ms.ess1.c: the history of planet earth · all earth processes are the result of energy flowing and...

DCI: Earth's Place in the Universe

MS.ESS1.C: The History of Planet Earth

Tectonic processes continually generate new ocean sea floor atridges and destroy old sea floor at trenches. (MSESS23)

DCI: Earth's Systems

MS.ESS2.A: Earth Materials and Systems

All Earth processes are the result of energy flowing and mattercycling within and among the planet’s systems. This energy isderived from the sun and Earth’s hot interior. The energy that flowsand matter that cycles produce chemical and physical changes inEarth’s materials and living organisms. (MSESS21)


MS.ESS2.A: Earth Materials and Systems

The planet’s systems interact over scales that range frommicroscopic to global in size, and they operate over fractions of asecond to billions of years. These interactions have shaped Earth’shistory and will determine its future. (MSESS22)


MS.ESS2.B: Plate Tectonics and LargeScaleSystem InteractionsMaps of ancient land and water patterns, based on investigations ofrocks and fossils, make clear how Earth’s plates have moved greatdistances, collided, and spread apart. (MSESS23)


MS.ESS2.C: The Roles of Water in Earth’sSurface ProcessesWater continually cycles among land, ocean, and atmosphere viatranspiration, evaporation, condensation and crystallization, andprecipitation, as well as downhill flows on land. (MSESS24)


MS.ESS2.C: The Roles of Water in Earth’sSurface ProcessesThe complex patterns of the changes and the movement of water inthe atmosphere, determined by winds, landforms, and oceantemperatures and currents, are major determinants of local weatherpatterns. (MSESS25)


MS.ESS2.C: The Roles of Water in Earth’sSurface ProcessesGlobal movements of water and its changes in form are propelled bysunlight and gravity. (MSESS24)


MS.ESS2.C: The Roles of Water in Earth’sSurface ProcessesVariations in density due to variations in temperature and salinitydrive a global pattern of interconnected ocean currents. (MSESS26)


MS.ESS2.C: The Roles of Water in Earth’sSurface ProcessesWater’s movements—both on the land and underground—causeweathering and erosion, which change the land’s surface featuresand create underground formations. (MSESS22)


MS.ESS2.D: Weather and ClimateWeather and climate are influenced by interactions involvingsunlight, the ocean, the atmosphere, ice, landforms, and livingthings. These interactions vary with latitude, altitude, and local andregional geography, all of which can affect oceanic and atmosphericflow patterns. (MSESS26)


MS.ESS2.D: Weather and ClimateBecause these patterns are so complex, weather can only bepredicted probabilistically. (MSESS25)


MS.ESS2.D: Weather and ClimateThe ocean exerts a major influence on weather and climate byabsorbing energy from the sun, releasing it over time, and globallyredistributing it through ocean currents. (MSESS26)

DCI: Matter and Its Interactions

MS.PS1.A: Structure and Properties of MatterSubstances are made from different types of atoms, which combinewith one another in various ways. Atoms form molecules that rangein size from two to thousands of atoms. (MSPS11)


MS.PS1.A: Structure and Properties of MatterSolids may be formed from molecules, or they may be extendedstructures with repeating subunits (e.g., crystals). (MSPS11)


MS.PS1.A: Structure and Properties of MatterEach pure substance has characteristic physical and chemicalproperties (for any bulk quantity under given conditions) that can beused to identify it. (MSPS12)


MS.PS1.B: Chemical ReactionsSubstances react chemically in characteristic ways. In a chemicalprocess, the atoms that make up the original substances areregrouped into different molecules, and these new substances havedifferent properties from those of the reactants. (MSPS12)


MS.PS1.A: Structure and Properties of MatterEach pure substance has characteristic physical and chemicalproperties (for any bulk quantity under given conditions) that can beused to identify it. (MSPS13)




MS.PS1.A: Structure and Properties of MatterGases and liquids are made of molecules or inert atoms that aremoving about relative to each other. (MSPS14)


MS.PS1.A: Structure and Properties of MatterIn a liquid, the molecules are constantly in contact with others; in agas, they are widely spaced except when they happen to collide. In asolid, atoms are closely spaced and may vibrate in position but donot change relative locations. (MSPS14)


MS.PS1.A: Structure and Properties of MatterThe changes of state that occur with variations in temperature orpressure can be described and predicted using these models ofmatter. (MSPS14)

DCI: Energy

MS.PS3.A: Definitions of EnergyThe term “heat” as used in everyday language refers both to thermalenergy (the motion of atoms or molecules within a substance) andthe transfer of that thermal energy from one object to another. Inscience, heat is used only for this second meaning; it refers to theenergy transferred due to the temperature difference between twoobjects. (MSPS14)

DCI: Energy

MS.PS3.A: Definitions of EnergyThe temperature of a system is proportional to the average internalkinetic energy and potential energy per atom or molecule (whicheveris the appropriate building block for the system’s material). Thedetails of that relationship depend on the type of atom or moleculeand the interactions among the atoms in the material. Temperature isnot a direct measure of a system's total thermal energy. The totalthermal energy (sometimes called the total internal energy) of asystem depends jointly on the temperature, the total number ofatoms in the system, and the state of the material. (MSPS14)




MS.PS1.B: Chemical ReactionsThe total number of each type of atom is conserved, and thus themass does not change. (MSPS15)


MS.PS1.B: Chemical ReactionsSome chemical reactions release energy, others store energy. (MSPS16)

DCI: Engineering Design

MS.ETS1.B: Developing Possible SolutionsA solution needs to be tested, and then modified on the basis of thetest results in order to improve it. (MSPS16)


MS.ETS1.C: Optimizing the Design Solution

Although one design may not perform the best across all tests,identifying the characteristics of the design that performed the best ineach test can provide useful information for the redesign process that is, some of the characteristics may be incorporated into the newdesign. (MSPS16)


MS.ETS1.C: Optimizing the Design Solution

The iterative process of testing the most promising solutions andmodifying what is proposed on the basis of the test results leads togreater refinement and ultimately to an optimal solution. (MSPS16)

DCI: Motion and Stability: Forces and Interactions

MS.PS2.A: Forces and Motion

For any pair of interacting objects, the force exerted by the firstobject on the second object is equal in strength to the force that thesecond object exerts on the first, but in the opposite direction(Newton’s third law). (MSPS21)


MS.PS2.A: Forces and MotionThe motion of an object is determined by the sum of the forcesacting on it; if the total force on the object is not zero, its motion willchange. The greater the mass of the object, the greater the forceneeded to achieve the same change in motion. For any given object,a larger force causes a larger change in motion. (MSPS22)


MS.PS2.A: Forces and MotionAll positions of objects and the directions of forces and motions mustbe described in an arbitrarily chosen reference frame and arbitrarilychosen units of size. In order to share information with other people,these choices must also be shared. (MSPS22)


MS.PS2.B: Types of InteractionsElectric and magnetic (electromagnetic) forces can be attractive orrepulsive, and their sizes depend on the magnitudes of the charges,currents, or magnetic strengths involved and on the distancesbetween the interacting objects. (MSPS23)


MS.PS2.B: Types of InteractionsGravitational forces are always attractive. There is a gravitationalforce between any two masses, but it is very small except when oneor both of the objects have large mass—e.g., Earth and the sun. (MSPS24)


MS.PS2.B: Types of InteractionsForces that act at a distance (electric, magnetic, and gravitational)can be explained by fields that extend through space and can bemapped by their effect on a test object (a charged object, or a ball,respectively). (MSPS25)

DCI: Energy

MS.PS3.A: Definitions of EnergyMotion energy is properly called kinetic energy; it is proportional tothe mass of the moving object and grows with the square of itsspeed. (MSPS31)

DCI: Energy

MS.PS3.A: Definitions of EnergyA system of objects may also contain stored (potential) energy,depending on their relative positions. (MSPS32)

DCI: Energy

MS.PS3.C: Relationship Between Energy andForcesWhen two objects interact, each one exerts a force on the other thatcan cause energy to be transferred to or from the object. (MSPS32)

DCI: Energy

MS.PS3.A: Definitions of EnergyTemperature is not a measure of energy; the relationship betweenthe temperature and the total energy of a system depends on thetypes, states, and amounts of matter present. (MSPS33)

DCI: Energy

MS.PS3.B: Conservation of Energy and EnergyTransferEnergy is spontaneously transferred out of hotter regions or objectsand into colder ones. (MSPS33)


MS.ETS1.A: Defining and Delimiting EngineeringProblemsThe more precisely a design task’s criteria and constraints can bedefined, the more likely it is that the designed solution will besuccessful. Specification of constraints includes consideration ofscientific principles and other relevant knowledge that is likely to limitpossible solutions. (MSPS33)


MS.ETS1.B: Developing Possible SolutionsA solution needs to be tested, and then modified on the basis of thetest results in order to improve it. There are systematic processes forevaluating solutions with respect to how well they meet criteria andconstraints of a problem. (MSPS33)

DCI: Energy

MS.PS3.A: Definitions of EnergyTemperature is not a measure of energy; the relationship betweenthe temperature and the total energy of a system depends on thetypes, states, and amounts of matter present. (MSPS34)

DCI: Energy

MS.PS3.B: Conservation of Energy and EnergyTransferThe amount of energy transfer needed to change the temperature ofa matter sample by a given amount depends on the nature of thematter, the size of the sample, and the environment. (MSPS34)

DCI: Energy

MS.PS3.B: Conservation of Energy and EnergyTransferWhen the motion energy of an object changes, there is inevitablysome other change in energy at the same time. (MSPS35)

DCI: Waves and Their Applications in Technologies for InformationTransfer

MS.PS4.A: Wave PropertiesA sound wave needs a medium through which it is transmitted. (MSPS42)


MS.PS4.B: Electromagnetic RadiationWhen light shines on an object, it is reflected, absorbed, ortransmitted through the object, depending on the object’s materialand the frequency (color) of the light. (MSPS42)


MS.PS4.B: Electromagnetic RadiationThe path that light travels can be traced as straight lines, except atsurfaces between different transparent materials (e.g., air and water,air and glass) where the light path bends. (MSPS42)


MS.PS4.B: Electromagnetic RadiationA wave model of light is useful for explaining brightness, color, and

the frequencydependent bending of light at a surface between

media. (MSPS42)


MS.PS4.B: Electromagnetic RadiationHowever, because light can travel through space, it cannot be a

matter wave, like sound or water waves. (MSPS42)

DCI: Ecosystems: Interactions, Energy, and Dynamics

MS.LS2.B: Cycles of Matter and Energy Transferin EcosystemsFood webs are models that demonstrate how matter and energy is

transferred between producers, consumers, and decomposers as

the three groups interact within an ecosystem. Transfers of matter

into and out of the physical environment occur at every level.

Decomposers recycle nutrients from dead plant or animal matter

back to the soil in terrestrial environments or to the water in aquatic

environments. The atoms that make up the organisms in an

ecosystem are cycled repeatedly between the living and nonliving

parts of the ecosystem. (MSLS23)


MS.LS2.C: Ecosystem Dynamics, Functioning,

and Resilience

Ecosystems are dynamic in nature; their characteristics can vary

over time. Disruptions to any physical or biological component of an

ecosystem can lead to shifts in all its populations. (MSLS24)

DCI: Earth and Human Activity

MS.ESS3.C: Human Impacts on Earth Systems

Human activities have significantly altered the biosphere, sometimes

damaging or destroying natural habitats and causing the extinction of

other species. But changes to Earth’s environments can have

different impacts (negative and positive) for different living things.

(MSESS33)



Typically as human populations and percapita consumption of

natural resources increase, so do the negative impacts on Earth

unless the activities and technologies involved are engineered

otherwise. (MSESS33)

DCI: Biological Evolution: Unity and Diversity

MS.LS4.A: Evidence of Common Ancestry and

Diversity

The collection of fossils and their placement in chronological order(e.g., through the location of the sedimentary layers in which theyare found or through radioactive dating) is known as the fossilrecord. It documents the existence, diversity, extinction, and changeof many life forms throughout the history of life on Earth. (MSLS41)



Typically as human populations and percapita consumption ofnatural resources increase, so do the negative impacts on Earthunless the activities and technologies involved are engineeredotherwise. (MSESS34)


MS.LS4.A: Evidence of Common Ancestry and

Diversity

Anatomical similarities and differences between various organismsliving today and between them and organisms in the fossil record,enable the reconstruction of evolutionary history and the inference oflines of evolutionary descent. (MSLS42)


MS.LS4.A: Evidence of Common Ancestry andDiversityComparison of the embryological development of different speciesalso reveals similarities that show relationships not evident in thefullyformed anatomy. (MSLS43)


MS.ESS1.A: The Universe and Its StarsPatterns of the apparent motion of the sun, the moon, and stars inthe sky can be observed, described, predicted, and explained withmodels. (MSESS11)


MS.ESS1.B: Earth and the Solar SystemThis model of the solar system can explain eclipses of the sun andthe moon. Earth’s spin axis is fixed in direction over the shorttermbut tilted relative to its orbit around the sun. The seasons are a resultof that tilt and are caused by the differential intensity of sunlight ondifferent areas of Earth across the year. (MSESS11)


MS.ESS1.A: The Universe and Its StarsEarth and its solar system are part of the Milky Way galaxy, which isone of many galaxies in the universe. (MSESS12)


MS.ESS1.B: Earth and the Solar SystemThe solar system consists of the sun and a collection of objects,including planets, their moons, and asteroids that are held in orbitaround the sun by its gravitational pull on them. (MSESS12)


MS.ESS1.B: Earth and the Solar SystemThe solar system appears to have formed from a disk of dust andgas, drawn together by gravity. (MSESS12)


MS.ESS1.B: Earth and the Solar System

The solar system consists of the sun and a collection of objects,including planets, their moons, and asteroids that are held in orbitaround the sun by its gravitational pull on them. (MSESS13)


MS.LS2.C: Ecosystem Dynamics, Functioning,

and Resilience

Biodiversity describes the variety of species found in Earth’sterrestrial and oceanic ecosystems. The completeness or integrity ofan ecosystem’s biodiversity is often used as a measure of its health.(MSLS25)


MS.LS4.D: Biodiversity and Humans

Changes in biodiversity can influence humans’ resources, such asfood, energy, and medicines, as well as ecosystem services thathumans rely on— for example, water purification and recycling. (MSLS25)


MS.ETS1.B: Developing Possible SolutionsThere are systematic processes for evaluating solutions with respectto how well they meet the criteria and constraints of a problem. (MSLS25)

Performance Expectation

MSESS21: Develop a model to describe the cycling ofEarth's materials and the flow of energy that drives thisprocess.Clarification Statement: Emphasis is on the processes of melting,crystallization, weathering, deformation, and sedimentation, which acttogether to form minerals and rocks through the cycling of Earth’smaterials. Assessment Boundary: Assessment does not include the identificationand naming of minerals.


MSESS22: Construct an explanation based on evidence forhow geoscience processes have changed Earth's surface atvarying time and spatial scales.Clarification Statement: Emphasis is on how processes change Earth’ssurface at time and spatial scales that can be large (such as slow platemotions or the uplift of large mountain ranges) or small (such as rapidlandslides or microscopic geochemical reactions), and how manygeoscience processes (such as earthquakes, volcanoes, and meteorimpacts) usually behave gradually but are punctuated by catastrophicevents. Examples of geoscience processes include surface weathering anddeposition by the movements of water, ice, and wind. Emphasis is ongeoscience processes that shape local geographic features, whereappropriate. Assessment Boundary: none


MSESS23: Analyze and interpret data on the distribution offossils and rocks, contintental shapes, and seafloorstructures to provide evidence of the past plate motions.Clarification Statement: Examples of data include similarities of rock andfossil types on different continents, the shapes of the continents (includingcontinental shelves), and the locations of ocean structures (such as ridges,fracture zones, and trenches). Assessment Boundary: Paleomagnetic anomalies in oceanic andcontinental crust are not assessed.


MSESS24: Develop a model to describe the cycling ofwater through Earth's systems driven by energy from thesun and the force of gravity.Clarification Statement: Emphasis is on the ways water changes its stateas it moves through the multiple pathways of the hydrologic cycle.Examples of models can be conceptual or physical. Assessment Boundary: A quantitative understanding of the latent heatsof vaporization and fusion is not assessed.


MSESS25: Collect data to provide evidence for how themotions and complex interactions of air masses results inchanges in weather conditions.Clarification Statement: Emphasis is on how air masses flow fromregions of high pressure to low pressure, causing weather (defined bytemperature, pressure, humidity, precipitation, and wind) at a fixed locationto change over time, and how sudden changes in weather can result whendifferent air masses collide. Emphasis is on how weather can be predictedwithin probabilistic ranges. Examples of data can be provided to students(such as weather maps, diagrams, and visualizations) or obtained throughlaboratory experiments (such as with condensation). Assessment Boundary: Assessment does not include recalling thenames of cloud types or weather symbols used on weather maps or thereported diagrams from weather stations.


MSESS26: Develop and use a model to describe howunequal heating and rotation of the Earth cause patterns ofatmospheric and oceanic circulation that determine regionalclimates.Clarification Statement: Emphasis is on how patterns vary by latitude,altitude, and geographic land distribution. Emphasis of atmosphericcirculation is on the sunlightdriven latitudinal banding, the Coriolis effect,and resulting prevailing winds; emphasis of ocean circulation is on thetransfer of heat by the global ocean convection cycle, which is constrainedby the Coriolis effect and the outlines of continents. Examples of modelscan be diagrams, maps and globes, or digital representations Assessment Boundary: Assessment does not include the dynamics ofthe Coriolis effect.


MSPS11: Develop models to describe the atomiccomposition of simple molecules and extended structures.Clarification Statement: Emphasis is on developing models of moleculesthat vary in complexity. Examples of simple molecules could includeammonia and methanol. Examples of extended structures could includesodium chloride or diamonds. Examples of molecularlevel models couldinclude drawings, 3D ball and stick structures, or computer representationsshowing different molecules with different types of atoms. Assessment Boundary: Assessment does not include valence electronsand bonding energy, discussing the ionic nature of subunits of complexstructures, or a complete description of all individual atoms in a complexmolecule or extended structure is not required.


MSPS12: Analyze and interpret data on the properties ofsubstances before and after the substances interact todetermine if a chemical reaction has occurred.Clarification Statement: Examples of reactions could include burningsugar or steel wool, fat reacting with sodium hydroxide, and mixing zincwith hydrogen chloride. Assessment Boundary: Assessment is limited to analysis of the followingproperties: density, melting point, boiling point, solubility, flammability, andodor.


MSPS13: Gather and make sense of information todescribe that synthetic materials come from naturalresources and impact society.Clarification Statement: Emphasis is on natural resources that undergo achemical process to form the syntheic material. Examples of new materialscould include new medicine, foods, and alternative fuels. Assessment Boundary: Assessment is limited to qualitative information.


MSPS14: Develop a model that predicts and describeschanges in particle motion, temperature, and state of a puresubstance when thermal energy is added or removed.Clarification Statement: Emphasis is on qualitative molecularlevelmodels of solids, liquids, and gases to show that adding or removingthermal energy increases or decreases kinetic energy of the particles untila change of state occurs. Examples of models could include drawing anddiagrams. Examples of particles could include molecules or inert atoms.Examples of pure substances could include water, carbon dioxide, andhelium. Assessment Boundary: none


MSPS15: Develop and use a model to describe how thetotal number of atoms does not change in a chemicalreaction and thus mass is conserved.Clarification Statement: Emphasis is on law of conservation of matter andon physical models or drawings, including digital forms, that representatoms. Assessment Boundary: Assessment does not include the use of atomicmasses, balancing symbolic equations, or intermolecular forces.


MSPS16: Undertake a design project to construct, test,and modify a device that either releases or absorbs thermalenergy by chemical processes.*Clarification Statement: Emphasis is on the design, controlling thetransfer of energy to the environment, and modification of a device usingfactors such as type and concentration of a substance. Examples ofdesigns could involve chemical reactions such as dissolving ammoniumchloride or calcium chloride. Assessment Boundary: Assessment is limited to the criteria of amount,time, and temperature of substance in testing the device.* This performance expectation integrates traditional science content withengineering through a practice or disciplinary code idea.


MSPS21: Apply Newton’s Third Law to design a solution toa problem involving the motion of two colliding objects. *Clarification Statement: Examples of practical problems could include theimpact of collisions between two cars, between a car and stationaryobjects, and between a meteor and a space vehicle. Assessment Boundary: Assessment is limited to vertical or horizontalinteractions in one dimension.* This performance expectation integrates traditional science content withengineering through a practice or disciplinary code idea.


MSPS22: Plan an investigation to provide evidence thatthe change in an object’s motion depends on the sum of theforces on the object and the mass of the object.Clarification Statement: Emphasis is on balanced (Newton’s First Law)and unbalanced forces in a system, qualitative comparisons of forces,mass and changes in motion (Newton’s Second Law), frame of reference,and specification of units. Assessment Boundary: Assessment is limited to forces and changes inmotion in onedimension in an inertial reference frame and to change inone variable at a time. Assessment does not include the use oftrigonometry.


MSPS23: Ask questions about data to determine thefactors that affect the strength of electric and magneticforces.Clarification Statement: Examples of devices that use electric andmagnetic forces could include electromagnets, electric motors, orgenerators. Examples of data could include the effect of the number ofturns of wire on the strength of an electromagnet, or the effect of increasingthe number or strength of magnets on the speed of an electric motor. Assessment Boundary: Assessment about questions that requirequantitative answers is limited to proportional reasoning and algebraicthinking.


MSPS24: Construct and present arguments usingevidence to support the claim that gravitational interactionsare attractive and depend on the masses of interactingobjects.Clarification Statement: Examples of evidence for arguments couldinclude data generated from simulations or digital tools; and chartsdisplaying mass, strength of interaction, distance from the Sun, and orbitalperiods of objects within the solar system. Assessment Boundary: Assessment does not include Newton’s Law ofGravitation or Kepler’s Laws.


MSPS25: Conduct an investigation and evaluate theexperimental design to provide evidence that fields existbetween objects exerting forces on each other even thoughthe objects are not in contact.Clarification Statement: Examples of this phenomenon could include theinteractions of magnets, electricallycharged strips of tape, and electricallycharged pith balls. Examples of investigations could include firsthandexperiences or simulations. Assessment Boundary: Assessment is limited to electric and magneticfields, and limited to qualitative evidence for the existence of fields.


MSPS31: Construct and interpret graphical displays ofdata to describe the relationships of kinetic energy to themass of an object and to the speed of an object.Clarification Statement: Emphasis is on descriptive relationships betweenkinetic energy and mass separately from kinetic energy and speed.Examples could include riding a bicycle at different speeds, rolling differentsizes of rocks downhill, and getting hit by a wiffle ball versus a tennis ball. Assessment Boundary: none


MSPS32: Develop a model to describe that when thearrangement of objects interacting at a distance changes,different amounts of potential energy are stored in thesystem.Clarification Statement: Emphasis is on relative amounts of potentialenergy, not on calculations of potential energy. Examples of objects withinsystems interacting at varying distances could include: the Earth and eithera roller coaster cart at varying positions on a hill or objects at varyingheights on shelves, changing the direction/orientation of a magnet, and aballoon with static electrical charge being brought closer to a classmate’shair. Examples of models could include representations, diagrams,pictures, and written descriptions of systems. Assessment Boundary: Assessment is limited to two objects and electric,magnetic, and gravitational interactions.


MSPS33: Apply scientific principles to design, construct,and test a device that either minimizes or maximizesthermal energy transfer.*Clarification Statement: Examples of devices could include an insulatedbox, a solar cooker, and a Styrofoam cup. Assessment Boundary: Assessment does not include calculating the totalamount of thermal energy transferred.* This performance expectation integrates traditional science content withengineering through a practice or disciplinary code idea.


MSPS34: Plan an investigation to determine therelationships among the energy transferred, the type ofmatter, the mass, and the change in the average kineticenergy of the particles as measured by the temperature ofthe sample.Clarification Statement: Examples of experiments could includecomparing final water temperatures after different masses of ice melted inthe same volume of water with the same initial temperature, thetemperature change of samples of different materials with the same massas they cool or heat in the environment, or the same material with differentmasses when a specific amount of energy is added. Assessment Boundary: Assessment does not include calculating the totalamount of thermal energy transferred.


MSPS35: Construct, use, and present arguments tosupport the claim that when the kinetic energy of an objectchanges, energy is transferred to or from the object.Clarification Statement: Examples of empirical evidence used inarguments could include an inventory or other representation of the energybefore and after the transfer in the form of temperature changes or motionof object. Assessment Boundary: Assessment does not include calculations ofenergy.


MSPS42: Develop and use a model to describe that wavesare reflected, absorbed, or transmitted through variousmaterials.Clarification Statement: Emphasis is on both light and mechanical waves.Examples of models could include drawings, simulations, and writtendescriptions. Assessment Boundary: Assessment is limited to qualitative applicationspertaining to light and mechanical waves.


MSLS23: Develop a model to describe the cycling ofmatter and flow of energy among living and nonliving partsof an ecosystem.Clarification Statement: Emphasis is on describing the conservation ofmatter and flow of energy into and out of various ecosystems, and ondefining the boundaries of the system. Assessment Boundary: Assessment does not include the use ofchemical reactions to describe the processes.


MSLS24: Construct an argument supported by empiricalevidence that changes to physical or biological componentsof an ecosystem affect populations.Clarification Statement: Emphasis is on recognizing patterns in data andmaking warranted inferences about changes in populations, and onevaluating empirical evidence supporting arguments about changes toecosystems. Assessment Boundary: none


MSESS33: Apply scientific principles to design a methodfor monitoring and minimizing a human impact on theenvironment.*Clarification Statement: Examples of the design process includeexamining human environmental impacts, assessing the kinds of solutionsthat are feasible, and designing and evaluating solutions that could reducethat impact. Examples of human impacts can include water usage (such asthe withdrawal of water from streams and aquifers or the construction ofdams and levees), land usage (such as urban development, agriculture, orthe removal of wetlands), and pollution (such as of the air, water, or land). Assessment Boundary: none* This performance expectation integrates traditional science content withengineering through a practice or disciplinary code idea.


MSLS41: Analyze and interpret data for patterns in thefossil record that document the existence, diversity,extinction, and change of life forms throughout the historyof life on Earth under the assumption that natural lawsoperate today as in the past.Clarification Statement: Emphasis is on finding patterns of changes in thelevel of complexity of anatomical structures in organisms and thechronological order of fossil appearance in the rock layers. Assessment Boundary: Assessment does not include the names ofindividual species or geological eras in the fossil record.


MSESS34: Construct an argument supported by evidencefor how increases in human population and percapitaconsumption of natural resources impact Earth's systems.Clarification Statement: Examples of evidence include gradeappropriatedatabases on human populations and the rates of consumption of food andnatural resources (such as freshwater, mineral, and energy). Examples ofimpacts can include changes to the appearance, composition, andstructure of Earth’s systems as well as the rates at which they change. Theconsequences of increases in human populations and consumption ofnatural resources are described by science, but science does not make thedecisions for the actions society takes. Assessment Boundary: none


MSLS42: Apply scientific ideas to construct an explanationfor the anatomical similarities and differences amongmodern organisms and between modern and fossilorganisms to infer evolutionary relationships.Clarification Statement: Emphasis is on explanations of the evolutionaryrelationships among organisms in terms of similarity or differences of thegross appearance of anatomical structures. Assessment Boundary: none


MSLS43: Analyze displays of pictorial data to comparepatterns of similarities in the embryological developmentacross multiple species to identify relationships not evidentin the fully formed anatomy.Clarification Statement: Emphasis is on inferring general patterns ofrelatedness among embryos of different organisms by comparing themacroscopic appearance of diagrams or pictures. Assessment Boundary: Assessment of comparisons is limited to grossappearance of anatomical structures in embryological development.


MSESS11: Develop and use a model of the Earthsunmoon system to describe the cyclic patterns of lunarphases, eclipses of the sun and moon, and seasons.Clarification Statement: Examples of models can be physical, graphical,or conceptual. Assessment Boundary: none


MSESS12: Develop and use a model to describe the role ofgravity in the motions within galaxies and the solar system.Clarification Statement: Emphasis for the model is on gravity as the forcethat holds together the solar system and Milky Way galaxy and controlsorbital motions within them. Examples of models can be physical (such asthe analogy of distance along a football field or computer visualizations ofelliptical orbits) or conceptual (such as mathematical proportions relative tothe size of familiar objects such as students' school or state). Assessment Boundary: Assessment does not include Kepler’s Laws oforbital motion or the apparent retrograde motion of the planets as viewedfrom Earth.


MSESS13: Analyze and interpret data to determine scaleproperties of objects in the solar system.Clarification Statement: Emphasis is on the analysis of data from Earthbased instruments, spacebased telescopes, and spacecraft to determinesimilarities and differences among solar system objects. Examples of scaleproperties include the sizes of an object’s layers (such as crust andatmosphere), surface features (such as volcanoes), and orbital radius.Examples of data include statistical information, drawings andphotographs, and models. Assessment Boundary: Assessment does not include recalling factsabout properties of the planets and other solar system bodies.


MSLS25: Evaluate competing design solutions formaintaining biodiversity and ecosystem services.*Clarification Statement: Examples of ecosystem services could includewater purification, nutrient recycling, and prevention of soil erosion.Examples of design solution constraints could include scientific, economic,and social considerations. Assessment Boundary: none* This performance expectation integrates traditional science content withengineering through a practice or disciplinary code idea.

Science and Engineering Practices

Developing and Using ModelsModeling in 6–8 builds on K–5 experiences and progresses to developing,using, and revising models to describe, test, and predict more abstractphenomena and design systems.

Develop and use a model to describe phenomena. (MSESS21), (MSESS26)


Developing and Using Models

Modeling in 6–8 builds on K–5 experiences and progresses to developing,using, and revising models to describe, test, and predict more abstractphenomena and design systems.

Develop a model to describe unobservable mechanisms. (MSESS24)


Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or testsolutions to problems in 6–8 builds on K–5 experiences and progresses toinclude investigations that use multiple variables and provide evidence tosupport explanations or design solutions.

Collect data about the performance of a proposed object, tool,process, or system under a range of conditions. (MSESS25)


Analyzing and Interpreting Data

Analyzing data in 6–8 builds on K–5 experiences and progresses toextending quantitative analysis to investigations, distinguishing betweencorrelation and causation, and basic statistical techniques of data and erroranalysis.

Analyze and interpret data to provide evidence for phenomena. (MSESS23)


Constructing Explanations and DesigningSolutionsConstructing explanations and designing solutions in 6–8 builds on K–5experiences and progresses to include constructing explanations anddesigning solutions supported by multiple sources of evidence consistentwith scientific ideas, principles, and theories.

Construct a scientific explanation based on valid and reliableevidence obtained from sources (including the students’ ownexperiments) and the assumption that theories and laws thatdescribe the natural world operate today as they did in the past andwill continue to do so in the future. (MSESS22)



Develop a model to predict and/or describe phenomena. (MSPS11)


Analyzing and Interpreting DataAnalyzing data in 6–8 builds on K–5 experiences and progresses toextending quantitative analysis to investigations, distinguishing betweencorrelation and causation, and basic statistical techniques of data and erroranalysis.

Analyze and interpret data to determine similarities and differencesin findings. (MSPS12)


Obtaining, Evaluating, and Communicating

Information

Obtaining, evaluating, and communicating information in 6–8 builds on K–5

experiences and progresses to evaluating the merit and validity of ideas and

methods.

Gather, read, and synthesize information from multiple appropriatesources and assess the credibility, accuracy, and possible bias ofeach publication and methods used, and describe how they aresupported or not supported by evidence. (MSPS13)



Modeling in 6–8 builds on K–5 experiences and progresses to developing,

using, and revising models to describe, test, and predict more abstract

phenomena and design systems.

Develop a model to predict and/or describe phenomena. (MSPS14)



Modeling in 6–8 builds on K–5 experiences and progresses to developing,

using, and revising models to describe, test, and predict more abstract

phenomena and design systems.

Develop a model to describe unobservable mechanisms. (MSPS15)


Constructing Explanations and Designing

Solutions

Constructing explanations and designing solutions in 6–8 builds on K–5experiences and progresses to include constructing explanations anddesigning solutions supported by multiple sources of evidence consistentwith scientific ideas, principles, and theories.

Undertake a design project, engaging in the design cycle, toconstruct and/or implement a solution that meets specific designcriteria and constraints. (MSPS16)


Constructing Explanations and Designing

Solutions

Constructing explanations and designing solutions in 6–8 builds on K–5experiences and progresses to include constructing explanations anddesigning solutions supported by multiple sources of evidence consistentwith scientific ideas, principles, and theories.

Apply scientific ideas or principles to design an object, tool, processor system. (MSPS21)




Plan an investigation individually and collaboratively, and in thedesign: identify independent and dependent variables and controls,what tools are needed to do the gathering, how measurements willbe recorded, and how many data are needed to support a claim. (MSPS22)


Asking Questions and Defining Problems

Asking questions and defining problems in grades 6–8 builds from gradesK–5 experiences and progresses to specifying relationships betweenvariables and clarifying arguments and models.

Ask questions that can be investigated within the scope of theclassroom, outdoor environment, and museums and other publicfacilities with available resources and, when appropriate, frame ahypothesis based on observations and scientific principles. (MSPS23)


Engaging in Argument from Evidence

Engaging in argument from evidence in 6–8 builds on K–5 experiences andprogresses to constructing a convincing argument that supports or refutesclaims for either explanations or solutions about the natural and designedworld(s).

Construct and present oral and written arguments supported byempirical evidence and scientific reasoning to support or refute anexplanation or a model for a phenomenon or a solution to a problem.(MSPS24)




Conduct an investigation and evaluate the experimental design toproduce data to serve as the basis for evidence that can meet thegoals of the investigation. (MSPS25)



Construct and interpret graphical displays of data to identify linearand nonlinear relationships. (MSPS31)



Develop a model to describe unobservable mechanisms. (MSPS32)



Apply scientific ideas or principles to design, construct, and test adesign of an object, tool, process or system. (MSPS33)




Plan an investigation individually and collaboratively, and in thedesign: identify independent and dependent variables and controls,what tools are needed to do the gathering, how measurements willbe recorded, and how many data are needed to support a claim. (MSPS34)


Engaging in Argument from Evidence

Engaging in argument from evidence in 6–8 builds on K–5 experiences andprogresses to constructing a convincing argument that supports or refutesclaims for either explanations or solutions about the natural and designedworld(s).

Construct, use, and present oral and written arguments supported byempirical evidence and scientific reasoning to support or refute anexplanation or a model for a phenomenon. (MSPS35)



Modeling in 6–8 builds on K–5 experiences and progresses to developing,using, and revising models to describe, test, and predict more abstractphenomena and design systems.

Develop a model to describe phenomena. (MSPS42)



Develop a model to describe phenomena. (MSLS23)


Engaging in Argument from EvidenceEngaging in argument from evidence in 6–8 builds on K–5 experiences andprogresses to constructing a convincing argument that supports or refutesclaims for either explanations or solutions about the natural and designedworld(s).

Construct an oral and written argument supported by empiricalevidence and scientific reasoning to support or refute an explanationor a model for a phenomenon or a solution to a problem. (MSLS24)



Apply scientific ideas or principles to design an object, tool, processor system. (MSESS33)



Analyze and interpret data to determine similarities and differencesin findings. (MSLS41)



Construct an oral and written argument supported by empiricalevidence and scientific reasoning to support or refute an explanationor a model for a phenomenon or a solution to a problem. (MSESS34)



Apply scientific ideas to construct an explanation for realworldphenomena, examples, or events. (MSLS42)



Analyze displays of data to identify linear and nonlinearrelationships. (MSLS43)



Develop and use a model to describe phenomena. (MSESS11)



Develop and use a model to describe phenomena. (MSESS12)



Analyze and interpret data to determine similarities and differencesin findings. (MSESS13)



Evaluate competing design solutions based on jointly developed andagreedupon design criteria. (MSLS25)

Crosscutting Concepts

PatternsPatterns in rates of change and other numerical relationships canprovide information about natural systems. (MSESS23)


Cause and EffectCause and effect relationships may be used to predict phenomena innatural or designed systems. (MSESS25)


Scale, Proportion, and QuantityTime, space, and energy phenomena can be observed at variousscales using models to study systems that are too large or too small.(MSESS22)


Systems and System ModelsModels can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy, matter, andinformation flows within systems. (MSESS26)


Energy and MatterWithin a natural or designed system, the transfer of energy drivesthe motion and/or cycling of matter. (MSESS24)


Stability and ChangeExplanations of stability and change in natural or designed systemscan be constructed by examining the changes over time andprocesses at different scales, including the atomic scale. (MSESS21)


Scale, Proportion, and QuantityTime, space, and energy phenomena can be observed at variousscales using models to study systems that are too large or too small.(MSPS11)


PatternsMacroscopic patterns are related to the nature of microscopic andatomiclevel structure. (MSPS12)


Structure and FunctionStructures can be designed to serve particular functions by takinginto account properties of different materials, and how materials canbe shaped and used. (MSPS13)


Cause and EffectCause and effect relationships may be used to predict phenomena innatural or designed systems. (MSPS14)


Energy and MatterMatter is conserved because atoms are conserved in physical andchemical processes. (MSPS15)


Energy and MatterThe transfer of energy can be tracked as energy flows through adesigned or natural system. (MSPS16)


Systems and System ModelsModels can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy and matterflows within systems. (MSPS21)


Stability and ChangeExplanations of stability and change in natural or designed systemscan be constructed by examining the changes over time and forcesat different scales. (MSPS22)








Scale, Proportion, and QuantityProportional relationships (e.g. speed as the ratio of distancetraveled to time taken) among different types of quantities provideinformation about the magnitude of properties and processes. (MSPS31)




Energy and MatterThe transfer of energy can be tracked as energy flows through adesigned or natural system. (MSPS33)


Scale, Proportion, and QuantityProportional relationships (e.g. speed as the ratio of distancetraveled to time taken) among different types of quantities provideinformation about the magnitude of properties and processes. (MSPS34)


Energy and MatterEnergy may take different forms (e.g. energy in fields, thermalenergy, energy of motion). (MSPS35)


Structure and FunctionStructures can be designed to serve particular functions by takinginto account properties of different materials, and how materials canbe shaped and used. (MSPS42)


Energy and MatterThe transfer of energy can be tracked as energy flows through anatural system. (MSLS23)


Stability and ChangeSmall changes in one part of a system might cause large changes inanother part. (MSLS24)


Cause and EffectRelationships can be classified as causal or correlational, andcorrelation does not necessarily imply causation. (MSESS33)


PatternsGraphs, charts, and images can be used to identify patterns in data.(MSLS41)


Cause and EffectCause and effect relationships may be used to predict phenomena innatural or designed systems. (MSESS34)


PatternsPatterns can be used to identify causeandeffect relationships. (MSLS42)


PatternsGraphs, charts, and images can be used to identify patterns in data.(MSLS43)


PatternsPatterns can be used to identify causeandeffect relationships. (MSESS11)


Systems and System ModelsModels can be used to represent systems and their interactions. (MSESS12)


Scale, Proportion, and QuantityTime, space, and energy phenomena can be observed at variousscales using models to study systems that are too large or too small.(MSESS13)


Stability and ChangeSmall changes in one part of a system might cause large changes inanother part. (MSLS25)

Connections to Nature of Science

Scientific Knowledge Is Open to Revision in

Light of New Evidence

Science findings are frequently revised and/or reinterpreted basedon new evidence. (MSESS23)

Connections to Engineering, Technology, and Applications of Science

Science Knowledge Is Based on Empirical

Evidence

Science knowledge is based upon logical and conceptualconnections between evidence and explanations. (MSPS12)


Science Models, Laws, Mechanisms, and

Theories Explain Natural Phenomena

Laws are regularities or mathematical descriptions of naturalphenomena. (MSPS15)


Science Knowledge Is Based on EmpiricalEvidenceScience knowledge is based upon logical and conceptualconnections between evidence and explanations. (MSPS22)








Science Knowledge Is Based on EmpiricalEvidenceScience disciplines share common rules of obtaining and evaluatingempirical evidence. (MSLS24)


Science Knowledge Is Based on EmpiricalEvidenceScience knowledge is based upon logical and conceptualconnections between evidence and explanations. (MSLS41)


Scientific Knowledge Assumes an Order and

Consistency in Natural Systems

Science assumes that objects and events in natural systems occur inconsistent patterns that are understandable through measurementand observation. (MSLS41)


Science Addresses Questions About the Natural

and Material World

Scientific knowledge can describe the consequences of actions butdoes not necessarily prescribe the decisions that society takes. (MSESS34)




Science assumes that objects and events in natural systems occur inconsistent patterns that are understandable through measurementand observation. (MSLS42)




Science assumes that objects and events in natural systems occur inconsistent patterns that are understandable through measurementand observation. (MSESS11)




Science assumes that objects and events in natural systems occur inconsistent patterns that are understandable through measurementand observation. (MSESS12)


Science Addresses Questions About the Natural

and Material World

Scientific knowledge can describe the consequences of actions butdoes not necessarily prescribe the decisions that society takes. (MSLS25)


Influence of Science, Engineering, andTechnology on Society and the Natural WorldThe uses of technologies and any limitations on their use are drivenby individual or societal needs, desires, and values; by the findingsof scientific research; and by differences in such factors as climate,natural resources, and economic conditions. Thus technology usevaries from region to region and over time. (MSPS13)


Interdependence of Science, Engineering, andTechnologyEngineering advances have led to important discoveries in virtuallyevery field of science and scientific discoveries have led to thedevelopment of entire industries and engineered systems. (MSPS13)


Influence of Science, Engineering, andTechnology on Society and the Natural WorldThe uses of technologies and any limitations on their use are drivenby individual or societal needs, desires, and values; by the findingsof scientific research; and by differences in such factors as climate,natural resources, and economic conditions. (MSPS21)


Influence of Science, Engineering, andTechnology on Society and the Natural WorldThe uses of technologies and any limitations on their use are drivenby individual or societal needs, desires, and values; by the findingsof scientific research; and by differences in such factors as climate,natural resources, and economic conditions. Thus technology usevaries from region to region and over time. (MSESS33)


Influence of Science, Engineering, andTechnology on Society and the Natural WorldAll human activity draws on natural resources and has both shortand longterm consequences, positive as well as negative, for thehealth of people and the natural environment. (MSESS34)


Interdependence of Science, Engineering, andTechnologyEngineering advances have led to important discoveries in virtuallyevery field of science and scientific discoveries have led to thedevelopment of entire industries and engineered systems. (MSESS13)


Influence of Science, Engineering, andTechnology on Society and the Natural WorldThe uses of technologies and any limitations on their use are drivenby individual or societal needs, desires, and values; by the findingsof scientific research; and by differences in such factors as climate,natural resources, and economic conditions. Thus technology usevaries from region to region and over time. (MSLS25)

Common Core State Standards for ELA/Literacy

Reading in ScienceRST.68.1 Key Ideas and DetailsCite specific textual evidence to support analysis of science andtechnical texts. (MSESS22), (MSESS23), (MSESS25)


Reading in ScienceRST.68.7 Integration of Knowledge and IdeasIntegrate quantitative or technical information expressed in words ina text with a version of that information expressed visually (e.g., in aflowchart, diagram, model, graph, or table). (MSESS23)


Reading in Science

RST.68.9 Integration of Knowledge and Ideas

Compare and contrast the information gained from experiments,simulations, video, or multimedia sources with that gained fromreading a text on the same topic. (MSESS23), (MSESS25)


Speaking & Listening

SL.8.5 Presentation of Knowledge and Ideas

Integrate multimedia and visual displays into presentations to clarifyinformation, strengthen claims and evidence, and add interest. (MSESS21), (MSESS22), (MSESS23), (MSESS26)


Writing in Science

WHST.68.2 Text Types and Purposes

Write informative/explanatory texts, including the narration ofhistorical events, scientific procedures/ experiments, or technicalprocesses. (MSESS22)


Writing in Science

WHST.68.8 Research to Build and Present

Knowledge

Gather relevant information from multiple print and digital sources,using search terms effectively; assess the credibility and accuracy ofeach source; and quote or paraphrase the data and conclusions ofothers while avoiding plagiarism and following a standard format forcitation. (MSESS25)

Common Core State Standards for Mathematics

Expressions & Equations6.EE.B.6 Reason about and solve onevariable equationsand inequalities.Use variables to represent numbers and write expressions when solving arealworld or mathematical problem; understand that a variable canrepresent an unknown number, or, depending on the purpose at hand, anynumber in a specified set. (MSESS22), (MSESS23)


The Number System6.NS.C.5 Apply and extend previous understandings ofnumbers to the system of rational numbers.Understand that positive and negative numbers are used together todescribe quantities having opposite directions or values (e.g., temperatureabove/below zero, elevation above/below sea level, credits/debits,positive/negative electric charge); use positive and negative numbers torepresent quantities in realworld contexts, explaining the meaning of 0 ineach situation. (MSESS25)


Expressions & Equations7.EE.B.4 Solve reallife and mathematical problems usingnumerical and algebraic expressions and equations.Use variables to represent quantities in a realworld or mathematicalproblem, and construct simple equations and inequalities to solve problemsby reasoning about the quantities. (MSESS22), (MSESS23)


Mathematical PracticesMP.2 Reason abstractly and quantitativelyMathematically proficient students make sense of quantities and theirrelationships in problem situations. They bring two complementary abilitiesto bear on problems involving quantitative relationships: the ability todecontextualize—to abstract a given situation and represent it symbolicallyand manipulate the representing symbols as if they have a life of their own,without necessarily attending to their referents—and the ability tocontextualize, to pause as needed during the manipulation process in orderto probe into the referents for the symbols involved. Quantitative reasoningentails habits of creating a coherent representation of the problem at hand;considering the units involved; attending to the meaning of quantities, notjust how to compute them; and knowing and flexibly using differentproperties of operations and objects. (MSESS22), (MSESS23), (MSESS25)

ms.ess1.c: the history of planet earth · all earth processes are the result of energy flowing and...

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