GIStandards
https://trbaker.github.io/GIStandards/
A machine analysis of geospatial language in US K-12 state curriculum standards
Massachusetts
Report date: 2021-07-08
The frequency of all keywords found in this state's standards: 16
Comparable state score: 0.051 (median: .303, SD: .324)
The frequency above is the sum of all keywords found in all of this state's four core academic standards and the state's CTE/career standards. This total count is broken down by keyword and discipline area below.
On this site, 'comparable scores' are calculated as: keywords found divided by total words in the standards document(s) - multiplied by 100,000. The comparable scores attempt to normalize data, accounting for very different sizes of curriculum guidance documentation.
Frequencies by keyword or phrase:- spatial: 12
- geospatial: 1
- Global Positioning System: 1
- GIS: 2
Frequencies by discipline area: - SS: 3
(Comp: 0.125) - SC: 7
(Comp: 0.366) - MA: 2
(Comp: 0.084) - ELA: 1
(Comp: 0.042) - CTE: 3
(Comp: 0.013)
Support files: Examples of keyword use by discipline area (and document): - CTE
- enviroscitech.pdf, page:23, position:2648
Example: Assess the effect of land use practices in the local watershed on river water quality including the following: o Determine local land use patterns in their watershed from Mass GIS data layers. o Design and carry out the fie - enviroscitech.pdf, page:23, position:2775
o Determine local land use patterns in their watershed from Mass GIS data layers. o Design and carry out the field data collection of river water quality. o Analyze the data using geospatial mapping tools. 2.E.01 Performance Example: - enviroscitech.pdf, page:23, position:518
of data acquisition through remote sensing. 2.D.01.02 Interpret topographic maps. 2.D.01.03 Utilize map coordinate systems. 2.D.01.04 Utilize a compass. 2.D.01.05 Utilize a Global Positioning System (GPS) Unit. 2.D.02 Utilize technologi
- ELA
- 2017-06.pdf, page:58, position:2806
suspected, heard, wondered). 6. Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases,8 including those that signal spatial and temporal relationships. (See grade 3 Reading
- MA
- 2017-06 (1).pdf, page:24, position:1014
numbers to 10, including concepts of one-to-one correspondence, counting, cardinality (the number of items in a set), and comparison; and (2) recognizing two-dimensional shapes, describing spatial relationships, and sorting and classifying objec - 2017-06 (1).pdf, page:27, position:1356
in combined sets, or counting the number of objects that remain in a set after some are taken away. 2. Students describe their physical world using geometric ideas (e.g., shape, orientation, spatial relations) and vocabulary. They identify, name,
- SC
- 2016-04.pdf, page:54, position:2015
and constraints of a design problem with precision. 2. Develop a model to describe cycling of matter in an ecosystem; develop a model that describes and predicts changes in particle motion and spatial arrangement during phase changes; develop andor - 2016-04.pdf, page:62, position:1320
based on evidence for how Earth™s surface has changed over scales that range from local to global in size. Clarification Statements: Examples of processes occurring over large, global spatial scales include plate motion, formation of mount - 2016-04.pdf, page:72, position:177
- 2016-04.pdf, page:86, position:2137
multi-step linear causal explanations by using a combination of the periodic table model and Coulomb™s law to predict and explain qualitative comparisons of bond energies. They also consider spatial arrangements of ions in crystal structures and c - 2016-04.pdf, page:87, position:1860
made of molecules that have covalent bonds (common examples include CO2, N2, CH4, H2O, C8H18). HS-PS1-3. Cite evidence to relate physical properties of substances at the bulk scale to spatial arrangements, movement, and strength of electros - 2016-04.pdf, page:116, position:2731
data andor large data sets to identify linear and nonlinear relationships. Use graphical displays (e.g., maps, charts, graphs, andor tables) of large data sets to identify temporal and spatial relationships. Distinguish between causal and - 2016-04.pdf, page:140, position:1058
the properties of substances, diversity of materials, how mixtures will interact, states of matter, phase changes, and conservation of matter. States of matter can be modeled in terms of spatial arrangement, movement, and strength of interac
- SS
- 2018-12.pdf, page:14, position:1148
using structures such as comparison and contrast, cause and effect, or problem and solution. They learn to apply different forms of analysis, including contextually rich reading, visual analysis, spatialgeographical analysis, or quantitative reasoning - 2018-12.pdf, page:195, position:798
music architecture other artifacts public opinion poll results voter data census data education data data on labor, capital, taxes, income, credit, supply and demand spatial, environ-mental, and climate data historical - 2018-12.pdf, page:195, position:904
education data data on labor, capital, taxes, income, credit, supply and demand spatial, environ-mental, and climate data historical and modern maps Global Information System (GIS) data Using Questions in Close and Critical Re
On this site, 'comparable scores' are calculated as: keywords found divided by total words in the standards document(s) - multiplied by 100,000. The comparable scores attempt to normalize data, accounting for very different sizes of curriculum guidance documentation.
(Comp: 0.125)
(Comp: 0.366)
(Comp: 0.084)
(Comp: 0.042)
(Comp: 0.013)
- enviroscitech.pdf, page:23, position:2648
Example: Assess the effect of land use practices in the local watershed on river water quality including the following: o Determine local land use patterns in their watershed from Mass GIS data layers. o Design and carry out the fie - enviroscitech.pdf, page:23, position:2775
o Determine local land use patterns in their watershed from Mass GIS data layers. o Design and carry out the field data collection of river water quality. o Analyze the data using geospatial mapping tools. 2.E.01 Performance Example: - enviroscitech.pdf, page:23, position:518
of data acquisition through remote sensing. 2.D.01.02 Interpret topographic maps. 2.D.01.03 Utilize map coordinate systems. 2.D.01.04 Utilize a compass. 2.D.01.05 Utilize a Global Positioning System (GPS) Unit. 2.D.02 Utilize technologi
- 2017-06.pdf, page:58, position:2806
suspected, heard, wondered). 6. Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases,8 including those that signal spatial and temporal relationships. (See grade 3 Reading
- 2017-06 (1).pdf, page:24, position:1014
numbers to 10, including concepts of one-to-one correspondence, counting, cardinality (the number of items in a set), and comparison; and (2) recognizing two-dimensional shapes, describing spatial relationships, and sorting and classifying objec - 2017-06 (1).pdf, page:27, position:1356
in combined sets, or counting the number of objects that remain in a set after some are taken away. 2. Students describe their physical world using geometric ideas (e.g., shape, orientation, spatial relations) and vocabulary. They identify, name,
- 2016-04.pdf, page:54, position:2015
and constraints of a design problem with precision. 2. Develop a model to describe cycling of matter in an ecosystem; develop a model that describes and predicts changes in particle motion and spatial arrangement during phase changes; develop andor - 2016-04.pdf, page:62, position:1320
based on evidence for how Earth™s surface has changed over scales that range from local to global in size. Clarification Statements: Examples of processes occurring over large, global spatial scales include plate motion, formation of mount - 2016-04.pdf, page:72, position:177
- 2016-04.pdf, page:86, position:2137
multi-step linear causal explanations by using a combination of the periodic table model and Coulomb™s law to predict and explain qualitative comparisons of bond energies. They also consider spatial arrangements of ions in crystal structures and c - 2016-04.pdf, page:87, position:1860
made of molecules that have covalent bonds (common examples include CO2, N2, CH4, H2O, C8H18). HS-PS1-3. Cite evidence to relate physical properties of substances at the bulk scale to spatial arrangements, movement, and strength of electros - 2016-04.pdf, page:116, position:2731
data andor large data sets to identify linear and nonlinear relationships. Use graphical displays (e.g., maps, charts, graphs, andor tables) of large data sets to identify temporal and spatial relationships. Distinguish between causal and - 2016-04.pdf, page:140, position:1058
the properties of substances, diversity of materials, how mixtures will interact, states of matter, phase changes, and conservation of matter. States of matter can be modeled in terms of spatial arrangement, movement, and strength of interac
- 2018-12.pdf, page:14, position:1148
using structures such as comparison and contrast, cause and effect, or problem and solution. They learn to apply different forms of analysis, including contextually rich reading, visual analysis, spatialgeographical analysis, or quantitative reasoning - 2018-12.pdf, page:195, position:798
music architecture other artifacts public opinion poll results voter data census data education data data on labor, capital, taxes, income, credit, supply and demand spatial, environ-mental, and climate data historical - 2018-12.pdf, page:195, position:904
education data data on labor, capital, taxes, income, credit, supply and demand spatial, environ-mental, and climate data historical and modern maps Global Information System (GIS) data Using Questions in Close and Critical Re