MS-ESS2-3 Earth's Systems

MS-ESS2-3    Earth's Systems

Students who demonstrate understanding can:

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.]
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

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.

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

         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.

Disciplinary Core Ideas

ESS1.C: The History of Planet Earth

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

Crosscutting Concepts

Patterns

Connections to other DCIs in this grade band:

MS.LS4.B

Articulation of DCIs across grade-bands:

3.LS4.A ; 3.ESS3.B ; 4.ESS1.C ; 4.ESS2.B ; 4.ESS3.B ; HS.LS4.A ; HS.LS4.C ; HS.ESS1.C ; HS.ESS2.A ; HS.ESS2.B

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS2-3)
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)
Mathematics -
MP.2Reason abstractly and quantitatively. (MS-ESS2-3)
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-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-ESS2-3)

MS-ESS2-3    Earth's Systems

Students who demonstrate understanding can:

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.]
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

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.

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

         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.

Disciplinary Core Ideas

ESS1.C: The History of Planet Earth

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

Crosscutting Concepts

Patterns

Connections to other DCIs in this grade band:

MS.LS4.B

Articulation of DCIs across grade-bands:

3.LS4.A ; 3.ESS3.B ; 4.ESS1.C ; 4.ESS2.B ; 4.ESS3.B ; HS.LS4.A ; HS.LS4.C ; HS.ESS1.C ; HS.ESS2.A ; HS.ESS2.B

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS2-3)
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)
Mathematics -
MP.2Reason abstractly and quantitatively. (MS-ESS2-3)
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-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-ESS2-3)

MS-ESS2-3    Earth's Systems

Students who demonstrate understanding can:

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.]
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

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.

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

         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.

Disciplinary Core Ideas

ESS1.C: The History of Planet Earth

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

Crosscutting Concepts

Patterns

Connections to other DCIs in this grade band:

MS.LS4.B

Articulation of DCIs across grade-bands:

3.LS4.A ; 3.ESS3.B ; 4.ESS1.C ; 4.ESS2.B ; 4.ESS3.B ; HS.LS4.A ; HS.LS4.C ; HS.ESS1.C ; HS.ESS2.A ; HS.ESS2.B

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS2-3)
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)
Mathematics -
MP.2Reason abstractly and quantitatively. (MS-ESS2-3)
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-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-ESS2-3)

* 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.