Free Printable WorksheetScienceGrade 9Science CurriculumNGSS HS-ESS3-3, HS-ESS3-4, HS-ESS3-6, HS-ETS1-4

9.140 Sustainability, Resilience, and Systems Thinking Worksheet

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Worksheet Overview & Skills Covered

Core academic competencies and curriculum alignment

This Physical Science with Earth and Science Science worksheet provides structured practice on 9.140 Sustainability, Resilience, and Systems Thinking. Students are guided through targeted exercises that build foundational understanding, computational accuracy, and critical thinking skills.

Sustainability, Resilience, and Systems Thinking: MCQ focus: interpret system diagrams and choose actions that improve resilience while recognizing tradeoffs and unintended effects. Aligned to NGSS high school Physical Science, Earth and Space Science, and Engineering Design; NRC/DCI; SEP/CCC; CCSS math/literacy connections; selected CA NGSS, NYSSLS, Florida CPALMS, and Texas TEKS references NGSS HS-ESS3-3, HS-ESS3-4, HS-ESS3-6, HS-ETS1-4 - NGSS-aligned Sustainability, Resilience, and Systems Thinking: NGSS: HS-ESS3-3; HS-ESS3-4; HS-ESS3-6; HS-ETS1-4; NRC/DCI: ESS3.C-D; ETS1.B; SEP/CCC: Systems modeling / Stability and change; Common: RST.9-10.7; MP.4; State refs: CA/NYSSLS same HS-ESS3/ETS PE family; FL SC.912.E.6.6, SC.912.E.7.8-7.9; TX Earth/Environmental Systems.

Whether you are an educator preparing classroom handouts, a tutor reinforcing weekly topics, or a parent supporting homeschool learning, this printable resource gives students the deliberate practice required to achieve subject fluency and master state standards.

Grade

Physical Science with Earth and Science

Subject

Science

Domain

Science Curriculum

Formats

PDF & DOCX

Sample Practice Problems

Preview the types of problems and questions covered in this worksheet

Below are sample questions representative of the exercises included on this worksheet and related 9.140 Sustainability, Resilience, and Systems Thinking skill assessments:

Problem 1Difficulty: Mastery

A coastal city runs simulations for four adaptation plans under moderate sea-level rise, rapid sea-level rise, and stronger storm scenarios. One plan is not the top performer in any single scenario, but it prevents severe losses in all three. What claim is most reasonable?

AThe plan must be rejected because it is not the best in one scenario.

BA plan can be resilient only if it has no cost and no tradeoffs.

CThe plan may be a robust low-regret option because it performs acceptably across several plausible futures.

DOnly the moderate sea-level scenario matters because it is easiest to imagine.

Solution & Explanation:Robust or low-regret strategies are valuable when the future is uncertain because they avoid severe failure across scenarios. The best single-scenario option may be riskier if conditions differ.

Problem 2Difficulty: Mastery

Use the community air-quality feedback map to answer the question. The map links diesel truck traffic, air pollution, asthma absences, school performance, community organizing capacity, and clean-transport investments. Which intervention best strengthens a beneficial feedback loop?

AIgnore school absences because health and learning cannot influence community capacity.

BReduce diesel traffic near schools while investing in clean transport and community participation in monitoring.

CMove monitoring away from affected neighborhoods to avoid public concern.

DIncrease truck idling near schools so pollution data are easier to collect.

Solution & Explanation:Reducing pollution can improve health and attendance, and community monitoring can help sustain investments. The system connects environment, health, education, and civic capacity.

Problem 3Difficulty: Mastery

A team debates whether to remove an aging dam. Which system boundary is most appropriate for comparing options?

AInclude upstream and downstream communities, fish migration, sediment movement, hydropower, recreation, water storage, safety, and cultural values.

BInclude only the upstream reservoir view because downstream changes are too far away.

CExclude people because dams affect only water and rocks.

DInclude only the concrete structure because the dam is the only visible object.

Solution & Explanation:Dam decisions affect physical, ecological, and human systems upstream and downstream. A boundary that is too narrow can miss important benefits, risks, and tradeoffs.

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Frequently Asked Questions

Common questions about printing, using, and solving this worksheet

QHow do I download and print this 9.140 Sustainability, Resilience, and Systems Thinking worksheet?

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QWhat grade level and standards does this worksheet align with?

This worksheet is designed specifically for Physical Science with Earth and Science Science students. It aligns with educational standard NGSS HS-ESS3-3, HS-ESS3-4, HS-ESS3-6, HS-ETS1-4 (NGSS: HS-ESS3-3; HS-ESS3-4; HS-ESS3-6; HS-ETS1-4; NRC/DCI: ESS3.C-D; ETS1.B; SEP/CCC: Systems modeling / Stability and change; Common: RST.9-10.7; MP.4; State refs: CA/NYSSLS same HS-ESS3/ETS PE family; FL SC.912.E.6.6, SC.912.E.7.8-7.9; TX Earth/Environmental Systems.).