MS-ESS2 Earth's Systems

MS-ESS2    Earth's Systems

Students who demonstrate understanding can:

MS-ESS2-1. Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. [Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals and rocks through the cycling of Earth’s materials.] [Assessment Boundary: Assessment does not include the identification and naming of minerals.]
MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. [Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial scales that can be large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate.]
MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. [Clarification Statement: Examples of data include similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).]  [Assessment Boundary: Paleomagnetic anomalies in oceanic and continental crust are not assessed.]
MS-ESS2-4. Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as 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 heats of vaporization and fusion is not assessed.]
MS-ESS2-5. Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. [Clarification Statement: Emphasis is on how air masses flow from regions of high pressure to low pressure, causing weather (defined by temperature, pressure, humidity, precipitation, and wind) at a fixed location to change over time, and how sudden changes in weather can result when different air masses collide. Emphasis is on how weather can be predicted within probabilistic ranges. Examples of data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through laboratory experiments (such as with condensation).] [Assessment Boundary: Assessment does not include recalling the names of cloud types or weather symbols used on weather maps or the reported diagrams from weather stations.]
MS-ESS2-6. Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. [Clarification Statement: Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents. Examples of models can be diagrams, maps and globes, or digital representations.] [Assessment Boundary: Assessment does not include the dynamics of the Coriolis effect.]
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.

Planning and Carrying Out Investigations

Planning and carrying out investigations in 6-8 builds on K-5 experiences and progresses to include investigations that use multiple variables and provide evidence to support explanations or solutions.

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.

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

         Connections to Nature of Science

 

Scientific Knowledge is Open to Revision in Light of New Evidence

  • Science findings are frequently revised and/or reinterpreted based on new evidence. (MS-ESS2-3)

Disciplinary Core Ideas

ESS1.C: The History of Planet Earth

ESS2.A: Earth’s Materials and Systems

ESS2.B: Plate Tectonics and Large-Scale System Interactions

ESS2.C: The Roles of Water in Earth's Surface Processes

ESS2.D: Weather and Climate

Crosscutting Concepts

Patterns

Cause and Effect

Scale Proportion and Quantity

Systems and System Models

Energy and Matter

Stability and Change

Connections to other DCIs in this grade band:

MS.PS1.A (MS-ESS2-1),(MS-ESS2-4),(MS-ESS2-5); MS.PS1.B (MS-ESS2-1),(MS-ESS2-2); MS.PS2.A (MS-ESS2-5),(MS-ESS2-6); MS.PS2.B (MS-ESS2-4); MS.PS3.A (MS-ESS2-4),(MS-ESS2-5); MS.PS3.B (MS-ESS2-1),(MS-ESS2-5),(MS-ESS2-6); MS.PS3.D (MS-ESS2-4); MS.PS4.B (MS-ESS2-6); MS.LS2.B (MS-ESS2-1),(MS-ESS2-2); MS.LS2.C (MS-ESS2-1); MS.LS4.B (MS-ESS2-3); MS.ESS1.B (MS-ESS2-1); MS.ESS3.C (MS-ESS2-1)

Articulation of DCIs across grade-bands:

3.PS2.A (MS-ESS2-4),(MS-ESS2-6); 3.LS4.A (MS-ESS2-3); 3.ESS2.D (MS-ESS2-5),(MS-ESS2-6); 3.ESS3.B (MS-ESS2-3); 4.PS3.B (MS-ESS2-1),(MS-ESS2-4); 4.ESS1.C (MS-ESS2-2),(MS-ESS2-3); 4.ESS2.A (MS-ESS2-1),(MS-ESS2-2); 4.ESS2.B (MS-ESS2-3); 4.ESS2.E (MS-ESS2-2); 4.ESS3.B (MS-ESS2-3); 5.PS2.B (MS-ESS2-4); 5.ESS2.A (MS-ESS2-1),(MS-ESS2-2),(MS-ESS2-5),(MS-ESS2-6); 5.ESS2.C (MS-ESS2-4); HS.PS1.B (MS-ESS2-1); HS.PS2.B (MS-ESS2-4),(MS-ESS2-6); HS.PS3.B (MS-ESS2-1),(MS-ESS2-4),(MS-ESS2-6); HS.PS3.D (MS-ESS2-2),(MS-ESS2-6); HS.PS4.B (MS-ESS2-4); HS.LS1.C (MS-ESS2-1); HS.LS2.B (MS-ESS2-1),(MS-ESS2-2); HS.LS4.A (MS-ESS2-3); HS.LS4.C (MS-ESS2-3); HS.ESS1.B (MS-ESS2-6); HS.ESS1.C (MS-ESS2-2),(MS-ESS2-3); HS.ESS2.A (MS-ESS2-1),(MS-ESS2-2),(MS-ESS2-3),(MS-ESS2-4),(MS-ESS2-6); HS.ESS2.B (MS-ESS2-2),(MS-ESS2-3); HS.ESS2.C (MS-ESS2-1),(MS-ESS2-2),(MS-ESS2-4),(MS-ESS2-5); HS.ESS2.D (MS-ESS2-2),(MS-ESS2-4),(MS-ESS2-5),(MS-ESS2-6); HS.ESS2.E (MS-ESS2-1),(MS-ESS2-2); HS.ESS3.D (MS-ESS2-2)

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS2-2),(MS-ESS2-3),(MS-ESS2-5)
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-ESS2-3)
RST.6-8.9Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. (MS-ESS2-3),(MS-ESS2-5)
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-ESS2-2)
WHST.6-8.8Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (MS-ESS2-5)
SL.8.5Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-ESS2-1),(MS-ESS2-2),(MS-ESS2-6)
Mathematics -
MP.2Reason abstractly and quantitatively. (MS-ESS2-2),(MS-ESS2-3),(MS-ESS2-5)
6.NS.C.5Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. (MS-ESS2-5)
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-ESS2-2),(MS-ESS2-3)
7.EE.B.4Use 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-ESS2-2),(MS-ESS2-3)

MS-ESS2    Earth's Systems

Students who demonstrate understanding can:

MS-ESS2-1. Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. [Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals and rocks through the cycling of Earth’s materials.] [Assessment Boundary: Assessment does not include the identification and naming of minerals.]
MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. [Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial scales that can be large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate.]
MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. [Clarification Statement: Examples of data include similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).]  [Assessment Boundary: Paleomagnetic anomalies in oceanic and continental crust are not assessed.]
MS-ESS2-4. Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as 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 heats of vaporization and fusion is not assessed.]
MS-ESS2-5. Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. [Clarification Statement: Emphasis is on how air masses flow from regions of high pressure to low pressure, causing weather (defined by temperature, pressure, humidity, precipitation, and wind) at a fixed location to change over time, and how sudden changes in weather can result when different air masses collide. Emphasis is on how weather can be predicted within probabilistic ranges. Examples of data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through laboratory experiments (such as with condensation).] [Assessment Boundary: Assessment does not include recalling the names of cloud types or weather symbols used on weather maps or the reported diagrams from weather stations.]
MS-ESS2-6. Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. [Clarification Statement: Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents. Examples of models can be diagrams, maps and globes, or digital representations.] [Assessment Boundary: Assessment does not include the dynamics of the Coriolis effect.]
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.

Planning and Carrying Out Investigations

Planning and carrying out investigations in 6-8 builds on K-5 experiences and progresses to include investigations that use multiple variables and provide evidence to support explanations or solutions.

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.

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

         Connections to Nature of Science

 

Scientific Knowledge is Open to Revision in Light of New Evidence

  • Science findings are frequently revised and/or reinterpreted based on new evidence. (MS-ESS2-3)

Disciplinary Core Ideas

ESS1.C: The History of Planet Earth

ESS2.A: Earth’s Materials and Systems

ESS2.B: Plate Tectonics and Large-Scale System Interactions

ESS2.C: The Roles of Water in Earth's Surface Processes

ESS2.D: Weather and Climate

Crosscutting Concepts

Patterns

Cause and Effect

Scale Proportion and Quantity

Systems and System Models

Energy and Matter

Stability and Change

Connections to other DCIs in this grade band:

MS.PS1.A (MS-ESS2-1),(MS-ESS2-4),(MS-ESS2-5); MS.PS1.B (MS-ESS2-1),(MS-ESS2-2); MS.PS2.A (MS-ESS2-5),(MS-ESS2-6); MS.PS2.B (MS-ESS2-4); MS.PS3.A (MS-ESS2-4),(MS-ESS2-5); MS.PS3.B (MS-ESS2-1),(MS-ESS2-5),(MS-ESS2-6); MS.PS3.D (MS-ESS2-4); MS.PS4.B (MS-ESS2-6); MS.LS2.B (MS-ESS2-1),(MS-ESS2-2); MS.LS2.C (MS-ESS2-1); MS.LS4.B (MS-ESS2-3); MS.ESS1.B (MS-ESS2-1); MS.ESS3.C (MS-ESS2-1)

Articulation of DCIs across grade-bands:

3.PS2.A (MS-ESS2-4),(MS-ESS2-6); 3.LS4.A (MS-ESS2-3); 3.ESS2.D (MS-ESS2-5),(MS-ESS2-6); 3.ESS3.B (MS-ESS2-3); 4.PS3.B (MS-ESS2-1),(MS-ESS2-4); 4.ESS1.C (MS-ESS2-2),(MS-ESS2-3); 4.ESS2.A (MS-ESS2-1),(MS-ESS2-2); 4.ESS2.B (MS-ESS2-3); 4.ESS2.E (MS-ESS2-2); 4.ESS3.B (MS-ESS2-3); 5.PS2.B (MS-ESS2-4); 5.ESS2.A (MS-ESS2-1),(MS-ESS2-2),(MS-ESS2-5),(MS-ESS2-6); 5.ESS2.C (MS-ESS2-4); HS.PS1.B (MS-ESS2-1); HS.PS2.B (MS-ESS2-4),(MS-ESS2-6); HS.PS3.B (MS-ESS2-1),(MS-ESS2-4),(MS-ESS2-6); HS.PS3.D (MS-ESS2-2),(MS-ESS2-6); HS.PS4.B (MS-ESS2-4); HS.LS1.C (MS-ESS2-1); HS.LS2.B (MS-ESS2-1),(MS-ESS2-2); HS.LS4.A (MS-ESS2-3); HS.LS4.C (MS-ESS2-3); HS.ESS1.B (MS-ESS2-6); HS.ESS1.C (MS-ESS2-2),(MS-ESS2-3); HS.ESS2.A (MS-ESS2-1),(MS-ESS2-2),(MS-ESS2-3),(MS-ESS2-4),(MS-ESS2-6); HS.ESS2.B (MS-ESS2-2),(MS-ESS2-3); HS.ESS2.C (MS-ESS2-1),(MS-ESS2-2),(MS-ESS2-4),(MS-ESS2-5); HS.ESS2.D (MS-ESS2-2),(MS-ESS2-4),(MS-ESS2-5),(MS-ESS2-6); HS.ESS2.E (MS-ESS2-1),(MS-ESS2-2); HS.ESS3.D (MS-ESS2-2)

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS2-2),(MS-ESS2-3),(MS-ESS2-5)
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-ESS2-3)
RST.6-8.9Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. (MS-ESS2-3),(MS-ESS2-5)
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-ESS2-2)
WHST.6-8.8Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (MS-ESS2-5)
SL.8.5Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-ESS2-1),(MS-ESS2-2),(MS-ESS2-6)
Mathematics -
MP.2Reason abstractly and quantitatively. (MS-ESS2-2),(MS-ESS2-3),(MS-ESS2-5)
6.NS.C.5Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. (MS-ESS2-5)
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-ESS2-2),(MS-ESS2-3)
7.EE.B.4Use 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-ESS2-2),(MS-ESS2-3)

MS-ESS2    Earth's Systems

Students who demonstrate understanding can:

MS-ESS2-1. Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. [Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals and rocks through the cycling of Earth’s materials.] [Assessment Boundary: Assessment does not include the identification and naming of minerals.]
MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. [Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial scales that can be large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate.]
MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. [Clarification Statement: Examples of data include similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).]  [Assessment Boundary: Paleomagnetic anomalies in oceanic and continental crust are not assessed.]
MS-ESS2-4. Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as 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 heats of vaporization and fusion is not assessed.]
MS-ESS2-5. Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. [Clarification Statement: Emphasis is on how air masses flow from regions of high pressure to low pressure, causing weather (defined by temperature, pressure, humidity, precipitation, and wind) at a fixed location to change over time, and how sudden changes in weather can result when different air masses collide. Emphasis is on how weather can be predicted within probabilistic ranges. Examples of data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through laboratory experiments (such as with condensation).] [Assessment Boundary: Assessment does not include recalling the names of cloud types or weather symbols used on weather maps or the reported diagrams from weather stations.]
MS-ESS2-6. Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. [Clarification Statement: Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents. Examples of models can be diagrams, maps and globes, or digital representations.] [Assessment Boundary: Assessment does not include the dynamics of the Coriolis effect.]
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.

Planning and Carrying Out Investigations

Planning and carrying out investigations in 6-8 builds on K-5 experiences and progresses to include investigations that use multiple variables and provide evidence to support explanations or solutions.

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.

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

         Connections to Nature of Science

 

Scientific Knowledge is Open to Revision in Light of New Evidence

  • Science findings are frequently revised and/or reinterpreted based on new evidence. (MS-ESS2-3)

Disciplinary Core Ideas

ESS1.C: The History of Planet Earth

ESS2.A: Earth’s Materials and Systems

ESS2.B: Plate Tectonics and Large-Scale System Interactions

ESS2.C: The Roles of Water in Earth's Surface Processes

ESS2.D: Weather and Climate

Crosscutting Concepts

Patterns

Cause and Effect

Scale Proportion and Quantity

Systems and System Models

Energy and Matter

Stability and Change

Connections to other DCIs in this grade band:

MS.PS1.A (MS-ESS2-1),(MS-ESS2-4),(MS-ESS2-5); MS.PS1.B (MS-ESS2-1),(MS-ESS2-2); MS.PS2.A (MS-ESS2-5),(MS-ESS2-6); MS.PS2.B (MS-ESS2-4); MS.PS3.A (MS-ESS2-4),(MS-ESS2-5); MS.PS3.B (MS-ESS2-1),(MS-ESS2-5),(MS-ESS2-6); MS.PS3.D (MS-ESS2-4); MS.PS4.B (MS-ESS2-6); MS.LS2.B (MS-ESS2-1),(MS-ESS2-2); MS.LS2.C (MS-ESS2-1); MS.LS4.B (MS-ESS2-3); MS.ESS1.B (MS-ESS2-1); MS.ESS3.C (MS-ESS2-1)

Articulation of DCIs across grade-bands:

3.PS2.A (MS-ESS2-4),(MS-ESS2-6); 3.LS4.A (MS-ESS2-3); 3.ESS2.D (MS-ESS2-5),(MS-ESS2-6); 3.ESS3.B (MS-ESS2-3); 4.PS3.B (MS-ESS2-1),(MS-ESS2-4); 4.ESS1.C (MS-ESS2-2),(MS-ESS2-3); 4.ESS2.A (MS-ESS2-1),(MS-ESS2-2); 4.ESS2.B (MS-ESS2-3); 4.ESS2.E (MS-ESS2-2); 4.ESS3.B (MS-ESS2-3); 5.PS2.B (MS-ESS2-4); 5.ESS2.A (MS-ESS2-1),(MS-ESS2-2),(MS-ESS2-5),(MS-ESS2-6); 5.ESS2.C (MS-ESS2-4); HS.PS1.B (MS-ESS2-1); HS.PS2.B (MS-ESS2-4),(MS-ESS2-6); HS.PS3.B (MS-ESS2-1),(MS-ESS2-4),(MS-ESS2-6); HS.PS3.D (MS-ESS2-2),(MS-ESS2-6); HS.PS4.B (MS-ESS2-4); HS.LS1.C (MS-ESS2-1); HS.LS2.B (MS-ESS2-1),(MS-ESS2-2); HS.LS4.A (MS-ESS2-3); HS.LS4.C (MS-ESS2-3); HS.ESS1.B (MS-ESS2-6); HS.ESS1.C (MS-ESS2-2),(MS-ESS2-3); HS.ESS2.A (MS-ESS2-1),(MS-ESS2-2),(MS-ESS2-3),(MS-ESS2-4),(MS-ESS2-6); HS.ESS2.B (MS-ESS2-2),(MS-ESS2-3); HS.ESS2.C (MS-ESS2-1),(MS-ESS2-2),(MS-ESS2-4),(MS-ESS2-5); HS.ESS2.D (MS-ESS2-2),(MS-ESS2-4),(MS-ESS2-5),(MS-ESS2-6); HS.ESS2.E (MS-ESS2-1),(MS-ESS2-2); HS.ESS3.D (MS-ESS2-2)

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS2-2),(MS-ESS2-3),(MS-ESS2-5)
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-ESS2-3)
RST.6-8.9Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. (MS-ESS2-3),(MS-ESS2-5)
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-ESS2-2)
WHST.6-8.8Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (MS-ESS2-5)
SL.8.5Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-ESS2-1),(MS-ESS2-2),(MS-ESS2-6)
Mathematics -
MP.2Reason abstractly and quantitatively. (MS-ESS2-2),(MS-ESS2-3),(MS-ESS2-5)
6.NS.C.5Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. (MS-ESS2-5)
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-ESS2-2),(MS-ESS2-3)
7.EE.B.4Use 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-ESS2-2),(MS-ESS2-3)

* 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.