MA 2016 STE PreK-5 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: 3-ESS2-1. Use graphs and tables of local weather data to describe and predict typical weather during a particular season in an area. Clarification Statements: Examples of weather data could include average temperature, amount and type of precipitation (e.g.,rain, snow) wind direction, and wind speed. Graphical displays should focus on pictographs and bar graphs. OutgoingConnection to 3-ESS3-1. Evaluate the merit of a design solution that reduces the impacts of a weather-related hazard.* Clarification Statement: Examples of design solutions to a weather-related hazard could include a barrier to prevent flooding, a wind-resistant roof, and a lightning rod. OutgoingConnection to 3-ESS2-2. Obtain and summarize information about the climate of different regions of the world to illustrate that typical weather conditions over a year vary by region. Clarification Statement: Examples of information can include climate data (average temperature, average precipitation, average wind speed) or comparative descriptions of seasonal weather for different regions. State Assessment Boundary: An understanding of climate change is not expected in state assessment. OutgoingConnection to 8.MS-ESS2-5 IncomingConnection from Math: 3.MD.B.3, 2.MD.D.10 IncomingConnection from 1-ESS1-2. Analyze provided data to identify relationships among seasonal patterns of change, including relative sunrise and sunset time changes, seasonal temperature and rainfall or snowfall patterns, and seasonal changes to the environment. Clarification Statement: Examples of seasonal changes to the environment can include foliage changes, bird migration, and differences in amount of insect activity. Concept: 5-ESS2-2. Describe and graph the relative amounts of salt water in the ocean; fresh water in lakes, rivers, and ground water; and fresh water frozen in glaciers and polar ice caps to provide evidence about the availability of fresh water in Earth's biosphere. State Assessment Boundary: Inclusion of the atmosphere is not expected in state assessment. OutgoingConnection to 7.MS-ESS3-1 OutgoingConnection to 5-ESS2-1. Use a model to describe the cycling of water through a watershed through evaporation, precipitation, absorption, surface runoff, and condensation. State Assessment Boundary: Transpiraton or explanations of mechanisms that drive the cycle are not expected in state assessment. IncomingConnection from 2-ESS2-3. Use examples obtained from informational sources to explain that water is found in the ocean, rivers and streams, lakes and ponds, and may be solid or liquid. IncomingConnection from Math: 3.MD.B.3 Concept: PreK-ESS1-1(MA). Demonstrate awareness that the moon can be seen in the daytime and at night, and of the different apparent shapes of the moon over a month. Clarification Statement: The names of moon phases or sequencing moon phases is not expected. OutgoingConnection to 1-ESS1-1. Use observations of the sun, moon, and stars to describe that each appears to rise in one part of the sky, appears to move across the sky, and appears to set. Concept: ELA: RI.3.1, 2, 3.9 OutgoingConnection to 3-ESS2-2. Obtain and summarize information about the climate of different regions of the world to illustrate that typical weather conditions over a year vary by region. Clarification Statement: Examples of information can include climate data (average temperature, average precipitation, average wind speed) or comparative descriptions of seasonal weather for different regions. State Assessment Boundary: An understanding of climate change is not expected in state assessment. Concept: ELA: RI-5.3 OutgoingConnection to 5-ESS1-2. Use a model to communicate Earth's relationship to the Sun, Moon, and other stars that explain (a) why people on Earth experience day and night, (b) patterns in daily changes in length and direction of shadows over a day, and (c) changes in the apparent position of the Sun, Moon, and stars at different times during a day, over a month, and over a year. Clarification Statement: Models should illustrate that the Earth, Sun, and Moon are spheres; include orbits of the Earth around the Sun and of the Moon around Earth; and demonstrate Earth’s rotation about its axis. State Assessment Boundary: Causes of lunar phases or seasons, or use of Earth's tilt are not expected in state assessment. Concept: 3-LS4-4 IncomingConnection from 3-ESS2-2. Obtain and summarize information about the climate of different regions of the world to illustrate that typical weather conditions over a year vary by region. Clarification Statement: Examples of information can include climate data (average temperature, average precipitation, average wind speed) or comparative descriptions of seasonal weather for different regions. State Assessment Boundary: An understanding of climate change is not expected in state assessment. Concept: ELA: SL.K.5, W.K.2 OutgoingConnection to K-ESS3-3. Communicate solutions to reduce the amount of natural resources an individual uses.* Clarification Statement: Examples of solutions could include reusing paper to reduce the number of trees cut down and recycling cans and bottles to reduce the amount of plastic or metal used. Concept: 6.MS-ESS2-3 IncomingConnection from 4-ESS1-1. Use evidence from a given landscape that includes simple landforms and rock layers to support a claim about the role of erosion or deposition in the formation of the landscape. Clarification Statements: Example of evidence and claims could include rock layers with shell fossils above rock layers with plant fossils and no shells, indicating a change from deposition on land to deposition in water over time; and a canyon with rock layers in the walls and a river in the bottom, indicating that a river eroded the rock over time. Examples of simple landforms can include valleys, hills,mountains, plains, and canyons. Focus should be on relative time. State Assessment Boundary: Specific details of the mechanisms of rock formation or specific rock formations and layers are not expected in state assessment. Concept: Math: 3.MD.B.3, 2.MD.D.10 OutgoingConnection to 3-ESS2-1. Use graphs and tables of local weather data to describe and predict typical weather during a particular season in an area. Clarification Statements: Examples of weather data could include average temperature, amount and type of precipitation (e.g.,rain, snow) wind direction, and wind speed. Graphical displays should focus on pictographs and bar graphs. Concept: K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment. Clarification Statement: Examples of plants and animals changing their environment could include a squirrel digging holes in the ground and tree roots that break concrete. OutgoingConnection to 3-LS4-4 IncomingConnection from PreK-ESS3-2(MA). Observe and discuss the impact of people's activities on the local environment. IncomingConnection from ELA: W.K.1 Concept: 2.K-2-ETS1-3 OutgoingConnection to 2-ESS2-1. Compare the effectiveness of multiple solutions designed to slow or prevent wind or water from changing the shape of the land.* Clarification Statements: Solutions to be compared could include different designs of dikes and windbreaks to hold back wind and water, and different designs for using shrubs, grass, and trees to hold back the land. Solutions can be generated or provided. Concept: K-ESS3-3. Communicate solutions to reduce the amount of natural resources an individual uses.* Clarification Statement: Examples of solutions could include reusing paper to reduce the number of trees cut down and recycling cans and bottles to reduce the amount of plastic or metal used. OutgoingConnection to 5-ESS3-1. Obtain and combine information about ways communities reduce human impact on the Earth’s resources and environment by changing an agricultural, industrial, or community practice or process. Clarification Statement: Examples of changed practices or processes include treating sewage, reducing the amounts of materials used, capturing polluting emissions from factories or power plants, and preventing runoff from agricultural activities. State Assessment Boundary: Climate change or social science aspects of practices such as regulation or policy are not expected in state assessment. OutgoingConnection to 4-ESS3-1. Obtain information to describe that energy and fuels humans use are derived from natural resources and that some energy and fuel sources are renewable and some are not. Clarification Statements: Examples of renewable energy resources could include wind energy, water behind dams, tides, and sunlight. Non-renewable energy resources are fossil fuels and nuclear materials. IncomingConnection from ELA: SL.K.5, W.K.2 IncomingConnection from PreK-ESS3-2(MA). Observe and discuss the impact of people's activities on the local environment. Concept: K-ESS3-2. Obtain and use information about the purpose of weather forecasting to prepare for, and respond to, different types of local weather. OutgoingConnection to 3-ESS3-1. Evaluate the merit of a design solution that reduces the impacts of a weather-related hazard.* Clarification Statement: Examples of design solutions to a weather-related hazard could include a barrier to prevent flooding, a wind-resistant roof, and a lightning rod. IncomingConnection from ELA: RI.K.3 IncomingConnection from K-ESS2-1. Use and share quantitative observations of local weather conditions to describe patterns over time. Clarification Statements: Examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month, and relative temperature. Quantitative observations should be limited to whole numbers. Concept: 1-ESS1-2. Analyze provided data to identify relationships among seasonal patterns of change, including relative sunrise and sunset time changes, seasonal temperature and rainfall or snowfall patterns, and seasonal changes to the environment. Clarification Statement: Examples of seasonal changes to the environment can include foliage changes, bird migration, and differences in amount of insect activity. OutgoingConnection to 5-ESS1-2. Use a model to communicate Earth's relationship to the Sun, Moon, and other stars that explain (a) why people on Earth experience day and night, (b) patterns in daily changes in length and direction of shadows over a day, and (c) changes in the apparent position of the Sun, Moon, and stars at different times during a day, over a month, and over a year. Clarification Statement: Models should illustrate that the Earth, Sun, and Moon are spheres; include orbits of the Earth around the Sun and of the Moon around Earth; and demonstrate Earth’s rotation about its axis. State Assessment Boundary: Causes of lunar phases or seasons, or use of Earth's tilt are not expected in state assessment. OutgoingConnection to 3-ESS2-1. Use graphs and tables of local weather data to describe and predict typical weather during a particular season in an area. Clarification Statements: Examples of weather data could include average temperature, amount and type of precipitation (e.g.,rain, snow) wind direction, and wind speed. Graphical displays should focus on pictographs and bar graphs. IncomingConnection from K-ESS2-1. Use and share quantitative observations of local weather conditions to describe patterns over time. Clarification Statements: Examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month, and relative temperature. Quantitative observations should be limited to whole numbers. IncomingConnection from Math: 1.MD.B.3, 1.MD.C.4 Concept: ELA: SL.PK.3, SL.PK.6 OutgoingConnection to PreK-ESS2-1(MA). Raise questions and engage in discussions about how different types of local environments (including water) provide homes for different kinds of living things. Concept: PreK-ESS2-6(MA). Provide examples of the impact of weather on living things. Clarification Statement: Make connections between the weather and what they wear and can do and the weather and the needs of plants and animals for water and shelter. IncomingConnection from PreK-ESS2-5(MA). Describe how local weather changes from day to day and over the seasons and recognize patterns in those changes. Clarification Statement: Descriptions of the weather can include sunny, cloudy, rainy, warm, windy, and snowy. Concept: 8.MS-ESS3-5 IncomingConnection from 4-ESS3-1. Obtain information to describe that energy and fuels humans use are derived from natural resources and that some energy and fuel sources are renewable and some are not. Clarification Statements: Examples of renewable energy resources could include wind energy, water behind dams, tides, and sunlight. Non-renewable energy resources are fossil fuels and nuclear materials. Concept: K.PS1-1. OutgoingConnection to 2-ESS2-3. Use examples obtained from informational sources to explain that water is found in the ocean, rivers and streams, lakes and ponds, and may be solid or liquid. Concept: ELA: RI.K.3 OutgoingConnection to K-ESS3-2. Obtain and use information about the purpose of weather forecasting to prepare for, and respond to, different types of local weather. Concept: 2-ESS2-2. Map the shapes and types of landforms and bodies of water in an area. Clarification Statements: Examples of types of landforms can include hills, valleys, river banks, and dunes. Examples of water bodies can include streams, ponds, bays, and rivers. Quantitative scaling in models or contour mapping is not expected. OutgoingConnection to 4-ESS2-2. Analyze and interpret maps of Earth’s mountain ranges, deep ocean trenches, volcanoes, and earthquake epicenters to describe patterns of these features and their locations relative to boundaries between continents and oceans. Concept: 1-ESS1-1. Use observations of the sun, moon, and stars to describe that each appears to rise in one part of the sky, appears to move across the sky, and appears to set. OutgoingConnection to 5-ESS1-2. Use a model to communicate Earth's relationship to the Sun, Moon, and other stars that explain (a) why people on Earth experience day and night, (b) patterns in daily changes in length and direction of shadows over a day, and (c) changes in the apparent position of the Sun, Moon, and stars at different times during a day, over a month, and over a year. Clarification Statement: Models should illustrate that the Earth, Sun, and Moon are spheres; include orbits of the Earth around the Sun and of the Moon around Earth; and demonstrate Earth’s rotation about its axis. State Assessment Boundary: Causes of lunar phases or seasons, or use of Earth's tilt are not expected in state assessment. IncomingConnection from PreK-ESS1-1(MA). Demonstrate awareness that the moon can be seen in the daytime and at night, and of the different apparent shapes of the moon over a month. Clarification Statement: The names of moon phases or sequencing moon phases is not expected. IncomingConnection from PreK-ESS1-2(MA). Observe and use evidence to describe that the sun is in different places in the sky during the day. IncomingConnection from Math: 1-MD.4 Concept: 3-LS4-4 IncomingConnection from 2-ESS2-4 (MA). Observe how blowing wind and flowing water can move Earth materials from one place to another and change the shape of a landform. Clarification Statement: Examples of types of landforms can include hills, valleys, river banks, and dunes. Concept: 8.MS-ESS2-5 IncomingConnection from 3-ESS2-1. Use graphs and tables of local weather data to describe and predict typical weather during a particular season in an area. Clarification Statements: Examples of weather data could include average temperature, amount and type of precipitation (e.g.,rain, snow) wind direction, and wind speed. Graphical displays should focus on pictographs and bar graphs. Concept: ELA: SL.PK.3, SL.PK.1 OutgoingConnection to PreK-ESS3-1(MA). Engage in discussion and raise questions using examples about local resources (including soil and water) humans use to meet their needs. Concept: 4-PS3-2 OutgoingConnection to 4-ESS3-1. Obtain information to describe that energy and fuels humans use are derived from natural resources and that some energy and fuel sources are renewable and some are not. Clarification Statements: Examples of renewable energy resources could include wind energy, water behind dams, tides, and sunlight. Non-renewable energy resources are fossil fuels and nuclear materials. Concept: ELA: RI.4.9, W.4.9 OutgoingConnection to 4-ESS3-1. Obtain information to describe that energy and fuels humans use are derived from natural resources and that some energy and fuel sources are renewable and some are not. Clarification Statements: Examples of renewable energy resources could include wind energy, water behind dams, tides, and sunlight. Non-renewable energy resources are fossil fuels and nuclear materials. Concept: ELA: RI.5.1,7,9, W.5.9 OutgoingConnection to 5-ESS3-1. Obtain and combine information about ways communities reduce human impact on the Earth’s resources and environment by changing an agricultural, industrial, or community practice or process. Clarification Statement: Examples of changed practices or processes include treating sewage, reducing the amounts of materials used, capturing polluting emissions from factories or power plants, and preventing runoff from agricultural activities. State Assessment Boundary: Climate change or social science aspects of practices such as regulation or policy are not expected in state assessment. Concept: K-ESS2-1. Use and share quantitative observations of local weather conditions to describe patterns over time. Clarification Statements: Examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month, and relative temperature. Quantitative observations should be limited to whole numbers. OutgoingConnection to 3-ESS3-1. Evaluate the merit of a design solution that reduces the impacts of a weather-related hazard.* Clarification Statement: Examples of design solutions to a weather-related hazard could include a barrier to prevent flooding, a wind-resistant roof, and a lightning rod. OutgoingConnection to 1-ESS1-2. Analyze provided data to identify relationships among seasonal patterns of change, including relative sunrise and sunset time changes, seasonal temperature and rainfall or snowfall patterns, and seasonal changes to the environment. Clarification Statement: Examples of seasonal changes to the environment can include foliage changes, bird migration, and differences in amount of insect activity. OutgoingConnection to K-ESS3-2. Obtain and use information about the purpose of weather forecasting to prepare for, and respond to, different types of local weather. IncomingConnection from PreK-ESS2-4(MA). Use simple instruments to collect and record data on elements of daily weather, including sun or clouds, wind, snow or rain, and higher or lower temperature. IncomingConnection from Math: K.CC.B.5, K.CC.C.6 K.MD.A.2, K.MD.B.3, K.CC.B.4a,b,c IncomingConnection from PreK-ESS2-5(MA). Describe how local weather changes from day to day and over the seasons and recognize patterns in those changes. Clarification Statement: Descriptions of the weather can include sunny, cloudy, rainy, warm, windy, and snowy. Concept: 2-ESS2-4 (MA). Observe how blowing wind and flowing water can move Earth materials from one place to another and change the shape of a landform. Clarification Statement: Examples of types of landforms can include hills, valleys, river banks, and dunes. OutgoingConnection to 3-LS4-4 OutgoingConnection to 4-ESS2-1. Make observations and collect data to provide evidence that rocks, soils, and sediments are broken into smaller pieces through mechanical weathering and moved around through erosion. Clarification Statements: Mechanical weathering can include frost wedging, abrasion, and tree root wedging. Erosion can include movement by blowing wind, flowing water, and moving ice. State Assessment Boundary: Chemical processes are not expected in state assessment. OutgoingConnection to 2-ESS2-1. Compare the effectiveness of multiple solutions designed to slow or prevent wind or water from changing the shape of the land.* Clarification Statements: Solutions to be compared could include different designs of dikes and windbreaks to hold back wind and water, and different designs for using shrubs, grass, and trees to hold back the land. Solutions can be generated or provided. Concept: PreK-ESS3-2(MA). Observe and discuss the impact of people's activities on the local environment. OutgoingConnection to K-ESS3-3. Communicate solutions to reduce the amount of natural resources an individual uses.* Clarification Statement: Examples of solutions could include reusing paper to reduce the number of trees cut down and recycling cans and bottles to reduce the amount of plastic or metal used. OutgoingConnection to K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment. Clarification Statement: Examples of plants and animals changing their environment could include a squirrel digging holes in the ground and tree roots that break concrete. IncomingConnection from PreK-ESS2-1(MA). Raise questions and engage in discussions about how different types of local environments (including water) provide homes for different kinds of living things. IncomingConnection from PreK-ESS3-1(MA). Engage in discussion and raise questions using examples about local resources (including soil and water) humans use to meet their needs. IncomingConnection from ELA: SL.PK. Concept: 6.MS-ESS1-1a IncomingConnection from 5-ESS1-2. Use a model to communicate Earth's relationship to the Sun, Moon, and other stars that explain (a) why people on Earth experience day and night, (b) patterns in daily changes in length and direction of shadows over a day, and (c) changes in the apparent position of the Sun, Moon, and stars at different times during a day, over a month, and over a year. Clarification Statement: Models should illustrate that the Earth, Sun, and Moon are spheres; include orbits of the Earth around the Sun and of the Moon around Earth; and demonstrate Earth’s rotation about its axis. State Assessment Boundary: Causes of lunar phases or seasons, or use of Earth's tilt are not expected in state assessment. Concept: 7.MS-ESS3-4 IncomingConnection from 4-ESS3-1. Obtain information to describe that energy and fuels humans use are derived from natural resources and that some energy and fuel sources are renewable and some are not. Clarification Statements: Examples of renewable energy resources could include wind energy, water behind dams, tides, and sunlight. Non-renewable energy resources are fossil fuels and nuclear materials. Concept: ELA: W.K.1 OutgoingConnection to K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment. Clarification Statement: Examples of plants and animals changing their environment could include a squirrel digging holes in the ground and tree roots that break concrete. Concept: 5-ESS1-2. Use a model to communicate Earth's relationship to the Sun, Moon, and other stars that explain (a) why people on Earth experience day and night, (b) patterns in daily changes in length and direction of shadows over a day, and (c) changes in the apparent position of the Sun, Moon, and stars at different times during a day, over a month, and over a year. Clarification Statement: Models should illustrate that the Earth, Sun, and Moon are spheres; include orbits of the Earth around the Sun and of the Moon around Earth; and demonstrate Earth’s rotation about its axis. State Assessment Boundary: Causes of lunar phases or seasons, or use of Earth's tilt are not expected in state assessment. OutgoingConnection to 6.MS-ESS1-1a IncomingConnection from ELA: RI-5.3 IncomingConnection from 1-ESS1-2. Analyze provided data to identify relationships among seasonal patterns of change, including relative sunrise and sunset time changes, seasonal temperature and rainfall or snowfall patterns, and seasonal changes to the environment. Clarification Statement: Examples of seasonal changes to the environment can include foliage changes, bird migration, and differences in amount of insect activity. IncomingConnection from 1-ESS1-1. Use observations of the sun, moon, and stars to describe that each appears to rise in one part of the sky, appears to move across the sky, and appears to set. Concept: PreK-PS1-2. OutgoingConnection to PreK-ESS2-2(MA). Observe and classify non-living materials, natural and human-made, in the local environment. Concept: 2-ESS2-3. Use examples obtained from informational sources to explain that water is found in the ocean, rivers and streams, lakes and ponds, and may be solid or liquid. OutgoingConnection to 5-ESS2-2. Describe and graph the relative amounts of salt water in the ocean; fresh water in lakes, rivers, and ground water; and fresh water frozen in glaciers and polar ice caps to provide evidence about the availability of fresh water in Earth's biosphere. State Assessment Boundary: Inclusion of the atmosphere is not expected in state assessment. IncomingConnection from K.PS1-1. IncomingConnection from ELA: W.2.9 Concept: 3.3-5-ETS1-2 OutgoingConnection to 4-ESS3-2. Evaluate the different solutions to reduce the impacts of a natural event such as an earthquake, blizzard, or flood, on humans.* Clarification Statement: Examples of solutions could include a proposal for an earthquake resistant building or a constructed wetland to mitigate flooding. OutgoingConnection to 3-ESS3-1. Evaluate the merit of a design solution that reduces the impacts of a weather-related hazard.* Clarification Statement: Examples of design solutions to a weather-related hazard could include a barrier to prevent flooding, a wind-resistant roof, and a lightning rod. Concept: PreK-LS2-1 OutgoingConnection to PreK-ESS2-1(MA). Raise questions and engage in discussions about how different types of local environments (including water) provide homes for different kinds of living things. Concept: PreK-ESS2-2(MA). Observe and classify non-living materials, natural and human-made, in the local environment. OutgoingConnection to PreK-ESS2-1(MA). Raise questions and engage in discussions about how different types of local environments (including water) provide homes for different kinds of living things. OutgoingConnection to PreK-ESS3-1(MA). Engage in discussion and raise questions using examples about local resources (including soil and water) humans use to meet their needs. IncomingConnection from PreK-PS1-2. IncomingConnection from Math: PK.MD.B.MA.3 Concept: 5-ESS2-1. Use a model to describe the cycling of water through a watershed through evaporation, precipitation, absorption, surface runoff, and condensation. State Assessment Boundary: Transpiraton or explanations of mechanisms that drive the cycle are not expected in state assessment. OutgoingConnection to 7.MS-ESS2-4 IncomingConnection from 5-ESS2-2. Describe and graph the relative amounts of salt water in the ocean; fresh water in lakes, rivers, and ground water; and fresh water frozen in glaciers and polar ice caps to provide evidence about the availability of fresh water in Earth's biosphere. State Assessment Boundary: Inclusion of the atmosphere is not expected in state assessment. Concept: 6.MS-ESS1-5 IncomingConnection from 5-ESS1-1. Use observations, first-hand and from various media, to argue that the sun is a star that appears larger and brighter than other stars because it is closer to the Earth. State Assessment Boundary: Other factors that affect apparent brightness (such as stellar masses, age,or stage) are not expected in state assessment. Concept: Math: 3.MD.B.3 OutgoingConnection to 5-ESS2-2. Describe and graph the relative amounts of salt water in the ocean; fresh water in lakes, rivers, and ground water; and fresh water frozen in glaciers and polar ice caps to provide evidence about the availability of fresh water in Earth's biosphere. State Assessment Boundary: Inclusion of the atmosphere is not expected in state assessment. Concept: PreK-ESS2-4(MA). Use simple instruments to collect and record data on elements of daily weather, including sun or clouds, wind, snow or rain, and higher or lower temperature. OutgoingConnection to K-ESS2-1. Use and share quantitative observations of local weather conditions to describe patterns over time. Clarification Statements: Examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month, and relative temperature. Quantitative observations should be limited to whole numbers. IncomingConnection from Math: PK.CC.C.MA.5, PK.G.A.MA.1 IncomingConnection from PreK-ESS2-5(MA). Describe how local weather changes from day to day and over the seasons and recognize patterns in those changes. Clarification Statement: Descriptions of the weather can include sunny, cloudy, rainy, warm, windy, and snowy. Concept: 4-ESS2-1. Make observations and collect data to provide evidence that rocks, soils, and sediments are broken into smaller pieces through mechanical weathering and moved around through erosion. Clarification Statements: Mechanical weathering can include frost wedging, abrasion, and tree root wedging. Erosion can include movement by blowing wind, flowing water, and moving ice. State Assessment Boundary: Chemical processes are not expected in state assessment. OutgoingConnection to 4-ESS1-1. Use evidence from a given landscape that includes simple landforms and rock layers to support a claim about the role of erosion or deposition in the formation of the landscape. Clarification Statements: Example of evidence and claims could include rock layers with shell fossils above rock layers with plant fossils and no shells, indicating a change from deposition on land to deposition in water over time; and a canyon with rock layers in the walls and a river in the bottom, indicating that a river eroded the rock over time. Examples of simple landforms can include valleys, hills,mountains, plains, and canyons. Focus should be on relative time. State Assessment Boundary: Specific details of the mechanisms of rock formation or specific rock formations and layers are not expected in state assessment. OutgoingConnection to 7.MS-ESS2-2 IncomingConnection from 2-ESS2-4 (MA). Observe how blowing wind and flowing water can move Earth materials from one place to another and change the shape of a landform. Clarification Statement: Examples of types of landforms can include hills, valleys, river banks, and dunes. IncomingConnection from Math: 4.MD.A.1 Concept: Math: K.CC.B.5, K.CC.C.6 K.MD.A.2, K.MD.B.3, K.CC.B.4a,b,c OutgoingConnection to K-ESS2-1. Use and share quantitative observations of local weather conditions to describe patterns over time. Clarification Statements: Examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month, and relative temperature. Quantitative observations should be limited to whole numbers. Concept: 3-LS4-1 OutgoingConnection to 4-ESS1-1. Use evidence from a given landscape that includes simple landforms and rock layers to support a claim about the role of erosion or deposition in the formation of the landscape. Clarification Statements: Example of evidence and claims could include rock layers with shell fossils above rock layers with plant fossils and no shells, indicating a change from deposition on land to deposition in water over time; and a canyon with rock layers in the walls and a river in the bottom, indicating that a river eroded the rock over time. Examples of simple landforms can include valleys, hills,mountains, plains, and canyons. Focus should be on relative time. State Assessment Boundary: Specific details of the mechanisms of rock formation or specific rock formations and layers are not expected in state assessment. Concept: Math: PK.CC.C.MA.5, PK.G.A.MA.1 OutgoingConnection to PreK-ESS2-4(MA). Use simple instruments to collect and record data on elements of daily weather, including sun or clouds, wind, snow or rain, and higher or lower temperature. Concept: PreK-LS2-3 IncomingConnection from PreK-ESS2-1(MA). Raise questions and engage in discussions about how different types of local environments (including water) provide homes for different kinds of living things. Concept: 7.MS-ESS3-4 IncomingConnection from 5-ESS3-1. Obtain and combine information about ways communities reduce human impact on the Earth’s resources and environment by changing an agricultural, industrial, or community practice or process. Clarification Statement: Examples of changed practices or processes include treating sewage, reducing the amounts of materials used, capturing polluting emissions from factories or power plants, and preventing runoff from agricultural activities. State Assessment Boundary: Climate change or social science aspects of practices such as regulation or policy are not expected in state assessment. Concept: 4-ESS2-2. Analyze and interpret maps of Earth’s mountain ranges, deep ocean trenches, volcanoes, and earthquake epicenters to describe patterns of these features and their locations relative to boundaries between continents and oceans. OutgoingConnection to 7.MS-ESS2-2 OutgoingConnection to 8.MS-ESS2-1 OutgoingConnection to 6.MS-ESS2-3 IncomingConnection from 2-ESS2-2. Map the shapes and types of landforms and bodies of water in an area. Clarification Statements: Examples of types of landforms can include hills, valleys, river banks, and dunes. Examples of water bodies can include streams, ponds, bays, and rivers. Quantitative scaling in models or contour mapping is not expected. Concept: 3-LS4-4 IncomingConnection from K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment. Clarification Statement: Examples of plants and animals changing their environment could include a squirrel digging holes in the ground and tree roots that break concrete. Concept: 5-ESS1-1. Use observations, first-hand and from various media, to argue that the sun is a star that appears larger and brighter than other stars because it is closer to the Earth. State Assessment Boundary: Other factors that affect apparent brightness (such as stellar masses, age,or stage) are not expected in state assessment. OutgoingConnection to 6.MS-ESS1-5 IncomingConnection from ELA: W.5.2, W.5.9 Concept: 3-ESS3-1. Evaluate the merit of a design solution that reduces the impacts of a weather-related hazard.* Clarification Statement: Examples of design solutions to a weather-related hazard could include a barrier to prevent flooding, a wind-resistant roof, and a lightning rod. OutgoingConnection to 4-ESS3-2. Evaluate the different solutions to reduce the impacts of a natural event such as an earthquake, blizzard, or flood, on humans.* Clarification Statement: Examples of solutions could include a proposal for an earthquake resistant building or a constructed wetland to mitigate flooding. IncomingConnection from 3-ESS2-1. Use graphs and tables of local weather data to describe and predict typical weather during a particular season in an area. Clarification Statements: Examples of weather data could include average temperature, amount and type of precipitation (e.g.,rain, snow) wind direction, and wind speed. Graphical displays should focus on pictographs and bar graphs. IncomingConnection from K-ESS3-2. Obtain and use information about the purpose of weather forecasting to prepare for, and respond to, different types of local weather. IncomingConnection from K-ESS2-1. Use and share quantitative observations of local weather conditions to describe patterns over time. Clarification Statements: Examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month, and relative temperature. Quantitative observations should be limited to whole numbers. IncomingConnection from 3.3-5-ETS1-2 IncomingConnection from 2-ESS2-1. Compare the effectiveness of multiple solutions designed to slow or prevent wind or water from changing the shape of the land.* Clarification Statements: Solutions to be compared could include different designs of dikes and windbreaks to hold back wind and water, and different designs for using shrubs, grass, and trees to hold back the land. Solutions can be generated or provided. Concept: PreK-ESS1-2(MA). Observe and use evidence to describe that the sun is in different places in the sky during the day. OutgoingConnection to 1-ESS1-1. Use observations of the sun, moon, and stars to describe that each appears to rise in one part of the sky, appears to move across the sky, and appears to set. IncomingConnection from ELA: RI.PK.7, W.PK.2 Concept: 7.MS-ESS3-1 IncomingConnection from 5-ESS2-2. Describe and graph the relative amounts of salt water in the ocean; fresh water in lakes, rivers, and ground water; and fresh water frozen in glaciers and polar ice caps to provide evidence about the availability of fresh water in Earth's biosphere. State Assessment Boundary: Inclusion of the atmosphere is not expected in state assessment. Concept: ELA:W.4.9 OutgoingConnection to 4-ESS1-1. Use evidence from a given landscape that includes simple landforms and rock layers to support a claim about the role of erosion or deposition in the formation of the landscape. Clarification Statements: Example of evidence and claims could include rock layers with shell fossils above rock layers with plant fossils and no shells, indicating a change from deposition on land to deposition in water over time; and a canyon with rock layers in the walls and a river in the bottom, indicating that a river eroded the rock over time. Examples of simple landforms can include valleys, hills,mountains, plains, and canyons. Focus should be on relative time. State Assessment Boundary: Specific details of the mechanisms of rock formation or specific rock formations and layers are not expected in state assessment. Concept: 4-ESS3-1. Obtain information to describe that energy and fuels humans use are derived from natural resources and that some energy and fuel sources are renewable and some are not. Clarification Statements: Examples of renewable energy resources could include wind energy, water behind dams, tides, and sunlight. Non-renewable energy resources are fossil fuels and nuclear materials. OutgoingConnection to 7.MS-ESS3-4 OutgoingConnection to 8.MS-ESS3-5 IncomingConnection from K-ESS3-3. Communicate solutions to reduce the amount of natural resources an individual uses.* Clarification Statement: Examples of solutions could include reusing paper to reduce the number of trees cut down and recycling cans and bottles to reduce the amount of plastic or metal used. IncomingConnection from 4-PS3-2 IncomingConnection from ELA: RI.4.9, W.4.9 Concept: 2-ESS2-1. Compare the effectiveness of multiple solutions designed to slow or prevent wind or water from changing the shape of the land.* Clarification Statements: Solutions to be compared could include different designs of dikes and windbreaks to hold back wind and water, and different designs for using shrubs, grass, and trees to hold back the land. Solutions can be generated or provided. OutgoingConnection to 3-ESS3-1. Evaluate the merit of a design solution that reduces the impacts of a weather-related hazard.* Clarification Statement: Examples of design solutions to a weather-related hazard could include a barrier to prevent flooding, a wind-resistant roof, and a lightning rod. IncomingConnection from 2.K-2-ETS1-3 IncomingConnection from 2-ESS2-4 (MA). Observe how blowing wind and flowing water can move Earth materials from one place to another and change the shape of a landform. Clarification Statement: Examples of types of landforms can include hills, valleys, river banks, and dunes. Concept: ELA: W.2.9 OutgoingConnection to 2-ESS2-3. Use examples obtained from informational sources to explain that water is found in the ocean, rivers and streams, lakes and ponds, and may be solid or liquid. Concept: PreK-ESS2-1(MA). Raise questions and engage in discussions about how different types of local environments (including water) provide homes for different kinds of living things. OutgoingConnection to PreK-LS2-3 OutgoingConnection to PreK-ESS3-2(MA). Observe and discuss the impact of people's activities on the local environment. IncomingConnection from ELA: SL.PK.3, SL.PK.6 IncomingConnection from PreK-LS2-1 IncomingConnection from PreK-ESS2-2(MA). Observe and classify non-living materials, natural and human-made, in the local environment. Concept: PreK-ESS2-3(MA). Explore and describe different places water is found in the local environment. OutgoingConnection to PreK-LS2-3 Concept: PreK-LS2-3 IncomingConnection from PreK-ESS2-3(MA). Explore and describe different places water is found in the local environment. Concept: Math: 4.MD.A.1 OutgoingConnection to 4-ESS2-1. Make observations and collect data to provide evidence that rocks, soils, and sediments are broken into smaller pieces through mechanical weathering and moved around through erosion. Clarification Statements: Mechanical weathering can include frost wedging, abrasion, and tree root wedging. Erosion can include movement by blowing wind, flowing water, and moving ice. State Assessment Boundary: Chemical processes are not expected in state assessment. Concept: PreK-ESS2-5(MA). Describe how local weather changes from day to day and over the seasons and recognize patterns in those changes. Clarification Statement: Descriptions of the weather can include sunny, cloudy, rainy, warm, windy, and snowy. OutgoingConnection to PreK-ESS2-4(MA). Use simple instruments to collect and record data on elements of daily weather, including sun or clouds, wind, snow or rain, and higher or lower temperature. OutgoingConnection to PreK-ESS2-6(MA). Provide examples of the impact of weather on living things. Clarification Statement: Make connections between the weather and what they wear and can do and the weather and the needs of plants and animals for water and shelter. OutgoingConnection to K-ESS2-1. Use and share quantitative observations of local weather conditions to describe patterns over time. Clarification Statements: Examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month, and relative temperature. Quantitative observations should be limited to whole numbers. Concept: 5-ESS3-2(MA). Test a simple system designed to filter an particulates out of water and propose one change to the design to improve it.* IncomingConnection from 4.3-5-ETS1-3 IncomingConnection from 5-ESS3-1. Obtain and combine information about ways communities reduce human impact on the Earth’s resources and environment by changing an agricultural, industrial, or community practice or process. Clarification Statement: Examples of changed practices or processes include treating sewage, reducing the amounts of materials used, capturing polluting emissions from factories or power plants, and preventing runoff from agricultural activities. State Assessment Boundary: Climate change or social science aspects of practices such as regulation or policy are not expected in state assessment. Concept: PreK-ESS3-1(MA). Engage in discussion and raise questions using examples about local resources (including soil and water) humans use to meet their needs. OutgoingConnection to PreK-ESS3-2(MA). Observe and discuss the impact of people's activities on the local environment. IncomingConnection from ELA: SL.PK.3, SL.PK.1 IncomingConnection from PreK-ESS2-2(MA). Observe and classify non-living materials, natural and human-made, in the local environment. Concept: ELA: RI.PK.7, W.PK.2 OutgoingConnection to PreK-ESS1-2(MA). Observe and use evidence to describe that the sun is in different places in the sky during the day. Concept: Math: 1.MD.B.3, 1.MD.C.4 OutgoingConnection to 1-ESS1-2. Analyze provided data to identify relationships among seasonal patterns of change, including relative sunrise and sunset time changes, seasonal temperature and rainfall or snowfall patterns, and seasonal changes to the environment. Clarification Statement: Examples of seasonal changes to the environment can include foliage changes, bird migration, and differences in amount of insect activity. Concept: Math: 1-MD.4 OutgoingConnection to 1-ESS1-1. Use observations of the sun, moon, and stars to describe that each appears to rise in one part of the sky, appears to move across the sky, and appears to set. Concept: ELA: SL.PK. OutgoingConnection to PreK-ESS3-2(MA). Observe and discuss the impact of people's activities on the local environment. Concept: 8.MS-ESS2-1 IncomingConnection from 4-ESS2-2. Analyze and interpret maps of Earth’s mountain ranges, deep ocean trenches, volcanoes, and earthquake epicenters to describe patterns of these features and their locations relative to boundaries between continents and oceans. Concept: 8.MS-ESS2-6 IncomingConnection from 3-ESS2-2. Obtain and summarize information about the climate of different regions of the world to illustrate that typical weather conditions over a year vary by region. Clarification Statement: Examples of information can include climate data (average temperature, average precipitation, average wind speed) or comparative descriptions of seasonal weather for different regions. State Assessment Boundary: An understanding of climate change is not expected in state assessment. Concept: 3-ESS2-2. Obtain and summarize information about the climate of different regions of the world to illustrate that typical weather conditions over a year vary by region. Clarification Statement: Examples of information can include climate data (average temperature, average precipitation, average wind speed) or comparative descriptions of seasonal weather for different regions. State Assessment Boundary: An understanding of climate change is not expected in state assessment. OutgoingConnection to 3-LS4-4 OutgoingConnection to 8.MS-ESS2-6 IncomingConnection from 3-ESS2-1. Use graphs and tables of local weather data to describe and predict typical weather during a particular season in an area. Clarification Statements: Examples of weather data could include average temperature, amount and type of precipitation (e.g.,rain, snow) wind direction, and wind speed. Graphical displays should focus on pictographs and bar graphs. IncomingConnection from ELA: RI.3.1, 2, 3.9 Concept: 4.3-5-ETS1-3 OutgoingConnection to 5-ESS3-2(MA). Test a simple system designed to filter an particulates out of water and propose one change to the design to improve it.* Concept: ELA: W.5.2, W.5.9 OutgoingConnection to 5-ESS1-1. Use observations, first-hand and from various media, to argue that the sun is a star that appears larger and brighter than other stars because it is closer to the Earth. State Assessment Boundary: Other factors that affect apparent brightness (such as stellar masses, age,or stage) are not expected in state assessment. Concept: Math: PK.MD.B.MA.3 OutgoingConnection to PreK-ESS2-2(MA). Observe and classify non-living materials, natural and human-made, in the local environment. Concept: 5-ESS3-1. Obtain and combine information about ways communities reduce human impact on the Earth’s resources and environment by changing an agricultural, industrial, or community practice or process. Clarification Statement: Examples of changed practices or processes include treating sewage, reducing the amounts of materials used, capturing polluting emissions from factories or power plants, and preventing runoff from agricultural activities. State Assessment Boundary: Climate change or social science aspects of practices such as regulation or policy are not expected in state assessment. OutgoingConnection to 5-ESS3-2(MA). Test a simple system designed to filter an particulates out of water and propose one change to the design to improve it.* OutgoingConnection to 7.MS-ESS3-4 IncomingConnection from K-ESS3-3. Communicate solutions to reduce the amount of natural resources an individual uses.* Clarification Statement: Examples of solutions could include reusing paper to reduce the number of trees cut down and recycling cans and bottles to reduce the amount of plastic or metal used. IncomingConnection from ELA: RI.5.1,7,9, W.5.9 Concept: 4-ESS1-1. Use evidence from a given landscape that includes simple landforms and rock layers to support a claim about the role of erosion or deposition in the formation of the landscape. Clarification Statements: Example of evidence and claims could include rock layers with shell fossils above rock layers with plant fossils and no shells, indicating a change from deposition on land to deposition in water over time; and a canyon with rock layers in the walls and a river in the bottom, indicating that a river eroded the rock over time. Examples of simple landforms can include valleys, hills,mountains, plains, and canyons. Focus should be on relative time. State Assessment Boundary: Specific details of the mechanisms of rock formation or specific rock formations and layers are not expected in state assessment. OutgoingConnection to 6.MS-ESS1-4 OutgoingConnection to 6.MS-ESS2-3 IncomingConnection from 4-ESS2-1. Make observations and collect data to provide evidence that rocks, soils, and sediments are broken into smaller pieces through mechanical weathering and moved around through erosion. Clarification Statements: Mechanical weathering can include frost wedging, abrasion, and tree root wedging. Erosion can include movement by blowing wind, flowing water, and moving ice. State Assessment Boundary: Chemical processes are not expected in state assessment. IncomingConnection from 3-LS4-1 IncomingConnection from ELA:W.4.9 Concept: 4-ESS3-2. Evaluate the different solutions to reduce the impacts of a natural event such as an earthquake, blizzard, or flood, on humans.* Clarification Statement: Examples of solutions could include a proposal for an earthquake resistant building or a constructed wetland to mitigate flooding. OutgoingConnection to 7.MS-ESS3-2 IncomingConnection from 3.3-5-ETS1-2 IncomingConnection from 3-ESS3-1. Evaluate the merit of a design solution that reduces the impacts of a weather-related hazard.* Clarification Statement: Examples of design solutions to a weather-related hazard could include a barrier to prevent flooding, a wind-resistant roof, and a lightning rod. Concept: 7.MS-ESS3-2 IncomingConnection from 4-ESS3-2. Evaluate the different solutions to reduce the impacts of a natural event such as an earthquake, blizzard, or flood, on humans.* Clarification Statement: Examples of solutions could include a proposal for an earthquake resistant building or a constructed wetland to mitigate flooding. Concept: 7.MS-ESS2-2 IncomingConnection from 4-ESS2-1. Make observations and collect data to provide evidence that rocks, soils, and sediments are broken into smaller pieces through mechanical weathering and moved around through erosion. Clarification Statements: Mechanical weathering can include frost wedging, abrasion, and tree root wedging. Erosion can include movement by blowing wind, flowing water, and moving ice. State Assessment Boundary: Chemical processes are not expected in state assessment. IncomingConnection from 4-ESS2-2. Analyze and interpret maps of Earth’s mountain ranges, deep ocean trenches, volcanoes, and earthquake epicenters to describe patterns of these features and their locations relative to boundaries between continents and oceans. Concept: 6.MS-ESS1-4 IncomingConnection from 4-ESS1-1. Use evidence from a given landscape that includes simple landforms and rock layers to support a claim about the role of erosion or deposition in the formation of the landscape. Clarification Statements: Example of evidence and claims could include rock layers with shell fossils above rock layers with plant fossils and no shells, indicating a change from deposition on land to deposition in water over time; and a canyon with rock layers in the walls and a river in the bottom, indicating that a river eroded the rock over time. Examples of simple landforms can include valleys, hills,mountains, plains, and canyons. Focus should be on relative time. State Assessment Boundary: Specific details of the mechanisms of rock formation or specific rock formations and layers are not expected in state assessment. Concept: 7.MS-ESS2-4 IncomingConnection from 5-ESS2-1. Use a model to describe the cycling of water through a watershed through evaporation, precipitation, absorption, surface runoff, and condensation. State Assessment Boundary: Transpiraton or explanations of mechanisms that drive the cycle are not expected in state assessment. Concept: 6.MS-ESS2-3 IncomingConnection from 4-ESS2-2. Analyze and interpret maps of Earth’s mountain ranges, deep ocean trenches, volcanoes, and earthquake epicenters to describe patterns of these features and their locations relative to boundaries between continents and oceans. Massachusetts Department of Elementary and Secondary Education April 2016