ESS3-3 Polluted Waterways
MS ESS3-3 Polluted Waterways
MS ESS3-3 Polluted Waterways
MS ESS3-3 Polluted Waterways
MS ESS3-3 Polluted Waterways
MS ESS3-3 Polluted Waterways
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Product Description
MS-ESS3-3.
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* [Clarification Statement: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).]

Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories.

Apply scientific principles to design an object, tool, process, or system. (MS-ESS3-3)

ESS3.C: Human Impacts on Earth Systems
Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3)

• 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. (MS-ESS3-3)

Cause and Effect
Relationships can be classified as causal or correlation, and correlation does not necessarily imply causation. (MS-ESS3-3)

• The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus technology use varies from region to region and over time. (MS-ESS3-2),(MS-ESS3-3)

Units are meant to function as ‘Research’ for students who do not have access to computers to do so on their own.
Comprehension questions and analysis are designed to ensure reading and processing of information.
Units should be printed in color and completed in small groups or partner work/can be done individually.
Total Pages
8 pages
Answer Key
N/A
Teaching Duration
N/A
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