2016 MA STE PreK-5 Physical Science and Technology/Engineering Strand Map (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: 4-PS3-2. Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents. State Assessment Boundary: Quantitative measurements of energy are not expected in state assessment. OutgoingConnection to 7.MS-ESS2-4 OutgoingConnection to 7.MS-PS3-6(MA) OutgoingConnection to 5-LS1.1 OutgoingConnection to 4-ESS3-1 OutgoingConnection to 4-PS3-4. Apply scientific principles of energy and motion to test and refine a device that converts motion energy to electrical energy or uses stored energy to cause motion or produce light or sound.* Clarification Statement: Sources of stored energy can include water in a bucket or a weight suspended at a height, and a battery. OutgoingConnection to 6.MS-PS1-6 IncomingConnection from K-PS3-1. Make observations to determine that sunlight warms materials on Earth’s surface. Clarification Statements: Examples of materials on Earth’s surface could include sand, soil, rocks, and water. Measures of temperature should be limited to relative measures such as warmer/cooler. IncomingConnection from 1-PS4-1. Demonstrate that vibrating materials can make sound and that sound can make materials vibrate. Clarification Statements: Examples of vibrating materials that make sound could include tuning forks, a stretched string or rubber band, and a drum head. Examples of how sound can make materials vibrate could include holding a piece of paper near a speaker making sound and holding an object near a vibrating tuning fork. IncomingConnection from 1-PS4-3. Conduct an investigation to determine the effect of placing materials that allow light to pass through them, allow only some light through them, block all the light, or redirect light when put in the path of a beam of light. Clarification Statements: Effects can include some or all light passing through, creation of a shadow, and redirecting light. Quantitative measures are not expected. IncomingConnection from 4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when objects collide. Clarification Statement: Changes in energy can include a change in the object's motion, position, and the generation of heat and/or sound. State Assessment Boundary: Analysis of forces or quantitative measurements of energy are not expected in state assessment. Concept: 4.3-5-ETS1-3. Plan and carry out tests of one or more elements of a model or prototype in which variables are controlled and failure points are considered to identify which elements need to be improved. Apply the results of tests to redesign a model or prototype.* OutgoingConnection to 4-PS3-4. Apply scientific principles of energy and motion to test and refine a device that converts motion energy to electrical energy or uses stored energy to cause motion or produce light or sound.* Clarification Statement: Sources of stored energy can include water in a bucket or a weight suspended at a height, and a battery. OutgoingConnection to 5-ESS3-2(MA) OutgoingConnection to 7.MS-ETS1-4 IncomingConnection from 4.3-5-ETS1-5(MA). Evaluate relevant design features that must be considered in building a model or prototype of a solution to a given design problem.* Clarification Statement: Examples of design features can include size, shape, and weight. Concept: 5-PS1-3. Make observations and measurements of substances to describe characteristic properties of each, including color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility. Clarification Statements: Emphasis is on describing how each substance has as unique set of properties. Examples of substances could include baking soda and other powders, metals, minerals, and liquids. State Assessment Boundary: Density, distinguishing mass and weight, or specific tests or procedures are not expected in state assessment. OutgoingConnection to 5-PS1-4. Conduct an experiment to determine whether the mixing of two or more substances results in new substances with new properties. OutgoingConnection to 6.MS-ETS2-1 IncomingConnection from 2-PS1-1. Describe and classify different kinds of materials by observable properties of color, flexibility, hardness, texture and absorbency. IncomingConnection from Math: 4-MD.1 Concept: 7.MS-ETS3-5 IncomingConnection from 5.3-5-ETS3-1(MA). Use informational text to provide examples of improvements to existing technologies (innovations) and the development of new technologies (inventions). Recognize that technology is any modification of the natural or designed world done to fulfill human needs or wants. Concept: Math: 2.MD.D.10 OutgoingConnection to 2-PS3-1(MA). Design and conduct an experiment to show the effects of friction on the relative temperature and speed of objects that rub against each other. Clarification Statements: Examples could include an object sliding on rough vs. smooth surfaces. Observations of temperature and speed should be qualitative. Concept: Math: PK.MD.B.MA3, K.MD.B.3 OutgoingConnection to 2-PS1-1. Describe and classify different kinds of materials by observable properties of color, flexibility, hardness, texture and absorbency. Concept: 6.MS-ETS1-1 IncomingConnection from 3.3-5-ETS1-1. Define a simple design problem that reflects a need or a want. Include criteria for success and constraints on materials, time, or cost that a potential solution must meet.* Concept: PreK-PS4-2(MA). Connect daily experience and investigations to demonstrate the relationships between the size and shape of shadows, the objects creating the shadow, and the light source. OutgoingConnection to 1-PS4-3. Conduct an investigation to determine the effect of placing materials that allow light to pass through them, allow only some light through them, block all the light, or redirect light when put in the path of a beam of light. Clarification Statements: Effects can include some or all light passing through, creation of a shadow, and redirecting light. Quantitative measures are not expected. Concept: PreK-PS2-1(MA). Using evidence, discuss ideas about what is making something move the way it does and how some movements can be controlled. OutgoingConnection to K-PS2-1. Compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. Clarification Statements: Examples of pushes or pulls could include a string attached to an object being pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding and pushing on each other. Comparisons should be on different relative strengths or different directions, not both at the same time. Non-contact pushes or pulls such as those produced by magnets are not expected. IncomingConnection from ELA: SL.PK.6 Concept: 5-LS2-2(MA) IncomingConnection from 4.3-5-ETS1-5(MA). Evaluate relevant design features that must be considered in building a model or prototype of a solution to a given design problem.* Clarification Statement: Examples of design features can include size, shape, and weight. Concept: 5-ESS2-1 IncomingConnection from 5-PS1-1. Use a model of matter as made of particles too small to be seen 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. Concept: 6.MS-PS1-6 IncomingConnection from 4-PS3-2. Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents. State Assessment Boundary: Quantitative measurements of energy are not expected in state assessment. Concept: 2.K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same design problem to compare the strengths and weaknesses of how each object performs.* Clarification Statements: Data can include observations and be either qualitative or quantitative. Examples can include how different objects insulate cold water or how different types of grocery bags perform. OutgoingConnection to 2-PS1-2. Test different materials and analyze the data obtained to determine which materials have the properties that are best suited for an intended purpose.* Clarification Statements: Examples of properties could include color, flexibility, hardness, texture, and absorbency. Data should focus on qualitative and relative observations. OutgoingConnection to 2-ESS2-1 IncomingConnection from 1.K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change that can be solved by developing or improving an object or tool.* IncomingConnection from Math: 1.MD.C.4 Concept: 7.MS-ESS2-4 IncomingConnection from 4-PS3-2. Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents. State Assessment Boundary: Quantitative measurements of energy are not expected in state assessment. Concept: HS-PS3-3 IncomingConnection from 4-PS3-4. Apply scientific principles of energy and motion to test and refine a device that converts motion energy to electrical energy or uses stored energy to cause motion or produce light or sound.* Clarification Statement: Sources of stored energy can include water in a bucket or a weight suspended at a height, and a battery. Concept: 7.S-LS2-7(MA) IncomingConnection from 5-PS3-1. Use a model to describe that the food animals digest (a) contains energy that was once energy from the sun, and (b) provides energy and materials for body repair, growth, motion, body warmth, and reproduction. Clarification Statement: Examples of models could include diagrams and flow charts. State Assessment Boundary: Details of photosynthesis or respiration are not expected in state assessment. Concept: Math: 3-MD.A.2 OutgoingConnection to 5-PS1-1. Use a model of matter as made of particles too small to be seen 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. Concept: K-PS3-2. Use tools and materials to design and build a model of a structure that will reduce the warming effect of sunlight on an area.* IncomingConnection from K-PS3-1. Make observations to determine that sunlight warms materials on Earth’s surface. Clarification Statements: Examples of materials on Earth’s surface could include sand, soil, rocks, and water. Measures of temperature should be limited to relative measures such as warmer/cooler. Concept: ELA: SL.PK.6 OutgoingConnection to PreK-PS2-1(MA). Using evidence, discuss ideas about what is making something move the way it does and how some movements can be controlled. Concept: K-PS3-1. Make observations to determine that sunlight warms materials on Earth’s surface. Clarification Statements: Examples of materials on Earth’s surface could include sand, soil, rocks, and water. Measures of temperature should be limited to relative measures such as warmer/cooler. OutgoingConnection to 4-PS3-2. Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents. State Assessment Boundary: Quantitative measurements of energy are not expected in state assessment. OutgoingConnection to K-PS3-2. Use tools and materials to design and build a model of a structure that will reduce the warming effect of sunlight on an area.* Concept: 4-PS4-2. Develop a model to describe that light must reflect off an object and enter the eye for the object to be seen. State Assessment Boundary: Specific colors reflected and seen, the cellular mechanisms of vision, or how the retina works are not expected in state assessment. OutgoingConnection to 6.MS-PS4-2 IncomingConnection from 1-PS4-3. Conduct an investigation to determine the effect of placing materials that allow light to pass through them, allow only some light through them, block all the light, or redirect light when put in the path of a beam of light. Clarification Statements: Effects can include some or all light passing through, creation of a shadow, and redirecting light. Quantitative measures are not expected. Concept: ELA: 1.SL.3 OutgoingConnection to 4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when objects collide. Clarification Statement: Changes in energy can include a change in the object's motion, position, and the generation of heat and/or sound. State Assessment Boundary: Analysis of forces or quantitative measurements of energy are not expected in state assessment. Concept: Math: PK-MD.MA.3 OutgoingConnection to PreK-PS1-3(MA). Differentiate between the properties of an object and those of the material of which it is made. Concept: 4-PS4-1. Develop a model of a simple wave to communicate that waves (a) are regular patterns of motion along which energy travels and (b) can differ in amplitude and wavelength. Clarification Statements: Examples of models could include diagrams, analogies, and physical models using wire to illustrate wavelength and amplitude of waves. Focus is on mechanical waves (including sound). State Assessment Boundary: Interference effects, electromagnetic waves, non-periodic waves, or quantitative models of amplitude and wavelength are not expected in state assessment. OutgoingConnection to 6.MS-PS4-3 OutgoingConnection to 6.MS-PS4-1 IncomingConnection from Math: 4-G.3 Concept: 6.MS-PS4-3 IncomingConnection from 4-PS4-1. Develop a model of a simple wave to communicate that waves (a) are regular patterns of motion along which energy travels and (b) can differ in amplitude and wavelength. Clarification Statements: Examples of models could include diagrams, analogies, and physical models using wire to illustrate wavelength and amplitude of waves. Focus is on mechanical waves (including sound). State Assessment Boundary: Interference effects, electromagnetic waves, non-periodic waves, or quantitative models of amplitude and wavelength are not expected in state assessment. Concept: 7.MS-ETS1-2 IncomingConnection from 3.3-5-ETS1-2. Generate several possible solutions to a design problem. Compare each solution based on how well each is likely to meet the criteria and constraints of the design problem.* Clarification Statement: Examples of design problems can include adapting a switch on a toy for children who have a motor coordination disability, designing a way to clear or collect debris or trash from a storm drain, or creating safe moveable playground equipment for a new recess game. Concept: Math: PK.MD.MA.A.2, PK.MD.B.3 OutgoingConnection to PreK-PS1-2(MA). Investigate natural and human-made objects to describe, compare, sort, and classify objects based on observable physical characteristics, uses, and whether something is manufactured or occurs in nature. Concept: ELA: W.4.8,9 OutgoingConnection to 4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object. State Assessment Boundary: Accounting for mass, quantitative measures of changes in the speed of an object, or any precise or quantitative definition of energy is not expected in state assessment. Concept: 2-ESS2-1 IncomingConnection from 2.K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same design problem to compare the strengths and weaknesses of how each object performs.* Clarification Statements: Data can include observations and be either qualitative or quantitative. Examples can include how different objects insulate cold water or how different types of grocery bags perform. Concept: 1-PS4-1. Demonstrate that vibrating materials can make sound and that sound can make materials vibrate. Clarification Statements: Examples of vibrating materials that make sound could include tuning forks, a stretched string or rubber band, and a drum head. Examples of how sound can make materials vibrate could include holding a piece of paper near a speaker making sound and holding an object near a vibrating tuning fork. OutgoingConnection to 4-PS3-2. Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents. State Assessment Boundary: Quantitative measurements of energy are not expected in state assessment. IncomingConnection from PreK-PS4-1(MA). Investigate sounds made by different objects and materials and discuss explanations about what is causing the sounds. Through play and investigations, identify ways to manipulate different objects and materials that make sound to change volume and pitch. Concept: 2-PS3-1(MA). Design and conduct an experiment to show the effects of friction on the relative temperature and speed of objects that rub against each other. Clarification Statements: Examples could include an object sliding on rough vs. smooth surfaces. Observations of temperature and speed should be qualitative. OutgoingConnection to 3-PS2-1. Provide evidence to explain the effect of multiple forces, including friction, on an object. Include balanced forces that do not change the motion of the object and unbalanced forces that do change the motion of the object. Clarification Statements: Descriptions of force magnitude should be qualitative and relative. Force due to gravity is appropriate but only as a force that pulls objects down. State Assessment Boundaries: Quantitative force magnitude is not expected in state assessment. State assessment will be limited to one variable at a time: number, size, or direction of forces. IncomingConnection from Math: 2.MD.D.10 Concept: 8.MS-PS2-2 IncomingConnection from 3-PS2-3. Conduct an investigation to determine the nature of the forces between two magnets based on their orientation and distance relative to each other. Clarification Statement: Focus should be on forces produced by magnetic objects that are easily manipulated. Concept: 7.MS-ETS1-4 IncomingConnection from 4.3-5-ETS1-3. Plan and carry out tests of one or more elements of a model or prototype in which variables are controlled and failure points are considered to identify which elements need to be improved. Apply the results of tests to redesign a model or prototype.* Concept: 7.MS-ETS1-7(MA) IncomingConnection from 4.3-5-ETS1-5(MA). Evaluate relevant design features that must be considered in building a model or prototype of a solution to a given design problem.* Clarification Statement: Examples of design features can include size, shape, and weight. Concept: 1-PS4-3. Conduct an investigation to determine the effect of placing materials that allow light to pass through them, allow only some light through them, block all the light, or redirect light when put in the path of a beam of light. Clarification Statements: Effects can include some or all light passing through, creation of a shadow, and redirecting light. Quantitative measures are not expected. OutgoingConnection to 4-PS3-2. Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents. State Assessment Boundary: Quantitative measurements of energy are not expected in state assessment. OutgoingConnection to 4-PS4-2. Develop a model to describe that light must reflect off an object and enter the eye for the object to be seen. State Assessment Boundary: Specific colors reflected and seen, the cellular mechanisms of vision, or how the retina works are not expected in state assessment. IncomingConnection from PreK-PS4-2(MA). Connect daily experience and investigations to demonstrate the relationships between the size and shape of shadows, the objects creating the shadow, and the light source. IncomingConnection from Math: PK.MD.MA.3 Concept: 6.MS-PS4-3 IncomingConnection from 4-PS4-3. Develop and compare multiple ways to transfer information through encoding, sending, receiving, and decoding a pattern.* Clarification Statement: Examples of solutions could include drums sending coded information through sound waves, using a grid of 1s and 0s representing black and white to send information about a picture, and using Morse code to send text. Concept: 1.K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change that can be solved by developing or improving an object or tool.* OutgoingConnection to 3.3-5-ETS1-1. Define a simple design problem that reflects a need or a want. Include criteria for success and constraints on materials, time, or cost that a potential solution must meet.* OutgoingConnection to 2.K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same design problem to compare the strengths and weaknesses of how each object performs.* Clarification Statements: Data can include observations and be either qualitative or quantitative. Examples can include how different objects insulate cold water or how different types of grocery bags perform. OutgoingConnection to 1.K-2-ETS1-2. Generate multiple solutions to a design problem and make a drawing (plan) to represent one or more of the solutions.* IncomingConnection from Math: 1-MD.4 Concept: Math: 1.MD.C.4 OutgoingConnection to 2-PS1-2. Test different materials and analyze the data obtained to determine which materials have the properties that are best suited for an intended purpose.* Clarification Statements: Examples of properties could include color, flexibility, hardness, texture, and absorbency. Data should focus on qualitative and relative observations. OutgoingConnection to 2.K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same design problem to compare the strengths and weaknesses of how each object performs.* Clarification Statements: Data can include observations and be either qualitative or quantitative. Examples can include how different objects insulate cold water or how different types of grocery bags perform. Concept: PreK-PS4-1(MA). Investigate sounds made by different objects and materials and discuss explanations about what is causing the sounds. Through play and investigations, identify ways to manipulate different objects and materials that make sound to change volume and pitch. OutgoingConnection to 1-PS4-1. Demonstrate that vibrating materials can make sound and that sound can make materials vibrate. Clarification Statements: Examples of vibrating materials that make sound could include tuning forks, a stretched string or rubber band, and a drum head. Examples of how sound can make materials vibrate could include holding a piece of paper near a speaker making sound and holding an object near a vibrating tuning fork. OutgoingConnection to 1-PS4-4. Use tools and materials to design and build a device that uses light or sound to send a signal over a distance.* Clarification Statements: Examples of devices could include a light source to send signals, paper cup and string “telephones,” and a pattern of drum beats. Technological details for how communication devices work are not expected. IncomingConnection from PreK-PS1-3(MA). Differentiate between the properties of an object and those of the material of which it is made. IncomingConnection from PreK-LS1-4(MA) Concept: 6.MS-PS4-1 IncomingConnection from 4-PS4-1. Develop a model of a simple wave to communicate that waves (a) are regular patterns of motion along which energy travels and (b) can differ in amplitude and wavelength. Clarification Statements: Examples of models could include diagrams, analogies, and physical models using wire to illustrate wavelength and amplitude of waves. Focus is on mechanical waves (including sound). State Assessment Boundary: Interference effects, electromagnetic waves, non-periodic waves, or quantitative models of amplitude and wavelength are not expected in state assessment. Concept: K-PS2-1. Compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. Clarification Statements: Examples of pushes or pulls could include a string attached to an object being pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding and pushing on each other. Comparisons should be on different relative strengths or different directions, not both at the same time. Non-contact pushes or pulls such as those produced by magnets are not expected. OutgoingConnection to 3-PS2-1. Provide evidence to explain the effect of multiple forces, including friction, on an object. Include balanced forces that do not change the motion of the object and unbalanced forces that do change the motion of the object. Clarification Statements: Descriptions of force magnitude should be qualitative and relative. Force due to gravity is appropriate but only as a force that pulls objects down. State Assessment Boundaries: Quantitative force magnitude is not expected in state assessment. State assessment will be limited to one variable at a time: number, size, or direction of forces. IncomingConnection from PreK-PS2-1(MA). Using evidence, discuss ideas about what is making something move the way it does and how some movements can be controlled. IncomingConnection from Math: K.MD.A.1,2 IncomingConnection from PreK-PS2-2(MA). Through experience, develop awareness of factors that influence whether things stand or fall. Clarification Statement: Examples of factors in children's construction play include using a broad foundation when building, considering the strength of materials, and using balanced weight distribution in a block building. Concept: PreK-PS1-3(MA). Differentiate between the properties of an object and those of the material of which it is made. OutgoingConnection to 2-PS1-1. Describe and classify different kinds of materials by observable properties of color, flexibility, hardness, texture and absorbency. OutgoingConnection to PreK-PS1-1(MA). Raise questions and investigate the differences between liquids and solids and develop awareness that a liquid can become a solid and vice versa. OutgoingConnection to PreK-PS4-1(MA). Investigate sounds made by different objects and materials and discuss explanations about what is causing the sounds. Through play and investigations, identify ways to manipulate different objects and materials that make sound to change volume and pitch. IncomingConnection from Math: PK-MD.MA.3 IncomingConnection from PreK-PS1-2(MA). Investigate natural and human-made objects to describe, compare, sort, and classify objects based on observable physical characteristics, uses, and whether something is manufactured or occurs in nature. Concept: 5-LS1.1 IncomingConnection from 4-PS3-2. Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents. State Assessment Boundary: Quantitative measurements of energy are not expected in state assessment. Concept: Math: 1-MD.4 OutgoingConnection to 1.K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change that can be solved by developing or improving an object or tool.* Concept: 8.MS-PS1-5 IncomingConnection from 5-PS1-2. Measure and graph the weights of substances before and after a reaction or phase change to provide evidence that regardless of the type of change that occurs when heating, cooling, or combining substances, the total weight of matter is conserved. Clarification Statement: Assume that reactions with any gas production are conducted in a closed system. State Assessment Boundary: Distinguishing mass and weight is not expected in state assessment. Concept: 6.MS-ETS1-5(MA) IncomingConnection from 3.3-5-ETS1-4(MA). Gather information using various informational resources on possible solutions to a design problem. Present different representations of a design solution.* Clarification Statements: Examples of informational resources can include books, videos, and websites. Examples of representations can include graphic organizers, sketches, models, and prototypes. Concept: ELA: W.1 OutgoingConnection to 5-PS2-1. Support an argument with evidence that the gravitational force exerted by Earth on objects is directed toward the Earth’s center. State Assessment Boundary: Mathematical representation of gravitational force are not expected in state assessment. Concept: 2-PS1-3. Analyze a variety of evidence to conclude that when a chunk of material is cut or broken into pieces, each piece is still the same material and, however small each piece is, has weight. Show that the material properties of a small set of pieces do not change when the pieces are used to build larger objects. Clarification Statements: Materials should be pure substances or microscopic mixtures that appear contiguous at observable scales. Examples of pieces could include blocks, building bricks, or other assorted small objects. OutgoingConnection to 5-PS1-1. Use a model of matter as made of particles too small to be seen 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 5.3-5-ETS3-2(MA). Use sketches or drawings to show how each part of a product or device relates to other parts in the product or device.* IncomingConnection from Math: K-MD.1 Concept: 2-PS1-4. Construct an argument with evidence that some changes to materials caused by heating or cooling can be reversed and some cannot. Clarification Statements: Examples of reversible changes could include materials such as water and butter at different temperatures. Examples of irreversible changes could include cooking an egg, freezing a plant leaf, and burning paper. OutgoingConnection to 5-PS1-2. Measure and graph the weights of substances before and after a reaction or phase change to provide evidence that regardless of the type of change that occurs when heating, cooling, or combining substances, the total weight of matter is conserved. Clarification Statement: Assume that reactions with any gas production are conducted in a closed system. State Assessment Boundary: Distinguishing mass and weight is not expected in state assessment. IncomingConnection from K-PS1-1(MA). Investigate and communicate the idea that different kinds of materials can be solid or liquid depending on temperature. Clarification Statements: Materials chosen must exhibit solid and liquid states in a reasonable temperature range for kindergarten students (e.g., 0-80 F), such as water, crayons or glue sticks. Only a qualitative description of temperature such as hot, warm, and cool, is expected. IncomingConnection from ELA: W.2.2 Concept: 6.MS-PS4-2 IncomingConnection from 4-PS4-2. Develop a model to describe that light must reflect off an object and enter the eye for the object to be seen. State Assessment Boundary: Specific colors reflected and seen, the cellular mechanisms of vision, or how the retina works are not expected in state assessment. Concept: 5-ESS3-2(MA) IncomingConnection from 4.3-5-ETS1-3. Plan and carry out tests of one or more elements of a model or prototype in which variables are controlled and failure points are considered to identify which elements need to be improved. Apply the results of tests to redesign a model or prototype.* Concept: 4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object. State Assessment Boundary: Accounting for mass, quantitative measures of changes in the speed of an object, or any precise or quantitative definition of energy is not expected in state assessment. OutgoingConnection to 4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when objects collide. Clarification Statement: Changes in energy can include a change in the object's motion, position, and the generation of heat and/or sound. State Assessment Boundary: Analysis of forces or quantitative measurements of energy are not expected in state assessment. OutgoingConnection to 7.MS-PS3-1 IncomingConnection from ELA: W.4.8,9 Concept: 7.MS-PS3-6(MA) IncomingConnection from 4-PS3-2. Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents. State Assessment Boundary: Quantitative measurements of energy are not expected in state assessment. Concept: PreK-ESS2-2 IncomingConnection from PreK-PS1-2(MA). Investigate natural and human-made objects to describe, compare, sort, and classify objects based on observable physical characteristics, uses, and whether something is manufactured or occurs in nature. Concept: Math: K.MD.A.1,2 OutgoingConnection to K-PS2-1. Compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. Clarification Statements: Examples of pushes or pulls could include a string attached to an object being pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding and pushing on each other. Comparisons should be on different relative strengths or different directions, not both at the same time. Non-contact pushes or pulls such as those produced by magnets are not expected. Concept: 3-ESS3-1 IncomingConnection from 3.3-5-ETS1-2. Generate several possible solutions to a design problem. Compare each solution based on how well each is likely to meet the criteria and constraints of the design problem.* Clarification Statement: Examples of design problems can include adapting a switch on a toy for children who have a motor coordination disability, designing a way to clear or collect debris or trash from a storm drain, or creating safe moveable playground equipment for a new recess game. Concept: ELA: PK.SL.5 OutgoingConnection to PreK-PS2-2(MA). Through experience, develop awareness of factors that influence whether things stand or fall. Clarification Statement: Examples of factors in children's construction play include using a broad foundation when building, considering the strength of materials, and using balanced weight distribution in a block building. Concept: Math: PK.MD.MA.3 OutgoingConnection to 1-PS4-3. Conduct an investigation to determine the effect of placing materials that allow light to pass through them, allow only some light through them, block all the light, or redirect light when put in the path of a beam of light. Clarification Statements: Effects can include some or all light passing through, creation of a shadow, and redirecting light. Quantitative measures are not expected. Concept: 5-PS2-1. Support an argument with evidence that the gravitational force exerted by Earth on objects is directed toward the Earth’s center. State Assessment Boundary: Mathematical representation of gravitational force are not expected in state assessment. OutgoingConnection to 6.MS-PS2-4 OutgoingConnection to 7.MS-ESS2-4 IncomingConnection from ELA: W.1 IncomingConnection from 3-PS2-1. Provide evidence to explain the effect of multiple forces, including friction, on an object. Include balanced forces that do not change the motion of the object and unbalanced forces that do change the motion of the object. Clarification Statements: Descriptions of force magnitude should be qualitative and relative. Force due to gravity is appropriate but only as a force that pulls objects down. State Assessment Boundaries: Quantitative force magnitude is not expected in state assessment. State assessment will be limited to one variable at a time: number, size, or direction of forces. Concept: 3-PS2-3. Conduct an investigation to determine the nature of the forces between two magnets based on their orientation and distance relative to each other. Clarification Statement: Focus should be on forces produced by magnetic objects that are easily manipulated. OutgoingConnection to 3-PS2-4. Define a simple design problem that can be solved by using interactions between magnets.* Clarification Statement: Examples of problems could include constructing a latch to keep a door shut and creating a device to keep two moving objects from touching each other. OutgoingConnection to 8.MS-PS2-2 Concept: K-PS1-1(MA). Investigate and communicate the idea that different kinds of materials can be solid or liquid depending on temperature. Clarification Statements: Materials chosen must exhibit solid and liquid states in a reasonable temperature range for kindergarten students (e.g., 0-80 F), such as water, crayons or glue sticks. Only a qualitative description of temperature such as hot, warm, and cool, is expected. OutgoingConnection to 2-ESS2-3 OutgoingConnection to 2-PS1-4. Construct an argument with evidence that some changes to materials caused by heating or cooling can be reversed and some cannot. Clarification Statements: Examples of reversible changes could include materials such as water and butter at different temperatures. Examples of irreversible changes could include cooking an egg, freezing a plant leaf, and burning paper. IncomingConnection from PreK-PS1-1(MA). Raise questions and investigate the differences between liquids and solids and develop awareness that a liquid can become a solid and vice versa. Concept: 6.MS-ETS2-1 IncomingConnection from 5-PS1-3. Make observations and measurements of substances to describe characteristic properties of each, including color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility. Clarification Statements: Emphasis is on describing how each substance has as unique set of properties. Examples of substances could include baking soda and other powders, metals, minerals, and liquids. State Assessment Boundary: Density, distinguishing mass and weight, or specific tests or procedures are not expected in state assessment. Concept: 8.MS-LS1-7 IncomingConnection from 5-PS3-1. Use a model to describe that the food animals digest (a) contains energy that was once energy from the sun, and (b) provides energy and materials for body repair, growth, motion, body warmth, and reproduction. Clarification Statement: Examples of models could include diagrams and flow charts. State Assessment Boundary: Details of photosynthesis or respiration are not expected in state assessment. Concept: 4-PS3-4. Apply scientific principles of energy and motion to test and refine a device that converts motion energy to electrical energy or uses stored energy to cause motion or produce light or sound.* Clarification Statement: Sources of stored energy can include water in a bucket or a weight suspended at a height, and a battery. OutgoingConnection to 5-PS3-1. Use a model to describe that the food animals digest (a) contains energy that was once energy from the sun, and (b) provides energy and materials for body repair, growth, motion, body warmth, and reproduction. Clarification Statement: Examples of models could include diagrams and flow charts. State Assessment Boundary: Details of photosynthesis or respiration are not expected in state assessment. OutgoingConnection to HS-PS3-3 IncomingConnection from 4-PS3-2. Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents. State Assessment Boundary: Quantitative measurements of energy are not expected in state assessment. IncomingConnection from 4.3-5-ETS1-3. Plan and carry out tests of one or more elements of a model or prototype in which variables are controlled and failure points are considered to identify which elements need to be improved. Apply the results of tests to redesign a model or prototype.* Concept: 3.3-5-ETS1-1. Define a simple design problem that reflects a need or a want. Include criteria for success and constraints on materials, time, or cost that a potential solution must meet.* OutgoingConnection to 6.MS-ETS1-1 OutgoingConnection to 3.3-5-ETS1-4(MA). Gather information using various informational resources on possible solutions to a design problem. Present different representations of a design solution.* Clarification Statements: Examples of informational resources can include books, videos, and websites. Examples of representations can include graphic organizers, sketches, models, and prototypes. OutgoingConnection to 3-PS2-4. Define a simple design problem that can be solved by using interactions between magnets.* Clarification Statement: Examples of problems could include constructing a latch to keep a door shut and creating a device to keep two moving objects from touching each other. OutgoingConnection to 5.3-5-ETS3-1(MA). Use informational text to provide examples of improvements to existing technologies (innovations) and the development of new technologies (inventions). Recognize that technology is any modification of the natural or designed world done to fulfill human needs or wants. IncomingConnection from 1.K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change that can be solved by developing or improving an object or tool.* Concept: 8.MS-PS2-2 IncomingConnection from 3-PS2-1. Provide evidence to explain the effect of multiple forces, including friction, on an object. Include balanced forces that do not change the motion of the object and unbalanced forces that do change the motion of the object. Clarification Statements: Descriptions of force magnitude should be qualitative and relative. Force due to gravity is appropriate but only as a force that pulls objects down. State Assessment Boundaries: Quantitative force magnitude is not expected in state assessment. State assessment will be limited to one variable at a time: number, size, or direction of forces. Concept: 7.MS-ESS2-4 IncomingConnection from 5-PS2-1. Support an argument with evidence that the gravitational force exerted by Earth on objects is directed toward the Earth’s center. State Assessment Boundary: Mathematical representation of gravitational force are not expected in state assessment. Concept: 8.MS-PS1-2 IncomingConnection from 5-PS1-4. Conduct an experiment to determine whether the mixing of two or more substances results in new substances with new properties. Concept: 2-PS1-2. Test different materials and analyze the data obtained to determine which materials have the properties that are best suited for an intended purpose.* Clarification Statements: Examples of properties could include color, flexibility, hardness, texture, and absorbency. Data should focus on qualitative and relative observations. OutgoingConnection to 5.3-5-ETS3-1(MA). Use informational text to provide examples of improvements to existing technologies (innovations) and the development of new technologies (inventions). Recognize that technology is any modification of the natural or designed world done to fulfill human needs or wants. IncomingConnection from 2.K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same design problem to compare the strengths and weaknesses of how each object performs.* Clarification Statements: Data can include observations and be either qualitative or quantitative. Examples can include how different objects insulate cold water or how different types of grocery bags perform. IncomingConnection from Math: 1.MD.C.4 IncomingConnection from 2-PS1-1. Describe and classify different kinds of materials by observable properties of color, flexibility, hardness, texture and absorbency. Concept: 4-ESS3-2 IncomingConnection from 3.3-5-ETS1-2. Generate several possible solutions to a design problem. Compare each solution based on how well each is likely to meet the criteria and constraints of the design problem.* Clarification Statement: Examples of design problems can include adapting a switch on a toy for children who have a motor coordination disability, designing a way to clear or collect debris or trash from a storm drain, or creating safe moveable playground equipment for a new recess game. Concept: 4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when objects collide. Clarification Statement: Changes in energy can include a change in the object's motion, position, and the generation of heat and/or sound. State Assessment Boundary: Analysis of forces or quantitative measurements of energy are not expected in state assessment. OutgoingConnection to 4-PS3-2. Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents. State Assessment Boundary: Quantitative measurements of energy are not expected in state assessment. OutgoingConnection to 7.MS-PS3-5 IncomingConnection from ELA: 1.SL.3 IncomingConnection from 4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object. State Assessment Boundary: Accounting for mass, quantitative measures of changes in the speed of an object, or any precise or quantitative definition of energy is not expected in state assessment. IncomingConnection from 3-PS2-1. Provide evidence to explain the effect of multiple forces, including friction, on an object. Include balanced forces that do not change the motion of the object and unbalanced forces that do change the motion of the object. Clarification Statements: Descriptions of force magnitude should be qualitative and relative. Force due to gravity is appropriate but only as a force that pulls objects down. State Assessment Boundaries: Quantitative force magnitude is not expected in state assessment. State assessment will be limited to one variable at a time: number, size, or direction of forces. Concept: 1.K-2-ETS1-2. Generate multiple solutions to a design problem and make a drawing (plan) to represent one or more of the solutions.* OutgoingConnection to 3.3-5-ETS1-4(MA). Gather information using various informational resources on possible solutions to a design problem. Present different representations of a design solution.* Clarification Statements: Examples of informational resources can include books, videos, and websites. Examples of representations can include graphic organizers, sketches, models, and prototypes. OutgoingConnection to 1-PS4-4. Use tools and materials to design and build a device that uses light or sound to send a signal over a distance.* Clarification Statements: Examples of devices could include a light source to send signals, paper cup and string “telephones,” and a pattern of drum beats. Technological details for how communication devices work are not expected. IncomingConnection from 1.K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change that can be solved by developing or improving an object or tool.* Concept: 3.3-5-ETS1-2. Generate several possible solutions to a design problem. Compare each solution based on how well each is likely to meet the criteria and constraints of the design problem.* Clarification Statement: Examples of design problems can include adapting a switch on a toy for children who have a motor coordination disability, designing a way to clear or collect debris or trash from a storm drain, or creating safe moveable playground equipment for a new recess game. OutgoingConnection to 3-ESS3-1 OutgoingConnection to 7.MS-ETS1-2 OutgoingConnection to 4-PS4-3. Develop and compare multiple ways to transfer information through encoding, sending, receiving, and decoding a pattern.* Clarification Statement: Examples of solutions could include drums sending coded information through sound waves, using a grid of 1s and 0s representing black and white to send information about a picture, and using Morse code to send text. OutgoingConnection to 4-ESS3-2 IncomingConnection from 3.3-5-ETS1-4(MA). Gather information using various informational resources on possible solutions to a design problem. Present different representations of a design solution.* Clarification Statements: Examples of informational resources can include books, videos, and websites. Examples of representations can include graphic organizers, sketches, models, and prototypes. Concept: 1-PS4-4. Use tools and materials to design and build a device that uses light or sound to send a signal over a distance.* Clarification Statements: Examples of devices could include a light source to send signals, paper cup and string “telephones,” and a pattern of drum beats. Technological details for how communication devices work are not expected. OutgoingConnection to 4-PS4-3. Develop and compare multiple ways to transfer information through encoding, sending, receiving, and decoding a pattern.* Clarification Statement: Examples of solutions could include drums sending coded information through sound waves, using a grid of 1s and 0s representing black and white to send information about a picture, and using Morse code to send text. IncomingConnection from PreK-PS4-1(MA). Investigate sounds made by different objects and materials and discuss explanations about what is causing the sounds. Through play and investigations, identify ways to manipulate different objects and materials that make sound to change volume and pitch. IncomingConnection from 1.K-2-ETS1-2. Generate multiple solutions to a design problem and make a drawing (plan) to represent one or more of the solutions.* Concept: 5.3-5-ETS3-1(MA). Use informational text to provide examples of improvements to existing technologies (innovations) and the development of new technologies (inventions). Recognize that technology is any modification of the natural or designed world done to fulfill human needs or wants. OutgoingConnection to 7.MS-ETS3-5 OutgoingConnection to 5.3-5-ETS3-2(MA). Use sketches or drawings to show how each part of a product or device relates to other parts in the product or device.* IncomingConnection from 3.3-5-ETS1-1. Define a simple design problem that reflects a need or a want. Include criteria for success and constraints on materials, time, or cost that a potential solution must meet.* IncomingConnection from 2-PS1-2. Test different materials and analyze the data obtained to determine which materials have the properties that are best suited for an intended purpose.* Clarification Statements: Examples of properties could include color, flexibility, hardness, texture, and absorbency. Data should focus on qualitative and relative observations. Concept: PreK-PS2-2(MA). Through experience, develop awareness of factors that influence whether things stand or fall. Clarification Statement: Examples of factors in children's construction play include using a broad foundation when building, considering the strength of materials, and using balanced weight distribution in a block building. OutgoingConnection to K-PS2-1. Compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. Clarification Statements: Examples of pushes or pulls could include a string attached to an object being pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding and pushing on each other. Comparisons should be on different relative strengths or different directions, not both at the same time. Non-contact pushes or pulls such as those produced by magnets are not expected. IncomingConnection from ELA: PK.SL.5 Concept: ELA: W.2.2 OutgoingConnection to 2-PS1-4. Construct an argument with evidence that some changes to materials caused by heating or cooling can be reversed and some cannot. Clarification Statements: Examples of reversible changes could include materials such as water and butter at different temperatures. Examples of irreversible changes could include cooking an egg, freezing a plant leaf, and burning paper. Concept: PreK-PS1-2(MA). Investigate natural and human-made objects to describe, compare, sort, and classify objects based on observable physical characteristics, uses, and whether something is manufactured or occurs in nature. OutgoingConnection to PreK-ESS2-2 OutgoingConnection to PreK-PS1-3(MA). Differentiate between the properties of an object and those of the material of which it is made. IncomingConnection from Math: PK.MD.MA.A.2, PK.MD.B.3 Concept: ELA: SL.PK.3 OutgoingConnection to PreK-PS1-1(MA). Raise questions and investigate the differences between liquids and solids and develop awareness that a liquid can become a solid and vice versa. Concept: ELA: RI.3.5, RI.3.7, OutgoingConnection to 3.3-5-ETS1-4(MA). Gather information using various informational resources on possible solutions to a design problem. Present different representations of a design solution.* Clarification Statements: Examples of informational resources can include books, videos, and websites. Examples of representations can include graphic organizers, sketches, models, and prototypes. Concept: 5-PS1-2. Measure and graph the weights of substances before and after a reaction or phase change to provide evidence that regardless of the type of change that occurs when heating, cooling, or combining substances, the total weight of matter is conserved. Clarification Statement: Assume that reactions with any gas production are conducted in a closed system. State Assessment Boundary: Distinguishing mass and weight is not expected in state assessment. OutgoingConnection to 8.MS-PS1-5 IncomingConnection from 2-PS1-4. Construct an argument with evidence that some changes to materials caused by heating or cooling can be reversed and some cannot. Clarification Statements: Examples of reversible changes could include materials such as water and butter at different temperatures. Examples of irreversible changes could include cooking an egg, freezing a plant leaf, and burning paper. IncomingConnection from Math: 5.G.A.2 IncomingConnection from 5-PS1-1. Use a model of matter as made of particles too small to be seen 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-PS1-4. Conduct an experiment to determine whether the mixing of two or more substances results in new substances with new properties. Concept: 7.MS-PS3-5 IncomingConnection from 4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when objects collide. Clarification Statement: Changes in energy can include a change in the object's motion, position, and the generation of heat and/or sound. State Assessment Boundary: Analysis of forces or quantitative measurements of energy are not expected in state assessment. Concept: 4.3-5-ETS1-5(MA). Evaluate relevant design features that must be considered in building a model or prototype of a solution to a given design problem.* Clarification Statement: Examples of design features can include size, shape, and weight. OutgoingConnection to 7.MS-ETS1-7(MA) OutgoingConnection to 4.3-5-ETS1-3. Plan and carry out tests of one or more elements of a model or prototype in which variables are controlled and failure points are considered to identify which elements need to be improved. Apply the results of tests to redesign a model or prototype.* OutgoingConnection to 5-LS2-2(MA) IncomingConnection from 3.3-5-ETS1-4(MA). Gather information using various informational resources on possible solutions to a design problem. Present different representations of a design solution.* Clarification Statements: Examples of informational resources can include books, videos, and websites. Examples of representations can include graphic organizers, sketches, models, and prototypes. Concept: 7.MS-ESS2-4 IncomingConnection from 5-PS1-1. Use a model of matter as made of particles too small to be seen 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. Concept: Math: 5.G.A.2 OutgoingConnection to 5-PS1-2. Measure and graph the weights of substances before and after a reaction or phase change to provide evidence that regardless of the type of change that occurs when heating, cooling, or combining substances, the total weight of matter is conserved. Clarification Statement: Assume that reactions with any gas production are conducted in a closed system. State Assessment Boundary: Distinguishing mass and weight is not expected in state assessment. Concept: 7.MS-PS3-1 IncomingConnection from 4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object. State Assessment Boundary: Accounting for mass, quantitative measures of changes in the speed of an object, or any precise or quantitative definition of energy is not expected in state assessment. Concept: 3.3-5-ETS1-4(MA). Gather information using various informational resources on possible solutions to a design problem. Present different representations of a design solution.* Clarification Statements: Examples of informational resources can include books, videos, and websites. Examples of representations can include graphic organizers, sketches, models, and prototypes. OutgoingConnection to 3.3-5-ETS1-2. Generate several possible solutions to a design problem. Compare each solution based on how well each is likely to meet the criteria and constraints of the design problem.* Clarification Statement: Examples of design problems can include adapting a switch on a toy for children who have a motor coordination disability, designing a way to clear or collect debris or trash from a storm drain, or creating safe moveable playground equipment for a new recess game. OutgoingConnection to 4.3-5-ETS1-5(MA). Evaluate relevant design features that must be considered in building a model or prototype of a solution to a given design problem.* Clarification Statement: Examples of design features can include size, shape, and weight. OutgoingConnection to 6.MS-ETS1-5(MA) IncomingConnection from 3.3-5-ETS1-1. Define a simple design problem that reflects a need or a want. Include criteria for success and constraints on materials, time, or cost that a potential solution must meet.* IncomingConnection from 1.K-2-ETS1-2. Generate multiple solutions to a design problem and make a drawing (plan) to represent one or more of the solutions.* IncomingConnection from ELA: RI.3.5, RI.3.7, Concept: 3-PS2-4. Define a simple design problem that can be solved by using interactions between magnets.* Clarification Statement: Examples of problems could include constructing a latch to keep a door shut and creating a device to keep two moving objects from touching each other. OutgoingConnection to 7.MS-PS2-5 IncomingConnection from 3-PS2-3. Conduct an investigation to determine the nature of the forces between two magnets based on their orientation and distance relative to each other. Clarification Statement: Focus should be on forces produced by magnetic objects that are easily manipulated. IncomingConnection from 3.3-5-ETS1-1. Define a simple design problem that reflects a need or a want. Include criteria for success and constraints on materials, time, or cost that a potential solution must meet.* Concept: 6.MS-PS2-4 IncomingConnection from 5-PS2-1. Support an argument with evidence that the gravitational force exerted by Earth on objects is directed toward the Earth’s center. State Assessment Boundary: Mathematical representation of gravitational force are not expected in state assessment. Concept: Math: 4-G.3 OutgoingConnection to 4-PS4-1. Develop a model of a simple wave to communicate that waves (a) are regular patterns of motion along which energy travels and (b) can differ in amplitude and wavelength. Clarification Statements: Examples of models could include diagrams, analogies, and physical models using wire to illustrate wavelength and amplitude of waves. Focus is on mechanical waves (including sound). State Assessment Boundary: Interference effects, electromagnetic waves, non-periodic waves, or quantitative models of amplitude and wavelength are not expected in state assessment. Concept: 4-ESS3-1 IncomingConnection from 4-PS3-2. Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents. State Assessment Boundary: Quantitative measurements of energy are not expected in state assessment. Concept: PreK-LS1-4(MA) OutgoingConnection to PreK-PS4-1(MA). Investigate sounds made by different objects and materials and discuss explanations about what is causing the sounds. Through play and investigations, identify ways to manipulate different objects and materials that make sound to change volume and pitch. Concept: 2-PS1-1. Describe and classify different kinds of materials by observable properties of color, flexibility, hardness, texture and absorbency. OutgoingConnection to 2-PS1-2. Test different materials and analyze the data obtained to determine which materials have the properties that are best suited for an intended purpose.* Clarification Statements: Examples of properties could include color, flexibility, hardness, texture, and absorbency. Data should focus on qualitative and relative observations. OutgoingConnection to 5-PS1-3. Make observations and measurements of substances to describe characteristic properties of each, including color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility. Clarification Statements: Emphasis is on describing how each substance has as unique set of properties. Examples of substances could include baking soda and other powders, metals, minerals, and liquids. State Assessment Boundary: Density, distinguishing mass and weight, or specific tests or procedures are not expected in state assessment. IncomingConnection from Math: PK.MD.B.MA3, K.MD.B.3 IncomingConnection from PreK-PS1-3(MA). Differentiate between the properties of an object and those of the material of which it is made. Concept: 5-PS1-1. Use a model of matter as made of particles too small to be seen 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 5-ESS2-1 OutgoingConnection to 7.MS-ESS2-4 OutgoingConnection to 5-PS1-2. Measure and graph the weights of substances before and after a reaction or phase change to provide evidence that regardless of the type of change that occurs when heating, cooling, or combining substances, the total weight of matter is conserved. Clarification Statement: Assume that reactions with any gas production are conducted in a closed system. State Assessment Boundary: Distinguishing mass and weight is not expected in state assessment. OutgoingConnection to 8.MS-PS1-4 IncomingConnection from Math: 3-MD.A.2 IncomingConnection from 2-PS1-3. Analyze a variety of evidence to conclude that when a chunk of material is cut or broken into pieces, each piece is still the same material and, however small each piece is, has weight. Show that the material properties of a small set of pieces do not change when the pieces are used to build larger objects. Clarification Statements: Materials should be pure substances or microscopic mixtures that appear contiguous at observable scales. Examples of pieces could include blocks, building bricks, or other assorted small objects. Concept: 5-LS2-1 OutgoingConnection to 5-PS3-1. Use a model to describe that the food animals digest (a) contains energy that was once energy from the sun, and (b) provides energy and materials for body repair, growth, motion, body warmth, and reproduction. Clarification Statement: Examples of models could include diagrams and flow charts. State Assessment Boundary: Details of photosynthesis or respiration are not expected in state assessment. Concept: Math: K-MD.1 OutgoingConnection to 2-PS1-3. Analyze a variety of evidence to conclude that when a chunk of material is cut or broken into pieces, each piece is still the same material and, however small each piece is, has weight. Show that the material properties of a small set of pieces do not change when the pieces are used to build larger objects. Clarification Statements: Materials should be pure substances or microscopic mixtures that appear contiguous at observable scales. Examples of pieces could include blocks, building bricks, or other assorted small objects. Concept: 7.MS-PS2-5 IncomingConnection from 3-PS2-4. Define a simple design problem that can be solved by using interactions between magnets.* Clarification Statement: Examples of problems could include constructing a latch to keep a door shut and creating a device to keep two moving objects from touching each other. Concept: PreK-PS1-4(MA). Recognize through investigation that physical objects and materials can change under different circumstances. Clarification Statement: Changes include building up or breaking apart, mixing, dissolving, and changing state. OutgoingConnection to PreK-PS1-1(MA). Raise questions and investigate the differences between liquids and solids and develop awareness that a liquid can become a solid and vice versa. Concept: 8.MS-PS1-4 IncomingConnection from 5-PS1-1. Use a model of matter as made of particles too small to be seen 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. Concept: Math: 4-MD.1 OutgoingConnection to 5-PS1-3. Make observations and measurements of substances to describe characteristic properties of each, including color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility. Clarification Statements: Emphasis is on describing how each substance has as unique set of properties. Examples of substances could include baking soda and other powders, metals, minerals, and liquids. State Assessment Boundary: Density, distinguishing mass and weight, or specific tests or procedures are not expected in state assessment. Concept: ELA: W.4.2 OutgoingConnection to 5.3-5-ETS3-2(MA). Use sketches or drawings to show how each part of a product or device relates to other parts in the product or device.* Concept: 3-PS2-1. Provide evidence to explain the effect of multiple forces, including friction, on an object. Include balanced forces that do not change the motion of the object and unbalanced forces that do change the motion of the object. Clarification Statements: Descriptions of force magnitude should be qualitative and relative. Force due to gravity is appropriate but only as a force that pulls objects down. State Assessment Boundaries: Quantitative force magnitude is not expected in state assessment. State assessment will be limited to one variable at a time: number, size, or direction of forces. OutgoingConnection to 4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when objects collide. Clarification Statement: Changes in energy can include a change in the object's motion, position, and the generation of heat and/or sound. State Assessment Boundary: Analysis of forces or quantitative measurements of energy are not expected in state assessment. OutgoingConnection to 8.MS-PS2-2 OutgoingConnection to 5-PS2-1. Support an argument with evidence that the gravitational force exerted by Earth on objects is directed toward the Earth’s center. State Assessment Boundary: Mathematical representation of gravitational force are not expected in state assessment. IncomingConnection from 2-PS3-1(MA). Design and conduct an experiment to show the effects of friction on the relative temperature and speed of objects that rub against each other. Clarification Statements: Examples could include an object sliding on rough vs. smooth surfaces. Observations of temperature and speed should be qualitative. IncomingConnection from K-PS2-1. Compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. Clarification Statements: Examples of pushes or pulls could include a string attached to an object being pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding and pushing on each other. Comparisons should be on different relative strengths or different directions, not both at the same time. Non-contact pushes or pulls such as those produced by magnets are not expected. Concept: 5-PS3-1. Use a model to describe that the food animals digest (a) contains energy that was once energy from the sun, and (b) provides energy and materials for body repair, growth, motion, body warmth, and reproduction. Clarification Statement: Examples of models could include diagrams and flow charts. State Assessment Boundary: Details of photosynthesis or respiration are not expected in state assessment. OutgoingConnection to 7.S-LS2-7(MA) OutgoingConnection to 8.MS-LS1-7 IncomingConnection from 4-PS3-4. Apply scientific principles of energy and motion to test and refine a device that converts motion energy to electrical energy or uses stored energy to cause motion or produce light or sound.* Clarification Statement: Sources of stored energy can include water in a bucket or a weight suspended at a height, and a battery. IncomingConnection from 5-LS2-1 Concept: 5.3-5-ETS3-2(MA). Use sketches or drawings to show how each part of a product or device relates to other parts in the product or device.* OutgoingConnection to 7.MS-ETS3-4 IncomingConnection from 2-PS1-3. Analyze a variety of evidence to conclude that when a chunk of material is cut or broken into pieces, each piece is still the same material and, however small each piece is, has weight. Show that the material properties of a small set of pieces do not change when the pieces are used to build larger objects. Clarification Statements: Materials should be pure substances or microscopic mixtures that appear contiguous at observable scales. Examples of pieces could include blocks, building bricks, or other assorted small objects. IncomingConnection from 5.3-5-ETS3-1(MA). Use informational text to provide examples of improvements to existing technologies (innovations) and the development of new technologies (inventions). Recognize that technology is any modification of the natural or designed world done to fulfill human needs or wants. IncomingConnection from ELA: W.4.2 Concept: 4-PS4-3. Develop and compare multiple ways to transfer information through encoding, sending, receiving, and decoding a pattern.* Clarification Statement: Examples of solutions could include drums sending coded information through sound waves, using a grid of 1s and 0s representing black and white to send information about a picture, and using Morse code to send text. OutgoingConnection to 6.MS-PS4-3 IncomingConnection from 3.3-5-ETS1-2. Generate several possible solutions to a design problem. Compare each solution based on how well each is likely to meet the criteria and constraints of the design problem.* Clarification Statement: Examples of design problems can include adapting a switch on a toy for children who have a motor coordination disability, designing a way to clear or collect debris or trash from a storm drain, or creating safe moveable playground equipment for a new recess game. IncomingConnection from 1-PS4-4. Use tools and materials to design and build a device that uses light or sound to send a signal over a distance.* Clarification Statements: Examples of devices could include a light source to send signals, paper cup and string “telephones,” and a pattern of drum beats. Technological details for how communication devices work are not expected. Concept: 2-ESS2-3 IncomingConnection from K-PS1-1(MA). Investigate and communicate the idea that different kinds of materials can be solid or liquid depending on temperature. Clarification Statements: Materials chosen must exhibit solid and liquid states in a reasonable temperature range for kindergarten students (e.g., 0-80 F), such as water, crayons or glue sticks. Only a qualitative description of temperature such as hot, warm, and cool, is expected. Concept: 5-PS1-4. Conduct an experiment to determine whether the mixing of two or more substances results in new substances with new properties. OutgoingConnection to 8.MS-PS1-2 OutgoingConnection to 5-PS1-2. Measure and graph the weights of substances before and after a reaction or phase change to provide evidence that regardless of the type of change that occurs when heating, cooling, or combining substances, the total weight of matter is conserved. Clarification Statement: Assume that reactions with any gas production are conducted in a closed system. State Assessment Boundary: Distinguishing mass and weight is not expected in state assessment. IncomingConnection from 5-PS1-3. Make observations and measurements of substances to describe characteristic properties of each, including color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility. Clarification Statements: Emphasis is on describing how each substance has as unique set of properties. Examples of substances could include baking soda and other powders, metals, minerals, and liquids. State Assessment Boundary: Density, distinguishing mass and weight, or specific tests or procedures are not expected in state assessment. Concept: 7.MS-ETS3-4 IncomingConnection from 5.3-5-ETS3-2(MA). Use sketches or drawings to show how each part of a product or device relates to other parts in the product or device.* Concept: PreK-PS1-1(MA). Raise questions and investigate the differences between liquids and solids and develop awareness that a liquid can become a solid and vice versa. OutgoingConnection to K-PS1-1(MA). Investigate and communicate the idea that different kinds of materials can be solid or liquid depending on temperature. Clarification Statements: Materials chosen must exhibit solid and liquid states in a reasonable temperature range for kindergarten students (e.g., 0-80 F), such as water, crayons or glue sticks. Only a qualitative description of temperature such as hot, warm, and cool, is expected. IncomingConnection from PreK-PS1-3(MA). Differentiate between the properties of an object and those of the material of which it is made. IncomingConnection from ELA: SL.PK.3 IncomingConnection from PreK-PS1-4(MA). Recognize through investigation that physical objects and materials can change under different circumstances. Clarification Statement: Changes include building up or breaking apart, mixing, dissolving, and changing state. Massachusetts Department of Elementary and Secondary Education April 2016