HS-ESS2-1 Earth's Systems

HS-ESS2-1    Earth's Systems

Students who demonstrate understanding can:

HS-ESS2-1. 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. [Clarification Statement: Emphasis is on how the appearance of land features (such as mountains, valleys, and plateaus) and sea-floor features (such as trenches, ridges, and seamounts) are a result of both constructive forces (such as volcanism, tectonic uplift, and orogeny) and destructive mechanisms (such as weathering, mass wasting, and coastal erosion).] [Assessment Boundary: Assessment does not include memorization of the details of the formation of specific geographic features of Earth’s surface.]
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).

Disciplinary Core Ideas

ESS2.A: Earth Materials and Systems

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

Crosscutting Concepts

Stability and Change

Connections to other DCIs in this grade-band:

HS.PS2.B

Articulation of DCIs across grade-bands:

MS.PS2.B ; MS.LS2.B ; MS.ESS1.C ; MS.ESS2.A ; MS.ESS2.B ; MS.ESS2.C ; MS.ESS2.D

Common Core State Standards Connections:

ELA/Literacy -
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-ESS2-1)
Mathematics -
MP.2Reason abstractly and quantitatively. (HS-ESS2-1)
MP.4Model with mathematics. (HS-ESS2-1)
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-ESS2-1)
HSN.Q.A.2Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS2-1)
HSN.Q.A.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS2-1)

HS-ESS2-1    Earth's Systems

Students who demonstrate understanding can:

HS-ESS2-1. 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. [Clarification Statement: Emphasis is on how the appearance of land features (such as mountains, valleys, and plateaus) and sea-floor features (such as trenches, ridges, and seamounts) are a result of both constructive forces (such as volcanism, tectonic uplift, and orogeny) and destructive mechanisms (such as weathering, mass wasting, and coastal erosion).] [Assessment Boundary: Assessment does not include memorization of the details of the formation of specific geographic features of Earth’s surface.]
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).

Disciplinary Core Ideas

ESS2.A: Earth Materials and Systems

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

Crosscutting Concepts

Stability and Change

Connections to other DCIs in this grade-band:

HS.PS2.B

Articulation of DCIs across grade-bands:

MS.PS2.B ; MS.LS2.B ; MS.ESS1.C ; MS.ESS2.A ; MS.ESS2.B ; MS.ESS2.C ; MS.ESS2.D

Common Core State Standards Connections:

ELA/Literacy -
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-ESS2-1)
Mathematics -
MP.2Reason abstractly and quantitatively. (HS-ESS2-1)
MP.4Model with mathematics. (HS-ESS2-1)
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-ESS2-1)
HSN.Q.A.2Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS2-1)
HSN.Q.A.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS2-1)

HS-ESS2-1    Earth's Systems

Students who demonstrate understanding can:

HS-ESS2-1. 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. [Clarification Statement: Emphasis is on how the appearance of land features (such as mountains, valleys, and plateaus) and sea-floor features (such as trenches, ridges, and seamounts) are a result of both constructive forces (such as volcanism, tectonic uplift, and orogeny) and destructive mechanisms (such as weathering, mass wasting, and coastal erosion).] [Assessment Boundary: Assessment does not include memorization of the details of the formation of specific geographic features of Earth’s surface.]
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).

Disciplinary Core Ideas

ESS2.A: Earth Materials and Systems

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

Crosscutting Concepts

Stability and Change

Connections to other DCIs in this grade-band:

HS.PS2.B

Articulation of DCIs across grade-bands:

MS.PS2.B ; MS.LS2.B ; MS.ESS1.C ; MS.ESS2.A ; MS.ESS2.B ; MS.ESS2.C ; MS.ESS2.D

Common Core State Standards Connections:

ELA/Literacy -
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-ESS2-1)
Mathematics -
MP.2Reason abstractly and quantitatively. (HS-ESS2-1)
MP.4Model with mathematics. (HS-ESS2-1)
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-ESS2-1)
HSN.Q.A.2Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS2-1)
HSN.Q.A.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS2-1)

* 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.