HS. Weather and Climate

Other New York Science sets

• Grade Pre-K
• Grade K
• Grade 1
• Grade 2
• 3-5. Engineering Design
• Grade 3
• NY Grade 3 Science Learning Standards
• Grade 4
• NY Grade 4 Science Learning Standards
• Grade 5
• NY Grade 5 Science Learning Standards
• Grades 6, 7, 8
• MS. Chemical Reactions
• MS. Energy
• MS. Engineering Design
• MS. Forces and Interactions
• MS. Growth, Development, and Reproduction of Organisms
• MS. History of Earth
• MS. Human Impacts
• MS. Interdependent Relationships in Ecosystems
• MS. Matter and Energy in Organisms and Ecosystems
• MS. Natural Selection and Adaptations
• MS. Space Systems
• MS. Structure and Properties of Matter
• MS. Structure, Function, and Information Processing
• MS. Waves and Electromagnetic Radiation
• MS. Weather and Climate
• Physical Science - Crosscutting Concepts
• Physical Science - Disciplinary Core Ideas
• Physical Science - Science and Engineering Practices
• Biology Living Environment
• Earth & Space: High School
• Grades 9, 10, 11, 12
• High School Regents Chemistry (2024)
• HS Life Science: Biology
• HS. Chemical Reactions
• HS. Earth's Systems
• HS. Energy
• HS. Engineering Design
• HS. Forces and Interactions
• HS. History of the Earth
• HS. Human Sustainability
• HS. Inheritance and Variation of Traits
• HS. Interdependent Relationships in Ecosystems
• HS. Natural Selection and Evolution
• HS. Structure and Function
• HS. Structure and Properties of Matter
• HS. Waves and Electromagnetic Radiation
• Physical Setting/Earth Science
• HS. Matter and Energy in Organisms and Ecosystems
• HS. Space Systems
• MS. Earth's Systems
• Physical Setting/Chemistry

Use a model to provide mechanistic accounts of phenomena. (HS-ESS2-4)HS.WC.SEP.1a

Analyze data using tools, technologies and/or models (e.g., computational or mathematical) in order to make valid and reliable scientific claims or determine optimal design solution. (HS-ESS3-5)HS.WC.SEP.2a

Communicate scientific ideas (e.g., about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). (HS-ESS2-8)HS.WC.SEP.3a

Science investigations use diverse methods and do not always use the same set of procedures to obtain data. (HSESS3-5)HS.WC.SEP.4a

New technologies advance scientific knowledge. (HS-ESS3- 5)HS.WC.SEP.4b

Science knowledge is based on empirical evidence. (HSESS3-5)HS.WC.SEP.5a

Science arguments are strengthened by multiple lines of evidence supporting a single explanation. (HS-ESS2-4), (HSESS3-5)HS.WC.SEP.5b

Cyclical changes in the shape of Earth’s orbit around the sun, together with changes in the tilt of the planet’s axis of rotation, both occurring over hundreds of thousands of years, have altered the intensity and distribution of sunlight falling on the earth. These phenomena cause a cycle of ice ages and other gradual climate changes. (secondary to HS-ESS2-4)HS.WC.DCI.ESS1.B.1

The geological record shows that changes to global and regional climate can be caused by interactions among changes in the sun’s energy output or Earth’s orbit, tectonic events, ocean circulation, volcanic activity, glaciers, vegetation, and human activities. These changes can occur on a variety of time scales from sudden (e.g., volcanic ash clouds) to intermediate (ice ages) to very long-term tectonic cycles. (HS-ESS2-4)HS.WC.DCI.ESS2.A.1

The foundation for Earth’s global climate systems is the electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy’s re-radiation into space. (HS-ESS2-4),(secondary to HS-ESS2-2)HS.WC.DCI.ESS2.D.1

Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. (HS-ESS2-4)HS.WC.DCI.ESS2.D.2

(NYSED) Concepts of density and heat energy can be used to explain observations of weather patterns (HSESS2-8).HS.WC.DCI.ESS2.D.3

Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts. (HS-ESS3-5)HS.WC.DCI.ESS3.D.1

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. (HS-ESS2-8)HS.WC.CC.1a

Empirical evidence is needed to identify patterns. (HS-ESS2-8)HS.WC.CC.1b

Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. (HS-ESS2- 4)HS.WC.CC.2a

Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. (HSESS3-5)HS.WC.CC.3a