HS-ESS1-7 | Cycles of the Sun, Earth, and Moon

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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.

Note: this is a NYSED-specific performance expectation that is different from the Next Generation Science Standards.

Assessment

What assessment of HS-ESS1-7 might look like on a NY state exam.

Exam Cluster Question
August 2026 Cyclic Patterns Question 1
Cyclic Patterns Question 2
Full Supermoon Events in 2024 Question 38
Full Supermoon Events in 2024 Question 39
June 2026 Stars and Stellar Evolution Question 6
Planetary Transits Question 42
January 2026 The Moons of Pluto Question 21
The Moons of Pluto Question 22
August 2025 Earth-Moon History Question 31
Earth-Moon History Question 33
June 2025 Our Sun – A Star Question 5
Sample clusters (Spring 2024) The Effect of The Moon on Earth Question 1
The Effect of The Moon on Earth Question 2
The Effect of The Moon on Earth Question 4
The Effect of The Moon on Earth Question 6

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 that supports the claim that the phases of the Moon or eclipses or tides or seasons change cyclically or that celestial events are the result of the relative motion and the perspective of an observer.
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Level 2: Identify an evidence-based explanation, from those provided, that supports the claim that the phases of the Moon or eclipses or tides or seasons change cyclically or that celestial events are the result of the relative motion and the perspective of an observer.
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Level 3: Construct an explanation using evidence to support the claim that the phases of the Moon or eclipses or tides or seasons change cyclically or that celestial events are the result of the relative motion and/or perspective of an observer.
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Level 4: Construct an explanation using evidence to support the claim that the phases of the Moon, eclipses, tides, and seasons change cyclically.
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Level 5: Apply scientific ideas, principles, and evidence to support the claim that the phases of the Moon, eclipses, tides, and seasons change cyclically and that celestial events are the result of the relative motion and perspective of an observer.

Vocabulary

Terms from the Earth & Space Science Glossary that come from this standard or from the released exam questions that assess it.

From this standard
  • celestial bodies
  • celestial events
  • conceptual modeling
  • cyclical changes
  • Earth
  • eclipse
  • model
  • moon
  • peer review
  • phases of the moon
  • relative motion
  • relative positions
  • seasons
  • solar system
  • strength of tides
  • tides
  • types of eclipses
From released exam questions
Implied by this standard
  • lunar eclipse – implied by "types of eclipses"
  • tidal range – implied by "strength of tides"

Resources

Examples and discussion of resources for the learning, teaching, and assessment of HS-ESS1-7.

Pixel beaver This section could be expanded upon. You can help out by adding to this section.


NGSS Dimensions

Performance expectation HS-ESS1-7 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: Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and 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.
Disciplinary Core Ideas
  • Earth and the solar system: Earth and celestial phenomena can be described by principles of relative motion and perspective.
Crosscutting Concepts
  • Patterns: Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.
Page contributors: Conrad Richman, Caroline Leonard
Earth and Space Science | HS. Space Systems
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