EARTH’S SYSTEMS Performance Expectation Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. Clarification Statement Emphasis is on the ways water changes its state and location as it moves through the multiple pathways of the hydrologic cycle. Examples of models can be conceptual or physical. Science & Engineering Practices Disciplinary Core Ideas Crosscutting Concepts 1. Asking questions and defining problems 2. 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 a model to describe unobservable mechanisms. Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations and designing solutions Engaging in argument from evidence Obtaining, evaluating, and communicating information THE ROLES OF WATER IN EARTH’S SURFACE PROCESSES: Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land. (MS.ESS2C.a) Global movements of water and its changes in form are propelled by sunlight and gravity. (MS.ESS2C.c) LOUISIANA’S NATURAL RESOURCES Replenishable resources such as groundwater and oxygen are purified by the movement through cycles. (MS.EVS1A.c) ENERGY AND MATTER Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter. Diocese of Baton Rouge Science Standards: Grade 7 July, 2017 Page 5
EARTH AND HUMAN ACTIVITY Performance Expectation Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. Clarification Statement Examples of factors include activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.) Science & Engineering Practices Disciplinary Core Ideas Crosscutting Concepts 1. Asking questions and defining problems: Asking questions (science) and defining problems (engineering) in 6-8 builds on K-5 experiences and progresses to specifying relationships between variables, clarifying arguments and making models. Ask questions to identify and/or clarify evidence and/ or the premise(s) of an argument. Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations and designing solutions Engaging in argument from evidence Obtaining, evaluating, and communicating information GLOBAL CLIMATE CHANGE Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature. Addressing climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS.ESS3D.a) STABILITY AND CHANGE Stability might be disturbed either by sudden events or gradual changes that accumulate over time. Diocese of Rouge Science Standards: Grade 7 July, 2017 Page 8