2016 MA STE PreK-5 Life 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-LS1-1. Use simple graphical representations to show that different types of organisms have unique and diverse life cycles. Describe that all organisms have birth, growth, reproduction, and death in common but there are a variety of ways in which these happen. Clarification Statements: Examples can include different ways plants and animals are begin (e.g., sprout from a seed, born from an egg), grow (e.g., increase in size and weight, produce a new part), reproduce (e.g., develop seeds, root runners, mate and lay eggs that hatch), and die (e.g., length of life). Plant life cycles should focus on those of flowering plants. Describing variation in organism life cycles should focus on comparisons of the general stages of each, not specifics. State Assessment Boundary: Detailed descriptions of any one organism's cycle, the differences of "complete metamorphosis" and "incomplete metamorphosis" or details of human reproduction are not expected in state assessment. OutgoingConnection to 8.MS-LS3-2 IncomingConnection from Math: 3.MD.3 IncomingConnection from K.LS1-2(MA). Recognize that all plants and animals grow and change over time. IncomingConnection from 1-LS1-1. Use evidence to explain that (a) different animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air, and (b) plants have roots, stems, leaves, flowers, and fruits that are used to take in water, air, and other nutrients, and and produce food for the plant. Clarification Statement: Descriptions are not expected to include mechanisms such as the process of photosynthesis. Concept: 4.3-5-ETS1-5(MA) OutgoingConnection to 5-LS2-2(MA). Compare at least two designs for a composter to determine which is most likely to encourage decomposition of materials.* Clarification Statement: Measures or evidence of decomposition should be on qualitative descriptions or comparisons. Concept: 7.MS-LS1-4 IncomingConnection from 4-LS1-1. Construct an argument that animals and plants have internal and external structures that support their survival, growth, behavior, and reproduction. Clarification Statements: Animal structures can include legs, wings, fins, feathers, trunks, claws, horns, antennae, eyes, ears, nose, heart, stomach, lung, brain, and skin. Plant structures can include leaves, roots, stems, bark, branches, flowers, fruit and seeds. State Assessment Boundary: State assessment will be limited to macroscopic structures. Concept: 8.MS-LS1-5 IncomingConnection from 3-LS4-3. Construct an argument with evidence that in a particular environment some organisms can survive well, some survive less well, and some cannot survive. Clarification Statement: Examples of evidence could include needs and characteristics of the different organisms (species) and habitats involved. Concept: 3-LS4-5(MA). Provide evidence to support a claim that the survival of a population is dependent upon reproduction. State Assessment Boundary: Details of reproduction are not expected in state assessment. OutgoingConnection to 3-LS4-3. Construct an argument with evidence that in a particular environment some organisms can survive well, some survive less well, and some cannot survive. Clarification Statement: Examples of evidence could include needs and characteristics of the different organisms (species) and habitats involved. IncomingConnection from 3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction. Clarification Statements: Examples can include rose bushes of the same species, one with slightly longer thorns than the other which may prevent its predation by deer and color variation within a species that may provide advantages so one organism may be more likely to survive and therefore more likely to produce offspring. Examples of evidence could include needs and characteristics of the organisms and habitats involved. Concept: PreK-LS2-2(MA). Using evidence from the local environment explain how familiar plants and animals meet their needs where they live. Clarification Statements: Basic needs include water, food, air, shelter, and, for most plants, light. Examples of evidence can include squirrels gathering nuts for the winter and plants growing in the presence of sun and water. The local environment includes the area around the student's school, home, or adjacent community. OutgoingConnection to PreK-LS2-3(MA). Give examples from the local environment of how animals and plants are dependent on one another to meet their basic needs. IncomingConnection from PreK-ESS2-3 Concept: PreK-PS4-1(MA) IncomingConnection from PreK-LS1-3(MA). Use their five senses in their exploration and play to gather information. Concept: 3-LS4-4. Analyze and interpret given data about changes in a habitat and describe how the changes may affect the ability of organisms that live in that habitat to survive and reproduce. Clarification Statements: Changes should include changes to landforms, distribution of water, climate, and availability of resources. Changes in the habitat could range in time from a season to a decade. While it is understood that ecological changes are complex, the focus should be on a single change to the habitat. OutgoingConnection to 7.MS-LS2-1 OutgoingConnection to 6.MS-LS4-1 IncomingConnection from 3-ESS2-2 IncomingConnection from 2-LS4-1. Use texts, media, or local environments to observe and compare (a) different kinds of living things in an area, and (b) differences in the kinds of living things living in different types of areas. Clarification Statements: Examples of areas to compare can include temperate forest, desert, tropical rain forest, grassland, arctic, and aquatic. Specific animal and plant names in specific areas are not expected. IncomingConnection from K-ESS2-2 IncomingConnection from 2-ESS2-4 IncomingConnection from 2-LS2-3(MA). Develop and use models to compare how plants and animals depend on their surroundings and other living things to meet their needs in the places they live. Clarification Statement: Animals need food, water, air, shelter, and favorable temperature; plants need sufficient light, water, minerals, favorable temperature, and animals or other mechanisms to disperse seeds. IncomingConnection from 3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction. Clarification Statements: Examples can include rose bushes of the same species, one with slightly longer thorns than the other which may prevent its predation by deer and color variation within a species that may provide advantages so one organism may be more likely to survive and therefore more likely to produce offspring. Examples of evidence could include needs and characteristics of the organisms and habitats involved. IncomingConnection from Math: 3.MD.B.3 Concept: 3-LS3-2. Distinguish between inherited characteristics and those characteristics that result from a direct interaction with the environment. Give examples of characteristics of living organisms that are influenced by both inheritance and the environment. Clarification Statements: Examples of the environment affecting a characteristic could include normally tall plants stunted because they were grown with insufficient water or light, a lizard missing a tail due to a predator and, a pet dog becocoming overweight because it is given too much food and little exercise. Focus should be on non-human examples. OutgoingConnection to 8.MS-LS1-5 IncomingConnection from 3-LS3-1. Provide evidence, including through the analysis of data, that plants and animals have traits inherited from parents and that variation of these traits exist in a group of similar organisms. Clarification Statements: Examples of inherited traits that vary can include the color of fur, shape of leaves, length of legs, and size of flowers. Focus should be on non-human examples. State Assessment Boundary: Genetic mechanisms of inheritance or prediction of traits are not expected in state assessment. Concept: 7.MS-LS2-7(MA) IncomingConnection from 5-LS2-1. Develop a model to describe the movement of matter among producers, consumers, decomposers, and the air, water, and soil in the environment to (a) show that plants produce sugars and plant materials, (b) show that animals can eat plants and/or other animals for food, and (c) show that some organisms, including fungi and bacteria, break down dead organisms and recycle some materials back to the air and soil. Clarification Statement: Emphasis is on matter moving throughout the ecosystem. State Assessment Boundary: Molecular explanations, or distinctions among primary, secondary, and tertiary consumers, are not expected in state assessment. Concept: 7.MS-LS2-2 IncomingConnection from 2-LS2-3(MA). Develop and use models to compare how plants and animals depend on their surroundings and other living things to meet their needs in the places they live. Clarification Statement: Animals need food, water, air, shelter, and favorable temperature; plants need sufficient light, water, minerals, favorable temperature, and animals or other mechanisms to disperse seeds. Concept: PreK-LS1-2(MA). Explain that most animals have five senses they use to gather information about the world around them. OutgoingConnection to 1-LS1-1. Use evidence to explain that (a) different animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air, and (b) plants have roots, stems, leaves, flowers, and fruits that are used to take in water, air, and other nutrients, and and produce food for the plant. Clarification Statement: Descriptions are not expected to include mechanisms such as the process of photosynthesis. OutgoingConnection to PreK-LS1-3(MA). Use their five senses in their exploration and play to gather information. IncomingConnection from PreK-LS1-1(MA). Compare, using descriptions and drawings, the external body parts of animals (including humans) and plants and explain functions of some of the observable body parts. Clarification Statement: Examples can include comparison of humans having and horses: humans have two legs and horses four, but both use legs to move. Concept: 6.MS-LS1-2 IncomingConnection from 5-LS1-1. Ask testable questions about the process by which plants use air, water, and energy from sunlight to produce sugars and plant materials needed for growth and reproduction. State Assessment Boundary: The chemical formula or molecular details about the process of photosynthesis are not expected in state assessment. Concept: ELA: RI.1.5, RI.1.6 OutgoingConnection to 1-LS1-2. Obtain information to compare ways in which the behavior of different animal parents and their offspring help the offspring to survive. Clarification Statement: Examples of behaviors could include the signals that offspring make (such as crying, cheeping, and other vocalizations) and the responses of the parents (such as feeding, comforting, and protecting the offspring). Concept: PreK-LS2-1(MA). Use evidence from animals and plants to define several characteristics of living things that distinguish them from non-living things. OutgoingConnection to 2-LS4-1. Use texts, media, or local environments to observe and compare (a) different kinds of living things in an area, and (b) differences in the kinds of living things living in different types of areas. Clarification Statements: Examples of areas to compare can include temperate forest, desert, tropical rain forest, grassland, arctic, and aquatic. Specific animal and plant names in specific areas are not expected. OutgoingConnection to PreK-ESS2-1 OutgoingConnection to PreK-LS2-3(MA). Give examples from the local environment of how animals and plants are dependent on one another to meet their basic needs. IncomingConnection from ELA: SL.PK.1 Concept: 1-LS3-1. Use information from observations (first-hand and from media) to identify similarities and differences among individual plants or animals of the same kind. Clarification Statements: Examples of observations could include that leaves from the same kind of plant are the same shape but can differ in size. Inheritance, animals that undergo metamorphosis, or hybrids are not expected. OutgoingConnection to 3-LS3-1. Provide evidence, including through the analysis of data, that plants and animals have traits inherited from parents and that variation of these traits exist in a group of similar organisms. Clarification Statements: Examples of inherited traits that vary can include the color of fur, shape of leaves, length of legs, and size of flowers. Focus should be on non-human examples. State Assessment Boundary: Genetic mechanisms of inheritance or prediction of traits are not expected in state assessment. IncomingConnection from ELA: RI.1.6 IncomingConnection from PreK-LS3-2(MA). Use observations to recognize differences and similarities among themselves and their friends. IncomingConnection from PreK-LS3-1(MA). Use observations to explain that young plants and animals are like but not exactly like their parents. Clarification Statement: Examples of observations include puppies that look similar but not exactly the same as their parents. Concept: 3-LS4-3. Construct an argument with evidence that in a particular environment some organisms can survive well, some survive less well, and some cannot survive. Clarification Statement: Examples of evidence could include needs and characteristics of the different organisms (species) and habitats involved. OutgoingConnection to 7.MS-LS2-4 OutgoingConnection to 8.MS-LS1-5 IncomingConnection from 3-LS4-5(MA). Provide evidence to support a claim that the survival of a population is dependent upon reproduction. State Assessment Boundary: Details of reproduction are not expected in state assessment. Concept: 3-ESS2-2 OutgoingConnection to 3-LS4-4. Analyze and interpret given data about changes in a habitat and describe how the changes may affect the ability of organisms that live in that habitat to survive and reproduce. Clarification Statements: Changes should include changes to landforms, distribution of water, climate, and availability of resources. Changes in the habitat could range in time from a season to a decade. While it is understood that ecological changes are complex, the focus should be on a single change to the habitat. Concept: 6.MS-LS4-2 IncomingConnection from 4-LS1-1. Construct an argument that animals and plants have internal and external structures that support their survival, growth, behavior, and reproduction. Clarification Statements: Animal structures can include legs, wings, fins, feathers, trunks, claws, horns, antennae, eyes, ears, nose, heart, stomach, lung, brain, and skin. Plant structures can include leaves, roots, stems, bark, branches, flowers, fruit and seeds. State Assessment Boundary: State assessment will be limited to macroscopic structures. Concept: 7.MS-LS1-4 IncomingConnection from 3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction. Clarification Statements: Examples can include rose bushes of the same species, one with slightly longer thorns than the other which may prevent its predation by deer and color variation within a species that may provide advantages so one organism may be more likely to survive and therefore more likely to produce offspring. Examples of evidence could include needs and characteristics of the organisms and habitats involved. Concept: 4-PS3-2 OutgoingConnection to 5-LS1-1. Ask testable questions about the process by which plants use air, water, and energy from sunlight to produce sugars and plant materials needed for growth and reproduction. State Assessment Boundary: The chemical formula or molecular details about the process of photosynthesis are not expected in state assessment. Concept: 8.MS-LS3-3 IncomingConnection from 3-LS3-1. Provide evidence, including through the analysis of data, that plants and animals have traits inherited from parents and that variation of these traits exist in a group of similar organisms. Clarification Statements: Examples of inherited traits that vary can include the color of fur, shape of leaves, length of legs, and size of flowers. Focus should be on non-human examples. State Assessment Boundary: Genetic mechanisms of inheritance or prediction of traits are not expected in state assessment. Concept: 7.MS-LS1-3 IncomingConnection from 4-LS1-1. Construct an argument that animals and plants have internal and external structures that support their survival, growth, behavior, and reproduction. Clarification Statements: Animal structures can include legs, wings, fins, feathers, trunks, claws, horns, antennae, eyes, ears, nose, heart, stomach, lung, brain, and skin. Plant structures can include leaves, roots, stems, bark, branches, flowers, fruit and seeds. State Assessment Boundary: State assessment will be limited to macroscopic structures. Concept: 2-LS4-1. Use texts, media, or local environments to observe and compare (a) different kinds of living things in an area, and (b) differences in the kinds of living things living in different types of areas. Clarification Statements: Examples of areas to compare can include temperate forest, desert, tropical rain forest, grassland, arctic, and aquatic. Specific animal and plant names in specific areas are not expected. OutgoingConnection to 3-LS4-1. Use fossils to describe types of organisms and their environments that existed long ago and compare those to living organisms and their environments. Recognize that most kinds of plants and animals that once lived on Earth are no longer found anywhere. Clarification Statement: Comparisons should focus on physical or observable features. State Assessment Boundary: Identification of specific fossils or specific present-day plants and animals, dynamic processes, or genetics are not expected in state assessment. OutgoingConnection to 3-LS4-4. Analyze and interpret given data about changes in a habitat and describe how the changes may affect the ability of organisms that live in that habitat to survive and reproduce. Clarification Statements: Changes should include changes to landforms, distribution of water, climate, and availability of resources. Changes in the habitat could range in time from a season to a decade. While it is understood that ecological changes are complex, the focus should be on a single change to the habitat. IncomingConnection from PreK-LS2-1(MA). Use evidence from animals and plants to define several characteristics of living things that distinguish them from non-living things. IncomingConnection from ELA: RI.2.5, RI.2.7 Concept: Math: 2.MD.10 OutgoingConnection to 2-LS2-3(MA). Develop and use models to compare how plants and animals depend on their surroundings and other living things to meet their needs in the places they live. Clarification Statement: Animals need food, water, air, shelter, and favorable temperature; plants need sufficient light, water, minerals, favorable temperature, and animals or other mechanisms to disperse seeds. Concept: 1-LS1-2. Obtain information to compare ways in which the behavior of different animal parents and their offspring help the offspring to survive. Clarification Statement: Examples of behaviors could include the signals that offspring make (such as crying, cheeping, and other vocalizations) and the responses of the parents (such as feeding, comforting, and protecting the offspring). OutgoingConnection to 4-LS1-1. Construct an argument that animals and plants have internal and external structures that support their survival, growth, behavior, and reproduction. Clarification Statements: Animal structures can include legs, wings, fins, feathers, trunks, claws, horns, antennae, eyes, ears, nose, heart, stomach, lung, brain, and skin. Plant structures can include leaves, roots, stems, bark, branches, flowers, fruit and seeds. State Assessment Boundary: State assessment will be limited to macroscopic structures. IncomingConnection from ELA: RI.1.5, RI.1.6 IncomingConnection from 1-LS1-1. Use evidence to explain that (a) different animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air, and (b) plants have roots, stems, leaves, flowers, and fruits that are used to take in water, air, and other nutrients, and and produce food for the plant. Clarification Statement: Descriptions are not expected to include mechanisms such as the process of photosynthesis. Concept: 3-LS4-1. Use fossils to describe types of organisms and their environments that existed long ago and compare those to living organisms and their environments. Recognize that most kinds of plants and animals that once lived on Earth are no longer found anywhere. Clarification Statement: Comparisons should focus on physical or observable features. State Assessment Boundary: Identification of specific fossils or specific present-day plants and animals, dynamic processes, or genetics are not expected in state assessment. OutgoingConnection to 4-ESS1-1 OutgoingConnection to 6.MS-LS4-2 OutgoingConnection to 6.MS-LS4-1 IncomingConnection from 2-LS4-1. Use texts, media, or local environments to observe and compare (a) different kinds of living things in an area, and (b) differences in the kinds of living things living in different types of areas. Clarification Statements: Examples of areas to compare can include temperate forest, desert, tropical rain forest, grassland, arctic, and aquatic. Specific animal and plant names in specific areas are not expected. Concept: 5-LS2-2(MA). Compare at least two designs for a composter to determine which is most likely to encourage decomposition of materials.* Clarification Statement: Measures or evidence of decomposition should be on qualitative descriptions or comparisons. IncomingConnection from 4.3-5-ETS1-5(MA) IncomingConnection from 5-LS2-1. Develop a model to describe the movement of matter among producers, consumers, decomposers, and the air, water, and soil in the environment to (a) show that plants produce sugars and plant materials, (b) show that animals can eat plants and/or other animals for food, and (c) show that some organisms, including fungi and bacteria, break down dead organisms and recycle some materials back to the air and soil. Clarification Statement: Emphasis is on matter moving throughout the ecosystem. State Assessment Boundary: Molecular explanations, or distinctions among primary, secondary, and tertiary consumers, are not expected in state assessment. Concept: 6.MS-LS4-2 IncomingConnection from 3-LS4-1. Use fossils to describe types of organisms and their environments that existed long ago and compare those to living organisms and their environments. Recognize that most kinds of plants and animals that once lived on Earth are no longer found anywhere. Clarification Statement: Comparisons should focus on physical or observable features. State Assessment Boundary: Identification of specific fossils or specific present-day plants and animals, dynamic processes, or genetics are not expected in state assessment. Concept: ELA: W.3.2 OutgoingConnection to 3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction. Clarification Statements: Examples can include rose bushes of the same species, one with slightly longer thorns than the other which may prevent its predation by deer and color variation within a species that may provide advantages so one organism may be more likely to survive and therefore more likely to produce offspring. Examples of evidence could include needs and characteristics of the organisms and habitats involved. Concept: Math: 3.MD.3 OutgoingConnection to 3-LS1-1. Use simple graphical representations to show that different types of organisms have unique and diverse life cycles. Describe that all organisms have birth, growth, reproduction, and death in common but there are a variety of ways in which these happen. Clarification Statements: Examples can include different ways plants and animals are begin (e.g., sprout from a seed, born from an egg), grow (e.g., increase in size and weight, produce a new part), reproduce (e.g., develop seeds, root runners, mate and lay eggs that hatch), and die (e.g., length of life). Plant life cycles should focus on those of flowering plants. Describing variation in organism life cycles should focus on comparisons of the general stages of each, not specifics. State Assessment Boundary: Detailed descriptions of any one organism's cycle, the differences of "complete metamorphosis" and "incomplete metamorphosis" or details of human reproduction are not expected in state assessment. Concept: Math: 2.MD.A.1, 2 MD.A.3,4 OutgoingConnection to 3-LS3-1. Provide evidence, including through the analysis of data, that plants and animals have traits inherited from parents and that variation of these traits exist in a group of similar organisms. Clarification Statements: Examples of inherited traits that vary can include the color of fur, shape of leaves, length of legs, and size of flowers. Focus should be on non-human examples. State Assessment Boundary: Genetic mechanisms of inheritance or prediction of traits are not expected in state assessment. Concept: 5-LS1-1. Ask testable questions about the process by which plants use air, water, and energy from sunlight to produce sugars and plant materials needed for growth and reproduction. State Assessment Boundary: The chemical formula or molecular details about the process of photosynthesis are not expected in state assessment. OutgoingConnection to 5-LS2-1. Develop a model to describe the movement of matter among producers, consumers, decomposers, and the air, water, and soil in the environment to (a) show that plants produce sugars and plant materials, (b) show that animals can eat plants and/or other animals for food, and (c) show that some organisms, including fungi and bacteria, break down dead organisms and recycle some materials back to the air and soil. Clarification Statement: Emphasis is on matter moving throughout the ecosystem. State Assessment Boundary: Molecular explanations, or distinctions among primary, secondary, and tertiary consumers, are not expected in state assessment. OutgoingConnection to 6.MS-LS1-2 IncomingConnection from 4-PS3-2 IncomingConnection from 4-LS1-1. Construct an argument that animals and plants have internal and external structures that support their survival, growth, behavior, and reproduction. Clarification Statements: Animal structures can include legs, wings, fins, feathers, trunks, claws, horns, antennae, eyes, ears, nose, heart, stomach, lung, brain, and skin. Plant structures can include leaves, roots, stems, bark, branches, flowers, fruit and seeds. State Assessment Boundary: State assessment will be limited to macroscopic structures. Concept: K.LS1-2(MA). Recognize that all plants and animals grow and change over time. OutgoingConnection to 3-LS1-1. Use simple graphical representations to show that different types of organisms have unique and diverse life cycles. Describe that all organisms have birth, growth, reproduction, and death in common but there are a variety of ways in which these happen. Clarification Statements: Examples can include different ways plants and animals are begin (e.g., sprout from a seed, born from an egg), grow (e.g., increase in size and weight, produce a new part), reproduce (e.g., develop seeds, root runners, mate and lay eggs that hatch), and die (e.g., length of life). Plant life cycles should focus on those of flowering plants. Describing variation in organism life cycles should focus on comparisons of the general stages of each, not specifics. State Assessment Boundary: Detailed descriptions of any one organism's cycle, the differences of "complete metamorphosis" and "incomplete metamorphosis" or details of human reproduction are not expected in state assessment. OutgoingConnection to 3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction. Clarification Statements: Examples can include rose bushes of the same species, one with slightly longer thorns than the other which may prevent its predation by deer and color variation within a species that may provide advantages so one organism may be more likely to survive and therefore more likely to produce offspring. Examples of evidence could include needs and characteristics of the organisms and habitats involved. Concept: ELA: RI.1.6 OutgoingConnection to 1-LS3-1. Use information from observations (first-hand and from media) to identify similarities and differences among individual plants or animals of the same kind. Clarification Statements: Examples of observations could include that leaves from the same kind of plant are the same shape but can differ in size. Inheritance, animals that undergo metamorphosis, or hybrids are not expected. Concept: 6.MS-LS4-1 IncomingConnection from 3-LS4-4. Analyze and interpret given data about changes in a habitat and describe how the changes may affect the ability of organisms that live in that habitat to survive and reproduce. Clarification Statements: Changes should include changes to landforms, distribution of water, climate, and availability of resources. Changes in the habitat could range in time from a season to a decade. While it is understood that ecological changes are complex, the focus should be on a single change to the habitat. Concept: PreK-ESS2-3 OutgoingConnection to PreK-LS2-2(MA). Using evidence from the local environment explain how familiar plants and animals meet their needs where they live. Clarification Statements: Basic needs include water, food, air, shelter, and, for most plants, light. Examples of evidence can include squirrels gathering nuts for the winter and plants growing in the presence of sun and water. The local environment includes the area around the student's school, home, or adjacent community. Concept: K-ESS2-2 OutgoingConnection to 3-LS4-4. Analyze and interpret given data about changes in a habitat and describe how the changes may affect the ability of organisms that live in that habitat to survive and reproduce. Clarification Statements: Changes should include changes to landforms, distribution of water, climate, and availability of resources. Changes in the habitat could range in time from a season to a decade. While it is understood that ecological changes are complex, the focus should be on a single change to the habitat. Concept: 4-ESS1-1 IncomingConnection from 3-LS4-1. Use fossils to describe types of organisms and their environments that existed long ago and compare those to living organisms and their environments. Recognize that most kinds of plants and animals that once lived on Earth are no longer found anywhere. Clarification Statement: Comparisons should focus on physical or observable features. State Assessment Boundary: Identification of specific fossils or specific present-day plants and animals, dynamic processes, or genetics are not expected in state assessment. Concept: 2-ESS2-4 OutgoingConnection to 3-LS4-4. Analyze and interpret given data about changes in a habitat and describe how the changes may affect the ability of organisms that live in that habitat to survive and reproduce. Clarification Statements: Changes should include changes to landforms, distribution of water, climate, and availability of resources. Changes in the habitat could range in time from a season to a decade. While it is understood that ecological changes are complex, the focus should be on a single change to the habitat. Concept: 5-LS2-1. Develop a model to describe the movement of matter among producers, consumers, decomposers, and the air, water, and soil in the environment to (a) show that plants produce sugars and plant materials, (b) show that animals can eat plants and/or other animals for food, and (c) show that some organisms, including fungi and bacteria, break down dead organisms and recycle some materials back to the air and soil. Clarification Statement: Emphasis is on matter moving throughout the ecosystem. State Assessment Boundary: Molecular explanations, or distinctions among primary, secondary, and tertiary consumers, are not expected in state assessment. OutgoingConnection to 5-PS3-1 OutgoingConnection to 5-LS2-2(MA). Compare at least two designs for a composter to determine which is most likely to encourage decomposition of materials.* Clarification Statement: Measures or evidence of decomposition should be on qualitative descriptions or comparisons. OutgoingConnection to 7.MS-LS2-7(MA) OutgoingConnection to 7.MS-LS2-3 IncomingConnection from 5-LS1-1. Ask testable questions about the process by which plants use air, water, and energy from sunlight to produce sugars and plant materials needed for growth and reproduction. State Assessment Boundary: The chemical formula or molecular details about the process of photosynthesis are not expected in state assessment. IncomingConnection from 2-LS2-3(MA). Develop and use models to compare how plants and animals depend on their surroundings and other living things to meet their needs in the places they live. Clarification Statement: Animals need food, water, air, shelter, and favorable temperature; plants need sufficient light, water, minerals, favorable temperature, and animals or other mechanisms to disperse seeds. Concept: ELA: RI.2.5, RI.2.7 OutgoingConnection to 2-LS4-1. Use texts, media, or local environments to observe and compare (a) different kinds of living things in an area, and (b) differences in the kinds of living things living in different types of areas. Clarification Statements: Examples of areas to compare can include temperate forest, desert, tropical rain forest, grassland, arctic, and aquatic. Specific animal and plant names in specific areas are not expected. Concept: 7.MS-LS2-4 IncomingConnection from 3-LS4-3. Construct an argument with evidence that in a particular environment some organisms can survive well, some survive less well, and some cannot survive. Clarification Statement: Examples of evidence could include needs and characteristics of the different organisms (species) and habitats involved. Concept: 6.MS-LS1-2 IncomingConnection from 4-LS1-1. Construct an argument that animals and plants have internal and external structures that support their survival, growth, behavior, and reproduction. Clarification Statements: Animal structures can include legs, wings, fins, feathers, trunks, claws, horns, antennae, eyes, ears, nose, heart, stomach, lung, brain, and skin. Plant structures can include leaves, roots, stems, bark, branches, flowers, fruit and seeds. State Assessment Boundary: State assessment will be limited to macroscopic structures. Concept: PreK-ESS2-1 IncomingConnection from PreK-LS2-1(MA). Use evidence from animals and plants to define several characteristics of living things that distinguish them from non-living things. Concept: 1-LS1-1. Use evidence to explain that (a) different animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air, and (b) plants have roots, stems, leaves, flowers, and fruits that are used to take in water, air, and other nutrients, and and produce food for the plant. Clarification Statement: Descriptions are not expected to include mechanisms such as the process of photosynthesis. OutgoingConnection to 3-LS1-1. Use simple graphical representations to show that different types of organisms have unique and diverse life cycles. Describe that all organisms have birth, growth, reproduction, and death in common but there are a variety of ways in which these happen. Clarification Statements: Examples can include different ways plants and animals are begin (e.g., sprout from a seed, born from an egg), grow (e.g., increase in size and weight, produce a new part), reproduce (e.g., develop seeds, root runners, mate and lay eggs that hatch), and die (e.g., length of life). Plant life cycles should focus on those of flowering plants. Describing variation in organism life cycles should focus on comparisons of the general stages of each, not specifics. State Assessment Boundary: Detailed descriptions of any one organism's cycle, the differences of "complete metamorphosis" and "incomplete metamorphosis" or details of human reproduction are not expected in state assessment. OutgoingConnection to 2-LS2-3(MA). Develop and use models to compare how plants and animals depend on their surroundings and other living things to meet their needs in the places they live. Clarification Statement: Animals need food, water, air, shelter, and favorable temperature; plants need sufficient light, water, minerals, favorable temperature, and animals or other mechanisms to disperse seeds. OutgoingConnection to 1-LS1-2. Obtain information to compare ways in which the behavior of different animal parents and their offspring help the offspring to survive. Clarification Statement: Examples of behaviors could include the signals that offspring make (such as crying, cheeping, and other vocalizations) and the responses of the parents (such as feeding, comforting, and protecting the offspring). IncomingConnection from PreK-LS1-2(MA). Explain that most animals have five senses they use to gather information about the world around them. IncomingConnection from K.LS1-1. Observe and communicate that animals (including humans) and plants need food, water, and air to survive. Animals get food from plants or other animals. Plants make their own food and need light to live and grow. IncomingConnection from PreK-LS1-1(MA). Compare, using descriptions and drawings, the external body parts of animals (including humans) and plants and explain functions of some of the observable body parts. Clarification Statement: Examples can include comparison of humans having and horses: humans have two legs and horses four, but both use legs to move. Concept: K.LS1-1. Observe and communicate that animals (including humans) and plants need food, water, and air to survive. Animals get food from plants or other animals. Plants make their own food and need light to live and grow. OutgoingConnection to 1-LS1-1. Use evidence to explain that (a) different animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air, and (b) plants have roots, stems, leaves, flowers, and fruits that are used to take in water, air, and other nutrients, and and produce food for the plant. Clarification Statement: Descriptions are not expected to include mechanisms such as the process of photosynthesis. IncomingConnection from ELA: SL.K.5 IncomingConnection from PreK-LS2-3(MA). Give examples from the local environment of how animals and plants are dependent on one another to meet their basic needs. Concept: 4-LS1-1. Construct an argument that animals and plants have internal and external structures that support their survival, growth, behavior, and reproduction. Clarification Statements: Animal structures can include legs, wings, fins, feathers, trunks, claws, horns, antennae, eyes, ears, nose, heart, stomach, lung, brain, and skin. Plant structures can include leaves, roots, stems, bark, branches, flowers, fruit and seeds. State Assessment Boundary: State assessment will be limited to macroscopic structures. OutgoingConnection to 5-LS1-1. Ask testable questions about the process by which plants use air, water, and energy from sunlight to produce sugars and plant materials needed for growth and reproduction. State Assessment Boundary: The chemical formula or molecular details about the process of photosynthesis are not expected in state assessment. OutgoingConnection to 7.MS-LS1-4 OutgoingConnection to 7.MS-LS1-3 OutgoingConnection to 6.MS-LS4-2 OutgoingConnection to 6.MS-LS1-2 IncomingConnection from 1-LS1-2. Obtain information to compare ways in which the behavior of different animal parents and their offspring help the offspring to survive. Clarification Statement: Examples of behaviors could include the signals that offspring make (such as crying, cheeping, and other vocalizations) and the responses of the parents (such as feeding, comforting, and protecting the offspring). IncomingConnection from ELA: SL.4.4 Concept: 2-LS2-3(MA). Develop and use models to compare how plants and animals depend on their surroundings and other living things to meet their needs in the places they live. Clarification Statement: Animals need food, water, air, shelter, and favorable temperature; plants need sufficient light, water, minerals, favorable temperature, and animals or other mechanisms to disperse seeds. OutgoingConnection to 3-LS4-4. Analyze and interpret given data about changes in a habitat and describe how the changes may affect the ability of organisms that live in that habitat to survive and reproduce. Clarification Statements: Changes should include changes to landforms, distribution of water, climate, and availability of resources. Changes in the habitat could range in time from a season to a decade. While it is understood that ecological changes are complex, the focus should be on a single change to the habitat. OutgoingConnection to 5-LS2-1. Develop a model to describe the movement of matter among producers, consumers, decomposers, and the air, water, and soil in the environment to (a) show that plants produce sugars and plant materials, (b) show that animals can eat plants and/or other animals for food, and (c) show that some organisms, including fungi and bacteria, break down dead organisms and recycle some materials back to the air and soil. Clarification Statement: Emphasis is on matter moving throughout the ecosystem. State Assessment Boundary: Molecular explanations, or distinctions among primary, secondary, and tertiary consumers, are not expected in state assessment. OutgoingConnection to 7.MS-LS2-2 IncomingConnection from Math: 2.MD.10 IncomingConnection from 1-LS1-1. Use evidence to explain that (a) different animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air, and (b) plants have roots, stems, leaves, flowers, and fruits that are used to take in water, air, and other nutrients, and and produce food for the plant. Clarification Statement: Descriptions are not expected to include mechanisms such as the process of photosynthesis. IncomingConnection from PreK-LS2-3(MA). Give examples from the local environment of how animals and plants are dependent on one another to meet their basic needs. Concept: 8.MS-LS3-2 IncomingConnection from 3-LS1-1. Use simple graphical representations to show that different types of organisms have unique and diverse life cycles. Describe that all organisms have birth, growth, reproduction, and death in common but there are a variety of ways in which these happen. Clarification Statements: Examples can include different ways plants and animals are begin (e.g., sprout from a seed, born from an egg), grow (e.g., increase in size and weight, produce a new part), reproduce (e.g., develop seeds, root runners, mate and lay eggs that hatch), and die (e.g., length of life). Plant life cycles should focus on those of flowering plants. Describing variation in organism life cycles should focus on comparisons of the general stages of each, not specifics. State Assessment Boundary: Detailed descriptions of any one organism's cycle, the differences of "complete metamorphosis" and "incomplete metamorphosis" or details of human reproduction are not expected in state assessment. Concept: 6.MS-LS4-1 IncomingConnection from 3-LS4-1. Use fossils to describe types of organisms and their environments that existed long ago and compare those to living organisms and their environments. Recognize that most kinds of plants and animals that once lived on Earth are no longer found anywhere. Clarification Statement: Comparisons should focus on physical or observable features. State Assessment Boundary: Identification of specific fossils or specific present-day plants and animals, dynamic processes, or genetics are not expected in state assessment. Concept: PreK-LS3-2(MA). Use observations to recognize differences and similarities among themselves and their friends. OutgoingConnection to 1-LS3-1. Use information from observations (first-hand and from media) to identify similarities and differences among individual plants or animals of the same kind. Clarification Statements: Examples of observations could include that leaves from the same kind of plant are the same shape but can differ in size. Inheritance, animals that undergo metamorphosis, or hybrids are not expected. Concept: 3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction. Clarification Statements: Examples can include rose bushes of the same species, one with slightly longer thorns than the other which may prevent its predation by deer and color variation within a species that may provide advantages so one organism may be more likely to survive and therefore more likely to produce offspring. Examples of evidence could include needs and characteristics of the organisms and habitats involved. OutgoingConnection to HS-LS4-2 OutgoingConnection to 3-LS4-4. Analyze and interpret given data about changes in a habitat and describe how the changes may affect the ability of organisms that live in that habitat to survive and reproduce. Clarification Statements: Changes should include changes to landforms, distribution of water, climate, and availability of resources. Changes in the habitat could range in time from a season to a decade. While it is understood that ecological changes are complex, the focus should be on a single change to the habitat. OutgoingConnection to 7.MS-LS1-4 OutgoingConnection to 3-LS4-5(MA). Provide evidence to support a claim that the survival of a population is dependent upon reproduction. State Assessment Boundary: Details of reproduction are not expected in state assessment. IncomingConnection from ELA: W.3.2 IncomingConnection from K.LS1-2(MA). Recognize that all plants and animals grow and change over time. IncomingConnection from 3-LS3-1. Provide evidence, including through the analysis of data, that plants and animals have traits inherited from parents and that variation of these traits exist in a group of similar organisms. Clarification Statements: Examples of inherited traits that vary can include the color of fur, shape of leaves, length of legs, and size of flowers. Focus should be on non-human examples. State Assessment Boundary: Genetic mechanisms of inheritance or prediction of traits are not expected in state assessment. Concept: ELA: SL.K.5 OutgoingConnection to K.LS1-1. Observe and communicate that animals (including humans) and plants need food, water, and air to survive. Animals get food from plants or other animals. Plants make their own food and need light to live and grow. Concept: PreK-LS1-1(MA). Compare, using descriptions and drawings, the external body parts of animals (including humans) and plants and explain functions of some of the observable body parts. Clarification Statement: Examples can include comparison of humans having and horses: humans have two legs and horses four, but both use legs to move. OutgoingConnection to 1-LS1-1. Use evidence to explain that (a) different animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air, and (b) plants have roots, stems, leaves, flowers, and fruits that are used to take in water, air, and other nutrients, and and produce food for the plant. Clarification Statement: Descriptions are not expected to include mechanisms such as the process of photosynthesis. OutgoingConnection to PreK-LS1-2(MA). Explain that most animals have five senses they use to gather information about the world around them. Concept: 5-PS3-1 IncomingConnection from 5-LS2-1. Develop a model to describe the movement of matter among producers, consumers, decomposers, and the air, water, and soil in the environment to (a) show that plants produce sugars and plant materials, (b) show that animals can eat plants and/or other animals for food, and (c) show that some organisms, including fungi and bacteria, break down dead organisms and recycle some materials back to the air and soil. Clarification Statement: Emphasis is on matter moving throughout the ecosystem. State Assessment Boundary: Molecular explanations, or distinctions among primary, secondary, and tertiary consumers, are not expected in state assessment. Concept: 8.MS-LS4-5 IncomingConnection from 3-LS3-1. Provide evidence, including through the analysis of data, that plants and animals have traits inherited from parents and that variation of these traits exist in a group of similar organisms. Clarification Statements: Examples of inherited traits that vary can include the color of fur, shape of leaves, length of legs, and size of flowers. Focus should be on non-human examples. State Assessment Boundary: Genetic mechanisms of inheritance or prediction of traits are not expected in state assessment. Concept: ELA: SL.PK.1 OutgoingConnection to PreK-LS2-1(MA). Use evidence from animals and plants to define several characteristics of living things that distinguish them from non-living things. Concept: HS-LS4-2 IncomingConnection from 3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction. Clarification Statements: Examples can include rose bushes of the same species, one with slightly longer thorns than the other which may prevent its predation by deer and color variation within a species that may provide advantages so one organism may be more likely to survive and therefore more likely to produce offspring. Examples of evidence could include needs and characteristics of the organisms and habitats involved. Concept: PreK-LS3-1(MA). Use observations to explain that young plants and animals are like but not exactly like their parents. Clarification Statement: Examples of observations include puppies that look similar but not exactly the same as their parents. OutgoingConnection to 1-LS3-1. Use information from observations (first-hand and from media) to identify similarities and differences among individual plants or animals of the same kind. Clarification Statements: Examples of observations could include that leaves from the same kind of plant are the same shape but can differ in size. Inheritance, animals that undergo metamorphosis, or hybrids are not expected. Concept: 3-LS3-1. Provide evidence, including through the analysis of data, that plants and animals have traits inherited from parents and that variation of these traits exist in a group of similar organisms. Clarification Statements: Examples of inherited traits that vary can include the color of fur, shape of leaves, length of legs, and size of flowers. Focus should be on non-human examples. State Assessment Boundary: Genetic mechanisms of inheritance or prediction of traits are not expected in state assessment. OutgoingConnection to 8.MS-LS3-3 OutgoingConnection to 8.MS-LS4-5 OutgoingConnection to 3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction. Clarification Statements: Examples can include rose bushes of the same species, one with slightly longer thorns than the other which may prevent its predation by deer and color variation within a species that may provide advantages so one organism may be more likely to survive and therefore more likely to produce offspring. Examples of evidence could include needs and characteristics of the organisms and habitats involved. OutgoingConnection to 3-LS3-2. Distinguish between inherited characteristics and those characteristics that result from a direct interaction with the environment. Give examples of characteristics of living organisms that are influenced by both inheritance and the environment. Clarification Statements: Examples of the environment affecting a characteristic could include normally tall plants stunted because they were grown with insufficient water or light, a lizard missing a tail due to a predator and, a pet dog becocoming overweight because it is given too much food and little exercise. Focus should be on non-human examples. IncomingConnection from 1-LS3-1. Use information from observations (first-hand and from media) to identify similarities and differences among individual plants or animals of the same kind. Clarification Statements: Examples of observations could include that leaves from the same kind of plant are the same shape but can differ in size. Inheritance, animals that undergo metamorphosis, or hybrids are not expected. IncomingConnection from Math: 2.MD.A.1, 2 MD.A.3,4 Concept: 7.MS-LS2-3 IncomingConnection from 5-LS2-1. Develop a model to describe the movement of matter among producers, consumers, decomposers, and the air, water, and soil in the environment to (a) show that plants produce sugars and plant materials, (b) show that animals can eat plants and/or other animals for food, and (c) show that some organisms, including fungi and bacteria, break down dead organisms and recycle some materials back to the air and soil. Clarification Statement: Emphasis is on matter moving throughout the ecosystem. State Assessment Boundary: Molecular explanations, or distinctions among primary, secondary, and tertiary consumers, are not expected in state assessment. Concept: Math: 3.MD.B.3 OutgoingConnection to 3-LS4-4. Analyze and interpret given data about changes in a habitat and describe how the changes may affect the ability of organisms that live in that habitat to survive and reproduce. Clarification Statements: Changes should include changes to landforms, distribution of water, climate, and availability of resources. Changes in the habitat could range in time from a season to a decade. While it is understood that ecological changes are complex, the focus should be on a single change to the habitat. Concept: PreK-LS2-3(MA). Give examples from the local environment of how animals and plants are dependent on one another to meet their basic needs. OutgoingConnection to 2-LS2-3(MA). Develop and use models to compare how plants and animals depend on their surroundings and other living things to meet their needs in the places they live. Clarification Statement: Animals need food, water, air, shelter, and favorable temperature; plants need sufficient light, water, minerals, favorable temperature, and animals or other mechanisms to disperse seeds. OutgoingConnection to K.LS1-1. Observe and communicate that animals (including humans) and plants need food, water, and air to survive. Animals get food from plants or other animals. Plants make their own food and need light to live and grow. IncomingConnection from PreK-LS2-2(MA). Using evidence from the local environment explain how familiar plants and animals meet their needs where they live. Clarification Statements: Basic needs include water, food, air, shelter, and, for most plants, light. Examples of evidence can include squirrels gathering nuts for the winter and plants growing in the presence of sun and water. The local environment includes the area around the student's school, home, or adjacent community. IncomingConnection from PreK-LS2-1(MA). Use evidence from animals and plants to define several characteristics of living things that distinguish them from non-living things. Concept: ELA: SL.4.4 OutgoingConnection to 4-LS1-1. Construct an argument that animals and plants have internal and external structures that support their survival, growth, behavior, and reproduction. Clarification Statements: Animal structures can include legs, wings, fins, feathers, trunks, claws, horns, antennae, eyes, ears, nose, heart, stomach, lung, brain, and skin. Plant structures can include leaves, roots, stems, bark, branches, flowers, fruit and seeds. State Assessment Boundary: State assessment will be limited to macroscopic structures. Concept: 8.MS-LS1-5 IncomingConnection from 3-LS3-2. Distinguish between inherited characteristics and those characteristics that result from a direct interaction with the environment. Give examples of characteristics of living organisms that are influenced by both inheritance and the environment. Clarification Statements: Examples of the environment affecting a characteristic could include normally tall plants stunted because they were grown with insufficient water or light, a lizard missing a tail due to a predator and, a pet dog becocoming overweight because it is given too much food and little exercise. Focus should be on non-human examples. Concept: PreK-LS1-3(MA). Use their five senses in their exploration and play to gather information. OutgoingConnection to PreK-PS4-1(MA) IncomingConnection from PreK-LS1-2(MA). Explain that most animals have five senses they use to gather information about the world around them. Concept: 7.MS-LS2-1 IncomingConnection from 3-LS4-4. Analyze and interpret given data about changes in a habitat and describe how the changes may affect the ability of organisms that live in that habitat to survive and reproduce. Clarification Statements: Changes should include changes to landforms, distribution of water, climate, and availability of resources. Changes in the habitat could range in time from a season to a decade. While it is understood that ecological changes are complex, the focus should be on a single change to the habitat. Massachusetts Department of Elementary and Secondary Education April 2016