8th Grade (SCI) Earth Space Science Standards [ESS3] Earth and Human Activity
SCI-MS.ESS3.02 Analyze and interpret data on natural hazards to forecast future
catastrophic events that necessitate the development of technologies to
mitigate their effects.
Clarification Statement: Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by
phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no
notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes
(such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or
severe weather events (such as hurricanes, tornadoes, and floods). Examples of data can include the locations,
magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (such as satellite
systems to monitor hurricanes or forest fires) or local (such as building basements in tornado-prone regions or
reservoirs to mitigate droughts). Disciplinary Core Ideas ESS3.B: Natural Hazards
Mapping the history of natural hazards in
a region, combined with an understanding
of related geologic forces can help
forecast the locations and likelihoods of
future events.
Student Learning Targets:
Knowledge Targets
I can identify the three types of faults and state the strength of the earthquake produced. (Earthquakes)
I can differentiate between a p-wave and a s-wave. (Earthquakes)
I can identify the three different types of volcanoes based on the type of eruption. (Volcanoes)
I can identify different methods of predicting volcanic eruptions. (Volcanoes)
I can explain the the tectonic activity present at the Ring of Fire and Mid-Atlantic Ridge. (Volcanoes)
Reasoning Targets
I can explain how energy is stored and then later released during an earthquake. (Earthquakes)
I can explain how scientists use the gap hypothesis to predict the location and strength of future earthquakes. (Earthquakes)
I can explain how the composition of magma (silica content, ability to trap gases) influences the type of eruption. (Volcanoes)
Skills (Performance) Targets
I can use a seismogram and the S-P time method to determine the distance from the epicenter. (Earthquakes)
Skills (Performance) Targets
I can
Product Targets
I can
Proficiency Scale
The Student can ...
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 three types of faults and state the strength of the earthquake produced. (Earthquakes)
differentiate between a p-wave and s-wave. (Earthquakes)
identify the three types of volcanoes based on the type of eruption. (Volcanoes)
identify different methods of predicting volcanic eruptions. (Volcanoes)
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 energy is stored and then later released during an earthquake. (Earthquakes)
use a seismogram and the S-P time method to determine the distance from the epicenter. (Earthquakes)
explain how scientists use the gap hypothesis to predict the location and strength of future earthquakes. (Earthquakes)
explain how the composition of magma (silica content, ability to trap gases) influences the type of eruption. (Volcanoes)
explain the tectonic activity present at the Ring of Fire and Mid-Atlantic Ridge. (Volcanoes)
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
descriptors
Resources
Vocabulary
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8th Grade (SCI) Earth Space Science Standards