Earth and Space Systems Science

Course Overview

Earth and Space Systems (ESS) sciences investigate processes that operate on Earth and also address Earth's place in the solar system and the galaxy. Thus ESS involve phenomena that range in scale from the unimaginably large to the invisibly small. Earth consists of a set of systems – atmosphere, hydrosphere, geosphere, and biosphere – that are intricately interconnected. The systems have differing sources of energy, and matter cycles within and among them in multiple ways and on various time scales. Small changes in one part of one system can have large and sudden consequences in parts of other systems, or they can have no effect at all. Understanding the different processes that cause Earth to change over time (in a sense, how it “works”) therefore requires knowledge of the multiple systems’ interconnections and feedbacks. In addition, Earth is part of a broader system – the solar system- which is itself a small part of one of the many galaxies in the universe.

Students in high school continue to develop their understanding of the three disciplinary core ideas in the Earth and Space Sciences. The high school performance expectations in Earth and Space Science build on the middle school ideas and skills and allow high school students to explain more in-depth phenomena central not only to the earth and space sciences, but to life and physical sciences as well. These performance expectations blend the core ideas with scientific and engineering practices and crosscutting concepts to support students in developing useable knowledge to explain ideas across the science disciplines.

There are strong connections to mathematical practices of analyzing and interpreting data. The performance expectations strongly reflect the many societally relevant aspects of ESS (resources, hazards, environmental impacts) with an emphasis on using engineering and technology concepts to design solutions to challenges facing human society. For complete storyline and performance expectations, click here (Links to an external site.)Links to an external site.

Unit OVERVIEW

Students will independently use their learning to answer the questions, “What makes Earth ideal for life? Are there other Earth-like planets out in space?” For almost 12,000 years, Earth has been an ideal place for humans and other living things to evolve. But a once very livable Earth is becoming less livable due to human-caused stresses to Earth’s systems. After brainstorming possible solutions, students investigate the possibility of finding another Earth-like home in our galaxy. Students develop a model to explain what makes Earth an ideal place for us to live based on patterns observed at different scales in data from simulations related to the stability of stars, planet formation, and planetary motion. They then use their models and explanations to consider other solar systems and to argue from evidence about which exoplanet is most Earth-like. This unit is from New Visions and has received the NGSS Design Badge Links to an external site. for high-quality instructional materials. 

Unit OVERVIEW

Students will formulate answers to the questions: “Why do the continents move?” and “How do people reconstruct and date events in Earth’s planetary history?” An important aspect of Earth and Space science involves making inferences about events in Earth’s history based on plate tectonics and data record that is increasingly incomplete the farther you go back in time. A key to Earth’s history is the coevolution of the biosphere with Earth’s other systems, not only in the ways that climate and environmental changes have shaped the course of evolution but also in how emerging life forms have been responsible for changing Earth. A mathematical analysis of radiometric dating is used to comprehend how absolute ages are obtained for the geologic record. Students will construct explanations for the scales of time over which Earth processes operate. The crosscutting concepts of patterns and stability and change are called out as organizing concepts for these disciplinary core ideas.  In the HS History of Earth performance expectations, students are expected to demonstrate proficiency in developing and using models, constructing explanations, and engaging in argument from evidence; and to use these practices to demonstrate understanding of the core ideas.

Unit OVERVIEW

Students will be able to use their learning to independently formulate answers to the questions: “How do the major Earth systems interact?” and “How do the properties and movements of water shape Earth’s surface and affect its systems?” Students can develop models and explanations for the ways that feedbacks between different Earth systems control the appearance of Earth’s surface. Central to this is the tension between internal systems, which are largely responsible for creating land at Earth’s surface (e.g., volcanism and mountain building), and the sun-driven surface systems that tear down the land through weathering and erosion.Through the Howard County Watershed Report Card program, students will be able to collect and analyze data on the Howard County Watershed in their schoolyard and at a local stream. Students understand the role that water plays in affecting weather. Students understand chemical cycles such as the water and carbon cycle. Students can examine the ways that human activities cause feedbacks that create changes to other systems. The crosscutting concepts of energy and matter; structure and function; stability and change; interdependence of science, engineering, and technology; and influence of engineering, technology, and science on society and the natural world are called out as organizing concepts for these disciplinary core ideas. In the HS. Earth’s Systems performance expectations, students are expected to demonstrate proficiency in developing and using models, planning and carrying out investigations, analyzing and interpreting data, and engaging in argument from evidence; and use these practices to demonstrate understanding of the core ideas.

Unit OVERVIEW

Students will formulate an answer to the questions: “What regulates weather and climate?”, “How do humans depend on Earth’s resources?” and “How do people model and predict the effects of human activities on Earth’s climate?” Students understand the system interactions that control weather and climate, with a major emphasis on the mechanisms and implications of climate change. Students understand the analysis and interpretation of different kinds of geoscience data allow students to construct explanations for the many factors that drive climate change over a wide range of time scales. Students also understand the complex and significant interdependencies between humans and the rest of Earth’s systems through the impacts of natural hazards, our dependencies on natural resources, and the environmental impacts of human activities.The crosscutting concepts of cause and effect and stability and change are called out as organizing concepts for these disciplinary core ideas. In the HS. Weather and Climate performance expectations, students are expected to demonstrate proficiency in developing and using models and analyzing and interpreting data; and to use these practices to demonstrate understanding of the core ideas. Students will demonstrate proficiency in constructing explanations and designing solutions, and engaging in argument from evidence; and use these practices to demonstrate understanding of the core ideas.