8th Grade Earth Science
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SCI-MS.ESS3.028th Grade (SCI) Earth Space Science Standards 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). 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.ESS3.038th Grade (SCI) Earth Space Science Standards SCI-MS.ESS3.03 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.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). 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.ESS3.048th Grade (SCI) Earth Space Science Standards 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
Websites
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SCI-MS.ESS3.058th Grade (SCI) Earth Space Science Standards 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
Websites
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