NY HS Earth and Space Science Learning Standards
The first administration of the new NYS Regents earth and space science exam, which assesses students on the performance expectations below, is planned for June 2025 (per the NYSED science implementation roadmap).
The performance expectations are listed as they appear on the course map for courses that culminate in an earth and space science Regents exam. There are a total of 25 performance expectations on the course map.
The performance expectations are listed in the exact order they appear on the course map. However, the course map notes that "instructional sequences are not assumed" and "student performance expectations (PEs) may be taught in any sequence or grouping within a course".
HS. Space Systems
HS-ESS1-1 | Nuclear fusion and the Sun's energy
Develop a model based on evidence to illustrate the life span of the Sun and the role of nuclear fusion in the Sun’s core to release energy that eventually reaches Earth in the form of radiation.
Clarification statement: Emphasis is on the energy transfer mechanisms that allow energy from nuclear fusion in the Sun’s core to reach Earth. Examples of evidence for the model could include observations of the masses and lifetimes of other stars, as well as the ways that the Sun’s radiation varies due to sudden solar flares (“space weather”), the 11-year sunspot cycle, and non-cyclic variations over centuries.
Assessment boundary: Assessment does not include details of the atomic and sub-atomic processes involved with the Sun’s nuclear fusion.
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HS-ESS1-2 | The Big Bang Theory
Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra,
motion of distant galaxies, and composition of matter in the universe.
Clarification statement: Emphasis is on the astronomical evidence of the red shift of light from galaxies as an indication that the universe is currently expanding at an accelerated rate, the cosmic microwave background as the remnant radiation from the Big Bang, and the observed composition of ordinary matter of the universe, primarily found in stars and interstellar gases (from the spectra of electromagnetic radiation from stars), which matches that predicted by the Big Bang theory (3/4 hydrogen and 1/4 helium).
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HS-ESS1-3 | Stellar nucleosynthesis
Communicate scientific ideas about the way stars, over their life cycle, produce elements.
Clarification statement: Emphasis is on how nucleosynthesis varies as a function of the mass of a star and the stage of its lifetime.
Assessment boundary: Details of the many different nucleosynthesis pathways for stars of differing masses are not assessed.
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HS-ESS1-4 | Orbital motions
Use mathematical or computational representations to predict the motion of orbiting objects in the
solar system.
Clarification statement: Emphasis is on Newtonian gravitational laws governing orbital motions, which apply to human-made satellites as well as planets and moons.
Assessment boundary: Mathematical representations for the gravitational attraction of bodies and Kepler’s Laws of orbital motions should not deal with more than two bodies, nor involve calculus.
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HS. History of Earth
HS-ESS1-5 | Evidence of plate tectonics
Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of
plate tectonics to explain the ages of crustal rocks.
Clarification statement: Emphasis is on the ability of plate tectonics to explain the ages of crustal rocks. Examples include evidence of the ages of oceanic crust increasing with distance from mid-ocean ridges as a result of plate spreading and that the North American continental crust contains a much older central ancient core compared to the surrounding continental crust as a result of complex and numerous plate interactions.
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HS-ESS1-6 | Orbital motions
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.
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HS. Space Systems (cont.)
HS-ESS1-7 | Cyclic changes
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.
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HS. History of Earth (cont.)
HS-ESS2-1 | Creation of landforms
Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and
temporal scales to form continental and ocean-floor features.
Clarification statement: Emphasis is on how the appearance of land features (such as mountains, valleys, and plateaus) and sea-floor features (such as trenches, ridges, and seamounts) are a result of both constructive processes (such as volcanism, tectonic uplift, and deposition) and destructive processes (such as weathering, subduction, and coastal erosion).
Assessment boundary: Assessment does not include recalling the details of the formation of specific geographic features of Earth’s surface.
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