HS-ESS2-2    Earth's Systems

Students who demonstrate understanding can:

HS-ESS2-2. 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: 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.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Analyzing and Interpreting Data

Analyzing data in 9–12 builds on K–8 experiences and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data.

Disciplinary Core Ideas

ESS2.A: Earth Materials and Systems

ESS2.D: Weather and Climate

Crosscutting Concepts

Stability and Change

   - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

        Connections to Engineering,Technology,

                     and Applications of Science

 

Influence of Engineering, Technology, and Science on Society and the Natural World

Connections to other DCIs in this grade-band:

HS.PS3.B ; HS.PS4.B ; HS.LS2.B ; HS.LS2.C ; HS.LS4.D ; HS.ESS3.C ; HS.ESS3.D

Articulation of DCIs across grade-bands:

MS.PS3.D ; MS.PS4.B ; MS.LS2.B ; MS.LS2.C ; MS.LS4.C ; MS.ESS2.A ; MS.ESS2.B ; MS.ESS2.C ; MS.ESS2.D ; MS.ESS3.C ; MS.ESS3.D

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.1Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-ESS2-2)
RST.11-12.2Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. (HS-ESS2-2)
Mathematics -
MP.2Reason abstractly and quantitatively. (HS-ESS2-2)
HSN.Q.A.1Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-ESS2-2)
HSN.Q.A.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS2-2)

HS-ESS2-2    Earth's Systems

Students who demonstrate understanding can:

HS-ESS2-2. 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: 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.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Analyzing and Interpreting Data

Analyzing data in 9–12 builds on K–8 experiences and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data.

Disciplinary Core Ideas

ESS2.A: Earth Materials and Systems

ESS2.D: Weather and Climate

Crosscutting Concepts

Stability and Change

   - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

        Connections to Engineering,Technology,

                     and Applications of Science

 

Influence of Engineering, Technology, and Science on Society and the Natural World

Connections to other DCIs in this grade-band:

HS.PS3.B ; HS.PS4.B ; HS.LS2.B ; HS.LS2.C ; HS.LS4.D ; HS.ESS3.C ; HS.ESS3.D

Articulation of DCIs across grade-bands:

MS.PS3.D ; MS.PS4.B ; MS.LS2.B ; MS.LS2.C ; MS.LS4.C ; MS.ESS2.A ; MS.ESS2.B ; MS.ESS2.C ; MS.ESS2.D ; MS.ESS3.C ; MS.ESS3.D

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.1Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-ESS2-2)
RST.11-12.2Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. (HS-ESS2-2)
Mathematics -
MP.2Reason abstractly and quantitatively. (HS-ESS2-2)
HSN.Q.A.1Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-ESS2-2)
HSN.Q.A.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS2-2)

HS-ESS2-2    Earth's Systems

Students who demonstrate understanding can:

HS-ESS2-2. 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: 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.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Analyzing and Interpreting Data

Analyzing data in 9–12 builds on K–8 experiences and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data.

Disciplinary Core Ideas

ESS2.A: Earth Materials and Systems

ESS2.D: Weather and Climate

Crosscutting Concepts

Stability and Change

   - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

        Connections to Engineering,Technology,

                     and Applications of Science

 

Influence of Engineering, Technology, and Science on Society and the Natural World

Connections to other DCIs in this grade-band:

HS.PS3.B ; HS.PS4.B ; HS.LS2.B ; HS.LS2.C ; HS.LS4.D ; HS.ESS3.C ; HS.ESS3.D

Articulation of DCIs across grade-bands:

MS.PS3.D ; MS.PS4.B ; MS.LS2.B ; MS.LS2.C ; MS.LS4.C ; MS.ESS2.A ; MS.ESS2.B ; MS.ESS2.C ; MS.ESS2.D ; MS.ESS3.C ; MS.ESS3.D

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.1Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-ESS2-2)
RST.11-12.2Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. (HS-ESS2-2)
Mathematics -
MP.2Reason abstractly and quantitatively. (HS-ESS2-2)
HSN.Q.A.1Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-ESS2-2)
HSN.Q.A.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS2-2)

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.

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Related Evidence Statements
HS-ESS2-2-1 Evidence Statements
Related Quality Units
High School: OpenSciEd Unit C.1: Thermodynamics in Earth’s Systems
Related Example Bundles
High School Conceptual Progression Model Course 2: Bundle 2
High School Domains Model Course 2: Physics: Bundle 3

How to Read the Standards

The standards integrate three dimensions within each standard and have intentional connections across standards. More...