MS-ESS1-1 Earth's Place in the Universe

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MS-ESS1-1   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.]
The performance expectation above was 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.

Disciplinary Core Ideas

ESS1.A: The Universe and Its Stars

ESS1.B: Earth and the Solar System

Crosscutting Concepts

Patterns

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

         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.

Connections to other DCIs in this grade-band:

MS.PS2.A ; MS.PS2.B

Articulation of DCIs across grade-bands:

3.PS2.A ; 5.PS2.B ; 5.ESS1.B ; HS.PS2.A ; HS.PS2.B ; HS.ESS1.B

Common Core State Standards Connections:

ELA/Literacy -
SL.8.5Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.(MS-ESS1-1)
Mathematics -
MP.4Model with mathematics. (MS-ESS1-1)
6.RP.A.1Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (MS-ESS1-1)
7.RP.A.2Recognize and represent proportional relationships between quantities. (MS-ESS1-1)

MS-ESS1-1   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.]
The performance expectation above was 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.

Disciplinary Core Ideas

ESS1.A: The Universe and Its Stars

ESS1.B: Earth and the Solar System

Crosscutting Concepts

Patterns

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

         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.

Connections to other DCIs in this grade-band:

MS.PS2.A ; MS.PS2.B

Articulation of DCIs across grade-bands:

3.PS2.A ; 5.PS2.B ; 5.ESS1.B ; HS.PS2.A ; HS.PS2.B ; HS.ESS1.B

Common Core State Standards Connections:

ELA/Literacy -
SL.8.5Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-ESS1-1)
Mathematics -
MP.4Model with mathematics. (MS-ESS1-1)
6.RP.A.1Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (MS-ESS1-1)
7.RP.A.2Recognize and represent proportional relationships between quantities. (MS-ESS1-1)

MS-ESS1-1   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.]
The performance expectation above was 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.

Disciplinary Core Ideas

ESS1.A: The Universe and Its Stars

ESS1.B: Earth and the Solar System

Crosscutting Concepts

Patterns

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

         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.

Connections to other DCIs in this grade-band:

MS.PS2.A ; MS.PS2.B

Articulation of DCIs across grade-bands:

3.PS2.A ; 5.PS2.B ; 5.ESS1.B ; HS.PS2.A ; HS.PS2.B ; HS.ESS1.B

Common Core State Standards Connections:

ELA/Literacy -
SL.8.5Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-ESS1-1)
Mathematics -
MP.4Model with mathematics. (MS-ESS1-1)
6.RP.A.1Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (MS-ESS1-1)
7.RP.A.2Recognize and represent proportional relationships between quantities. (MS-ESS1-1)

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.