HS-ESS2-6    Earth's Systems

Students who demonstrate understanding can:

HS-ESS2-6. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. [Clarification Statement: Emphasis is on modeling biogeochemical cycles that include the cycling of carbon through the ocean, atmosphere, soil, and biosphere (including humans), providing the foundation for living organisms.]
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.D: Weather and Climate

Crosscutting Concepts

Energy and Matter

Connections to other DCIs in this grade-band:

HS.PS1.A ; HS.PS1.B ; HS.PS3.D ; HS.LS1.C ; HS.LS2.B ; HS.ESS3.C ; HS.ESS3.D

Articulation of DCIs across grade-bands:

MS.PS1.A ; MS.PS3.D ; MS.PS4.B ; MS.LS2.B ; MS.ESS2.A ; MS.ESS2.B ; MS.ESS2.C ; MS.ESS3.C ; MS.ESS3.D

Common Core State Standards Connections:

Mathematics -
MP.2Reason abstractly and quantitatively. (HS-ESS2-6)
MP.4Model with mathematics. (HS-ESS2-6)
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-ESS2-6)
HSN.Q.A.2Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS2-6)
HSN.Q.A.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS2-6)

HS-ESS2-6    Earth's Systems

Students who demonstrate understanding can:

HS-ESS2-6. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. [Clarification Statement: Emphasis is on modeling biogeochemical cycles that include the cycling of carbon through the ocean, atmosphere, soil, and biosphere (including humans), providing the foundation for living organisms.]
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.D: Weather and Climate

Crosscutting Concepts

Energy and Matter

Connections to other DCIs in this grade-band:

HS.PS1.A ; HS.PS1.B ; HS.PS3.D ; HS.LS1.C ; HS.LS2.B ; HS.ESS3.C ; HS.ESS3.D

Articulation of DCIs across grade-bands:

MS.PS1.A ; MS.PS3.D ; MS.PS4.B ; MS.LS2.B ; MS.ESS2.A ; MS.ESS2.B ; MS.ESS2.C ; MS.ESS3.C ; MS.ESS3.D

Common Core State Standards Connections:

Mathematics -
MP.2Reason abstractly and quantitatively. (HS-ESS2-6)
MP.4Model with mathematics. (HS-ESS2-6)
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-ESS2-6)
HSN.Q.A.2Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS2-6)
HSN.Q.A.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS2-6)

HS-ESS2-6    Earth's Systems

Students who demonstrate understanding can:

HS-ESS2-6. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. [Clarification Statement: Emphasis is on modeling biogeochemical cycles that include the cycling of carbon through the ocean, atmosphere, soil, and biosphere (including humans), providing the foundation for living organisms.]
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.D: Weather and Climate

Crosscutting Concepts

Energy and Matter

Connections to other DCIs in this grade-band:

HS.PS1.A ; HS.PS1.B ; HS.PS3.D ; HS.LS1.C ; HS.LS2.B ; HS.ESS3.C ; HS.ESS3.D

Articulation of DCIs across grade-bands:

MS.PS1.A ; MS.PS3.D ; MS.PS4.B ; MS.LS2.B ; MS.ESS2.A ; MS.ESS2.B ; MS.ESS2.C ; MS.ESS3.C ; MS.ESS3.D

Common Core State Standards Connections:

Mathematics -
MP.2Reason abstractly and quantitatively. (HS-ESS2-6)
MP.4Model with mathematics. (HS-ESS2-6)
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-ESS2-6)
HSN.Q.A.2Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS2-6)
HSN.Q.A.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS2-6)

* 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-ESS2-6-1 Evidence Statements
Related Example Bundles
High School Conceptual Progression Model Course 2: Bundle 2
High School Domains Model Course 1: Chemistry: Bundle 2

How to Read the Standards

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