HS.Weather and Climate

Students who demonstrate understanding can:

HS-ESS2-4.

[Clarification Statement: 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; 10-100s of thousands of years: changes to Earth's orbit and the orientation of its axis; and 10-100s of millions of years: long-term changes in atmospheric composition.] [Assessment Boundary: Assessment of the results of changes in climate is limited to changes in surface temperatures, precipitation patterns, glacial ice volumes, sea levels, and biosphere distribution.]

HS-ESS3-5.

[Clarification Statement: Examples of evidence, for both data and climate model outputs, are for climate changes (such as precipitation and temperature) and their associated impacts (such as on sea level, glacial ice volumes, or atmosphere and ocean composition).] [Assessment Boundary: Assessment is limited to one example of a climate change and its associated impacts.]

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Developing and Using Models

Modeling in 9–12 builds on K–8 experiences and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed world(s).

Use a model to provide mechanistic accounts of phenomena. (HS-ESS2-4)

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.

Analyze data using computational models in order to make valid and reliable scientific claims. (HS-ESS3-5)

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

Connections to Nature of Science

Scientific Investigations Use a Variety of Methods

Science investigations use diverse methods and do not always use the same set of procedures to obtain data. (HS-ESS3-5)
New technologies advance scientific knowledge. (HS-ESS3-5)

Scientific Knowledge is Based on Empirical Evidence

Science knowledge is based on empirical evidence. (HS-ESS3-5)
Science arguments are strengthened by multiple lines of evidence supporting a single explanation. (HS-ESS2-4),(HS-ESS3-5)

Disciplinary Core Ideas

ESS1.B: Earth and the Solar System

Cyclical changes in the shape of Earth’s orbit around the sun, together with changes in the tilt of the planet’s axis of rotation, both occurring over hundreds of thousands of years, have altered the intensity and distribution of sunlight falling on the earth. These phenomena cause a cycle of ice ages and other gradual climate changes. (secondary to HS-ESS2-4)

ESS2.A: Earth Materials and Systems

The geological record shows that changes to global and regional climate can be caused by interactions among changes in the sun’s energy output or Earth’s orbit, tectonic events, ocean circulation, volcanic activity, glaciers, vegetation, and human activities. These changes can occur on a variety of time scales from sudden (e.g., volcanic ash clouds) to intermediate (ice ages) to very long-term tectonic cycles. (HS-ESS2-4)

ESS2.D: Weather and Climate

ESS3.D: Global Climate Change

Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts. (HS-ESS3-5)

Crosscutting Concepts

Cause and Effect

Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. (HS-ESS2-4)

Stability and Change

Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. (HS-ESS3-5)

Connections to other DCIs in this grade-band:

HS.PS3.A (HS-ESS2-4); HS.PS3.B (HS-ESS2-4),(HS-ESS3-5); HS.PS3.D (HS-ESS3-5); HS.LS1.C (HS-ESS3-5); HS.LS2.C (HS-ESS2-4); HS.ESS1.C (HS-ESS2-4); HS.ESS2.D (HS-ESS3-5); HS.ESS3.C (HS-ESS2-4); HS.ESS3.D (HS-ESS2-4)

Articulation of DCIs across grade-bands:

MS.PS3.A (HS-ESS2-4); MS.PS3.B (HS-ESS2-4),(HS-ESS3-5); MS.PS3.D (HS-ESS2-4),(HS-ESS3-5); MS.PS4.B (HS-ESS2-4); MS.LS1.C (HS-ESS2-4); MS.LS2.B (HS-ESS2-4); MS.LS2.C (HS-ESS2-4); MS.ESS2.A (HS-ESS2-4),(MS-ESS3-5); MS.ESS2.B (HS-ESS2-4); MS.ESS2.C (HS-ESS2-4); MS.ESS2.D (HS-ESS2-4),(HS-ESS3-5); MS.ESS3.B (HS-ESS3-5); MS.ESS3.C (HS-ESS2-4),(HS-ESS3-5); MS.ESS3.D (HS-ESS2-4),(HS-ESS3-5)

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.1	Cite 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-ESS3-5)
RST.11-12.2	Determine 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-ESS3-5)
RST.11-12.7	Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-ESS3-5)
SL.11-12.5	Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-ESS2-4)
Mathematics -
MP.2	Reason abstractly and quantitatively. (HS-ESS2-4),(HS-ESS3-5)
MP.4	Model with mathematics. (HS-ESS2-4)
HSN.Q.A.1	Use 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-ESS2-4),(HS-ESS3-5)
HSN.Q.A.2	Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS2-4),(HS-ESS3-5)
HSN.Q.A.3	Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS2-4),(HS-ESS3-5)

Students who demonstrate understanding can:

HS-ESS2-4.

HS-ESS3-5.

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Developing and Using Models

Use a model to provide mechanistic accounts of phenomena. (HS-ESS2-4)

Analyzing and Interpreting Data

Analyze data using computational models in order to make valid and reliable scientific claims. (HS-ESS3-5)

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

Connections to Nature of Science

Scientific Investigations Use a Variety of Methods

Science investigations use diverse methods and do not always use the same set of procedures to obtain data. (HS-ESS3-5)
New technologies advance scientific knowledge. (HS-ESS3-5)

Scientific Knowledge is Based on Empirical Evidence

Science knowledge is based on empirical evidence. (HS-ESS3-5)
Science arguments are strengthened by multiple lines of evidence supporting a single explanation. (HS-ESS2-4),(HS-ESS3-5)

Disciplinary Core Ideas

ESS1.B: Earth and the Solar System

Cyclical changes in the shape of Earth’s orbit around the sun, together with changes in the tilt of the planet’s axis of rotation, both occurring over hundreds of thousands of years, have altered the intensity and distribution of sunlight falling on the earth. These phenomena cause a cycle of ice ages and other gradual climate changes. (secondary to HS-ESS2-4)

ESS2.A: Earth Materials and Systems

The geological record shows that changes to global and regional climate can be caused by interactions among changes in the sun’s energy output or Earth’s orbit, tectonic events, ocean circulation, volcanic activity, glaciers, vegetation, and human activities. These changes can occur on a variety of time scales from sudden (e.g., volcanic ash clouds) to intermediate (ice ages) to very long-term tectonic cycles. (HS-ESS2-4)

ESS2.D: Weather and Climate

ESS3.D: Global Climate Change

Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts. (HS-ESS3-5)

Crosscutting Concepts

Cause and Effect

Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. (HS-ESS2-4)

Stability and Change

Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. (HS-ESS3-5)

Connections to other DCIs in this grade-band:

Articulation of DCIs across grade-bands:

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.1	Cite 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-ESS3-5)
RST.11-12.2	Determine 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-ESS3-5)
RST.11-12.7	Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-ESS3-5)
SL.11-12.5	Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-ESS2-4)
Mathematics -
MP.2	Reason abstractly and quantitatively. (HS-ESS2-4),(HS-ESS3-5)
MP.4	Model with mathematics. (HS-ESS2-4)
HSN.Q.A.1	Use 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-ESS2-4),(HS-ESS3-5)
HSN.Q.A.2	Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS2-4),(HS-ESS3-5)
HSN.Q.A.3	Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS2-4),(HS-ESS3-5)

Students who demonstrate understanding can:

HS-ESS2-4.

HS-ESS3-5.

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Developing and Using Models

Use a model to provide mechanistic accounts of phenomena. (HS-ESS2-4)

Analyzing and Interpreting Data

Analyze data using computational models in order to make valid and reliable scientific claims. (HS-ESS3-5)

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

Connections to Nature of Science

Scientific Investigations Use a Variety of Methods

Science investigations use diverse methods and do not always use the same set of procedures to obtain data. (HS-ESS3-5)
New technologies advance scientific knowledge. (HS-ESS3-5)

Scientific Knowledge is Based on Empirical Evidence

Science knowledge is based on empirical evidence. (HS-ESS3-5)
Science arguments are strengthened by multiple lines of evidence supporting a single explanation. (HS-ESS2-4),(HS-ESS3-5)

Disciplinary Core Ideas

ESS1.B: Earth and the Solar System

Cyclical changes in the shape of Earth’s orbit around the sun, together with changes in the tilt of the planet’s axis of rotation, both occurring over hundreds of thousands of years, have altered the intensity and distribution of sunlight falling on the earth. These phenomena cause a cycle of ice ages and other gradual climate changes. (secondary to HS-ESS2-4)

ESS2.A: Earth Materials and Systems

The geological record shows that changes to global and regional climate can be caused by interactions among changes in the sun’s energy output or Earth’s orbit, tectonic events, ocean circulation, volcanic activity, glaciers, vegetation, and human activities. These changes can occur on a variety of time scales from sudden (e.g., volcanic ash clouds) to intermediate (ice ages) to very long-term tectonic cycles. (HS-ESS2-4)

ESS2.D: Weather and Climate

ESS3.D: Global Climate Change

Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts. (HS-ESS3-5)

Crosscutting Concepts

Cause and Effect

Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. (HS-ESS2-4)

Stability and Change

Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. (HS-ESS3-5)

Connections to other DCIs in this grade-band:

Articulation of DCIs across grade-bands:

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.1	Cite 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-ESS3-5)
RST.11-12.2	Determine 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-ESS3-5)
RST.11-12.7	Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-ESS3-5)
SL.11-12.5	Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-ESS2-4)
Mathematics -
MP.2	Reason abstractly and quantitatively. (HS-ESS2-4),(HS-ESS3-5)
MP.4	Model with mathematics. (HS-ESS2-4)
HSN.Q.A.1	Use 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-ESS2-4),(HS-ESS3-5)
HSN.Q.A.2	Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS2-4),(HS-ESS3-5)
HSN.Q.A.3	Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS2-4),(HS-ESS3-5)

Science and Engineering Practices

Connections to Nature of Science

Scientific Investigations Use a Variety of Methods

Scientific Knowledge is Based on Empirical Evidence

Disciplinary Core Ideas

Crosscutting Concepts

Science and Engineering Practices

Connections to Nature of Science

Scientific Investigations Use a Variety of Methods

Scientific Knowledge is Based on Empirical Evidence

Disciplinary Core Ideas

Crosscutting Concepts

Science and Engineering Practices

Connections to Nature of Science

Scientific Investigations Use a Variety of Methods

Scientific Knowledge is Based on Empirical Evidence

Disciplinary Core Ideas

Crosscutting Concepts

Viewing Options

How to Read the Standards