EARTH’S PLACE IN THE UNIVERSE

MS-ESS.1.1. 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.

I CAN: Explain the orbital motion of objects in the solar system.

I CAN: Describe how the tilt of the Earth determines seasons and length of day.

I CAN: Draw a diagram or make a model to explain solar and lunar eclipses.

I CAN: Summarize the accomplishments of a contributing scientist to this scientific domain.

MS-ESS.1.2. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.

I CAN: Understand how humans use technology to explore space.

I CAN: Know that billions of galaxies exist in the universe.

I CAN: Understand how the force of gravity keeps the planets and other bodies in orbit.

I CAN: Describe Newton’s Law of Gravitation.

MS-ESS.1.3. Analyze and interpret data to determine scale properties of objects in the solar system.

I CAN: Develop a scale model to represent space distances (planetary location).

I CAN: Explain how telescopes are used to make observations and collect data about the solar system and the universe.

I CAN: Analyze data collected from various types of telescopes and spacecraft.

MS-ESS.1.4. Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history.

I CAN: Compare and contrast characteristics of each planet.

I CAN: Evaluate the ability of a space object to support life.

EARTH’S SYSTEMS

MS-ESS.2.1. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.

I CAN: Construct a model to show Earth is comprised of layers including a core, mantle, lithosphere, hydrosphere and atmosphere.

I CAN: Demonstrate the movement of energy throughout the system of Earth’s layers.

I CAN: Describe the formation of soil including texture, fertility and resistance to erosion.

MS-ESS.2.2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.

I CAN: Compare and contrast the interrelationships involved in the process of the rock cycle.

I CAN: Explain how successive layers of sedimentary rock are affected by folding, breaking and uplifting layers.

I CAN: Identify and evaluate the impact of local geologic processes (landslides, coastal erosion, glaciation changes).

I CAN: Identify and evaluate the impact of major geologic events (earthquakes, volcanoes, or other geoscience processes).

I CAN: Compare and contrast how water, wind, and ice cause weathering and erosion on Earth’s surface

MS-ESS.2.3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.

I CAN: Construct an argument to show that the fossils contained in the successive layers of rock can be used to confirm the age, history and changing life forms of the Earth.

I CAN: Distinguish between landforms that are created through constructive and destructive forces.

I CAN: Design a model to demonstrate that Earth’s crust is divided into plates that move in response to mantle movement.

MS-ESS.2.4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.

I CAN: Demonstrate via model/diagram that the Sun’s energy drives the water cycle and that the water cycle is a continuous process of recycling.

I CAN: Create an illustration to show the composition and structure of the Earth’s atmosphere.

MS-ESS.2.5. Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.

I CAN: Explain how heat, moisture and air movement determine weather.

I CAN: Utilize data from weather instrumentation.

I CAN: Demonstrate wind flow from high pressure areas to low pressure areas; global atmospheric movement influence local weather.

I CAN: Diagram how local lakes (Lake Michigan) affect local weather.

MS-ESS.2.6. 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.

I CAN: Analyze how temperature, pressure and the Coriolis Effect cause wind and water currents.

I CAN: Examine how geographic features affect climate.

I CAN: Use maps to explain regional climates.

I CAN: Use historical temperature data to investigate factors that influence climate and weather patterns and seasonal changes.

I CAN: Identify warm and cold currents on a continental/world map.

EARTH AND HUMAN ACTIVITY

MS-ESS.3.1. Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.

I CAN: Create essential research questions related to the distribution of natural resources.

I CAN: Develop an argument based on evidence to show how human activity is impacting the quality and quantity of natural resources.

MS-ESS.3.2. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.

I CAN: Explain standards and safety procedures used regarding natural disasters.

I CAN: Describe technologies used to predict, monitor and minimize the effects of natural hazards.

MS-ESS.3.3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

I CAN: Compare and contrast the effects of environmental changes on living things.

I CAN: Evaluate the impact of global development/expansion (on earth structures).

I CAN: Develop/Design a solution to a local environmental issue (urban development, agriculture, wetland removal, pollution, withdrawal of water from streams and aquifer).

MS-ESS.3.4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.

I CAN: Identify one natural resource that is impacted by an increase in human population.

I CAN: Outline the arguments using evidence to illustrate the human impact on natural resources.

MS-ESS.3.5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

I CAN: Investigate how the greenhouse effect leads to global climate change.

I CAN: Analyze tables, graphs, or maps of global regional temperatures and atmospheric levels of gases (such as carbon dioxide and methane) to generate questions and possible solutions to reduce the impact of global climate change.