Difference between revisions of "MS-ESS2-3"
From NY Science Standards Wiki
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| + | | rowspan="4" style="background-color:white;" | [[Spring 2026 Grade 8 Science Test|Spring 2026]] | ||
| + | | style="background-color:white;" | [[Questions:Plate Tectonics|Plate Tectonics]] | ||
| + | | style="background-color:white;" | [[Questions:Plate Tectonics#q1|Question 34]] | ||
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| + | | style="background-color:white;" | [[Questions:Plate Tectonics|Plate Tectonics]] | ||
| + | | style="background-color:white;" | [[Questions:Plate Tectonics#q2|Question 35]] | ||
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| + | | style="background-color:white;" | [[Questions:Plate Tectonics|Plate Tectonics]] | ||
| + | | style="background-color:white;" | [[Questions:Plate Tectonics#q3|Question 36]] | ||
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| + | | style="background-color:white;" | [[Questions:Plate Tectonics|Plate Tectonics]] | ||
| + | | style="background-color:white;" | [[Questions:Plate Tectonics#q4|Question 37]] | ||
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| + | | rowspan="3" style="background-color:white;" | [[Spring 2025 Grade 8 Science Test|Spring 2025]] | ||
| + | | style="background-color:white;" | [[Questions:Earth's Tectonic Plates|Earth's Tectonic Plates]] | ||
| + | | style="background-color:white;" | [[Questions:Earth's Tectonic Plates#q1|Question 28]] | ||
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| + | | style="background-color:white;" | [[Questions:Earth's Tectonic Plates|Earth's Tectonic Plates]] | ||
| + | | style="background-color:white;" | [[Questions:Earth's Tectonic Plates#q2|Question 29]] | ||
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| + | | style="background-color:white;" | [[Questions:Earth's Tectonic Plates|Earth's Tectonic Plates]] | ||
| + | | style="background-color:white;" | [[Questions:Earth's Tectonic Plates#q4|Question 31]] | ||
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| + | | style="background-color:white;" | [[Spring 2024 Grade 8 Science Test|Spring 2024]] | ||
| + | | style="background-color:white;" | [[Questions:Death Valley|Death Valley]] | ||
| + | | style="background-color:white;" | [[Questions:Death Valley#q3|Question 35]] | ||
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| + | | style="background-color:white;" | [[Middle School Sample Question Clusters|Sample clusters]] | ||
| + | | style="background-color:white;" | [[Questions:Fossil Parks in New York State|Fossil Parks in New York State]] | ||
| + | | style="background-color:white;" | [[Questions:Fossil Parks in New York State#q2|Question 2]] | ||
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| 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. | | 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. | ||
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* Patterns in rates of change and other numerical relationships can provide information about natural systems. | * Patterns in rates of change and other numerical relationships can provide information about natural systems. | ||
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Latest revision as of 22:37, 20 September 2026
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.
Assessment
What assessment of MS-ESS2-3 might look like on a NY state exam.
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.
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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.
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Level 2: Using data, identify the evidence that supports past plate motions using either the distribution of fossils, rocks, continental shapes, or seafloor structures.
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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.
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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.
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.
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.