MS-ESS1 Earth's Place in the Universe

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

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.

Analyzing and Interpreting Data

Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.

Constructing Explanations and Designing Solutions

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

Disciplinary Core Ideas

ESS1.A: The Universe and Its Stars

ESS1.B: Earth and the Solar System

ESS1.C: The History of Planet Earth

Crosscutting Concepts

Patterns

Scale, Proportion, and Quantity

Systems and System Models

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

        Connections to Engineering,Technology,

                     and Applications of Science

 

Interdependence of Science, Engineering, and Technology

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

         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.6-8.1Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS1-3),(MS-ESS1-4)
RST.6-8.7Integrate 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.6-8.2Write 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.8.5Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-ESS1-1),(MS-ESS1-2)
Mathematics -
MP.2Reason abstractly and quantitatively. (MS-ESS1-3)
MP.4Model with mathematics. (MS-ESS1-1),(MS-ESS1-2)
6.RP.A.1Understand 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.2Recognize and represent proportional relationships between quantities. (MS-ESS1-1),(MS-ESS1-2),(MS-ESS1-3)
6.EE.B.6Use 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.6Use 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)

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

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.

Analyzing and Interpreting Data

Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.

Constructing Explanations and Designing Solutions

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

Disciplinary Core Ideas

ESS1.A: The Universe and Its Stars

ESS1.B: Earth and the Solar System

ESS1.C: The History of Planet Earth

Crosscutting Concepts

Patterns

Scale, Proportion, and Quantity

Systems and System Models

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

        Connections to Engineering,Technology,

                     and Applications of Science

 

Interdependence of Science, Engineering, and Technology

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

         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.6-8.1Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS1-3),(MS-ESS1-4)
RST.6-8.7Integrate 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.6-8.2Write 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.8.5Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-ESS1-1),(MS-ESS1-2)
Mathematics -
MP.2Reason abstractly and quantitatively. (MS-ESS1-3)
MP.4Model with mathematics. (MS-ESS1-1),(MS-ESS1-2)
6.RP.A.1Understand 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.2Recognize and represent proportional relationships between quantities. (MS-ESS1-1),(MS-ESS1-2),(MS-ESS1-3)
6.EE.B.6Use 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.6Use 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)

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

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.

Analyzing and Interpreting Data

Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.

Constructing Explanations and Designing Solutions

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

Disciplinary Core Ideas

ESS1.A: The Universe and Its Stars

ESS1.B: Earth and the Solar System

ESS1.C: The History of Planet Earth

Crosscutting Concepts

Patterns

Scale, Proportion, and Quantity

Systems and System Models

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

        Connections to Engineering,Technology,

                     and Applications of Science

 

Interdependence of Science, Engineering, and Technology

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

         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.6-8.1Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS1-3),(MS-ESS1-4)
RST.6-8.7Integrate 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.6-8.2Write 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.8.5Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-ESS1-1),(MS-ESS1-2)
Mathematics -
MP.2Reason abstractly and quantitatively. (MS-ESS1-3)
MP.4Model with mathematics. (MS-ESS1-1),(MS-ESS1-2)
6.RP.A.1Understand 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.2Recognize and represent proportional relationships between quantities. (MS-ESS1-1),(MS-ESS1-2),(MS-ESS1-3)
6.EE.B.6Use 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.6Use 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)

* 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.