Difference between revisions of "HS-ESS2-7"

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{{Navlinks|HS-ESS2-6|HS-ESS2-4|← HS-ESS2-6 (E&S)|HS-ESS2-4 (E&S) →|HS-ESS2-6||← HS-ESS2-6 (Bio)|}}
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{{DISPLAYTITLE:HS-ESS2-7 {{!}} Coevolution of Earth and Life}}
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{{Navlinks|HS-ESS2-6|HS-ESS2-4|← HS-ESS2-6 (ESS)|HS-ESS2-4 (ESS) →|HS-ESS2-6||← HS-ESS2-6 (Bio)|}}
 
{{learningstandard
 
{{learningstandard
 
| ls = Construct an argument based on evidence about the coevolution of Earth’s systems and life on Earth.
 
| ls = Construct an argument based on evidence about the coevolution of Earth’s systems and life on Earth.
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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 "changes in the atmosphere from plants and other organisms related to carbon cycling and feedback mechanisms related to co-evolution". For Earth & Space Science, the focus is on "changes in the atmosphere from plants and other organisms along with feedback mechanisms" (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 "changes in the atmosphere from plants and other organisms related to carbon cycling and feedback mechanisms related to co-evolution". For Earth & Space Science, the focus is on "changes in the atmosphere from plants and other organisms along with feedback mechanisms" (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
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! style="padding: 0.5em 1.5em;" | Cluster
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! 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#q3|Question 47]]
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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#q3|Question 25]]
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|-
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| style="background-color:white;" | [[Biology Sample Questions|Sample clusters]] (Fall 2024)
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| style="background-color:white;" | [[Questions:Old Forest Sample Cluster|Old Forest]]
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| style="background-color:white;" | [[Questions:Old Forest Sample Cluster#q3|Question 3]]
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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
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! 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:The Aral Sea Region|The Aral Sea Region]]
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| style="background-color:white;" | [[Questions:The Aral Sea Region#q1|Question 28]]
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|-
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| rowspan="4" style="background-color:white;" | [[January 2026 Earth and Space Science Exam|January 2026]]
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| style="background-color:white;" | [[Questions:Evolution of Early Earth Systems|Evolution of Early Earth Systems]]
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| style="background-color:white;" | [[Questions:Evolution of Early Earth Systems#q1|Question 10]]
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|-
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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#q1|Question 46]]
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|-
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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#q3|Question 48]]
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|-
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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#q4|Question 49]]
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|-
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| rowspan="2" style="background-color:white;" | [[August 2025 Earth and Space Science Exam|August 2025]]
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| style="background-color:white;" | [[Questions:How Did Earth Get Its Water?|How Did Earth Get Its Water?]]
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| style="background-color:white;" | [[Questions:How Did Earth Get Its Water?#q2|Question 22]]
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|-
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| style="background-color:white;" | [[Questions:How Did Earth Get Its Water?|How Did Earth Get Its Water?]]
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| style="background-color:white;" | [[Questions:How Did Earth Get Its Water?#q3|Question 23]]
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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 Origin of Our Solar System|The Origin of Our Solar System]]
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| style="background-color:white;" | [[Questions:The Origin of Our Solar System#q5|Question 30]]
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|}
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{{PerformanceLevel}}
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{{PLTable
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| Level5 = Compare and evaluate competing scientifically-based arguments in light of currently accepted explanations, new evidence, limitations, constraints, and ethical issues about the coevolution of Earth’s systems and life on Earth.
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| Level4 = Construct an argument based on evidence about the coevolution of Earth’s systems and life on Earth.
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| Level3 = Support a given argument by describing the evidence for the coevolution of feedbacks between Earth’s systems and life on Earth.
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| Level2 = Support a given argument by identifying the evidence for the coevolution of feedbacks between Earth’s systems and life on Earth.
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| Level1 = Identify the correct example, from those provided, of the coevolution of two Earth’s systems and the effect on life on Earth.
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}}
  
 
== {{Resourcesheading}} ==
 
== {{Resourcesheading}} ==
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== {{Assessmentheading}} ==
 
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{{Dimensionstable
 
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| SEP1 = Engaging in argument from evidence: Construct an oral and written argument or counter-arguments based on data and evidence.
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| SEP1 = Engaging in Argument from Evidence
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| DCI1 = Weather and climate: Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen.  
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* Construct an oral and written argument or counter-arguments based on data and evidence.
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| DCI2 = Biogeology: The many dynamic and delicate feedbacks between the biosphere and other Earth systems cause a continual co-evolution of Earth’s surface and the life that exists on it.
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| DCI1 = ESS2.D: Weather and Climate
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| CC1 = Stability and change: Much of science deals with constructing explanations of how things change and how they remain stable.
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* Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen.  
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| DCI2 = ESS2.E: Biogeology
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* The many dynamic and delicate feedbacks between the biosphere and other Earth systems cause a continual co-evolution of Earth's surface and the life that exists on it.  
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| CC1 = Stability and Change
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* Much of science deals with constructing explanations of how things change and how they remain stable.
 
}}
 
}}
 
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Latest revision as of 22:35, 20 September 2026

← HS-ESS2-6 (ESS)
HS-ESS2-4 (ESS) →
← HS-ESS2-6 (Bio)

Construct an argument based on evidence about the 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 the outgassing of water from Earth’s interior caused the development of Earth’s early oceans leading to the evolution of microorganisms and stromatolites; 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.

Note: this is a performance expectation for both HS Earth & Space Science and HS Biology. For biology, the focus is on "changes in the atmosphere from plants and other organisms related to carbon cycling and feedback mechanisms related to co-evolution". For Earth & Space Science, the focus is on "changes in the atmosphere from plants and other organisms along with feedback mechanisms" (as per the NYSED high school course maps).

Assessment

What assessment of HS-ESS2-7 might look like on a NY state exam.

Biology

Exam Cluster Question
August 2026 The Permafrost Problem Question 47
June 2026 Fossil Fuels: Out of Sight, but Not Out of Mind Question 25
Sample clusters (Fall 2024) Old Forest Question 3

Earth & Space Science

Exam Cluster Question
August 2026 The Aral Sea Region Question 28
January 2026 Evolution of Early Earth Systems Question 10
The Carboniferous Period Question 46
The Carboniferous Period Question 48
The Carboniferous Period Question 49
August 2025 How Did Earth Get Its Water? Question 22
How Did Earth Get Its Water? Question 23
June 2025 The Origin of Our Solar System Question 30

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: Identify the correct example, from those provided, of the coevolution of two Earth’s systems and the effect on life on Earth.
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Level 2: Support a given argument by identifying the evidence for the coevolution of feedbacks between Earth’s systems and life on Earth.
☐
Level 3: Support a given argument by describing the evidence for the coevolution of feedbacks between Earth’s systems and life on Earth.
☐
Level 4: Construct an argument based on evidence about the coevolution of Earth’s systems and life on Earth.
☐
Level 5: Compare and evaluate competing scientifically-based arguments in light of currently accepted explanations, new evidence, limitations, constraints, and ethical issues about the coevolution of Earth’s systems and life on Earth.

Resources

Examples and discussion of resources for the learning, teaching, and assessment of HS-ESS2-7.

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


NGSS Dimensions

Performance expectation HS-ESS2-7 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
    • Construct an oral and written argument or counter-arguments based on data and evidence.
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.
  • ESS2.E: Biogeology
    • The many dynamic and delicate feedbacks between the biosphere and other Earth systems cause a continual co-evolution of Earth's surface and the life that exists on it.
Crosscutting Concepts
  • Stability and Change
    • Much of science deals with constructing explanations of how things change and how they remain stable.
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-ESS2-7&oldid=5285"

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