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Earth and Space Sciences Performance Expectations
Table of Contents
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ESS1.A: The Universe and Its Stars
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ESS1.B: Earth and the Solar System
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ESS1.C: The History of Planet Earth
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| ESS2: Earth’s Systems |
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ESS2.A: Earth Materials and Systems
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ESS2.B: Plate Tectonics and Large-Scale System Interactions
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ESS2.C: The Roles of Water in Earth’s Surface Processes
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ESS2.D: Weather and Climate
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ESS2.E: Biogeology
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| ESS3: Earth and Human Activity |
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ESS3.A: Natural Resources
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ESS3.B: Natural Hazards
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ESS3.C: Human Impacts on Earth Systems
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ESS3.D: Global Climate Change
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Defining Performance Expectations
According to the Next Generation Science Standards (NGSS), performance expectations describe what students who demonstrate understanding should know and be able to do. Performance expectations encompass practices, crosscutting concepts, and disciplinary core ideas (DCI). Most performance expectations are accompanied by a clarification statement, which provides examples or explains the emphasis of the performance expectation (Table 2). Many, but not all, performance expectations also have an assessment boundary, indicating an appropriate level of depth for the performance expectation (Table 2). Full performance expectations including clarification statements, assessment boundaries, links to common core state standards, and how each expectation is related to practices, crosscutting concepts, and DCI are available on the NGSS website.
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5-ESS2-1. Develop a model using an example to describe ways in which the geosphere, biosphere, hydrosphere, and/or atmosphere interact. [Clarification Statement: Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.] [Assessment Boundary: Assessment is limited to the interactions of two systems at a time.] |
Performance Expectations often encompass a depth and breadth of content that is beyond the scope of any one lesson or activity. For this reason, in Sea Earth Atmosphere, Performance Expectations are aligned at the topic level. Each topic contains a combination of content, activities, and/or special features that build toward the associated performance expectations.
For example, this curriculum addresses the performance expectation 5-ESS3-1 (Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment) in the topic Marine Debris. The clarification statements and assessment boundary are included to clarify the elements explored in the associated activitiy, DIY Beeswax Wraps.
