Teaching Guide – Earth & Space Science

This teacher’s guide provides a summary of each section in the online textbook, an explanation of the NGSS concepts, and a description of the way this online textbook is formatted. Please use the information on this page as a guide for what to expect and how to use the educational tools you will encounter in each chapter:

CHAPTER SECTION SUMMARIES
Navigate to a chapter to find summaries of each subsection and see how it maps to the NGSS.

NEXT GENERATION SCIENCE STANDARDS
This textbook is designed to meet all the goals of Middle School Earth and Space Sciences (MS-ESS) domain. Navigate here to see our summary of the NGSS standards and how they connect to this material.

TEXTBOOK NAVIGATION GUIDE
We have structured the online textbook to use a few repeated themes, setting aside different activities in colored boxes that will appear throughout the chapters. Navigate here to learn more about how we structured the text and for suggestions of how to incorporate these boxes into your lesson planning.

Section Summaries

The summaries below provide time estimates to complete each section or subsection of the textbook, as well as detailed information as to which aspects of the ESS domain are taught and evaluated.

Time estimates are approximate, it will always be best to review the material before planning to use it in class so as to be sure there will be sufficient time to cover the material according to YOUR classroom capabilities.

CHAPTER ONE

Chapter Introduction, 50 minutes

The primary activity on the Chapter Introduction page is for students to set up their personal journals and answer six question prompts. The questions lay the foundation for students to understand our model, and understanding, of the place of our solar system within the larger context of the galaxy and universe (ESS1.A;(Observable Features of Student Performance 1.a.ii-iv)

Answering the six questions may take the entire class period. Use the class period to set up personal journals, answer questions, and discuss the answers that students find most interesting or challenging.

Students must be prepared with a physical journal; activities in later chapters will ask students to draw pictures and make labels in their journals.

Materials:

personal devices OR projected screen at front of room to view instructions
physical journals, notebooks

NGSS

Disciplinary Core Idea

ESS1.A

The Universe and Its Stars: Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. (MS-ESS1-1) Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. (MS-ESS1-2)

Grade Band Endpoint for ESS1.A: Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. The universe began with a period of extreme and rapid expansion known as the Big Bang. Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe.

Performance Expectation

MS-ESS1-2

Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. [Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical (such as the analogy of distance along a football field or computer visualizations of elliptical orbits) or conceptual (such as mathematical proportions relative to the size of familiar objects such as students’ school or state).] [Assessment Boundary: Assessment does not include Kepler’s Laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth.]

Observable Features of Student Performance

1.a.ii-iv

1 Components of the model:
a To make sense of a given phenomenon, students develop a model in which they identify the relevant components of the system, including:

i.Gravity.
ii. The solar system as a collection of bodies, including the sun, planets, moons, and asteroids.
iii. The Milky Way galaxy as a collection of stars (e.g., the sun) and their associated systems of
objects.
iv. Other galaxies in the universe

1.1 Our Cosmic Address, 7 minutes

This brief section continues the discussion from the Chapter Introduction. Students must write down the section learning goals in their Task Book. The section learning goals are some of the same questions from the journal entry in the Chapter Introduction; now we are setting the stage for students to learn the scientific answers to those questions. Students are to leave space between each section learning goal to return and write answers to those questions once that content has been covered.

The journal entry prompts students to reflect on their understanding of their place as a human inhabitant on our planet, further laying the foundation for understanding of our model for Earth in the Universe (ESS1.A). The journal entry is a ‘soft’ exercise, there is no direct assessment of the performance expectation.

NGSS

Disciplinary Core Idea

ESS1.A

Performance Expectation

MS-ESS1-2

Observable Features of Student Performance

n/a

1.1.1 Overview, 30 min

The content in section 1.1.1 establishes the model for our place in the universe (ESS1.A). Quiz #1, Quiz #2 and the Do the Math activity serve to assess this aspect of disciplinary core idea ESS1.A.

Quick Quiz #1 asks students to reason through the relative sizes of the earth, solar system, milky way and universe (Observable Features of Student Performance 1.b)

Do the Math: Calculating a Light-year – this activity walks students through the necessary math to convert one light-year to a more familiar unit of distance, kilometers. Students are then given a selection of nearby stars to which they will calculate the distance by following the Do the Math example.

Quick Quiz #2 asks students to rank the relevant units of distance used to measure objects of various scales in size (Observable Features of Student Performance 1.b)

NGSS

1 Components of the model

b Students indicate the relative spatial scales of solar systems and galaxies in the model.

1.1.2 What do we mean when we say “Earth is a planet”?, 5 minutes

This short section provides context for understanding Earth as a planet, there is no formal evaluation of NGSS metrics.

NGSS

Disciplinary Core Idea

ESS1.B

Performance Expectation

MS-ESS1-2

Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
[ClarificationStatement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical (such as the analogy of distance along a football field or computer visualizations of elliptical orbits) or conceptual (such as mathematical proportions relative to the size of familiar objects such as students’ school or state).] [Assessment Boundary: Assessment does not include Kepler’s Laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth.]

MS-ESS1-3

Analyze and interpret data to determine scale properties of objects in the solar system. [Clarification Statement: Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among solar system objects. Examples of scale properties include the sizes of an object’s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius.Examples of data include statistical information, drawings and photographs, and models.][Assessment Boundary: Assessment does not include recalling facts about properties of the planets and other solar system bodies.]

Observable Features of Student Performance

n/a

1.1.3 What is our solar system?, 20-30 min

This section provides a summary of what solar system consists of, and explains why Pluto is not considered a planet anymore. We introduce the concept of gravity (MS-ESS1-2) and go through definitions for vocabulary students will encounter in the rest of the chapter and book. The end of the section describes comets physically and historically.

NGSS

Disciplinary Core Idea

ESS1.B

Earth and the Solar System:

The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1-2),(MS-ESS1-3)
The solar system appears to have formed from a disk of dust and gas, drawn together by gravity.(MS-ESS1-2)

Performance Expectation

MS-ESS1-2

Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
[Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical (such as the analogy of distance along a football field or computer visualizations of elliptical orbits) or conceptual (such as mathematical proportions relative to the size of familiar objects such as students’ school or state).] [Assessment Boundary: Assessment does not include Kepler’s Laws of orbital motion or the apparent retrograde motion of the planets as viewed from earth.]

MS-ESS1-3

Analyze and interpret data to determine scale properties of objects in the solar system. [Clarification Statement: Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among solar system objects. Examples of scale properties include the sizes of an object’s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius.Examplesofdataincludestatisticalinformation,drawings and photographs,and models.][AssessmentBoundary: Assessment does not include recalling facts about properties of the planets and other solar system bodies.]

Observable Features of Student Performance

MS-ESS1-3
Activity: The Planets

2.a.i-ii

2 Identifying relationships
a) Students use quantitative analyses to describe* similarities and differences among solar system objects by describing* patterns of features of those objects at different scales, including:

i. Distance from the sun.
ii. Diameter.

1.1.4 What is a galaxy?, 10-15 minutes

NGSS

Disciplinary Core Idea

ESS2.A

Earth’s Materials and Systems:

Performance Expectation

MS-ESS2-2

[Clarification Statement:

Observable Features of Student Performance

2.a.i-ii

2 Relationships
a) Students describe* the relationships and interactions between components of the solar and galaxy systems, including:

i. Gravity as an attractive force between solar system and galaxy objects that:
ii. The orbital motion of objects in our solar system (e.g., moons orbit around planets, all objects within the solar system orbit the sun).

1.1.5, time estimate

NGSS

Disciplinary Core Idea

ESS2.A

Earth’s Materials and Systems:

Performance Expectation

MS-ESS2-2

[Clarification Statement:

Observable Features of Student Performance

2.a.i-ii

2 Relationships
a) Students describe* the relationships and interactions between components of the solar and galaxy systems, including:

i. Gravity as an attractive force between solar system and galaxy objects that:
ii. The orbital motion of objects in our solar system (e.g., moons orbit around planets, all objects within the solar system orbit the sun).

1.2, time estimate

NGSS

Disciplinary Core Idea

ESS2.A

Earth’s Materials and Systems:

Performance Expectation

MS-ESS2-2

[Clarification Statement:

Observable Features of Student Performance

2.a.i-ii

2 Relationships
a) Students describe* the relationships and interactions between components of the solar and galaxy systems, including:

i. Gravity as an attractive force between solar system and galaxy objects that:
ii. The orbital motion of objects in our solar system (e.g., moons orbit around planets, all objects within the solar system orbit the sun).

1.2.1, time estimate

NGSS

Disciplinary Core Idea

ESS2.A

Earth’s Materials and Systems:

Performance Expectation

MS-ESS2-2

[Clarification Statement:

Observable Features of Student Performance

2.a.i-ii

2 Relationships
a) Students describe* the relationships and interactions between components of the solar and galaxy systems, including:

i. Gravity as an attractive force between solar system and galaxy objects that:
ii. The orbital motion of objects in our solar system (e.g., moons orbit around planets, all objects within the solar system orbit the sun).

CHAPTER TWO

Chapter Two Introduction, 50 min

Prepare students to record nightly observations of the appearance of the moon in the journal entry on this Chapter Introduction page. Students will refer back to this journal entry to make sense of the phases of the moon (ESS1.A) as we progress through the chapter. (Observable Features of Student Performance 3.a.i.2-3)

The group discussion poses several questions that set the context for the questions we will be answering throughout Chapter 2, including observable motion of objects in the night sky, seasons, moon phases and eclipses.(ESS1.A, ESS1.B)

NGSS

Disciplinary Core Idea

ESS1.A

ESS1.B

Earth and the Solar System:The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1-2),(MS-ESS1-3)
This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1-1)
The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2)

Grade Band Endpoint for ESS1.B: The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. This model of the solar system can explain tides, eclipses of the sun and the moon, and the motion of the planets in the sky relative to the stars. Earth’s spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year.

Performance Expectation

MS-ESS1-1

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. [Clarification Statement: Examples of models can be physical, graphical, or conceptual.]

Observable Features of Student Performance

Journal Entry

3.a.i.2-3

3 Connections
a) Students use patterns observed from their model to provide causal accounts for events, including:

i. Moon phases:

2. The visible proportion of the illuminated part of the moon (as viewed from Earth) changes over the course of a month as the location of the moon relative to Earth and the sun changes.
3. The moon appears to become more fully illuminated until “full” and then less fully illuminated until dark, or “new,” in a pattern of change that corresponds to what proportion of the illuminated part of the moon is visible from Earth.

2.2.1 What causes the seasons?, 1-2 full (50 min) class periods

The content in this section lays the foundation for understanding how our models of the Earth, in the context of the solar system, and explaining the seasons (ESS1.A; ESS1.B).

Group Discussion: Seasons in the Local Sky; Activity: Ancient structures for Tracking the Seasons; Group Discussion: Earth Orbit to Scale These activities help to develop an intuitive understanding of the Earth-Moon-Sun system (Observable Features of Student Performance 1.a.i,ii).

Activity: Tilt Relative to the Sun explores relationships between the Earth-Moon system and the sun. (Observable Features of Student Performance 2.a.iv.4 & 6; 3.a.iii; 3.b.v-vi).

Group Discussion: Earth Orbit to Scale Here students reason through Earth’s relatively constant distance from the sun throughout its orbit. (Observable Features of Student Performance 2.a.iv.4)

Group Discussion: Temperature This discussion has students thinking about the role of solar energy as it interacts with Earth’s atmosphere (Observable Features of Student Performance 1.a.iv)

Activity: Hours of Daylight in this activity, students conoduct their own research to explore how the number of hours of daylight depends on the orientation of Earth’s axis as it moves through its orbit (Observable Features of Student Performance 3.a.iii.2)

NGSS

Disciplinary Core Idea

ESS1.A

ESS1.B

Performance Expectation

MS-ESS1-1

Observable Features of Student Performance

1.a.i,ii,iv

1 Components of the model
a) To make sense of a given phenomenon involving, students develop a model (e.g., physical, conceptual, graphical) of the Earth-moon-sun system in which they identify the relevant components, including:

i. Earth, including the tilt of its axis of rotation.
ii. Sun.
iv. Solar Energy

2.a.iv.4 & 6

2 Relationships
a) In their model, students describe* the relationships between components, including:

iv. Relationships between the Earth-moon system and the sun:

4. The distance between Earth and the sun stays relatively constant throughout the Earth’s orbit.
6. The Earth’s rotation axis is tilted with respect to its orbital plane around the sun. Earth maintains the same relative orientation in space, with its North Pole pointed toward the North Star throughout its orbit.

3.a.iii.1-2

3 Connections
a) Students use patterns observed from their model to provide causal accounts for events, including:

iii. Seasons:

1. Because the Earth’s axis is tilted, the most direct and intense solar energy occurs over the summer months, and the least direct and intense solar energy occurs over the winter months.
2. The change in season at a given place on Earth is directly related to the orientation of the tilted Earth and the position of Earth in its orbit around the sun because of the change in the directness and intensity of the solar energy at that place over the course of the year.

a. Summer occurs in the Northern Hemisphere at times in the Earth’s orbit when the northern axis of Earth is tilted toward the sun. Summer occurs in the Southern Hemisphere at times in the Earth’s orbit when the southern axis of Earth is tilted toward the sun.
b. Winter occurs in the Northern Hemisphere at times in the Earth’s orbit when the northern axis of Earth is tilted away from the sun. Summer occurs in the Southern Hemisphere at times in the Earth’s orbit when the southern axis of Earth is tilted away from the sun.

3.b.v-vi

3 Connections
b Students use their model to predict:

v. The season on Earth, given the relative positions of Earth and the sun (including the orientation of the Earth’s axis) and a position on Earth.
vi. The relative positions of Earth and the sun when given a season and a relative position (e.g. far north, far south, equatorial) on Earth.

2.3 Viewing the Moon: Phases and Eclipses, 30 min

The Section Learning Goals provide a basis for introducing the main chapter topics of moon phases and eclipses (ESS1.B).

Group Discussion: Phases of the Moon Students review their moon phase observations and connect their observations to the orbit of the moon around the Earth (Observable Features of Student Performance 3.a.i.1-3)

NGSS

Disciplinary Core Idea

ESS1.B

Earth and the Solar System: This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1-1)

Performance Expectation

MS-ESS1-1

Observable Features of Student Performance

3.a.i.1-3

3 Connections
a Students use patterns observed from their model to provide causal accounts for events, including:

i. Moon phases:

1. Solar energy coming from the sun bounces off of the moon and is viewed on Earth as the bright part of the moon.
2. The visible proportion of the illuminated part of the moon (as viewed from Earth) changes over the course of a month as the location of the moon relative to Earth and the sun changes.
3. The moon appears to become more fully illuminated until “full” and then less fully illuminated until dark, or “new,” in a pattern of change that corresponds to what proportion of the illuminated part of the moon is visible from Earth.

CHAPTER THREE

Chapter Introduction, 15-25 minutes

The chapter introduction sets the stage for the shift in perspective that comes in this chapter. We begin to investigate the “why” and “how” behind scientific conclusions about how the universe works.

The two brief activities, a journal entry and a group discussion, engage the students in actively considering how science works (section 3.3) and what gravity is (section 3.4).

Group discussion: Gravity By creatively engaging in discussion about where gravity works in their observable world, students begin to identify the components of the model that helps humans understand gravity. This lays the groundwork for MS-ESS1-2 (Observable Features of Student Performance 1.a.i-iv).

NGSS

Disciplinary Core Idea

ESS1.B

Earth and the Solar System:The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1-2),(MS-ESS1-3).
The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2)

Performance Expectation

MS-ESS1-2

Observable Features of Student Performance

1.a.i-iv

1 Components of the model
a) To make sense of a given phenomenon, students develop a model in which they identify the relevant components of the system, including:

i. Gravity
ii. The solar system as a collection of bodies, including the sun, planets, moons, and asteroids.
iii. The Milky Way galaxy as a collection of stars (e.g., the sun) and their associated systems of objects.
Other galaxies in the universe.

3.1.1 How did the ancient Greeks learn that Earth is round?, 1-2 class periods

This section emphasizes concepts about the Nature of Science as opposed to specific performance expectations. The in-text questions and activities are designed to elicit a more qualitative consideration about the methods used in scientific inquiry.

The set of three, in-text questions with open/close answers highlights the nature of science concept that models work best when a single model consistently explains a variety of observations. Particularly these questions address how a round earth model explains 3 distinct, and unrelated observations.

Do the Math: Measuring Earth’s Circumference This mathematical exercise walks students through the same logic that early astronomers used to determine the size of the Earth (Nature of Science).

Group Activity: How shadow comparisons prove Earth is round In this activity students create a physical model that helps bolster arguments for why observations of shadows prove that the Earth is round (Crosscutting Concepts, Science and Engineering Practices).

Group Activity: Debunking “flat Earthers” Students talk through logical arguments to show that observations of all kinds are best explained by a round Earth model (Nature of Science).

NGSS

Nature of Science

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation.

Crosscutting Concepts

Systems and System Models

Models can be used to represent systems and their interactions.

Science and Engineering Practices

Developing and Using Models

Develop and use a model to describe phenomena.

3.4.1 What is gravity?, 1-2 class periods

This section gets into the nuts and bolts of gravity as a scientific fact and a force in the universe. We trace the evolution of early conceptualizations of gravity by the likes of Galileo to the formal publication of the Universal Law of Gravitation (Newton).

This classic experiment demonstrates how small-scale observations can be used to uphold theories about general patterns in natural systems (Nature of Science).

Claim-Evidence-Reasoning Activity: Gravitational Force Students reason through and discuss the connection between the slower orbital speeds of outer planets and the strength of gravity (Observable Features of Student Performance 2.a.i.2).

Quick Quiz Students have an in-page evaluation of their understanding of the relationship between object masses, distances and how this affects the strength of gravitational attraction (Observable Features of Student Performance 2.a.i.1 & 2)

Einstein’s theory of gravity (general theory of relativity) is introduced to complete the timeline of where our modern understanding of gravity stands.

Discussion: Facts and Theories This discussion engages students on the theory of gravity, and has them review their own preconceptions about scientific theories (Nature of Science).

NGSS

Disciplinary Core Idea

ESS1.B

Earth and the Solar System:The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1-2),(MS-ESS1-3).
The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2).

Nature of Science

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation.

Performance Expectation

MS-ESS1-2

Observable Features of Student Performance

2.a.i.1 & 2

2 Relationships
a) Students describe* the relationships and interactions between components of the solar and galaxy systems, including:

i. Gravity as an attractive force between solar system and galaxy objects that:

1. Increases with the mass of the interacting objects increases.
2. Decreases as the distances between objects increases.

3.4.2 How does gravity hold us to the ground and make objects fall?, 1-2 class periods

In this section, we explore some of the obvious, and less obvious, observable effects of gravity in our everyday world.

Activity: Weight on a Scale This simple activity demonstrates the general phenomenon of how gravity acts on masses to effect what we measure as the weight of an object (Nature of Science).

Take it to the Next Level: Units of Mass and WeightThis is an optional exercise that explores, in detail, how gravity acts on masses to effect the weight of an object, and discusses the units for measuring weight (Nature of Science).

Claim-Evidence-Reasoning Activity: “No gravity in space” Students reason through the nature of gravity, and how it acts between objects in space, comparing this to how gravity on objects near the surface of the Earth (Observable Feature of Student Performance 2.a.i-ii; Nature of Science).

Claim-Evidence-Reasoning Activity: Astronauts in Freefall Students reason through two scenarios that connect the phenomenon of how gravity acts on masses to effect what we measure as the weight of an object, and how this is a general phenomenon that can be verified both on Earth and in space (Nature of Science).

Claim-Evidence-Reasoning Activity: Earth is Weightless Students reason through the definition of weight, as measured on the surface of the Earth, and how the mechanics of weighing an object change when considering objects that are in orbit in space (Nature of Science).

NGSS

Disciplinary Core Idea

ESS1.B

Performance Expectation

MS-ESS1-2

Observable Features of Student Performance

2.a.i-ii

2 Relationships
a) Students describe* the relationships and interactions between components of the solar and galaxy systems, including:

i. Gravity as an attractive force between solar system and galaxy objects that:
ii. The orbital motion of objects in our solar system (e.g., moons orbit around planets, all objects within the solar system orbit the sun).

Nature of Science

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation.

CHAPTER FOUR

4.1.1 What does Earth look like on the outside? 1-2 class periods

This subsection focuses on maps and geography. While this is not an explicit goal of the NGSS, the authors recognize that understanding geography is necessary knowledge upon which later chapters build. Throughout the section, there are 4 Geography quizzes to help students learn about different parts and features of the world.

Activity: Examining Earth This activity lays the foundation for understanding the planet as a system that includes continents, oceans and the atmosphere (ESS2.B)

Activity: Flattening a Sphere In this activity, students physically analyze the mechanics of flattening a “round map” (globe) to learn about how the distortions in flat maps arise (Developing and Using Models) (Analyzing and Interpreting Data)

Discussion: Mercator vs. Equirectangular This activity builds on the Flattening a Sphere activity to analyze different maps and cement their understanding of the differences between different maps (Analyzing and Interpreting Data)

Claim-Evidence-Reasoning Activity: Shortest Flight Path, part 1 This activity has students doing physical measurements on a model of the Earth (globe) to interpret the distortions in distances introduced by flat maps (Analyzing and Interpreting Data)(Constructing Explanations and Designing Solutions).

Claim-Evidence-Reasoning Activity: Shortest Flight Path, part 2 This activity builds on the previous Shortest Flight Path activity to drive home the connection between physical distances and Earth’s physical geometry, size and shape (Analyzing and Interpreting Data)(Constructing Explanations and Designing Solutions).

Claim-Evidence-Reasoning Activity: Continents and Oceans Building on the discussion thus far, as well as their analyses of different maps, students reason through the categorization of different landmasses (Constructing Explanations and Designing Solutions).

Discussion: Local Water Building on the discussion thus far, as well as their analyses of different maps, students reason through the categorization of different bodies of water (Constructing Explanations and Designing Solutions).

Discussion: Planetary Classification In this discussion, students use what they have learned about classification to revisit a topic from Chapter 1 on the classification of planets. This explores how classifications can change as scientific understanding evolves (Nature of Science).

Discussion: Local Mountains Students analyze their own local geography and use what they have learned in the discussion to reason through how local mountains may have formed through geological processes (Planning and Carrying Out Investigations)

Activity: Understanding the Global Relief Map Students analyze a color-coded map of the globe that shows elevation relief and use this to identify different geographical features on Earth (Analyzing and Interpreting Data).

NGSS

Disciplinary Core Idea

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. (MS-ESS2-3)

Science and Engineering Practices

Developing and Using Models

Develop and use a model to describe phenomena.

Analyzing and Interpreting Data

Analyze and interpret data to provide evidence for phenomena.

Constructing Explanations and Designing Solutions

Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe nature operate today as they did in the past and will continue to do so in the future.

Planning and Carrying Out Investigations

Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions.

Nature of Science

Scientific Knowledge is Open to Revision in Light of New Evidence

Science findings are frequently revised and/or reinterpreted based on new evidence.

4.1.2 What does Earth look like on the inside? 1-2 class periods

This section is another foundation building section that introduces concepts like the internal structure of the Earth and the source of Earth’s internal heat (ESS2.A)

Do The Math: Drilling Into the Earth This math exercise walks students through calculations to help them grasp the dimensions of the Earth, and the thinness of the crust relative to the depth of the Earth (Developing and Using Models).

Activity: Oil and Water Students observe how substances layer themselves naturally according to density. This is a general physical process that also explains the internal structure of the Earth (OFSP 1.a.i.1).

Discussion: Solid Gold Planet Students reason through what kind of substances are plentiful or rare on Earth, and use this to make a general conclusion about what planets can be made of. This maps to the general idea of what students can expect Earth to be made of (OFSP 1.a.i.1).

Do The Math: Earth’s Average Density This example walks students through the calculations necessary to determine Earth’s average density. This serves to give a basis for understanding what types of materials most likely contribute to Earth’s composition (Developing and Using Models).

Take it to the Next Level: Seismic Waves This optional activity explains the physics and science behind how geologist use seismic waves, generated by Earthquakes, to learn about the interior structure of the Earth (Stability and Change; OFSP 1.a.i.1)

Claim-Evidence-Reasoning Activity: Earth’s Molten Past Students use what they have learned in the discussion thus far to reason through the history of Earth’s formation (Developing and Using Models; OFSP 1.a.i.1).

Claim-Evidence-Reasoning Activity: Plates and Geological Features Students use what they have learned thus far to reason through the connection of how plate movement is responsible for generating geological features (ESS1.C)

Take it to the Next Level: Layering By Rock Strength This optional discussion explains the physical nature of Earth’s upper layers, and how it is that continental plates “float” atop the interior layers of the Earth (Developing and Using Models).

NGSS

Disciplinary Core Idea

ESS2.A

Earth’s Materials and Systems: All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms. (MS-ESS2-1)
The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future. (MS-ESS2-2)

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. (MS-ESS2-3)

ESS1.C

The History of Planet Earth:Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches.

Performance Expectation

MS-ESS2-1

Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
[Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals and rocks through the cycling of Earth’s materials.] [Assessment Boundary: Assessment does not include the identification and naming of minerals.]

Observable Features of Student Performance

1.a.i.1

1 Components of the model
a To make sense of a given phenomenon, students develop a model in which they identify the relevant components, including:

i. General types of Earth materials that can be found in different locations, including:

1. Those located at the surface (exterior) and/or in the interior

Science and Engineering Practices

Developing and Using Models

Develop and use a model to describe phenomena.

Crosscutting Concepts

Stability and Change

Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and processes at different scales, including the atomic scale.

4.1.3 How has Earth changed through time? 1 class period

This section discusses the different timelines across which change occurs on Earth. Students learn to think about timespans in millions and billions of years, and why these timescales are important for understanding the history of Earth, and the important processes that are only noticeable over very long periods of time.

NGSS

Disciplinary Core Idea

ESS2.A

Earth’s Materials and Systems:
All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms. (MS-ESS2-1)
The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future. (MS-ESS2-2)

Performance Expectation

MS-ESS2-2

Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. [Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial scales that can be large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate.]

Observable Features of Student Performance

Group Discussion: Changes on Different Timescales
Quick Quiz
Discussion: Earth's Formation on the Cosmic Calendar

2.b

2 Evidence
b Students identify the corresponding timescales for each identified geoscience process.

Science and Engineering Practices

Activity: Time Line for Earth
Activity: Time Line, part 2

Developing and Using Models

Develop and use a model to describe phenomena.

Crosscutting Concepts

Journal Entry: Million and Billion
Activity: Time Line for Earth
Activity: Time Line, part 2

Scale Proportion and Quantity

Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.

CHAPTER FIVE

Chapter Five Introduction, xx min

NGSS

Disciplinary Core Idea

Performance Expectation

Observable Features of Student Performance

Journal Entry

xyz

CHAPTER SIX

Chapter Six Introduction, xx min

NGSS

Disciplinary Core Idea

Performance Expectation

Observable Features of Student Performance

Journal Entry

xyz

CHAPTER SEVEN

Chapter Seven Introduction, xx min

NGSS

Disciplinary Core Idea

Performance Expectation

Observable Features of Student Performance

Journal Entry

xyz

Next Generation Science Standards

The content and assessments have been designed to meet the educational goals established by the Next Generation Science Standards (NGSS) for Middle School grades 6-8. The Standards encompass four key domains:

Physical Sciences (PS)
Life Sciences (LS)
Earth and Space Sciences (ESS)
Engineering, Technology, and Applications of Science (ET&S)

This textbook is designed to meet all the goals of Middle School Earth and Space Sciences (MS-ESS) domain, and will also review or introduce selected goals from other domains.

The blue box below elaborates further upon the specifics of the NGSS. For a more general introduction to the NGSS, we recommend the short (6 minute) video that you will find here.

Brief Explanations of the NGSS Dimensions

Disciplinary Core Idea (DCI)

Each NGSS domain is comprised of several disciplinary core ideas (DCI’s). The Middle School (MS) Earth and Space Sciences (ESS) domain is comprised of the following disciplinary core ideas:

MS-ESS1: Earth’s Place in the Universe

MS-ESS1.A: The Universe and Its Stars
MS-ESS1.B: Earth and the Solar System
MS-ESS1.C: The History of Planet Earth

MS-ESS2: Earth’s Systems

MS-ESS2.A: Earth’s Materials and Systems
MS-ESS2.B: Plate Tectonics and Large-Scale System Interactions
MS-ESS2.C: The Roles of Water in Earth’s Surface Processes
MS-ESS2.D: Weather and Climate

MS-ESS3 Earth and Human Activity

MS-ESS3.A: Natural Resources
MS-ESS3.B: Natural Hazards
MS-ESS3.C: Human Impacts on Earth Systems
MS-ESS3.D: Global Climate Change

Disciplinary Core Ideas in this Textbook: You will see from the textbook table of contents that this text explicitly covers all of the disciplinary core ideas for middle school Earth and Space Science.

Performance Expectation (PE)

Each disciplinary core idea is assessed according to a suite of performance expectations (PE’s). Each performance expectation is an overarching statement of what students will be expected to perform or achieve in order to demonstrate understanding of the disciplinary core idea. Performance Expectations are denoted as MS-ESS#-# where the first number indicates the associated disciplinary core idea (e.g. MS-ESS1, MS-ESS2 etc.), and the second number indicates which performance expectation, 1 of 4, 2 of 4 etc. For example, MS-ESS2-3 denotes the third performance expectation for disciplinary core idea MS-ESS2.

Each performance expectation statement itself is built around a disciplinary core idea, a science and engineering practice, and a cross-cutting concept (defined in their own boxes below).

You can find the suite of performance expectations for each disciplinary core idea here (also in the above DCI box):

ESS1: Earth’s Place in the Universe

ESS2: Earth’s Systems

ESS3: Earth and Human Activity

Performance Expectations in this Textbook: The performance expectations are addressed primarily through student tasks (e.g., activities, discussions, quizzes, journal entries). They do not necessarily appear in the same order in which they are listed in the NGSS, but all are addressed somewhere in the textbook, sometimes more than once. The yellow NGSS boxes in the chapter section summaries will be useful references if you are curious as to which performance expectations are met in a given section.

Science and Engineering Practices (Sci/Eng)

The science and engineering practices outline specific methods that are central to the scientific process of inquiry. These are strategies employed by scientists that emphasize a dimension of learning that can only come from hands-on experience and real-world practice. This is perhaps best summarized by the statement in Appendix F of the NGSS:

“Standards and performance expectations that are aligned to the framework must take into account that students cannot fully understand scientific and engineering ideas without engaging in the practices of inquiry and the discourses by which such ideas are developed and refined. At the same time, they cannot learn or show competence in practices except in the context of specific content .” (NRC Framework, 2012, p. 218)

The NGSS Framework identifies eight Science & Engineering practices:

1. Asking questions (for science) and defining problems (for engineering). “A practice of science is to ask and refine questions that lead to descriptions and explanations of how the natural and designed world works and which can be empirically tested.”

2. Developing and using models. “A practice of both science and engineering is to use and construct models as helpful tools for representing ideas and explanations. These tools include diagrams, drawings, physical replicas, mathematical representations, analogies, and computer simulations.”

3. Planning and carrying out investigations. “Scientists and engineers plan and carry out investigations in the field or laboratory, working collaboratively as well as individually. Their investigations are systematic and require clarifying what counts as data and identifying variables or parameters.”

4. Analyzing and interpreting data. “Scientific investigations produce data that must be analyzed in order to derive meaning. Because data patterns and trends are not always obvious, scientists use a range of tools—including tabulation, graphical interpretation, visualization, and statistical analysis—to identify the significant features and patterns in the data. Scientists identify sources of error in the investigations and calculate the degree of certainty in the results. Modern technology makes the collection of large data sets much easier, providing secondary sources for analysis.”

5. Using mathematics and computational thinking. “In both science and engineering, mathematics and computation are fundamental tools for representing physical variables and their relationships. They are used for a range of tasks such as constructing simulations; statistically analyzing data; and recognizing, expressing, and applying quantitative relationships.”

6. Constructing explanations (for science) and designing solutions (for engineering). “The products of science are explanations and the products of engineering are solutions.”

7. Engaging in argument from evidence. “Argumentation is the process by which explanations and solutions are reached.”

8. Obtaining, evaluating, and communicating information. “Scientists and engineers must be able to communicate clearly and persuasively the ideas and methods they generate. Critiquing and communicating ideas individually and in groups is a critical professional activity.”

Science & Engineering Practices in this Textbook: As you read through the textbook, you will see that the eight Science & Engineering Practices are all heavily emphasized throughout the textbook in both the narrative and the various student tasks. In addition, Chapter 3 of the textbook covers several of these practices in a more explicit format with the chapter’s focus on the nature of science.

Cross-cutting Concepts (CC)

Cross-cutting Concepts are more general scientific concepts that are common to all NGSS domains. Their inclusion demonstrates to students common themes that appear in all realms of scientific study (space science, physical science, life science etc.).

The NGSS Framework identifies seven Cross-cutting Concepts:

1. Patterns. Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them.

2. Cause and effect: Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in new contexts.

3. Scale, proportion, and quantity. In considering phenomena, it is critical to recognize what is relevant at different measures of size, time, and energy and to recognize how changes in scale, proportion, or quantity affect a system’s structure or performance.

4. Systems and system models. Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering.

5. Energy and matter: Flows, cycles, and conservation. Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems’ possibilities and limitations.

6. Structure and function. The way in which an object or living thing is shaped and its substructure determine many of its properties and functions.

7. Stability and change. For natural and built systems alike, conditions of stability and determinants of rates of change or evolution of a system are critical elements of study.

Cross-cutting Concepts in this Textbook: As with the Science & Engineering Practices, you will find the Cross-cutting Concepts woven into the narrative and various student tasks throughout the textbook.

Evidence Statements and Observable Features of Student Performance

How do you actually assess whether your students have met the Performance Expectations? The NGSS provides guidelines that you can use as illustrated in the following example, in which we’ll explore the evidence statement for MS-ESS2-1.

This pdf lists all the evidence statements for Middle School Earth and Space Science. To follow our example, open this and scroll down to MS-ESS2-1.

Notice the two statements that immediately follow the performance expectation (as in the example below from MS-ESS2-1):

In red and in brackets, a “clarification statement” that gives examples or elaborates on the performance expectation.
Also in red and in brackets, an “assessment boundary” in italicized text that represents the limit of what students are expected to know for large-scale, or standardized assessments, in middle school. Note that you can feel free to go beyond these in your class; you will see that the textbook often does this, particularly within optional boxes such as the “I was wondering” boxes.

Between the performance expectation statement, the clarification statement and the assessment boundary, the general scope of each performance expectation is defined. This leaves a broad range of options for classroom implementation.

Below the boxes for Science and Engineering Practices, Disciplinary Core Ideas, Crosscutting Concepts you will see “Observable features of Student Performance”.

The Evidence Statements elaborate on the performance expectations by providing a set of “Observable Features of Student Performance” in a format like that shown in the outline above.

Specifically, from the Executive Summary of Evidence Statements:

“The evidence statements were designed to articulate how students can use the practices to
demonstrate their understanding of the DCIs through the lens of the CCCs, and thus, demonstrate
proficiency on each PE.”

You can think of these “Observable Features of Student Performance” effectively as learning objectives, representing the things that students might be tested on when they take a standardized test to assess whether they have met the NGSS.

Observable Features of Student Performance in this Textbook: This textbook will give students practice at meeting the Observable Features of Student Performance through various student tasks and through the various quizzes and reviews embedded throughout the text.

NGSS VISUAL DIAGRAM

This flow chart summarizes how the NGSS domains are constructed out of disciplinary core ideas, science and engineering practices, cross cutting concepts, and performance expectations.

TEXTBOOK NAVIGATION GUIDE

We have structured the online textbook to use a few repeated themes, setting aside different activities in colored boxes that will appear throughout the chapters. Below follows an introduction explaining what these boxes are, what to expect and how to make use of the sections in your lesson planning.

Section Learning Goals

By the end of this section, you should be able to answer the following questions:

What do we mean when we say Earth is a planet?
What is our solar system?
What is a galaxy?
What is the universe?

Before you continue, take a few minutes to discuss the above Learning Goal questions in small groups or as a class. For example, you might discuss what (if anything) you already know about the answers to these questions; what you think you’ll need to learn in order to be able to answer the questions; and whether there are any aspects of the questions, or other related questions, that you are particularly interested in.

SECTION LEARNING GOALS: Each chapter subsection begins with a bulleted list of Section Learning Goals that outline the overarching goals for that subsection. Below the learning goals is a paragraph that instructs students to write down and discuss the section learning goals before beginning the chapter. Plan for 5-10 minutes to facilitate discussion of the learning goals. In this way, students have the opportunity to expand their own intuitive understanding of the upcoming chapter content. Students will have the opportunity to check their understanding at the end of each chapter, where they will be asked to revisit their personal notes on the section learning goals, and elaborate on what they learned.

Journal Entry

Activity

Show Teachers Notes

Guidance for teachers for this activity/discussion

JOURNAL ENTRY: Throughout the course, students will be expected to keep a journal. These journal entries encourage personal reflection and space for students to explore their own understanding on a range of topics throughout the chapter. Journal entries represent a "soft" assessment of skills, and should be graded on participation and effort rather than correctness. Many, but not all, journal entry prompts are structured to support the understanding of an NGSS performance expectation. You can find details about which NGSS aspects are addressed in each journal entry in the Chapter Section Summaries.

ACTIVITY: These yellow boxes appear throughout the chapter. They may contain an Activity, Group Activity, Discussion or Group Discussion. These activities are designed to directly assess an NGSS performance expectation or observable feature of student performance. You can find details about which NGSS aspects are addressed in each activity in the Chapter Section Summaries. These activities are complete with a set of "Teacher Notes" that are designed to give the instructor a scaffolding for what to expect and how to guide students through the activity. Grading rubrics for these activities are forthcoming.

Claim-Evidence-Reasoning Activity

Show Teachers Notes

Guidance for teachers for this activity/discussion

CLAIM-EVIDENCE-REASONING ACTIVITY: These activities adopt a teaching format commonly employed in classrooms around the country. A claim is presented concerning the current topics being discussed in the chapter subsection. The students' task is, then, to defend the claim with evidence from the chapter, and their best scientific reasoning. These exercises teach students how to argue from logic, a key component of science literacy. Teacher notes accompany the activity with guidance on how to evaluate student responses.

Quiz

Do the Math

I was wondering...

Wow Factor

Connections—Etymology

Key Concepts

Take It To The Next Level

QUIZ: Quizzes appear in two forms throughout the text. Quick Quizzes appear intermittently throughout the chapters as on-the-spot evaluations of student understanding of the topic being discussed in that subsection (1.1.1, 2.1.2, 3.3.2 etc.) Every chapter section (1.1, 1.2, 2.1, 3.3 etc.) concludes with a chapter review quiz that spans topics from the entire section. You can find details about which NGSS aspects are addressed in each quiz in the Chapter Section Summaries.

DO THE MATH: These blue boxes contain mathematical exercises for students. They follow the U-S-E format (Understand, Solve, Explain) to work through an example calculation, after which students are presented with a "Check Your Skills" problem where they will be asked to solve a problem that follows the example. Teachers notes with solutions are provided along with each Do The Math problem set.

I WAS WONDERING: In discussing science topics, the authors must choose to keep the scope of the content focused on what is relevant to the NGSS standards as well as the specific learning goals for each chapter. I Was Wondering boxes appear throughout out the chapters where the authors anticipate questions on the subject matter that may go beyond the scope of the intended discussion for that section. These boxes are optional, and elaborate on common questions and are designed to help curious students expand their breadth of understanding.

WOW FACTOR: These boxes elaborate on some of the more exciting topics that are encountered in the discussion of science. They are optional, and are similar to the I Was Wondering boxes in their aim to help broaden student understanding of topics in science.

CONNECTIONS: The focus of this text is science, however in many instances, topics from other disciplines feature in the discussion. Connections boxes highlight and elaborate primarily on the topics of history and etymology that are relevant to the discussion.

KEY CONCEPTS: Key Concepts highlight important topics in the text. When a particular topic is deemed to be essential for understanding, it will appear in a Key Concepts box and should be emphasized during your classroom discussion. If a student is having difficulty grasping a topic, one should review the Key Concepts topics, as the explanation provided there underpins the most important aspects of the discussion.

TAKE IT TO THE NEXT LEVEL: These are optional boxes designed to provide additional learning for precocious students. It is the author's aim to present content matter that is curated for a broad range of student capabilities and understanding. However, most classrooms have one or two exceptional students who will benefit from slightly more challenging information. The Take it to the Next Level exercises are excellent resources for keeping all students engaged with the content.