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.

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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.

Skills (Performance) Targets

• I can

Product Targets

• I can

Proficiency Scale

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Resources

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.

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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.

Skills (Performance) Targets

• I can

Product Targets

• I can

Proficiency Scale

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Resources

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.

Clarification Statement: Emphasis is on how these resources are limited and typically non-renewable, and how their distributions are significantly changing as a result of removal by humans. Examples of uneven distributions of resources as a result of past processes include but are not limited to petroleum (locations of the burial of organic marine sediments and subsequent geologic traps), metal ores (locations of past volcanic and hydrothermal activity associated with subduction zones), and soil (locations of active weathering and/or deposition of rock).
Disciplinary Core Ideas
ESS3.A: Natural Resources Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes.

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Student Learning Targets:

Knowledge Targets

• I can

Reasoning Targets

• I can

Skills (Performance) Targets

• I can

Product Targets

• I can

Proficiency Scale

The Student can ...

Resources

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.

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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

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Resources

Clarification Statement: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).
Disciplinary Core Ideas
ESS3.C: Human Impacts on Earth Systems Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things. Typically, as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise

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Student Learning Targets:

Knowledge Targets

• I can

Reasoning Targets

• I can

Skills (Performance) Targets

• I can

Product Targets

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Proficiency Scale

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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.
Disciplinary Core Ideas
ESS3.C: Human Impacts on Earth Systems Typically, as human populations and per capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise.

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Student Learning Targets:

Knowledge Targets

• I can

Reasoning Targets

• I can

Skills (Performance) Targets

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Product Targets

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Proficiency Scale

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Resources

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.
Disciplinary Core Ideas
ESS3.D: Global Climate Change Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities

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Student Learning Targets:

Knowledge Targets

• I can

Reasoning Targets

• I can

Skills (Performance) Targets

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Product Targets

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Proficiency Scale

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Resources

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).

Resources

Websites

Vocabulary

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.