Space Systems
5 Performance Expectations
HS-ESS1-1
Sun's lifespan, nuclear fusion, and energy reaching Earth
Develop + Critique
Develop
Complete
Describe
Identify
Level 5
Develop and critique models, based on evidence, that illustrate the lifespan of the Sun, the role of nuclear fusion, and how energy from the Sun reaches Earth in the form of electromagnetic radiation, using scale, proportion, and quantity to evaluate the models' validity and limitations in order to revise them.Level 4
Develop a model based on evidence to illustrate the lifespan of the Sun and the role of nuclear fusion in the Sun's core to release energy that eventually reaches Earth in the form of radiation.Level 3
Complete a model based on evidence to illustrate the lifespan of the Sun and/or the role of nuclear fusion in the Sun's core to release energy that eventually reaches Earth (in the form of radiation).Level 2
Given a model, and/or information, describe the evidence that determines the lifespan of the Sun or illustrates the role of nuclear fusion in the Sun's core to release energy or ways that the Sun's radiation varies.Level 1
Given a model, and/or information, identify evidence, from those provided, that determines the lifespan of the Sun or illustrates the role of nuclear fusion in the Sun's core to release energy or identify the correct pattern, from those provided, that shows variation in solar output.
HS-ESS1-2
Big Bang theory and astronomical evidence
Construct
Construct
Construct
Identify
Identify
Level 5
Construct an explanation of the Big Bang theory using multiple sources, based on valid and reliable evidence of energy from light spectra, motions of distant galaxies, and the composition of matter in the universe (Cosmic Microwave Background Radiation (CMBR)).Level 4
Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.Level 3
Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, or motion of distant galaxies, and/or the composition of matter in the universe (Cosmic Microwave Background Radiation (CMBR)).Level 2
Identify the explanation, that supports the Big Bang theory based on astronomical evidence of light spectra or motion of distant galaxies or the composition of matter in the universe (Cosmic Microwave Background Radiation (CMBR)).Level 1
Identify the evidence, from those provided, that supports the Big Bang theory, based on astronomical evidence.
HS-ESS1-3
Stars, life cycles, and element production
Synthesize
Communicate
Describe
Identify
Identify
Level 5
Synthesize valid and reliable scientific information in order to communicate scientific ideas in multiple formats (i.e. orally, graphically, textually, or mathematically) about the way stars, over their life cycles, produce elements.Level 4
Communicate scientific ideas about the way stars, over their life cycles, produce elements.Level 3
Describe or identify one scientific idea from a source about how stars, over their life cycles, produce different elements depending on their masses or their life cycle.Level 2
Identify the given scientific idea that describes how different elements are produced by different types of stars over their life cycle.Level 1
Given a scientific idea, identify the claim, from those provided, that describes how stars form elements over their life cycle.
HS-ESS1-4
Motion of orbiting bodies
Use + Predict
Use + Predict
Use + Describe
Identify
Predict
Level 5
Use mathematical and computational analysis to predict the motions of orbiting bodies in the solar system and/or other parts of the universe.Level 4
Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.Level 3
Use a mathematical or a computational representation(s) to describe the motion of orbiting object(s) in the solar system.Level 2
Identify a correct mathematical or computational representation that describes and/or predicts the motion of orbiting object(s) in the solar system.Level 1
Using mathematical reasoning and given data, predict the motion of an orbiting object in the solar system.
HS-ESS1-7
Moon phases, eclipses, tides, seasons, and celestial events (NYSED)
Apply + Support
Construct
Construct
Identify
Identify
Level 5
Apply scientific ideas, principles, and evidence to support the claim that the phases of the Moon, eclipses, tides, and seasons change cyclically and that celestial events are the result of the relative motion and perspective of an observer.Level 4
Construct an explanation using evidence to support the claim that the phases of the Moon, eclipses, tides, and seasons change cyclically.Level 3
Construct an explanation using evidence to support the claim that the phases of the Moon or eclipses or tides or seasons change cyclically or that celestial events are the result of the relative motion and/or perspective of an observer.Level 2
Identify an evidence-based explanation, from those provided, that supports the claim that the phases of the Moon or eclipses or tides or seasons change cyclically or that celestial events are the result of the relative motion and/or perspective of an observer.Level 1
Identify the evidence that supports the claim that the phases of the Moon or eclipses or tides or seasons change cyclically or that celestial events are the result of the relative motion and the perspective of an observer.History of Earth
3 Performance Expectations
HS-ESS1-5
Plate tectonics and crustal rock ages
Analyze + Evaluate
Evaluate
Evaluate
Identify
Identify
Level 5
Using multiple sources of evidence, analyze the patterns in the data of the past and current movements of continental and oceanic crust to explain the ages of crustal rocks. Evaluate evidence from current and historical scientific ideas and principles that contribute to the theory of plate tectonics.Level 4
Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.Level 3
Evaluate evidence of the past and current movements of continental and/or oceanic crust and/or use the theory of plate tectonics, determine the pattern in the ages of crustal rocks.Level 2
Identify the correct pattern of the ages of crustal rocks, using past and current movements of continental crust and/or oceanic crust and/or the theory of plate tectonics.Level 1
Based on evidence of past and current crustal movements, identify the relative ages of continental and/or oceanic crust.
HS-ESS1-6
Earth's formation and early history
Analyze + Construct
Apply + Construct
Use + Construct
Describe
Identify
Level 5
Analyze empirical evidence from multiple sources, to construct an explanation of Earth's formation and early history, based upon the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.Level 4
Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth's formation and early history.Level 3
Using evidence and scientific reasoning from ancient Earth materials, or meteorites, or other planetary surfaces, construct an account of Earth's formation and/or early history, or use evidence from radiometric dating of rocks and/or other materials to construct an account of the formation or early history of objects in the solar system.Level 2
Describe or identify the evidence from ancient Earth materials, or meteorites, or other planetary surfaces (other objects in the solar system) to support/refute a given explanation of Earth's formation and/or early history, or use evidence from radiometric dating to support/refute a given explanation of the formation of a solar system object.Level 1
Identify evidence (radiometric dating, impact cratering), from those provided, that supports/refutes a given explanation of Earth's or another planetary surface's formation or early history.
HS-ESS2-1
Earth's internal and surface processes
Develop
Develop
Use + Explain
Use + Identify
Use + Determine
Level 5
Develop a complex model which allows for manipulation and testing that demonstrates the relationships between internal and surface processes responsible for the formation of continental and ocean-floor features across varying spatial and temporal scales.Level 4
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.Level 3
Use a model to explain how Earth's internal and/or surface processes (constructive and/or destructive) operate at different spatial or temporal scales to form continental and/or ocean-floor features or to explain the distribution of rocks and/or minerals within Earth's crust.Level 2
Use a model to identify Earth's internal and/or surface process(es) (constructive and/or destructive) that operate at different spatial or temporal scales to form continental and/or ocean-floor features or to identify an Earth surface or internal process that forms continental or oceanic floor features or to explain the distribution of rocks and/or minerals within Earth's crust.Level 1
Use a model to determine whether a continental or ocean-floor feature results from Earth's internal and/or surface process(es) (constructive and/or destructive) or to identify the distribution of rocks and/or minerals within Earth's crust.Earth's Systems
5 Performance Expectations
HS-ESS2-2
Earth systems feedbacks
Compare + Contrast
Analyze
Analyze
Identify
Identify
Level 5
Compare and contrast various geoscience data sets to examine consistency of measurements and observations in order to make the claim that changes to Earth's surface can create feedbacks that influence the stability of Earth's systems over time.Level 4
Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to Earth's systems.Level 3
Analyze geoscience data/information to support the claim that a change to Earth's surface or an Earth system can create a feedback that cause changes to one or more Earth's system(s).Level 2
Identify the geoscience data/information that provides evidence for a given claim that a change to Earth's surface or an Earth system results in a change to another Earth system or provides evidence to support/refute a given claim that a change to an Earth's surface or one Earth system results in a change to another Earth system.Level 1
Using geoscience data/information, identify one change in Earth's surface or an Earth system and how it will result in a change to another Earth system.
HS-ESS2-3
Cycling of matter by thermal convection
Develop
Develop
Describe
Identify
Identify
Level 5
Develop a complex model of Earth's interior using multiple pieces of evidence to illustrate the relationships between systems and/or the components of a system in order to describe the cycling of matter by thermal convection.Level 4
Develop a model based on evidence of Earth's interior to describe the cycling of matter by thermal convection.Level 3
Given a model, describe the cycling of matter (e.g., minerals and rock cycle) by thermal convection based on evidence of Earth's interior or given a model with evidence, describe stages of recycling of Earth materials by surface processes or by convection currents in the mantle or identify the location of the formation of rock types using evidence from a given model.Level 2
Given a model of Earth's interior, identify the evidence that shows the cycling of matter by thermal convection or given a model with evidence, identify stages of recycling of Earth materials by surface processes or by convection currents in the mantle or identify a rock or mineral using evidence from a given model of physical and chemical properties of rocks or minerals.Level 1
Given a model of Earth's interior, identify the evidence, from those provided, that shows the cycling of matter by thermal convection or given a model with evidence, identify a stage of recycling of Earth materials by surface processes or by convection currents in the mantle.
HS-ESS2-5
Properties of water and effects on Earth
Plan + Conduct
Plan + Conduct
Conduct
Describe
Identify
Level 5
Plan and conduct an investigation to demonstrate how water's structure, in all of its phases, affects its properties, and how water effects on Earth materials and surface processes.Level 4
Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.Level 3
Using a given plan, conduct an investigation of the physical and chemical properties of water and water's effects on Earth materials and surface processes or given a plan, and the results of an investigation, describe how the properties of water affect an Earth material and a surface process.Level 2
Given the results of an investigation or information of the chemical and/or physical properties of water (in its different forms), describe an effect that water would have on an Earth material or a surface process.Level 1
Given the results of an investigation or information about the chemical and/or physical properties of water (in its different forms) identify an effect that water would have on an Earth material or surface process.
HS-ESS2-6
Carbon cycle among Earth spheres
Develop + Analyze
Develop
Use/Complete
Use + Identify
Use + Identify
Level 5
Develop and analyze data from a quantitative model of the carbon cycle to predict how a change in carbon levels in one system will affect other Earth systems.Level 4
Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.Level 3
Use/complete a quantitative model to describe the cycling of carbon between two Earth spheres (hydrosphere, atmosphere, geosphere, and biosphere).Level 2
Use a quantitative/qualitative model to identify the cycling of carbon between two Earth spheres (hydrosphere, atmosphere, geosphere, and biosphere).Level 1
Use a quantitative/qualitative model that shows the cycling of carbon between two Earth spheres to identify the relative concentrations of carbon present in each sphere.
HS-ESS2-7
Coevolution of Earth's systems and life
Compare + Evaluate
Construct
Support
Support
Identify
Level 5
Compare and evaluate competing scientifically-based arguments in light of currently accepted explanations, new evidence, limitations, constraints, and ethical issues about the coevolution of Earth's systems and life on Earth.Level 4
Construct an argument based on evidence about the coevolution of Earth's systems and life on Earth.Level 3
Support a given argument by describing the evidence for the coevolution of feedbacks between Earth's systems and life on Earth.Level 2
Support a given argument by identifying the evidence for the coevolution of feedbacks between Earth's systems and life on Earth.Level 1
Identify the correct example, from those provided, of the coevolution of two Earth's systems and the effect on life on Earth.Weather & Climate
3 Performance Expectations
HS-ESS2-4
Energy flow and climate change
Evaluate + Analyze
Use + Describe
Use + Identify
Use + Identify
Use + Identify
Level 5
Evaluate and analyze data from climate change models to describe climate factors and the causational or correlational effect they have on climate change over different time scales.Level 4
Use a model to describe how variations in the flow of energy into and out of Earth's systems result in changes in climate.Level 3
Use a model/information to identify factor(s) that affect the flow of energy into or out of an Earth system and describe one effect this would have on climate occurring over various timescales or use a model/information to describe how one change in the flow of energy in and out of an Earth system results in a change of climate.Level 2
Use a model/information to identify how (a) factor(s) affect(s) the flow of energy into or out of an Earth system and identify the resulting effect on climate over a timescale.Level 1
Use a model/information to identify an energy flow into or out of an Earth system that results in a change in the climate.
HS-ESS2-8
Air masses, weather patterns, and weather data
Collect + Analyze
Evaluate
Evaluate
Use + Identify
Use + Identify
Level 5
Collect and analyze global and regional weather data using tools, technologies, and/or models, to communicate in multiple formats how the movement and interactions of air masses result in changes in weather conditions.Level 4
Evaluate data and communicate information to explain how the movement and interactions of air masses result in changes in weather conditions.Level 3
Evaluate data and communicate information to identify the patterns of movement and/or interactions of air masses and/or the resulting changes in weather conditions.Level 2
Use data to identify the patterns of movement or the interactions of air masses and the resulting changes in weather conditions or to identify factors that drive the movement of air masses or from given weather conditions, identify evidence from maps that supports these conditions.Level 1
Use data and/or patterns of movement and interactions of air masses to identify the resulting changes in weather conditions or identify one factor that drives the movement of air masses or from those provided, use evidence from maps to account for weather conditions or given weather conditions, identify evidence found on maps that account for one of these conditions.
HS-ESS3-5
Global climate models, forecasts, and solutions
Collect + Design
Analyze
Analyze
Use + Identify
Given + Identify
Level 5
Collect and analyze geoscience data from global climate models to make valid and reliable scientific claims. Use those claims to determine an optimal design solution to slow the rate of climate change and its associated future impacts to Earth systems.Level 4
Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.Level 3
Analyze geoscience data or the results from a global climate model to make an evidence-based claim (forecast) of the current rate of global or regional climate change and/or an associated future impact to an Earth system.Level 2
Use geoscience data and/or the results from a global climate model, to identify the evidence-based claim (forecast), from those provided, of the current rate of global or regional climate change and/or identify an associated future impact to an Earth system.Level 1
Given geoscience data or the results from a global climate model, or a given evidence-based claim (forecast) of the current rate of global or regional climate change, identify an associated future impact to an Earth system.Human Sustainability
5 Performance Expectations
HS-ESS3-1
Human activity, natural resources, hazards, and climate
Construct + Design
Construct
Construct
Identify
Identify
Level 5
Construct an explanation based on evidence synthesized from a variety of sources of how human activity has been affected by the availability of natural resources, the occurrence of natural hazards, and changes in climate. Design a plan to adapt to and/or mitigate the effects of natural perturbations.Level 4
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.Level 3
Construct an explanation based on evidence that describes how human activity has been affected by the availability of natural resources, or occurrence of natural hazards, or changes in climate.Level 2
Identify an evidence-based explanation, from those provided, that describes how the availability of natural resources, or the occurrence of natural hazards, or changes in climate have influenced human activity.Level 1
Identify the evidence that supports an explanation for how human activity has been affected by the availability of natural resources, or the occurrence of natural hazards, or changes in climate.
HS-ESS3-2
Energy and mineral resource management
Design
Evaluate
Evaluate
Evaluate
Identify
Level 5
Design a solution for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios taking into consideration social, ethical, environmental, or geopolitical issues.Level 4
Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.Level 3
Evaluate competing design solutions for developing or managing, or utilizing energy or (mineral) resources based on cost-benefit ratios.Level 2
Evaluate given design solutions for developing or managing or utilizing energy or (mineral) resources based on cost-benefit ratios.Level 1
Given a design solution, identify the benefit(s)/costs of developing or managing or utilizing energy or (mineral) resources.
HS-ESS3-3
Computational simulations and sustainability
Create + Compare
Create
Describe
Describe
Identify
Level 5
Create a computational simulation resulting in multiple data sets to illustrate relationships among management of natural resources, the sustainability of human populations, and/or biodiversity. Compare the outcomes with what is known about the real world.Level 4
Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.Level 3
Given parameters/data (from a computational simulation), describe a relationship among the management of natural resources, and the sustainability of human populations and biodiversity.Level 2
Given parameters/or data (in a computational simulation), describe a relationship between two of the following: the management of natural resources, the sustainability of human populations, and/or biodiversity or identify how a solution to the management of natural resources or the sustainability of human populations, and/or biodiversity reduces the impact on humans.Level 1
Based on data (from a computational simulation), identify the relationship, from those provided, between two of the following: the management of natural resources, the sustainability of human populations, and biodiversity.
HS-ESS3-4
Technological solutions to reduce human impacts
Use + Quantify
Evaluate
Describe
Identify
Identify
Level 5
Use scientific information to generate a number of possible refinements to a technological solution. Describe and quantify the criteria, constraints, and tradeoffs of the solution to the problem that reduces impacts of human activities on natural systems.Level 4
Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.Level 3
Given a technological solution, describe the impact of human activities on a natural system and how the solution reduces the impact of human activities on a natural system.Level 2
Given a technological solution to a geoscience problem, identify impacts of human activities on the natural system or identify how the solution reduces the impact on humans.Level 1
Given a technological solution, identify the natural system that is being impacted by human activity or identify how the solution reduces the impact on a natural system.
HS-ESS3-6
Earth systems relationships modified by human activity
Create + Claim
Use + Describe
Describe
Identify
Identify
Level 5
Create a computational representation to illustrate the relationships among Earth systems and make a claim using empirical data about how those relationships are being modified due to human activity.Level 4
Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.Level 3
Given data and/or a model (computational representation), describe a relationship among Earth systems and how that relationship is being modified due to human activity.Level 2
Given data and/or a model (computational representation), identify the relationship between two Earth systems that are being modified due to human activity.Level 1
Given data and/or a model (computational/graphic representation), identify how one Earth system is being modified due to human activity.