MS-ESS1-1 Earth's Place in the Universe

Students who demonstrate understanding can:

MS-ESS1-1.	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.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Developing and Using Models

Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems.

Develop and use a model to describe phenomena.

Disciplinary Core Ideas

ESS1.A: The Universe and Its Stars

Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models.

ESS1.B: Earth and the Solar System

This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year.

Crosscutting Concepts

Patterns

Patterns can be used to identify cause-and-effect relationships.

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Connections to Nature of Science

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation.

Connections to other DCIs in this grade-band:

MS.PS2.A ; MS.PS2.B

Articulation of DCIs across grade-bands:

3.PS2.A ; 5.PS2.B ; 5.ESS1.B ; HS.PS2.A ; HS.PS2.B ; HS.ESS1.B

Common Core State Standards Connections:

ELA/Literacy -
SL.8.5	Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.(MS-ESS1-1)
Mathematics -
MP.4	Model with mathematics. (MS-ESS1-1)
6.RP.A.1	Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (MS-ESS1-1)
7.RP.A.2	Recognize and represent proportional relationships between quantities. (MS-ESS1-1)

Students who demonstrate understanding can:

MS-ESS1-1.	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.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Developing and Using Models

Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems.

Develop and use a model to describe phenomena.

Disciplinary Core Ideas

ESS1.A: The Universe and Its Stars

Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models.

ESS1.B: Earth and the Solar System

This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year.

Crosscutting Concepts

Patterns

Patterns can be used to identify cause-and-effect relationships.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Nature of Science

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation.

Connections to other DCIs in this grade-band:

MS.PS2.A ; MS.PS2.B

Articulation of DCIs across grade-bands:

3.PS2.A ; 5.PS2.B ; 5.ESS1.B ; HS.PS2.A ; HS.PS2.B ; HS.ESS1.B

Common Core State Standards Connections:

ELA/Literacy -
SL.8.5	Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-ESS1-1)
Mathematics -
MP.4	Model with mathematics. (MS-ESS1-1)
6.RP.A.1	Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (MS-ESS1-1)
7.RP.A.2	Recognize and represent proportional relationships between quantities. (MS-ESS1-1)

Students who demonstrate understanding can:

MS-ESS1-1.	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.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Developing and Using Models

Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems.

Develop and use a model to describe phenomena.

Disciplinary Core Ideas

ESS1.A: The Universe and Its Stars

Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models.

ESS1.B: Earth and the Solar System

This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year.

Crosscutting Concepts

Patterns

Patterns can be used to identify cause-and-effect relationships.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Nature of Science

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation.

Connections to other DCIs in this grade-band:

MS.PS2.A ; MS.PS2.B

Articulation of DCIs across grade-bands:

3.PS2.A ; 5.PS2.B ; 5.ESS1.B ; HS.PS2.A ; HS.PS2.B ; HS.ESS1.B

Common Core State Standards Connections:

ELA/Literacy -
SL.8.5	Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-ESS1-1)
Mathematics -
MP.4	Model with mathematics. (MS-ESS1-1)
6.RP.A.1	Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (MS-ESS1-1)
7.RP.A.2	Recognize and represent proportional relationships between quantities. (MS-ESS1-1)

Science and Engineering Practices

Developing and Using Models

Disciplinary Core Ideas

ESS1.A: The Universe and Its Stars

ESS1.B: Earth and the Solar System

Crosscutting Concepts

Patterns

Connections to Nature of Science

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science and Engineering Practices

Developing and Using Models

Disciplinary Core Ideas

ESS1.A: The Universe and Its Stars

ESS1.B: Earth and the Solar System

Crosscutting Concepts

Patterns

Connections to Nature of Science

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science and Engineering Practices

Developing and Using Models

Disciplinary Core Ideas

ESS1.A: The Universe and Its Stars

ESS1.B: Earth and the Solar System

Crosscutting Concepts

Patterns

Connections to Nature of Science

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

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