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ESS3.C: Human Impacts on Earth Systems

How do humans change the planet?


Introduction to ESS3.C

from A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (pages 194-195)

Recorded history, as well as chemical and geological evidence, indicates that human activities in agriculture, industry, and everyday life have had major impacts on the land, rivers, ocean, and air. Humans affect the quality, availability, and distribution of Earth’s water through the modification of streams, lakes, and groundwater. Large areas of land, including such delicate ecosystems as wetlands, forests, and grasslands, are being transformed by human agriculture, mining, and the expansion of settlements and roads. Human activities now cause land erosion and soil movement annually that exceed all natural processes. Air and water pollution caused by human activities affect the condition of the atmosphere and of rivers and lakes, with damaging effects on other species and on human health. The activities of humans have significantly altered the biosphere, changing or destroying natural habitats and causing the extinction of many living species. These changes also affect the viability of agriculture or fisheries to support human populations. Land use patterns for agriculture and ocean use patterns for fishing are affected not only by changes in population and needs but also by changes in climate or local conditions (such as desertification due to overuse or depletion of fish populations by over-extraction). 

Thus humans have become one of the most significant agents of change in the near-surface Earth system. And because all of Earth’s subsystems are interconnected, changes in one system can produce unforeseen changes in others. 

The activities and advanced technologies that have built and maintained human civilizations clearly have large consequences for the sustainability of these civilizations and the ecosystems with which they interact. As the human population grows and per-capita consumption of natural resources increases to provide a greater percentage of people with more developed lifestyles and greater longevity, so do the human impacts on the planet. 

Some negative effects of human activities are reversible with informed and responsible management. For example, communities are doing many things to help protect Earth’s resources and environments. They are treating sewage, reducing the amount of materials they use, and reusing and recycling materials. Regulations regarding water and air pollution have greatly reduced acid rain and stream pollution, and international treaties on the use of certain refrigerant gases have halted the growth of the annual ozone hole over Antarctica. Regulation of fishing and the development of marine preserves can help restore and maintain fish populations. In addition, the development of alternative energy sources can reduce the environmental impacts otherwise caused by the use of fossil fuels. 

The sustainability of human societies and of the biodiversity that supports them requires responsible management of natural resources not only to reduce existing adverse impacts but also to prevent such impacts to the extent possible. Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that preclude ecosystem degradation. 


K-12 Progressions

from NGSS Appendix E: Disciplinary Core Idea Progressions

K-2 3-5 6-8 9-12
ESS3.C 
Human Impacts on Earth Systems

Things people do can affect the environment but they can make choices to reduce their impacts. ESS3.C

Societal activities have had major effects on the land, ocean, atmosphere, and even outer space. Students describe things society does to protect Earth’s resources and environments. ESS3.C

Human activities have altered the biosphere, sometimes damaging it, although changes to environments can have different impacts for different living things. Activities and technologies can be engineered to reduce people’s impacts on Earth. ESS3.C

Sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources, including the development of technologies and regulations. ESS3.C


Grade Band Endpoints for ESS3.C

from A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (pages 195-196)

By the end of grade 2. Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things—for example, by reducing trash through reuse and recycling. 

By the end of grade 5. Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments. For example, they are treating sewage, reducing the amounts of materials they use, and regulating sources of pollution such as emissions from factories and power plants or the runoff from agricultural activities. 

By the end of grade 8. Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of many other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things. 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. 

By the end of grade 12. The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. Scientists and engineers can make major contributions—for example, by developing technologies that produce less pollution and waste and that preclude ecosystem degradation. When the source of an environmental problem is understood and international agreement can be reached, human activities can be regulated to mitigate global impacts (e.g., acid rain and the ozone hole near Antarctica).  


Performance Expectations Associated with ESS3.C

K-2 3-5 6-8 9-12
K-ESS2-2
K-ESS3-3
5-ESS3-1 MS-ESS3-3
MS-3SS3-4
HS-ESS3-3
HS-ESS3-4


Additional Resources

A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (pages 194-196)

Bozemanscience Video

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