HS-ESS2-3    Earth's Systems

Students who demonstrate understanding can:

HS-ESS2-3. Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection. [Clarification Statement: 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.]
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

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).

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

         Connections to Nature of Science

 

Scientific Knowledge is Based on Empirical Evidence

  • Science knowledge is based on empirical evidence.
  • Science disciplines share common rules of evidence used to evaluate explanations about natural systems.
  • Science includes the process of coordinating patterns of evidence with current theory.

Disciplinary Core Ideas

ESS2.A: Earth Materials and Systems

ESS2.B: Plate Tectonics and Large-Scale System Interactions

PS4.A: Wave Properties

Crosscutting Concepts

Energy and Matter

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

        Connections to Engineering,Technology,

                     and Applications of Science

 

Interdependence of Science, Engineering, and Technology

Connections to other DCIs in this grade-band:

HS.PS2.B ; HS.PS3.B ; HS.PS3.D

Articulation of DCIs across grade-bands:

MS.PS1.A ; MS.PS1.B ; MS.PS2.B ; MS.PS3.A ; MS.PS3.B ; MS.ESS2.A ; MS.ESS2.B

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-ESS2-3)
SL.11-12.5Make 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-ESS2-3)
Mathematics -
MP.2Reason abstractly and quantitatively. (HS-ESS2-3)
MP.4Model with mathematics. (HS-ESS2-3)
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-ESS2-3)
HSN.Q.A.2Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS2-3)
HSN.Q.A.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS2-3)

HS-ESS2-3    Earth's Systems

Students who demonstrate understanding can:

HS-ESS2-3. Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection. [Clarification Statement: 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.]
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

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).

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

         Connections to Nature of Science

 

Scientific Knowledge is Based on Empirical Evidence

  • Science knowledge is based on empirical evidence.
  • Science disciplines share common rules of evidence used to evaluate explanations about natural systems.
  • Science includes the process of coordinating patterns of evidence with current theory.

Disciplinary Core Ideas

ESS2.A: Earth Materials and Systems

ESS2.B: Plate Tectonics and Large-Scale System Interactions

PS4.A: Wave Properties

Crosscutting Concepts

Energy and Matter

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

        Connections to Engineering,Technology,

                     and Applications of Science

 

Interdependence of Science, Engineering, and Technology

Connections to other DCIs in this grade-band:

HS.PS2.B ; HS.PS3.B ; HS.PS3.D

Articulation of DCIs across grade-bands:

MS.PS1.A ; MS.PS1.B ; MS.PS2.B ; MS.PS3.A ; MS.PS3.B ; MS.ESS2.A ; MS.ESS2.B

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-ESS2-3)
SL.11-12.5Make 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-ESS2-3)
Mathematics -
MP.2Reason abstractly and quantitatively. (HS-ESS2-3)
MP.4Model with mathematics. (HS-ESS2-3)
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-ESS2-3)
HSN.Q.A.2Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS2-3)
HSN.Q.A.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS2-3)

HS-ESS2-3    Earth's Systems

Students who demonstrate understanding can:

HS-ESS2-3. Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection. [Clarification Statement: 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.]
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

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).

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

         Connections to Nature of Science

 

Scientific Knowledge is Based on Empirical Evidence

  • Science knowledge is based on empirical evidence.
  • Science disciplines share common rules of evidence used to evaluate explanations about natural systems.
  • Science includes the process of coordinating patterns of evidence with current theory.

Disciplinary Core Ideas

ESS2.A: Earth Materials and Systems

ESS2.B: Plate Tectonics and Large-Scale System Interactions

PS4.A: Wave Properties

Crosscutting Concepts

Energy and Matter

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

        Connections to Engineering,Technology,

                     and Applications of Science

 

Interdependence of Science, Engineering, and Technology

Connections to other DCIs in this grade-band:

HS.PS2.B ; HS.PS3.B ; HS.PS3.D

Articulation of DCIs across grade-bands:

MS.PS1.A ; MS.PS1.B ; MS.PS2.B ; MS.PS3.A ; MS.PS3.B ; MS.ESS2.A ; MS.ESS2.B

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-ESS2-3)
SL.11-12.5Make 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-ESS2-3)
Mathematics -
MP.2Reason abstractly and quantitatively. (HS-ESS2-3)
MP.4Model with mathematics. (HS-ESS2-3)
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-ESS2-3)
HSN.Q.A.2Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS2-3)
HSN.Q.A.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS2-3)

* 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-ESS2-3-1 Evidence Statements
Related Quality Units
High School: OpenSciEd Unit P.2 Energy, Forces, & Earth’s Crust
Related Example Bundles
High School Conceptual Progression Model Course 1: Bundle 3
High School Conceptual Progression Model Course 3: Bundle 1
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...