Difference between revisions of "MS-ESS2-3"

From NY Science Standards Wiki
(Vocabulary section (terms from the Middle School Science Glossary) and PLD example questions)
(PLD table: list all released questions at each level, matching the questions-by-performance-level pages)
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| Example3 = [[Questions:Plate Tectonics#q2|Spring 2026 Question 35]]
 
| Example3 = [[Questions:Plate Tectonics#q2|Spring 2026 Question 35]]
 
| Level2 = Using data, identify the evidence that supports past plate motions using either the distribution of fossils, rocks, continental shapes, or seafloor structures.
 
| Level2 = Using data, identify the evidence that supports past plate motions using either the distribution of fossils, rocks, continental shapes, or seafloor structures.
−
| Example2 = [[Questions:Plate Tectonics#q4|Spring 2026 Question 37]]
+
| Example2 = [[Questions:Plate Tectonics#q4|Spring 2026 Question 37]], [[Questions:Earth's Tectonic Plates#q1|Spring 2025 Question 28]], [[Questions:Earth's Tectonic Plates#q4|Spring 2025 Question 31]], [[Questions:Death Valley#q3|Spring 2024 Question 35]], [[Questions:Fossil Parks in New York State#q2|Sample Fossil Parks in New York State Question 2]]
 
| 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.
 
| 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.
−
| Example1 = [[Questions:Plate Tectonics#q1|Spring 2026 Question 34]]
+
| Example1 = [[Questions:Plate Tectonics#q1|Spring 2026 Question 34]], [[Questions:Plate Tectonics#q3|Spring 2026 Question 36]], [[Questions:Earth's Tectonic Plates#q2|Spring 2025 Question 29]]
 
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Revision as of 08:09, 18 October 2026

← MS-ESS2-2
MS-ESS2-1 →

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.

Grade 8 Science Test Questions

Released New York State Grade 8 science test questions that assess MS-ESS2-3 are listed here by test and question cluster. Each link opens the question with its answer key.

Exam Cluster Question
Spring 2026 Grade 8 Test Plate Tectonics Question 34
Plate Tectonics Question 35
Plate Tectonics Question 36
Plate Tectonics Question 37
Spring 2025 Grade 8 Test Earth's Tectonic Plates Question 28
Earth's Tectonic Plates Question 29
Earth's Tectonic Plates Question 31
Spring 2024 Grade 8 Test Death Valley Question 35
Middle school sample clusters Fossil Parks in New York State Question 2

Vocabulary

Terms from the Middle School Science Glossary that come from this standard or from the released Grade 8 Science Test questions that assess it.

From this standard
  • analyze and interpret data
  • continent
  • continental crust
  • continental shape
  • continental shelf
  • crust
  • data
  • evidence
  • fossil
  • fracture zone
  • map
  • mid-ocean ridge
  • ocean structure
  • oceanic crust
  • paleomagnetic anomaly
  • plate
  • plate motion
  • plate tectonics
  • ridge
  • rock
  • seafloor
  • seafloor structure
  • tectonic plate
  • trench
From released test questions
Implied by this standard
  • continental drift – implied by "Earth’s plates have moved great distances, collided, and spread apart"
  • Pangaea – implied by "Maps of ancient land and water patterns" and "the shapes of the continents (including continental shelves)"
  • convergent, divergent and transform plate boundaries – implied by "collided, and spread apart" and "ridges, fracture zones, and trenches"
  • seafloor spreading – implied by "seafloor structures" and "ridges" as evidence of plates that "spread apart"

Performance Level Descriptions

Every Grade 8 Science Test question on MS-ESS2-3 is written to match one of the performance level descriptions (PLDs) below.

Level 1: 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. Spring 2026 Question 34, Spring 2026 Question 36, Spring 2025 Question 29
Level 2: Using data, identify the evidence that supports past plate motions using either the distribution of fossils, rocks, continental shapes, or seafloor structures. Spring 2026 Question 37, Spring 2025 Question 28, Spring 2025 Question 31, Spring 2024 Question 35, Sample Fossil Parks in New York State Question 2
Level 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. Spring 2026 Question 35
Level 4: 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.
Notice: PLD levels!

Resources

Examples and discussion of resources for the learning, teaching, and assessment of MS-ESS2-3.

Pixel beaver This section could be expanded upon. You can help out by adding to this section.


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.
Page contributors: Conrad Richman, Caroline Leonard, Shirley Shameen
MS | MS. History of Earth
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