Difference between revisions of "HS-ESS3-5"
From NY Science Standards Wiki
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{{Navlinks|HS-ESS2-8|HS-ESS3-1|← HS-ESS2-8|HS-ESS3-1 →}} | {{Navlinks|HS-ESS2-8|HS-ESS3-1|← HS-ESS2-8|HS-ESS3-1 →}} | ||
{{learningstandard | {{learningstandard | ||
| + | | topic = Climate Change Forecasting | ||
| ls = Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems. | | ls = Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems. | ||
| cs = Examples of evidence, for both data and climate model outputs, are for climate changes (such as precipitation and temperature) and their associated impacts (such as on sea level, glacial ice volumes, or atmosphere and ocean composition). | | cs = Examples of evidence, for both data and climate model outputs, are for climate changes (such as precipitation and temperature) and their associated impacts (such as on sea level, glacial ice volumes, or atmosphere and ocean composition). | ||
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! style="padding: 0.5em 1.5em;" | Question | ! style="padding: 0.5em 1.5em;" | Question | ||
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| − | | style="background-color:white;" | [[August 2026 Earth and Space Science Exam|August 2026]] | + | | style="background-color:white;" | [[August 2026 Earth and Space Science Exam|August 2026 Earth and Space Sciences Regents]] |
| style="background-color:white;" | [[Questions:Hunga Tonga-Hunga Ha’pai Volcano|Hunga Tonga-Hunga Ha’pai Volcano]] | | style="background-color:white;" | [[Questions:Hunga Tonga-Hunga Ha’pai Volcano|Hunga Tonga-Hunga Ha’pai Volcano]] | ||
| style="background-color:white;" | [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q4|Question 45]] | | style="background-color:white;" | [[Questions:Hunga Tonga-Hunga Ha’pai Volcano#q4|Question 45]] | ||
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| − | | rowspan="3" style="background-color:white;" | [[January 2026 Earth and Space Science Exam|January 2026]] | + | | rowspan="3" style="background-color:white;" | [[January 2026 Earth and Space Science Exam|January 2026 Earth and Space Sciences Regents]] |
| style="background-color:white;" | [[Questions:Greenland's Glacial Ice|Greenland's Glacial Ice]] | | style="background-color:white;" | [[Questions:Greenland's Glacial Ice|Greenland's Glacial Ice]] | ||
| style="background-color:white;" | [[Questions:Greenland's Glacial Ice#q1|Question 28]] | | style="background-color:white;" | [[Questions:Greenland's Glacial Ice#q1|Question 28]] | ||
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| style="background-color:white;" | [[Questions:Greenland's Glacial Ice#q5|Question 32]] | | style="background-color:white;" | [[Questions:Greenland's Glacial Ice#q5|Question 32]] | ||
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| − | | rowspan="4" style="background-color:white;" | [[June 2025 Earth and Space Science Exam|June 2025]] | + | | rowspan="4" style="background-color:white;" | [[June 2025 Earth and Space Science Exam|June 2025 Earth and Space Sciences Regents]] |
| style="background-color:white;" | [[Questions:Modeling Earth Systems to Understand Climate Change|Modeling Earth Systems to Understand Global Climate]] | | style="background-color:white;" | [[Questions:Modeling Earth Systems to Understand Climate Change|Modeling Earth Systems to Understand Global Climate]] | ||
| style="background-color:white;" | [[Questions:Modeling Earth Systems to Understand Climate Change#q3|Question 8]] | | style="background-color:white;" | [[Questions:Modeling Earth Systems to Understand Climate Change#q3|Question 8]] | ||
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| style="background-color:white;" | [[Questions:Ghost Forests#q3|Question 38]] | | style="background-color:white;" | [[Questions:Ghost Forests#q3|Question 38]] | ||
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| − | | style="background-color:white;" | [[Earth and Space Science Sample Questions| | + | | style="background-color:white;" | [[Earth and Space Science Sample Questions|Earth and Space Sciences sample clusters]] (Fall 2024) |
| style="background-color:white;" | [[Questions:ESS Earth's Climate|Earth's Climate]] | | style="background-color:white;" | [[Questions:ESS Earth's Climate|Earth's Climate]] | ||
| style="background-color:white;" | [[Questions:ESS Earth's Climate#q4|Question 4]] | | style="background-color:white;" | [[Questions:ESS Earth's Climate#q4|Question 4]] | ||
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| TOPIC = HS. Weather and Climate | | TOPIC = HS. Weather and Climate | ||
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Revision as of 13:00, 13 October 2026
Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.
Clarification statement: Examples of evidence, for both data and climate model outputs, are for climate changes (such as precipitation and temperature) and their associated impacts (such as on sea level, glacial ice volumes, or atmosphere and ocean composition).
Assessment boundary: Assessment is limited to one example of a climate change and its associated impacts.
Regents Exam Questions
Released New York State Regents exam questions that assess HS-ESS3-5 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-ESS3-5 is written to match one of the performance level descriptions (PLDs) below.
Level 1: Given geoscience data or the results from a global climate model, or a given evidence‐based claim (forecast) of the current rate of global or regional climate change, identify an associated future impact to an Earth system.
Level 2: Use geoscience data and/or the results from a global climate model, to identify the evidence-based claim (forecast), from those provided, of the current rate of global or regional climate change and/or identify an associated future impact to an Earth system.
Level 3: Analyze geoscience data or the results from a global climate model to make an evidence-based claim (forecast) of the current rate of global or regional climate change and/or an associated future impact to an Earth system.
Level 4: Analyze geoscience data and the results from global climate models to make an evidence‐based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.
Level 5: Collect and analyze geoscience data from global climate models to make valid and reliable scientific claims. Use those claims to determine an optimal design solution to slow the rate of climate change and its associated future impacts to Earth systems.
Vocabulary
Terms from the Earth & Space Science Glossary that come from this standard or from the released exam questions that assess it.
From this standard
- argument
- atmosphere
- climate change
- composition
- design solution
- Earth
- evidence-based forecast
- geoscience data
- glacial ice volumes
- global climate models
- human impacts
- model
- new technologies
- ocean
- precipitation
- regional climate change
- sea level
From released exam questions
- biodiversity – June 2025
- density – Jan 2026
- emissions – June 2025
- fossil fuels – Aug 2026
- ghost forest – June 2025
- glacial ice – Jan 2026
- glaciers – June 2025
- greenhouse gas emissions – June 2025
- greenhouse gases – June 2025
- ground vegetation – June 2025
- high tide – June 2025
- humidity – June 2025
- ice – Jan 2026, Sample 2024
- ice extent – Sample 2024
- ice sheet – Jan 2026
- mass – Jan 2026
- ocean circulation – June 2025
- ocean currents – Jan 2026
- runoff – June 2025
- salinity – Jan 2026
- satellites – Aug 2026
- soil erosion – June 2025
- solar energy – June 2025
- surface ocean currents – June 2025
- surface temperature – Aug 2026, June 2025
- water vapor – Aug 2026
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-ESS3-5.
This section could be expanded upon. You can help out by adding to this section.
NGSS Dimensions
Performance expectation HS-ESS3-5 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
- Analyzing and interpreting data: Analyze data using tools, technologies and/or models (e.g., computational or mathematical) in order to make valid and reliable scientific claims or determine optimal design solution.
- Scientific Investigations Use a Variety of Methods: Science investigations use diverse methods and do not always use the same set of procedures to obtain data.
- Scientific Investigations Use a Variety of Methods: New technologies advance scientific knowledge.
- Scientific Knowledge is Based on Empirical Evidence: Science knowledge is based on empirical evidence.
- Scientific Knowledge is Based on Empirical Evidence: Science arguments are strengthened by multiple lines of evidence supporting a single explanation.
Disciplinary Core Ideas
- Global climate change: Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts.
Crosscutting Concepts
- Stability and change: Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible.
Page contributors: Conrad Richman, Caroline Leonard