Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

What is contained in a Legend/Key

Symbols

Scale

Contour Interval

Contour Line

Elevation

Sea-level

Longitude

Latitude

#1 Mapping the Earth

Recognize, interpret, and be able to create models of the earth’s common physical features in various mapping representations, including contour maps

Students will be able to:

• Explain and model various physical features of the Earth
• Identify features of the ocean floor
• Recognize, interpret, and create a scale contour map that includes a legend and a key.
• Explain the difference between true North and magnetic North.
• Explain how longitude and latitude show locations on Earth

Coordinate Points

6.G.4

Graph points and identify coordinates of points on the Cartesian coordinate plane

6.G.5

Find the distance between 2 points on horizontal or vertical number lines.

6.M.3

Solve problems involving proportional relationships and units of measurements (ex same system unit conversions, scale models, maps and speed)

Know the location of the Equator, North & South poles, the Prime Meridian and how the earth is divided into 2 hemispheres.

Perpendicular

Angle

Time Zones

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

 Layers of the Earth

• Inner Core
• Outer core
• Mantle
• Crust

Lithosphere

Asthenosphere

#2 Earth’s Structure

Describe the layers of the solid earth, including the lithosphere, the hot convecting mantle and the dense metallic core

Students will be able to:

• Identify and label the layers of the earth.
• Describe the movement of lithospheric plates

Metric Measurement of Length

Some concept of distance.

Understanding of density.

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

.How heat moves

• Radiation
• Conduction
• Convection

#3 Heat Transfer in the Earth System

Differentiate among radiation, conduction and convection, the three mechanisms by which heat is transferred through the earth’s system.

Students will be able to:

• Describe how heat is different from temperature.
• Explain how the Sun is the major source of energy for changes on the earth’s surface. The sun’s energy arrives as light with a range of wavelengths.
• Explain the role of convection current in plate tectonics.

6.N.6

Find and position integers, fractions, mixed number and decimals (both positive and negative) on a number line.

6.N.10

Use the number line to model addition and subtraction of integers with the exception of negative integers.

6.P.6

Produce and interpret graphs that represent the relationship between 2 variables in everyday situations.

Read a Celsius thermometer.

Know the boiling and freezing points of water.

States of Matter (solid, liquid and gas)

 How to read a graph.

Understand what is meant by a wavelength.

What is meant by plate tectonics.

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

Climate

Weather

Ocean Currents

Air Currents

• Jet stream
• El Nino
• El Nina

Thermal Energy

Convection Currents

Cause and effect of global patterns atmospheric movements on local weather, and violent storms.

#4 Heat Transfer in the Earth System.

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.

Students will be able to:

• Explain how heat energy flows from high to low.
• Energy moves as heat in 3 ways.
• Describe variables that influence how much of the sun’s heat is absorbed and released by different surfaces
• Explain why the temperature of an air mass depends on the temperature of the Earth’s surface directly beneath the air mass.
• Investigate the changes in temperature over time in materials such as soil, sand and water.
• Predict the change in temperature of various objects in water, land or in the air.

6.P.6

Produce and interpret graphs that represent the relationship between 2 variables in everyday situations.

6.P.4

Represent real situations and mathematical relationships with concrete models, tables, graphs and rules in words and with symbols (ex. Input-output tables.)

Understand what is meant by relationship.

Understand the concept of patterns.

The role of the water cycle in weather.

Read a Celsius thermometer.

Understand and identify north, south, east and west.

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

Global Warming

• Atmospheric layers
• Greenhouse effect
• Greenhouse gases
• Ozone Layer
• Fossil Fuel
• Renewable and non renewable energy

• Compare and note the relationship between global wind and ocean patterns.

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

Plate Tectonics

• Pangaea
• Continental Drift
• Mid-ocean ridge
• Sea-floor spreading
• Transform fault
• Trench
• Subduction
• Convection Current

3 Types of Boundaries

• Convergent
• Divergent
• Transform

3 Types of Stress

• Tension,
• Compression
•  Shearing

Folding & Faulting

• Anticline
•  Syncline
•  Plateaus
• Dome Mountains.
• Fault Block Mtns
• Rift Valleys
• Hanging Wall
• Foot Wall

# 5 Earth’s History

Describe how the movement of the earth’s crustal plates causes both slow changes in the earth’s surface(ex. Formation of mountains and ocean basins) and rapid ones (ex. Volcanic eruptions and earthquakes.)

Students will be able to:

• Construct or piece together a map of Pangaea.
• Cite evidence to support Pangaea.
• Compare and Contrast the Theories of Continental Drift.
• Model and explain sea-floor spreading
• Explain plate movement in relation to divergent, convergent and transform boundaries.
• Observe and/or demonstrate how convection currents can move floating objects.
• Explain the 3 main types of stress on the earth.
• Compare and contrast faulting and folding.

6.M.3

Solve problems involving proportional relationships and units of measurement. (ex. Same system unit conversions, scale models, maps and speed)

6.G.6

Predict, describe and perform transformations on 2 dimensional shapes.

6.G.7

Identify types of symmetry, including line and rotational.

6.G.5

Find the distance between 2 points on horizontal or vertical number lines.

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

Earthquake and volcano Zones

• Ring of Fire
• San Andreas Fault

3 Types of Seismic Waves

§         P waves

§         S waves

§          L waves.

§          

Terms associate with Earthquakes

§         Seismograph

§         Richter Scale

§         Epicenter

§         Focus

§         Tsunami

Basic Types of Volcanoes:

§         Shield

§         Cinder cone  

§         Composite

Difference between lava and magma.

• Relate the location of volcanoes and earthquakes to plate boundaries.
• Explain how a seismograph works and compare the 3 types of seismic waves.
• Incorporate technology or build/ design  an earthquake proof structure
• Describe how scientists predict earthquakes and list what is being done to limit loses.
• Students will relate eruption style to a shield, composite or cinder-cone volcano
• Investigate the impact of volcanic eruptions on a given area.

Mapping skills, longitude and latitude.

Layers of the Earth

Understanding of wavelength

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

Minerals

• Define
• Chemical composition
• Cleavage
• Fracture
• Inorganic
• Crystal Structure
• Streak
• Density
• Luster

Uses of minerals. Gemstones

Ores, metals and nonmetals

Rock Cycle

• Igneous
• Sedimentary,
• Metamorphic

# 6 Earth’s History

Describe and give examples of ways in which the earth’s surface is built up and torn down by natural processes, including deposition of sediments, rock formation, erosion and weathering.

Students will be able to:

• Describe how the earth’s geographic features were formed.
• Explain that constructive forces include volcanic eruptions and deposition of sediment.
• Define a mineral and what are the properties of minerals.
• Explain the procedure for testing using the Moh’s Hardness Scale.
• Describe the 3 main classifications of rocks.
• Explain the process of the rock cycle.

Repeating Patterns, tessellations.

6.G.9

Match 3 dimensional objects and their 2 dimensional representations.

Concept of Density

Define organic and inorganic.

Crystal shapes.

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

Define

Weathering

Erosion

Agents of Mechanical Weathering:

• Temperature,
• Frost action
• Organic activity
• Gravity
• Abrasion
•  

Chemical Weathering

• Water, oxidation
• Carbonation
•  Sulfuric acid
•  Plant acids

Soil Formation

Residual soil

Transported soil

Parent rock

Weathered rock

Bedrock

Humus

Pore space

Soil horizons

Soil Profile

• Describe what is meant by weathering.
• Compare mechanical and chemical weathering.

• Identify 3 primary factors that influence the rate of weathering.

• Explain how soil is formed.
• Test soil samples to measure and identify soil properties

Measure Mass Lost

6.N.13

Accurately and efficiently add, subtract, multiply and divide whole numbers and positive decimals.

Definition of an acid

Ph scale

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

Agents of Erosion

• Gravity
• Wind
• Running Water
• Glaciers
• Waves

Gravity

• Mass Wasting
• Landslides, mudflow
• Soil creep, earthflow

Wind

• Dunes
• Loess

Running Water

• Rills, gullies, streams, rivers
• Load
• Drainage System
• Tributaries
• Immature River
• Mature River
• Meanders
• Flood plains

• Explain how erosion changes the surface of the earth.

• Research and identify areas where gravity has caused erosion.
• Identify and explain the impact of erosion and deposition by wind.
• Explain how different variables affect how much sediment is eroded from the land by flowing water.
• Create a model that demonstrates erosion and deposition by wind, water or ice.

6.P.6

Produce and interpret graphs that represent the relationship between two variables in everyday situations.

What is Gravity.

What is meant by slope.

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

Glaciers

• Moraines
• Drumlins
• Meltwater Deposits
• Icebergs
• Glacial Lakes

Waves

• Sea Cliffs & terraces
• Sea Stacks & Caves
• Beaches
• Sand Bars and Spits
• Shoreline Shape

• Explain how glaciers erode earth’s surface
• Explore how glaciers and glacial deposits change earth’s surface and are classified.

• Observe and describe signs of erosion and weathering in local habitats and note seasonal changes.
• Design an inquiry based experiment following the scientific process that relates to weathering, erosion and deposition.

Location of North and South Pole.

Concept of Factors that Impact.

Understanding of tides.

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

Fossils

§         What they are

§         How they are formed

Evidence over time

    Scientific Theory

    Evolution

    Extinction

  Index fossils date rocks

Radioactive Dating

• Define
• Rate of Radioactive decay
• Define Half-life
• Carbon 14 dating

Geologic Time Scale

• Periods and Epochs
• Cenozoic
• Mesozoic
• Paleozoic
• Precambrian

#7 Explain and give examples of how physical evidence such as fossils and surface features of glaciations support theories that the earth has evolved over geologic time.

• Students will create and identify the different units of the geologic time scale.
• Explain what fossils are and how they form.
• Identify and describe the major events in Earth’s geologic history.
• Describe what fossils tell us about how organisms have changed over time.
• Describe several ways that scientists determine the relative age of rocks.
• Describe the process of radioactive decay.
• Describe how half-life is used to tell us absolute age.

6.N.2

Demonstrate an understanding of place value to billions and thousandths.

6.N.4

Demonstrate an understanding of fractions as a ratio of whole numbers, as parts of wholes, as parts of a collection, and as locations on a number line.

Age of the Earth

Scientific Theory

Definition of Atom and Element

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

Glaciers

§         Define

§         Explain formation

§         Valley glaciers

§         Continental glaciers

How glaciers move

• Abrasion
• Plucking

Glacial Deposition

• Moraine
• Till
• Drumlin
• Kettle Lake
• Glacial Lake
• Cirque
• Horn

• Describe 3 features formed by glacial deposition.

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

Newton’s Law of Universal Gravitation

• Gravity
• Mass
• Weight

The relationship of gravity and distance.

Newton’s First Law

• Inertia
• Orbital Motion

Formation of the Universe

• Big Bang Theory
• Red Shift
• Blue Shift
• Spectroscope
• Doppler Effect

Open and Closed Universe

Quasars

#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 planet, stars, solar system and in determining their motions.

• Students will be able to explain the role of gravity in the formation of the solar system.

• Describe the Big Bang Theory and list supporting  evidence

• Demonstrate or model elliptical orbit.

• Relate the Big Bang Theory to the concept of Open and Closed Universe.

• Explain how star motion is detected by Doppler Effect.

6.P.6

Produce and interpret graphs that represent the relationship between two variables in everyday situations.

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

Moon Phases

• Waxing
• Waning
• Crescents/quarters
• Gibbous

Solar Eclipse

• Umbra
• Penumbra

Lunar eclipse~ moon phases

Tides

§         Gravitational pull

§         High and Low tides

§         Spring tides

§         Neap tides

#9 Describe lunar and solar eclipses, the observed moon phases and tides. Relate them to the relative positions of the earth, moon and sun.

Students will be able to:

• Relate revolution of the moon to its various phases

• Define and describe solar eclipses

• Relate Earth’s rotation and revolution to day and night and the seasons

• Relate the gravitational pull of the sun and moon to the tides on earth

Concepts of Rotation and Revolution

Ability to define and understand gravity

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

The Sun’s Interior

• The Core
• Radiation Zone
• Convection Zone

Sun’s Atmosphere

• Photosphere
• Chromosphere
• Corona

Features on the Sun

• Sunspots
• Prominences
• Solar Flare
• Solar Wind

Mercury, Venus, Earth & Mars

~ small, rocky

Compare rotation, revolution

Runaway greenhouse effect.

#10 Compare and Contrast properties and conditions of objects in the solar system (ie. Sun, planets, and moon) to those on Earth.(ie. Gravitational force, distance from the sun, speed, movement, temperature, and atmospheric conditions.)

Students will be able to:

• Name the 3 layers of the sun’s interior.

• Identify the 3 layers of the sun’s atmosphere.

• Describe feature that form on or above the sun’s surface.

• Describe the characteristics that the inner planets have in common.

• Compare the atmospheres of the other inner planets with Earth’s atmosphere.

Calculate and convert large numbers to an established scale.

Use a data table

6.P.4

Represent real situations and mathematical relationships with concrete models, tables, graphs, and rules in words with symbols, e.g., input-output tables.

Identify objects that make up the solar system

Distinguish the difference between mass and weight.

Know the basic features of the Earth. (mostly water, mtns, volcanoes etc)

Layers of Earth’s atmosphere

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

Jupiter, Saturn, Uranus & Neptune.

Structure~gas giants

Size & Mass

Rings

Number of Moons

Rotation and Revolution periods

Students will be able to:

• Describe the characteristics that the gas giants have in common.
• Identify characteristics that distinguish each of the outer planets.
•  

Calculating Diameter

Comparison and Ordering of decimals

Place value

6.N.7

Compare and order integers (including negative integers) and positive fractions, mixed numbers, decimals and percents.

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

Earth’s Movements

• Rotation
• Revolution

How the earth is divided

• Northern Hemisphere
• Southern  Hemisphere
• Equator
• International Date Line

Seasons & the Sun

• Autumnal Equinox
• Vernal Equinox
• Summer Solstice
• Winter Solstice

#11 Explain how the tilt of the Earth and its revolution around the sun result in uneven heating of the earth, which in turn causes seasons.

Students will be able to:

• Demonstrate how Earth moves in space.

• Explain the causes of the cycle of the seasons

• Compare the position of the sun in the sky in winter and in the summer.

• Construct models to observe the changes in the seasons.

• Explain how the tilt of the Earth on its axis affects the seasons and length of days and nights

Graphing

Angles

Degrees

6.M.3

Solve problems involving proportional relationships and units of measurement, e.g., some system unit conversions, scale models, maps and speed.

6.N.9

Select and use appropriate operations to solve problems involving addition, subtraction, multiplication, division and positive integer exponents with whole numbers and positive fractions, mixed numbers, decimals and percents.

Longitude

Latitude

Time Zone

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

Types of Telescopes

• Refracting
• Reflecting
• Radio
• Infrared & X-Ray

Stars are classified:

• Color & Temperature (white, blue, yellow, and red)
• Size
• Composition
• Brightness (apparent magnitude, and absolute magnitude)

H- R Diagram

#12 Recognize that the Universe contains many billions of galaxies, and that each galaxy contains many billions of stars.

Students will be able to:

• Explain what telescopes are and how they work

• Explain how stars are classified

• Explain the relationship that exists between a star’s absolute brightness and surface temperature.

6.P.7

Identify and describe relationships between two variables with a constant rate of change.

Understanding of a relationship.

Ability to read a graph

 Curriculum for

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

Star Systems

• Binary Stars
• Eclipsing binaries

Star Clusters

• Open cluster
• Globular cluster

Life Cycle of Stars

• Nebulae
• Protostar
• Pulsar
• Supernova
• Black hole
• Supergiant
• Neutron star

Major Types of Galaxies

• Spiral
• Elliptical
• Irregular

• Light year
• Parallax

• Define and recognize a star system.

• Explain how a star forms.
• Describe what happens when a star runs out of fuel.

• Identify the major types of galaxies.

• Explain how astronomers measure distances in space.

Scientific notation

6.N.1

Demonstrate an understanding of positive integer exponents, in particular, when used in powers of ten.

Understanding of movement and what is an eclipse.

Understanding of mass and gravity.