MS-ESS2-4    Earth's Systems

Students who demonstrate understanding can:

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.]
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

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

Crosscutting Concepts

Energy and Matter

Connections to other DCIs in this grade band:

MS.PS1.A ; MS.PS2.B ; MS.PS3.A ; MS.PS3.D

Articulation of DCIs across grade-bands:

3.PS2.A ; 4.PS3.B ; 5.PS2.B ; 5.ESS2.C ; HS.PS2.B ; HS.PS3.B ; HS.PS3.D ; HS.PS4.B ; HS.ESS2.A ; HS.ESS2.C ; HS.ESS2.D

Common Core State Standards Connections: N/A

MS-ESS2-4    Earth's Systems

Students who demonstrate understanding can:

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.]
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

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

Crosscutting Concepts

Energy and Matter

Connections to other DCIs in this grade band:

MS.PS1.A ; MS.PS2.B ; MS.PS3.A ; MS.PS3.D

Articulation of DCIs across grade-bands:

3.PS2.A ; 4.PS3.B ; 5.PS2.B ; 5.ESS2.C ; HS.PS2.B ; HS.PS3.B ; HS.PS3.D ; HS.PS4.B ; HS.ESS2.A ; HS.ESS2.C ; HS.ESS2.D

Common Core State Standards Connections: N/A

MS-ESS2-4    Earth's Systems

Students who demonstrate understanding can:

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.]
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

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

Crosscutting Concepts

Energy and Matter

Connections to other DCIs in this grade band:

MS.PS1.A ; MS.PS2.B ; MS.PS3.A ; MS.PS3.D

Articulation of DCIs across grade-bands:

3.PS2.A ; 4.PS3.B ; 5.PS2.B ; 5.ESS2.C ; HS.PS2.B ; HS.PS3.B ; HS.PS3.D ; HS.PS4.B ; HS.ESS2.A ; HS.ESS2.C ; HS.ESS2.D

Common Core State Standards Connections: N/A

* 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.

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Related Evidence Statements
MS-ESS2-4-1 Evidence Statements
Related Quality Units
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Middle School: OpenSciEd Unit 6.3: Why Does a Lot of Hail, Rain, or Snow Fall at Some Times and Not Others?
Related Example Bundles
Middle School Phenomenon Model Course 1: Bundle 2
Middle School Topic Model Course 1: Bundle 4

How to Read the Standards

The standards integrate three dimensions within each standard and have intentional connections across standards. More...