MA 2016 STE Topic Strand Map - WEATHER & CLIMATE (April 2016) Please direct comments, suggested edits, and questions to: mathsciencetech@doe.mass.edu. The standards and strand maps are available at: www.doe.mass.edu/stem/review.html (*) denotes integration of technology/engineering through a practice or core idea. Concept: HS-LS1-5. Use a model to illustrate how photosynthesis uses light energy to transform water and carbon dioxide into oxygen and chemical energy stored in the bonds of sugars and other carbohydrates. Clarification Statements: Emphasis is on illustrating inputs and outputs of matter and the transfer and transformation of energy in photosynthesis by plants and other photosynthesizing organisms. Examples of models could include diagrams, chemical equations, and conceptual models. State Assessment Boundary: Specific biochemical steps of light reactions or the Calvin Cycle, or chemical structures of molecules are not expected in state assessment. OutgoingConnection to HS-ESS2-6. Use a model to describe cycling of carbon through the ocean, atmosphere, soil, and biosphere and how increases in carbon dioxide concentrations due to human activity have resulted in atmospheric and climate changes. Concept: 8.MS-ESS2-5. Interpret basic weather data to identify patterns in air mass interactions and the relationship of those patterns to local weather. Clarification Statements: Data includes temperature, pressure, humidity, precipitation, and wind. Examples of patterns can include air masses flow from regions of high pressure to low pressure, how sudden changes in weather can result when different air masses collide. Data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through field observations or laboratory experiments. State Assessment Boundary: Specific names of cloud types or weather symbols used on weather maps are not expected in state assessment. OutgoingConnection to 8.MS-ESS2-6. Describe how interactions involving the ocean affect weather and climate on a regional scale, including the influence of the ocean temperature as mediated by energy input from the Sun and energy loss due to evaporation or redistribution via ocean currents. Clarification Statement: A regional scale includes a state or multi-state perspective. State Assessment Boundary: Koppen Climate Classification names are not expected in state assessment. IncomingConnection from 7.MS-ESS2-4. Develop a model to explain how the energy of the Sun and Earth's gravity drive the cycling of water, including changes of state, as it moves through multiple pathways in Earth's hydrosphere. Clarification Statement: Examples of models can be conceptual or physical. State Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not expected in state assessment. IncomingConnection from 3-ESS2-1. Use graphs and tables of local weather data to describe and predict typical weather during a particular season in an area. Clarification Statements: Examples of weather data could include temperature, amount and type of precipitation (e.g., rain and snow), wind direction, and wind speed. Graphical displays should focus on pictographs and bar graphs. IncomingConnection from 6.MS-PS1-7 (MA). Use a particulate model of matter to explain that density is the amount of matter (mass) in a given volume. Apply proportional reasoning to describe,calculate, and compare relative densities of different materials. IncomingConnection from 7.MS-PS3-4. Conduct an investigation to determine the relationships among the energy transferred, how well the type of matter retains or radiates heat, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. State Assessment Boundary: Calculations of specific heat or the total amount of thermal energy transferred are not expected in state assessment. Concept: ELA: W.K.2 OutgoingConnection to K-ESS3-2. Obtain and use information about weather forecasting to prepare for, and respond to, different types of local weather. Concept: 7.MS-ESS2-4. Develop a model to explain how the energy of the Sun and Earth's gravity drive the cycling of water, including changes of state, as it moves through multiple pathways in Earth's hydrosphere. Clarification Statement: Examples of models can be conceptual or physical. State Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not expected in state assessment. OutgoingConnection to 8.MS-ESS2-5. Interpret basic weather data to identify patterns in air mass interactions and the relationship of those patterns to local weather. Clarification Statements: Data includes temperature, pressure, humidity, precipitation, and wind. Examples of patterns can include air masses flow from regions of high pressure to low pressure, how sudden changes in weather can result when different air masses collide. Data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through field observations or laboratory experiments. State Assessment Boundary: Specific names of cloud types or weather symbols used on weather maps are not expected in state assessment. IncomingConnection from 5-PS1-1. Use a particle model of matter to explain common phenomena involving gases, and phase changes between gas and liquid and between liquid and solid. Clarification Statement: Examples of common phenomena the model should be able to describe include adding air to expand a balloon, compressing air in a syringe, and evaporating water from a salt water solution. State Assessment Boundary: Atomic-scale mechanisms of evaporation and condensation or defining the unseen particles are not expected in state assessment. IncomingConnection from 5-ESS2-1. Use a model to describe the cycling of water through a watershed through evaporation, precipitation, absorption, surface runoff, and condensation. State Assessment Boundary: Transpiration or explanations of mechanisms that drive the cycle are not expected in state assessment. IncomingConnection from 5-PS2-1. Support an argument with evidence that the gravitational force exerted by Earth on objects is directed toward Earth’s center. State Assessment Boundary: Mathematical representations of gravitational force are not expected in state assessment. Concept: HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s hydrosphere can create feedbacks that cause changes to other Earth systems. Clarification Statement: Examples can include how decreasing the amount of glacial ice reduces the amount of sunlight reflected from Earth’s surface, increasing surface temperatures and further reducing the amount of ice; how the loss of ground vegetation causes an increase in water runoff and soil erosion how dammed rivers increase groundwater recharge, decrease sediment transport, and increase coastal erosion; and how the loss of wetlands causes a decrease in local humidity that further reduces the wetland extent. OutgoingConnection to HS-ESS3-5. Analyze results from global climate models to describe how forecasts are made of the current rate of global or regional climate change and associated future impacts to Earth systems. Clarification Statement: Climate model outputs include both climate changes (such as precipitation and temperature) and associated impacts (such as on sea level, glacial ice volumes, or atmosphere and ocean composition). IncomingConnection from Math: 6.EE.9 IncomingConnection from HS-ESS2-6. Use a model to describe cycling of carbon through the ocean, atmosphere, soil, and biosphere and how increases in carbon dioxide concentrations due to human activity have resulted in atmospheric and climate changes. IncomingConnection from HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems over different time scales result in changes in climate. Analyze and interpret data to explain that long-term changes in Earth's tilt and orbit result in cycles of climate change such as Ice Ages. Clarification Statement: Examples of the causes of climate change differ by timescale: large volcanic eruption, ocean circulation ten to hundreds years; changes in human activity, ocean circulation, and solar output over of ten to hundreds years: changes to Earth's orbit and the orientation of its axis over ten to hundreds of thousands of years; and, long-term changes in atmospheric composition over ten to hundreds of millions of years. State Assessment Boundary: Changes in climate will be limited to changes in surface temperatures, precipitation patterns, glacial ice volumes, sea levels, and biosphere distribution in state assessment. Concept: Math: Alg 1 FIF.4 OutgoingConnection to HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems over different time scales result in changes in climate. Analyze and interpret data to explain that long-term changes in Earth's tilt and orbit result in cycles of climate change such as Ice Ages. Clarification Statement: Examples of the causes of climate change differ by timescale: large volcanic eruption, ocean circulation ten to hundreds years; changes in human activity, ocean circulation, and solar output over of ten to hundreds years: changes to Earth's orbit and the orientation of its axis over ten to hundreds of thousands of years; and, long-term changes in atmospheric composition over ten to hundreds of millions of years. State Assessment Boundary: Changes in climate will be limited to changes in surface temperatures, precipitation patterns, glacial ice volumes, sea levels, and biosphere distribution in state assessment. Concept: Math: 7.RP.2 OutgoingConnection to 7.MS-PS3-4. Conduct an investigation to determine the relationships among the energy transferred, how well the type of matter retains or radiates heat, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. State Assessment Boundary: Calculations of specific heat or the total amount of thermal energy transferred are not expected in state assessment. Concept: Math: 6.EE.9 OutgoingConnection to HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s hydrosphere can create feedbacks that cause changes to other Earth systems. Clarification Statement: Examples can include how decreasing the amount of glacial ice reduces the amount of sunlight reflected from Earth’s surface, increasing surface temperatures and further reducing the amount of ice; how the loss of ground vegetation causes an increase in water runoff and soil erosion how dammed rivers increase groundwater recharge, decrease sediment transport, and increase coastal erosion; and how the loss of wetlands causes a decrease in local humidity that further reduces the wetland extent. Concept: 3-ESS2-1. Use graphs and tables of local weather data to describe and predict typical weather during a particular season in an area. Clarification Statements: Examples of weather data could include temperature, amount and type of precipitation (e.g., rain and snow), wind direction, and wind speed. Graphical displays should focus on pictographs and bar graphs. OutgoingConnection to 8.MS-ESS2-5. Interpret basic weather data to identify patterns in air mass interactions and the relationship of those patterns to local weather. Clarification Statements: Data includes temperature, pressure, humidity, precipitation, and wind. Examples of patterns can include air masses flow from regions of high pressure to low pressure, how sudden changes in weather can result when different air masses collide. Data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through field observations or laboratory experiments. State Assessment Boundary: Specific names of cloud types or weather symbols used on weather maps are not expected in state assessment. OutgoingConnection to 3-ESS2-2. Obtain and summarize information about the climate of different regions of the world to illustrate that typical weather conditions over a year vary by region. Clarification Statement: Examples of information can include climate data (average temperature, average precipitation, average wind speed) or comparative descriptions of seasonal weather for different regions. State Assessment Boundary: An understanding of climate change is not expected in state assessment. OutgoingConnection to 3-ESS3-1. Evaluate the merit of a design solution that reduces the damage caused by weather.* Clarification Statement: Examples of design solutions to reduce weather-related damage could include a barrier to prevent flooding, a wind- resistant roof, and a lightning rod. IncomingConnection from Math: 3.MD.3 IncomingConnection from 1-ESS1-2. Analyze provided data to identify relationships among seasonal patterns of change, including relative sunrise and sunset time changes, seasonal temperature and rainfall or snowfall patterns, and seasonal changes to the environment. Clarification Statement: Examples of seasonal changes to the environment can include foliage changes, bird migration, and differences in amount of insect activity. Concept: 5-PS1-1. Use a particle model of matter to explain common phenomena involving gases, and phase changes between gas and liquid and between liquid and solid. Clarification Statement: Examples of common phenomena the model should be able to describe include adding air to expand a balloon, compressing air in a syringe, and evaporating water from a salt water solution. State Assessment Boundary: Atomic-scale mechanisms of evaporation and condensation or defining the unseen particles are not expected in state assessment. OutgoingConnection to 7.MS-ESS2-4. Develop a model to explain how the energy of the Sun and Earth's gravity drive the cycling of water, including changes of state, as it moves through multiple pathways in Earth's hydrosphere. Clarification Statement: Examples of models can be conceptual or physical. State Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not expected in state assessment. Concept: 8.MS-ESS3-5. Examine and interpret data to describe the role that human activities have played in causing the rise in global temperatures over the past century. Clarification Statements: Examples of human activities include fossil fuel combustion, deforestation, and agricultural 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. OutgoingConnection to HS-ESS2-6. Use a model to describe cycling of carbon through the ocean, atmosphere, soil, and biosphere and how increases in carbon dioxide concentrations due to human activity have resulted in atmospheric and climate changes. OutgoingConnection to HS-LS2-7. Analyze direct and indirect effects of human activities on biodiversity and ecosystem health, specifically habitat fragmentation, introduction of non-native or invasive species, over harvesting, pollution, and climate change. Evaluate and refine a solution for reducing the impacts of human activities on biodiversity and ecosystem health.* Clarification Statement: Examples of solutions can include captive breeding programs, habitat restoration, pollution mitigation, energy conservation, and ecotourism. IncomingConnection from 8.MS-ESS2-6. Describe how interactions involving the ocean affect weather and climate on a regional scale, including the influence of the ocean temperature as mediated by energy input from the Sun and energy loss due to evaporation or redistribution via ocean currents. Clarification Statement: A regional scale includes a state or multi-state perspective. State Assessment Boundary: Koppen Climate Classification names are not expected in state assessment. IncomingConnection from 4-ESS3-1. Obtain information to describe that energy and fuels humans use are derived from natural resources and that some energy and fuel sources are renewable and some are not. Clarification Statements: Examples of renewable energy resources could include wind energy, water behind dams, tides, and sunlight. Non-renewable energy resources are fossil fuels and nuclear materials. Concept: ELA: W.5.2 OutgoingConnection to 5-ESS2-1. Use a model to describe the cycling of water through a watershed through evaporation, precipitation, absorption, surface runoff, and condensation. State Assessment Boundary: Transpiration or explanations of mechanisms that drive the cycle are not expected in state assessment. Concept: K-ESS2-1. Use and share quantitative observations of local weather conditions to describe patterns over time. Clarification Statements: Examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month, and relative temperature. Quantitative observations should be limited to whole numbers. OutgoingConnection to K-ESS3-2. Obtain and use information about weather forecasting to prepare for, and respond to, different types of local weather. OutgoingConnection to 1-ESS1-2. Analyze provided data to identify relationships among seasonal patterns of change, including relative sunrise and sunset time changes, seasonal temperature and rainfall or snowfall patterns, and seasonal changes to the environment. Clarification Statement: Examples of seasonal changes to the environment can include foliage changes, bird migration, and differences in amount of insect activity. OutgoingConnection to 3-ESS3-1. Evaluate the merit of a design solution that reduces the damage caused by weather.* Clarification Statement: Examples of design solutions to reduce weather-related damage could include a barrier to prevent flooding, a wind- resistant roof, and a lightning rod. IncomingConnection from PreK-ESS2-5(MA). Describe how local weather changes from day to day and over the seasons and recognize patterns in those changes. Clarification Statement: Descriptions of the weather can include sunny, cloudy, rainy, warm, windy, and snowy. IncomingConnection from PreK-ESS2-4(MA). Use simple instruments to collect and record data on elements of daily weather, including sun or clouds, wind, snow or rain, and higher or lower temperature. IncomingConnection from Math: K.CC.1 Concept: Math: 3.MD.3 OutgoingConnection to 5-ESS2-2. Describe and graph the relative amounts of salt water in the ocean; fresh water in lakes, rivers, and ground water; and fresh water in glaciers and polar ice caps to provide evidence about the availability of fresh water in Earth's biosphere. State Assessment Boundary: Inclusion of the atmosphere is not expected in state assessment. Concept: 6.MS-PS1-7 (MA). Use a particulate model of matter to explain that density is the amount of matter (mass) in a given volume. Apply proportional reasoning to describe,calculate, and compare relative densities of different materials. OutgoingConnection to 8.MS-ESS2-5. Interpret basic weather data to identify patterns in air mass interactions and the relationship of those patterns to local weather. Clarification Statements: Data includes temperature, pressure, humidity, precipitation, and wind. Examples of patterns can include air masses flow from regions of high pressure to low pressure, how sudden changes in weather can result when different air masses collide. Data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through field observations or laboratory experiments. State Assessment Boundary: Specific names of cloud types or weather symbols used on weather maps are not expected in state assessment. IncomingConnection from Math: 6.RP.3(MA) Concept: 3-ESS3-1. Evaluate the merit of a design solution that reduces the damage caused by weather.* Clarification Statement: Examples of design solutions to reduce weather-related damage could include a barrier to prevent flooding, a wind- resistant roof, and a lightning rod. IncomingConnection from 3-ESS2-1. Use graphs and tables of local weather data to describe and predict typical weather during a particular season in an area. Clarification Statements: Examples of weather data could include temperature, amount and type of precipitation (e.g., rain and snow), wind direction, and wind speed. Graphical displays should focus on pictographs and bar graphs. IncomingConnection from K-ESS2-1. Use and share quantitative observations of local weather conditions to describe patterns over time. Clarification Statements: Examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month, and relative temperature. Quantitative observations should be limited to whole numbers. Concept: ELA: 9-10.WHST.1 OutgoingConnection to HS-ESS3-1. Construct an explanation based on evidence for how the availability of key natural resources and changes due to variations in climate have influenced human activity. Clarification Statements: Examples of key natural resources include access to fresh water (such as rivers, lakes, and groundwater), regions of fertile soils (such as river deltas), high concentrations of minerals and fossil fuels, and biotic resources (such as fisheries and forests). Examples of changes due to variations in climate include changes to sea level and regional patterns of temperature and precipitation. Concept: ELA: W.5.9 OutgoingConnection to 5-PS2-1. Support an argument with evidence that the gravitational force exerted by Earth on objects is directed toward Earth’s center. State Assessment Boundary: Mathematical representations of gravitational force are not expected in state assessment. Concept: 5-ESS2-1. Use a model to describe the cycling of water through a watershed through evaporation, precipitation, absorption, surface runoff, and condensation. State Assessment Boundary: Transpiration or explanations of mechanisms that drive the cycle are not expected in state assessment. OutgoingConnection to 7.MS-ESS2-4. Develop a model to explain how the energy of the Sun and Earth's gravity drive the cycling of water, including changes of state, as it moves through multiple pathways in Earth's hydrosphere. Clarification Statement: Examples of models can be conceptual or physical. State Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not expected in state assessment. IncomingConnection from ELA: W.5.2 IncomingConnection from 5-ESS2-2. Describe and graph the relative amounts of salt water in the ocean; fresh water in lakes, rivers, and ground water; and fresh water in glaciers and polar ice caps to provide evidence about the availability of fresh water in Earth's biosphere. State Assessment Boundary: Inclusion of the atmosphere is not expected in state assessment. Concept: PreK-ESS2-6(MA). Provide examples of the impact of weather on living things. Clarification Statement: Make connections between the weather and what they wear and can do and the weather and the needs of plants and animals for water and shelter. IncomingConnection from PreK-ESS2-5(MA). Describe how local weather changes from day to day and over the seasons and recognize patterns in those changes. Clarification Statement: Descriptions of the weather can include sunny, cloudy, rainy, warm, windy, and snowy. Concept: 3-ESS2-2. Obtain and summarize information about the climate of different regions of the world to illustrate that typical weather conditions over a year vary by region. Clarification Statement: Examples of information can include climate data (average temperature, average precipitation, average wind speed) or comparative descriptions of seasonal weather for different regions. State Assessment Boundary: An understanding of climate change is not expected in state assessment. OutgoingConnection to 3-LS4-4. Analyze and interpret given data about changes in a habitat and describe how the changes may affect the ability of organisms that live in that habitat to survive and reproduce. Clarification Statements: Environmental changes should include changes to landforms, distribution of water, climate, and availability of resources. Changes in the environment could range in time from a season to a decade. While it is understood that ecological changes are complex, the focus should be on a single change to the habitat. OutgoingConnection to 8.MS-ESS2-6. Describe how interactions involving the ocean affect weather and climate on a regional scale, including the influence of the ocean temperature as mediated by energy input from the Sun and energy loss due to evaporation or redistribution via ocean currents. Clarification Statement: A regional scale includes a state or multi-state perspective. State Assessment Boundary: Koppen Climate Classification names are not expected in state assessment. IncomingConnection from 3-ESS2-1. Use graphs and tables of local weather data to describe and predict typical weather during a particular season in an area. Clarification Statements: Examples of weather data could include temperature, amount and type of precipitation (e.g., rain and snow), wind direction, and wind speed. Graphical displays should focus on pictographs and bar graphs. IncomingConnection from ELA: W.3.7 Concept: 5-PS2-1. Support an argument with evidence that the gravitational force exerted by Earth on objects is directed toward Earth’s center. State Assessment Boundary: Mathematical representations of gravitational force are not expected in state assessment. OutgoingConnection to 7.MS-ESS2-4. Develop a model to explain how the energy of the Sun and Earth's gravity drive the cycling of water, including changes of state, as it moves through multiple pathways in Earth's hydrosphere. Clarification Statement: Examples of models can be conceptual or physical. State Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not expected in state assessment. IncomingConnection from ELA: W.5.9 Concept: ELA: W.3.7 OutgoingConnection to 3-ESS2-2. Obtain and summarize information about the climate of different regions of the world to illustrate that typical weather conditions over a year vary by region. Clarification Statement: Examples of information can include climate data (average temperature, average precipitation, average wind speed) or comparative descriptions of seasonal weather for different regions. State Assessment Boundary: An understanding of climate change is not expected in state assessment. Concept: 8.MS-ESS2-6. Describe how interactions involving the ocean affect weather and climate on a regional scale, including the influence of the ocean temperature as mediated by energy input from the Sun and energy loss due to evaporation or redistribution via ocean currents. Clarification Statement: A regional scale includes a state or multi-state perspective. State Assessment Boundary: Koppen Climate Classification names are not expected in state assessment. OutgoingConnection to HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems over different time scales result in changes in climate. Analyze and interpret data to explain that long-term changes in Earth's tilt and orbit result in cycles of climate change such as Ice Ages. Clarification Statement: Examples of the causes of climate change differ by timescale: large volcanic eruption, ocean circulation ten to hundreds years; changes in human activity, ocean circulation, and solar output over of ten to hundreds years: changes to Earth's orbit and the orientation of its axis over ten to hundreds of thousands of years; and, long-term changes in atmospheric composition over ten to hundreds of millions of years. State Assessment Boundary: Changes in climate will be limited to changes in surface temperatures, precipitation patterns, glacial ice volumes, sea levels, and biosphere distribution in state assessment. OutgoingConnection to HS-ESS3-1. Construct an explanation based on evidence for how the availability of key natural resources and changes due to variations in climate have influenced human activity. Clarification Statements: Examples of key natural resources include access to fresh water (such as rivers, lakes, and groundwater), regions of fertile soils (such as river deltas), high concentrations of minerals and fossil fuels, and biotic resources (such as fisheries and forests). Examples of changes due to variations in climate include changes to sea level and regional patterns of temperature and precipitation. OutgoingConnection to 8.MS-ESS3-5. Examine and interpret data to describe the role that human activities have played in causing the rise in global temperatures over the past century. Clarification Statements: Examples of human activities include fossil fuel combustion, deforestation, and agricultural 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. IncomingConnection from 8.MS-ESS2-5. Interpret basic weather data to identify patterns in air mass interactions and the relationship of those patterns to local weather. Clarification Statements: Data includes temperature, pressure, humidity, precipitation, and wind. Examples of patterns can include air masses flow from regions of high pressure to low pressure, how sudden changes in weather can result when different air masses collide. Data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through field observations or laboratory experiments. State Assessment Boundary: Specific names of cloud types or weather symbols used on weather maps are not expected in state assessment. IncomingConnection from 3-ESS2-2. Obtain and summarize information about the climate of different regions of the world to illustrate that typical weather conditions over a year vary by region. Clarification Statement: Examples of information can include climate data (average temperature, average precipitation, average wind speed) or comparative descriptions of seasonal weather for different regions. State Assessment Boundary: An understanding of climate change is not expected in state assessment. Concept: Math: 1.MD.4 OutgoingConnection to 1-ESS1-2. Analyze provided data to identify relationships among seasonal patterns of change, including relative sunrise and sunset time changes, seasonal temperature and rainfall or snowfall patterns, and seasonal changes to the environment. Clarification Statement: Examples of seasonal changes to the environment can include foliage changes, bird migration, and differences in amount of insect activity. Concept: Math: 6.RP.3(MA) OutgoingConnection to 6.MS-PS1-7 (MA). Use a particulate model of matter to explain that density is the amount of matter (mass) in a given volume. Apply proportional reasoning to describe,calculate, and compare relative densities of different materials. Concept: HS-ESS3-1. Construct an explanation based on evidence for how the availability of key natural resources and changes due to variations in climate have influenced human activity. Clarification Statements: Examples of key natural resources include access to fresh water (such as rivers, lakes, and groundwater), regions of fertile soils (such as river deltas), high concentrations of minerals and fossil fuels, and biotic resources (such as fisheries and forests). Examples of changes due to variations in climate include changes to sea level and regional patterns of temperature and precipitation. IncomingConnection from ELA: 9-10.WHST.1 IncomingConnection from 8.MS-ESS2-6. Describe how interactions involving the ocean affect weather and climate on a regional scale, including the influence of the ocean temperature as mediated by energy input from the Sun and energy loss due to evaporation or redistribution via ocean currents. Clarification Statement: A regional scale includes a state or multi-state perspective. State Assessment Boundary: Koppen Climate Classification names are not expected in state assessment. Concept: Math: 3.MD.3 OutgoingConnection to 3-ESS2-1. Use graphs and tables of local weather data to describe and predict typical weather during a particular season in an area. Clarification Statements: Examples of weather data could include temperature, amount and type of precipitation (e.g., rain and snow), wind direction, and wind speed. Graphical displays should focus on pictographs and bar graphs. Concept: HS-ESS2-6. Use a model to describe cycling of carbon through the ocean, atmosphere, soil, and biosphere and how increases in carbon dioxide concentrations due to human activity have resulted in atmospheric and climate changes. OutgoingConnection to HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s hydrosphere can create feedbacks that cause changes to other Earth systems. Clarification Statement: Examples can include how decreasing the amount of glacial ice reduces the amount of sunlight reflected from Earth’s surface, increasing surface temperatures and further reducing the amount of ice; how the loss of ground vegetation causes an increase in water runoff and soil erosion how dammed rivers increase groundwater recharge, decrease sediment transport, and increase coastal erosion; and how the loss of wetlands causes a decrease in local humidity that further reduces the wetland extent. IncomingConnection from HS-LS1-5. Use a model to illustrate how photosynthesis uses light energy to transform water and carbon dioxide into oxygen and chemical energy stored in the bonds of sugars and other carbohydrates. Clarification Statements: Emphasis is on illustrating inputs and outputs of matter and the transfer and transformation of energy in photosynthesis by plants and other photosynthesizing organisms. Examples of models could include diagrams, chemical equations, and conceptual models. State Assessment Boundary: Specific biochemical steps of light reactions or the Calvin Cycle, or chemical structures of molecules are not expected in state assessment. IncomingConnection from 8.MS-ESS3-5. Examine and interpret data to describe the role that human activities have played in causing the rise in global temperatures over the past century. Clarification Statements: Examples of human activities include fossil fuel combustion, deforestation, and agricultural 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. Concept: 8.MS-ESS1-1b. Develop and use a model of the Earth-Sun system to explain the cyclical pattern of seasons, which includes the Earth’s tilt and differential intensity of sunlight on different areas of Earth across the year. Clarification Statement: Examples of models can be physical or graphical. OutgoingConnection to HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems over different time scales result in changes in climate. Analyze and interpret data to explain that long-term changes in Earth's tilt and orbit result in cycles of climate change such as Ice Ages. Clarification Statement: Examples of the causes of climate change differ by timescale: large volcanic eruption, ocean circulation ten to hundreds years; changes in human activity, ocean circulation, and solar output over of ten to hundreds years: changes to Earth's orbit and the orientation of its axis over ten to hundreds of thousands of years; and, long-term changes in atmospheric composition over ten to hundreds of millions of years. State Assessment Boundary: Changes in climate will be limited to changes in surface temperatures, precipitation patterns, glacial ice volumes, sea levels, and biosphere distribution in state assessment. Concept: HS-LS2-7. Analyze direct and indirect effects of human activities on biodiversity and ecosystem health, specifically habitat fragmentation, introduction of non-native or invasive species, over harvesting, pollution, and climate change. Evaluate and refine a solution for reducing the impacts of human activities on biodiversity and ecosystem health.* Clarification Statement: Examples of solutions can include captive breeding programs, habitat restoration, pollution mitigation, energy conservation, and ecotourism. IncomingConnection from 8.MS-ESS3-5. Examine and interpret data to describe the role that human activities have played in causing the rise in global temperatures over the past century. Clarification Statements: Examples of human activities include fossil fuel combustion, deforestation, and agricultural 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. IncomingConnection from ELA: 9-10.RST.8 Concept: ELA: 9-10.WHST.2 OutgoingConnection to HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems over different time scales result in changes in climate. Analyze and interpret data to explain that long-term changes in Earth's tilt and orbit result in cycles of climate change such as Ice Ages. Clarification Statement: Examples of the causes of climate change differ by timescale: large volcanic eruption, ocean circulation ten to hundreds years; changes in human activity, ocean circulation, and solar output over of ten to hundreds years: changes to Earth's orbit and the orientation of its axis over ten to hundreds of thousands of years; and, long-term changes in atmospheric composition over ten to hundreds of millions of years. State Assessment Boundary: Changes in climate will be limited to changes in surface temperatures, precipitation patterns, glacial ice volumes, sea levels, and biosphere distribution in state assessment. Concept: 7.MS-PS3-4. Conduct an investigation to determine the relationships among the energy transferred, how well the type of matter retains or radiates heat, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. State Assessment Boundary: Calculations of specific heat or the total amount of thermal energy transferred are not expected in state assessment. OutgoingConnection to 8.MS-ESS2-5. Interpret basic weather data to identify patterns in air mass interactions and the relationship of those patterns to local weather. Clarification Statements: Data includes temperature, pressure, humidity, precipitation, and wind. Examples of patterns can include air masses flow from regions of high pressure to low pressure, how sudden changes in weather can result when different air masses collide. Data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through field observations or laboratory experiments. State Assessment Boundary: Specific names of cloud types or weather symbols used on weather maps are not expected in state assessment. IncomingConnection from Math: 7.RP.2 Concept: 1-ESS1-2. Analyze provided data to identify relationships among seasonal patterns of change, including relative sunrise and sunset time changes, seasonal temperature and rainfall or snowfall patterns, and seasonal changes to the environment. Clarification Statement: Examples of seasonal changes to the environment can include foliage changes, bird migration, and differences in amount of insect activity. OutgoingConnection to 3-ESS2-1. Use graphs and tables of local weather data to describe and predict typical weather during a particular season in an area. Clarification Statements: Examples of weather data could include temperature, amount and type of precipitation (e.g., rain and snow), wind direction, and wind speed. Graphical displays should focus on pictographs and bar graphs. IncomingConnection from K-ESS2-1. Use and share quantitative observations of local weather conditions to describe patterns over time. Clarification Statements: Examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month, and relative temperature. Quantitative observations should be limited to whole numbers. IncomingConnection from Math: 1.MD.4 Concept: HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems over different time scales result in changes in climate. Analyze and interpret data to explain that long-term changes in Earth's tilt and orbit result in cycles of climate change such as Ice Ages. Clarification Statement: Examples of the causes of climate change differ by timescale: large volcanic eruption, ocean circulation ten to hundreds years; changes in human activity, ocean circulation, and solar output over of ten to hundreds years: changes to Earth's orbit and the orientation of its axis over ten to hundreds of thousands of years; and, long-term changes in atmospheric composition over ten to hundreds of millions of years. State Assessment Boundary: Changes in climate will be limited to changes in surface temperatures, precipitation patterns, glacial ice volumes, sea levels, and biosphere distribution in state assessment. OutgoingConnection to HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s hydrosphere can create feedbacks that cause changes to other Earth systems. Clarification Statement: Examples can include how decreasing the amount of glacial ice reduces the amount of sunlight reflected from Earth’s surface, increasing surface temperatures and further reducing the amount of ice; how the loss of ground vegetation causes an increase in water runoff and soil erosion how dammed rivers increase groundwater recharge, decrease sediment transport, and increase coastal erosion; and how the loss of wetlands causes a decrease in local humidity that further reduces the wetland extent. IncomingConnection from Math: Alg 1 FIF.4 IncomingConnection from 8.MS-ESS2-6. Describe how interactions involving the ocean affect weather and climate on a regional scale, including the influence of the ocean temperature as mediated by energy input from the Sun and energy loss due to evaporation or redistribution via ocean currents. Clarification Statement: A regional scale includes a state or multi-state perspective. State Assessment Boundary: Koppen Climate Classification names are not expected in state assessment. IncomingConnection from 8.MS-ESS1-1b. Develop and use a model of the Earth-Sun system to explain the cyclical pattern of seasons, which includes the Earth’s tilt and differential intensity of sunlight on different areas of Earth across the year. Clarification Statement: Examples of models can be physical or graphical. IncomingConnection from ELA: 9-10.WHST.2 Concept: PreK-ESS2-5(MA). Describe how local weather changes from day to day and over the seasons and recognize patterns in those changes. Clarification Statement: Descriptions of the weather can include sunny, cloudy, rainy, warm, windy, and snowy. OutgoingConnection to K-ESS2-1. Use and share quantitative observations of local weather conditions to describe patterns over time. Clarification Statements: Examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month, and relative temperature. Quantitative observations should be limited to whole numbers. OutgoingConnection to PreK-ESS2-6(MA). Provide examples of the impact of weather on living things. Clarification Statement: Make connections between the weather and what they wear and can do and the weather and the needs of plants and animals for water and shelter. OutgoingConnection to PreK-ESS2-4(MA). Use simple instruments to collect and record data on elements of daily weather, including sun or clouds, wind, snow or rain, and higher or lower temperature. Concept: HS-ESS3-5. Analyze results from global climate models to describe how forecasts are made of the current rate of global or regional climate change and associated future impacts to Earth systems. Clarification Statement: Climate model outputs include both climate changes (such as precipitation and temperature) and associated impacts (such as on sea level, glacial ice volumes, or atmosphere and ocean composition). IncomingConnection from HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s hydrosphere can create feedbacks that cause changes to other Earth systems. Clarification Statement: Examples can include how decreasing the amount of glacial ice reduces the amount of sunlight reflected from Earth’s surface, increasing surface temperatures and further reducing the amount of ice; how the loss of ground vegetation causes an increase in water runoff and soil erosion how dammed rivers increase groundwater recharge, decrease sediment transport, and increase coastal erosion; and how the loss of wetlands causes a decrease in local humidity that further reduces the wetland extent. IncomingConnection from ELA: 9-10.RST.8 Concept: K-ESS3-2. Obtain and use information about weather forecasting to prepare for, and respond to, different types of local weather. IncomingConnection from ELA: W.K.2 IncomingConnection from K-ESS2-1. Use and share quantitative observations of local weather conditions to describe patterns over time. Clarification Statements: Examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month, and relative temperature. Quantitative observations should be limited to whole numbers. Concept: PreK-ESS2-4(MA). Use simple instruments to collect and record data on elements of daily weather, including sun or clouds, wind, snow or rain, and higher or lower temperature. OutgoingConnection to K-ESS2-1. Use and share quantitative observations of local weather conditions to describe patterns over time. Clarification Statements: Examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month, and relative temperature. Quantitative observations should be limited to whole numbers. IncomingConnection from PreK-ESS2-5(MA). Describe how local weather changes from day to day and over the seasons and recognize patterns in those changes. Clarification Statement: Descriptions of the weather can include sunny, cloudy, rainy, warm, windy, and snowy. Concept: 4-ESS3-1. Obtain information to describe that energy and fuels humans use are derived from natural resources and that some energy and fuel sources are renewable and some are not. Clarification Statements: Examples of renewable energy resources could include wind energy, water behind dams, tides, and sunlight. Non-renewable energy resources are fossil fuels and nuclear materials. OutgoingConnection to 8.MS-ESS3-5. Examine and interpret data to describe the role that human activities have played in causing the rise in global temperatures over the past century. Clarification Statements: Examples of human activities include fossil fuel combustion, deforestation, and agricultural 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. Concept: 3-LS4-4. Analyze and interpret given data about changes in a habitat and describe how the changes may affect the ability of organisms that live in that habitat to survive and reproduce. Clarification Statements: Environmental changes should include changes to landforms, distribution of water, climate, and availability of resources. Changes in the environment could range in time from a season to a decade. While it is understood that ecological changes are complex, the focus should be on a single change to the habitat. IncomingConnection from 3-ESS2-2. Obtain and summarize information about the climate of different regions of the world to illustrate that typical weather conditions over a year vary by region. Clarification Statement: Examples of information can include climate data (average temperature, average precipitation, average wind speed) or comparative descriptions of seasonal weather for different regions. State Assessment Boundary: An understanding of climate change is not expected in state assessment. Concept: Math: K.CC.1 OutgoingConnection to K-ESS2-1. Use and share quantitative observations of local weather conditions to describe patterns over time. Clarification Statements: Examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month, and relative temperature. Quantitative observations should be limited to whole numbers. Concept: 5-ESS2-2. Describe and graph the relative amounts of salt water in the ocean; fresh water in lakes, rivers, and ground water; and fresh water in glaciers and polar ice caps to provide evidence about the availability of fresh water in Earth's biosphere. State Assessment Boundary: Inclusion of the atmosphere is not expected in state assessment. OutgoingConnection to 5-ESS2-1. Use a model to describe the cycling of water through a watershed through evaporation, precipitation, absorption, surface runoff, and condensation. State Assessment Boundary: Transpiration or explanations of mechanisms that drive the cycle are not expected in state assessment. IncomingConnection from Math: 3.MD.3 Concept: ELA: 9-10.RST.8 OutgoingConnection to HS-LS2-7. Analyze direct and indirect effects of human activities on biodiversity and ecosystem health, specifically habitat fragmentation, introduction of non-native or invasive species, over harvesting, pollution, and climate change. Evaluate and refine a solution for reducing the impacts of human activities on biodiversity and ecosystem health.* Clarification Statement: Examples of solutions can include captive breeding programs, habitat restoration, pollution mitigation, energy conservation, and ecotourism. OutgoingConnection to HS-ESS3-5. Analyze results from global climate models to describe how forecasts are made of the current rate of global or regional climate change and associated future impacts to Earth systems. Clarification Statement: Climate model outputs include both climate changes (such as precipitation and temperature) and associated impacts (such as on sea level, glacial ice volumes, or atmosphere and ocean composition).