Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

1. Scientific Method
   1. Problem
   2. Hypothesis
   3. Experiment
   4. Record
   5. Analysis
   6. Conclusion
2. Vocabulary
   1. variable
   2. control
   3. data
   4. observations
3. Experiment Setup
   1. Materials
   2. Procedure

Skills of Inquiry –p7(May 2001)

To identify the steps of scientific method

To explain the difference between a variable and a control

To plan or design an experiment

To present data in an appropriate way

To form a conclusion based on the data

To make quantitative observations including  measurement

To apply metric measurement

To express in observations in a sentence.

To identify observations vs. inferences

To organize data in charts, and graphs

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

1. Modern Classification
   1. Purpose
   2. Criteria
   3. Characteristics
2. Vocabulary
   1. taxonomy
   2. binomial nomenclature
3. Levels
   1. Kingdom
   2. Phylum
   3. Class
   4. Order
   5. Family
   6. Genus
   7. Species
4. 5 Kindoms
   1. Monera
   2. Protista
   3. Fungi
   4. Plantae
   5. Animalia

1.      Classify organisms into the currently recognized kingdoms according to characteristics that they share.  Be familiar with organisms from each kingdom.

To give examples of ways that classification is used in science

To describe the use of binomial nomenclature

To relate taxonomy to evolution and technology

To define and organize the 7 levels of classification

To explain the general characteristics of each kingdom

To identify likenesses and differences.

To sort objects by characteristics.

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

1. Survival needs
   1. Food
   2. Water
   3. Grow
   4. Reproduce
   5. Homeostasis
   6. Living space
2. Cell Theory
   1. Scientists involved
   2. 3 statements
3. Microscopes
   1. Parts
   2. Uses
   3. Types

2. Recognize that all organisms are composed of cells, and that many organisms are single-celled (unicellular), e.g., bacteria, yeast.  In these singled celled organisms, one cell must carry out all of the basic functions of life.

To describe the needs of all living things

To apply the needs of individual cells to the needs of the organism

To recognize that many scientists contributed to the cell theory

To explain that organisms do not come from nonliving things

To know the 3 statements of the cell theory

To know the purpose of the microscope

To quantify by percentage and ratio within a designated area

To estimate and/or compare quantifiable data

To understand basic definitions: matter, elements, and compounds.

To identify things that are living and nonliving

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

1. Organelles
   1. cell membrane
   2. cell wall
   3. nucleus
   4. cytoplasm
   5. chloroplasts
   6. mitochondria
   7. vacuoles
2. General Functions of Organelles
3. Plant vs Animal cell
   1. Similarities
   2. Differences

3. Compare and contrast plant and animal cells, including major organelles( cell membrane, cell wall, nucleus, cytoplasm, chloroplasts, mitochondria, vacuoles).

To identify the major organelles in cells

To describe the function of each organelle

To recognize plant and animal cells

To know the differences between plant and animals cells

To compare plant and animal cells

To be familiar with scale diagrams and units of measure relative to microscopic objects.

To define microscopic and macroscopic

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

1. Transport
   1. Diffusion
   2. Osmosis
   3. Active transport
2. Life cycle
   1. Interphase
   2. Mitosis
   3. Cytokinesis
3. Photosynthesis
4. Cellular Respiration
   1. aerobic
   2. anaerobic           

4. Recognize that with in cells, many of the basic functions of organisms (e.g., extracting energy from food and getting rid of waste) are carried out. The way in which cells function is similar to all living organisms.

To discuss various types of transport in the cell

To identify the stages of cell’s life cycle

To understand that mitosis leads to the formation of identical cells

To explain the processes of photosynthesis and cellular respiration.

To define aerobic and anaerobic respiration.

To identify the molecules needed for photosynthesis  and cellular respiration  and the end products of each

To make quantitative comparisons.

To identify differences by estimating quantities

To sequence events and explain the sequence in writing.

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

1. Hierarchy
   1. Cells
   2. Tissues
   3. Organs
   4. Systems
   5. Organisms

5. Describe the hierarchical organization of multicellular organisms from cells to tissues to organs to systems to organisms.

To define the levels of organization

To identify the levels of organization within various organisms

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

A. Identify organ systems

B. Functions of each system

C. Interactions among systems

6. Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with each other.

To identify and describe the systems of the body

To explain the basic functions of each system

To discuss how various systems work together for the survival of the organism

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

1. Mendel’s Experiments
   1. traits in pea plants
   2. dominant vs. recessive traits
2. Vocabulary
   1. heredity
   2. homozygous
   3. heterozygous
   4. hybrid
3. Punnett Squares
   1. gene combinations
   2. phenotypes and genotypes

7. Recognize that every organism requires a set of instructions that specifies its traits.  These instructions are stored in the organism’s chromosomes.  Heredity is the passage of these instructions from one generation to another.

To recognize that traits are passed on from one generation to the next

To explain the difference between dominant and recessive traits

 To the difference between heterozygous and homozygous genotypes

To apply and explain the probability of various gene combinations in offspring

To apply probability to data

To use fractions and percents

To be able to identify variations among similar objects.

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

1. Chromosomes
   1. Proteins
   2. DNA molecules
2. DNA Structure
   1. double helix
   2. deoxyribose and phosphates
   3. nucleic acids
3. Genes
   1. nucleic acid sequencing
4. History of DNA
5. Human cells
   1. 23 chromosomes
   2. genes located on the chromosomes ~30,000
   3. chromosomes are passed on to offspring

8. Recognize that heredity information is contained in genes located in the chromosomes of each cell.  A human cell contains about 30,000 different genes  on 23 different chromosomes

To identify chromosomes, DNA, nucleic acids, and a double helix structure

To explain that the nucleic acid sequences are the codes for the genes within each chromosome

To recognize the contributions from various scientists to genetics including: Mendel, Watson, Crick, and  Franklin

To organize and create charts and graphs

To use charts and graphs to interpret data

To organize information

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

1. DNA replication
   1. Process
   2. Purpose
2. Chromosome Theory
   1. Walter Sutton
   2. traits located on chromosomes
3. Sexual reproduction
   1. meiosis
   2. gametes
   3. fertilization
   4. genetic probability
4. Asexual reproduction
   1. review mitosis

types of asexual reproduction

9. Compare sexual reproduction (offspring inherit half of their genes form each parent) with asexual reproduction (offspring is an identical copy of the parent’s cell).

To explain the process of DNA replication and the purpose of creating exact copies of DNA

To demonstrate an understanding of  the chromosome theory, meiosis and mitosis

To compare and contrast meiosis and mitosis

To discuss sexual and asexual reproduction

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

1. Theory of Evolution
   1. Charles Darwin
   2. other scientists
2. Vocabulary
   1. fossils
   2. evolution
   3. variation
   4. adaptation
   5. natural selection
3. Natural selection and evidence
   1. Observations of variations
   2. Fossils
   3. Adaptation
   4. Environmental factors

10. Give examples of ways in which genetic variation and environmental factors are the causes of evolution and the diversity of organisms.

To discuss the theory of evolution citing examples of variations that led to adaptation to the environment.

To define fossils, evolution, variation, adaptation, natural selection.

To identify variations within a species.

To compare and contrast a variation and an adaptation.

To apply natural selection to a hypothetical situation identifying variations, and environmental factors.

To collect, analyze and present statistical data

To identify factors that will affect the probability of a particular outcome

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

A. Purpose of evidence

B. Fossils

C. Comparative anatomy

D. Geological evidence

11. Recognize that evidence drawn from, geology, fossils, and comparative anatomy provide the basis of the theory of evolution.

To discuss why and how evidence is needed to support evolution

To define fossils comparative anatomy, and geology

To compare and contrast fossils of different time periods

To compare various species so that similarities and differences can show evolution

To identify and explain how changes in the earth have affected how organisms evolve

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

1. Application of natural selection
2. Environmental factors
   1. Changes affecting survival needs
3. ex food supply, climate,
4. living space
5. Genetic variations
6. ex. Decrease in population,  limitations in variation         

12. Relate the extinction of species to a mismatch of adaptation and the environment.

To apply natural selection to the extinction of some species.

To identify various factors in the environment that could lead to extinction including lack of conservation ie over hunting, loss of habitat

To recognize that genetic variation is limited by population and the extent of the variation in question as it relates to environmental factors.

To create and use graphs to represent data

To identify a fossil.

To identify differences and similarities between organisms.

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

1. Ecosystems
2. Environment
   1. definition
   2. living vs nonliving
3. Community
4. Species and populations
5. Habitats and niches

13. Give examples of ways in which organisms interact and have different functions within an ecosystem that enable the ecosystem to survive.

To identify an ecosystem

To recognize that an environment contains living and nonliving things

To explain that within a community are populations of organisms

To compare and contrast a population and a species

To know the criteria of a habitat and a niche

To know the basic needs of organisms: food, water, and a place to live

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

1. Energy roles
   1. Producers
   2. Consumers
   3. herbivores
   4. omnivores
   5. carnivores
2. Decomposers
3. Food chains
4. Food webs
5. E. Feeding levels

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

To identify the roles of producers, consumers, and decomposers

To explain the relationships between herbivores, carnivores, and omnivores

To differentiate between a food chain and a food web.

To identify producers, and various consumers in a food chain and a food web and their energy roles

To compare amounts or percentages, ex feeding levels

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

1. Decomposers
   1. Examples
   2. Purpose in the food chain
2. Relationships
   1.  with producers
   2. ecosystems

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

To define decomposers

To recognize that decomposers contribute to the continuation of the energy cycle

To discuss the relationship between decomposers and producers

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

1. Producers
   1. Criteria
2. Photosynthesis
   1. Transfer of energy
   2. Molecules necessary for photosynthesis
3. Products of photosynthesis           

16. Recognize that producers (plants that contain chlorophyll) use the energy from sunlight to make sugars from carbon dioxide and water through a process called photosynthesis.  this food can be used immediately, stored for later use, or used by other organisms.

To identify examples of producers.

To discuss the type of cells specifically the organelles necessary for an organism to be identified as a producer.

To explain photosynthesis in detail.

To relate the process of photosynthesis and the role of producers in energy cycle of an ecosystem

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

1. Changes in ecosystems due to:
   1. Slow geological changes
   2. Fast or catastrophic changes
   3. Human based interactions
   4. Organisms’ interactions

17. Identify ways in which the ecosystems have changed throughout geological time in response to physical conditions, interactions among organisms, and actions of humans.  Describe how changes may be catastrophes such as volcanic eruptions or ice storms.

To identify various changes that occur in ecosystems

To explain how geological changes fast and slow, affect the ecosystem and the organisms that live there.

To explain how humans and other organisms can cause changes in an ecosystem and its balance.

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

1. Natural Selection
   1. Variation verses Adaptation
   2. Evidence of various species changing over time
   3. Species comparisons

18. Recognize that biological evolution accounts for the diversity of species developed through gradual processes over many generations.

To explain how variations can lead to possible adaptations.

To discuss evidence of  organisms as they change over a very long period of time: ex. Horses

To identify differences and similarities among different species due to evolution ex. General anatomy, roles in an ecosystem.