Difference between revisions of "HS-ESS2-6"
(Assessment section: table of all tagged exam and sample-cluster questions, grouped by subject and exam (most recent first)) |
(Reorder sections: Assessment, then Performance Level Descriptions, then Resources) |
||
| Line 8: | Line 8: | ||
}} | }} | ||
''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).'' | ||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
== {{Assessmentheading}} == | == {{Assessmentheading}} == | ||
| Line 95: | Line 81: | ||
|} | |} | ||
| + | {{PerformanceLevel}} | ||
| + | {{PLTable | ||
| + | | Level5 = 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. | ||
| + | | Level4 = Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. | ||
| + | | Level3 = Use/complete a quantitative model to describe the cycling of carbon between two Earth spheres (hydrosphere, atmosphere, geosphere, and biosphere). | ||
| + | | Level2 = Use a quantitative/qualitative model to identify the cycling of carbon between two Earth spheres (hydrosphere, atmosphere, geosphere, and biosphere). | ||
| + | | Level1 = 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. | ||
| + | }} | ||
| + | |||
| + | == {{Resourcesheading}} == | ||
| + | {{resourcesmessage}} | ||
| + | |||
| + | {{expandthissection}} <!-- Remove this after this section has been expanded upon --> | ||
== {{Dimensionsheading}} == | == {{Dimensionsheading}} == | ||
Latest revision as of 22:35, 20 September 2026
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
Earth & Space Science
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.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-ESS2-6.
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:
- Developing and Using Models
- Develop a model based on evidence to illustrate the relationships between systems or between components of a system.
- 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.
- Energy and Matter
- The total amount of energy and matter in closed systems is conserved.