Difference between revisions of "HS-ESS1-6"
From NY Science Standards Wiki
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| − | + | ! style="padding: 0.5em 1.5em;" | Exam | |
| − | + | ! style="padding: 0.5em 1.5em;" | Cluster | |
| − | + | ! style="padding: 0.5em 1.5em;" | Question | |
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| + | | rowspan="3" style="background-color:white;" | [[August 2026 Earth and Space Science Exam|August 2026]] | ||
| + | | style="background-color:white;" | [[Questions:Chesapeake Bay Impact Event|Chesapeake Bay Impact Event]] | ||
| + | | style="background-color:white;" | [[Questions:Chesapeake Bay Impact Event#q1|Question 5]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:Chesapeake Bay Impact Event|Chesapeake Bay Impact Event]] | ||
| + | | style="background-color:white;" | [[Questions:Chesapeake Bay Impact Event#q2|Question 6]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:Chesapeake Bay Impact Event|Chesapeake Bay Impact Event]] | ||
| + | | style="background-color:white;" | [[Questions:Chesapeake Bay Impact Event#q4|Question 8]] | ||
| + | |- | ||
| + | | rowspan="4" style="background-color:white;" | [[January 2026 Earth and Space Science Exam|January 2026]] | ||
| + | | style="background-color:white;" | [[Questions:Evolution of Early Earth Systems|Evolution of Early Earth Systems]] | ||
| + | | style="background-color:white;" | [[Questions:Evolution of Early Earth Systems#q2|Question 11]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:The Moons of Pluto|The Moons of Pluto]] | ||
| + | | style="background-color:white;" | [[Questions:The Moons of Pluto#q5|Question 23]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:Doggerland|Doggerland]] | ||
| + | | style="background-color:white;" | [[Questions:Doggerland#q3|Question 26]] | ||
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| + | | style="background-color:white;" | [[Questions:Bennu|Bennu]] | ||
| + | | style="background-color:white;" | [[Questions:Bennu#q2|Question 34]] | ||
| + | |- | ||
| + | | rowspan="5" style="background-color:white;" | [[August 2025 Earth and Space Science Exam|August 2025]] | ||
| + | | style="background-color:white;" | [[Questions:How Did Earth Get Its Water?|How Did Earth Get Its Water?]] | ||
| + | | style="background-color:white;" | [[Questions:How Did Earth Get Its Water?#q1|Question 21]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:Earth-Moon History|Earth-Moon History]] | ||
| + | | style="background-color:white;" | [[Questions:Earth-Moon History#q5|Question 35]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:New York State Fossils of Note|New York State Fossils of Note]] | ||
| + | | style="background-color:white;" | [[Questions:New York State Fossils of Note#q1|Question 41]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:New York State Fossils of Note|New York State Fossils of Note]] | ||
| + | | style="background-color:white;" | [[Questions:New York State Fossils of Note#q3|Question 43]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:New York State Fossils of Note|New York State Fossils of Note]] | ||
| + | | style="background-color:white;" | [[Questions:New York State Fossils of Note#q5|Question 45]] | ||
| + | |- | ||
| + | | rowspan="2" style="background-color:white;" | [[June 2025 Earth and Space Science Exam|June 2025]] | ||
| + | | style="background-color:white;" | [[Questions:The Origin of Our Solar System|The Origin of Our Solar System]] | ||
| + | | style="background-color:white;" | [[Questions:The Origin of Our Solar System#q1|Question 26]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:The Origin of Our Solar System|The Origin of Our Solar System]] | ||
| + | | style="background-color:white;" | [[Questions:The Origin of Our Solar System#q3|Question 28]] | ||
| + | |- | ||
| + | | rowspan="3" style="background-color:white;" | [[Earth and Space Science Sample Questions|Sample clusters]] (Fall 2024) | ||
| + | | style="background-color:white;" | [[Questions:ESS Theia and the Moon|Theia and the Moon]] | ||
| + | | style="background-color:white;" | [[Questions:ESS Theia and the Moon#q2|Question 2]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:ESS Theia and the Moon|Theia and the Moon]] | ||
| + | | style="background-color:white;" | [[Questions:ESS Theia and the Moon#q3|Question 3]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:ESS Theia and the Moon|Theia and the Moon]] | ||
| + | | style="background-color:white;" | [[Questions:ESS Theia and the Moon#q5|Question 5]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Earth and Space Science Sample Questions|Sample clusters]] (Spring 2024) | ||
| + | | style="background-color:white;" | [[Questions:ESS Plate Tectonics|Plate Tectonics]] | ||
| + | | style="background-color:white;" | [[Questions:ESS Plate Tectonics#q2|Question 2]] | ||
| + | |} | ||
Revision as of 22:21, 20 September 2026
Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.
Clarification statement: Emphasis is on using available evidence within the solar system to reconstruct the early history of Earth, which formed along with the rest of the solar system 4.6 billion years ago. Examples of evidence include the absolute ages of ancient materials (obtained by radiometric dating of meteorites, moon rocks, and Earth’s rocks and minerals), the sizes and compositions of solar system objects, and the impact cratering record of planetary surfaces.
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.
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Level 1: Identify the evidence (radiometric dating, impact cratering), from those provided, that supports/refutes a given explanation of Earth's or another planetary surface's formation or early history.
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Level 2: Using evidence from ancient Earth materials, or meteorites, or other planetary surfaces (other objects in the solar system) to support/refute a given explanation of Earth's formation and/or early history, or use evidence from radiometric dating to support/refute a given explanation of the formation of a solar system object.
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Level 3: Using evidence and scientific reasoning from ancient Earth materials, or meteorites, or other planetary surfaces, construct an account of Earth's formation and/or early history, or use evidence from radiometric dating of rocks and/or other materials to construct an account of the formation or early history of objects in the solar system.
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Level 4: Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth's formation and early history.
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Level 5: Analyze empirical evidence from multiple sources, to construct an explanation of Earth's formation and early history, based upon 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.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-ESS1-6.
This section could be expanded upon. You can help out by adding to this section.
Assessment
What assessment of HS-ESS1-6 might look like on a NY state exam.
NGSS Dimensions
Performance expectation HS-ESS1-6 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: Apply scientific reasoning to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion.
- Science models, laws, mechanisms, and theories explain natural phenomena: A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence.
- Science models, laws, mechanisms, and theories explain natural phenomena: Models, mechanisms, and explanations collectively serve as tools in the development of a scientific theory.
Disciplinary Core Ideas
- The history of planet Earth: Although active geologic processes, such as plate tectonics and erosion, have destroyed or altered most of the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and meteorites, have changed little over billions of years. Studying these objects can provide information about Earth’s formation and early history.
- Nuclear processes: 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.
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