8th Grade Earth Science
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MS-ESS3 |
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SCI-MS.ESS3.04
SCI-MS.ESS3.04 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.Clarification Statement: Examples of evidence include grade-appropriate databases on human populations and the rates of
consumption of food and natural resources (such as freshwater, mineral, and energy). Examples of impacts
can include changes to the appearance, composition, and structure of Earth’s systems as well as the rates
at which they change. The consequences of increases in human populations and consumption of natural
resources are described by science, but science does not make the decisions for the actions society takes. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe 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).
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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SCI-MS.ESS3.05
SCI-MS.ESS3.05 Investigate factors that have caused changes in global temperatures over time.Clarification Statement: Examples of factors include natural processes (such as changes in incoming solar radiation or volcanic
activity) and human activities (such as fossil fuel combustion, cement production, and agricultural activity).
Examples of evidence can include tables, graphs, and maps of global and regional temperatures,
atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe 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).
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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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PRIORITIZED STANDARDS |
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SCI-08.2.04
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
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SCI-MS.ESS1
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SCI-MS.ESS1.01SCI-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. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student ...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).
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).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SCI-MS.ESS1.02
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). Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe 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).
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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SCI-MS.ESS1.03
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. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe 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).
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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SCI-MS.ESS1.04
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. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe 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).
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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SCI-MS.ESS2
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SCI-MS.ESS2.01
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) Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe 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).
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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SCI-MS.ESS2.02
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. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe 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).
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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SCI-MS.ESS2.03
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). Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe 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).
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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SCI-MS.ESS2.04
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. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe 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).
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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SCI-MS.ESS2.05
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). Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe 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).
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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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