ms.ess1.a: the universe and its stars

Disciplinary Core Idea

MS.ESS1.A: The Universe and Its StarsPatterns of the apparent motion of the sun, the moon, and stars inthe sky can be observed, described, predicted, and explained withmodels. (MSESS11)


MS.ESS1.A: The Universe and Its StarsEarth and its solar system are part of the Milky Way galaxy, which isone of many galaxies in the universe. (MSESS12)


MS.ESS1.B: Earth and the Solar SystemThe solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbitaround the sun by its gravitational pull on them. (MSESS12), (MSESS13)


MS.ESS1.B: Earth and the Solar SystemThis model of the solar system can explain eclipses of the sun andthe moon. Earth’s spin axis is fixed in direction over the shorttermbut tilted relative to its orbit around the sun. The seasons are a resultof that tilt and are caused by the differential intensity of sunlight ondifferent areas of Earth across the year. (MSESS11)


MS.ESS1.B: Earth and the Solar SystemThe solar system appears to have formed from a disk of dust andgas, drawn together by gravity. (MSESS12)


MS.PS2.A: Forces and MotionFor any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that thesecond object exerts on the first, but in the opposite direction (Newton’s third law). (MSPS21)


MS.PS2.A: Forces and MotionThe motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion willchange. The greater the mass of the object, the greater the forceneeded to achieve the same change in motion. For any given object,a larger force causes a larger change in motion. (MSPS22)


MS.PS2.A: Forces and MotionAll positions of objects and the directions of forces and motions mustbe described in an arbitrarily chosen reference frame and arbitrarilychosen units of size. In order to share information with other people,these choices must also be shared. (MSPS22)


MS.PS2.B: Types of InteractionsElectric and magnetic (electromagnetic) forces can be attractive orrepulsive, and their sizes depend on the magnitudes of the charges,currents, or magnetic strengths involved and on the distances between the interacting objects. (MSPS23)


MS.PS2.B: Types of InteractionsGravitational forces are always attractive. There is a gravitationalforce between any two masses, but it is very small except when oneor both of the objects have large mass—e.g., Earth and the sun. (MSPS24)


MS.PS2.B: Types of InteractionsForces that act at a distance (electric, magnetic, and gravitational)can be explained by fields that extend through space and can bemapped by their effect on a test object (a charged object, or a ball,respectively). (MSPS25)


MS.ESS2.A: Earth Materials and SystemsAll Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derivedfrom the sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’smaterials and living organisms. (MSESS21)


MS.ESS2.A: Earth Materials and SystemsThe planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a secondto billions of years. These interactions have shaped Earth’s historyand will determine its future. (MSESS22)


MS.ESS2.C: The Roles of Water in Earth’sSurface ProcessesWater’s movements—both on the land and underground—causeweathering and erosion, which change the land’s surface featuresand create underground formations. (MSESS22)

Performance Expectation

MSESS11: Develop and use a model of the Earthsunmoon system to describe the cyclic patterns of lunarphases, eclipses of the sun and moon, and seasons.Clarification Statement: Examples of models can be physical, graphical,or conceptual. Assessment Boundary: none


MSESS12: Develop and use a model to describe the role ofgravity in the motions within galaxies and the solar system.Clarification Statement: Emphasis for the model is on gravity as the forcethat holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical (such asthe analogy of distance along a football field or computer visualizations ofelliptical orbits) or conceptual (such as mathematical proportions relative tothe size of familiar objects such as students' school or state). Assessment Boundary: Assessment does not include Kepler’s Laws oforbital motion or the apparent retrograde motion of the planets as viewedfrom Earth.


MSESS13: Analyze and interpret data to determine scaleproperties of objects in the solar system.Clarification Statement: Emphasis is on the analysis of data from Earthbased instruments, spacebased telescopes, and spacecraft to determinesimilarities and differences among solar system objects. Examples of scaleproperties include the sizes of an object’s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs,and models. Assessment Boundary: Assessment does not include recalling factsabout properties of the planets and other solar system bodies.


MSPS21: Apply Newton’s Third Law to design a solution toa problem involving the motion of two colliding objects. *Clarification Statement: Examples of practical problems could include theimpact of collisions between two cars, between a car and stationary objects, and between a meteor and a space vehicle. Assessment Boundary: Assessment is limited to vertical or horizontal interactions in one dimension.* This performance expectation integrates traditional science content withengineering through a practice or disciplinary code idea.


MSPS22: Plan an investigation to provide evidence thatthe change in an object’s motion depends on the sum of theforces on the object and the mass of the object.Clarification Statement: Emphasis is on balanced (Newton’s First Law)and unbalanced forces in a system, qualitative comparisons of forces,mass and changes in motion (Newton’s Second Law), frame of reference,and specification of units. Assessment Boundary: Assessment is limited to forces and changes inmotion in onedimension in an inertial reference frame and to change inone variable at a time. Assessment does not include the use of trigonometry.


MSPS23: Ask questions about data to determine thefactors that affect the strength of electric and magneticforces.Clarification Statement: Examples of devices that use electric and magnetic forces could include electromagnets, electric motors, or generators.Examples of data could include the effect of the number of turns of wire onthe strength of an electromagnet, or the effect of increasing the number orstrength of magnets on the speed of an electric motor. Assessment Boundary: Assessment about questions that require quantitative answers is limited to proportional reasoning and algebraic thinking.


MSPS24: Construct and present arguments usingevidence to support the claim that gravitational interactionsare attractive and depend on the masses of interactingobjects.Clarification Statement: Examples of evidence for arguments could include data generated from simulations or digital tools; and charts displaying mass, strength of interaction, distance from the Sun, and orbital periods of objects within the solar system. Assessment Boundary: Assessment does not include Newton’s Law ofGravitation or Kepler’s Laws.


MSPS25: Conduct an investigation and evaluate theexperimental design to provide evidence that fields existbetween objects exerting forces on each other even thoughthe objects are not in contact.Clarification Statement: Examples of this phenomenon could include theinteractions of magnets, electricallycharged strips of tape, and electricallycharged pith balls. Examples of investigations could include firsthand experiences or simulations. Assessment Boundary: Assessment is limited to electric and magneticfields, and limited to qualitative evidence for the existence of fields.


MSESS21: Develop a model to describe the cycling ofEarth's materials and the flow of energy that drives thisprocess.Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together toform minerals and rocks through the cycling of Earth’s materials. Assessment Boundary: Assessment does not include the identificationand naming of minerals.


MSESS22: Construct an explanation based on evidencefor how geoscience processes have changed Earth'ssurface at varying time and spatial scales.Clarification Statement: Emphasis is on how processes change Earth’ssurface at time and spatial scales that can be large (such as slow platemotions or the uplift of large mountain ranges) or small (such as rapidlandslides or microscopic geochemical reactions), and how many geoscience processes (such as earthquakes, volcanoes, and meteor impacts)usually behave gradually but are punctuated by catastrophic events. Examples of geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscienceprocesses that shape local geographic features, where appropriate. Assessment Boundary: none

Science and Engineering Practice

Developing and Using ModelsModeling 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. (MSESS11), (MSESS12)


Analyzing and Interpreting DataAnalyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlationand causation, and basic statistical techniques of data and error analysis.

Analyze and interpret data to determine similarities and differencesin findings. (MSESS13)


Constructing Explanations and DesigningSolutionsConstructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories.

Apply scientific ideas or principles to design an object, tool, processor system. (MSPS21)


Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in 6–8 builds on K–5 experiences and progresses to include investigations that use multiple variables and provide evidence to support explanations or design solutions.

Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls,what tools are needed to do the gathering, how measurements willbe recorded, and how many data are needed to support a claim. (MSPS22)


Asking Questions and Defining Problems

Asking questions and defining problems in grades 6–8 builds from gradesK–5 experiences and progresses to specifying relationships between variables and clarifying arguments and models.

Ask questions that can be investigated within the scope of the classroom, outdoor environment, and museums and other public facilitieswith available resources and, when appropriate, frame a hypothesisbased on observations and scientific principles. (MSPS23)


Engaging in Argument from Evidence

Engaging in argument from evidence in 6–8 builds on K–5 experiences andprogresses to constructing a convincing argument that supports or refutesclaims for either explanations or solutions about the natural and designedworld(s).

Construct and present oral and written arguments supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.(MSPS24)


Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in 6–8 builds on K–5 experiences and progresses to include investigations that use multiple variables and provide evidence to support explanations or design solutions.

Conduct an investigation and evaluate the experimental design toproduce data to serve as the basis for evidence that can meet thegoals of the investigation. (MSPS25)


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. (MSESS21)


Constructing Explanations and Designing

Solutions

Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories.

Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe thenatural world operate today as they did in the past and will continueto do so in the future. (MSESS22)

Crosscutting Concept

PatternsPatterns can be used to identify causeandeffect relationships. (MSESS11)


Scale, Proportion, and QuantityTime, space, and energy phenomena can be observed at variousscales using models to study systems that are too large or too small.(MSESS13)


Systems and System ModelsModels can be used to represent systems and their interactions. (MSESS12)


Systems and System ModelsModels can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy and matterflows within systems. (MSPS21)


Stability and ChangeExplanations of stability and change in natural or designed systemscan be constructed by examining the changes over time and forcesat different scales. (MSPS22)


Cause and EffectCause and effect relationships may be used to predict phenomena innatural or designed systems. (MSPS23)


Systems and System ModelsModels can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy and matterflows within systems. (MSPS24)


Cause and EffectCause and effect relationships may be used to predict phenomena innatural or designed systems. (MSPS25)


Stability and ChangeExplanations of stability and change in natural or designed systemscan be constructed by examining the changes over time and processes at different scales, including the atomic scale. (MSESS21)


Scale, Proportion, and Quantity

Time, space, and energy phenomena can be observed at variousscales using models to study systems that are too large or too small.(MSESS22)

Connection to Nature of Science

Scientific Knowledge Assumes an Order and

Consistency in Natural Systems

Science assumes that objects and events in natural systems occurin consistent patterns that are understandable through measurementand observation. (MSESS11), (MSESS12)

Connection to Engineering, Technology, and Applications of Science

Interdependence of Science, Engineering, and

Technology

Engineering advances have led to important discoveries in virtuallyevery field of science and scientific discoveries have led to the development of entire industries and engineered systems. (MSESS13)


Science Knowledge Is Based on EmpiricalEvidenceScience knowledge is based upon logical and conceptual connections between evidence and explanations. (MSPS22)


Science Knowledge Is Based on EmpiricalEvidenceScience knowledge is based upon logical and conceptual connections between evidence and explanations. (MSPS24)


Influence of Science, Engineering, andTechnology on Society and the Natural WorldThe uses of technologies and any limitations on their use are drivenby individual or societal needs, desires, and values; by the findingsof scientific research; and by differences in such factors as climate,natural resources, and economic conditions. (MSPS21)

Common Core State Standards for ELA/Literacy

Reading in ScienceRST.68.1 Key Ideas and DetailsCite specific textual evidence to support analysis of science andtechnical texts. (MSESS13)


Reading in ScienceRST.68.7 Integration of Knowledge and IdeasIntegrate quantitative or technical information expressed in words ina text with a version of that information expressed visually (e.g., in aflowchart, diagram, model, graph, or table). (MSESS13)


Speaking & ListeningSL.8.5 Presentation of Knowledge and IdeasIntegrate multimedia and visual displays into presentations to clarifyinformation, strengthen claims and evidence, and add interest. (MSESS11)

Common Core State Standards for Mathematics

Expressions & Equations6.EE.B.6 Reason about and solve onevariable equationsand inequalities.Use variables to represent numbers and write expressions when solving arealworld or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. (MSESS12)


Ratios & Proportional Relationships6.RP.A.1 Understand ratio concepts and use ratioreasoning to solve problems.Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (MSESS11), (MSESS12), (MSESS13)


Expressions & Equations7.EE.B.4 Solve reallife and mathematical problems usingnumerical and algebraic expressions and equations.Use variables to represent quantities in a realworld or mathematical problem, and construct simple equations and inequalities to solve problems byreasoning about the quantities. (MSESS12)


Ratios & Proportional Relationships7.RP.A.2 Analyze proportional relationships and use themto solve realworld and mathematical problems.Recognize and represent proportional relationships between quantities.(MSESS11), (MSESS12), (MSESS13)


Mathematical PracticesMP.2 Reason abstractly and quantitativelyReason abstractly and quantitatively. (MSESS13)


Mathematical PracticesMP.4 Model with mathematicsModel with mathematics. (MSESS11), (MSESS12)

ms.ess1.a: the universe and its stars

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