correlated to the

MassachusettsScience Curriculum Framework, Grade 6-8

CONTENTS

Correlation Massachusetts Science Curriculum Framework, 6-8 correlated to the McDougal Littell Science, Earth’s Atmosphere Module……………….…………………………....……1 Standards Key: Massachusetts Science Curriculum Framework, 6-8……………………………………………….….…3

Massachusetts Science Curriculum Framework Grades 6–8

correlated to the

McDougal Littell Science

Earth’s Atmosphere Module © 2005

McDougal Littell Science Earth’s Atmosphere Massachusetts Indicators

Unifying Principles of Earth Science, pp. xiii–xxi

ESS.B.2, ESS.C.3, ESS.C.4, ESS.D.5, ESS.D.6, ESS.D.7, ESS.E.8, ESS.E.11, LS.F.13, LS.H.17, PS.A.1, PS.A.4, PS.B.6, PS.E.14, PS.E.16

The Nature of Science, pp. xxii–xxv SI.1 The Nature of Technology, pp. xxvi–xxvii LS.H.17 Frontiers in Science Dust in the Air, pp. 2–5 SI.1, SI.4, SI.7, ESS.C.4, LS.H.17 Chapter 1 Earth’s Changing Atmosphere, pp. 6–39 1.1 Earth’s atmosphere supports life. pp. 9–15

SI.4, LS.G.15, LS.G.16, PS.A.2

1.2 The Sun supplies the atmosphere’s energy. pp. 16–21

SI.3, ESS.C.3, ESS.C.4, PS.E.14, PS.E.16

1.3 Gases in the atmosphere absorb radiation. pp. 22–26

SI.4, SI.6, ESS.C.3, ESS.C.4, PS.E.14

1.4 Human activities affect the atmosphere. pp. 27–35

SI.1, SI.2, SI.3, SI.4, SI.6, SI.5, LS.H.17

Chapter 1 Review/Standardized Test Practice, pp. 36–39 SI.5, ESS.C.3, ESS.C.4, LS.H.17 Chapter 2 Weather Patterns, pp. 40–75 2.1 The atmosphere’s air pressure changes. pp. 43–46

SI.3

2.2 The atmosphere has wind patterns. pp. 47–55

SI.4, SI.6, ESS.C.4, PS.E.16

2.3 Most clouds form as air rises and cools. pp. 56–65

SI.3, SI.4, SI.6

2.4 Water falls to Earth’s surface as precipitation. pp. 66–71

SI.3, SI.5, LS.H.17

Chapter 2 Review/Standardized Test Practice, pp. 72–75 ESS.C.4 Chapter 3 Weather Fronts and Storms, pp. 76–113 3.1 Weather changes as air masses move. pp. 79–86

SI.3, SI.5, ESS.C.4, PS.E.16

3.2 Low-pressure systems can become storms. pp. 87–91

LS.H.17

3.3 Vertical air motion can cause severe storms. pp. 92–97

SI.6, ESS.A.1, ESS.C.3

3.4 Weather forecasters use advanced technologies. pp. 98–105

SI.3, SI.4, SI.6

Chapter 3 Review/Standardized Test Practice, pp. 106–109

ESS.C.4

1

McDougal Littell Science Earth’s Atmosphere Massachusetts Indicators

Timelines in Science Observing the Atmosphere, pp. 110–113

ESS.C.4

Chapter 4 Climate and Climate Change, pp. 114–143 4.1 Climate is a long-term weather pattern. pp. 117–124

SI.3, ESS.C.3, ESS.C.4, ESS.E.11

4.2 Earth has a variety of climates. pp. 125–131

SI.1, SI.3, SI.4, SI.6, SI.7, ESS.A.1, ESS.C.4

4.3 Climates can change suddenly or slowly. pp. 132–139

SI.3, SI.5, LS.H.17

Chapter 4 Review/Standardized Test Practice, pp. 140–143

SI.5, ESS.C.4, LS.H.17

Student Resource Handbooks, pp. R1–R51 SI.1, SI.2, SI.3, SI.4, SI.5, SI.6, SI.7, PS.A.3

2

Massachusetts Science Curriculum Framework

Grades 6–8

Skills of Inquiry, 6–8 SI.1 Formulate a testable hypothesis. SI.2 Design and conduct an experiment specifying variables to be changed, controlled, and measured. SI.3 Select appropriate tools and technology (e.g., calculators, computers, thermometers, meter sticks, balances, graduated cylinders, and microscopes), and make quantitative observations. SI.4 Present and explain data and findings using multiple representations, including tables, graphs, mathematical and physical models, and demonstrations. SI.5 Draw conclusions based on data or evidence presented in tables or graphs, and make inferences based on patterns or trends in the data. SI.6 Communicate procedures and results using appropriate science and technology terminology. SI.7 Offer explanations of procedures, and critique and revise them.

Science and Technology / Engineering Learning Standards, PreK–High School Earth and Space Science, Grades 6–8 ESS.A. Mapping the Earth ESS.A.1 Recognize, interpret, and be able to create models of the earth’s common physical features in various mapping representations, including contour maps. ESS.B. Earth’s Structure ESS.B.2 Describe the layers of the solid earth, including the lithosphere, the hot convecting mantle, and the dense metallic core. ESS.C. Heat Transfer in the Earth’s System ESS.C.3 Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through the earth’s system. ESS.C.4 Explain the relationship among the energy provided by the sun, the global patterns of atmospheric movement, and the temperature differences among water, land, and atmosphere. ESS.D. Earth’s History ESS.D.5 Describe how the movement of the earth’s crustal plates causes both slow changes in the earth’s surface (e.g., formation of mountains and ocean basins) and rapid ones (e.g., volcanic eruptions and earthquakes). ESS.D.6 Describe and give examples of ways in which the earth’s surface is built up and torn down by natural processes, including deposition of sediments, rock formation, erosion, and weathering. ESS.D.7 Explain and give examples of how physical evidence, such as fossils and surface features of glaciation, supports theories that the earth has evolved over geologic time.

ESS.E. The Earth in the Solar System ESS.E.8 Recognize that gravity is a force that pulls all things on and near the earth toward the center of the earth. Gravity plays a major role in the formation of the planets, stars, and solar system and in determining their motions. ESS.E.9 Describe lunar and solar eclipses, the observed moon phases, and tides. Relate them to the relative positions of the earth, moon, and sun. ESS.E.10 Compare and contrast properties and conditions of objects in the solar system (i.e., sun, planets, and moons) to those on Earth (i.e., gravitational force, distance from the sun, speed, movement, temperature, and atmospheric conditions). ESS.E.11 Explain how the tilt of the earth and its revolution around the sun result in an uneven heating of the earth, which in turn causes the seasons. ESS.E.12 Recognize that the universe contains many billions of galaxies, and that each galaxy contains many billions of stars.

Life Science (Biology), Grades 6–8 LS.A. Classification of Organisms LS.A.1 Classify organisms into the currently recognized kingdoms according to characteristics that they share. Be familiar with organisms from each kingdom. LS.B. Structure and Function of Cells LS.B.2 Recognize that all organisms are composed of cells, and that many organisms are single-celled (unicellular), e.g., bacteria, yeast. In these single-celled organisms, one cell must carry out all of the basic functions of life. LS.B.3 Compare and contrast plant and animal cells, including major organelles (cell membrane, cell wall, nucleus, cytoplasm, chloroplasts, mitochondria, vacuoles). LS.B.4 Recognize that within cells, many of the basic functions of organisms (e.g., extracting energy from food and getting rid of waste) are carried out. The way in which cells function is similar in all living organisms. LS.C. Systems in Living Things LS.C.5 Describe the hierarchical organization of multicellular organisms from cells to tissues to organs to systems to organisms. LS.C.6 Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ays that these systems interact with each other. LS.D. Reproduction and Heredity LS.D.7 Recognize that every organism requires a set of instructions that specifies its traits. These instructions are stored in the organism’s chromosomes. Heredity is the passage of these instructions from one generation to another. LS.D.8 Recognize that hereditary information is contained in genes located in the chromosomes of each cell. A human cell contains about 30,000 different genes on 23 different chromosomes. LS.D.9 Compare sexual reproduction (offspring inherit half of their genes from each parent) with asexual reproduction (offspring is an identical copy of the parent’s cell).

LS.E. Evolution and Biodiversity LS.E.10 Give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms. LS.E.11 Recognize that evidence drawn from geology, fossils, and comparative anatomy provide the basis of the theory of evolution. LS.E.12 Relate the extinction of species to a mismatch of adaptation and the environment. LS.F. Living Things and Their Environment LS.F.13 Give examples of ways in which organisms interact and have different functions within an ecosystem that enable the ecosystem to survive. LS.G. Energy and Living Things LS.G.14 Explain the roles and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. LS.G.15 Explain how dead plants and animals are broken down by other living organisms and how this process contributes to the system as a whole. LS.G.16 Recognize that producers (plants that contain chlorophyll) use the energy from sunlight to make sugars from carbon dioxide and water through a process called photosynthesis. This food can be used mmediately, stored for later use, or used by other organisms. LS.H. Changes in Ecosystems Over Time LS.H.17 Identify ways in which ecosystems have changed throughout geologic time in response to physical conditions, interactions among organisms, and the actions of humans. Describe how changes may be catastrophes such as volcanic eruptions or ice storms. LS.H.18 Recognize that biological evolution accounts for the diversity of species developed through gradual processes over many generations.

Physical Sciences (Chemistry and Physics), Grades 6–8 PS.A. Properties of Matter PS.A.1 Differentiate between weight and mass, recognizing that weight is the amount of gravitational pull on an object. PS.A.2 Differentiate between volume and mass. Define density. PS.A.3 Recognize that the measurement of volume and mass requires understanding of the sensitivity of measurement tools (e.g., rulers, graduated cylinders, balances) and knowledge and appropriate use of significant digits. PS.A.4 Explain and give examples of how mass is conserved in a closed system. PS.B. Elements, Compounds, and Mixtures PS.B.5 Recognize that there are more than 100 elements that combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. PS.B.6 Differentiate between an atom (the smallest unit of an element that maintains the characteristics of that element) and a molecule (the smallest unit of a compound that maintains the characteristics of that compound). PS.B.7 Give basic examples of elements and compounds. PS.B.8 Differentiate between mixtures and pure substances. PS.B.9 Recognize that a substance (element or compound) has a melting point and a boiling point, both of which are independent of the amount of the sample. PS.B.10 Differentiate between physical changes and chemical changes. PS.C. Motion of Objects PS.C.11 Explain and give examples of how the motion of an object can be described by its position, direction of motion, and speed. PS.C.12 Graph and interpret distance vs. time graphs for constant speed.

PS.D. Forms of Energy PS.D.13 Differentiate between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. PS.E. Heat Energy PS.E.14 Recognize that heat is a form of energy and that temperature change results from adding or taking away heat from a system. PS.E.15 Explain the effect of heat on particle motion through a description of what happens to particles during a change in phase. PS.E.16 Give examples of how heat moves in predictable ways, moving from warmer objects to cooler ones until they reach equilibrium.

MA 87 9/2004

2005 CC2