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This Concept Map, created with IHMC CmapTools, has information related to: MA PreK-12 Strand Map Weather & Climate 2019, PreK-ESS3-2(MA). Observe and discuss the impact of people's activities on the local environment. 2-ESS2-1. Investigate and compare the effectiveness of multiple solutions designed to slow or prevent wind or water from changing the shape of the land., 2 T2 Geo. 7 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., 7.MS-LS2-3. Develop a model to describe that matter and energy are transferred among living and nonliving parts of an ecosystem and that both matter and energy are conserved through these processes. Clarification Statements. Cycling of matter should include the role of photosynthesis, cellular respiration, and decomposition, as well as transfer among producers, consumers (primary, secondary, and tertiary), and decomposers. .Models may include food webs and food chains. HS-LS2-5. Use a model that illustrates the roles of photosynthesis, cellular respiration, decomposition, and combustion to explain the cycling of carbon in its various forms among the biosphere, atmosphere, hydrosphere, and geosphere. See URL above for clarification.,, 8.MS-PS1-4 ???? 8.MS-ESS2-6. Describe how interactions involving the ocean affect weather and climate on a regional scale, including the influence of the ocean temperature as mediated by energy input from the sun and energy loss due to evaporation or redistribution via ocean currents. Clarification Statement: A regional scale includes a state or multi-state perspective. State Assessment Boundary: Koppen Climate Classification names are not expected in state assessment., 5-PS2-1. Support an argument with evidence that the gravitational force exerted by Earth on objects is directed toward Earth’s center. State Assessment Boundary: Mathematical representations of gravitational force are not expected in state assessment. 6-PS2-4. Use evidence to support the claim that gravitational forces between objects are attractive and are only noticeable when one or both of the objects have a very large mass., 5-LS-2-1. 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. 7.MS-LS2-1. Analyze and interpret data to provide evidence for the effects of periods of abundant and scarce resources on the growth of organisms and the number of organisms (size of populations) in an ecosystem.,, 4-ESS3-1 5-ESS3-1 7.MS-ESS3-4. Construct an argument supported by evidence that human activities and technologies can be engineered to mitigate the negative impact of increases in human population and per-capita consumption of natural resources on the environment. Clarification Statements: Arguments should be based on examining historical data such as population graphs, natural resource distribution maps, and water quality studies over time. Examples of negative impacts can include changes to the amount and quality of natural resources such as water, mineral, and energy supplies., ELA: 9-10.WHST.2 HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems over different time scales result in changes in climate. Analyze and interpret data to explain that long-term changes in Earth's tilt and orbit result in cycles of climate change such as Ice Ages. See URL above for clarification., 7.MS-LS2-4. Analyze data to provide evidence that disruptions (natural or human-made) to any physical or biological component of an ecosystem can lead to shifts in all its populations. Clarification Statement: Focus should be on ecosystem characteristics varying over time, including disruptions such as hurricanes, floods, wildfires, oil spills, and construction. HS-LS2-2. Use mathematical representations to support explanations that biotic and abiotic factors affect biodiversity, including genetic diversity within a population and species diversity within an ecosystem. Clarification Statements: . . .Examples of abiotic factors could include climate and weather conditions... See URL above for more clarification.,, PreK-LS2-2(MA). Using evidence from the local environment explain how familiar plantsand 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. 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., 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. 3-LS4-4. Analyze and interpret data about changes in a habitat and describe how the changes may affect the ability of organisms that live in that habitat to survive and reproduce. Clarification Statements: Environmental changes should include changes to landforms, distribution of water, climate, and availability of resources. Time: season to decade; Focus: 1 change, 6.MS-PS1-7 (MA). Use a particulate model of matter to explain that density is the amount of matter (mass) in a given volume. Apply proportional reasoning to describe, calculate, and compare relative densities of different materials. 8.MS-ESS2-5. Interpret basic weather data to identify patterns in air mass interactions and the relationship of those patterns to local weather. Clarification Statements: Data includes temperature, pressure, humidity, precipitation, and wind. Examples of patterns can include air masses flow from regions of high pressure to low pressure, how sudden changes in weather can result when different air masses collide. Data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through field observations or laboratory experiments. State Assessment Boundary: Specific names of cloud types or weather symbols used on weather maps are not expected in state assessment., 7.MS-LS2-5 7.MS-ESS3-4. Construct an argument supported by evidence that human activities and technologies can be engineered to mitigate the negative impact of increases in human population and per-capita consumption of natural resources on the environment. Clarification Statements: Arguments should be based on examining historical data such as population graphs, natural resource distribution maps, and water quality studies over time. Examples of negative impacts can include changes to the amount and quality of natural resources such as water, mineral, and energy supplies., 8.MS-ESS1-1b. Develop and use a model of the Earth-sun system to explain the cyclical pattern of seasons, which includes the Earth’s tilt and differential intensity of sunlight on different areas of Earth across the year. Clarification Statement: Examples of models can be physical, graphical, or conceptual. HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems over different time scales result in changes in climate. Analyze and interpret data to explain that long-term changes in Earth's tilt and orbit result in cycles of climate change such as Ice Ages. See URL above for clarification., ELA: W.2.9 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.,,