SCI-HS.ESS2DCI Earth Space Science ESS2Earth's SystemsPerformance ExpectationsESS2 help students formulate an answer to the question: “How and why is Earth constantly changing?” The ESS2 Disciplinary Core Idea from the NRC Framework is broken down into five sub-ideas: Earth materials and systems, plate tectonics and large-scale system interactions, the roles of water in Earth’s surface processes, weather and climate, and biogeology. For the purpose of the NGSS, biogeology has been addressed within the life science standards. Students develop models and explanations for the ways that feedbacks between different Earth systems control the appearance of Earth’s surface. Central to this is the tension between internal systems, which are largely responsible for creating land at Earth’s surface, and the sun-driven surface systems that tear down the land through weathering and erosion. Students begin to examine the ways that human activities cause feedbacks that create changes to other systems. Students understand the system interactions that control weather and climate, with a major emphasis on the mechanisms and implications of climate change. Students model the flow of energy between different components of the weather system and how this affects chemical cycles such as the carbon cycle. The crosscutting concepts of cause and effect, energy and matter, structure and function and stability and change are called out as organizing concepts for these disciplinary core ideas. In the ESS2 performance expectations, students are expected to demonstrate proficiency in developing and using models, planning and carrying out investigations, analyzing and interpreting data, and engaging in argument; and to use these practices to demonstrate understanding of the core ideas. Calculation Method for DCIDisciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations. |
SCI-HS.ESS2.01High School (SCI) Earth Space Science Standards SCI-HS.ESS2.01 Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.Clarification Statement: Earth Science: Emphasis is on how the appearance of land features (such as mountains, valleys, and
plateaus) and sea-floor features (such as trenches, ridges, and seamounts) are a result of both
constructive forces (such as volcanism, tectonic uplift, and orogeny) and destructive mechanisms
(such as weathering, mass wasting, and coastal erosion). Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SCI-HS.ESS2.02High School (SCI) Earth Space Science Standards SCI-HS.ESS2.02 Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.Clarification Statement: Earth Science/Environmental Science: Examples should include climate feedbacks, such as how an
increase in greenhouse gases causes a rise in global temperatures that melts glacial ice, which reduces the
amount of sunlight reflected from Earth's surface, increasing surface temperatures and further reducing
the amount of ice. Examples could also be taken from other system interactions, such as how the loss of
ground vegetation causes an increase in water runoff and soil erosion; how dammed rivers increase
groundwater recharge, decrease sediment transport, and increase coastal erosion; or how the loss of
wetlands causes a decrease in local humidity that further reduces the wetland extent. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SCI-HS.ESS2.03High School (SCI) Earth Space Science Standards SCI-HS.ESS2.03 Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.Clarification Statement: Earth Science: Emphasis is on both a one-dimensional model of Earth, with radial layers
determined by density, and a three-dimensional model, which is controlled by mantle
convection and the resulting plate tectonics. Examples of evidence include maps of Earth’s
three-dimensional structure obtained from seismic waves, records of the rate of change of
Earth’s magnetic field (as constraints on convection in the outer core), and identification of
the composition of Earth’s layers from high-pressure laboratory experiments Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SCI-HS.ESS2.04High School (SCI) Earth Space Science Standards SCI-HS.ESS2.04 Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.Clarification Statement: Earth Science: Examples of the causes of climate change differ by timescale, over 1-10
years: large volcanic eruption, ocean circulation; 10-100s of years: changes in human
activity, ocean circulation, solar output; and 10-100s of thousands of years: changes to
Earth's orbit and the orientation of its axis. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SCI-HS.ESS2.05High School (SCI) Earth Space Science Standards SCI-HS.ESS2.05 Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.Clarification Statement: Earth Science/Environmental Science: Emphasis is on mechanical and chemical investigations with
water and a variety of solid materials to provide the evidence for connections between the hydrologic
cycle and system interactions commonly known as the rock cycle. Examples of mechanical
investigations include stream transportation and deposition using a stream table, erosion using
variations in soil moisture content, or frost wedging by the expansion of water as it freezes. Examples
of chemical investigations include chemical weathering and recrystallization (by testing the solubility
of different materials) or melt generation (by examining how water lowers the melting temperature of
most solids). Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SCI-HS.ESS2.06High School (SCI) Earth Space Science Standards SCI-HS.ESS2.06 Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.Clarification Statement: Earth Science/Environmental Science: Emphasis is on modeling biogeochemical cycles that include the
cycling of carbon through the ocean, atmosphere, soil, and biosphere (including humans), providing the
foundation for living organisms. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SCI-HS.ESS2.07High School (SCI) Earth Space Science Standards SCI-HS.ESS2.07 Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth.Clarification Statement: Earth Science: Emphasis is on the dynamic causes, effects, and feedbacks between the biosphere and Earth’s
other systems, whereby geoscience factors control the evolution of life, which in turn continuously alters
Earth’s surface. Examples include how photosynthetic life altered the atmosphere through the production of
oxygen, which in turn increased weathering rates and allowed for the evolution of animal life; how microbial
life on land increased the formation of soil, which in turn allowed for the evolution of land plants; or how the
evolution of corals created reefs that altered patterns of erosion and deposition along coastlines and
provided habitats for the evolution of new life forms Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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