NY Earth and Space Sciences Claims and Evidence

In June 2024, the Office of State Assessment released the Educator Guide to the Regents Examination in Earth and Space Sciences. Below are the claims-and-evidence from the educator guide which provide further insight on the types of questions that might appear on the Regents exam.

Claim #1 (Space Systems):
A student can construct a mathematical or computational model to describe explanations and defend claims about the origin, evolution, and composition of the expanding universe, the production of electromagnetic energy that is radiated through space, the relative position and motions of Earth in the solar system, and the observations of cyclic patterns of celestial bodies.

Evidence: A student demonstrates understanding of “space systems” through application, evaluation, analysis, and/or synthesis using science and engineering practices, core ideas, and crosscutting concepts related to:

A model that describes the origin, structure, and motions of celestial bodies within the universe and identify possible/potential cause and effect for changes in these motions; HS-ESS1-1, HS-ESS1-4
Evidence of star characteristics and the theory of an expanding universe; HS-ESS1-1, HS-ESS1-2
Synthesis of matter, the production of electromagnetic radiation, and the effects of matter and energy throughout space; HS-ESS1-1, HS-ESS1-3, HS-ESS2-4
Models that explain the effects of cyclic changes in the Sun–Earth–Moon system; HS-ESS1-4, HS-ESS1-7

Claim #2 (History of Earth):
A student can evaluate evidence from active geologic processes in the rock record, use scientific reasoning, and apply evidence from other planetary bodies to construct an account of Earth’s formation and history, and to develop a model that illustrates how both gradual and catastrophic geologic processes operate at different spatial and temporal scales to change Earth’s geographic features.

Evidence: A student demonstrates understanding of the “history of Earth” through application, evaluation, analysis, and/or synthesis using science and engineering practices, core ideas, and crosscutting concepts related to:

A model that describes geologic features and their formation at or below Earth’s surface; HS-ESS2-1
Patterns of change at different spatial and temporal scales that influence the formation and destruction of geologic features; HS-ESS1-5, HS-ESS2-1
Scientific reasoning and the application of evidence from Earth and other solar system objects that explains Earth’s formation, history, and age; HS-ESS1-6

Claim #3 (Earth's Systems):
A student can develop models and i nvestigations, analyze data and feedback mechanisms, and construct arguments based on evidence that demonstrate the coevolution of life with Earth’s changing systems and the cycling of matter and energy within and between Earth’s systems.

Evidence: A student demonstrates understanding of “Earth’s systems” through application, evaluation, analysis, and/or synthesis using science and engineering practices, core ideas, and crosscutting concepts related to:

The unique characteristics of water and the effects of water on Earth; HS-ESS2-5
Geoscience data that relate to how feedback mechanisms create changes within and between Earth’s systems; HS-ESS2-2
A model of Earth’s spheres that illustrates the interior and exterior cycling of matter and energy; HS-ESS2-3, HS-ESS2-6
Current and historical evidence to demonstrate an understanding of causality and correlation between Earth systems and the biosphere; HS-ESS2-7

Claim #4 (Weather and Climate):
A student can analyze and evaluate atmospheric and geoscience data to model and communicate information that explains how the flow of energy in Earth’s systems influences past, present, and future changes to Earth’s weather and climate conditions.

Evidence: A student demonstrates understanding of “human sustainability” through application, evaluation, analysis, and/or synthesis using science and engineering practices, core ideas, and crosscutting concepts related to:

A model that describes how changes in Earth’s climate result from variations in energy flow into and out of Earth’s systems; HS-ESS2-4, HS-ESS3-5
An understanding of weather variables and how interactions of these variables result in changes in Earth’s systems; HS-ESS2-8, HS-ESS2-4
Patterns of past and current weather/climate data that are used to forecast short- and long-term atmospheric conditions; HS-ESS2-8, HS-ESS3-5

Claim #5 (Human Sustainability):
A student can construct an evidence-based explanation of human-induced climate change, evaluate energy usage, create a computational simulation for sustainability, evaluate or refine a technological solution to reduce human impact, and use a computational representation to illustrate the relationship between human activity and Earth’s systems.

Evidence: A student demonstrates understanding of “human sustainability” through application, evaluation, analysis, and/or synthesis using science and engineering practices, core ideas, and crosscutting concepts related to:

Evidence that climate change has influenced human activity over time; HS-ESS3-1
Relationships between resources used by humans and the impacts on Earth’s systems and climate; HS-ESS3-2
Simulations based on historical and current data that show how responsible energy use can promote sustainability and biodiversity; HS-ESS3-3
Technological solutions that are designed to address the costs and benefits of using natural resources, while balancing human needs with the mitigation of environmental impacts; HS-ESS3-4

Claim #6 (Engineering Design):
A student can analyze models, including mathematical and computer simulations, that present criteria, trade-offs, and a range of constraints to design and evaluate a solution that optimizes technological and engineering practices for the management of systems, societal needs, environmental impacts, and real-world problems.

Evidence: A student demonstrates understanding of “engineering design” through application, evaluation, analysis, and/or synthesis using science and engineering practices, core ideas, and crosscutting concepts related to:

Students collected data, models, and simulations that identify, describe, and solve real-world problems designed to balance societal needs with societal wants while attempting to reduce impacts; HS-ETS1-2, HS-ETS1-4
Solutions to global challenges that meet criteria, require trade-offs, and are limited by constraints as illustrated by various types of models (computer, simulations, engineering); HS-ETS1-1, HS-ETS1-3