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ESS2: Earth’s Systems

Table of Contents
Core Idea
ESS2: Earth’s Systems
ESS2.A: Earth Materials and Systems
ESS2.B: Plate Tectonics and Large-Scale System Interactions
ESS2.C: The Roles of Water in Earth’s Surface Processes
ESS2.D: Weather and Climate
ESS2.E: Biogeology

Content aligned with middle school ESS2

Content aligned with high school ESS2

 

In middle school, students develop an understanding of the disciplinary core ideas in the earth and space science domain. The middle school performance expectations build on the elementary performance expectations, as well as on students’ understanding of life and physical science phenomena. In ESS2: Earth’s Systems, performance expectations are designed for students to create an understanding of how and why the materials in and on the surface of the earth change over time. A wide range of concepts are explored under the larger umbrella of how matter and energy flow and cycle through environmental systems.

 

In high school, students continue to develop and refine their understanding of the disciplinary core ideas in the earth and space science domain. The high school performance expectations are meant to expand on the middle school performance expectations. The high school performance expectations cover fundamental concepts of Earth and space science, while leaving room for more expanded and in-depth study in upper level high school courses. As in middle school, Earth and space sciences concepts are also important for understanding life and physical science phenomena. Performance expectations in high school ESS2: Earth’s Systems, call on students to understand how and why the earth is constantly changing. Students are expected to use models of feedback systems to demonstrate their understanding of how interactions on and below the earth’s surface create and destroy land formations, cycle matter and energy, and influence weather and climate.

 

 

Exploring Our Fluid Earth, a product of the Curriculum Research & Development Group (CRDG), College of Education. University of Hawaii, 2011. This document may be freely reproduced and distributed for non-profit educational purposes.