HS-ESS2-6 | Carbon Cycling · NYS standard · Regents questions

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Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.

Clarification statement: Emphasis is on modeling biogeochemical cycles that include the cycling of carbon through the ocean, atmosphere, soil, and biosphere (including humans), providing the foundation for living organisms.

Note: this is a performance expectation for both HS Earth & Space Science and HS Biology. For biology, the focus is on "the biochemistry aspects of carbon cycling". For Earth & Space Science, the focus is on "physical and chemical aspects of the geochemical cycling of carbon" (as per the NYSED high school course maps).

Regents Exam Questions

Released New York State Regents exam questions that assess HS-ESS2-6 are listed here by exam and question cluster. Each link opens the question with its answer key.

Biology

Exam Cluster Question
August 2026 Biology Regents The Permafrost Problem Question 46
June 2026 Biology Regents Fossil Fuels: Out of Sight, but Not Out of Mind Question 26
January 2026 Biology Regents Keystone Species Rule Question 11
Purple Insect Eater Question 38
August 2025 Biology Regents Trees Have Organ Systems Question 4
Carbon Cycle Supports Life on Earth Question 22
Carbon Cycle Supports Life on Earth Question 23
June 2025 Biology Regents Carbon! Where Does It Come From? Where Does It Go? Question 5
Does It Matter? Question 37

Earth & Space Science

Exam Cluster Question
August 2026 Earth and Space Sciences Regents Carbon Emissions in Industry Question 24
June 2026 Earth and Space Sciences Regents The Slow Carbon Cycle Question 9
Lake Nyos Question 34
January 2026 Earth and Space Sciences Regents The Carboniferous Period Question 50
June 2025 Earth and Space Sciences Regents The Carbon Cycle Question 12
Earth and Space Sciences sample clusters (Fall 2024) Theia and the Moon Question 6

Performance Level Descriptions

Every Regents exam question on HS-ESS2-6 is written to match one of the performance level descriptions (PLDs) below.

Level 1: Use a quantitative/qualitative model that shows the cycling of carbon between two Earth spheres to identify the relative concentrations of carbon present in each sphere.
Level 2: Use a quantitative/qualitative model to identify the cycling of carbon between two Earth spheres (hydrosphere, atmosphere, geosphere, and biosphere).
Level 3: Use/complete a quantitative model to describe the cycling of carbon between two Earth spheres (hydrosphere, atmosphere, geosphere, and biosphere).
Level 4: Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
Level 5: Develop and analyze data from a quantitative model of the carbon cycle to predict how a change in carbon levels in one system will affect other Earth systems.

Vocabulary

Terms that come from this standard or from the released exam questions that assess it, listed by subject. Biology terms are from the Biology Glossary; Earth & Space Science terms are from the Earth & Space Science Glossary.

Biology

From this standard
  • atmosphere
  • biogeochemical cycles
  • biosphere
  • carbon
  • carbon cycle
  • carbon dioxide concentration
  • climate
  • closed system
  • cycling of carbon
  • geosphere
  • human activity
  • hydrosphere
  • matter
  • ocean
  • oxygen
  • quantitative model
  • soil
From released exam questions

Earth & Space Science

From this standard
  • atmosphere
  • biogeochemical cycles
  • biosphere
  • carbon
  • carbon cycle
  • carbon dioxide
  • carbon dioxide concentrations
  • cycling of carbon
  • Earth
  • geosphere
  • human activity
  • hydrosphere
  • living organisms
  • model
  • ocean
  • oxygen
  • quantitative model
  • soil
From released exam questions

Resources

Examples and discussion of resources for the learning, teaching, and assessment of HS-ESS2-6.

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NGSS Dimensions

Performance expectation HS-ESS2-6 was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices
  • Developing and Using Models
    • Develop a model based on evidence to illustrate the relationships between systems or between components of a system.
Disciplinary Core Ideas
  • ESS2.D: Weather and Climate
    • Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen.
    • Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate.
Crosscutting Concepts
  • Energy and Matter
    • The total amount of energy and matter in closed systems is conserved.
Page contributors: Conrad Richman, Caroline Leonard
Earth and Space Science and Biology | HS. Earth's Systems
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