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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SCI-HS.ESS3DCI Earth Space Science ESS3Earth and Human ActivityPerformance ExpectationsESS3 help students formulate an answer to the question: “How do Earth’s surface processes and human activities affect each other?” The ESS3 Disciplinary Core Idea from the NRC Framework is broken down into four sub-ideas: natural resources, natural hazards, human impact on Earth systems, and global climate change. Students understand the complex and significant interdependencies between humans and the rest of Earth’s systems through the impacts of natural hazards, our dependencies on natural resources, and the significant environmental impacts of human activities. Engineering and technology figure prominently here, as students use mathematical thinking and the analysis of geoscience data to examine and construct solutions to the many challenges facing long-term human sustainability on Earth. The crosscutting concepts of cause and effect, systems and system models, and stability and change are called out as organizing concepts for these disciplinary core ideas. In the ESS3 performance expectations, students are expected to demonstrate proficiency in developing and using analyzing and interpreting data, mathematical and computational thinking, constructing explanations and designing solutions 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.ESS3.01High School (SCI) Earth Space Science Standards SCI-HS.ESS3.01 Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.Clarification Statement: Earth Science/Environmental Science: Examples of key natural resources include access to fresh water (such as
rivers, lakes, and groundwater), regions of fertile soils such as river deltas, and high concentrations of minerals and
fossil fuels. Examples of natural hazards can be from interior processes (such as volcanic eruptions and
earthquakes), surface processes (such as tsunamis, mass wasting and soil erosion), and severe weather (such as
hurricanes, floods, and droughts). Examples of the results of changes in climate that can affect populations or drive
mass migrations include changes to sea level, regional patterns of temperature and precipitation, and the types of
crops and livestock that can be raised. 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.ESS3.02High School (SCI) Earth Space Science Standards SCI-HS.ESS3.02 Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.Clarification Statement: Earth Science/Environmental Science: Emphasis is on the conservation, recycling, and reuse of resources
(such as minerals and metals) where possible, and on minimizing impacts where it is not. Examples include
developing best practices for agricultural soil use, mining (for coal, tar sands, and oil shales), and pumping
(for petroleum and natural gas). Science knowledge indicates what can happen in natural systems—not what
should happen. 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.ESS3.03High School (SCI) Earth Space Science Standards SCI-HS.ESS3.03 Analyze the relationships among management of natural resources, the sustainability of human populations, and biodiversity through the use of a computational simulation.Clarification Statement: Earth Science/Environmental Science: Examples of factors that affect the management of
natural resources include costs of resource extraction, processing, and waste management,
per-capita consumption, and the development of new technologies. Examples of factors
that affect human sustainability include agricultural efficiency, levels of conservation, and
urban planning. 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.ESS3.04High School (SCI) Earth Space Science Standards SCI-HS.ESS3.04 Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.Clarification Statement: Earth Science/Environmental Science: Examples of data on the impacts of human activities could include
the quantities and types of pollutants released, changes to biomass and species diversity, or areal changes in
land surface use (such as for urban development, agriculture and livestock, or surface mining). Examples for
limiting future impacts could range from local efforts (such as reducing, reusing, and recycling resources) to
large-scale geoengineering design solutions (such as altering global temperatures by making large changes
to the atmosphere or ocean). 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.
ResourcesVocabulary
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