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Connections to the NGSS Source

  • MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.

  • MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

  • 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.

  • HS-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity

  • 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.

  • HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.

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



Common Core English Language Arts Standards Source


Speaking and Listening Standards, Grades 11-12

  • Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

  • Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

  • Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate


National Standards for Social Studies Source: National Curriculum Standards for Social Studies

 A Framework for Teaching, Learning, and Assessment

Standard I. Culture

  • Explore and describe similarities in differences in the ways groups, societies, and cultures address similar human needs and concerns.

  • Compare ways in which people from different cultures think about and deal with their physical environment and social conditions.

Standard III. People, Places, & Environments

  • Examine the interaction of human beings and their physical environment, the use of land, building of cities, and ecosystem changes in selected locales and regions.

  • Consider existing uses and propose and evaluate alternative uses of resources and land in home, school, community, the region, and beyond.

Standard VI. Power, Authority, & Governance

  • Recognize and give examples of the tensions between the wants and needs of individuals and groups, and concepts such as fairness, equity, and justice.

Standard VII. Production, Distribution, & Consumption

  • Give examples that show how scarcity and choice govern our economic decisions.

  • Describe the influence of incentives, values, traditions, and habits on economic decisions.

  • Use economic concepts such as supply, demand, and price to help explain events in the community and nation.

Standard VIII. Science, Technology, & Society

  • Identify and describe examples in which science and technology have changed the lives of people, such as in homemaking, childcare, work, transportation, and communication.

  • Identify and describe examples in which science and technology have led to changes in the physical environment.

  • Identify examples of laws and policies that govern scientific and technological applications, such as the Endangered Species Act and environmental protection policies.

  • Suggest ways to monitor science and technology in order to protect the physical environmental, individual rights, and the common good.

Standard IX. Global Connections

  • Examine the effects of changing technologies on the global community.

  • Explore causes, consequences, and possible solutions to persistent, contemporary, and emerging global issues, such as pollution and endangered species.

  • Examine the relationships and tensions between personal wants and needs and various global concerns, such as use of imported oil, land use, and environmental protection.

Standard X. Civic Ideals & Practices

  • Locate, access, organize, and apply information about an issue of public concern from multiple points of view.

  • Identify and practice selected forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic.

  • Explain actions citizens can take to influence public policy decisions.

  • Recognize that a variety of formal and informal factors influence and shape public policy.

  • Examine the influence of public opinion on personal decision-making and government policy on public issues.

  • Recognize and interpret how the “common good” can be strengthened through various forms of citizen action.

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