---
title: "Earth and Space 9-12"
url: "https://books.hrgrvs.net/2/standards/89/earth-and-space-9-12"
---

# High School Earth and Space

## HS. Space Systems
Students who demonstrate understanding can:
### HS-ESS1-1.
Develop a model based on evidence to illustrate that the life span of the Sun is a function of nuclear fusion in its core, and that stars,
through nuclear fusion over their life cycle, produce elements and release energy that eventually reaches Earth in the form of radiation.
[Clarification Statement: Emphasis is on the way nucleosynthesis, and therefore the different elements created, varies as a function of the
mass of a star and the stage of its lifetime. Emphasis is on the energy transfer mechanisms that allow energy from nuclear fusion in the sun’s
core to reach Earth. Example applications include solar flares, auroras, 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 nuclear fusion, or details of
the many different nucleosynthesis pathways for stars of differing masses.]
### HS-ESS1-2.
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, 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).]
### HS-ESS1-4.
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.]

## HS. History of Earth
Students who demonstrate understanding can:
### HS-ESS1-5.
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 oceanic crust increasing with distance from mid-ocean ridges (a result of plate spreading) and the ages of North
American continental crust decreasing with distance away from a central ancient core of the continental plate (a result of past plate
interactions).]
### HS-ESS1-6.
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 oldest minerals), the sizes and
compositions of solar system objects, and the impact cratering record of planetary surfaces.]
### HS-ESS2-1.
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 forces (such as
volcanism, tectonic uplift, and orogeny) and destructive mechanisms (such as weathering, mass wasting, and coastal erosion).] [Assessment
Boundary: Assessment does not include memorization of the details of the formation of specific geographic features of Earth’s surface.]

## HS. Earth's Systems
Students who demonstrate understanding can:
### HS-ESS2-2.
Analyze geoscience data to evaluate claims that one change to Earth’s surface creates feedbacks that cause changes to other Earth
systems. [Clarification Statement: Examples should include climate feedbacks, such as how an increase in greenhouse gases causes a rise in
global temperature that melts glacial and sea ice, which reduces the amount of sunlight reflected from Earth’s surface, increasing surface
temperatures and further reducing the amount of ice. Examples could also be taken from other system interactions, such as feedbacks due
to the effects of permafrost thawing; how the loss of ground vegetation causes an increase in water runoff and soil erosion; how dammed
rivers increase groundwater recharge and decrease sediment transport, and how the loss of wetlands causes a decrease in local humidity
that further reduces wetland extent.]
### HS-ESS2-3.
Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection. [Clarification Statement:
Emphasis is on both a one-dimensional model of Earth, with radial layers determined by density, and a three-dimensional model, which is
controlled by mantle convection and the resulting plate tectonics. Examples of evidence include maps of Earth’s three-dimensional structure
obtained from seismic waves, records of the rate of change of Earth’s magnetic field (as constraints on convection in the outer core), and
identification of the composition of Earth’s layers from high-pressure laboratory experiments.]
### HS-ESS2-5.
Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes. [Clarification
Statement: Emphasis is on mechanical and chemical investigations with water and a variety of solid materials to provide evidence for the
connections between the hydrologic cycle and system interactions commonly known as the rock cycle. Examples of mechanical
investigations include stream transportation and deposition using a stream table, beach erosion and deposition patterns in relation to
substrate type and size, erosion using variations in soil moisture content, and frost wedging by the expansion of water as it freezes.
Examples of chemical investigations include chemical weathering, and recrystallization (by testing the solubility of different materials) or
melt generation (by examining how water lowers the melting temperature of most solids).]
### HS-ESS2-6.
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, permafrost, and biosphere (including humans), providing the foundation for living organisms.]
### HS-ESS2-7.
Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth. [Clarification
Statement: Emphasis is on the dynamic causes, effects, and feedbacks between the biosphere and Earth’s other systems, whereby
geoscience factors control the evolution of life, which in turn continuously alters Earth’s surface. Examples include how photosynthetic life
altered the atmosphere through the production of oxygen, which in turn increased weathering rates and allowed for the evolution of animal
life; how microbial life on land increased the formation of soil, which in turn allowed for the evolution of land plants; or how the evolution of
corals created reefs that altered patterns of erosion and deposition along coastlines and provided habitats for the evolution of new life
forms.] [Assessment Boundary: Assessment does not include a comprehensive understanding of the mechanisms of how the biosphere
interacts with all of Earth’s other systems.]

## HS. Weather and Climate
Students who demonstrate understanding can:
### HS-ESS2-4.
Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate. [Clarification
Statement: Examples of the causes of climate change differ by timescale, over 1-10 years: large volcanic eruption, ocean circulation; 10-100s
of years: changes in human activity, ocean circulation, solar output; 10-100s of thousands of years: changes to Earth's orbit and the
orientation of its axis; and 10-100s of millions of years: long-term changes in atmospheric composition.] [Assessment Boundary: Assessment
of the results of changes in climate is limited to changes in surface temperatures, precipitation patterns, glacial ice volumes, sea levels, and
biosphere distribution.]
### HS-ESS3-5.
Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or
regional climate change and associated future impacts to Earth's systems. [Clarification Statement: Examples of evidence, for both data
and climate model outputs, are for climate changes (such as precipitation and temperature) and their associated impacts (such as on sea
level, glacial ice volumes, and physical and chemical characteristics of atmosphere and ocean.] [Assessment Boundary: Assessment is limited
to one example of a climate change and its associated impacts.]

## HS. Human Sustainability
Students who demonstrate understanding can:
### HS-ESS3-1.
Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in
climate have influenced human activity. [Clarification Statement: Examples of key natural resources include access to fresh water (such as
rivers, lakes and groundwater), regions of fertile soils such as river deltas, and high concentrations of minerals, wildlife, fish, trees, and fossil
fuels. Examples of natural hazards can be from interior processes (such as volcanic eruptions and earthquakes), surface processes (such as
tsunamis, mass wasting, and soil erosion), and severe weather (such as hurricanes, floods, storm surge, lightning strike fires, and droughts).
Examples of the results of changes in climate that can affect populations or drive mass migrations include changes to sea level, regional
patterns of temperature and precipitation, changes in stream or ocean water temperatures and/or chemistry, and the types of food that can
be raised, hunted, fished, harvested, or gathered.]
### HS-ESS3-2.
Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.*
[Clarification Statement: Emphasis is on the conservation, recycling and reuse of resources (such as minerals and metals) where possible and
on minimizing impacts where it is not. Examples include developing best practices for agricultural soil use, all types of mining, extracting of
fossil fuels, and collecting renewable resources. Scientific knowledge indicates what can happen in natural systems--not what should
happen.]
### HS-ESS3-3.
Create a computational simulation to illustrate the relationships among the management of natural resources, the sustainability of
human populations, and biodiversity. [Clarification Statement: Examples of factors that affect the management of natural resources include
costs of resource extraction and waste management, per-capita consumption, and the development of new technologies. Examples of
factors that affect human sustainability include agricultural efficiency, levels of conservation, and urban planning.] [Assessment Boundary:
Assessment for computational simulations is limited to using provided multi-parameter programs or constructing simplified spreadsheet
calculations.]
### HS-ESS3-4.
Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.* [Clarification Statement:
Examples of data on the impacts of human activities could include the quantities and types of pollutants released, changes to biomass and
species diversity, or areal changes in land surface use (such as for urban development, agriculture and livestock, or surface mining).
Examples for limiting future impacts could range from local efforts (such as reducing, reusing, and recycling resources) to large-scale
geoengineering design solutions (such as altering global temperatures by making large changes to the atmosphere or ocean).]
### HS-ESS3-6.
Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified
due to human activity. [Clarification Statement: Examples of Earth systems to be considered are the hydrosphere, atmosphere, cryosphere,
geosphere, and/or biosphere. An example of the far-reaching impacts from a human activity is how an increase in atmospheric carbon
dioxide results in an increase in photosynthetic biomass on land and an increase in ocean acidification, with resulting impacts on sea
organism health and marine populations.] [Assessment Boundary: Assessment does not include running computational representations but is
limited to using the published results of scientific computational models.]

## HS. Engineering Design
Students who demonstrate understanding can:
### HS-ETS1-1.
Analyze major global challenges to specify qualitative and quantitative criteria and constraints for solutions that account for societal
needs and wants.
### HS-ETS1-2.
Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved
through engineering.
### HS-ETS1-3.
Evaluate a solution to a complex real-world problem based on prioritized criteria and tradeoffs that account for a range of constraints,
including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
### HS-ETS1-4.
Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and
constraints on interactions within and between systems relevant to the problem.