Difference between revisions of "HS-ESS2-6"

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''Note: this is a performance expectation for both HS Earth & Space Science and HS Biology. For biology, the focus is on "the biochemistry aspects of carbon cycling". For Earth & Space Science, the focus is on "physical and chemical aspects of the geochemical cycling of carbon" (as per the NYSED high school course maps).''
 
''Note: this is a performance expectation for both HS Earth & Space Science and HS Biology. For biology, the focus is on "the biochemistry aspects of carbon cycling". For Earth & Space Science, the focus is on "physical and chemical aspects of the geochemical cycling of carbon" (as per the NYSED high school course maps).''
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== {{Assessmentheading}} ==
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{{assessmentmessage}}
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'''<big>Biology</big>'''
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{| class="wikitable" style="width:100%; text-align:center"
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! style="padding: 0.5em 1.5em;" | Exam
 +
! style="padding: 0.5em 1.5em;" | Cluster
 +
! style="padding: 0.5em 1.5em;" | Question
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|-
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| style="background-color:white;" | [[August 2026 Life Science: Biology Exam|August 2026]]
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| style="background-color:white;" | [[Questions:The Permafrost Problem|The Permafrost Problem]]
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| style="background-color:white;" | [[Questions:The Permafrost Problem#q2|Question 46]]
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|-
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| style="background-color:white;" | [[June 2026 Life Science: Biology Exam|June 2026]]
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| style="background-color:white;" | [[Questions:Fossil Fuels: Out of Sight, but Not Out of Mind|Fossil Fuels: Out of Sight, but Not Out of Mind]]
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| style="background-color:white;" | [[Questions:Fossil Fuels: Out of Sight, but Not Out of Mind#q4|Question 26]]
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|-
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| rowspan="2" style="background-color:white;" | [[January 2026 Life Science: Biology Exam|January 2026]]
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| style="background-color:white;" | [[Questions:Keystone Species Rule|Keystone Species Rule]]
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| style="background-color:white;" | [[Questions:Keystone Species Rule#q2|Question 11]]
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|-
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| style="background-color:white;" | [[Questions:Purple Insect Eater|Purple Insect Eater]]
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| style="background-color:white;" | [[Questions:Purple Insect Eater#q2|Question 38]]
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|-
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| rowspan="3" style="background-color:white;" | [[August 2025 Life Science: Biology Exam|August 2025]]
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| style="background-color:white;" | [[Questions:Trees Have Organ Systems|Trees Have Organ Systems]]
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| style="background-color:white;" | [[Questions:Trees Have Organ Systems#q4|Question 4]]
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|-
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| style="background-color:white;" | [[Questions:Carbon Cycle Supports Life on Earth|Carbon Cycle Supports Life on Earth]]
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| style="background-color:white;" | [[Questions:Carbon Cycle Supports Life on Earth#q3|Question 22]]
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|-
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| style="background-color:white;" | [[Questions:Carbon Cycle Supports Life on Earth|Carbon Cycle Supports Life on Earth]]
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| style="background-color:white;" | [[Questions:Carbon Cycle Supports Life on Earth#q4|Question 23]]
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|-
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| rowspan="2" style="background-color:white;" | [[June 2025 Life Science: Biology Exam|June 2025]]
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| style="background-color:white;" | [[Questions:Carbon! Where Does It Come From? Where Does It Go?|Carbon! Where Does It Come From? Where Does It Go?]]
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| style="background-color:white;" | [[Questions:Carbon! Where Does It Come From? Where Does It Go?#q5|Question 5]]
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|-
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| style="background-color:white;" | [[Questions:Does It Matter?|Does It Matter?]]
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| style="background-color:white;" | [[Questions:Does It Matter?#q5|Question 37]]
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|}
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'''<big>Earth & Space Science</big>'''
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{| class="wikitable" style="width:100%; text-align:center"
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! style="padding: 0.5em 1.5em;" | Exam
 +
! style="padding: 0.5em 1.5em;" | Cluster
 +
! style="padding: 0.5em 1.5em;" | Question
 +
|-
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| style="background-color:white;" | [[August 2026 Earth and Space Science Exam|August 2026]]
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| style="background-color:white;" | [[Questions:Carbon Emissions in Industry|Carbon Emissions in Industry]]
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| style="background-color:white;" | [[Questions:Carbon Emissions in Industry#q2|Question 24]]
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|-
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| rowspan="2" style="background-color:white;" | [[June 2026 Earth and Space Science Exam|June 2026]]
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| style="background-color:white;" | [[Questions:The Slow Carbon Cycle|The Slow Carbon Cycle]]
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| style="background-color:white;" | [[Questions:The Slow Carbon Cycle#q1|Question 9]]
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|-
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| style="background-color:white;" | [[Questions:Lake Nyos|Lake Nyos]]
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| style="background-color:white;" | [[Questions:Lake Nyos#q3|Question 34]]
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|-
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| style="background-color:white;" | [[January 2026 Earth and Space Science Exam|January 2026]]
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| style="background-color:white;" | [[Questions:The Carboniferous Period|The Carboniferous Period]]
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| style="background-color:white;" | [[Questions:The Carboniferous Period#q5|Question 50]]
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|-
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| style="background-color:white;" | [[June 2025 Earth and Space Science Exam|June 2025]]
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| style="background-color:white;" | [[Questions:The Carbon Cycle|The Carbon Cycle]]
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| style="background-color:white;" | [[Questions:The Carbon Cycle#q2|Question 12]]
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|-
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| style="background-color:white;" | [[Earth and Space Science Sample Questions|Sample clusters]] (Fall 2024)
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| style="background-color:white;" | [[Questions:ESS Theia and the Moon|Theia and the Moon]]
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| style="background-color:white;" | [[Questions:ESS Theia and the Moon#q6|Question 6]]
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|}
  
 
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* [[Questions:ESS Theia and the Moon#q6|Theia and the Moon Q6]]
 
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Latest revision as of 22:35, 20 September 2026

← HS-ESS2-5 (ESS)
HS-ESS2-7 (ESS) →
← HS-LS4-5 (Bio)
HS-ESS2-7 (Bio) →

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.

Note: this is a performance expectation for both HS Earth & Space Science and HS Biology. For biology, the focus is on "the biochemistry aspects of carbon cycling". For Earth & Space Science, the focus is on "physical and chemical aspects of the geochemical cycling of carbon" (as per the NYSED high school course maps).

Assessment

What assessment of HS-ESS2-6 might look like on a NY state exam.

Biology

Exam Cluster Question
August 2026 The Permafrost Problem Question 46
June 2026 Fossil Fuels: Out of Sight, but Not Out of Mind Question 26
January 2026 Keystone Species Rule Question 11
Purple Insect Eater Question 38
August 2025 Trees Have Organ Systems Question 4
Carbon Cycle Supports Life on Earth Question 22
Carbon Cycle Supports Life on Earth Question 23
June 2025 Carbon! Where Does It Come From? Where Does It Go? Question 5
Does It Matter? Question 37

Earth & Space Science

Exam Cluster Question
August 2026 Carbon Emissions in Industry Question 24
June 2026 The Slow Carbon Cycle Question 9
Lake Nyos Question 34
January 2026 The Carboniferous Period Question 50
June 2025 The Carbon Cycle Question 12
Sample clusters (Fall 2024) Theia and the Moon Question 6

Performance Level Descriptions

PLDs communicate the knowledge and skills expected of students to demonstrate proficiency in each Learning Standard. NYS assessments classify student performance into one of five levels.

☐
Level 1: Use a quantitative/qualitative model that shows the cycling of carbon between two Earth spheres to identify the relative concentrations of carbon present in each sphere.
☐
Level 2: Use a quantitative/qualitative model to identify the cycling of carbon between two Earth spheres (hydrosphere, atmosphere, geosphere, and biosphere).
☐
Level 3: Use/complete a quantitative model to describe the cycling of carbon between two Earth spheres (hydrosphere, atmosphere, geosphere, and biosphere).
☐
Level 4: Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
☐
Level 5: Develop and analyze data from a quantitative model of the carbon cycle to predict how a change in carbon levels in one system will affect other Earth systems.

Resources

Examples and discussion of resources for the learning, teaching, and assessment of HS-ESS2-6.

Pixel beaver This section could be expanded upon. You can help out by adding to this section.


NGSS Dimensions

Performance expectation HS-ESS2-6 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
    • Develop a model based on evidence to illustrate the relationships between systems or between components of a system.
Disciplinary Core Ideas
  • ESS2.D: Weather and Climate
    • Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen.
    • Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate.
Crosscutting Concepts
  • Energy and Matter
    • The total amount of energy and matter in closed systems is conserved.
Page contributors: Conrad Richman, Caroline Leonard
Earth and Space Science and Biology | HS. Earth's Systems
Retrieved from "https://nyssls.info/index.php?title=HS-ESS2-6&oldid=5284"

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