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This Concept Map, created with IHMC CmapTools, has information related to: StrandMap-PreK-12-WC.cmap, 5-PS1-1. Use a model of matter as made of particles too small to be seen to explain common phenomena involving gasses, and phase changes between gas and liquid and between liquid and solid. Clarification Statement: Examples of common phenomena the model should be able to describe include adding air to expand a balloon, compressing air in a syringe, and evaporating water from a salt water solution. State Assessment Boundary: Atomic-scale mechanisms of evaporation and condensation or defining the unseen particles are not expected in state assessment. 7.MS-ESS2-4. Develop a model to explain how the energy of the sun and Earth's gravity drive the cycling of water, including changes of state, as it moves through multiple pathways in Earth's hydrosphere. Clarification Statement: Examples of models can be conceptual or physical. State Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not expected in state assessment.,, 8.MS-ESS3-5 HS-LS2-7. Analyze direct and indirect effects of human activities on biodiversity and ecosystem health, specifically habitat fragmentation, introduction of non-native or invasive species, overharvesting, pollution, and climate change. Evaluate and refine a solution for reducing the impacts of human activities on biodiversity and ecosystem health.*,, 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. 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., 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., Math: 6.EE.9 HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s hydrosphere can create feedbacks that cause changes to other Earth systems. Clarification Statement: Examples can include how decreasing the amount of glacial ice reduces the amount of sunlight reflected from Earth’s surface, increasing surface temperatures and further reducing the amount of ice., HS-LS2-6. Analyze data to show that in stable conditions the dynamic interactions within an ecosystem tend to maintain relatively consistent numbers and types of organisms even when small changes in conditions occur but that extreme fluctuations in conditions may result in a new ecosystem. Construct an argument with evidence that ecosystems with greater biodiversity tend to have greater resistance and resilience to change. Clarification Statement: Examples of changes in ecosystem conditions could include extreme changes, such as volcanic eruption, fires, climate changes, ocean acidification, or sea level rise. HS-LS2-7. Analyze direct and indirect effects of human activities on biodiversity and ecosystem health, specifically habitat fragmentation, introduction of non-native or invasive species, overharvesting, pollution, and climate change. Evaluate and refine a solution for reducing the impacts of human activities on biodiversity and ecosystem health.*, 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..., 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. 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., 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. PreK-ESS2-6(MA). Provide examples of the impact ofweather on living things. Clarification Statement: Make connections between the weather and what they wear and cando and the weather and the needs of plants and animals for water and shelter., HS-LS2-4. Use a mathematical model to describe the transfer of energy from one trophic level to another. Explain how the inefficiency of energy transfer between trophic levels affects the relative number of organisms that can be supported at each trophic level and necessitates a constant input of energy from sunlight or inorganic compounds from the environment. HS-LS2-3. Construct and revise an argument based on evidence that the processes of photosynthesis, aerobic respiration, and anaerobic respiration are responsible for the cycling of matter and flow of energy through an ecosystem., 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., 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. 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., 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., 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. 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., ELA: WHST.9-10.1 HS-LS2-3. Construct and revise an argument based on evidence that the processes of photosynthesis, aerobic respiration, and anaerobic respiration are responsible for the cycling of matter and flow of energy through an ecosystem., HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s hydrosphere can create feedbacks that cause changes to other Earth systems. Clarification Statement: Examples can include how decreasing the amount of glacial ice reduces the amount of sunlight reflected from Earth’s surface, increasing surface temperatures and further reducing the amount of ice. HS-ESS3-5. Analyze results from global climate models to describe how forecasts are made of the current rate of global or regional climate change and associated future impacts to Earth systems. Clarification Statement: Climate model outputs include both climate changes (such as precipitation and temperature) and associated impacts (such as on sea level, glacial ice volumes, or atmosphere and ocean composition)., 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. 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., 5-PS3-1 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.