MCAS Alternate Assessment

Resource Guide to the

Massachusetts Curriculum Frameworks

for Students with Disabilities

SCIENCE and TECHNOLOGY/ ENGINEERING

Fall 2006

Science and Technology/Engineering

STRAND 1: EARTH AND SPACE SCIENCE
Topics Grades PreK – 2	Topics Grades 3 – 5	Topics Grades 6 – 8	Topics High School
Energy in the Earth System Pages 237 - 239	Energy in the Earth System Pages 240 - 242	Energy in the Earth System Page 243	Energy in the Earth System Pages 244 - 246
Materials and Energy Resources Pages 237 - 238	Materials and Energy Resources Pages 240 - 241	--	Materials and Energy Resources Pages 244 - 245
--	Earth Processes and Cycles Pages 248 – 249, 251	Earth Processes and Cycles Pages 252 - 253	Earth Processes and Cycles Pages 254 - 256
--	Structure of the Earth Pages 248, 250	Structure of the Earth Pages 252 -253	Structure of the Earth Pages 254 - 255
Earth in the Solar System Page 257	Earth in the Solar System Page 258	Earth in the Solar System Pages 259 - 261	Earth in the Solar System Page 262
--	--	Origin and Evolution of the Earth Pages 259 - 260	Origin and Evolution of the Earth Page 262

CONTENT Science and Technology/Engineering

STRAND Earth and Space Science

Learning Standards for:

§ Energy in the Earth System

§ Materials and Energy Resources

Grade Level: PreK–2
Topic	Learning Standards as written		Essence of the Standard(s)
Energy in the Earth System	3	Describe the weather changes from day to day and over the seasons.	¨ Describe weather/seasonal changes ¨ Recognize that the sun supplies heat
	4	Recognize that the sun supplies heat and light to the earth and is necessary for life.	and light
Materials and Energy	1	Recognize that water, rocks, soil, and living organisms are found on the earth’s surface.	¨ Recognize the following: · the earth’s surface is composed of land, water, and living things · air (as a gas)
Resources	2	Understand that air is a mixture of gases that is all around us and that wind is moving air.

Possible ENTRY POINTS to Learning Standard(s) (and ACCESS SKILLS embedded in standards-based activities)

Less Complex More Complex

	ACCESS SKILLS		ENTRY POINTS
	The student will:		The student will:		The student will:		The student will:
Energy in the Earth System	¨ Maintain eye contact with a weather symbol ¨ Match picture-to-picture weather symbols ¨ Upon request orient body toward a sunny area of the room ¨ Demonstrate an understanding of “inside” and “outside” ¨ Follow simple directions ¨ Respond to/initiate contacts with others ¨ Turn attention toward another person ¨ Activate an electronic device to access text, communicate with others, or participate in an instructional activity ¨ Apply rule for appropriate classroom behavior ¨ Initiate or respond to request for joint attention	¨ Recognize that weather is something that happens outside (understand the difference between inside and outside) ¨ Match the weather outside with corresponding pictures/objects ¨ Distinguish between hot/cold and wet/dry ¨ Demonstrate an understanding of “inside” and “outside” ¨ Identify the sun or a sunny location ¨ Observe and record color created by sunlight passing through a prism ¨ Sort familiar objects according to day or night		¨ Identify different weather conditions ¨ List attributes of sunlight (e.g., bright, hot) ¨ Explain the difference between night and day ¨ Compare the sun with other objects in the sky		¨ Identify the four seasons and the typical weather patterns within each (e.g., winter is snowy, summer is hot) ¨ Describe appropriate responses to different weather reports (e.g., it is cold – I need my coat) ¨ Describe changes in weather by day, month, season, and/or year ¨ Conduct simple experiments on the effects of sunlight (e.g., dry clothes, grow plants) ¨ Make and record observations of the sky during the day and night Continue to address skills and concepts in this strand that approach grade-level expectations
Materials and Energy Resources	¨ Tolerate touching wet and dry ¨ Grasp, manipulate, and release different rocks ¨ Take turns appropriately during classroom discussion ¨ Activate an electronic device to access text, communicate with others, or participate in an instructional activity ¨ Turn attention toward another person ¨ Follow simple directions ¨ Initiate or respond to request for joint attention		¨ Identify and differentiate water and land (rocks, soil, sand, etc) ¨ Sort water, rocks, soil into wet and dry		¨ Sort items as living or non-living ¨ List attributes of air (it is all round us, is something we cannot see, but can feel; e.g., wind)		¨ Use a map or globe to identify water or land ¨ Conduct simple experiments on air flow ¨ Identify attributes of living and non-living objects Continue to address skills and concepts in this strand that approach grade-level expectations

Instructional Idea based on Learning Standard 4

At grades PreK–2, students record the time of day at which the sun shines in different school locations and note the patterns from one day to the next.

How all students can participate in this activity
Addressing Learning Standard(s) as written for this grade level	Possible Assessment Strategies and Portfolio Products
Gerry records data on a daily basis for one month, noting patterns and shifts in the location of the sun’s rays.	• Data chart showing Gerry’s ability to collect data on the location of the sun’s rays • Gerry’s data collection sheet and graph charting the location of the rays • Gerry’s description and interpretation of his graph • Gerry’s drawing of the site at which he charted the location of the sun’s rays
Addressing Learning Standard(s) at higher levels of complexity (Entry Points)	Possible Assessment Strategies and Portfolio Products
As her class records data, Lucy identifies the sun by pointing to it and connects sun/sunlight to time of day. She marks the floor with a chalk line at different times of the day to denote where the sun is shining.	• Data collected on Lucy’s ability to recognize the sun and associate it with time of day • Videotape of Lucy identifying the sun and marking the location of the sun’s rays • Chart of the path of Lucy’s chalk lines across the floor as the sun shifted position
Addressing Learning Standard(s) at lower levels of complexity (Entry Points)	Possible Assessment Strategies and Portfolio Products
Tom helps his peers collect data on the sun’s movement throughout the day. He distinguishes sunny from not sunny locations by taking photographs of sunny locations using a camera with an electronic switch.	• Field data chart showing Tom’s ability to identify “sunny” • Line or bar graph summarizing field data chart • Teacher-scribed work sample indicating Tom’s ability to identify sunny locations
Addressing Access Skills embedded in academic instruction	Possible Assessment Strategies and Portfolio Products
Louise maintains contact with the “sunny” symbol picture during the times that she is positioned in a sunny location.	• Field data chart of Louise maintaining contact with the symbol • Line or bar graph summarizing the field data chart • Series of photographs of Louise in each of the sunny locations each scribed with the length of time Louise maintained contact with the picture symbol

CONTENT Science and Technology/Engineering

STRAND Earth and Space Science

Learning Standards for:

§ Energy in the Earth System

§ Materials and Energy Resources

Grade Level: 3–5
	Topic	Learning Standards as written		Essence of the Standard(s)
Energy in the Earth System		6	Explain how air temperature, moisture, wind speed and direction, and precipitation make up the weather in a particular place and time.	¨ Identify and describe the following: · factors contributing to weather outcomes · types of precipitation · global weather patterns and their local effects · weather vs. climate
		7	Distinguish among the various forms of precipitation (rain, snow, sleet, and hail), making connections to the weather in a particular place and time.
		8	Describe how global patterns such as the jet stream and water currents influence local weather in measurable terms such as temperature, wind direction and speed, and precipitation.
		9	Differentiate between weather and climate.
Materials and Energy		1	Give a simple explanation of what a mineral is and some examples, e.g., quartz, mica.	¨ Explain what a mineral is ¨ Identify and describe the following:
Resources		2	Identify the physical properties of minerals (hardness, color, luster, cleavage, and streak) and explain how minerals can be tested for these different physical properties.	· minerals and their properties · types/origins of rocks ¨ Identify and describe the following: · properties/formation of soil
		5	Recognize and discuss the different properties of soil, including color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants.

Possible ENTRY POINTS to Learning Standard(s)

Less Complex More Complex

	The student will:	The student will:	The student will:
Energy in the Earth System	¨ Identify hot/cold, wet/dry ¨ Identify and use one weather instrument (e.g., thermometer, rain gauge, wind gauge) Continue to address earlier standards in this topic at a level that challenges the student	¨ Describe daily weather (hot/cold, sunny/cloudy, rain/snow/dry) ¨ Conduct simple experiments on air flow ¨ Recognize that weather changes ¨ Identify precipitation in various forms ¨ Relate temperature readings to hot or cold conditions ¨ Identify and use one or more weather instruments (e.g., thermometer, rain gauge, wind gauge) ¨ Use a weather station to make weather observations	¨ Identify/recognize clouds and how they are formed ¨ Identify wind, including direction and velocity ¨ Identify rain and snow as different forms of precipitation ¨ Identify how the weather has changed for a given location over a period of time (compare the weather today with weather yesterday) ¨ Identify how the weather can vary in different parts of the country at the same time (e.g., MA to FL daily weather) ¨ Identify and use weather instruments (e.g., thermometer, rain gauge, wind gauge) ¨ Use a weather station to make weather observations Continue to address skills and concepts in this strand that approach grade-level expectations
Materials and Energy Resources	¨ Identify soil (apart from rocks, plants) ¨ Sort rocks according to physical characteristics (size, shape, color) Continue to address earlier standards in this topic at a level that challenges the student	¨ Make simple observations about different soil samples (moisture, color, rock content) ¨ Conduct simple experiments to demonstrate that soil is made up of different components ¨ Identify and describe similarities and differences among rocks ¨ Describe characteristics of rocks (using sight and/or touch) ¨ Make simple observations about different soil samples (moisture, color, rock content)	¨ Identify and describe various minerals ¨ Sort, classify, and describe rocks based on properties (e.g., hardness, luster, streak) ¨ Identify conditions under which rocks are formed (heat, pressure, weathering) ¨ Recognize that soil is made up of weathered rocks, and plant and animal components ¨ Demonstrate that soil supports the growth of plants Continue to address skills and concepts in this strand that approach grade-level expectations

Instructional Idea based on Learning Standard 6

At grades 3–5, students design and construct a variety of simple instruments that can be used to measure weather. They discuss how each design addresses the purpose for which it is intended. (Also connects with Technology/Engineering 2.1–2.4)

How all students can participate in this activity
Addressing Learning Standard(s) as written for this grade level	Possible Assessment Strategies and Portfolio Products
Samantha creates a thermometer to measure temperature. She tests the accuracy of her design against commercially designed thermometers.	• Data chart showing Samantha’s ability to record temperature on her thermometer compared with a commercially designed thermometer • Samantha’s chart of the temperatures she recorded • Drawing and description of Samantha’s thermometer design • Photograph of Samantha using her thermometer
Addressing Learning Standard(s) at lower levels of complexity (Entry Points)	Possible Assessment Strategies and Portfolio Products
Patrick creates a chart listing temperatures from 0°F to 100°F, with space to record his observations next to each number. Patrick’s thermometer is divided into four sections for hot, warm, cool, and cold. He uses his chart to record the weather gathered from a variety of sources, including outdoor thermometer readings and a bookmarked Internet website of updates and forecasts.	• Data chart recording actual temperatures with Patrick’s designations (“hot,” “warm,” “cool,” “cold”) • Patrick’s chart of recorded temperatures • Photographs of Patrick determining the temperature using a variety of resources (e.g., thermometer, Internet, television weather report, newspaper)
Addressing Access Skills embedded in academic instruction	Possible Assessment Strategies and Portfolio Products
Ron participates in designing/building a thermometer with his peers. He works on his communication skills by requesting a turn to participate.	• Field data chart showing Ron’s ability to use his augmentative communication device to request a turn • Line or bar graph summarizing the field data chart • Videotape of Ron requesting a turn using his augmentative communication device

CONTENT Science and Technology/Engineering

STRAND Earth and Space Science

Learning Standards for:

§ Energy in the Earth System

Grade Level: 6–8
	Topic	Learning Standards as written		Essence of the Standard(s)
Energy in the Earth System		3	Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through the earth’s system.	¨ Explain heat transfer ¨ Identify and explain how solar energy impacts the earth (e.g., atmospheric
		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.	patterns, temperature differences) ¨ Explain global atmospheric patterns and their effect on temperature ¨ Identify and describe the following: · tilt of earth, and resulting heat
		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.	distribution and seasonal changes

Possible ENTRY POINTS to Learning Standard(s)

Less Complex More Complex

		The student will:	The student will:	The student will:
Energy in the Earth System	¨ Relate pictures of objects to words “hot”/”cold” (e.g., ice cream, steam, lit candle) ¨ Explain the differences in the seasons ¨ Continue to address earlier standards in this topic at a level that challenges the student		¨ Observe and describe the temperatures of various objects (hot, warm, cool, cold) ¨ Record temperature changes of an object over time (e.g., a hot bowl of soup will eventually become cold) ¨ Relate seasonal changes to the tilt of the earth ¨ Describe the seasonal patterns that take place each year in New England	¨ Conduct experiments that demonstrate that liquids, solids, and gases form at different temperatures ¨ Demonstrate that differences in temperature tend to equalize over time and from one location to another ¨ Demonstrate that warm air rises ¨ Explain that the tilt of the earth determines how different locations experience the seasons Continue to address skills and concepts in this strand that approach grade-level expectations

CONTENT Science and Technology/Engineering

STRAND Earth and Space Science

Learning Standards for:

§ Energy in the Earth System

§ Materials and Energy Resources

Grade Level: High School
	Topic	Learning Standards as written		Essence of the Standard(s)
Energy in the Earth System		1.1	Identify Earth’s principal sources of internal and external energy, such as, radioactive decay, gravity, and solar energy.	¨ Identify earth’s sources of energy ¨ Describe electromagnetic radiation ¨ Explain how the transfer of energy impacts global atmospheric processes and observable events ¨ Recognize and describe how unequal heating of the earth influences global circulation patterns, weather, and climate, focusing particularly in Massachusetts ¨ Describe causes of seasonal variation ¨ Describe causes, conditions, and effects on humans of catastrophic weather conditions ¨ Describe ocean currents, their effects on the earth, and their relationship to global circulation ¨ Make observations and use data and computer models to study and document the earth’s systems and their interconnections
		1.2	Describe the characteristics of electromagnetic radiation and give examples of its impact on life and Earth’s systems.
		1.3	Explain how the transfer of energy through radiation, conduction, and convection contributes to global atmospheric processes, such as storms, winds, and currents.
		1.4	Provide examples of how the unequal heating of Earth and the Coriolis effect influence global circulation patterns and show how they impact on Massachusetts weather and climate, such as, global winds, convection cells, land/sea breezes, mountain/valley breezes.
		1.5	Explain how the revolution of Earth around the Sun and the inclination of Earth on its axis cause Earth’s seasonal variations (equinoxes and solstices).
		1.6	Describe the various conditions associated with frontal boundaries and cyclonic storms (such as, thunderstorms, winter storms [nor’easters], hurricanes, and tornadoes) and their impact on human affairs, including storm preparations.
		1.7	Explain the dynamics of oceanic currents, including upwelling, deep-water currents, the Labrador Current and the Gulf Stream, and their relationship to global circulation within the marine environment and climate.
		1.8	Read, interpret, and analyze a combination of ground-based observations, satellite data, and computer models to demonstrate Earth systems and their interconnections.
Materials and Energy Resources		2.1	Recognize, describe, and compare renewable energy resources (such as, solar, wind, water, and biomass) and nonrenewable energy resources (such as, fossil fuels and nuclear energy.)