Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

Materials and Tools

[103STE] 1.1 Identify and describe characteristics of natural materials (e.g., wood, cotton, fur, wool) and human-made materials (e.g., plastic, Styrofoam).

[104STE] 1.2 Identify and explain some possible uses for natural materials (e.g., wood, cotton, fur, wool) and human-made materials (e.g., plastic, Styrofoam).

[105STE] 1.3 Identify and describe the safe and proper use of tools and materials (e.g., glue, scissors, tape, ruler, paper, toothpicks, straws, spools) to construct simple structures.

Discover materials through sensory observation.

Identify manmade materials.

Identify natural materials.

Describe characteristics of natural and manmade materials.

Identify the attributes of objects as a foundation for sorting and classifying, e.g., a red truck, a red block, and a red ball share the attribute of being red; a square block, a square cracker, and a square book share the attribute of being square shaped.

Sort and classify objects by color, shape, size, number, and other properties.

Identify, reproduce, describe, extend, and create color, rhythmic, shape, number, and letter repeating patterns with simple attributes

Describe attributes of two-dimensional shapes, e.g., number of sides, number of corners.

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

Materials and Tools

[103STE] 1.1 Identify and describe characteristics of natural materials (e.g., wood, cotton, fur, wool) and human-made materials (e.g., plastic, Styrofoam).

[104STE] 1.2 Identify and explain some possible uses for natural materials (e.g., wood, cotton, fur, wool) and human-made materials (e.g., plastic, Styrofoam).

[105STE] 1.3 Identify and describe the safe and proper use of tools and materials (e.g., glue, scissors, tape, ruler, paper, toothpicks, straws, spools) to construct simple structures.

Sort manmade and natural materials into groups.

List examples of natural objects.

List examples of manmade objects.

Explain uses of natural objects.

Explain uses of manmade objects.

Identify, reproduce, describe, extend, and create simple rhythmic, shape, size, number, color, and letter repeating patterns.

Describe attributes and parts of two- and three-dimensional shapes.

Formulate inferences (draw conclusions) and make educated guesses (conjectures) about a situation based on information gained from data.

Use interviews, surveys, and observations to gather data about themselves and their surroundings.

Discover materials through sensory observation.

Identify manmade materials.

Identify natural materials.

Describe characteristics of natural and manmade materials.

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

Materials and Tools

[103STE] 1.1 Identify and describe characteristics of natural materials (e.g., wood, cotton, fur, wool) and human-made materials (e.g., plastic, Styrofoam).

[104STE] 1.2 Identify and explain some possible uses for natural materials (e.g., wood, cotton, fur, wool) and human-made materials (e.g., plastic, Styrofoam).

[105STE] 1.3 Identify and describe the safe and proper use of tools and materials (e.g., glue, scissors, tape, ruler, paper, toothpicks, straws, spools) to construct simple structures.

Discuss the proper use of tools (e.g., not running with scissors, how to apply glue)

Using manmade and natural materials construct a simple structure and explain its function.

Identify, reproduce, describe, extend, and create simple rhythmic, shape, size, number, color, and letter repeating patterns.

Formulate inferences (draw conclusions) and make educated guesses (conjectures) about a situation based on information gained from data.

Use interviews, surveys, and observations to gather data about themselves and their surroundings.

Sort manmade and natural materials into groups.

List examples of natural objects.

List examples of manmade objects.

Explain uses of natural objects.

Explain uses of manmade objects.

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

Materials and Tools

[108STE] 1.3 Identify materials used to accomplish a design task based on a specific property, i.e., weight, strength, hardness, and flexibility.

[109STE] 1.4 Identify and explain the appropriate materials and tools (e.g., hammer, screwdriver, pliers, tape measure, screws, nails, and other mechanical fasteners) to construct a given prototype safely.

[110STE] 1.5 Identify and explain the difference between simple and complex machines, e.g., hand can opener that includes multiple gears, wheel, wedge gear, and lever.

Identify six simple machines (wedge, pulley, wheel and axle, inclined plane, screw, and lever)

Investigate how each simple machine works.

Label examples of simple machines in their daily environment.

Compare and analyze attributes and other features of two-dimensional geometric shapes.

Describe, model, draw, compare, and classify two-dimensional shapes.

Demonstrate an understanding of the attributes length, area, and weight, and select the appropriate type of unit for measuring each attribute using both the U.S. Customary (English) and metric systems.

Identify and use appropriate metric and U.S. Customary (English) units and tools (e.g., ruler, scale, thermometer, clock) to estimate, measure, and solve problems involving length, area, weight, temperature, and time.

Discuss the proper use of tools (e.g., not running with scissors, how to apply glue)

Using manmade and natural materials construct a simple structure and explain its function.

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

Materials and Tools

[108STE] 1.3 Identify materials used to accomplish a design task based on a specific property, i.e., weight, strength, hardness, and flexibility.

[109STE] 1.4 Identify and explain the appropriate materials and tools (e.g., hammer, screwdriver, pliers, tape measure, screws, nails, and other mechanical fasteners) to construct a given prototype safely.

[110STE] 1.5 Identify and explain the difference between simple and complex machines, e.g., hand can opener that includes multiple gears, wheel, wedge gear, and lever.

Label examples of simple machines in their daily environment.

Demonstrate ability to use each simple machine properly.

Compare and analyze attributes and other features of two-dimensional geometric shapes.

Describe, model, draw, compare, and classify two-dimensional shapes.

Demonstrate an understanding of the attributes length, area, and weight, and select the appropriate type of unit for measuring each attribute using both the U.S. Customary (English) and metric systems.

Identify and use appropriate metric and U.S. Customary (English) units and tools (e.g., ruler, scale, thermometer, clock) to estimate, measure, and solve problems involving length, area, weight, temperature, and time.

Identify six simple machines (wedge, pulley, wheel and axle, inclined plane, screw, and lever)

Investigate how each simple machine works.

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

Materials and Tools

[108STE] 1.3 Identify materials used to accomplish a design task based on a specific property, i.e., weight, strength, hardness, and flexibility.

[109STE] 1.4 Identify and explain the appropriate materials and tools (e.g., hammer, screwdriver, pliers, tape measure, screws, nails, and other mechanical fasteners) to construct a given prototype safely.

[110STE] 1.5 Identify and explain the difference between simple and complex machines, e.g., hand can opener that includes multiple gears, wheel, wedge gear, and lever.

Select appropriate tools suited for various tasks. (e.g., hammer for nailing, saw for cutting, pliers for gripping)

Design a structure that incorporates a simple machine (e.g., egg beaters, balance scale, ramp)

Compare and analyze attributes and other features of two-dimensional geometric shapes.

Describe, model, draw, compare, and classify two-dimensional shapes.

Demonstrate an understanding of the attributes length, area, and weight, and select the appropriate type of unit for measuring each attribute using both the U.S. Customary (English) and metric systems.

Identify and use appropriate metric and U.S. Customary (English) units and tools (e.g., ruler, scale, thermometer, clock) to estimate, measure, and solve problems involving length, area, weight, temperature, and time.

Label examples of simple machines in their daily environment.

Demonstrate ability to use each simple machine properly.

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

Engineering Design

Identify tools and simple machines used for a specific purpose, e.g., ramp, wheel, pulley, lever.

Describe how human beings use parts of the body as tools (e.g., teeth for cutting, hands for grasping, and catching,) and compare their use with the ways in which animals use those parts of their bodies.

Identify body parts.

Describe function of body part.

Demonstrate that work is the movement of a force through a distance (e.g., roll a pencil across a desk, pick up a book.)

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

Engineering Design

Identify tools and simple machines used for a specific purpose, e.g., ramp, wheel, pulley, lever.

Describe how human beings use parts of the body as tools (e.g., teeth for cutting, hands for grasping, and catching,) and compare their use with the ways in which animals use those parts of their bodies.

Identify animal body parts.

Infer the use of animal body parts (e.g., beaver’s tail, boar’s tusks, giraffe’s neck.)

Compare animal/human body structures to their functions.

Identify simple machines.

Identify body parts.

Describe function of body part.

Demonstrate that work is the movement of a force through a distance (e.g., roll a pencil across a desk, pick up a book.)

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

Engineering Design

Identify tools and simple machines used for a specific purpose, e.g., ramp, wheel, pulley, lever.

Describe how human beings use parts of the body as tools (e.g., teeth for cutting, hands for grasping, and catching,) and compare their use with the ways in which animals use those parts of their bodies.

Demonstrate how simple machines make work easier.

Label examples of simple machines in their daily environment.

Identify appropriate tool for a task.

Identify animal body parts.

Infer the use of animal body parts (e.g., beaver’s tail, boar’s tusks, giraffe’s neck.)

Compare animal/human body structures to their functions.

Identify simple machines.

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

Engineering Design

Identify a problem that reflects the need for shelter, storage, or convenience.

Describe different ways in which a problem can be represented, e.g., sketches, diagrams, graphic organizers, and lists.

Identify relevant design features (e.g., size, shape, weight) for building a prototype of a solution to a given problem.

Compare natural systems with mechanical systems that are designed to serve similar purposes e.g., a bird’s wings as compared to an airplane’s wings.

Identify a problem.

Illustrate the problem in various ways (e.g., sketches, diagrams, graphic organizers, and lists.)

Create a prototype as a possible solution to the problem.  Include physical properties of the prototype.

Compare prototype to items in nature or manmade products (e.g., Velcro, silk)

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

Engineering Design

Identify a problem that reflects the need for shelter, storage, or convenience.

Describe different ways in which a problem can be represented, e.g., sketches, diagrams, graphic organizers, and lists.

Identify relevant design features (e.g.;, size, shape, weight) for building a prototype of a solution to a given problem.

Compare natural systems with mechanical systems that are designed to serve similar purposes e.g., a bird’s wings as compared to an airplane’s wings.

Identify a problem.

Illustrate the problem in various ways (e.g., sketches, diagrams, graphic organizers, and lists.)

Create a prototype as a possible solution to the problem.  Include physical properties of the prototype.

Compare prototype to items in nature or manmade products (e.g., Velcro, silk)

Content Outline

Massachusetts Science Framework Standard(s)

Concept Objective

Associated Mathematics Skills

Prerequisite Skills

Engineering Design

Identify a problem that reflects the need for shelter, storage, or convenience.

Describe different ways in which a problem can be represented, e.g., sketches, diagrams, graphic organizers, and lists.

Identify relevant design features (e.g.;, size, shape, weight) for building a prototype of a solution to a given problem.

Compare natural systems with mechanical systems that are designed to serve similar purposes e.g., a bird’s wings as compared to an airplane’s wings.

Identify a problem.

Illustrate the problem in various ways (e.g., sketches, diagrams, graphic organizers, and lists.)

Create a prototype as a possible solution to the problem.  Include physical properties of the prototype.

Compare prototype to items in nature or manmade products (e.g., Velcro, silk)