Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.
Subject Area: Science
Grade: 912
Body of Knowledge: Life Science
Idea: Level 3: Strategic Thinking & Complex Reasoning
Standard: Interdependence -

A. The distribution and abundance of organisms is determined by the interactions between organisms, and between organisms and the non-living environment.

B. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes.

C. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes.

Date Adopted or Revised: 02/08
Date of Last Rating: 05/08
Status: State Board Approved
Assessed: Yes


Annually assessed on Biology EOC. Also assesses SC.912.L.17.11, SC.912.L.17.13, SC.912.N.1.3.


    Also Assesses:

    SC.912.L.17.11 Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests.

    SC.912.L.17.13 Discuss the need for adequate monitoring of environmental parameters when making policy decisions.

    SC.912.N.1.3 Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.

    HE.912.C.1.3 Evaluate how environment and personal health are interrelated.

  • Clarification :

    Students will predict how the actions of humans may impact environmental systems and/or affect sustainability.

    Students will evaluate possible environmental impacts resulting from the use of renewable and/or nonrenewable resources.

    Students will identify ways in which a scientific claim is evaluated (e.g., through scientific argumentation, critical and logical thinking, and/or consideration of alternative explanations).

  • Content Limits :

    Items referring to renewable and nonrenewable resources will focus on the environmental costs and benefits of using those resources and not on identifying examples of renewable and nonrenewable resources.

    Items will not require knowledge of specific environmental regulations, pollution prevention technologies or devices, or other mechanisms used to prevent pollution.

    Items assessing a scientific claim are limited to impacts on the environment and renewable and nonrenewable resources.

  • Stimulus Attributes :
    None specified
  • Response Attributes :
    None specified
  • Prior Knowledge :
    Items may require the student to apply scientific knowledge described in the NGSSS from lower grades. This benchmark requires prerequisite knowledge of SC.7.L.17.3, SC.7.E.6.6, SC.7.N.1.7, SC.6.N.2.2, SC.7.N.2.1, SC.8.N.4.1, and SC.8.N.4.2.


  • Test Item #: Sample Item 1
  • Question: Salt water is an abundant resource but unusable for irrigation and drinking. As demands on freshwater sources increase, the use of desalination processes to remove salt from ocean water is increasing. A concern of desalinating water is the large amounts of recovered salts that are returned to the ocean. Which of the following describes the most likely impact of desalination on the surrounding ocean environment?
  • Difficulty: N/A
  • Type: MC: Multiple Choice