MS-LS2-2.Construct an Explanation That Predictspatterns Ofinteractionsamongorganismsin

MS. Interdependent Relationships in Ecosystems

Studentswhodemonstrateunderstandingcan:

MS-LS2-2.Construct an explanation that predictspatterns ofinteractionsamongorganismsin a varietyofecosystems.

[ClarificationStatement:Emphasis isonpredicting patterns of interactions suchascompetition, predation,mutualism,andparasitism indifferent ecosystemsinterms of therelationships amongand between organisms.]

MS-LS2-5.Evaluate competingdesignsolutions for maintainingbiodiversity and protectingecosystem stability.*[ClarificationStatement:Examples of ecosystem protections could include water purification,wastemanagement,nutrientrecycling, prevention of soil erosion,and eradicationof invasivespecies. Examples of designsolution constraintscould include scientific,economic,andsocial considerations.]

TheperformanceexpectationsaboveweredevelopedusingthefollowingelementsfromtheNRCdocumentAFrameworkforK-12ScienceEducation:

Constructing Explanations and DesigningSolutions

Constructing explanationsanddesigningsolutions in6–8 builds on K–5 experiencesand progressestoinclude constructing explanations and designingsolutionssupportedby multiplesources of evidenceconsistentwithscientificideas,principles,andtheories.

Construct an explanationthat includesqualitativeorquantitative relationships betweenvariables thatpredictphenomena.(MS-LS2-2)

Engagingin ArgumentfromEvidence

Engaginginargumentfromevidence in 6–8 buildson K–5 experiences and progressestoconstructingaconvincingargumentthatsupports orrefutes claimsfor eitherexplanations or solutions aboutthe naturalanddesigned world(s).

Evaluatecompetingdesign solutions based onjointly developedandagreed-upondesigncriteria.(MS-LS2-5)

LS2.A:InterdependentRelationships in Ecosystems

Similarly, predatory interactions mayreducethenumberoforganisms or eliminatewhole populations of organisms.Mutuallybeneficialinteractions,incontrast,maybecomesointerdependentthateach organism requires theotherforsurvival.Althoughthespecies involved inthese competitive, predatory,and mutuallybeneficialinteractionsvaryacross ecosystems,thepatterns ofinteractions of organismswith their environments,bothlivingandnonliving,are shared.(MS-LS2-2)

LS2.C:EcosystemDynamics,Functioning,andResilience

(NYSED) Biodiversitydescribes the variety of species foundin Earth’secosystems.The completeness or integrity of an ecosystem’sbiodiversity is often usedas ameasure of itshealth.(MS-LS2-5)

LS4.D: Biodiversity andHumans

Changes in biodiversitycaninfluencehumans’resources, suchasfood, energy,and medicines,aswell asecosystem servicesthathumans rely on—for example,water purification andrecycling.(secondarytoMS-LS2-5)
(NYSED) Humansimpact biodiversityboth positively and negatively.

(secondarytoMS-LS2-5)

ETS1.B:Developing Possible Solutions

Therearesystematicprocesses for evaluatingsolutions withrespecttohow well they meet thecriteriaand constraintsof aproblem.(secondarytoMS-LS2-5)

Patterns

Patternscanbeusedtoidentify cause andeffect relationships. (MS-LS2-2)

Stability andChange

Smallchanges in one partof a systemmight cause large changes in another part.(MS-LS2-5)

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ConnectionstoEngineering,Technology,andApplicationsofScience

Influence ofScience,Engineering, andTechnology on Society andthe NaturalWorld

Theuseof technologies andanylimitationson their use are drivenby individual orsocietalneeds, desires,andvalues; by thefindingsof scientific research;andbydifferences in such factorsasclimate,natural resources,and economicconditions.Thustechnology usevariesfromregion toregionandover time.(MS-LS2-5)

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ConnectionstoNatureofScience

ConnectionstootherDCIsinthisgrade-band:MS.LS1.B(MS-LS2-2);MS.ESS3.C(MS-LS2-5)

Science Addresses Questions About theNatural and Material World

Scientificknowledgecan describe theconsequences of actions but does notnecessarily prescribethe decisionsthatsocietytakes. (MS-LS2-5)

Articulationacrossgrade-band:1.LS1.B(MS-LS2-2);HS.LS2.A(MS-LS2-2),(MS-LS2-5);HS.LS2.B(MS-LS2-2);HS.LS2.C(MS-LS2-5);HS.LS2.D(MS-LS2-2);.LS4.D(MS-LS2-5);

HS.ESS3.A(MS-LS2-5);HS.ESS3.C(MS-LS2-5); HS.ESS3.D(MS-LS2-5)

CommonCoreStateStandardsConnections:ELA/Literacy–

RST.6-8.1Cite specific textual evidencetosupportanalysis of scienceandtechnicaltexts.(MS-LS2-2)

RST.6-8.8Distinguish among facts,reasoned judgment based on researchfindings, andspeculation ina text.(MS-LS2-5)

RI.8.8Traceandevaluate theargumentandspecific claims in atext,assessing whetherthereasoning is soundandthe evidence is relevantandsufficient tosupporttheclaims. (MS-LS2-5)

WHST.6-8.2Write informative/explanatory texts toexamine a topicandconvey ideas,concepts,and informationthrough theselection, organization,andanalysis ofrelevant content.(MS-LS2-2)

WHST.6-8.9Drawevidence fromliterary or informationaltexts to support analysis,reflection,andresearch.(MS-LS2-2)

SL.8.1Engageeffectivelyin a range of collaborativediscussions (one-on-one, in groups,andteacher-led) with diversepartners on grade 8 topics,texts,and issues,buildingonothers’ideasandexpressingtheirownclearly.(MS-LS2-2)

SL.8.4Presentclaimsand findings, emphasizingsalient pointsin a focused,coherent manner with relevantevidence,soundvalidreasoning,andwell-chosen details;useappropriateeyecontact,adequatevolume,andclearpronunciation.(MS-LS2-2)

Mathematics–

MP.4Modelwithmathematics.(MS-LS2-5)

6.RP.A.3Useratioandratereasoningtosolvereal-worldandmathematicalproblems.(MS-LS2-5)

6.SP.B.5Summarizenumericaldatasetsinrelationtotheircontext.(MS-LS2-2)

MS. Growth,Development, and Reproduction of Organisms

Studentswhodemonstrateunderstandingcan:

MS-LS1-4.Useargumentbasedonempiricalevidenceandscientific reasoning to support an explanation for howcharacteristicanimalbehaviorsandspecializedplantstructuresaffect theprobability of successful reproductionofanimalsandplants,respectively.[Clarification Statement:Examples of behaviorsthat affectthe probability of animalreproduction couldincludenest buildingtoprotectyoungfrom cold,herding of animalstoprotectyoungfrom predators,andvocalization of animalsandcolorful plumagetoattract matesforbreeding.Examples of animal behaviorsthataffectthe probabilityof plantreproductioncould includetransferring pollen or seeds,and creatingconditionsforseedgermination and growth.Examples ofplantstructurescould includebright flowersattracting butterfliesthattransferpollen, flower nectarand odors thatattractinsectsthat transferpollen,andhardshells on nutsthatsquirrelsbury.]

MS-LS1-5.Construct a scientific explanation based on evidenceforhowenvironmentalandgeneticfactorsinfluencethegrowth of organisms.[Clarification Statement:Examples of local environmental conditionscould include availability of food, light, space, and water.Examples of geneticfactors couldincludethegenes responsibleforsizedifferences in different breeds of dogs.Examplesof evidencecouldinclude droughtdecreasingplantgrowth,fertilizerincreasingplant growth,differentvarieties of plantseeds growingat different rates in different conditions,andfish growinglarger in large ponds thanthey doin smallponds.][Assessment Boundary: Assessmentdoes not include genetic mechanisms,generegulation,biochemical processes, or naturalselection.]

MS-LS3-1.Develop and use a model toexplain why structuralchanges to genes (mutations) located on chromosomesmayaffect proteins and may result in harmful, beneficial,orneutraleffectstothestructureandfunctionoftheorganism.[Clarification Statement: Mutations in bodycells are not inherited. Emphasis ison conceptualunderstandingthat changes in geneticmaterialmayresult in making different proteins.][Assessment Boundary:Assessment doesnot includespecificchangesatthemolecular level,mechanismsfor proteinsynthesis,or specific types of mutations.]

MS-LS3-2.Develop and use a model to describe how asexualreproduction results in offspring with identical geneticinformation and sexual reproduction results in offspring withgenetic variation.[ClarificationStatement:Emphasis ison usingmodels suchas diagramsandsimulationstodescribethe causeand effectrelationshipof genetransmissionfrom parent(s) tooffspring.]

MS-LS4-5.Gather and synthesize information about the technologies that have changed the way humans influencetheinheritanceofdesiredtraitsinorganisms.[Clarification Statement:Emphasis ison synthesizinginformationfromreliable sources abouttheinfluence of humans on genetic outcomesin artificialselection(such asgenetic modification,selective breeding,genetherapy);and,on the impacts thesetechnologieshaveon society.]

TheperformanceexpectationsaboveweredevelopedusingthefollowingelementsfromtheNRCdocumentAFrameworkforK-12ScienceEducation:

DevelopingandUsingModels

Modeling in6–8 builds on K–5 experiencesandprogresses todeveloping,using, andrevisingmodels to describe,test, andpredictmoreabstractphenomenaand designsystems.

Developanduse amodeltodescribephenomena.(MS-LS3-1),(MS-LS3-2)

Constructing Explanations and Designing SolutionsConstructing explanationsanddesigningsolutions in6–8builds onK–5 experiencesand progressestoincludeconstructing explanations anddesigningsolutions supportedby multiple sources of evidenceconsistentwithscientificknowledge, principles,andtheories.

Construct a scientificexplanation based on validandreliableevidenceobtained from sources (includingthestudents’own experiments) andtheassumption thattheories and lawsthatdescribethenaturalworldoperatetodayas they did inthe pastand willcontinue to do so inthefuture. (MS-LS1-5)

Engagingin ArgumentfromEvidence

Engaginginargumentfrom evidence in 6–8 builds on K–5experiencesandprogresses toconstructing aconvincingargumentthatsupports or refutes claimsfor eitherexplanations or solutionsabout the naturaland designedworld(s).

Use anoraland writtenargumentsupported by empiricalevidenceand scientificreasoningtosupport or refute anexplanation ora model for a phenomenon or asolution toa problem.(MS-LS1-4)

Obtaining,Evaluating, and CommunicatingInformation

Obtaining, evaluating,and communicatinginformation in 6–8builds onK–5 experiencesand progressestoevaluating themeritandvalidity ofideas andmethods.

Gather,read, andsynthesizeinformationfrommultipleappropriatesourcesandassessthecredibility, accuracy,andpossible bias of each publication andmethodsused,anddescribe how they are supportedor notsupported byevidence.(MS-LS4-5)

LS1.B:Growth and Development of Organisms

Organismsreproduce, either sexuallyor asexually,andtransfertheir geneticinformationtotheir offspring.(secondarytoMS-LS3-2)
Animalsengageincharacteristicbehaviorsthatincreasetheodds ofreproduction.(MS-LS1-4)
Plantsreproduce ina variety of ways, sometimes dependingon animalbehavior andspecializedfeaturesforreproduction. (MS-LS1-4)
Geneticfactorsas wellas localconditionsaffect thegrowthof theadult plant. (MS-LS1-5)

LS3.A:Inheritance ofTraits

Genes are located inthechromosomes of cells, with eachchromosome paircontaining twovariants of each of manydistinct genes.Eachdistinct gene chieflycontrols theproduction of specific proteins, which inturnaffects thetraits of theindividual.Changes(mutations)togenes canresult inchanges toproteins,whichcanaffectthestructuresandfunctions of the organism andthereby changetraits.(MS-LS3-1)
Variations of inheritedtraits between parentandoffspringarisefrom geneticdifferences thatresultfrom thesubset ofchromosomes(and therefore genes)inherited.(MS-LS3-2)

LS3.B:Variationof Traits

In sexually reproducing organisms, eachparent contributeshalf of thegenes acquired(atrandom) bythe offspring.Individuals havetwoof eachchromosomeand hence twoalleles of each gene,one acquiredfrom each parent. Theseversions may beidentical or may differ from each other.(MS-LS3-2)
In addition tovariationsthat arisefrom sexualreproduction,genetic information canbealteredbecause of mutations.Somechangesare beneficial, othersharmful,andsomeneutraltothe organism.(MS-LS3-1)
(NYSED) Mutationsmayresult in changestothestructureandfunction of proteins.(MS-LS3-1)

LS4.B:Natural Selection

Inartificialselection,humanshavethecapacitytoinfluencecertaincharacteristics of organismsby selectivebreeding.Onecanchoose desiredparentaltraitsdetermined bygenes,whichare then passedon tooffspring.(MS-LS4-5)

Causeand Effect

Causeand effectrelationships may be used topredictphenomenain natural systems. (MS-LS3-2)
Phenomenamayhavemore than one cause,andsome causeand effect relationshipsinsystemscan only be describedusingprobability. (MS-LS1-4),(MS-LS1-5),(MS-LS4-5)

Structure and Function

Complex and microscopicstructuresandsystemscan bevisualized, modeled,andusedtodescribehowtheirfunction depends on theshapes,composition,andrelationships amongits parts,thereforecomplexnaturalstructures/systemscanbeanalyzed todeterminehowtheyfunction. (MS-LS3-1)

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ConnectionstoEngineering,Technology,andApplicationsofScience

Interdependence ofScience,Engineering,and Technology

Engineeringadvanceshave ledtoimportantdiscoveries in virtually every field of science,andscientificdiscoveries have led to thedevelopment of entire industriesandengineeredsystems.(MS-LS4-5)

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ConnectionstoNatureofScience

Science Addresses Questions About theNatural and Material World

Scientificknowledgecan describe theconsequences of actions but does notnecessarily prescribethe decisionsthatsocietytakes. (MS-LS4-5)

ConnectionstootherDCIsinthisgrade-band:MS.LS1.A(MS-LS3-1);MS.LS2.A(MS-LS1-4),(MS-LS1-5);MS.LS4.A(MS-LS3-1)

ArticulationtoDCIsacrossgrade-bands:3.LS1.B(MS-LS1-4),(MS-LS1-5);3.LS3.A(MS-LS1-5),(MS-LS3-1),(MS-LS3-2);3.LS3.B(MS-LS3-1),(MS-LS3-2);HS.LS1.A(MS-LS3-1);

HS.LS1.B(MS-LS3-1),(MS-LS3-2); HS.LS2.A(MS-LS1-4),(MS-LS1-5); HS.LS2.D(MS-LS1-4);HS.LS3.A(MS-LS3-1),(MS-LS3-2); HS.LS3.B(MS-LS3-1),(MS-LS3-2),(MS-LS4-5);

HS.LS4.C(MS-LS4-5)

CommonCoreStateStandardsConnections:ELA/Literacy–

Studentswhodemonstrateunderstandingcan:

MS.NaturalSelectionandAdaptations

MS-LS4-1.Analyze and interpretdatafor patternsin the fossil record that document the existence, diversity, extinction,and change of lifeforms throughout the history of lifeonEarthundertheassumptionthatnaturallawsoperate today as in the past.[ClarificationStatement:Emphasis ison finding patterns of changes in thelevel of complexity of anatomicalstructuresin organismsandthechronologicalorderof fossilappearance intherock layers.][AssessmentBoundary:Assessment does not include thenames of individual species or geological eras in thefossilrecord.]

MS-LS4-2.Apply scientific ideas to constructanexplanationfortheanatomicalsimilaritiesanddifferencesamongmodern organisms and between modernand fossil organismstoinferevolutionaryrelationships.[ClarificationStatement:Emphasis ison explanations of the evolutionaryrelationshipsamong organisms in terms of similarity or differencesof the grossappearance ofanatomicalstructuresasevidence of common ancestry.]

MS-LS4-3.Analyze displays of pictorial data tocompare patterns of similarities in the embryological developmentacross multiple species to identify relationships not evident in thefullyformedanatomy.[Clarification Statement:Emphasis ison inferringgeneral patterns of relatednessamongembryos of different organisms by comparingthe macroscopic appearance of diagrams orpictures.][AssessmentBoundary:Assessment of comparisons is limitedtogrossappearance of anatomicalstructures in embryologicaldevelopment.]

MS-LS4-4.Constructanexplanationbasedonevidencethatdescribeshowgeneticvariationsoftraitsin a populationincreasesomeindividuals’probabilityofsurviving and reproducing in a specific environment.[ClarificationStatement:Emphasis isonusing simple probabilitystatementsand proportionalreasoningtoconstructexplanations.]

MS-LS4-6.Usemathematicalrepresentations to support explanations of how natural selection maylead to increasesand decreases of specific traits in populations over time.[Clarification Statement:Emphasis ison using mathematicalmodels,probabilitystatements,andproportionalreasoningtosupport explanationsoftrends in changes topopulations over time.][AssessmentBoundary:Assessmentdoesnot include Hardy Weinberg calculations.]

TheperformanceexpectationsaboveweredevelopedusingthefollowingelementsfromtheNRCdocumentAFrameworkforK-12ScienceEducation:

Analyzing andInterpretingData

Analyzing data in 6–8 builds on K–5 experiencesandprogressestoextendingquantitativeanalysistoinvestigations, distinguishing between correlation andcausation,and basicstatisticaltechniques of dataanderror analysis.

Analyzeandinterpret data to determinesimilaritiesanddifferences in findings.(MS-LS4-1)

Using Mathematics and Computational ThinkingMathematicalandcomputationalthinking in 6–8 builds onK–5 experiences and progressestoidentifying patterns inlarge datasetsand using mathematicalconceptstosupport explanationsandarguments.

Use mathematical representationstosupportscientificconclusions and designsolutions. (MS-LS4-6)

Constructing Explanations and Designing SolutionsConstructing explanationsanddesigningsolutions in6–8builds onK–5 experiencesand progressestoincludeconstructing explanationsanddesigningsolutionssupported by multiple sourcesof evidence consistent withscientific ideas,principles,and theories.

Apply scientific ideastoconstructan explanation forreal-world phenomena,examples, orevents.(MS-LS4-2)
Construct an explanationthat includes qualitative orquantitative relationships betweenvariablesthatdescribe phenomena.(MS-LS4-4)

LS4.A: Evidence of CommonAncestry and Diversity

Thecollection of fossilsand their placement in chronologicalorder (e.g.,throughthelocationof thesedimentarylayersinwhichtheyarefound or through radioactive dating) is knownas thefossil record.It documents the existence, diversity,extinction,andchange of manylifeformsthroughout thehistory of lifeon Earth.(MS-LS4-1)
Anatomicalsimilaritiesand differences betweenvariousorganisms living todayand between themandorganisms inthefossil record,enablethereconstruction of evolutionaryhistoryandtheinference of lines of evolutionarydescent.(MS-LS4-2)
Comparison of the embryological development of differentspecies alsoreveals similarities thatshow relationshipsnotevident in thefully-formedanatomy. (MS-LS4-3)

LS4.B:Natural Selection

(NYSED) Naturalselection canlead toanincreaseinthefrequency of some traitsandthe decreasein thefrequency ofother traits.(MS-LS4-4)

LS4.C:Adaptation

Adaptation by naturalselection actingover generations isone important process by whichspecieschangeover time inresponsetochangesin environmentalconditions.Traitsthatsupportsuccessful survivalandreproduction in thenewenvironment becomemorecommon; thosethatdonotbecomeless common.Thus,thedistributionof traits in apopulationchanges.(MS-LS4-6)

Patterns

Patternscanbeusedtoidentify causeandeffectrelationships.(MS-LS4-2)
Graphs,charts,andimagescan beusedtoidentifypatternsindata.(MS-LS4-1)
Similarities and differences in patternscanbeused tosort andclassifyorganisms.(MS-LS4-2)

Causeand Effect

Phenomenamayhavemore than onecause,and somecause and effectrelationships in systemscan only bedescribed using probability. (MS-LS4-4),(MS-LS4-6)

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ConnectionstoNatureofScience

ScientificKnowledge Assumes anOrder andConsistency in NaturalSystems

Scienceassumesthatobjects and events in natural systems occur inconsistent patternsthatareunderstandablethrough measurementandobservation.(MS-LS4-1),(MS-LS4-2)

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ConnectionstoNatureofScience

ScientificKnowledge is Basedon Empirical Evidence

Scienceknowledge is based upon logicalandconceptualconnections between evidenceandexplanations.(MS-LS4-1)

ConnectionstootherDCIsinthisgrade-band:MS.LS2.A(MS-LS4-4),(MS-LS4-6);MS.LS2.C(MS-LS4-6);MS.LS3.A(MS-LS4-2),(MS-LS4-4);MS.LS3.B(MS-LS4-2),(MS-LS4-4),(MS-LS4-6);MS.ESS1.C(MS-LS4-1),(MS-LS4-2),(MS-LS4-6);MS.ESS2.B(MS-LS4-1)

Articulationacrossgrade-bands:3.LS3.B(MS-LS4-4);3.LS4.A(MS-LS4-1),(MS-LS4-2);3.LS4.B(MS-LS4-4);3.LS4.C(MS-LS4-6);HS.LS2.A(MS-LS4-4),(MS-LS4-6);

HS.LS2.C(MS-LS4-6);HS.LS3.B(MS-LS4-4),(MS-LS4-6); HS.LS4.A(MS-LS4-1),(MS-LS4-2),(MS-LS4-3);HS.LS4.B(MS-LS4-4),(MS-LS4-6); HS.LS4.C(MS-LS4-4),(MS-LS4-6);HS.ESS1.C(MS-LS4-1),(MS-LS4-2)

CommonCoreStateStandardsConnections:ELA/Literacy–

RST.6-8.1Citespecifictextualevidencetosupport analysisofscience andtechnicaltexts, attendingto theprecisedetailsofexplanationsordescriptions(MS-LS4-1),(MS-LS4-2),(MS-LS4-3),(MS-LS4-4)

RST.6-8.7Integrate quantitative or technicalinformation expressed inwords in atext with a version of that information expressedvisually (e.g., ina flowchart,diagram,model, graph, or table). (MS-LS4-1),(MS-LS4-3)

RST.6-8.9Compareandcontrast theinformation gainedfrom experiments,simulations, video, or multimediasources with thatgained fromreading a text on thesametopic.(MS-LS4-3),(MS-LS4-4)

WHST.6-8.2Write informative/explanatory texts toexamine a topicandconvey ideas,concepts,and informationthrough theselection, organization,andanalysis ofrelevant content.(MS-LS4-2),(MS-LS4-4)

WHST.6-8.9Drawevidencefrominformationaltextstosupport analysis,reflection,andresearch.(MS-LS4-2),(MS-LS4-4)

SL.8.1Engageeffectivelyin a range of collaborativediscussions (one-on-one, in groups,teacher-led) withdiverse partners on grade6 topics, texts,andissues,

Studentswhodemonstrateunderstandingcan:

MS.SpaceSystems

MS-ESS1-1. Develop and use a model of the Earth-Sun-moonsystem todescribe the cyclic patterns of lunar phases, eclipsesofthe Sun andmoon, andseasons.[Clarification Statement:Examples of modelscould include physical,graphical, or conceptual models.]

MS-ESS1-2. Develop and use a model to describe the role of gravity in the motions withingalaxies and the solar system.

[ClarificationStatement: Emphasis forthe model ison gravityastheforce thatholdstogether thesolarsystemandMilkyWay galaxy andcontrols orbitalmotionswithinthem. Examplesof models couldinclude physical models (suchas a model of thesolarsystemscaled using variousmeasures orcomputer visualizations ofelliptical orbits) or conceptualmodels(suchasmathematicalproportionsrelativeto the size of familiar objects such asstudents’ school or state).] [AssessmentBoundary:Assessment doesnot include Kepler’s Laws of orbital motion or theapparent retrogrademotion of the planetsasviewedfrom Earth.]

MS-ESS1-3. Analyze and interpretdatato determinescale properties of objects in the solarsystem.[Clarification Statement:

Emphasis ison the analysis of datafromEarth-based instruments,space-basedtelescopes,andspacecrafttodeterminesimilarities and differencesamongsolarsystem objects. Examplesof scale properties couldinclude the sizes of an object’s layers (such ascrustandatmosphere), surfacefeatures(such asvolcanoes),andorbitalradius.Examplesof datacould include statistical information,drawingsand photographs,andmodels.] [AssessmentBoundary:Assessment does notincluderecalling factsabout properties of the planets andother solarsystembodies.]

TheperformanceexpectationsaboveweredevelopedusingthefollowingelementsfromtheNRCdocumentAFrameworkforK-12ScienceEducation:

DevelopingandUsingModels

Modeling in6–8 builds on K–5 experiencesandprogressestodeveloping,using,and revisingmodels todescribe, test,andpredictmoreabstractphenomenaand designsystems.

Developanduse amodeltodescribephenomena. (MS-ESS1-1),(MS-ESS1-2)

Analyzing andInterpretingData

Analyzing data in 6–8 builds on K–5 experiencesandprogresses toextendingquantitativeanalysisto investigations,distinguishing betweencorrelation andcausation,andbasicstatisticaltechniques of dataanderroranalysis.

Analyze andinterpret data todeterminesimilaritiesand differences in findings. (MS-ESS1-3)

ESS1.A:The Universe andIts Stars

Patterns of theapparentmotionof thesun,themoon,andstarsin the skycan be observed, described, predicted,and explainedwithmodels.(MS-ESS1-1)
Earthand its solarsystem are part of theMilky Way galaxy, whichis one of manygalaxies in the universe.(MS-ESS1-2)

ESS1.B:Earth and the Solar System

(NYSED)Thesolarsystemconsistsof theSun and acollection ofobjects, including planets, theirmoons,comets,andasteroidsthatareheldin orbit aroundtheSunbyits gravitational pull onthem.(MS-ESS1-2),(MS-ESS1-3)
Thismodel of thesolarsystemcan explain eclipses of the sun andthemoon.Earth’s spinaxis isfixedindirection over theshort-term but tiltedrelativeto its orbitaroundthesun.Theseasons area result of that tiltandarecaused by the differentialintensityof sunlight on differentareas of Earth acrosstheyear.(MS-ESS1-1)
Thesolarsystemappearstohaveformed from a diskof dustandgas,drawn together by gravity.(MS-ESS1-2)

Patterns

Patternscanbeusedtoidentify cause andeffectrelationships. (MS-ESS1-1)

Scale, Proportion, and Quantity

Time,space,andenergy phenomenacan beobservedatvarious scales usingmodels to studysystemsthataretoolargeor toosmall.(MS-ESS1-3)

Systems and SystemModels

Models can beusedtorepresentsystemsandtheirinteractions.(MS-ESS1-2)

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ConnectionstoEngineering,Technology,andApplicationsofScience

Interdependence ofScience,Engineering,andTechnology

Engineeringadvanceshave ledtoimportantdiscoveries in virtually every field of science andscientific discoverieshave ledtothe developmentof entireindustries andengineered systems.(MS-ESS1-3)

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ConnectionstoNatureofScience

ScientificKnowledge Assumes anOrder andConsistency in Natural Systems

Scienceassumesthatobjectsand events in naturalsystemsoccur inconsistent patternsthatareunderstandablethrough measurement andobservation. (MS-ESS1-1),(MS-ESS1-2)

ConnectionstootherDCIsinthisgrade-band:MS.PS2.A(MS-ESS1-1),(MS-ESS1-2);MS.PS2.B(MS-ESS1-1),(MS-ESS1-2);MS.ESS2.A(MS-ESS1-3)

ArticulationofDCIsacrossgrade-bands:3.PS2.A(MS-ESS1-1),(MS-ESS1-2);5.PS2.B(MS-ESS1-1),(MS-ESS1-2);5.ESS1.A(MS-ESS1-2);5.ESS1.B(MS-ESS1-1),(MS-ESS1-2),(MS-

ESS1-3);HS.PS2.A(MS-ESS1-1),(MS-ESS1-2); HS.PS2.B(MS-ESS1-1),(MS-ESS1-2); HS.ESS1.A(MS-ESS1-2); HS.ESS1.B(MS-ESS1-1),(MS-ESS1-2),(MS-ESS1-3);HS.ESS2.A(MS-ESS1-3)

CommonCoreStateStandardsConnections:ELA/Literacy–

RST.6-8.1Cite specific textualevidencetosupportanalysis of scienceandtechnicaltexts. (MS-ESS1-3)

RST.6-8.7Integrate quantitative or technicalinformation expressed inwords in atext with a version of that information expressed visually (e.g., ina flowchart,diagram,model, graph, or table).(MS-ESS1-3)

SL.8.5Integratemultimediaandvisualdisplaysintopresentationstoclarifyinformation,strengthenclaimsandevidence,andaddinterest.(MS-ESS1-1),(MS-ESS1-2)

Mathematics–

MP.2Reasonabstractly and quantitatively. (MS-ESS1-3)

MP.4Modelwithmathematics.(MS-ESS1-1),(MS-ESS1-2)

6.RP.A.1Understandtheconceptofaratioanduseratiolanguagetodescribearatiorelationshipbetweentwoquantities.(MS-ESS1-1),(MS-ESS1-2).(MS-ESS1-3)

7.RP.A.2Recognizeandrepresentproportionalrelationshipsbetweenquantities.(MS-ESS1-1),(MS-ESS1-2).(MS-ESS1-3)

6.EE.B.6Usevariablestorepresentnumbers andwriteexpressionswhen solvinga real-world or mathematicalproblem;understandthat avariable canrepresentanunknownnumber,or,dependingonthepurposeathand,anynumberinaspecifiedset.(MS-ESS1-2)

7.EE.B.4Usevariablestorepresentquantities in a real-world or mathematical problem, andconstruct simpleequationsandinequalitiesto solve problems by reasoningaboutthequantities.(MS-ESS1-2)

Studentswhodemonstrateunderstandingcan:

MS. HistoryofEarth

MS-ESS1-4. Construct a scientific explanation based on evidence fromrockstrataforhowthegeologictimescaleisusedtoorganizeEarth’s4.6-billion-year-oldhistory. [ClarificationStatement:Emphasis ison howanalyses of rockformationsandthefossilstheycontainareused to establishrelativeages of major events in Earth’shistory. Examples of Earth’s major events or evidence couldincludeveryrecent events orevidence(suchasthelastIce Ageor theearliestfossilsofHomosapiens)toveryoldeventsorevidence(suchasthe formationofEarthortheearliestevidenceoflife).Examples of evidence could include theformation of mountain chainsand ocean basins,the evolution or extinction of particularliving organisms,orsignificantvolcanic eruptions.] [Assessment Boundary: Assessment doesnot include recalling the names ofspecific periodsor epochs and events withinthem,radiometricdating using half-lives,and definingindexfossils.]

MS-ESS2-2. Constructanexplanationbasedonevidenceforhow geoscienceprocesses have changed Earth’s surface atvaryingtemporalandspatialscales.[Clarification Statement: Emphasis ison howprocesses change Earth’s surfaceattemporalandspatialscalesthatcanbe large (suchasslow platemotions or theupliftof largemountain ranges) or small(suchasrapidlandslides or microscopic geochemicalreactions),andhowmanygeoscience processes(such asearthquakes,volcanoes,andmeteor impacts)usually behave gradually but are punctuatedby catastrophic events.

Examples of geoscience processes could include surface weatheringand deposition bythe movements of water,ice,andwind.Emphasis ison geoscienceprocessesthatshapelocal geographicfeatures, whereappropriate.]

MS-ESS2-3. Analyze and interpretdataon the distribution of fossilsandrocks,continentalshapes,andseafloorstructurestoprovide evidence of the past plate motions.[ClarificationStatement:Examplesof datacould include similarities of rockandfossil types ondifferentcontinents,theshapes of the continents(includingcontinentalshelves),andthelocationsof oceanstructures(such asridges, fracturezones,andtrenches).] [AssessmentBoundary:Paleomagneticanomalies in oceanic and continental crustarenotassessed.]

TheperformanceexpectationsaboveweredevelopedusingthefollowingelementsfromtheNRCdocumentAFrameworkforK-12ScienceEducation:

Analyzing andInterpretingData

Analyzing data in 6–8 builds onK–5and progressestoextendingquantitative analysistoinvestigations,distinguishing betweencorrelation andcausation,andbasicstatisticaltechniquesof dataand erroranalysis.

Analyze andinterpret data toprovideevidence forphenomena. (MS-ESS2-3)

Constructing Explanations and Designing SolutionsConstructing explanationsand designingsolutions in 6–8 buildson K–5 experiences and progressestoincludeconstructingexplanations and designing solutionssupported by multiplesourcesof evidenceconsistentwith scientific ideas, principles,andtheories.

Constructa scientificexplanation based on validand reliableevidence obtainedfromsources (includingthestudents’ownexperiments)andtheassumptionthattheories andlawsthat describethenatural world operatetodayastheydid inthe past and will continueto doso inthe future. (MS-ESS1-4),(MS-ESS2-2)

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ConnectionstoNatureofScience

ESS1.C:The History of PlanetEarth

Thegeologictime scale interpreted fromrock strataprovides a waytoorganizeEarth’shistory.Analysesof rock strataandthefossilrecord provide only relative dates, notanabsolute scale. (MS-ESS1-4)
Tectonic processes continually generatenewoceanseafloor atridgesanddestroyoldseafloorattrenches.(HS.ESS1.CGBE)(secondarytoMS-ESS2-3)

ESS2.A: Earth’s Materials and Systems

Theplanet’s systemsinteract overscalesthatrange frommicroscopictoglobalin size,andthey operate overfractions of asecondtobillions ofyears.These interactionshaveshaped Earth’shistory and willdetermine itsfuture. (MS-ESS2-2)

ESS2.B:Plate Tectonics andLarge-Scale SystemInteractions

Maps of ancient landand water patterns,basedon investigations ofrocksandfossils,makeclearhow Earth’splates havemoved greatdistances, collided, andspreadapart.(MS-ESS2-3)

ESS2.C:The Roles of Water in Earth’s Surface Processes

Water’s movements—both on theland andunderground—causeweatheringand erosion, which changetheland’s surfacefeaturesandcreateundergroundformations.(MS-ESS2-2)

Patterns

Patterns in rates of changeand othernumerical relationshipscan provideinformationaboutnaturalsystems.(MS-ESS2-3)

Scale Proportionand Quantity

Time,space,andenergy phenomenacanbe observedatvariousscalesusingmodels tostudysystems thataretoolarge or toosmall. (MS-ESS1-4),(MS-ESS2-2)

ScientificKnowledge is Open toRevision in LightofNewEvidence

Sciencefindingsarefrequentlyrevisedand/orreinterpretedbasedon new evidence. (MS-ESS2-3)

ConnectionstootherDCIsinthisgrade-band:MS.PS1.B(MS-ESS2-2);MS.LS2.B(MS-ESS2-2);MS.LS4.A(MS-ESS1-4),(MS-ESS2-3);MS.LS4.C(MS-ESS1-4)

ArticulationofDCIsacrossgrade-bands:3.LS4.A(MS-ESS1-4),(MS-ESS2-3);3.LS4.C(MS-ESS1-4);3.ESS3.B(MS-ESS2-3);4.ESS1.C(MS-ESS1-4),(MS-ESS2-2),(MS-ESS2-3);

4.ESS2.A(MS-ESS2-2);4.ESS2.B(MS-ESS2-3);4.ESS2.E(MS-ESS2-2);4.ESS3.B(MS-ESS2-3);5.ESS2.A(MS-ESS2-2);HS.PS1.C(MS-ESS1-4);HS.PS3.D(MS-ESS2-2);HS.LS2.B

(MS-ESS2-2);HS.LS4.A(MS-ESS1-4),(MS-ESS2-3);HS.LS4.C(MS-ESS1-4),(MS-ESS2-3);HS.ESS1.C(MS-ESS1-4),(MS-ESS2-2),(MS-ESS2-3);HS.ESS2.A(MS-ESS1-4),(MS-ESS2-

2),(MS-ESS2-3);HS.ESS2.B(MS-ESS2-2),(MS-ESS2-3);HS.ESS2.C(MS-ESS2-2); HS.ESS2.D(MS-ESS2-2); HS.ESS2.E(MS-ESS2-2);HS.ESS3.D(MS-ESS2-2)

CommonCoreStateStandardsConnections:ELA/Literacy–

RST.6-8.1Citespecifictextualevidencetosupportanalysisofscienceandtechnicaltexts.(MS-ESS1-4),(MS-ESS2-2),(MS-ESS2-3)

RST.6-8.9Compareandcontrast theinformation gainedfrom experiments,simulations, video, or multimediasources with thatgained from readinga text on the sametopic.(MS-ESS2-3)

WHST.6-8.2Write informative/explanatory texts toexamine a topicandconvey ideas,concepts,and informationthrough theselection, organization,andanalysis of relevantcontent. (MS-ESS1-4),(MS-ESS2-2)

SL.8.5Integratemultimediaandvisualdisplaysintopresentationstoclarifyinformation,strengthenclaimsandevidence,andaddinterest.(MS-ESS2-2)

Mathematics–

MP.2Reasonabstractly and quantitatively. (MS-ESS2-2),(MS-ESS2-3)

7.EE.B.4Usevariablestorepresentquantities in a real-world or mathematical problem, andconstruct simpleequationsandinequalitiesto solve problems by reasoningaboutthequantities.(MS-ESS1-4),(MS-ESS2-2),(MS-ESS2-3)

Studentswhodemonstrateunderstandingcan:

MS. Earth’s Systems

MS-ESS2-1. Develop a model todescribe the cycling of Earth’smaterials and the flow ofenergy thatdrives this process.

[ClarificationStatement:Emphasis isonthe processes of melting,crystallization,weathering,deformation,and sedimentation, whichact togethertoformmineralsandrocksthroughthecycling of Earth’smaterials.][AssessmentBoundary:Assessment does not include thespecificidentificationandnaming of mineralsandrocks butcould include thegeneralclassification ofrocksas igneous,metamorphic, or sedimentary.]

MS-ESS2-4. Develop a model todescribe the cycling of water through Earth’ssystemsdriven by energyfromthe Sun and theforceofgravity.[ClarificationStatement:Emphasis isontheways waterchanges itsstateas it moves through themultiple pathways of thehydrologiccycle.Examplesof models could includeconceptual or physicalmodels.][AssessmentBoundary:A quantitativeunderstandingofthelatentheats of vaporization andfusionis not assessed.]

MS-ESS3-1 Construct a scientificexplanationbasedonevidenceforhowtheunevendistributionsofEarth’smineral,energy,and groundwater resources are the result of past and current geologic processes.[Clarification Statement:Emphasis ison howtheseresources are limited andtypically non-renewable, andhowtheir distributionsaresignificantlychanging as a resultof removal by humans.Examplesofuneven distributions of resources as aresult of past processescouldincludepetroleum(locations of the burialof organicmarinesediments andsubsequent geologictraps),metal ores (locationsof pastvolcanicandhydrothermalactivity associated with subduction zones),andsoil (locationsof active weatheringand/or depositionof rock).]