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Next Generation Science Standards

Next Generation Science Standards (NGSS)

Middle School Science – 8th Grade (Ms.  Hensley)


MS Earth’s Systems

Students who demonstrate understanding can:

08-MS-ESS3-1.  Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral/energy/groundwater resources are the result of past/current geoscience processes. [Clarification Statement: Emphasis is on how these resources are limited/typically non-renewable/how their distributions are significantly changing as a result of removal by humans. Examples of uneven distributions of resources as a result of past processes include but are not limited to petroleum (locations of the burial of organic marine sediments/subsequent geologic traps), metal ores (locations of past volcanic and hydrothermal activity associated with subduction zones), and soil.


MS Energy

Students who demonstrate understanding can:

08-MS-PS3-5     Construct, use and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. [Clarification Statement: Examples of emperical evidence used in arguments could include an inventory or other prepresentation of the energy before and after the transfer in the form of temperature changes or motion of object.]


MS History of Earth

Students who demonstrate understanding can: 

08-MS-ESS1-4.   Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. [Clarification Statement: Emphasis is on how analyses of rock formations/fossils they contain are used to establish relative ages of major events in Earth’s history. Examples of Earth’s major events could range from being very recent (such as the last Ice Age or the earliest fossils of homo sapiens) to very old (such as the formation of Earth or the earliest evidence of life). Examples can include the formation of mountain chains/ocean basins/evolution/extinction of particular living organisms/significant volcanic eruptions.] [Assessment Boundary: Assessment does not include recalling the names of specific periods or epochs and events within them.]


MS Human Impacts

Students who demonstrate understanding can: 

08-MS-ESS3-2.   Analyze/interpret data on natural hazards to forecast future catastrophic events/inform the development of technologies to mitigate their effects. [Clarification Statement: Emphasis is on how some natural hazards, such as volcanic eruptions/severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice/thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes/volcanic eruptions), surface processes (such as mass wasting/tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods). Examples of data can include the locations, magnitudes/frequencies of the natural hazards. Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires) or local (such as building basements in tornado-prone regions/reservoirs to mitigate droughts).]

08-MS-ESS3-3.   Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* [Clarification Statement: Examples of the design process include examining human environmental) impacts/assessing the kinds of solutions that are feasible, and esigning/evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams/aquifers or the construction of dams/levees), land usage (such as urban development/agriculture/or the removal of wetlands), and pollution (such as of the air, water, or land).]

08-MS-ESS3-4.   Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. [Clarification Statement: Examples of evidence include grade-appropriate databases on human populations and the rates of consumption of food and natural resources (such as freshwater, mineral, and energy). Examples of impacts can include changes to the appearance, composition, and structure of Earth’s systems as well as the rates at which they change. The consequences of increases in human populations and consumption of natural resources are described by science, but science does not make the decisions for the actions society takes.]


MS Weather and Climate

Students who demonstrate understanding can: 

08- MS-ESS3-5.  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 human 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.]