Science Curriculum Map
                               (Based on Copyedited Version 2/7/01 MA Science Frameworks)


                       Topsfield Public Schools
                                           Please note this document is a work in progress
   

Domains of Science

Earth Science

Life Science

Physical Science

 Technology / Engineering

*if applicable

K

MA Topic: Sun as a Source of Heat 3 and Light, and Periodic Phenomena.

TPS Topic: Seasons
Standard(s) 4,5

 MA Topic: Characteristics of 1 Living & Non-living things

TPS Topic: Living & Non-living Things (Before this unit students explore using their 5 Senses)
Standard(s)2

 MA Topic: Observable Properties 2 of Objects,

TPS Topic: Properties of Matter Standard(s) 1

 Performance Activity: 4

Senses (Living things & their environment), Transportation
Standard(s): 7

Gr. 1

 MA Topic: Weather 1

TPS Topic: Weather (STC kit)
Standard(s) 1, 2, 3
Big Idea: Cycles, Patterns

Science TPS Topics started in second half of year

 MA Topic: Characteristics of 3 Living & Non-living Things

TPS Topic: Organisms-Habitats (STC kit Organisms)
Standard(s) 1, 7, 8

Big Idea: Relationships, Diversity, Variation

 TPS Topic: Light & Shadows 2 (AIMS)

Standard(s)

Big Idea: Relationship

 Performance Activity:
Recycling & Ecology
Standard(s):

Gr. 2

 MA Topic: Water Cycle 4

(Grade span 3-5)

TPS Topic: Properties of Water, Conservations, Spring Water Cycle (Topsfield designed curriculum binder)
Standard(s) 10, 11
Big Idea: Cycles, Patterns, Variation

 MA Topic: Characteristics of 1 Living things, Life Cycles

TPS Topic Life Cycles, Characteristics of Organisms- Insects, Amphibians, Organisms of the Salt Marsh (STC kit Butterflies & AIMS Mealworms, Tidepool Field Trip), Endangered Species
Standard(s) 1, 2, 4 (Grade span 3-5)
Big Idea: Cycles, Order, Relationships, Variation

 MA Topic: Forms of Energy 2

TPS Topic: Magnets (AIMS mini unit)
Heat & Light (AIMS optional)
Standard(s) 4, 6 (Grade span 3-5)

Big Idea: Pattern, Change, Energy

 Performance Activity: 3 Balance (STC Kit)
Standard(s):

Gr. 3

 MA Topic: Weather, Water Cycle 3

TPS Topic: Weather

Standards: 6,7,9

Big Ideas: Cycles, Pattern, Energy

 MA Topic: Characteristics of 1 Plants & Animals

TPS Topic: Plant Growth & Development (STC kit)
Standard(s) 1, 2, 3
Big Idea: Cycles, Variation

MA Topic: States of Matter, 2

Sound Energy

TPS Topic: Matter (Liquids, Solids, Gases), Sound (DASH)
Standard(s) 2, 2 Matter,

11 Sound
Big Idea: Change, Variation, Energy

 Performance Activity: 4
Effects of water, Vernal Pools
Standard(s):

Gr. 4

 MA Topic:Rocks &Their Properties 4

TPS Topic: Properties & Changes of Earth’s Materials (FOSS- Earth Materials)), Rocks & Minerals (Classification)
Standard(s) 1 ,2, 3
Big Idea: Change, Relationships, Energy

 MA Topic: Adaptations of Living1 Things, energy & Living Things

TPS Topic: Classification of Plants & Animals, Food Chains & Webs (DSM II Kit), Audubon- Energy Flow, Watershed
Standard(s) 7, 9, 10, 11

Big Idea: Cycles (carbon cycles), Change, Variation, Diversity

 TPS Topic: Magnetism & 2 Electricity (FOSS kit)
Standard(s) 6, 7, 8, 9, 10

Big Idea: Cycles, Energy, Change

 Performance Activity: 3 Motion & Design (FOSS kit), Legos (optional)

Standard(s): 4 (Physical Science)

Gr. 5

 MA Topic: Earth’s History & The Earth in the Solar System 1

TPS Topic: Earth’s Structure/ Tectonic Plates & Cores (FOSS-Landforms),
Solar system/ Planets (Scholastic- Star Clusters and Galaxies)
Standard(s) 12, 13, 14, 15

Big Idea: Cycles, Relationship, Energy

 MA Topics: Heredity, Adaptations of Living Things 2

TPS Topic: Invertebrates & Vertebrates, Taxonomy, Heredity, Coastal Ecology
Standard(s) , 6, and 1 (Grade span 6-8)

Big Idea: Patterns, Change, Diversity, Relationships

 MA Topic: Elements, Compounds 3 Mixtures (?)

TPS Topic: Atomic Structures & Properties of Matter
Math Trailblazers, Unit 13 Density, Sink/ Float

Standard(s) 5 (Grade span 6-8)
Big Idea: Cycles, Relationships, Energy

 Performance Activity: Models & Designs (FOSS kit)
Standard(s):

This unit is done at various times over the course of the year

Gr. 6

 MA Topic: Heat Transfer in the Earth System 1

TPS Topic: Weather (Scientific Process)

Standard(s) 4

Big Ideas: Cycles, Patterns, Energy

MA Topic: Energy & Living 3
Things, Changes in the Ecosystem Over Time

TPS Topic: Biomes, River Ecology, Vernal Pools
Standard(s) 12, 13, 14, 16

Big Idea: Diversity, Variation, Relationships, Change

 MA Topic: Properties of Matter, 2 Motion of Objects,
Elements, Compounds, Mixtures

TPS Topic: Matter (FOSS- Mixtures & Solutions), Motion, (Kit- Cambridge Physics Outlet, Newton’s Toy Box)
Standard(s) 1,2, 3, 7, 10, 11
Big Idea: Change, Energy

 Performance Activity: 4
Vernal Pool Project
Standard(s) 12, 13, 14, 16

 

 

Applying Scientific Process & Inquiry Skills Grades PreK-2:

Ask questions about objects, organisms and events in the environment.

Tell about why and what would happen if?

Make predictions based on observed patterns.

Name and use simple equipment and tools (e.g., rulers, meter sticks, thermometers, hand lenses and balances) to gather data and extend the senses.

Record observations and data with pictures, numbers, or written statements.

Discuss observations with others.

 

Grades 3-5

Ask questions and make predictions that can be tested.

Select and use appropriate tools and technology (e.g., calculators, computers, balances, scales, meter sticks, graduated cylinders) in order to extend observations.

Keep accurate records while conducting simple investigations or experiments.

Conduct multiple trials to test a prediction. Compare the result of an investigation or experiment with the prediction.

Recognize simple patterns in data and use data to create a reasonable explanation for the results of an investigation or experiment.

Record data and communicate findings to others using graphs, charts, maps, models, and oral and written reports.

 

Grades 6-8

Formulate a testable hypothesis.

Design and conduct an experiment specifying variables to be changed, controlled, and measured.

Select appropriate tools and technology (e.g. calculators, computers, thermometers, meter sticks, balances, graduated cylinders and microscopes) and make quantitative observations.

Present and explain data and findings using multiple representations, including tables, graphs, mathematical and physical models, and demonstrations.

Draw conclusions based on data or evidence presented in tables or graphs, and make inferences based on patterns or trends in the data.

Communicate procedures and results using appropriate science and technology terminology.

Offer explanations of procedures, and critique and revise them

 

 

In the newly adopted, December 20, 2000., (Copyedited 2/7/01) the framework states that "the skills of scientific inquiry should not be taught or tested as separate, stand-alone skills. Rather, the method of inquiry should be used to help students master the learning standards within the domains of science and motivate the continued enthusiasm for learning science." (page 5) Curriculum mapping is a means of visually articulating what happens in a classroom, school, or district. It is a calendar-based compilation of the content, skills, and assessments that a child experiences at each grade level. Just as a road map shows where you are, where you’ve been, and where you are going, a curriculum map gives the same information about what is occurring in a classroom, in a school, and in schools throughout a district.





 

                           Science Curriculum Map

                                      State Topics & Standards


                                                                                          Please note this document is a work in progress

 

Domains of Science

Earth Science

Life Science

 Physical Science

Technology/Engineering
*if applicable

K

 MA Topic: Sun as a Source of Heat and Light, and Periodic Phenomena.

TPS Topic: Seasons
Standard(s) 4,5

4. Recognize that the sun supplies heat and light to the earth and is necessary for life.

5. Recognize that the sun supplies heat and light to the earth and is necessary for life.

 MA Topic: Characteristics of Living & Non-living Things

TPS Topic: Living & Non-living Things
Standard(s) 2

2. Differentiate between living and nonliving things. Group both living and nonliving things according to the characteristics that they share.

 MA Topic: Observable Properties of Objects,

TPS Topic: Properties of Objects
Standard(s) 1

1. Sort objects by observable properties such as size, shape, color, weight, and texture

 Performance Activity:

Senses, Transportation
Standard(s):

Gr. 1

 MA Topic: Weather TPS Topic: Weather
Standard(s) 1, 2, 3

1. Recognize that water, rocks, soil, and living organisms can be found on the earth’s surface
2. Recognize that air is a gas that is all around us and that wind is moving air.

3. Describe the weather changes from day to day and over the seasons.

 MA Topic: Characteristics of Living & Non-living Things

TPS Topic: Organisms-Habitats
Standard(s) 1, 7, 8

1. 1. Recognize that animals (including humans) and plants are living things that grow, reproduce, and need food, air, and water.

7. Recognize changes in appearance that animals and plants go through as the seasons change.

8. Identify the ways in which an organism’s habitat provides for its basic needs (plants require air, water, nutrients, and light; animals require food, water, air, and shelter).

 TPS Topic: Light & Shadows (AIMS) optional

Standard(s)

Performance Activity:
Recycling & Ecology
Standard(s):

Gr. 2

 MA Topic: Water Cycle

(Grade span 3-5)

TPS Topic: Properties of Water, Conservations, Spring Water Cycle
Standard(s) 10, 11

10. Describe how water on earth cycles in different forms and in different locations, including underground and in the atmosphere.

11. Give examples of how the cycling of water both in and out of the atmosphere has an effect on climate.

 MA Topic: Life Cycles

TPS Topic Life Cycles, Characteristics of Organisms- Insects, Amphibians, Organisms of the Salt Marsh (STC kit Butterflies & AIMS Mealworms, Tidepool Field Trip), Endangered Species
Standard(s) 3, and 1, 4 (Grade span 3-5)
3. Recognize that plants and animals have life cycles, and that life cycles vary for different living things.

1. Classify plants and animals according to the characteristics that they share.

4. Describe the major stages that characterize the life cycle of the frog and butterfly as they go through metamorphosis.

 MA Topic: Forms of Energy

TPS Topic: Magnets
Heat & Light (AIMS optional)
Standard(s) 4, 6

4. Identify the basic forms of energy (light, sound, heat, electrical, and magnetic). Recognize that energy is the ability to cause motion or create change. (Grade span 3-5)

6. Recognize that light travels in a straight line until it strikes an object or travels from one medium to another, and that light can be reflected, refracted, and absorbed.

 Performance Activity: Balance (STC Kit)
Standard(s):

Gr. 3

 MA Topic: Weather, Water Cycle

TPS Topic: Weather
Standard(s) 6 , 7, 9,
6. Explain how air temperature, moisture, wind speed and direction, and precipitation make up the weather in a particular place and time.

7. Distinguish among the various forms of precipitation (rain, snow, sleet, and hail), making connections to the weather in a particular place and time.

9. Differentiate between weather and climate.

 MA Topic: Characteristics of Plants & Animals, Plant Structures & Functions

TPS Topic: Plant Growth & Development
Standard(s) 1, 2, 3

1. 1.Classify plants and animals according to the characteristics that they share. (See soil standards)

2. 2. Identify the structures in plants that are responsible for food making, reproduction, growth, and protection

3. 3. Recognize that plants and animals go through predictable life cycles that include birth, growth, development, reproduction, and death.

 MA Topic: States of Matter, Sound Energy

TPS Topic: Matter (Liquids, Solids, Gases), Sound (DASH)
Standard(s) 2, 2 Matter, 11 Sound
2. Identify objects and materials as solid, liquid, or gas. Recognize that solids have a definite shape and that liquids and gases take the shape of their container. (prek-2)

2.Compare and contrast solids, liquids, and gases based on the basic properties of each state of matter. (3-5)

11. Recognize that sound is produced by vibrating objects and requires a medium through which to travel. Relate the rate of vibration to the pitch of the sound.

 

 Performance Activity:
Effects of water, Vernal Pools, Ponding

(Coming!)
Standard(s):

Gr. 4

 MA Topic: Rocks & their Properties

TPS Topic: Properties & Changes of Earth’s Materials, Rocks & Minerals
Standard(s) 1,2,3,
1. Give a simple explanation of what a mineral is and some examples.

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.

3. Identify and explain the processes that help to determine the origin of metamorphicError! Bookmark not defined., igneous, and sedimentary rocks.

 MA Topic: Adaptations of Livings Things, Energy & Living Things

TPS Topic: Classification of Plants & Animals, Food Chains & Webs Audubon- Energy Flow, Watershed
Standard(s) 7, 9, 10

7. Explain how the structures of living things (e.g., shape of beak or "feet", placement of eyes on head, length of neck) are adaptations to their environment that help them survive. Give examples of how change in the environment has caused some plants and animals to die or move to new locations.

9. Recognize plant behaviors, such as the way seedlings grow with their stems upward and roots downward in response to gravity. Recognize that many plants and animals can survive harsh environments because of seasonal behaviors, e.g., in winter, trees shed leaves, some animals hibernate, and other animals migrate

10. Give examples of how organisms can cause changes in their environment to ensure survival. Explain how some of these changes may affect the ecosystem.

11. Describe how energy derived from the sun is transferred within a food chain from producers to consumers to decomposers.

 MA Topic: Magnetic Energy, Electrical Energy

TPS Topic: Magnetism & Electricity

Standards: 6, 7, 8, 9, 10

6. Recognize that electricity in circuits requires a complete loop through which an electrical current can pass, and that electricity can produce light, heat, and sound.

7. Identify and classify objects and materials that conduct electricity and objects and materials that are insulators of electricity.

8. Explain how electromagnets can be made and give examples of how they can be used.

9. 9. Recognize that magnets have poles that repel and attract each other

10. 10. Identify and classify objects and materials that a magnet will attract and objects and materials that a magnet will not attract.

 Performance Activity: Motion & Design (FOSS kit), Legos (optional)

Standard(s): 4 (Physical Science)

4. Identify the basic forms of energy (light, sound, heat, electrical, and magnetic). Recognize that energy is the ability to cause motion or create change.

Gr. 5

 MA Topic: Earth’s History & The Earth in the Solar System

TPS Topic: Earth’s Structure/ Tectonic Plates & Cores
Solar System/ Planets

Standard(s) 12, 13, 14, 15

12. Give examples of how the surface of the earth changes due to slow processes such as erosion and weathering, and rapid processes such as landslides, volcanic eruptions, and earthquakes.

13. Recognize that the earth is part of a system called the "solar system" that includes the sun (a star), planets, and many moons. The earth is the third planet from the sun in our solar system.

14, Recognize that the earth revolves around (orbits) the sun in a year’s time and that the earth rotates on its axis once approximately every 24 hours. Make connections between the rotation of the earth and day/night, and the apparent movement of the sun, moon, and stars across the sky.

15. Describe the changes that occur in the observable shape of the moon over the course of a month.

MA Topic: Heredity, Adaptations of Living Things, Classifications of Organisms (Grades 6-8)

TPS Topic: Invertebrates &
Vertebrates, Taxonomy, Heredity, Coastal Ecology
Standard(s) 5,6, 7, and 1 (Grade span 6-8)

5. Describe how energy derived from the sun is transferred within a food chain from producers to consumers to decomposers.

6. Give examples of how inherited characteristics may change over time due to changes in the environment

7. Describe how energy derived from the sun is transferred within a food chain from producers to consumers to decomposers.

1. Classify organisms into all kingdoms according to characteristics that they share. Be familiar with organisms from each kingdoms. (L. S. Grades 6-8 span)

? Light Energy

 MA Topic: Elements, Compounds, Mixtures

TPS Topic: Atomic Structures & Properties of Matter
Math Trailblazers, Unit 13 Density, Sink/ Float
Standard(s) 5

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. (Grade span 6-8)

 Performance Activity: Models & Designs (FOSS kit)
Standard(s):

This unit is done at various times over the course of the year

Gr. 6

 MA Topic: Heat Transfer in the Earth System

TPS Topic: Weather (Scientific Process)
Standard(s) 4

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.

 MA Topic: Energy & Living Things, Changes in the Ecosystem Over Time

TPS Topic: Biomes, River Ecology, Vernal Pools
Standard(s) 12, 13, 14, 16

12. Explain how dead plants and animals are broken down by other living organisms and how this process contributes to the system as a whole.

13. Explain the roles and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web.

14. Explain how dead plants and animals are broken down by other living organisms and how this process contributes to the system as a whole.

16. 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. (Research natural and human-caused changes in some of the large-scale ecosystems (biomes) on earth.)

 MA Topic: Properties of Matter, Motion of Objects, Elements

TPS Topic: Matter (Mixtures & Solutions), Motion

Standard(s) 1, 2, 3, 7, 10, 11, 12

1. Differentiate between weight and mass, recognizing that weight is the amount of gravitational pull on an object.

2. Differentiate between volume and mass.

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.

7. Give basic examples of elements and compounds.

10. Differentiate between physical changes and chemical changes.

11. Explain and give examples of how the motion of an object can be described by its position, direction of motion, and speed.

12. Graph and interpret distance vs. time graphs for constant speed..

 Performance Activity:
Vernal Pool Project
Standard(s) 12, 13, 14, 16