MS-ESS2-6    Earth's Systems

Students who demonstrate understanding can:

MS-ESS2-6. Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. [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.] [Assessment Boundary: Assessment does not include the dynamics of the Coriolis effect.]
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.

Disciplinary Core Ideas

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

ESS2.D: Weather and Climate

Crosscutting Concepts

Systems and System Models

Connections to other DCIs in this grade band:

MS.PS2.A ; MS.PS3.B ; MS.PS4.B

Articulation of DCIs across grade-bands:

3.PS2.A ; 3.ESS2.D ; 5.ESS2.A ; HS.PS2.B ; HS.PS3.B ; HS.PS3.D ; HS.ESS1.B ; HS.ESS2.A ; HS.ESS2.D

Common Core State Standards Connections:

ELA/Literacy -
SL.8.5Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-ESS2-6)

MS-ESS2-6    Earth's Systems

Students who demonstrate understanding can:

MS-ESS2-6. Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. [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.] [Assessment Boundary: Assessment does not include the dynamics of the Coriolis effect.]
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.

Disciplinary Core Ideas

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

ESS2.D: Weather and Climate

Crosscutting Concepts

Systems and System Models

Connections to other DCIs in this grade band:

MS.PS2.A ; MS.PS3.B ; MS.PS4.B

Articulation of DCIs across grade-bands:

3.PS2.A ; 3.ESS2.D ; 5.ESS2.A ; HS.PS2.B ; HS.PS3.B ; HS.PS3.D ; HS.ESS1.B ; HS.ESS2.A ; HS.ESS2.D

Common Core State Standards Connections:

ELA/Literacy -
SL.8.5Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.(MS-ESS2-6)

MS-ESS2-6    Earth's Systems

Students who demonstrate understanding can:

MS-ESS2-6. Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. [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.] [Assessment Boundary: Assessment does not include the dynamics of the Coriolis effect.]
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.

Disciplinary Core Ideas

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

ESS2.D: Weather and Climate

Crosscutting Concepts

Systems and System Models

Connections to other DCIs in this grade band:

MS.PS2.A ; MS.PS3.B ; MS.PS4.B

Articulation of DCIs across grade-bands:

3.PS2.A ; 3.ESS2.D ; 5.ESS2.A ; HS.PS2.B ; HS.PS3.B ; HS.PS3.D ; HS.ESS1.B ; HS.ESS2.A ; HS.ESS2.D

Common Core State Standards Connections:

ELA/Literacy -
SL.8.5Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-ESS2-6)

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.

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Related Evidence Statements
MS-ESS2-6-1 Evidence Statements
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Related Example Bundles
Middle School Phenomenon Model Course 1: Bundle 2
Middle School Phenomenon Model Course 2: Bundle 2
Middle School Phenomenon Model Course 3: Bundle 1
Middle School Topic Model Course 1: Bundle 4

How to Read the Standards

The standards integrate three dimensions within each standard and have intentional connections across standards. More...