HS-ESS2-7    Earth's Systems

Students who demonstrate understanding can:

HS-ESS2-7. Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth. [Clarification Statement: Emphasis is on the dynamic causes, effects, and feedbacks between the biosphere and Earth’s other systems, whereby geoscience factors control the evolution of life, which in turn continuously alters Earth’s surface. Examples include how photosynthetic life altered the atmosphere through the production of oxygen, which in turn increased weathering rates and allowed for the evolution of animal life; how microbial life on land increased the formation of soil, which in turn allowed for the evolution of land plants; or how the evolution of corals created reefs that altered patterns of erosion and deposition along coastlines and provided habitats for the evolution of new life forms.] [Assessment Boundary: Assessment does not include a comprehensive understanding of the mechanisms of how the biosphere interacts with all of Earth’s other systems.]
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

Engaging in Argument from Evidence

Engaging in argument from evidence in 9–12 builds on K–8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about the natural and designed world(s). Arguments may also come from current scientific or historical episodes in science.

Disciplinary Core Ideas

ESS2.D: Weather and Climate

ESS2.E Biogeology

Crosscutting Concepts

Stability and Change

Connections to other DCIs in this grade-band:

HS.LS2.A ; HS.LS2.C ; HS.LS4.A ; HS.LS4.B ; HS.LS4.C ; HS.LS4.D

Articulation of DCIs across grade-bands:

MS.LS2.A ; MS.LS2.C ; MS.LS4.A ; MS.LS4.B ; MS.LS4.C ; MS.ESS1.C ; MS.ESS2.A ; MS.ESS2.C ; MS.ESS3.C

Common Core State Standards Connections:

ELA/Literacy -
WHST.9-12.1Write arguments focused on discipline-specific content. (HS-ESS2-7)

HS-ESS2-7    Earth's Systems

Students who demonstrate understanding can:

HS-ESS2-7. Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth. [Clarification Statement: Emphasis is on the dynamic causes, effects, and feedbacks between the biosphere and Earth’s other systems, whereby geoscience factors control the evolution of life, which in turn continuously alters Earth’s surface. Examples include how photosynthetic life altered the atmosphere through the production of oxygen, which in turn increased weathering rates and allowed for the evolution of animal life; how microbial life on land increased the formation of soil, which in turn allowed for the evolution of land plants; or how the evolution of corals created reefs that altered patterns of erosion and deposition along coastlines and provided habitats for the evolution of new life forms.] [Assessment Boundary: Assessment does not include a comprehensive understanding of the mechanisms of how the biosphere interacts with all of Earth’s other systems.]
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

Engaging in Argument from Evidence

Engaging in argument from evidence in 9–12 builds on K–8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about the natural and designed world(s). Arguments may also come from current scientific or historical episodes in science.

Disciplinary Core Ideas

ESS2.D: Weather and Climate

ESS2.E Biogeology

Crosscutting Concepts

Stability and Change

Connections to other DCIs in this grade-band:

HS.LS2.A ; HS.LS2.C ; HS.LS4.A ; HS.LS4.B ; HS.LS4.C ; HS.LS4.D

Articulation of DCIs across grade-bands:

MS.LS2.A ; MS.LS2.C ; MS.LS4.A ; MS.LS4.B ; MS.LS4.C ; MS.ESS1.C ; MS.ESS2.A ; MS.ESS2.C ; MS.ESS3.C

Common Core State Standards Connections:

ELA/Literacy -
WHST.9-12.1Write arguments focused on discipline-specific content. (HS-ESS2-7)

HS-ESS2-7    Earth's Systems

Students who demonstrate understanding can:

HS-ESS2-7. Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth. [Clarification Statement: Emphasis is on the dynamic causes, effects, and feedbacks between the biosphere and Earth’s other systems, whereby geoscience factors control the evolution of life, which in turn continuously alters Earth’s surface. Examples include how photosynthetic life altered the atmosphere through the production of oxygen, which in turn increased weathering rates and allowed for the evolution of animal life; how microbial life on land increased the formation of soil, which in turn allowed for the evolution of land plants; or how the evolution of corals created reefs that altered patterns of erosion and deposition along coastlines and provided habitats for the evolution of new life forms.] [Assessment Boundary: Assessment does not include a comprehensive understanding of the mechanisms of how the biosphere interacts with all of Earth’s other systems.]
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

Engaging in Argument from Evidence

Engaging in argument from evidence in 9–12 builds on K–8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about the natural and designed world(s). Arguments may also come from current scientific or historical episodes in science.

Disciplinary Core Ideas

ESS2.D: Weather and Climate

ESS2.E Biogeology

Crosscutting Concepts

Stability and Change

Connections to other DCIs in this grade-band:

HS.LS2.A ; HS.LS2.C ; HS.LS4.A ; HS.LS4.B ; HS.LS4.C ; HS.LS4.D

Articulation of DCIs across grade-bands:

MS.LS2.A ; MS.LS2.C ; MS.LS4.A ; MS.LS4.B ; MS.LS4.C ; MS.ESS1.C ; MS.ESS2.A ; MS.ESS2.C ; MS.ESS3.C

Common Core State Standards Connections:

ELA/Literacy -
WHST.9-12.1Write arguments focused on discipline-specific content. (HS-ESS2-7)

* 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-ESS2-7-1 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 3: Bundle 1
High School Conceptual Progression Model Course 3: Bundle 3
High School Domains Model Course 3: Life Sciences: Bundle 1

How to Read the Standards

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