Students explore data relevant to the claim “A change in air quality can affect rates of asthma-related hospitalizations.” using the Department of Health’s Washington Tracking Network (WTN). Students develop an argument based on the evidence they gather that supports or refutes the claim.
Assessment 3D Learning Target
Analyze and interpret data that can be used to model, predict, and manage current and future impacts to support an argument about the effects of climate change on human health.
PE: HS-ESS3-5. 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’s systems.
By Dimension: Specific dimension pieces that this assessment will center on.
Analyzing and Interpreting Data
- Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.
Engaging in Argument from Evidence
- Construct, use, and/or present an oral and written argument or counter-arguments based on data and evidence.
- Make and defend a claim based on evidence about the natural world that reflects scientific knowledge and student-generated evidence.
ESS3.D: Global Climate Change
- Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts.
Cause and Effect
- Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system.
- Empirical evidence is needed to identify patterns.
Connections to Nature of Science (SEPs):
- Science knowledge is based on empirical evidence.
- Teacher Guide
- Task Facilitation Slides
- Student Task Document
- Sense-Making Tool (coming soon)
Other Assessment Resources >
- Korey Peterson, OSPI
- Christina Scott, Glacier Peak High School