Difference between revisions of "HS-ESS1-7"
From NY Science Standards Wiki
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| + | {{DISPLAYTITLE:HS-ESS1-7 {{!}} Cycles of the Sun, Earth, and Moon}} | ||
| + | {{Navlinks|HS-ESS1-6|HS-ESS2-1|← HS-ESS1-6|HS-ESS2-1 →}} | ||
{{learningstandard | {{learningstandard | ||
| ls = Construct an explanation using evidence to support the claim that the phases of the moon, eclipses, tides | | ls = Construct an explanation using evidence to support the claim that the phases of the moon, eclipses, tides | ||
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{{NYSEDspecific}} | {{NYSEDspecific}} | ||
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| + | {{PerformanceLevel}} | ||
| + | {{PLTable | ||
| + | | Level5 = Apply scientific ideas, principles, and evidence to support the claim that the phases of the Moon, eclipses, tides, and seasons change cyclically and that celestial events are the result of the relative motion and perspective of an observer. | ||
| + | | Level4 = Construct an explanation using evidence to support the claim that the phases of the Moon, eclipses, tides, and seasons change cyclically. | ||
| + | | Level3 = Construct an explanation using evidence to support the claim that the phases of the Moon or eclipses or tides or seasons change cyclically <b><u>or</u></b> that celestial events are the result of the relative motion and/or perspective of an observer. | ||
| + | | Level2 = Identify an evidence-based explanation, from those provided, that supports the claim that the phases of the Moon or eclipses or tides or seasons change cyclically <b><u>or</u></b> that celestial events are the result of the relative motion and the perspective of an observer. | ||
| + | | Level1 = Identify the evidence that supports the claim that the phases of the Moon or eclipses or tides or seasons change cyclically <b><u>or</u></b> that celestial events are the result of the relative motion and the perspective of an observer. | ||
| + | }} | ||
== {{Resourcesheading}} == | == {{Resourcesheading}} == | ||
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| − | + | * [[Questions:ESS Effect of The Moon on Earth#q1|Effect of the Moon Q1]] | |
| + | * [[Questions:ESS Effect of The Moon on Earth#q2|Effect of the Moon Q2]] | ||
| + | * [[Questions:ESS Effect of The Moon on Earth#q4|Effect of the Moon Q4]] | ||
| + | * [[Questions:ESS Effect of The Moon on Earth#q6|Effect of the Moon Q6]] | ||
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| − | | SEP1 = | + | | SEP1 = Constructing explanations and designing solutions: Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. |
| − | | DCI1 = | + | | DCI1 = Earth and the solar system: Earth and celestial phenomena can be described by principles of relative motion and perspective. |
| − | | CC1 = | + | | CC1 = Patterns: Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. |
}} | }} | ||
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== {{Connectionsheading}} == | == {{Connectionsheading}} == | ||
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| TOPIC = HS. Space Systems | | TOPIC = HS. Space Systems | ||
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| + | <metadesc>NYS Standard HS-ESS1-7: Construct an explanation using evidence to support the claim that the phases of the moon, eclipses, tides and seasons change cyclically.</metadesc> | ||
Latest revision as of 21:34, 28 April 2025
Construct an explanation using evidence to support the claim that the phases of the moon, eclipses, tides and seasons change cyclically.
Clarification statement: Emphasis of the explanation should include how the relative positions of the moon in its orbit, Earth, and the Sun cause different phases, types of eclipses or strength of tides. Examples of evidence could include various representations of relative positions of the Sun, Earth and moon.
Assessment boundary: Assessment does not include mathematical computations to support explanations but rather relies on conceptual modeling using diagrams to show how celestial bodies interact to create these cyclical changes.
Note: this is a NYSED-specific performance expectation that is different from the Next Generation Science Standards.
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.
Apply scientific ideas, principles, and evidence to support the claim that the phases of the Moon, eclipses, tides, and seasons change cyclically and that celestial events are the result of the relative motion and perspective of an observer.
Construct an explanation using evidence to support the claim that the phases of the Moon, eclipses, tides, and seasons change cyclically.
Construct an explanation using evidence to support the claim that the phases of the Moon or eclipses or tides or seasons change cyclically or that celestial events are the result of the relative motion and/or perspective of an observer.
Identify an evidence-based explanation, from those provided, that supports the claim that the phases of the Moon or eclipses or tides or seasons change cyclically or that celestial events are the result of the relative motion and the perspective of an observer.
Identify the evidence that supports the claim that the phases of the Moon or eclipses or tides or seasons change cyclically or that celestial events are the result of the relative motion and the perspective of an observer.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-ESS1-7.
This section could be expanded upon. You can help out by adding to this section.
Assessment
What assessment of HS-ESS1-7 might look like on a NY state exam.
NGSS Dimensions
Performance expectation HS-ESS1-7 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
- Constructing explanations and designing solutions: Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.
Disciplinary Core Ideas
- Earth and the solar system: Earth and celestial phenomena can be described by principles of relative motion and perspective.
Crosscutting Concepts
- Patterns: Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.
Page contributors: Caroline Leonard, Conrad Richman