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 2006 Science and Technology/Engineering Curriculum Framework
to demonstrate how silica from sand is used to make glass. (T/E 2.2) 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 mineral...
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to demonstrate how silica from sand is used to make glass. (T/E 2.2) 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
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=34
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=34
to demonstrate how silica from sand is used to make glass. (T/E 2.2) 2. Identify the physical properties <span class="highlight">of</span> minerals (hardness, <span class="highlight">color</span>, luster, cleavage, and streak), and explain how minerals can be tested for these different physical properties. Acquire a collection <span class="highlight">of</span> minerals that includes (a) duplicates <span class="highlight">of</span> the same mineral, somewhat different in appearance (size, shape, exact <span class="highlight">color</span>) and (b) samples <span class="highlight">of</span> minerals that look similar but are actually different. Examine minerals <span class="highlight">using</span> a hand
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=46
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=46
sections <span class="highlight">of</span> the river they observed. After completing their drawings, the students found a satellite <span class="highlight">image</span> <span class="highlight">of</span> the Merrimack River on the Internet. <span class="highlight">Using</span> the Merrimack <span class="highlight">image</span>, Mr. D helped students relate their birds-eye drawings to the satellite <span class="highlight">image</span>. Students identified patterns <span class="highlight">of</span> erosion, degrees <span class="highlight">of</span> meandering, and surrounding vegetation. They used Web sites, topographical maps, and other resources to collect additional information about the river. They researched how the underlying bedrock, topology
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=49
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=49
to use their senses to observe and then describe the <span class="highlight">natural</span> world. Noticing differences and similarities, and <span class="highlight">grouping</span> organisms based on common features are skills developed in the life science curriculum at this grade span. For a more in-depth discussion <span class="highlight">of</span> this issue, please refer to the National Science Education Standards. Learning standards for PreK–2 fall under the following four subtopics: Characteristics <span class="highlight">of</span> Living Things; Heredity; Evolution and Biodiversity; and Living Things and Their
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=55
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=55
Discuss how engineers design things by <span class="highlight">using</span> their knowledge <span class="highlight">of</span> the ways that animals move (e.g., birds and wings influence airplane design, tails and fins <span class="highlight">of</span> aquatic animals influence boat design). (T/E 2.4) 6. Give examples <span class="highlight">of</span> how inherited characteristics may change over time as adaptations to changes in the environment that enable organisms to survive, e.g., shape <span class="highlight">of</span> beak or feet, placement <span class="highlight">of</span> eyes on head, length <span class="highlight">of</span> neck, shape <span class="highlight">of</span> teeth, <span class="highlight">color</span>. 7. Give examples <span class="highlight">of</span> how changes in the
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=72
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=72
1.1) 1. Differentiate between properties <span class="highlight">of</span> objects (e.g., size, shape, weight) and properties <span class="highlight">of</span> materials (e.g., <span class="highlight">color</span>, texture, hardness). Gather a variety <span class="highlight">of</span> solid objects. Collect data on properties <span class="highlight">of</span> these objects, such as origin (human- made or <span class="highlight">natural</span>), weight (heavy, medium, light), length, odor, <span class="highlight">color</span>, hardness, and flexibility. States <span class="highlight">of</span> Matter Design one container for each state <span class="highlight">of</span> matter, taking into account which material properties are important (e.g., size, shape, flexibility
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