2016 MA STE MS-HS Earth & Space Science 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: Math: 8.F.B.5 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, and atmosphere and ocean composition). Concept: 4-ESS3-1 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: 7.MS-ESS3-4. Construct an argument supported by evidence that human activities and technologies can be engineered to mitigate the negative impact of increases in human population and per-capita consumption of natural resources on the environment. Clarification Statements: Arguments should be based on examining historical data such as population graphs, natural resource distribution maps, and water quality studies over time. Examples of negative impacts can include changes to the amount and quality of natural resources such as water, mineral, and energy supplies. OutgoingConnection to HS-ESS3-2. Evaluate competing design solutions for minimizing impacts of developing and using energy and mineral resources, and conserving and recycling those resources, based on economic, social, and environmental cost-benefit ratios.* Clarification Statement: Examples include developing best practices for agricultural soil use, mining (for metals, coal, tar sands, and oil shales), and pumping (for petroleum and natural gas). IncomingConnection from 7.MS-LS2-5 IncomingConnection from 4-ESS3-1 IncomingConnection from ELA: WHST.6-8.1 IncomingConnection from 5-ESS3-1 Concept: Math: S-IC.2 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, and atmosphere and ocean composition). 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 gradual 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-LS2-5 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: Math: 8.F.B.5 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 and ocean circulation over 1-10 years; changes in human activity, ocean circulation, and solar output over tens to hundreds of years; changes to Earth's orbit and the orientation of its axis over tens to hundreds of thousands of years; and long-term changes in atmospheric composition over tens 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: 4-ESS2-2 OutgoingConnection to 7.MS-ESS2-2. Construct an explanation based on evidence for how Earth’s surface has changed over scales that range from local to global in size. Clarification Statements: Examples of processes occurring over large spatial scales include plate motion, formation of mountains and ocean basins, and ice ages. Examples of changes occurring over small, local spatial scales include earthquakes and seasonal weathering and erosion. OutgoingConnection to 6.MS-ESS2-3. Analyze and interpret maps showing the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence that Earth's plates have moved great distances, collided, and spread apart. Clarification Statement: Maps may show similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches), similar to Wegener's visuals. State Assessment Boundary: Mechanisms for plate motion or paleomagnetic anomalies in oceanic and continental crust are not expected in state assessment. Concept: 7.MS.ETS1-2 OutgoingConnection to HS-ESS3-2. Evaluate competing design solutions for minimizing impacts of developing and using energy and mineral resources, and conserving and recycling those resources, based on economic, social, and environmental cost-benefit ratios.* Clarification Statement: Examples include developing best practices for agricultural soil use, mining (for metals, coal, tar sands, and oil shales), and pumping (for petroleum and natural gas). Concept: 7.MS-LS2-5 OutgoingConnection to 7.MS-ESS3-4. Construct an argument supported by evidence that human activities and technologies can be engineered to mitigate the negative impact of increases in human population and per-capita consumption of natural resources on the environment. Clarification Statements: Arguments should be based on examining historical data such as population graphs, natural resource distribution maps, and water quality studies over time. Examples of negative impacts can include changes to the amount and quality of natural resources such as water, mineral, and energy supplies. Concept: 8.MS-PS1-1 OutgoingConnection to HS-ESS1-1. Use informational test to explain that the life span of the Sun over approximately 10 billion years is a function of nuclear fusion in its core. Communicate that stars through nuclear fusion over their life cycle, produce elements from helium to iron and release energy that eventually reaches the Earth in the form of radiation. State Assessment Boundary: Specific stages of the life of a star, details of many different nucleosynthesis pathways for stars of differing masses, or calculations of energy released are not expected in state assessment. 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 7.MS-ESS3-2. Obtain and communicate information on how data from past geologic events are analyzed for patterns and used to forecast the location and likelihood of future catastrophic events. Clarification Statements: Geologic events include earthquakes, volcanic eruptions, floods, and landslides. Examples of data typically analyzed can include the locations, magnitudes, and frequencies of the natural hazards. State Assessment Boundary: Active analysis of data or forecasting is not expected in state assessment. 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-ESS3-1. Analyze and interpret data to explain that the Earth’s mineral and fossil fuel resources are unevenly distributed as a result of geologic processes. Clarification Statement: Examples of uneven distributions of resources can include where petroleum is generally found (locations of the burial of organic marine sediments and subsequent geologic traps), and metal ores are generally found (locations of past volcanic and hydrothermal activity associated with subduction zones). IncomingConnection from ELA: WHST.9-10.2 Concept: ELA: RI.9-10.8 OutgoingConnection to HS-ESS1-5. Evaluate evidence of the past and current movements of continental and oceanic crust, the theory of plate tectonics, and relative densities of oceanic and continental rocks to explain why continental rocks are generally much older than rocks of the ocean floor. Clarification Statement: Examples include the ages of oceanic crust (less than 200 million years old) increasing with distance from mid-ocean ridges (a result of plate spreading at divergent boundaries) and the ages of North American continental crust (which can be older than 4 billion years) increasing with distance away from a central ancient core (a result of past plate interactions at convergent boundaries). Concept: 4-ESS3-1 OutgoingConnection to 7.MS-ESS3-4. Construct an argument supported by evidence that human activities and technologies can be engineered to mitigate the negative impact of increases in human population and per-capita consumption of natural resources on the environment. Clarification Statements: Arguments should be based on examining historical data such as population graphs, natural resource distribution maps, and water quality studies over time. Examples of negative impacts can include changes to the amount and quality of natural resources such as water, mineral, and energy supplies. Concept: Math: A-CED.4 OutgoingConnection to HS-ESS1-4. Use Kepler's laws to predict the motion of orbiting objects in the solar system. Describe how orbits may change due to the gravitational effects from, or collisions with, other objects in the solar system. Clarification Statements: Kepler's laws apply to human-made satellites as well as planets, moons, and other objects. Calculations involving Kepler’s Laws of orbital motions should not deal with more than two bodies, nor involve calculus. Concept: 7.MS-ESS2-2. Construct an explanation based on evidence for how Earth’s surface has changed over scales that range from local to global in size. Clarification Statements: Examples of processes occurring over large spatial scales include plate motion, formation of mountains and ocean basins, and ice ages. Examples of changes occurring over small, local spatial scales include earthquakes and seasonal weathering and erosion. OutgoingConnection to 8.MS-ESS2-1. Use a model to illustrate that energy from Earth's interior drives convections that cycles Earth’s crust, leading to melting, crystallization, weathering, and deformation of large rock formations, including generation of ocean sea floor at ridges, submergence of ocean sea floor at trenches, mountain building, and active volcanic chains. Clarification Statement: The emphasis is on large-scale cycling resulting from plate tectonics. IncomingConnection from 4-ESS2-2 IncomingConnection from 4-ESS2-1 IncomingConnection from 6.MS-ESS1-4. Analyze and interpret rock layers and index fossils to determine the relative ages of rock formations that result from processes occurring over long periods of time. Clarification Statements: Analysis includes laws of superposition and crosscutting relationships limited to minor displacement faults that offset layers. Processes that occur over long periods of time include changes in rock types through weathering, erosion, heat, and pressure. State Assessment Boundary: Strata sequences that have been reordered or overturned, names of specific periods or epochs and events within them, or the identification and naming of minerals or rock types are not expected in state assessment. IncomingConnection from ELA: W.7.9 Concept: 7.MS-PS3-4 OutgoingConnection to 8.MS-ESS2-5. Interpret basic weather data to identify patterns in air mass interactions and the relationship of those patterns to 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, and how sudden changes in weather can result when different air masses collide. Data can be provided to students (such as weather maps, data tables, diagrams, or visualizations) or obtained through field observations or laboratory experiments. State Assessment Boundary: Specific names of cloud types, weather symbols used on weather maps are not expected in state assessment. Concept: HS-ESS1-1. Use informational test to explain that the life span of the Sun over approximately 10 billion years is a function of nuclear fusion in its core. Communicate that stars through nuclear fusion over their life cycle, produce elements from helium to iron and release energy that eventually reaches the Earth in the form of radiation. State Assessment Boundary: Specific stages of the life of a star, details of many different nucleosynthesis pathways for stars of differing masses, or calculations of energy released are not expected in state assessment. OutgoingConnection to HS-PS1-8 OutgoingConnection to HS-ESS1-2. Describe the astronomical evidence for the Big Bang theory, including the red shift of light from the motion of distant galaxies as an indication that the universe is currently expanding,the cosmic microwave background as the remnant radiation from the Big Bang, and the observed composition of ordinary matter of the universe, primarily found in stars and interstellar gases, which matches that predicted by the Big Bang theory (3/4 hydrogen and 1/4 helium). IncomingConnection from 8.MS-PS1-1 IncomingConnection from Math: F.LE.A1c IncomingConnection from Math: 8-F.1 Concept: 5-PS2-1 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: 4-ESS2-2 OutgoingConnection to 8.MS-ESS2-1. Use a model to illustrate that energy from Earth's interior drives convections that cycles Earth’s crust, leading to melting, crystallization, weathering, and deformation of large rock formations, including generation of ocean sea floor at ridges, submergence of ocean sea floor at trenches, mountain building, and active volcanic chains. Clarification Statement: The emphasis is on large-scale cycling resulting from plate tectonics. Concept: 8.MS-ESS1-2. Explain the role of gravity in ocean tides, the orbital motions of planets, their moons, and asteroids in the solar system. State Assessment Boundary: Kepler's laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth are not expected in state assessment. OutgoingConnection to HS-ESS1-4. Use Kepler's laws to predict the motion of orbiting objects in the solar system. Describe how orbits may change due to the gravitational effects from, or collisions with, other objects in the solar system. Clarification Statements: Kepler's laws apply to human-made satellites as well as planets, moons, and other objects. Calculations involving Kepler’s Laws of orbital motions should not deal with more than two bodies, nor involve calculus. IncomingConnection from 8.MS-PS2-2 IncomingConnection from 6.MS-PS2-4 IncomingConnection from 6.MS-ESS1-1a. Develop and use a model of the Earth-Sun-Moon system to explain the causes of lunar phases and eclipses of the Sun and Moon. Clarification Statement: Examples of models can be physical, graphical, or conceptual and should emphasize relative positions and distances. Concept: 5-ESS2-2 OutgoingConnection to 8.MS-ESS3-1. Analyze and interpret data to explain that the Earth’s mineral and fossil fuel resources are unevenly distributed as a result of geologic processes. Clarification Statement: Examples of uneven distributions of resources can include where petroleum is generally found (locations of the burial of organic marine sediments and subsequent geologic traps), and metal ores are generally found (locations of past volcanic and hydrothermal activity associated with subduction zones). Concept: 5-ESS2-1 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: HS-ESS3-2. Evaluate competing design solutions for minimizing impacts of developing and using energy and mineral resources, and conserving and recycling those resources, based on economic, social, and environmental cost-benefit ratios.* Clarification Statement: Examples include developing best practices for agricultural soil use, mining (for metals, coal, tar sands, and oil shales), and pumping (for petroleum and natural gas). IncomingConnection from 7.MS-ESS3-4. Construct an argument supported by evidence that human activities and technologies can be engineered to mitigate the negative impact of increases in human population and per-capita consumption of natural resources on the environment. Clarification Statements: Arguments should be based on examining historical data such as population graphs, natural resource distribution maps, and water quality studies over time. Examples of negative impacts can include changes to the amount and quality of natural resources such as water, mineral, and energy supplies. IncomingConnection from 7.MS.ETS1-2 IncomingConnection from Math: 6RP.A.1,2,3b IncomingConnection from 8.MS-ESS3-1. Analyze and interpret data to explain that the Earth’s mineral and fossil fuel resources are unevenly distributed as a result of geologic processes. Clarification Statement: Examples of uneven distributions of resources can include where petroleum is generally found (locations of the burial of organic marine sediments and subsequent geologic traps), and metal ores are generally found (locations of past volcanic and hydrothermal activity associated with subduction zones). 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: 5-ESS1-2 OutgoingConnection to 6.MS-ESS1-1a. Develop and use a model of the Earth-Sun-Moon system to explain the causes of lunar phases and eclipses of the Sun and Moon. Clarification Statement: Examples of models can be physical, graphical, or conceptual and should emphasize relative positions and distances. Concept: Math: 8.EE.A.2 OutgoingConnection to HS-ESS1-4. Use Kepler's laws to predict the motion of orbiting objects in the solar system. Describe how orbits may change due to the gravitational effects from, or collisions with, other objects in the solar system. Clarification Statements: Kepler's laws apply to human-made satellites as well as planets, moons, and other objects. Calculations involving Kepler’s Laws of orbital motions should not deal with more than two bodies, nor involve calculus. Concept: HS-ESS1-4. Use Kepler's laws to predict the motion of orbiting objects in the solar system. Describe how orbits may change due to the gravitational effects from, or collisions with, other objects in the solar system. Clarification Statements: Kepler's laws apply to human-made satellites as well as planets, moons, and other objects. Calculations involving Kepler’s Laws of orbital motions should not deal with more than two bodies, nor involve calculus. OutgoingConnection to HS-ESS1-5. Evaluate evidence of the past and current movements of continental and oceanic crust, the theory of plate tectonics, and relative densities of oceanic and continental rocks to explain why continental rocks are generally much older than rocks of the ocean floor. Clarification Statement: Examples include the ages of oceanic crust (less than 200 million years old) increasing with distance from mid-ocean ridges (a result of plate spreading at divergent boundaries) and the ages of North American continental crust (which can be older than 4 billion years) increasing with distance away from a central ancient core (a result of past plate interactions at convergent boundaries). IncomingConnection from Math: A-CED.4 IncomingConnection from 8.MS-ESS1-2. Explain the role of gravity in ocean tides, the orbital motions of planets, their moons, and asteroids in the solar system. State Assessment Boundary: Kepler's laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth are not expected in state assessment. IncomingConnection from Math: 8.EE.A.2 IncomingConnection from Math: 7.RP.A.2b IncomingConnection from HS-ESS1-2. Describe the astronomical evidence for the Big Bang theory, including the red shift of light from the motion of distant galaxies as an indication that the universe is currently expanding,the cosmic microwave background as the remnant radiation from the Big Bang, and the observed composition of ordinary matter of the universe, primarily found in stars and interstellar gases, which matches that predicted by the Big Bang theory (3/4 hydrogen and 1/4 helium). 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, and atmosphere and ocean composition). IncomingConnection from Math: 8.F.B.5 IncomingConnection from Math: S-IC.2 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. Concept: HS-PS1-8 IncomingConnection from HS-ESS1-1. Use informational test to explain that the life span of the Sun over approximately 10 billion years is a function of nuclear fusion in its core. Communicate that stars through nuclear fusion over their life cycle, produce elements from helium to iron and release energy that eventually reaches the Earth in the form of radiation. State Assessment Boundary: Specific stages of the life of a star, details of many different nucleosynthesis pathways for stars of differing masses, or calculations of energy released are not expected in state assessment. Concept: 4-ESS2-1 OutgoingConnection to 7.MS-ESS2-2. Construct an explanation based on evidence for how Earth’s surface has changed over scales that range from local to global in size. Clarification Statements: Examples of processes occurring over large spatial scales include plate motion, formation of mountains and ocean basins, and ice ages. Examples of changes occurring over small, local spatial scales include earthquakes and seasonal weathering and erosion. Concept: 5-ESS1-1 OutgoingConnection to 6.MS-ESS1-5(MA). Use graphical displays to illustrate that the Earth and its solar system are one of many in the Milky Way galaxy, which is one of billions in the universe. Clarification Statement: Graphical displays can include maps, charts, graphs, or data tables. Concept: 7.MS-ESS3-2. Obtain and communicate information on how data from past geologic events are analyzed for patterns and used to forecast the location and likelihood of future catastrophic events. Clarification Statements: Geologic events include earthquakes, volcanic eruptions, floods, and landslides. Examples of data typically analyzed can include the locations, magnitudes, and frequencies of the natural hazards. State Assessment Boundary: Active analysis of data or forecasting is not expected 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. IncomingConnection from Math: 7-EE.MA.4c IncomingConnection from 4-ESS3-2 Concept: HS-ESS3-3. Illustrate relationships among management of natural resources, the sustainability of human populations, and biodiversity. Clarification Statements: Examples of factors related to the management of natural resources include costs of resource extraction and waste management, per capita consumption, and the development of new technologies. Examples of factors related to human sustainability include agricultural efficiency, levels of conservation, and urban planning. Examples of factors related to biodiversity include habitat use and fragmentation, and land and resource conservation. 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 and ocean circulation over 1-10 years; changes in human activity, ocean circulation, and solar output over tens to hundreds of years; changes to Earth's orbit and the orientation of its axis over tens to hundreds of thousands of years; and long-term changes in atmospheric composition over tens 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. IncomingConnection from Math: 8.F.B.5 Concept: 7.MS-PS3-6 OutgoingConnection to 8.MS-ESS2-1. Use a model to illustrate that energy from Earth's interior drives convections that cycles Earth’s crust, leading to melting, crystallization, weathering, and deformation of large rock formations, including generation of ocean sea floor at ridges, submergence of ocean sea floor at trenches, mountain building, and active volcanic chains. Clarification Statement: The emphasis is on large-scale cycling resulting from plate tectonics. Concept: Math: F.LE.A1c OutgoingConnection to HS-ESS1-1. Use informational test to explain that the life span of the Sun over approximately 10 billion years is a function of nuclear fusion in its core. Communicate that stars through nuclear fusion over their life cycle, produce elements from helium to iron and release energy that eventually reaches the Earth in the form of radiation. State Assessment Boundary: Specific stages of the life of a star, details of many different nucleosynthesis pathways for stars of differing masses, or calculations of energy released are not expected in state assessment. Concept: 8.MS-PS2-2 OutgoingConnection to 8.MS-ESS1-2. Explain the role of gravity in ocean tides, the orbital motions of planets, their moons, and asteroids in the solar system. State Assessment Boundary: Kepler's laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth are not expected in state assessment. 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 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, and how sudden changes in weather can result when different air masses collide. Data can be provided to students (such as weather maps, data tables, diagrams, or visualizations) or obtained through field observations or laboratory experiments. State Assessment Boundary: Specific names of cloud types, weather symbols used on weather maps are not expected in state assessment. OutgoingConnection to HS-ESS2-5. Describe how the chemical and physical properties of water are important in mechanical and chemical mechanisms that affect Earth materials and surface processes. Clarification Statements: Examples of mechanical mechanisms involving water include stream transportation and deposition, erosion using variations in soil moisture content, and frost wedging by the expansion of water as it freezes. Examples of chemical mechanisms involving water include chemical weathering and recrystallization (based on solubility of different materials) and melt generation (based on water lowering the melting temperature of most solids). IncomingConnection from 5-PS2-1 IncomingConnection from 5-ESS2-1 IncomingConnection from 5-PS1-1 IncomingConnection from 6.MS-PS2-4 IncomingConnection from 4-PS3-3 Concept: Math: 6RP.A.1,2,3b OutgoingConnection to HS-ESS3-2. Evaluate competing design solutions for minimizing impacts of developing and using energy and mineral resources, and conserving and recycling those resources, based on economic, social, and environmental cost-benefit ratios.* Clarification Statement: Examples include developing best practices for agricultural soil use, mining (for metals, coal, tar sands, and oil shales), and pumping (for petroleum and natural gas). Concept: ELA: WHST.6-8.1 OutgoingConnection to 7.MS-ESS3-4. Construct an argument supported by evidence that human activities and technologies can be engineered to mitigate the negative impact of increases in human population and per-capita consumption of natural resources on the environment. Clarification Statements: Arguments should be based on examining historical data such as population graphs, natural resource distribution maps, and water quality studies over time. Examples of negative impacts can include changes to the amount and quality of natural resources such as water, mineral, and energy supplies. Concept: HS-LS2-5 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 gradual atmospheric and climate changes. 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, and atmosphere and ocean composition). 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 gradual 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 and ocean circulation over 1-10 years; changes in human activity, ocean circulation, and solar output over tens to hundreds of years; changes to Earth's orbit and the orientation of its axis over tens to hundreds of thousands of years; and long-term changes in atmospheric composition over tens 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. IncomingConnection from Math 6-NS.7b IncomingConnection from Math 6-NS.7b IncomingConnection from Math 6-NS.7b IncomingConnection from HS-ESS2-5. Describe how the chemical and physical properties of water are important in mechanical and chemical mechanisms that affect Earth materials and surface processes. Clarification Statements: Examples of mechanical mechanisms involving water include stream transportation and deposition, erosion using variations in soil moisture content, and frost wedging by the expansion of water as it freezes. Examples of chemical mechanisms involving water include chemical weathering and recrystallization (based on solubility of different materials) and melt generation (based on water lowering the melting temperature of most solids). Concept: 5-PS1-1 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: 6.MS-ESS1-4. Analyze and interpret rock layers and index fossils to determine the relative ages of rock formations that result from processes occurring over long periods of time. Clarification Statements: Analysis includes laws of superposition and crosscutting relationships limited to minor displacement faults that offset layers. Processes that occur over long periods of time include changes in rock types through weathering, erosion, heat, and pressure. State Assessment Boundary: Strata sequences that have been reordered or overturned, names of specific periods or epochs and events within them, or the identification and naming of minerals or rock types are not expected in state assessment. OutgoingConnection to 7.MS-ESS2-2. Construct an explanation based on evidence for how Earth’s surface has changed over scales that range from local to global in size. Clarification Statements: Examples of processes occurring over large spatial scales include plate motion, formation of mountains and ocean basins, and ice ages. Examples of changes occurring over small, local spatial scales include earthquakes and seasonal weathering and erosion. IncomingConnection from 4-ESS1-1 Concept: 6.MS-PS1-7(MA) OutgoingConnection to 8.MS-ESS2-1. Use a model to illustrate that energy from Earth's interior drives convections that cycles Earth’s crust, leading to melting, crystallization, weathering, and deformation of large rock formations, including generation of ocean sea floor at ridges, submergence of ocean sea floor at trenches, mountain building, and active volcanic chains. Clarification Statement: The emphasis is on large-scale cycling resulting from plate tectonics. Concept: HS-ESS1-5. Evaluate evidence of the past and current movements of continental and oceanic crust, the theory of plate tectonics, and relative densities of oceanic and continental rocks to explain why continental rocks are generally much older than rocks of the ocean floor. Clarification Statement: Examples include the ages of oceanic crust (less than 200 million years old) increasing with distance from mid-ocean ridges (a result of plate spreading at divergent boundaries) and the ages of North American continental crust (which can be older than 4 billion years) increasing with distance away from a central ancient core (a result of past plate interactions at convergent boundaries). OutgoingConnection to HS-ESS2-3. Use a model based on evidence of Earth’s interior to describe the cycling of matter due to the outward flow of energy from Earth's interior and gravitational movement of denser materials toward the interior. Clarification Statements: Emphasis is on both a two-dimensional model of Earth, with radial layers determined by density, a three-dimensional model, which is controlled by gravity and thermal convection. Examples of evidence include maps Earth’s three-dimensional structure obtained from seismic waves, records of the rate of change of Earth's magnetic field (as constraints on convection in the outer core), and identification of the composition of Earth’s layer from high-pressure laboratory experiments. IncomingConnection from ELA: RI.9-10.8 IncomingConnection from HS-ESS1-4. Use Kepler's laws to predict the motion of orbiting objects in the solar system. Describe how orbits may change due to the gravitational effects from, or collisions with, other objects in the solar system. Clarification Statements: Kepler's laws apply to human-made satellites as well as planets, moons, and other objects. Calculations involving Kepler’s Laws of orbital motions should not deal with more than two bodies, nor involve calculus. IncomingConnection from 8.MS-ESS2-1. Use a model to illustrate that energy from Earth's interior drives convections that cycles Earth’s crust, leading to melting, crystallization, weathering, and deformation of large rock formations, including generation of ocean sea floor at ridges, submergence of ocean sea floor at trenches, mountain building, and active volcanic chains. Clarification Statement: The emphasis is on large-scale cycling resulting from plate tectonics. IncomingConnection from 6.MS-PS1-7(MA) Concept: Math: 8.F.B.5 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: 4-ESS1-1 OutgoingConnection to 6.MS-ESS1-4. Analyze and interpret rock layers and index fossils to determine the relative ages of rock formations that result from processes occurring over long periods of time. Clarification Statements: Analysis includes laws of superposition and crosscutting relationships limited to minor displacement faults that offset layers. Processes that occur over long periods of time include changes in rock types through weathering, erosion, heat, and pressure. State Assessment Boundary: Strata sequences that have been reordered or overturned, names of specific periods or epochs and events within them, or the identification and naming of minerals or rock types are not expected in state assessment. OutgoingConnection to 6.MS-ESS2-3. Analyze and interpret maps showing the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence that Earth's plates have moved great distances, collided, and spread apart. Clarification Statement: Maps may show similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches), similar to Wegener's visuals. State Assessment Boundary: Mechanisms for plate motion or paleomagnetic anomalies in oceanic and continental crust are not expected in state assessment. 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 and ocean circulation over 1-10 years; changes in human activity, ocean circulation, and solar output over tens to hundreds of years; changes to Earth's orbit and the orientation of its axis over tens to hundreds of thousands of years; and long-term changes in atmospheric composition over tens 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-ESS3-3. Illustrate relationships among management of natural resources, the sustainability of human populations, and biodiversity. Clarification Statements: Examples of factors related to the management of natural resources include costs of resource extraction and waste management, per capita consumption, and the development of new technologies. Examples of factors related to human sustainability include agricultural efficiency, levels of conservation, and urban planning. Examples of factors related to biodiversity include habitat use and fragmentation, and land and resource conservation. 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: 8.F.B.5 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 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 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: 6.MS-PS2-4 OutgoingConnection to 8.MS-ESS1-2. Explain the role of gravity in ocean tides, the orbital motions of planets, their moons, and asteroids in the solar system. State Assessment Boundary: Kepler's laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth are not expected in state assessment. Concept: 6.MS-PS2-4 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: 6.MS-ESS2-3. Analyze and interpret maps showing the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence that Earth's plates have moved great distances, collided, and spread apart. Clarification Statement: Maps may show similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches), similar to Wegener's visuals. State Assessment Boundary: Mechanisms for plate motion or paleomagnetic anomalies in oceanic and continental crust are not expected in state assessment. OutgoingConnection to 8.MS-ESS2-1. Use a model to illustrate that energy from Earth's interior drives convections that cycles Earth’s crust, leading to melting, crystallization, weathering, and deformation of large rock formations, including generation of ocean sea floor at ridges, submergence of ocean sea floor at trenches, mountain building, and active volcanic chains. Clarification Statement: The emphasis is on large-scale cycling resulting from plate tectonics. OutgoingConnection to 8.MS-ESS3-1. Analyze and interpret data to explain that the Earth’s mineral and fossil fuel resources are unevenly distributed as a result of geologic processes. Clarification Statement: Examples of uneven distributions of resources can include where petroleum is generally found (locations of the burial of organic marine sediments and subsequent geologic traps), and metal ores are generally found (locations of past volcanic and hydrothermal activity associated with subduction zones). IncomingConnection from 4-ESS2-2 IncomingConnection from 4-ESS1-1 Concept: HS-LS2-5 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 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. Concept: HS-ESS2-3. Use a model based on evidence of Earth’s interior to describe the cycling of matter due to the outward flow of energy from Earth's interior and gravitational movement of denser materials toward the interior. Clarification Statements: Emphasis is on both a two-dimensional model of Earth, with radial layers determined by density, a three-dimensional model, which is controlled by gravity and thermal convection. Examples of evidence include maps Earth’s three-dimensional structure obtained from seismic waves, records of the rate of change of Earth's magnetic field (as constraints on convection in the outer core), and identification of the composition of Earth’s layer from high-pressure laboratory experiments. OutgoingConnection to HS-ESS2-5. Describe how the chemical and physical properties of water are important in mechanical and chemical mechanisms that affect Earth materials and surface processes. Clarification Statements: Examples of mechanical mechanisms involving water include stream transportation and deposition, erosion using variations in soil moisture content, and frost wedging by the expansion of water as it freezes. Examples of chemical mechanisms involving water include chemical weathering and recrystallization (based on solubility of different materials) and melt generation (based on water lowering the melting temperature of most solids). IncomingConnection from HS-ESS1-5. Evaluate evidence of the past and current movements of continental and oceanic crust, the theory of plate tectonics, and relative densities of oceanic and continental rocks to explain why continental rocks are generally much older than rocks of the ocean floor. Clarification Statement: Examples include the ages of oceanic crust (less than 200 million years old) increasing with distance from mid-ocean ridges (a result of plate spreading at divergent boundaries) and the ages of North American continental crust (which can be older than 4 billion years) increasing with distance away from a central ancient core (a result of past plate interactions at convergent boundaries). IncomingConnection from 8.MS-ESS2-1. Use a model to illustrate that energy from Earth's interior drives convections that cycles Earth’s crust, leading to melting, crystallization, weathering, and deformation of large rock formations, including generation of ocean sea floor at ridges, submergence of ocean sea floor at trenches, mountain building, and active volcanic chains. Clarification Statement: The emphasis is on large-scale cycling resulting from plate tectonics. Concept: 3-ESS2-1 OutgoingConnection to 8.MS-ESS2-5. Interpret basic weather data to identify patterns in air mass interactions and the relationship of those patterns to 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, and how sudden changes in weather can result when different air masses collide. Data can be provided to students (such as weather maps, data tables, diagrams, or visualizations) or obtained through field observations or laboratory experiments. State Assessment Boundary: Specific names of cloud types, weather symbols used on weather maps are not expected in state assessment. Concept: 4-PS3-3 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: Math 6-NS.7b 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. 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. 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: Math: 7.RP.A.2b OutgoingConnection to HS-ESS1-4. Use Kepler's laws to predict the motion of orbiting objects in the solar system. Describe how orbits may change due to the gravitational effects from, or collisions with, other objects in the solar system. Clarification Statements: Kepler's laws apply to human-made satellites as well as planets, moons, and other objects. Calculations involving Kepler’s Laws of orbital motions should not deal with more than two bodies, nor involve calculus. Concept: ELA: W.7.9 OutgoingConnection to 7.MS-ESS2-2. Construct an explanation based on evidence for how Earth’s surface has changed over scales that range from local to global in size. Clarification Statements: Examples of processes occurring over large spatial scales include plate motion, formation of mountains and ocean basins, and ice ages. Examples of changes occurring over small, local spatial scales include earthquakes and seasonal weathering and erosion. Concept: 8.MS-ESS1-1b. Develop and use a model of the Earth-Sun system to explain the cyclical pattern of seasons, which includes 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 and ocean circulation over 1-10 years; changes in human activity, ocean circulation, and solar output over tens to hundreds of years; changes to Earth's orbit and the orientation of its axis over tens to hundreds of thousands of years; and long-term changes in atmospheric composition over tens 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-LS2-5 IncomingConnection from 6.MS-ESS1-1a. Develop and use a model of the Earth-Sun-Moon system to explain the causes of lunar phases and eclipses of the Sun and Moon. Clarification Statement: Examples of models can be physical, graphical, or conceptual and should emphasize relative positions and distances. Concept: 5-ESS3-1 OutgoingConnection to 7.MS-ESS3-4. Construct an argument supported by evidence that human activities and technologies can be engineered to mitigate the negative impact of increases in human population and per-capita consumption of natural resources on the environment. Clarification Statements: Arguments should be based on examining historical data such as population graphs, natural resource distribution maps, and water quality studies over time. Examples of negative impacts can include changes to the amount and quality of natural resources such as water, mineral, and energy supplies. Concept: 8.MS-ESS2-5. Interpret basic weather data to identify patterns in air mass interactions and the relationship of those patterns to 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, and how sudden changes in weather can result when different air masses collide. Data can be provided to students (such as weather maps, data tables, diagrams, or visualizations) or obtained through field observations or laboratory experiments. State Assessment Boundary: Specific names of cloud types, 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-PS3-4 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 IncomingConnection from 6.MS-PS1-7(MA) IncomingConnection from Math: 6-NS.7b 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 and ocean circulation over 1-10 years; changes in human activity, ocean circulation, and solar output over tens to hundreds of years; changes to Earth's orbit and the orientation of its axis over tens to hundreds of thousands of years; and long-term changes in atmospheric composition over tens 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 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-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 8.MS-ESS2-5. Interpret basic weather data to identify patterns in air mass interactions and the relationship of those patterns to 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, and how sudden changes in weather can result when different air masses collide. Data can be provided to students (such as weather maps, data tables, diagrams, or visualizations) or obtained through field observations or laboratory experiments. State Assessment Boundary: Specific names of cloud types, weather symbols used on weather maps are not expected in state assessment. IncomingConnection from 3-ESS2-2 Concept: 8.MS-ESS3-1. Analyze and interpret data to explain that the Earth’s mineral and fossil fuel resources are unevenly distributed as a result of geologic processes. Clarification Statement: Examples of uneven distributions of resources can include where petroleum is generally found (locations of the burial of organic marine sediments and subsequent geologic traps), and metal ores are generally found (locations of past volcanic and hydrothermal activity associated with subduction zones). OutgoingConnection to HS-ESS3-2. Evaluate competing design solutions for minimizing impacts of developing and using energy and mineral resources, and conserving and recycling those resources, based on economic, social, and environmental cost-benefit ratios.* Clarification Statement: Examples include developing best practices for agricultural soil use, mining (for metals, coal, tar sands, and oil shales), and pumping (for petroleum and natural gas). 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. IncomingConnection from 5-ESS2-2 IncomingConnection from 6.MS-ESS2-3. Analyze and interpret maps showing the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence that Earth's plates have moved great distances, collided, and spread apart. Clarification Statement: Maps may show similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches), similar to Wegener's visuals. State Assessment Boundary: Mechanisms for plate motion or paleomagnetic anomalies in oceanic and continental crust are not expected in state assessment. Concept: HS-ESS2-5. Describe how the chemical and physical properties of water are important in mechanical and chemical mechanisms that affect Earth materials and surface processes. Clarification Statements: Examples of mechanical mechanisms involving water include stream transportation and deposition, erosion using variations in soil moisture content, and frost wedging by the expansion of water as it freezes. Examples of chemical mechanisms involving water include chemical weathering and recrystallization (based on solubility of different materials) and melt generation (based on water lowering the melting temperature of most solids). 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 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 HS-ESS2-3. Use a model based on evidence of Earth’s interior to describe the cycling of matter due to the outward flow of energy from Earth's interior and gravitational movement of denser materials toward the interior. Clarification Statements: Emphasis is on both a two-dimensional model of Earth, with radial layers determined by density, a three-dimensional model, which is controlled by gravity and thermal convection. Examples of evidence include maps Earth’s three-dimensional structure obtained from seismic waves, records of the rate of change of Earth's magnetic field (as constraints on convection in the outer core), and identification of the composition of Earth’s layer from high-pressure laboratory experiments. Concept: Math: 8.F.B.5 OutgoingConnection to HS-ESS3-3. Illustrate relationships among management of natural resources, the sustainability of human populations, and biodiversity. Clarification Statements: Examples of factors related to the management of natural resources include costs of resource extraction and waste management, per capita consumption, and the development of new technologies. Examples of factors related to human sustainability include agricultural efficiency, levels of conservation, and urban planning. Examples of factors related to biodiversity include habitat use and fragmentation, and land and resource conservation. Concept: HS-ESS1-2. Describe the astronomical evidence for the Big Bang theory, including the red shift of light from the motion of distant galaxies as an indication that the universe is currently expanding,the cosmic microwave background as the remnant radiation from the Big Bang, and the observed composition of ordinary matter of the universe, primarily found in stars and interstellar gases, which matches that predicted by the Big Bang theory (3/4 hydrogen and 1/4 helium). OutgoingConnection to HS-ESS1-4. Use Kepler's laws to predict the motion of orbiting objects in the solar system. Describe how orbits may change due to the gravitational effects from, or collisions with, other objects in the solar system. Clarification Statements: Kepler's laws apply to human-made satellites as well as planets, moons, and other objects. Calculations involving Kepler’s Laws of orbital motions should not deal with more than two bodies, nor involve calculus. IncomingConnection from HS-ESS1-1. Use informational test to explain that the life span of the Sun over approximately 10 billion years is a function of nuclear fusion in its core. Communicate that stars through nuclear fusion over their life cycle, produce elements from helium to iron and release energy that eventually reaches the Earth in the form of radiation. State Assessment Boundary: Specific stages of the life of a star, details of many different nucleosynthesis pathways for stars of differing masses, or calculations of energy released are not expected in state assessment. IncomingConnection from HS-PS4-1 IncomingConnection from 6.MS-ESS1-5(MA). Use graphical displays to illustrate that the Earth and its solar system are one of many in the Milky Way galaxy, which is one of billions in the universe. Clarification Statement: Graphical displays can include maps, charts, graphs, or data tables. Concept: 8.MS-ESS2-1. Use a model to illustrate that energy from Earth's interior drives convections that cycles Earth’s crust, leading to melting, crystallization, weathering, and deformation of large rock formations, including generation of ocean sea floor at ridges, submergence of ocean sea floor at trenches, mountain building, and active volcanic chains. Clarification Statement: The emphasis is on large-scale cycling resulting from plate tectonics. OutgoingConnection to HS-ESS1-5. Evaluate evidence of the past and current movements of continental and oceanic crust, the theory of plate tectonics, and relative densities of oceanic and continental rocks to explain why continental rocks are generally much older than rocks of the ocean floor. Clarification Statement: Examples include the ages of oceanic crust (less than 200 million years old) increasing with distance from mid-ocean ridges (a result of plate spreading at divergent boundaries) and the ages of North American continental crust (which can be older than 4 billion years) increasing with distance away from a central ancient core (a result of past plate interactions at convergent boundaries). OutgoingConnection to HS-ESS2-3. Use a model based on evidence of Earth’s interior to describe the cycling of matter due to the outward flow of energy from Earth's interior and gravitational movement of denser materials toward the interior. Clarification Statements: Emphasis is on both a two-dimensional model of Earth, with radial layers determined by density, a three-dimensional model, which is controlled by gravity and thermal convection. Examples of evidence include maps Earth’s three-dimensional structure obtained from seismic waves, records of the rate of change of Earth's magnetic field (as constraints on convection in the outer core), and identification of the composition of Earth’s layer from high-pressure laboratory experiments. IncomingConnection from 7.MS-ESS2-2. Construct an explanation based on evidence for how Earth’s surface has changed over scales that range from local to global in size. Clarification Statements: Examples of processes occurring over large spatial scales include plate motion, formation of mountains and ocean basins, and ice ages. Examples of changes occurring over small, local spatial scales include earthquakes and seasonal weathering and erosion. IncomingConnection from 4-ESS2-2 IncomingConnection from 7.MS-PS3-6 IncomingConnection from 6.MS-PS1-7(MA) IncomingConnection from 6.MS-ESS2-3. Analyze and interpret maps showing the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence that Earth's plates have moved great distances, collided, and spread apart. Clarification Statement: Maps may show similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches), similar to Wegener's visuals. State Assessment Boundary: Mechanisms for plate motion or paleomagnetic anomalies in oceanic and continental crust are 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-LS2-7 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 gradual atmospheric and climate changes. OutgoingConnection to HS-ESS3-2. Evaluate competing design solutions for minimizing impacts of developing and using energy and mineral resources, and conserving and recycling those resources, based on economic, social, and environmental cost-benefit ratios.* Clarification Statement: Examples include developing best practices for agricultural soil use, mining (for metals, coal, tar sands, and oil shales), and pumping (for petroleum and natural gas). IncomingConnection from 4-ESS3-1 IncomingConnection from Math: 8.F.B.5 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: HS-LS2-7 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: HS-PS4-1 OutgoingConnection to HS-ESS1-2. Describe the astronomical evidence for the Big Bang theory, including the red shift of light from the motion of distant galaxies as an indication that the universe is currently expanding,the cosmic microwave background as the remnant radiation from the Big Bang, and the observed composition of ordinary matter of the universe, primarily found in stars and interstellar gases, which matches that predicted by the Big Bang theory (3/4 hydrogen and 1/4 helium). Concept: 6.MS-ESS1-5(MA). Use graphical displays to illustrate that the Earth and its solar system are one of many in the Milky Way galaxy, which is one of billions in the universe. Clarification Statement: Graphical displays can include maps, charts, graphs, or data tables. OutgoingConnection to HS-ESS1-2. Describe the astronomical evidence for the Big Bang theory, including the red shift of light from the motion of distant galaxies as an indication that the universe is currently expanding,the cosmic microwave background as the remnant radiation from the Big Bang, and the observed composition of ordinary matter of the universe, primarily found in stars and interstellar gases, which matches that predicted by the Big Bang theory (3/4 hydrogen and 1/4 helium). IncomingConnection from 5-ESS1-1 Concept: 3-ESS2-2 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. Concept: 6.MS-PS1-7(MA) OutgoingConnection to 8.MS-ESS2-5. Interpret basic weather data to identify patterns in air mass interactions and the relationship of those patterns to 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, and how sudden changes in weather can result when different air masses collide. Data can be provided to students (such as weather maps, data tables, diagrams, or visualizations) or obtained through field observations or laboratory experiments. State Assessment Boundary: Specific names of cloud types, weather symbols used on weather maps are not expected in state assessment. Concept: Math: 7-EE.MA.4c OutgoingConnection to 7.MS-ESS3-2. Obtain and communicate information on how data from past geologic events are analyzed for patterns and used to forecast the location and likelihood of future catastrophic events. Clarification Statements: Geologic events include earthquakes, volcanic eruptions, floods, and landslides. Examples of data typically analyzed can include the locations, magnitudes, and frequencies of the natural hazards. State Assessment Boundary: Active analysis of data or forecasting is not expected in state assessment. Concept: 4-ESS3-2 OutgoingConnection to 7.MS-ESS3-2. Obtain and communicate information on how data from past geologic events are analyzed for patterns and used to forecast the location and likelihood of future catastrophic events. Clarification Statements: Geologic events include earthquakes, volcanic eruptions, floods, and landslides. Examples of data typically analyzed can include the locations, magnitudes, and frequencies of the natural hazards. State Assessment Boundary: Active analysis of data or forecasting is not expected in state assessment. Concept: ELA: WHST.9-10.2 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: 6.MS-ESS1-1a. Develop and use a model of the Earth-Sun-Moon system to explain the causes of lunar phases and eclipses of the Sun and Moon. Clarification Statement: Examples of models can be physical, graphical, or conceptual and should emphasize relative positions and distances. OutgoingConnection to 8.MS-ESS1-2. Explain the role of gravity in ocean tides, the orbital motions of planets, their moons, and asteroids in the solar system. State Assessment Boundary: Kepler's laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth are not expected in state assessment. OutgoingConnection to 8.MS-ESS1-1b. Develop and use a model of the Earth-Sun system to explain the cyclical pattern of seasons, which includes 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 5-ESS1-2 Concept: Math: 8-F.1 OutgoingConnection to HS-ESS1-1. Use informational test to explain that the life span of the Sun over approximately 10 billion years is a function of nuclear fusion in its core. Communicate that stars through nuclear fusion over their life cycle, produce elements from helium to iron and release energy that eventually reaches the Earth in the form of radiation. State Assessment Boundary: Specific stages of the life of a star, details of many different nucleosynthesis pathways for stars of differing masses, or calculations of energy released are not expected in state assessment. Concept: 6.MS-PS1-7(MA) OutgoingConnection to HS-ESS1-5. Evaluate evidence of the past and current movements of continental and oceanic crust, the theory of plate tectonics, and relative densities of oceanic and continental rocks to explain why continental rocks are generally much older than rocks of the ocean floor. Clarification Statement: Examples include the ages of oceanic crust (less than 200 million years old) increasing with distance from mid-ocean ridges (a result of plate spreading at divergent boundaries) and the ages of North American continental crust (which can be older than 4 billion years) increasing with distance away from a central ancient core (a result of past plate interactions at convergent boundaries). Concept: Math: 6-NS.7b OutgoingConnection to 8.MS-ESS2-5. Interpret basic weather data to identify patterns in air mass interactions and the relationship of those patterns to 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, and how sudden changes in weather can result when different air masses collide. Data can be provided to students (such as weather maps, data tables, diagrams, or visualizations) or obtained through field observations or laboratory experiments. State Assessment Boundary: Specific names of cloud types, weather symbols used on weather maps are not expected in state assessment. Massachusetts Department of Elementary and Secondary Education April 2016