Difference between revisions of "MS-ESS2-3"
From NY Science Standards Wiki
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| + | {{DISPLAYTITLE:MS-ESS2-3 {{!}} Plate Tectonics}} | ||
| + | {{Navlinks|MS-ESS2-2|MS-ESS2-1|← MS-ESS2-2|MS-ESS2-1 →}} | ||
{{learningstandard | {{learningstandard | ||
| ls = Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor | | ls = Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor | ||
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| cs = Examples of data could include similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches). | | cs = Examples of data could include similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches). | ||
| ab = Paleomagnetic anomalies in oceanic and continental crust are not assessed. | | ab = Paleomagnetic anomalies in oceanic and continental crust are not assessed. | ||
| + | }} | ||
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| + | {{PerformanceLevelMS}} | ||
| + | {{PLTable | ||
| + | | Level4 = Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of past plate motion. Describe the different patterns of past plate motions and explain why these past plate motions have occurred. | ||
| + | | Level3 = Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. | ||
| + | | Level2 = Using data, identify the evidence that supports past plate motions using either the distribution of fossils, rocks, continental shapes, or seafloor structures. | ||
| + | | Level1 = Using data as evidence, identify the explanation, from those provided, that supports past plate motion based on either the distribution of fossils, rocks, continental shapes, or seafloor structures. | ||
}} | }} | ||
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{{assessmentmessage}} | {{assessmentmessage}} | ||
| − | + | * [[Questions:Fossil Parks in New York State#q2|Fossil Parks in New York State Q2]] | |
| + | * [[Questions:Death Valley#q3|Death Valley Q35]] | ||
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== {{Dimensionsheading}} == | == {{Dimensionsheading}} == | ||
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{{Dimensionstable | {{Dimensionstable | ||
| − | | SEP1 = | + | | SEP1 = Analyzing and Interpreting Data |
| − | | DCI1 = | + | * Analyze and interpret data to provide evidence for phenomena. |
| − | | CC1 = | + | | DCI1 = ESS2.B: Plate Tectonics and Large-Scale System Interactions |
| + | * Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart. | ||
| + | | CC1 = Patterns | ||
| + | * Patterns in rates of change and other numerical relationships can provide information about natural systems. | ||
}} | }} | ||
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== {{Connectionsheading}} == | == {{Connectionsheading}} == | ||
{{connectionsmessage}} | {{connectionsmessage}} | ||
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| MATH1 = | | MATH1 = | ||
}} | }} | ||
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{{Pagecontributors}} | {{Pagecontributors}} | ||
{{Bottomnav | {{Bottomnav | ||
| − | | SUBJECT = [[ | + | | SUBJECT = [[MS]] |
| TOPIC = MS. History of Earth | | TOPIC = MS. History of Earth | ||
}} | }} | ||
<metadesc>NYS Standard MS-ESS2-3: Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.</metadesc> | <metadesc>NYS Standard MS-ESS2-3: Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.</metadesc> | ||
Latest revision as of 20:53, 11 May 2025
Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Clarification statement: Examples of data could include similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).
Assessment boundary: Paleomagnetic anomalies in oceanic and continental crust are not assessed.
Performance Level Descriptions
PLDs communicate the knowledge and skills expected of students to demonstrate proficiency in each Learning Standard. NYS assessments classify student performance into one of four levels.
Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of past plate motion. Describe the different patterns of past plate motions and explain why these past plate motions have occurred.
Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Using data, identify the evidence that supports past plate motions using either the distribution of fossils, rocks, continental shapes, or seafloor structures.
Using data as evidence, identify the explanation, from those provided, that supports past plate motion based on either the distribution of fossils, rocks, continental shapes, or seafloor structures.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of MS-ESS2-3.
This section could be expanded upon. You can help out by adding to this section.
Assessment
What assessment of MS-ESS2-3 might look like on a NY state exam.
NGSS Dimensions
Performance expectation MS-ESS2-3 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
- Analyzing and Interpreting Data
- Analyze and interpret data to provide evidence for phenomena.
Disciplinary Core Ideas
- ESS2.B: Plate Tectonics and Large-Scale System Interactions
- Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart.
Crosscutting Concepts
- Patterns
- Patterns in rates of change and other numerical relationships can provide information about natural systems.