The following are excerpts from the Massachusetts Science and Technology/Engineering Framework that relate the Earth Central Activities.

The nature of science

Science may be described as attempts to give good accounts of the patterns in nature. The result of scientific investigation is an understanding of natural processes.

The relationship between science and technology/engineering

In spite of their different ends, science and technology have become closely, even inextricably, related in many fields. The instruments that scientists use, such as the microscope, balance, and chronometer, result from technology/engineering.

Inquiry and Experimentation

Students can also examine the questions pursued by scientists in their investigations of natural phenomena and processes as reported or shown in textbooks, papers, videos, the internet, and other media.

Guiding Principle II

An effective science and technology/engineering program builds students' understanding of the fundamental concepts of each domain of science and their understanding of the connections across these domains and to basic concepts in technology/engineering.

Each domain of science has its particular approach and area of concern. Taken together, they present a coherent view of the world. Students need to understand that much of the scientific work done in the world draws on multiple disciplines. Oceanographers, for instance, use their knowledge of physics, chemistry, biology, earth science, and technology to chart the course of ocean currents. Connecting the domains of natural science with mathematical study and with one another, and then to practical applications through technology and engineering, should be one goal of science education.

Strand 1: Earth and Space Science

In earth and space science, students study the origin, structure, and physical phenomena of the earth and the universe. Earth and space science studies include concepts in geology, meteorology, oceanography, and astronomy. These studies integrate previously or simultaneously gained understandings in physical and life science with the physical environment. Through a study of earth and space, students learn about the nature and interactions of oceans and the atmosphere, earth processes including plate tectonics, changes in topography over time, and the place of the earth in the universe.

Middle school students grapple with the importance of and methods of obtaining direct and indirect evidence to support current thinking. They recognize that new technologies and observations change our explanations about how things in the natural world behave. Learning standards fall under the topics of Mapping the Earth, Earth's Structure, Heat Transfer in the Earth System, Earth's History, and The Earth in the Solar System.

The unifying theme of 9th and 10th grade earth and space science is the interaction of the Earth's various spheres and human activities. It falls into the following categories: Matter and Energy in the Earth System, Earth's Sources of Energy, Earth's Processes and Cycles, and The Origin and Evolution of the Universe

Earth and Space Science, Grades 3-5

Learning Standard	Ideas For Developing Investigations And Learning Experiences	Suggested Extensions To Learning In Technology/Engineering
Rocks and Their Properties
Give a simple explanation of what a mineral is and some examples, e.g., quartz, mica.	Observe and describe the characteristics of ore minerals such as magnetite and hematite (two sources of iron).	Design a flowchart to demonstrate how silica from sand is used to make glass. (T/E 2.2)
Identify the physical properties of minerals (hardness, color, luster, cleavage, and streak), and explain how minerals can be tested for these different physical properties.	Acquire a collection of minerals that includes (a) duplicates of the same mineral, somewhat different in appearance (size, shape, exact color) and (b) samples of minerals that look similar but are actually different. Examine minerals using a hand lens. Look for and record similarities and differences such as heaviness, color, texture, crystal shapes, luster, surface patterns, etc. Sort as accurately as possible. Report total number of different minerals present, and how many duplicates, if any, of each type.	Use simple tools to test for hardness, e.g., Moh's Scale of Hardness. (T/E 1.1)
Identify the three categories of rocks (metamorphic, igneous, and sedimentary) based on how they are formed, and explain the natural and physical processes that create these rocks.	Examine rocks collected from the schoolyard or a field trip location, or brought in from home. Sort rocks into igneous, metamorphic, or sedimentary based on their physical properties.	Discuss the use of rocks in construction based on their physical properties. Test the hardness of various types of rocks used in construction. (T/

Earth and Space Science, Grades 6-8

Learning Standard	Ideas For Developing Investigations And Learning Experiences
Mapping the Earth
Recognize, interpret, and be able to create models of the earth's common physical features in various mapping representations, including contour maps.	Choose a small area of unpaved, sloping ground in the schoolyard or a park. Create a scale contour map of the area. Include true north and magnetic north.

Earth's History
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).	Use the Pangaea map to understand plate movement. Research and map the location of volcanic or earthquake activity. Relate these locations to the locations of the earth's tectonic plates.

The Earth in the Solar System
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).	Using light objects such as balloons or basketballs, and heavy objects such as rocks, make models that show how heavy a 1 kg pumpkin would seem to you on the surface of the moon, Mars, Earth, and Jupiter.

Earth and Space Science, Grade 9 or 10

Broad Concept: Two fundamental energy concepts included in the earth system are gravity and electromagnetism.

1.2	Describe the components of the electromagnetic spectrum and give examples of its impact on our lives.

Broad Concept: Global atmospheric processes are driven by energy from the sun, unequal heating between the equator and poles, the earth's rotation and revolution, and the influence of land and water. Human affairs can dramatically influence and be influenced by atmospheric phenomena.

1.5	Explain how the transfer of energy through radiation, conduction, and convection contributes to global atmospheric processes, e.g., storms, winds.*

Broad Concept: Scientists use various instruments and methods to investigate the earth as a system.

1.14	Explain how scientists study the earth system through the use of a combination of ground-based observations, satellite observations, and computer models of the earth system, and why it is necessary to use all of these tools together.

Broad Concept: Interactions among the lithosphere, hydrosphere, and atmosphere have resulted in ongoing evolution of the earth system over geologic time.

3.5

Describe how the oceans store carbon dioxide as dissolved HCO3 and CaCO3 precipitate. Broad Concept: Water is continually being recycled by the hydrologic cycle through the watersheds, oceans, and the atmosphere by processes such as evaporation, condensation, precipitation, runoff, and infiltration. This life-giving cycle is continually and increasingly impacted by human affairs.

Broad Concept: Water is continually being recycled by the hydrologic cycle through the watersheds, oceans, and the atmosphere by processes such as evaporation, condensation, precipitation, runoff, and infiltration. This life-giving cycle is continually and increasingly impacted by human affairs.

3.6	Explain how water flows into and through a watershed, e.g., aquifers, wells, porosity, permeability, water table, capillary water, runoff. *
3.7	Compare and contrast the processes of the hydrologic cycle including evaporation, condensation, precipitation, surface runoff and groundwater percolation, infiltration, and transpiration.

Broad Concept: The earth is a system of interacting spherical layers with each layer having distinct characteristic compositions, physical properties, and processes.

3.13	Explain how seismic data is used to reveal the interior structure of the layered earth.
3.16	Explain how the magnetic field of the earth is produced.

Broad Concept: Our solar system is composed of a star, planets, moons, asteroids, comets, and residual material left from the evolution of the solar system over time.

4.5	Compare and contrast the motions of rotation and revolution of orbiting bodies, e.g., day, year, solar/lunar eclipses. Describe the influence of gravity and inertia on these motions.

Strand 2 : Life Science (Biology)

The life sciences investigate the diversity, complexity, and interconnectedness of life on earth. Students are naturally drawn to examine living things, and as they progress through the grade levels, they become capable of understanding the theories and models that scientists use to explain observations of nature.

At the macroscopic level, students focus on the interactions that occur within ecosystems. They explore the interdependence of living things, specifically the dependence of life on photosynthetic organisms such as plants, which in turn depend upon the sun as their source of energy.

Biology, Grades 9 or 10

Ecology

Broad Concept: Ecology is the interaction between living organisms and their environment.

6.1	Explain how biotic and abiotic factors cycle in an ecosystem (water, carbon, oxygen, and nitrogen).*
6.3	Identify the factors in an ecosystem that influence fluctuations in population size.
6.4	Analyze changes in an ecosystem resulting from natural causes, changes in climate, human activity, or introduction of non-native species.

Strand 3: Physical Sciences (Chemistry and Physics)

The physical sciences (physics and chemistry) examine the physical world around us. Using the methods of the physical sciences, students learn about the composition, structure, properties, and reactions of matter and the relationships between matter and energy.

Physics, Grades 9 or 10

Electromagnetic Radiation

Broad Concept: Oscillating electric or magnetic fields can generate electromagnetic waves over a wide spectrum of energies.

6.1	Describe the electromagnetic spectrum in terms of wavelength and energy, and be able to identify specific regions such as visible light. *
6.2	Explain how the various wavelengths in the electromagnetic spectrum have many useful applications such as radio, television, microwave appliances, and cellular telephones.

Strand 4: Technology/ Engineering

Science tries to understand the natural world. Based on the knowledge that scientists develop, the goal of engineering is to solve practical problems through the development or use of technologies. For example, the planning, designing, and construction of the Central Artery Tunnel project in Boston (commonly referred to as the "Big Dig") is a complex and technologically challenging project that draws on knowledge of earth science, physics, and construction and transportation technologies.

Technology/engineering works in conjunction with science to expand our capacity to understand the world. For example, scientists and engineers apply scientific knowledge of light to develop lasers and fiber optic technologies and other technologies in medical imaging. They also apply this scientific knowledge to develop such modern communications technologies as telephones, fax machines, and electronic mail.

Although the term technology is often used by itself to describe the educational application of computers in a classroom, instructional technology is a subset of the much broader field of technology. While important, computers and instructional tools that use computers are only a few of the many technological innovations in use today.

Course offerings in the high school grades should engage students who are interested in:

• expanding their studies in the area of engineering and technology because they are interested in a college-level engineering program,
• pursuing career pathways in relevant technology fields, or
• learning about certain areas of technology/engineering to expand their general educational background, but who will not necessarily follow a technical career.

Technology/Engineering, Grades 6-8

Engineering Design

Broad Concept: Engineering design is an iterative process involving modeling and optimizing for developing technological solutions to problems within given constraints.

2.1	Identify and explain the steps of the engineering design process, i.e., identify the need or problem, research the problem, develop possible solutions, select the best possible solution(s), construct a prototype, test and evaluate, communicate the solution(s), and redesign.

Appendix III

Earth and Space Science

Standard #1

• Obtain a topographic relief map and a corresponding paper contour map of a coastal area (preferably in Massachusetts). Use both types of map to demonstrate the changes in the coastline that would occur if the sea level were to rise by various amounts.
• Use topographic maps to explain an environmental problem, its location, its cause and a proposed solution.
• Construct a clinometer. If suitable terrain is available, use a clinometer to determine the height of geologic features, the slope of surface features and the slope of layers of strata. Substitute heights of architectural features and slopes of ramps if necessary.
• From a contour map, build a model that shows the physical features and the location of wildlife/plants.
• Use maps from different time periods to observe changes in landscape.

Standard #3

• Compare the heat absorption of white and black cans using a thermometer.
• Investigate heat transfer by placing plastic, metal, and wooden spoons in hot water and determining how quickly they heat up (conduction).
1. Investigate heat transfer from a room by adding 50 ml of cold water to a cup or beaker. Stir it and record its temperature changes every few minutes over a ten minute period.
2. Investigate heat transfer to the room by adding 50 ml of warm water to a cup or beaker. Stir and record temperature changes every few minutes over a ten minute period.

Standard #6

• Look at maps and photos to observe coastal changes.

Standard #7

• Study the local landscape, and if possible also an unbuilt terrain (e.g., a state park) for signs of glaciation (e.g., eskers, drumlins, kettle holes). Discuss whether any of these features give evidence as to which way the glacier that formed them was moving.

Standard #8

• Explain how a clinometer uses gravity to find the center of the earth, and puts that knowledge to use. Explain how part of this function could be carried out using a spirit level.