Primary Connections:

MA Science and Technology/Engineering Framework (2006)
(Massachusetts)

• Inquiry and Experimentation > Skills of Inquiry (Grade: 3 – 5)
• Inquiry and Experimentation > Skills of Inquiry (Grade: K – 2)
• Inquiry and Experimentation > Skills of Inquiry (Grade: K – 2)
• Inquiry and Experimentation > Skills of Inquiry (Grade: 6 – 8)
• Inquiry and Experimentation > Skills of Inquiry (Grade: 6 – 8)

NCTM Principles and Standards for School Mathematics (2000)
(National)

• Algebra > Use mathematical models to represent and understand quantitative relationships (Grade: 3 – 5)
• Data Analysis and Probability > Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them (Grade: 3 – 5)

Secondary Connections:

National Science Education Standards (1996)
(National)

• History and Nature of Science > Nature of science (Grade: 5 – 8)
• History and Nature of Science > Nature of science (Grade: 5 – 8)
• Physical Science > Motions and forces (Grade: 5 – 8)
• Physical Science > Properties of objects and materials (Grade: K – 4)
• Science as Inquiry > Understandings about scientific inquiry (Grade: 9 – 12)
• Science as Inquiry > Understanding about scientific inquiry (Grade: K – 4)

MA Science and Technology/Engineering Framework (2006)
(Massachusetts)

• Inquiry and Experimentation > Skills of Inquiry (Grade: 3 – 5)
• Physical Sciences (Chemistry and Physics) > Position and Motion of Objects (Grade: K – 2)
• Inquiry and Experimentation > Skills of Inquiry (Grade: K – 2)
• Physics > Motion and Forces (Grade: 9 – 10)
• Inquiry and Experimentation > Skills of Inquiry (Grade: 3 – 5)
• Inquiry and Experimentation > Skills of Inquiry (Grade: 6 – 8)
• Physical Sciences (Chemistry and Physics) > Motion of Objects (Grade: 6 – 8)

NCTM Principles and Standards for School Mathematics (2000)
(National)

• Algebra > Analyze change in various contexts (Grade: 6 – 8)
• Data Analysis and Probability > Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them (Grade: K – 2)

References:

MA Science and Technology/Engineering Framework (2006)
(Massachusetts)

• Earth and Space Science > The Earth in the Solar System (Grade: 6 – 8)
• Earth and Space Science > The Earth's Sources of Energy (Grade: 9 – 10)
• Earth and Space Science > Matter and Energy in the Earth System (Grade: 9 – 10)
• Technology/Engineering > Transportation Technologies (Grade: 6 – 8)

NCTM Principles and Standards for School Mathematics (2000)
(National)

• Data Analysis and Probability > Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them (Grade: 3 – 5)
• Algebra > Understand patterns, relations, and functions (Grade: 3 – 5)
• Algebra > Understand patterns, relations, and functions (Grade: 6 – 8)
• Data Analysis and Probability > Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them (Grade: 6 – 8)

ITEA Standards For Technological Literacy (2000)
(National)

• Abilities for a Technological World > Assess the impact of products and systems (Grade: 9 – 12)
• Understanding Design > Engineering design (Grade: 9 – 12)

Primary Connections:

MA Science and Technology/Engineering Framework (2006)
(Massachusetts)

• Inquiry and Experimentation > Skills of Inquiry (Grade: 3 – 5)
  Ask questions and make predictions that can be tested.
• Inquiry and Experimentation > Skills of Inquiry (Grade: K – 2)
  Name and use simple equipment and tools (e.g., rulers, meter sticks, thermometers, hand lenses, and balances) to gather data and extend the senses.
• Inquiry and Experimentation > Skills of Inquiry (Grade: K – 2)
  Ask questions about objects, organisms, and events in the environment.
• Inquiry and Experimentation > Skills of Inquiry (Grade: 6 – 8)
  Design and conduct an experiment specifying variables to be changed, controlled, and measured.
• Inquiry and Experimentation > Skills of Inquiry (Grade: 6 – 8)
  Draw conclusions based on data or evidence presented in tables or graphs, and make inferences based on patterns or trends in the data.

NCTM Principles and Standards for School Mathematics (2000)
(National)

• Algebra > 3.1 Use mathematical models to represent and understand quantitative relationships (Grade: 3 – 5)
  model problem situations with objects and use representations such as graphs, tables, and equations to draw conclusions
• Data Analysis and Probability > 1.2 Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them (Grade: 3 – 5)
  collect data using observations, surveys, and experiments

Secondary Connections:

National Science Education Standards (1996)
(National)

• History and Nature of Science > Nature of science (Grade: 5 – 8)
  Scientists formulate and test their explanations of nature using observation, experiments, and theoretical and mathematical models. Although all scientific ideas are tentative and subject to change and improvement in principle, for most major ideas in science, there is much experimental and observational confirmation. Those ideas are not likely to change greatly in the future. Scientists do and have changed their ideas about nature when they encounter new experimental evidence that does not match their existing explanations.
• History and Nature of Science > Nature of science (Grade: 5 – 8)
  It is part of scientific inquiry to evaluate the results of scientific investigations, experiments, observations, theoretical models, and the explanations proposed by other scientists. Evaluation includes reviewing the experimental procedures, examining the evidence, identifying faulty reasoning, pointing out statements that go beyond the evidence, and suggesting alternative explanations for the same observations. Although scientists may disagree about explanations of phenomena, about interpretations of data, or about the value of rival theories, they do agree that questioning, response to criticism, and open communication are integral to the process of science. As scientific knowledge evolves, major disagreements are eventually resolved through such interactions between scientists.
• Physical Science > Motions and forces (Grade: 5 – 8)
  If more than one force acts on an object along a straight line, then the forces will reinforce or cancel one another, depending on their direction and magnitude. Unbalanced forces will cause changes in the speed or direction of an object's motion.
• Physical Science > Properties of objects and materials (Grade: K – 4)
  Objects have many observable properties, including size, weight, shape, color, temperature, and the ability to react with other substances. Those properties can be measured using tools, such as rulers, balances, and thermometers.
• Science as Inquiry > Understandings about scientific inquiry (Grade: 9 – 12)
  Scientists conduct investigations for a wide variety of reasons. For example, they may wish to discover new aspects of the natural world, explain recently observed phenomena, or test the conclusions of prior investigations or the predictions of current theories.
• Science as Inquiry > Understanding about scientific inquiry (Grade: K – 4)
  Scientists review and ask questions about the results of other scientists' work.

MA Science and Technology/Engineering Framework (2006)
(Massachusetts)

• Inquiry and Experimentation > Skills of Inquiry (Grade: 3 – 5)
  Select and use appropriate tools and technology (e.g., calculators, computers, balances, scales, meter sticks, graduated cylinders) in order to extend observations.
• Physical Sciences (Chemistry and Physics) > 05 Position and Motion of Objects (Grade: K – 2)
  Recognize that under some conditions, objects can be balanced.
• Inquiry and Experimentation > Skills of Inquiry (Grade: K – 2)
  Make predictions based on observed patterns.
• Physics > 1.4 Motion and Forces (Grade: 9 – 10)
  Create and interpret graphs of motion (position vs. time, speed vs. time, velocity vs. time, constant acceleration vs. time).
• Inquiry and Experimentation > Skills of Inquiry (Grade: 3 – 5)
  Record data and communicate findings to others using graphs, charts, maps, models, and oral and written reports.
• Inquiry and Experimentation > Skills of Inquiry (Grade: 6 – 8)
  Present and explain data and findings using multiple representations, including tables, graphs, mathematical and physical models, and demonstrations.
• Physical Sciences (Chemistry and Physics) > 12 Motion of Objects (Grade: 6 – 8)
  Graph and interpret distance vs. time graphs for constant speed.

NCTM Principles and Standards for School Mathematics (2000)
(National)

• Algebra > 4.1 Analyze change in various contexts (Grade: 6 – 8)
  use graphs to analyze the nature of changes in quantities in linear relationships
• Data Analysis and Probability > 1.3 Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them (Grade: K – 2)
  represent data using concrete objects, pictures, and graphs

References:

MA Science and Technology/Engineering Framework (2006)
(Massachusetts)

• Earth and Space Science > 08 The Earth in the Solar System (Grade: 6 – 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.
• Earth and Space Science > 2.1 The Earth's Sources of Energy (Grade: 9 – 10)
  Recognize, describe, and differentiate between renewable (e.g., solar, wind, water, biomass) and nonrenewable (e.g., fossil fuels, nuclear [Ura-235]) sources of energy.
• Earth and Space Science > 1.1 Matter and Energy in the Earth System (Grade: 9 – 10)
  Identify the earth's principal sources of internal and external energy, e.g., radioactive decay, gravity, solar energy.
• Technology/Engineering > 6.4 Transportation Technologies (Grade: 6 – 8)
  Identify and explain lift, drag, friction, thrust, and gravity in a vehicle or device, e.g., cars, boats, airplanes, rockets.

NCTM Principles and Standards for School Mathematics (2000)
(National)

• Data Analysis and Probability > 1.3 Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them (Grade: 3 – 5)
  represent data using tables and graphs such as line plots, bar graphs, and line graphs
• Algebra > 1.2 Understand patterns, relations, and functions (Grade: 3 – 5)
  represent and analyze patterns and functions, using words, tables, and graphs
• Algebra > 1.1 Understand patterns, relations, and functions (Grade: 6 – 8)
  represent, analyze, and generalize a variety of patterns with tables, graphs, words, and, when possible, symbolic rules
• Data Analysis and Probability > 1.1 Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them (Grade: 6 – 8)
  formulate questions, design studies, and collect data about a characteristic shared by two populations or different characteristics within one population

ITEA Standards For Technological Literacy (2000)
(National)

• Abilities for a Technological World > 13.K Assess the impact of products and systems (Grade: 9 – 12)
  Synthesize data, analyze trends, and draw conclusions regarding the effect of technology on the individual, society, and environment.
• Understanding Design > 09.I Engineering design (Grade: 9 – 12)
  Established design principles are used to evaluate existing designs, to collect data, and to guide the design process.