MS-ESS1 Earth's Place in the Universe

Students who demonstrate understanding can:

MS-ESS1-1.	Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. [Clarification Statement: Examples of models can be physical, graphical, or conceptual.]
MS-ESS1-2.	Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. [Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical (such as the analogy of distance along a football field or computer visualizations of elliptical orbits) or conceptual (such as mathematical proportions relative to the size of familiar objects such as students' school or state).] [Assessment Boundary: Assessment does not include Kepler’s Laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth.]
MS-ESS1-3.	Analyze and interpret data to determine scale properties of objects in the solar system. [Clarification Statement: Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among solar system objects. Examples of scale properties include the sizes of an object’s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs, and models.] [Assessment Boundary: Assessment does not include recalling facts about properties of the planets and other solar system bodies.]
MS-ESS1-4.	Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. [Clarification Statement: Emphasis is on how analyses of rock formations and the fossils they contain are used to establish relative ages of major events in Earth’s history. Examples of Earth’s major events could range from being very recent (such as the last Ice Age or the earliest fossils of homo sapiens) to very old (such as the formation of Earth or the earliest evidence of life). Examples can include the formation of mountain chains and ocean basins, the evolution or extinction of particular living organisms, or significant volcanic eruptions.] [Assessment Boundary: Assessment does not include recalling the names of specific periods or epochs and events within them.]

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Disciplinary Core Ideas

ESS1.A: The Universe and Its Stars

ESS1.B: Earth and the Solar System

ESS1.C: The History of Planet Earth

The geologic time scale interpreted from rock strata provides a way to organize Earth’s history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1-4)

Crosscutting Concepts

Patterns

Patterns can be used to identify cause-and-effect relationships. (MS-ESS1-1)

Scale, Proportion, and Quantity

Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. (MS-ESS1-3),(MS-ESS1-4)

Systems and System Models

Models can be used to represent systems and their interactions. (MS-ESS1-2)

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Engineering,Technology,
and Applications of Science

Interdependence of Science, Engineering, and Technology

Engineering advances have led to important discoveries in virtually every field of science and scientific discoveries have led to the development of entire industries and engineered systems. (MS-ESS1-3)

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Nature of Science

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. (MS-ESS1-1),(MS-ESS1-2)

Connections to other DCIs in this grade-band:

MS.PS2.A (MS-ESS1-1),(MS-ESS1-2); MS.PS2.B (MS-ESS1-1),(MS-ESS1-2); MS.LS4.A (MS-ESS1-4); MS.LS4.C (MS-ESS1-4); MS.ESS2.A (MS-ESS1-3)

Articulation of DCIs across grade-bands:

3.PS2.A (MS-ESS1-1),(MS-ESS1-2); 3.LS4.A (MS-ESS1-4); 3.LS4.C (MS-ESS1-4); 4.ESS1.C (MS-ESS1-4); 5.PS2.B (MS-ESS1-1),(MS-ESS1-2); 5.ESS1.A (MS-ESS1-2); 5.ESS1.B (MS-ESS1-1),(MS-ESS1-2),(5-ESS1-3); HS.PS1.C (MS-ESS1-4); HS.PS2.A (MS-ESS1-1),(MS-ESS1-2); HS.PS2.B (MS-ESS1-1),(MS-ESS1-2); HS.LS4.A (MS-ESS1-4); HS.LS4.C (MS-ESS1-4); HS.ESS1.A (MS-ESS1-2); HS.ESS1.B (MS-ESS1-1),(MS-ESS1-2),(MS-ESS1-3); HS.ESS1.C (MS-ESS1-4); HS.ESS2.A (MS-ESS1-3),(MS-ESS1-4)

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1	Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS1-3),(MS-ESS1-4)
RST.6-8.7	Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-ESS1-3)
WHST.6-8.2	Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (MS-ESS1-4)
SL.8.5	Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-ESS1-1),(MS-ESS1-2)
Mathematics -
MP.2	Reason abstractly and quantitatively. (MS-ESS1-3)
MP.4	Model with mathematics. (MS-ESS1-1),(MS-ESS1-2)
6.RP.A.1	Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (MS-ESS1-1),(MS-ESS1-2),(MS-ESS1-3)
7.RP.A.2	Recognize and represent proportional relationships between quantities. (MS-ESS1-1),(MS-ESS1-2),(MS-ESS1-3)
6.EE.B.6	Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. (MS-ESS1-2),(MS-ESS1-4)
7.EE.B.6	Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. (MS-ESS1-2),(MS-ESS1-4)

Students who demonstrate understanding can:

MS-ESS1-1.	Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. [Clarification Statement: Examples of models can be physical, graphical, or conceptual.]
MS-ESS1-2.	Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. [Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical (such as the analogy of distance along a football field or computer visualizations of elliptical orbits) or conceptual (such as mathematical proportions relative to the size of familiar objects such as students' school or state).] [Assessment Boundary: Assessment does not include Kepler’s Laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth.]
MS-ESS1-3.	Analyze and interpret data to determine scale properties of objects in the solar system. [Clarification Statement: Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among solar system objects. Examples of scale properties include the sizes of an object’s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs, and models.] [Assessment Boundary: Assessment does not include recalling facts about properties of the planets and other solar system bodies.]
MS-ESS1-4.	Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. [Clarification Statement: Emphasis is on how analyses of rock formations and the fossils they contain are used to establish relative ages of major events in Earth’s history. Examples of Earth’s major events could range from being very recent (such as the last Ice Age or the earliest fossils of homo sapiens) to very old (such as the formation of Earth or the earliest evidence of life). Examples can include the formation of mountain chains and ocean basins, the evolution or extinction of particular living organisms, or significant volcanic eruptions.] [Assessment Boundary: Assessment does not include recalling the names of specific periods or epochs and events within them.]

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

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 abstract phenomena and design systems.

Develop and use a model to describe phenomena. (MS-ESS1-1),(MS-ESS1-2)

Analyzing and Interpreting Data

Analyze and interpret data to determine similarities and differences in findings. (MS-ESS1-3)

Constructing Explanations and Designing Solutions

Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (MS-ESS1-4)

Disciplinary Core Ideas

ESS1.A: The Universe and Its Stars

ESS1.B: Earth and the Solar System

ESS1.C: The History of Planet Earth

The geologic time scale interpreted from rock strata provides a way to organize Earth’s history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1-4)

Crosscutting Concepts

Patterns

Patterns can be used to identify cause-and-effect relationships. (MS-ESS1-1)

Scale, Proportion, and Quantity

Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. (MS-ESS1-3),(MS-ESS1-4)

Systems and System Models

Models can be used to represent systems and their interactions. (MS-ESS1-2)

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Engineering,Technology,
and Applications of Science

Interdependence of Science, Engineering, and Technology

Engineering advances have led to important discoveries in virtually every field of science and scientific discoveries have led to the development of entire industries and engineered systems. (MS-ESS1-3)

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Nature of Science

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. (MS-ESS1-1),(MS-ESS1-2)

Connections to other DCIs in this grade-band:

MS.PS2.A (MS-ESS1-1),(MS-ESS1-2); MS.PS2.B (MS-ESS1-1),(MS-ESS1-2); MS.LS4.A (MS-ESS1-4); MS.LS4.C (MS-ESS1-4); MS.ESS2.A (MS-ESS1-3)

Articulation of DCIs across grade-bands:

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1	Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS1-3),(MS-ESS1-4)
RST.6-8.7	Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-ESS1-3)
WHST.6-8.2	Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (MS-ESS1-4)
SL.8.5	Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-ESS1-1),(MS-ESS1-2)
Mathematics -
MP.2	Reason abstractly and quantitatively. (MS-ESS1-3)
MP.4	Model with mathematics. (MS-ESS1-1),(MS-ESS1-2)
6.RP.A.1	Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (MS-ESS1-1),(MS-ESS1-2),(MS-ESS1-3)
7.RP.A.2	Recognize and represent proportional relationships between quantities. (MS-ESS1-1),(MS-ESS1-2),(MS-ESS1-3)
6.EE.B.6	Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. (MS-ESS1-2),(MS-ESS1-4)
7.EE.B.6	Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. (MS-ESS1-2),(MS-ESS1-4)

Students who demonstrate understanding can:

MS-ESS1-1.	Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. [Clarification Statement: Examples of models can be physical, graphical, or conceptual.]
MS-ESS1-2.	Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. [Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical (such as the analogy of distance along a football field or computer visualizations of elliptical orbits) or conceptual (such as mathematical proportions relative to the size of familiar objects such as students' school or state).] [Assessment Boundary: Assessment does not include Kepler’s Laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth.]
MS-ESS1-3.	Analyze and interpret data to determine scale properties of objects in the solar system. [Clarification Statement: Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among solar system objects. Examples of scale properties include the sizes of an object’s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs, and models.] [Assessment Boundary: Assessment does not include recalling facts about properties of the planets and other solar system bodies.]
MS-ESS1-4.	Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. [Clarification Statement: Emphasis is on how analyses of rock formations and the fossils they contain are used to establish relative ages of major events in Earth’s history. Examples of Earth’s major events could range from being very recent (such as the last Ice Age or the earliest fossils of homo sapiens) to very old (such as the formation of Earth or the earliest evidence of life). Examples can include the formation of mountain chains and ocean basins, the evolution or extinction of particular living organisms, or significant volcanic eruptions.] [Assessment Boundary: Assessment does not include recalling the names of specific periods or epochs and events within them.]

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

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 abstract phenomena and design systems.

Develop and use a model to describe phenomena. (MS-ESS1-1),(MS-ESS1-2)

Analyzing and Interpreting Data

Analyze and interpret data to determine similarities and differences in findings. (MS-ESS1-3)

Constructing Explanations and Designing Solutions

Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (MS-ESS1-4)

Disciplinary Core Ideas

ESS1.A: The Universe and Its Stars

ESS1.B: Earth and the Solar System

ESS1.C: The History of Planet Earth

The geologic time scale interpreted from rock strata provides a way to organize Earth’s history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1-4)

Crosscutting Concepts

Patterns

Patterns can be used to identify cause-and-effect relationships. (MS-ESS1-1)

Scale, Proportion, and Quantity

Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. (MS-ESS1-3),(MS-ESS1-4)

Systems and System Models

Models can be used to represent systems and their interactions. (MS-ESS1-2)

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Engineering,Technology,
and Applications of Science

Interdependence of Science, Engineering, and Technology

Engineering advances have led to important discoveries in virtually every field of science and scientific discoveries have led to the development of entire industries and engineered systems. (MS-ESS1-3)

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Nature of Science

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. (MS-ESS1-1),(MS-ESS1-2)

Connections to other DCIs in this grade-band:

MS.PS2.A (MS-ESS1-1),(MS-ESS1-2); MS.PS2.B (MS-ESS1-1),(MS-ESS1-2); MS.LS4.A (MS-ESS1-4); MS.LS4.C (MS-ESS1-4); MS.ESS2.A (MS-ESS1-3)

Articulation of DCIs across grade-bands:

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1	Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS1-3),(MS-ESS1-4)
RST.6-8.7	Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-ESS1-3)
WHST.6-8.2	Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (MS-ESS1-4)
SL.8.5	Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-ESS1-1),(MS-ESS1-2)
Mathematics -
MP.2	Reason abstractly and quantitatively. (MS-ESS1-3)
MP.4	Model with mathematics. (MS-ESS1-1),(MS-ESS1-2)
6.RP.A.1	Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (MS-ESS1-1),(MS-ESS1-2),(MS-ESS1-3)
7.RP.A.2	Recognize and represent proportional relationships between quantities. (MS-ESS1-1),(MS-ESS1-2),(MS-ESS1-3)
6.EE.B.6	Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. (MS-ESS1-2),(MS-ESS1-4)
7.EE.B.6	Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. (MS-ESS1-2),(MS-ESS1-4)

Science and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Connections to Engineering,Technology, and Applications of Science

Connections to Nature of Science

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Connections to Engineering,Technology, and Applications of Science

Connections to Nature of Science

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Connections to Engineering,Technology, and Applications of Science

Connections to Nature of Science

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

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How to Read the Standards

Connections to Engineering,Technology,
and Applications of Science

Connections to Engineering,Technology,
and Applications of Science

Connections to Engineering,Technology,
and Applications of Science