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 2006 Science and Technology/Engineering Curriculum Framework
shelter, etc. • Talk about how people use their senses every day. Design and build an ant farm. Observe how ants use their senses and how they communicate to each other the location of a food source. (T/E 1.1, 1.2, 1.3) Observe and record changes in plants (e....
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shelter, etc. • Talk about how people use their senses every day. Design and build an ant farm. Observe how ants use their senses and how they communicate to each other the location of a food source. (T/E 1.1, 1.2, 1.3) Observe and record changes in plants (e.g., trees, flowers, grass) on the playground and around the school during fall, winter, and spring. Visit a maple syrup manufacturing facility. Discuss the sap-to-maple syrup process and the seasonal life cycle of a tree. (T/E 1.1, 1.2) 7
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=53
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=53
shelter, etc. • Talk about how people use their senses every day. Design and build an <span class="highlight">ant</span> farm. Observe how ants use their senses and how they communicate <span class="highlight">to</span> each other the location <span class="highlight">of</span> a food <span class="highlight">source</span>. (T/E 1.1, 1.2, 1.3) Observe and record changes <span class="highlight">in</span> plants (e.g., trees, flowers, grass) on the playground and around the school during fall, winter, and spring. Visit a maple syrup manufacturing facility. Discuss the sap-<span class="highlight">to</span>-maple syrup process and the seasonal life cycle <span class="highlight">of</span> a tree. (T/E 1.1, 1.2) 7
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=96
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=96
control, distribution. 4.4 Explain basic processes <span class="highlight">in</span> manufacturing systems, e.g., cutting, shaping, assembling, joining, finishing, <span class="highlight">quality</span> control, and safety. 5. Construction Technologies Central Concept: Construction technology involves building structures <span class="highlight">in</span> order <span class="highlight">to</span> contain, shelter, manufacture, transport, communicate, and provide recreation. 5.1 Describe and explain parts <span class="highlight">of</span> a structure, e.g., foundation, flooring, decking, wall, roofing systems. 5.2 Identify and describe three major types <span class="highlight">of</span>
Massachusetts History and Social Science Curriculum Framework: August 2003
source is used in interpreting history. 5. Identify multiple causes and effects when explaining historical events. (H) 6. Describe ways of interpreting archaeological evidence from societies leaving no written IVICS AND 7. Define and use correctly words and terms relating...
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source is used in interpreting history. 5. Identify multiple causes and effects when explaining historical events. (H) 6. Describe ways of interpreting archaeological evidence from societies leaving no written IVICS AND 7. Define and use correctly words and terms relating to government such as city-state, dynasty, kingdom, empire, republic, separation of powers, civic duty, rule of law, Massachusetts History and Social Science Curriculum Framework August 2003 42
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http://www.doe.mass.edu/frameworks/hss/final.pdf#page=48
www.doe.mass.edu/frameworks/hss/final.pdf#page=48
<span class="highlight">source</span> is used <span class="highlight">in</span> interpreting history. 5. Identify <span class="highlight">multiple</span> causes and effects when explaining historical events. (H) 6. Describe ways <span class="highlight">of</span> interpreting archaeological evidence from societies leaving no written IVICS AND 7. Define and use correctly words and terms relating <span class="highlight">to</span> government such as city-state, dynasty, kingdom, empire, republic, separation <span class="highlight">of</span> powers, civic duty, rule <span class="highlight">of</span> law, Massachusetts History and Social Science Curriculum Framework August 2003 42
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