Difference between revisions of "HS-ESS3-5"
From NY Science Standards Wiki
(Assessment section: table of all tagged exam and sample-cluster questions, grouped by subject and exam (most recent first)) |
|||
| Line 24: | Line 24: | ||
{{assessmentmessage}} | {{assessmentmessage}} | ||
| − | + | {| class="wikitable" style="width:100%; text-align:center" | |
| + | ! style="padding: 0.5em 1.5em;" | Exam | ||
| + | ! style="padding: 0.5em 1.5em;" | Cluster | ||
| + | ! style="padding: 0.5em 1.5em;" | Question | ||
| + | |- | ||
| + | | style="background-color:white;" | [[August 2026 Earth and Space Science Exam|August 2026]] | ||
| + | | 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]] | ||
| + | |- | ||
| + | | rowspan="3" style="background-color:white;" | [[January 2026 Earth and Space Science Exam|January 2026]] | ||
| + | | 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|Greenland's Glacial Ice]] | ||
| + | | style="background-color:white;" | [[Questions:Greenland's Glacial Ice#q3|Question 30]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:Greenland's Glacial Ice|Greenland's Glacial Ice]] | ||
| + | | style="background-color:white;" | [[Questions:Greenland's Glacial Ice#q5|Question 32]] | ||
| + | |- | ||
| + | | rowspan="4" style="background-color:white;" | [[June 2025 Earth and Space Science Exam|June 2025]] | ||
| + | | 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|Modeling Earth Systems to Understand Global Climate]] | ||
| + | | style="background-color:white;" | [[Questions:Modeling Earth Systems to Understand Climate Change#q5|Question 10]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:The Carbon Cycle|The Carbon Cycle]] | ||
| + | | style="background-color:white;" | [[Questions:The Carbon Cycle#q5|Question 15]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:Ghost Forests|Ghost Forests]] | ||
| + | | style="background-color:white;" | [[Questions:Ghost Forests#q3|Question 38]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Earth and Space Science Sample Questions|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#q4|Question 4]] | ||
| + | |} | ||
Revision as of 22:22, 20 September 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.
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: 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.
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.
Assessment
What assessment of HS-ESS3-5 might look like on a NY state exam.
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