Tuesday, June 18, 2024, 10:05 AM
Site: Learnbps
Course: BPSS (SCI) Science Standards (S-SCI)
Glossary: 8th Grade Earth Science
S

#### SCI-08.2

Under Development
Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. So click on the benchmark name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.

# Science Inquiry

In the future this will contain narratives and other information about the Standard.

#### Science Targeted Benchmarks

Standard 2: Science Inquiry

SCI-08.2.04 Design and conduct a scientific investigation (e.g., making systematic observations, making accurate measurements, identifying and controlling variables)

## Student Learning Targets:

### Knowledge Targets

• I can identify the steps of the scientific method.
• I can record accurate measurements using the SI system.
• I can identify independent and dependent variables.

### Reasoning Targets

• I can convert metric measurements to a smaller or larger unit.
• I can form a hypothesis using if, then, because.

### Skills (Performance) Targets

• I can conduct a scientific investigation.
• I can interpret charts and graphs.
• I can create charts and graphs.

### Product Targets

• I can design a controlled scientific investigation.

## Proficiency Scale

 Score Description Sample Activity 4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. - 3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. 3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. The student can: design a controlled scientific investigation. conduct a scientific investigation. interpret charts and graphs. convert metric measurements to a smaller or larger unit. - 2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). 2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). The student can: form a hypothesis using if, then, because. identify the steps of the scientific method. record accurate measurements using the SI system. identify independent and dependent variables. create charts and graphs. - 1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). 1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). - 0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Websites

Vocabulary

# Earth's Place in the Universe

## Performance Expectations

ESS1 helps students formulate an answer to questions such as:

• What is Earth’s place in the universe?
• What makes up our solar system?
• How can the motion of Earth explain seasons and eclipses?
• How do people figure out that the Earth and life on Earth have changed through time?

The ESS1 Disciplinary Core Idea is broken down into three sub-ideas: the universe and its stars, Earth and the solar system and the history of planet Earth . Students examine the Earth’s place in relation to the solar system, Milky Way Galaxy, and universe. There is a strong emphasis on a systems approach, using models of the solar system to explain astronomical and other observations of the cyclic patterns of eclipses, tides, and seasons. There is also a strong connection to engineering through the instruments and technologies that have allowed us to explore the objects in our solar system and obtain the data that support the theories that explain the formation and evolution of the universe . Students examine geoscience data in order to understand the processes and events in Earth’s history.
In the ESS1 performance expectations, students are expected to demonstrate proficiency in developing and using models, analyzing data,and constructing explanations and designing solutions; and to use these practices to demonstrate understanding of the core ideas.

## Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

#### SCI-MS.ESS1.01

8th Grade (SCI) Earth Space Science Standards
[ESS1] Earth’s Place in the Universe

##### SCI-MS.ESS1.01 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.
Disciplinary Core Ideas
ESS1.A: The Universe and Its Stars Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models.
ESS1.B: Earth and the Solar System This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year.

## Student Learning Targets:

### Knowledge Targets

• I can define a day, month, and year according to the movements of the sun, moon, and earth.
• I can identify the phases of the moon.
• I can label a solar eclipse and lunar eclipse.
• I can identify the two primary causes for Earth’s seasons.
• I can define rotation and revolution.

### Reasoning Targets

• I can predict the phase of the moon based on its location relative to the sun and the earth.
• I can explain why a solar eclipse does not occur every new moon.

• I can

• I can

## Proficiency Scale

##### 1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
• predict the phase of the moon based on its location relative to the sun and the earth.
• explain why a solar eclipse does not occur every new moon
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• define a day, month, and year according to the movements of the sun, moon, and earth.
• identify the phases of the moon.
• label a solar eclipse and lunar eclipse.
• identify the two primary causes for Earth’s seasons.
• define rotation and revolution.
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

• Title of website with a URL to open in a new window

#### SCI-MS.ESS1.02

8th Grade (SCI) Earth Space Science Standards
[ESS1] Earth’s Place in the Universe

##### SCI-MS.ESS1.02 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).
Disciplinary Core Ideas
ESS1.A: The Universe and Its Stars Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe.
ESS1.B: Earth and the Solar System The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. The solar system appears to have formed from a disk of dust and gas, drawn together by gravity.

## Student Learning Targets:

### Knowledge Targets

• I can describe the shape of orbits.
• I can describe the change in gravitational force as mass and distance change.

### Reasoning Targets

• I can explain why planets revolve faster as they approach the sun.

### Skills (Performance) Targets

• I can relate a planet’s period of revolution to its distance from the sun.

• I can

## Proficiency Scale

##### 1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
• describe the shape of orbits.
• describe the change in gravitational force as mass and distance change.
##### 3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• explain why planets revolve faster as they approach the sun.
• relate a planet’s period of revolution to its distance from the sun.
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

• Title of website with a URL to open in a new window

#### SCI-MS.ESS1.03

8th Grade (SCI) Earth Space Science Standards
[ESS1] Earth’s Place in the Universe

##### SCI-MS.ESS1.03 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.
Disciplinary Core Ideas
ESS1.B: Earth and the Solar System The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them.

## Student Learning Targets:

### Knowledge Targets

• I can identify the appropriate unit for measuring distances in space.
• I can list celestial objects in the correct order by size.

### Reasoning Targets

• I can justify or defend my choice for the appropriate unit for measuring distances in space.

• I can

• I can

## Proficiency Scale

##### 1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
• identify the appropriate unit for measuring distances in space.
• list celestial objects in the correct order by size.
##### 3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• justify or defend my choice for the appropriate unit for measuring distances in space.
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

• Title of website with a URL to open in a new window

#### SCI-MS.ESS1.04

8th Grade (SCI) Earth Space Science Standards
[ESS1] Earth’s Place in the Universe

##### SCI-MS.ESS1.04 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.
Disciplinary Core Ideas
ESS1.C: The History of Planet Earth The geologic time scale interpreted from rock strata provides a way to organize Earth’s history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale.

## Student Learning Targets:

### Knowledge Targets

• I can provide reasons for the divisions of geologic time.
• I can compare and contrast relative and absolute dating.

• I can

### Skills (Performance) Targets

• I can use index fossils to determine the relative age of a rock layer.
• I can use the law of superposition to determine the relative age of a rock layer.

• I can

## Proficiency Scale

##### 1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
• provide reasons for the divisions of geologic time.
• compare and contrast relative and absolute dating.
##### 3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• use index fossils to determine the relative age of a rock layer.
• use the law of superposition to determine the relative age of a rock layer.
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

• Title of website with a URL to open in a new window

# Earth's Systems

## Performance Expectations

ESS2 help students formulate an answer to questions such as:

• How do the materials in and on Earth’s crust change over time?
• How does the movement of tectonic plates impact the surface of Earth?
• How does water influence weather, circulate in the oceans, and shape Earth’s surface?
• What factors interact and influence weather?
• How have living organisms changed the Earth?
• How have Earth’s changing conditions impacted living organisms?

The ESS2 Disciplinary Core Idea is broken down into five sub - ideas: Earth materials and systems, plate tectonics and large - scale system interactions, the roles of water in Earth’s surface processes , weather and climate, and biogeology. Students understand how Earth’s geo-systems operate by modeling the flow of energy and cycling of matter within and among different systems. Students investigate the controlling properties of important materials and construct explanations based on the analysis of real geoscience data. Of special importance in both topics are the ways that geoscience processes provide resources needed by society but also cause natural hazards that present risks to society; both involve technological challenges, for the identification and development of resources. Students develop understanding of the factors that control weather. A systems approach is also important here, examining the feedbacks between systems as energy from the sun is transferred between systems and circulates though the ocean and atmosphere.
In the ESS2 performance expectations, students are expected to demonstrate proficiency in developing and using models, planning and carrying out investigations , analyzing and interpreting data , and constructing explanations ; and to use these practices to demonstrate understanding of the core ideas.

## Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

#### SCI-MS.ESS2.01

8th Grade (SCI) Earth Space Science Standards
[ESS2] Earth's Systems

##### SCI-MS.ESS2.01 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 (e.g. rock cycle)
Disciplinary Core Ideas
ESS2.A: Earth’s Materials and Systems All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms

## Student Learning Targets:

### Knowledge Targets

• I can recognize the five characteristics that define a mineral (i.e. solid, inorganic, naturally occurring, crystalline structure, pure substance/definite chemical composition). (Minerals)
• I can describe the two major groups of minerals. (Minerals)
• I can identify the three types of rock and how they form. (Rocks)
• I can recognize the difference between weathering and erosion. (Rocks)

• I can

### Skills (Performance) Targets

• I can identify the properties of a mineral. (Minerals)
• I can identify a mineral utilizing its properties. (Minerals)
• I can use texture and composition to classify igneous rocks. (Rocks)
• I can distinguish between foliated and nonfoliated metamorphic rocks. (Rocks)
• I can distinguish between clastic, chemical, and organic sedimentary rocks. (Rocks)

### Product Targets

• I can diagram and explain the journey of rock as it moves through the rock cycle. (Rocks)

## Proficiency Scale

##### 1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
• recognize the five characteristics that define a mineral (i.e. solid, inorganic, naturally occurring, crystalline structure, pure substance/definite chemical composition). (Minerals)
• describe the two major groups of minerals. (Minerals)
• identify the properties of a mineral. (Minerals)
• identify the three types of rock and how they form. (Rocks)
• use texture and composition to classify igneous rocks. (Rocks)
• distinguish between foliated and nonfoliated metamorphic rock. (Rocks)
• distinguish between clastic, chemical, and organic sedimentary rocks. (Rocks)
• recognize the difference between weathering and erosion. (Rocks)
##### 3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• identify a mineral utilizing its properties. (Minerals)
• diagram and explain the journey of rock as it moves through the rock cycle. (Rocks)
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

• Title of website with a URL to open in a new window

#### SCI-MS.ESS2.02

8th Grade (SCI) Earth Space Science Standards
[ESS2] Earth’s Systems

##### SCI-MS.ESS2.02 Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying times 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.
Disciplinary Core Ideas
ESS2.A: Earth’s Materials and Systems The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future.
ESS2.C: The Roles of Water in Earth's Surface Processes Water’s movements cause weathering and erosion, which change the land’s surface features and create underground formations.

## Student Learning Targets:

### Knowledge Targets

• I can contrast uniformitarianism and catastrophism.

### Reasoning Targets

• I can explain how uniformitarianism and catastrophism led to the theory of actualism.

• I can

• I can

## Proficiency Scale

##### 1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
• contrast uniformitarianism and catastrophism.
##### 3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• explain how uniformitarianism and catastrophism led to the theory of actualism.
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

• Title of website with a URL to open in a new window

#### SCI-MS.ESS2.03

8th Grade (SCI) Earth Space Science Standards
[ESS2] Earth’s Systems

##### SCI-MS.ESS2.03 Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of 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).
Disciplinary Core Ideas
ESS1.C: The History of Planet Earth Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches (secondary).
ESS2.B: Plate Tectonics and Large-Scale System Interactions Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart

## Student Learning Targets:

### Knowledge Targets

• I can identify and describe the compositional and structural (physical) layers of the Earth.
• I can identify the three forces that cause tectonic plate movement (i.e. convection, slab pull, ridge push).
• I can identify the three types of plate boundaries and describe the plate movement associated with each.
• I can provide evidence that supports the theory of continental drift.

• I can

• I can

• I can

## Proficiency Scale

##### 1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
• identify and describe the compositional and structural (physical) layers of the Earth.
• identify the three forces that cause tectonic plate movement (i.e. convection, slab pull, ridge push).
• identify the three types of plate boundaries and describe the plate movement associated with each.
##### 3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• provide evidence that supports the theory of continental drift.
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

• Title of website with a URL to open in a new window

#### SCI-MS.ESS2.04

8th Grade (SCI) Earth Space Science Standards
[ESS2] Earth's Systems

##### SCI-MS.ESS2.04 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.
Disciplinary Core Ideas
ESS2.C: The Roles of Water in Earth's Surface Processes Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land. Global movements of water and its changes in form are propelled by sunlight and gravity.

## Student Learning Targets:

### Knowledge Targets

• I can label the seven steps of the water cycle (i.e. evaporation, precipitation, condensation, runoff, percolation, infiltration, and transpiration).
• I can label the state of water throughout each step of the water cycle.
• I can accurately label a diagram of the three ways heat is transferred.

### Reasoning Targets

• I can apply the three types of heat transfer to a real life scenario.
• I can apply the processes of the water cycle to a real life scenario.

• I can

• I can

## Proficiency Scale

##### 1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
• label the seven steps of the water cycle (i.e. evaporation, precipitation, condensation, runoff, percolation, infiltration, and transpiration).
• label the state of water throughout each step of the water cycle.
• accurately label a diagram of the three ways heat is transferred.
##### 3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• apply the three types of heat transfer to a real life scenario.
• apply the processes of the water cycle to a real life scenario.
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

• Title of website with a URL to open in a new window

#### SCI-MS.ESS2.05

8th Grade (SCI) Earth Space Science Standards
[ESS2] Earth’s Systems

##### SCI-MS.ESS2.05 Use 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 (e.g.; condensation).
Disciplinary Core Ideas
ESS2.C: The Roles of Water in Earth's Surface Processes The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns.
ESS2.D: Weather and Climate Because these patterns are so complex, weather can only be predicted probabilistically.

## Student Learning Targets:

### Knowledge Targets

• I can identify the characteristics that define air masses.
• I can describe the interactions between a warm air mass and a cold air mass along a warm/cold font (include precipitation).
• I can describe the four factors necessary for cloud formation.

### Reasoning Targets

• I can predict the weather conditions before and after a warm front and a cold front.

• I can

• I can

## Proficiency Scale

##### 1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
• identify the characteristics that define air masses.
• describe the interactions between a warm air mass and a cold air mass along a warm/cold front (should include precipitation).
• describe the four factors necessary for cloud formation.
##### 3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• predict the weather conditions before and after a warm and cold front.
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

• Title of website with a URL to open in a new window

#### SCI-MS.ESS2.06

8th Grade (SCI) Earth Space Science Standards
[ESS2] Earth's Systems

##### SCI-MS.ESS2.06 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.
Disciplinary Core Ideas
ESS2.C: The Roles of Water in Earth's Surface Processes Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents.
ESS2.D: Weather and Climate Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns.

## Student Learning Targets:

### Knowledge Targets

• I can label the relative pressure, latitudes, pressure belts, direction, and the name of the global winds.
• I can draw and label local winds (i.e. land breeze and sea breeze).

### Reasoning Targets

• I can explain why a land breeze occurs at night and sea breeze occurs during the day.
• I can explain why there is little or no wind at the pressure belts.

• I can

• I can

## Proficiency Scale

##### 1 Beginning
... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
• descriptors
##### 2 Developing
... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
• label the relative pressure, latitudes, pressure belts, direction, and the name of the global winds.
• draw and label local winds.
##### 3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• explain why a land breeze occurs at night and sea breeze occurs during the day.
• explain why there is little or no wind at the pressure belts.
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

• Title of website with a URL to open in a new window

# Earth and Human Activity

## Performance Expectations

ESS3 help students formulate an answer to questions such as:

• How is the availability of needed natural resources related to naturally occurring processes?
• How can natural hazards be predicted?
• How do human activities affect Earth systems?
• How do we know our global climate is changing?

The ESS3 Disciplinary Core Idea is broken down into four sub - ideas: natural resources, natural hazards, human impact on Earth systems, and global climate change. Students understand the ways that human activities impacts Earth’s other systems. Students use many different practices to understand the significant and complex issues surrounding human uses of land, energy, mineral, and water resources and the resulting impacts of their development.
In the ESS 3 performance expectations, students are expected to demonstrate proficiency in asking questions, developing and using models, analyzing and interpreting data, constructing explanations and designing solutions and engaging in argument ; and to use these practices to demonstrate understanding of the core ideas.

## Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.