Difference between revisions of "HS-ESS1-5"
From NY Science Standards Wiki
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| + | | Level5 = Using multiple sources of evidence, analyze the patterns in the data of the past and current movements of continental and oceanic crust to explain the ages of crustal rocks. | ||
| + | | Level4 = Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. | ||
| + | | Level3 = Evaluate evidence of the past and current movements of continental and/or oceanic crust and/or use the theory of plate tectonics, determine the pattern in the ages of crustal rocks. | ||
| + | | Level2 = Identify the correct pattern of the ages of crustal rocks, using past and current movements of continental crust and/or oceanic crust and/or the theory of plate tectonics. | ||
| + | | Level1 = Based on evidence of past and current crustal movements, identify the relative ages of continental and/or oceanic crust. | ||
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Revision as of 22:35, 20 September 2026
Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.
Clarification statement: Emphasis is on the ability of plate tectonics to explain the ages of crustal rocks. Examples include evidence of the ages of oceanic crust increasing with distance from mid-ocean ridges as a result of plate spreading and that the North American continental crust contains a much older central ancient core compared to the surrounding continental crust as a result of complex and numerous plate interactions.
Regents Exam Questions
Released New York State Regents exam questions that assess HS-ESS1-5 are listed here by exam and question cluster. Each link opens the question with its answer key.
Performance Level Descriptions
Every Regents exam question on HS-ESS1-5 is written to match one of the performance level descriptions (PLDs) below.
Level 1: Based on evidence of past and current crustal movements, identify the relative ages of continental and/or oceanic crust.
Level 2: Identify the correct pattern of the ages of crustal rocks, using past and current movements of continental crust and/or oceanic crust and/or the theory of plate tectonics.
Level 3: Evaluate evidence of the past and current movements of continental and/or oceanic crust and/or use the theory of plate tectonics, determine the pattern in the ages of crustal rocks.
Level 4: Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.
Level 5: Using multiple sources of evidence, analyze the patterns in the data of the past and current movements of continental and oceanic crust to explain the ages of crustal rocks.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-ESS1-5.
This section could be expanded upon. You can help out by adding to this section.
NGSS Dimensions
Performance expectation HS-ESS1-5 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
- Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments.
Disciplinary Core Ideas
- ESS1.C: The History of Planet Earth
- Continental rocks, which can be older than 4 billion years, are generally much older than the rocks of the ocean floor, which are less than 200 million years old.
- ESS2.B: Plate Tectonics and Large-Scale System Interactions
- Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth's surface and provides a framework for understanding its geologic history. (secondary to HS-ESS1-5)
- PS1.C: Nuclear Processes
- (NYSED) Spontaneous radioactive decay follows a characteristic exponential decay law allowing an element's half-life to be used for radiometric dating of rocks and other materials. (secondary to HS-ESS1-5)
Crosscutting Concepts
- Patterns
- Empirical evidence is needed to identify patterns.
Page contributors: Conrad Richman, Caroline Leonard