Download Major Assessments

MARLBORO CENTRAL SCHOOL DISTRICT-CURRICULUM MAP
________Science__________
Course Title
Title or Topics
(Unit
organizing
idea)
Grade Kindergarten
Grade Levels
Concepts
(understandings)
Skills
(What students
actually do)
Senses
. The five senses are sight, hearing, smell, taste & touch.
Observations can be made based on the senses.
. Each sense is associated with a sense organ.
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Identify & explore the five senses
Observe the parts of the body related to the senses
Use descriptive scientific words related to the senses
Animals
. Things can be classified as living & non-living.
. Living things grow.
. Animals can be identified & described by their coverings
&
how they move.
. The basic needs of animals are water, air, food & their
habitats.
. Adult & baby animals have similarities & differences.
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Communicate that living things grow
Classify living & non-living things
Describe animal coverings
Classify animals according to their covering
Identify the basic needs of animals
Analyze how the coverings help to meet the animals needs
Identify adult & baby animals
Compare & contrast similarities/differences between adult &
baby animals
Plants
. Things can be classified as living & non-living.
. Living things grow.
. Plants follow a life cycle.
. The basic needs of plants are water, air, light & soil.
. The main parts of most plants are roots, stems & leaves.
. Seeds grow into plants.
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Communicate that living things grow
Classify that living things grow
Classify living & non-living things
Identify plant parts
Relate the plant parts to its life cycle
Identify the needs of plants
Earth & Sky
. Earth’s surface has many features that can be identified
&
described including various landforms & bodies of
water.
. Things can be identified in the daytime & nighttime sky.
. There are different types of weather.
. Weather & weather conditions can change from day to
day.
. There are four seasons & they follow a pattern.
. People can care for their environment & conserve the
earth’s
resources, by recycling & conserving electricity &
water.
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Communicate that the earth’s surface has different features (
i.e. Land, ocean, rivers, hills etc.)
Identify and describe things seen in the daytime and nighttime
sky
Identify types of weather
Observe the weather each day
Identify the four seasons
Compare and contrast the weather during the 4 seasons
Define and identify natural resources ( soil, land, water etc.)
Communicate ways to conserve natural resources
Life Science
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Major Assessments
(Tests, projects, etc.)
Time Frame
(Number of
weeks)
Matter
. Matter can be described & classified in terms of
observable
physical properties.
. The mass of pairs of objects can be compared to
determine
which is lighter & which is heavier.
. Objects are composed of parts. Each part relates to the
whole.
. Sounds can be classified as loud & soft sounds can be
compared & contrasted.
. Objects can be classified as hot or cold & the changes
can be
described.
. Many objects move & change directions.
. Some objects are buoyant.
. Magnets can attract some objects. Magnets can push &
pull
each other.
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Describe & group objects in terms of observable physical
properties
Compare the relative weights of objects
Identify parts of objects. Communicate how each part relates to
the whole
Compare and contrast loud and soft sounds
Show how heat changes objects
Describe and demonstrate ways objects move
Observe and classify objects that float and sink
Observe and describe how magnets interact the other objects
Show ways magnets can push and pull
MARLBORO CENTRAL SCHOOL DISTRICT-CURRICULUM MAP
________Science__________
Course Title
Title or Topics
(Unit
organizing idea)
Animals
Life Science
Plants
Life Science
_______Grade One_______
Grade Levels
Concepts
(understandings)
Skills
(What students
actually do)
There are different kinds of animals. They move in
different ways & have different coverings. Animals
need food, water, air & a place to live. Some baby
animals need care from their parents, others do not. A
habitat is a place where animals live. Life Cycles.
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Plants are living things. Living things can grow &
change. Non-living things cannot grow or move on
their own. A habitat is a place where plans live. Plants
develop from seeds. Explore parts of plants 7 what they
do. Conditions affect plant growth. Food & other
useful products come from plants.
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Weather
Earth Science
Identify different seasons & the characteristics of each
season. Weather can vary. It changes from season to
season affecting plant growth & animal life. Compare
the day & night sky. Temperature tells how hot or cold
it is. Thermometers measure temperature.
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Senses
Physical
Science
We use our five senses to notice things and it helps us
learn about the world. Children identify five senses &
the organs associated with each. They discover what
they can learn by using their senses to observe.
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Compare & contrast animals according to size, shape &
other characteristics
Compare & contrast animals according to how they move
Compare & contrast animals according to body coverings
Describe characteristics of insects
Identify basic needs of animals
Compare animal parents and babies
Describe how parents help babies
Identify plant parts, including roots, stems and leaves and
what they do
Observe how plants grow from seeds and what they need to
grow
Communicate that living things grow and non-living things
do not
Identify common uses for plants
Describe & record different types of weather
Demonstrate the use of a thermometer to measure
temperature
Identify how weather changes from season to season
Communicate what animals do as the seasons change
Communicate how the day and night skies are different
Communicate how shadows are formed
Observe that the position and shape of a shadow cast by the
sun can change
Identify air, land and water as features of the earth
Identify was to use and conserve air, land, and water
Children identify 5 senses and the organs associated with
each
Using senses, describe what can be observed in a given
situation
Use the sense of hearing to identify sounds, describe them as
loud or soft
Use the sense of smell to observe and identify different
scents
Child use descriptive words in their observations
Major Assessments
(Tests, projects, etc.)
Time
Frame
(Number
of
weeks)
Properties
Moving &
Working
Physical
Science
Objects can be grouped according to many properties.
Solids, liquids & gas take up space 7 may or may not
change shape. Movement of objects can change in
speed & direction. Identify pushes & pulls as ways to
move objects. Understand that pushes & pulls can
change the speed & direction of motion. Simple
machines make work easier. There are different kinds
of simple machines.
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Classify objects through grouping or sorting by properties
Describe the properties of solids, liquids and gases
Communicate an understanding they water can change
from a solid to a liquid to a gas
Observe that ice can change into water and that water can
evaporate
Through experiments children will predict, infer, observe
and record results
Demonstrate that magnets can attract and repel other
magnets and objects
Identify pushes and pulls as ways to move objects
Experiment with simple machines to observe how they
make work easier
Use vocabulary to identify 6 kinds of simple machines
MARLBORO CENTRAL SCHOOL DISTRICT-CURRICULUM MAP
________Science__________
Course Title
Title or Topics
(Unit
Organizing idea)
Plants
_______Grade Two_______
Grade Levels
Concepts
(Understandings)
. There are different kinds of plants.
. Plants need water, air, food & light to
grow.
. Parts of a plant are roots, stem, leaves
& flowers.
. Seeds are scattered by wind, water &
animals.
. Food & other useful products come
from plants.
Skills
(What students
Actually do)
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Animals
. There are different kinds of animals.
. Animals grow & change; live in
various habitats; depend on
plants & other animals for food &
protect themselves in
different ways.
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Major Assessments
(Tests, projects, etc.)
Time
Frame
(Number of
weeks)
Classify plants based on their characteristics
Identify the basic needs of plants
Experiment to determine what happens to a
plant deprived of light
Describe a plant
Identify parts of a plant
Describe each parts function
Describe the growth and development of a plant
Identify the parts of a seed & how they can be
scattered
Identify products that come from plants
Lab manual
Plant log – write about how a plant grows
I am a plant – write a story from the point of
view of a plant
BOCES kit: Growing Older
Vocabulary: roots, stem, leaves, flowers, scatter
Ch. A assessment,
p. 5-6
5
Classify animals
Describe the growth and development of a frog
Describe the life cycle of a butterfly
Make a model of a butterfly life cycle
Identify features that enable animals to live in
various habitats
Explain how animals depend on plants & other
animals for food
Name some ways animals protect themselves
Lab manual
Puzzlers – create word search puzzles
If animals could talk – write animal dialogues
BOCES kit: Growing Older
Vocabulary: mammals, reptiles, amphibians,
life cycle, tad pole, chrysalis, pupa, habitat,
endangered, food chain, camouflage
Ch. 2 assessment,
p. 11-12
6
Sound
. Sounds are made when objects
vibrate.
. The volume & pitch of a sound can
change.
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Magnetism
. Magnets push or pull certain metal
objects.
. Opposite poles attract, like poles
repel.
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Weather
. Scientists use thermometers &
anemometers to measure the
weather.
. Changes in temperature can be
measured & recorded.
. Weather & seasonal changes in
spring, fall & winter affect
plants & animals.
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Make sounds and change volume
Observe that sound is produced when objects
vibrate
Identify high & low sounds and how to change
pitch
Explore ways to change sounds made when a
can is tapped by a pencil
Lab manual
Sound words – brainstorm sound words & write
a story
Make a pitch finder
Vocabulary: vibrate, volume, pitch
Ch. 2 assessment,
p. 29-30
3
Identify when objects attract and repel each
other
List objects a magnet will attract
Use a magnet to pick up paper clips
Identify objects through which a magnet will
attract a paper clip
Lab manual
Vocabulary: pole, attract, repel
Ch. 3 assessment,
p. 35-36
3
Identify weather measuring instruments
Use measurement tools
Determine how sunlight affects soil, water & air
temperatures
Identify seasonal weather conditions and their
effects on plants & animals (spring, summer,
fall & winter)
Lab manual
Weather alert – make mini books on safety in
severe weather
Today’s weather – write a weather report
Vocabulary: thermometer, anemometer,
evaporates, condenses, water cycle, tornado,
drought
Ch. 2 assessment,
p. 47-48
4
MARLBORO CENTRAL SCHOOL DISTRICT-CURRICULUM MAP
________Science__________
Course Title
Title or Topics
(Unit
organizing idea)
Concepts
(understandings)
_______Grade Three_______
Grade Levels
Skills
(What students
actually do)
Major Assessments
(Tests, projects, etc.)
Time
Frame
(Number of
weeks)
Animals
. Different kinds of animals grow &
change.
. Most animals start as specialized
egg.
. Animals live in an environment
where it gets everything it
needs to survive.
. changes in environment effects
organisms in them.
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Label the parts of an egg
Communicate the functions of the parts of an
egg
Measure elapsed time (life span)
Identify, compare & contrast how animal babies
look alike and different from their parents
Label stages of animal growth from an egg
Living things grow, take in nutrients, breathe
and reproduce
Label the life cycle of a butterfly and identify
the function of each stage
Identify parts of a butterfly and functions of
each part
Construct a habitat for a butterfly
Describe & label life cycle of different kinds of
insects
Identify parts of insects
Student workbook – observatory – short
response butterfly journal
observation/description
Label life cycle of mammals and sequence
stages
Identify the function of each stage of life cycle
Identify characteristics of mammals
Label life cycle of fish and amphibians
Identify characteristics of fish and frogs
Compare/contrast different life cycles
Communicate methods by which baby animals
learn
Communicate how senses can provide essential
information
Describe how plants and animals depend on
each other and the non-living environment
Use appropriate vocabulary
Label food chain/web – decomposers,
producers, consumers
Name components of a habitat
Identify different kinds of habitats, each
inhabited by different organisms
Explore how organisms/people can change their
environment
Communicate how adaptations help organisms
need their needs
Describe how the size of a population can
change and affect an environment
Identify what makes up a community
Communicate why some organisms are
endangered/extinct
Lab manuals (text)
Graphic organizer
Short response i.e. (text) (text questions)
Note taking from CD ROM, video, lessons
Expository essays (i.e. text pgs. A50, A61, A67)
Graph interpretations
Narrative/poem (i.e. text pgs. A33, A37, A75)
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Lesson assessments (text) true/false & short answer,
Multiple choice
Chapter assessments (text) multiple choice & short
essay, true/false
Teacher made tests – short answer & fill in the blanks
Performance review (text) A110-A111
Plants
(Text &
Carolina
Biological Kit)
. Plants are living things that grow &
change.
. Changes in environments affect
living things.
. Plants live in an environment where
it gets everything it needs
to live & survive.
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Explore the characteristics of plants leaves,
stems & roots
Identify & label parts of plant leaves, stems &
roots
Recognize and use sequential order
Use graphic aids, such as diagrams, organizers
and list
Communicate how roots are important to plants
Communicate how stems are important to plants
Explore & communicate how green leaves make
sugar for plants
Investigate & compare/contrast how fruit and
seeds are alike and different
Explore how flowers form seeds
Describe, observe and communicate how pollen
is scattered
Explore and communicate how cones form
seeds
Investigate and communicate how light affects
plant growth
Identify seed parts
Identify & communicate methods by which
seeds are scattered
Explore, communicate and label the life cycle of
a plant
Explore, communicate and label the life cycle of
a conifer
Apply appropriate unit vocabulary
Apply steps of the scientific method
Interpret data from charts, graphs and maps
List items plants require to live and survive
Explore what happens when a plants habitat is
changed
Measure the growth of a plant
Writing for science (text p.A112)
Plant journal observation/description
Note taking from videos lessons
Short response (i.e. text questions)
Lab manual (text)
Graph interpretations
Graphic organizer (text)
Expository essays (text i.e. text p. A9, A21)
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Lesson assessments (text) – true/false, multiple choice,
short answer
Chapter assessments (text) – true/false, multiple choice,
short essay
Teacher made assessments – short answer, fill in the
blanks, graph interpretation
Buoyancy
(BOCES kit)
. Mass & shape of object effect
objects.
. Some materials have the ability to
float & others do not.
. Displacement: learn that volume is
the amount of space that
something takes up or holds.
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Water Cycle
. Find out how water moves in a cycle.
. Explore properties of liquid, solids &
gas.
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Use graphic organizer to compare and contrast
collected data
Design a boat to communicate the knowledge of
buoyancy
Describe the properties of objects that sink and
objects that float
Explore how stability affects an objects ability
to sink/float
Observe the effects of displacement on objects
that sink/float
Writing predictions on if & why an object will
sink or float
Writing observations from experiments
Note taking
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Teacher made tests – short answer/fill in the blanks
Identify and apply the definition of new science
words
Interpret data from charts, maps and graphic
organizers
Identify three states of mater: solid, liquid, gas
Explore shape and volume taken by the 3 states
of matter
Compare/contrast shape and volume taken by 3
states of matter
Communicate how temperature can affect the
state of matter of a substance
Describe & communicate how matter can
change from one state to another
Identify where water can be found on earth
Identify and communicate the stages of the
water cycle
Communicate how rain and snow are formed
Measure the condition of the outside air –
temperature
Identify natural weather events and relate
positive/negative impacts on living things
Measure temperature using metric units
Note taking from lessons – video
Lab manuals (text)
Writing observations experiments
Graph interpretations
Expository essay (i.e. text p. C90, C95)
Narrative (i.e. text questions)
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Lesson assessments (text) multiple choice, matching, fill
in the blanks, graph interpretation
Chapter assessment (text) multiple choice, short essay
Teacher made tests
Performance review – storms (text) p. C111
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Optional
Recommende
d Topic
*Forces,
Machine &
Work
. Exploring motion of a ball.
. What makes things move
. Identifying cause & effect.
. What is magnetism.
. Investigating magnetic force.
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Explore the forces needed to move a ball
Communicate and use cause and effect to
describe concepts of force, friction, mass
through the use of an inclined plane
Use graphic aids: charts, graphs to demonstrate
relationship between distance, weight and
friction
Communicate how force can make an object
move more or less
Explore how the force of gravity affects an
object
Name the properties of magnetism
Investigate & communicate how magnetic force
acts
Explore how work is done
Identify 6 simple machines that make work
easier
Note taking
Graphic organizer (text)
Lab manual (text)
Expository essay (i.e. text P. B35, B49)
Narrative essay (i.e. text p. B38, B45)
Short response (i.e. text questions)
Writing for science (text B112)
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Lesson assessments (text) true/false, short essay,
matching, multiple choice
Chapter assessments (text) multiple choice, fill in the
blanks, short essay
Teacher made tests
Performance review – machine designer text p.
B110/construction worker text p. B111
MARLBORO CENTRAL SCHOOL DISTRICT-CURRICULUM MAP
________Science__________
Course Title
Title or Topics
(Unit
organizing idea)
Plants
_______Grade Four_______
Grade Levels
Concepts
(understandings)
. Seed bearing plants can be grouped
into flowering plants &
conifers.
. Ferns & mosses reproduce by
making spores.
. Life cycle of flowering plant.
Skills
(What students
actually do)
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Explore and classify seeds
Describe two groups to which plants can be
grouped
Collect data to find out about plants that make
seeds
Collect data to find out about plants that do not
make seeds
Identify the parts of a flower
Explore how flowers with fewer than four parts
produce seeds
Describe and communicate how pollination and
fertilization occur
Explore how seeds and fruits are formed
Compare/contrast flowers of different plants
Observe and describe the life cycle of a
flowering plant
Identify and control variables to test hypothesis
Record data
Observe and measure plant growth
Identify and apply the definition of new words
Use the sequential steps of the scientific method
Create and interpret charts, graphs and data
Use plant journals to record data & observations
Complete various textbook lab experiments
Use graphic organizers as study guide
Textbook writing options: (A13, A15, A19,
A27) narratives
Major Assessments
(Tests, projects, etc.)
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Textbook lesson assessments (true/false, match, short
answer)
Textbook chapter assessment (multi-choice, matching,
short answer)
Plant journals
Teacher made assessment
Time Frame
(Number of
weeks)
6
Habitat
. Plants produce own food while other
organisms must consume
food.
. Energy passes from organism via
food chains.
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Electricity &
Magnetism
. Electric current travels through series
& parallel circuits.
. Electricity takes the path of least
resistance in a short circuit.
. Magnets have a magnetic field &
poles.
. Magnetism & electricity are related.
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Explore how to make a woodland habitat model
Identify what living and nonliving things
makeup an ecosystem
Investigate what makes up a habitat
Discover how plants get sunlight, water and air
Develop and understanding of and communicate
how plants produce sugar
Develop and understanding of how animals get
energy
Explore the role of scavengers and decomposers
Explore what a food chain is
Develop an understanding and communicate
what a food web is
Discover some causes of change in food webs
(including humans)
Investigate the decomposition of several objects
Identify and apply the definition of new words
Use and interpret charts
Textbook writing options: expository (A69,
A75, A77, A87)
Complete various lab experiments from
textbook
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Explore the effects of electrical charges on
matter
Use graphic aids such as charts and diagrams
Discover how objects get an electrical charge
Develop and understanding of how electric
current flows
Develop an understanding of different types of
circuits
Construct series and parallel circuits
Predict outcomes of circuits
Construct and observe effects of short circuits
Investigate the path of electricity in a series,
parallel, and short circuit
Develop and understanding of how to use
electricity safely
Investigate how magnets act
Develop an understanding that the earth is like a
magnet
Investigate how to make an electromagnet and
how electricity is related to magnetism
Discover how a magnet can make electricity
Explore how electricity can make a magnet
Explore uses of electromagnets
Identify and apply the definition of new words
Textbook writing options – expository (B65,
B69) narrative (B76, B81)
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Textbook lesson assessments (true/false, match, short
answer)
Textbook chapter assessment (m/c, matching, short
answer)
Teacher made assessment
Textbook lesson assessments (true/false, match, short
answer)
Textbook chapter assessment (m/c, matching, short
answer)
Teacher made assessments
4
6
Simple
Machines
. Energy is the ability to do work.
. Work is done when a force makes an
object move.
. Machines make work easier.
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Solar System
. The movement & tilt of Earth cause
day & night & seasons.
. Scientists use technology to study
planets, stars, asteroids,
meteor & comets.
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Use graphic aids such as charts and diagrams
Identify and apply the definition of new words
Explore changes in motion
Explore and compare weights of different
objects
Determine what makes things move
Discover how friction affects motion
Develop an understanding of how gravity
affects motion
Investigate how air can be used to reduce
friction
Develop an understanding of what potential and
kinetic energy are
Explore other forms of energy that affect
motion
Investigate how energy can change from kinetic
to potential and back again
Develop an understanding of work
Identify parts and functions of simple machines
Explore how simple machines affect motion
Discover what compound and complex
machines are
Construct and experiment with simple machines
Textbook writing options: narrative (B38, B43,
B49) Expository (B53)
Complete various lab experiments
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Textbook lesson assessments (t/f, match, short answer)
Textbook ch. Assessment (match, m/c, short ans)
Teacher made assessments
Explore the cause of seasons
Organize data in a table
Make predictions
Develop an understanding of the effects of
earth’s rotation and revolution
Explore the effects of the Earth’s tilt
Explore what causes the phases of the moon
Discover how eclipses of the moon and sun
occur
Investigate how much of the moon’s surface is
in shadow as it revolves around the Earth
Compare and contrast the planets
Communicate the similarities & differences of
the planets
Discover what the orbit of the planets are like
Discover what scientists have learned about
planets
Develop and understanding of asteroids and
meteors
Discover how the orbits of comets differ from
those of planets
Explore how the stars are like our sun
Textbook writing options: expository (C100,
C103) Narrative (C115) Persuasive (C112,
C119)
Complete various lab experiments
Show details about objects by making drawings
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Textbook lesson assessments (t/f, match, short answer)
Textbook chapter assessments (match, m/c, short
answer)
Teacher made assessments
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6
6
MARLBORO CENTRAL SCHOOL DISTRICT-CURRICULUM MAP
________Science__________
Course Title
Title or Topics
(Unit
organizing idea)
Animal
Responses
_______Grade Five_______
Grade Levels
Concepts
(understandings)
. All living things have characteristics
in common, but different
kinds of living things have different
traits.
. Scientists group living things by
their characteristics &
behavior.
. Organisms respond to certain
situations.
. Structural & behavioral adaptations
help organisms survive.
Skills
(What students
actually do)
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Pond Life
. All living things have some
characteristics in common.
. Organisms reproduce by fission or
by sexual reproduction.
Traits are passed from parent to
offspring via genetic
information.
. living things & non-living things
interact in an ecosystem
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Major Assessments
(Tests, projects, etc.)
Apply scientific method to test strength of
crayfish
Draw/label crayfish, mealworm and mealworm
life cycle
Observe/record stimulus response when feeding
crayfish and mealworm (back up test)
Graph crayfish weights
Learn crayfish vocabulary
Observe and record
Crayfish sensing and respiration
Discover how scientists classify living things
Identify the five kingdoms
Develop an understanding of how classifying
organisms can change
Compare/contrast invertebrates & vertebrates
Identify & apply new vocabulary
Textbook A19 – Creative Essay
Science writing – textbook A83 – Research
Essay
Writing Textbook A93 – Persuasive Essay
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Compare/contrast animal and plant cell
Illustrate and label plant and animal cell
Investigate dominant and recessive traits
Identify and use different parts of a microscope
Notice differences in simple and compound
microscopes
Apply knowledge of metric measurements
Identify and apply new words
Learn the life processes
Compare/contrast tissues, organs, & systems
Explore naming & writing fractions
Textbook p. A13
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Instructional Resources p. 4 short response
Lab manual p. 104 short essay, chart, lab manual
p. 17-18 chart, short essay
Teacher assessment package p. 3-6 short answer
p. 9-12 short answer/short essay
Teacher created homework questions – short response
chart
BOCES booklet – short response
Teacher created quizzes – short response
Lab manual p. 5-6 chart & short response
Lab manual p. 9-10 chart & short response
Lab manual p. 11-12 – short response & chart
Teacher assessment pkg. P. 15-16 short answer, short
essay
Teacher assessment pkg. P. 40-41 short answer/short
essay p. 39 short response
Chapter assessment p. 45-46 short response/short
essay
Time Frame
(Number of
weeks)
4-6
4-6
Powders &
Crystals
. Matter can be grouped by its atomic
& molecular structure &
by its physical & chemical
properties.
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Rocks &
Mineral Kit
. The earth has three layers: the crust,
the mantle, and the core.
. Plate movement, weathering, erosion
& deposition cause
changes on the earth’s surface.
. Earth’s resources & how to protect
them
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Astronomy
. Earth & the eight other planets
revolve around the sun, which
is a star.
. Scientists use telescopes & other
tools to study planets, stars
& other objects in space
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Test observe/record characteristics of
unidentified solids and liquids
Compare/contrast unidentified solids and liquids
Observe/collect data/record various substances
interacting
Compare/contrast elements & compounds
Compare/contrast mixtures & solutions
Identify physical properties/changes
Explore chemical properties/changes
Writing textbook p. B9 – narrative
Writing textbook p. B25 – expository
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Lab manual p. 25-26 chart
Teachers assessment pkg. P. 55-59 short answer
Lab manual p. 29-30 chart, short essay
Teacher assessment p. 63-64 short answer
Teacher created homework questions short answer
Illustrate and label layers of Earth
Explore/compare/contrast different layers of
earth
Investigate how the separate continents fit
together as one
Identify what changes the Earth’s surface
Observe/ collect data/ record various tests on
igneous, metamorphic & sedimentary rock
Identify and apply the definitions to new words
Apply & identify scientific concepts, principles
& theories pertaining to physical setting &
living environment
Recognize the historical development of ideas
in science – investigate how the separate
continents fit together
Describe relationships among air, water & land
on earth
Observe & describe properties of materials
using appropriate tools
Observe & describe properties of materials such
as density, conductivity, & solubility
Explore where the Earth’s resources (air, water,
land) came from/how they can be protected
Identify & apply new vocabulary
Textbook p. C63 – narrative
P. C57 – expository
P. C49 – persuasive
P. C25 – persuasive
P. C9 - expository
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Teacher assessment pkg. P. 109-112 – short answers
p. 115-118 – short essay
Teachers homework questions – short responses
Lab manual p. 55-56, 57-58 – short essay
Instructional response p. 76 – short response
Lab manual p. 59-60 – short response, chart
BOCES kit – matrix for Rocks & Minerals
Teacher assessment pkg. P. 122-123 – short answer, p.
127-130 – short answer, short essay
Instructional resources p. 84 – short response, chart
Lab manual p. 63-66 – short answer, short response,
short essay
Identify and apply the definitions to new words
Investigate different telescopes
Explore the relative sizes and characteristics of
the different planets in the solar system
Compare/contrast objects in the solar system
Differentiate between the sun and other stars
Investigate how lenses are used to magnify
objects
Writing textbook p. C113 – expository
Writing textbook p. 131 – expository
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Teacher assessment pkg. P. 145-146 – short answer p.
147 – short answer/short response
Chapter assessment p. 151-154 – short answer/short
essay
Teacher created questions
6
4-6
4-6
MARLBORO CENTRAL SCHOOL DISTRICT-CURRICULUM MAP
________Science__________
Course Title
Title or Topics
(Unit
organizing idea)
Concepts
(understandings)
.
_______Grade Kindergarten_______
Grade Levels
Skills
(What students
actually do)
Major Assessments
(Tests, projects, etc.)
Time
Frame
(Number of
weeks)