MCAS Alternate Assessment
Resource Guide to the
Massachusetts Curriculum Frameworks
for Students with Disabilities
SCIENCE and TECHNOLOGY/
ENGINEERING
Fall 2006
Sciience and Technollogy/Engiineeriing
Sc ence and Techno ogy/Eng neer ng
STRAND 1: EARTH AND SPACE SCIENCE
Topics Topics Topics Topics
Grades PreK – 2 Grades 3 – 5 Grades 6 – 8 High School
Energy in the Earth Energy in the Earth Energy in the Earth Energy in the Earth
System System System System
Pages 237 - 239 Pages 240 - 242 Page 243 Pages 244 - 246
Materials and Materials and Materials and
Energy Resources Energy Resources -- Energy Resources
Pages 237 - 238 Pages 240 - 241 Pages 244 - 245
Earth Processes Earth Processes Earth Processes
-- and Cycles and Cycles and Cycles
Pages 248 – 249, 251 Pages 252 - 253 Pages 254 - 256
Structure of the Structure of the Structure of the
-- Earth Earth Earth
Pages 248, 250 Pages 252 -253 Pages 254 - 255
Earth in the Solar Earth in the Solar Earth in the Solar Earth in the Solar
System System System System
Page 257 Page 258 Pages 259 - 261 Page 262
Origin and Origin and
-- -- Evolution of the Evolution of the
Earth Earth
Pages 259 - 260 Page 262
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 236
Science and
Technology/
Engineering
Strand 1
Earth and Space
CONTENT Science and Technology/Engineering Science
STRAND Earth and Space Science
PreK–2
Learning Standards for:
Energy in the Earth System
Materials and Energy Resources
Grade Level: PreK–2
Topic Learning Standards as written Essence of the Standard(s)
Energy in the 3 Describe the weather changes from day to day and over the Describe weather/seasonal changes
Earth System seasons. Recognize that the sun supplies heat
and light
4 Recognize that the sun supplies heat and light to the earth
and is necessary for life.
Materials and 1 Recognize that water, rocks, soil, and living organisms are Recognize the following:
Energy found on the earth’s surface. the earth’s surface is composed of
Resources land, water, and living things
2 Understand that air is a mixture of gases that is all around us air (as a gas)
and that wind is moving air.
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 237
Possible ENTRY POINTS to Learning Standard(s) (and ACCESS SKILLS embedded
in standards-based activities)
Less Complex More Complex
ACCESS SKILLS ENTRY POINTS
The student will: The student will: The student will: The student will:
Energy in Maintain eye contact Recognize that Identify different Identify the four
the Earth with a weather symbol weather is weather conditions seasons and the
System Match picture-to-picture something that List attributes of typical weather
weather symbols happens outside sunlight (e.g., bright, patterns within each
Upon request orient (understand the hot) (e.g., winter is
body toward a sunny difference Explain the difference snowy, summer is
area of the room between inside between night and hot)
Demonstrate an and outside) day Describe appropriate
understanding of Match the weather Compare the sun responses to
―inside‖ and ―outside‖ outside with with other objects in different weather
Follow simple directions corresponding the sky reports (e.g., it is
Respond to/initiate pictures/objects cold – I need my
contacts with others Distinguish coat)
Turn attention toward between hot/cold Describe changes in
another person and wet/dry weather by day,
Activate an electronic Demonstrate an month, season,
device to access text, understanding of and/or year
communicate with ―inside‖ and Conduct simple
others, or participate in ―outside‖ experiments on the
an instructional activity Identify the sun or effects of sunlight
Apply rule for a sunny location (e.g., dry clothes,
appropriate classroom Observe and grow plants)
behavior record color Make and record
Initiate or respond to created by observations of the
request for joint sunlight passing sky during the day
attention through a prism and night
Sort familiar
objects according Continue to address skills
to day or night and concepts in this
strand that approach
grade-level expectations
Materials Tolerate touching wet Identify and Sort items as living Use a map or globe
and and dry differentiate water or non-living to identify water or
Energy Grasp, manipulate, and and land (rocks, soil, List attributes of air land
Resources release different rocks sand, etc) (it is all round us, is Conduct simple
Take turns appropriately Sort water, rocks, something we experiments on air
during classroom soil into wet and dry cannot see, but can flow
discussion feel; e.g., wind) Identify attributes of
Activate an electronic living and non-living
device to access text, objects
communicate with
others, or participate in Continue to address skills
an instructional activity and concepts in this
Turn attention toward strand that approach
another person grade-level expectations
Follow simple directions
Initiate or respond to
request for joint
attention
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 238
Instructional Idea based on Learning Standard 4
At grades PreK–2, students record the time of day at which the sun shines in different school
locations and note the patterns from one day to the next.
How all students can participate in this activity
Addressing Learning Standard(s) as Possible Assessment Strategies and Portfolio
written for this grade level Products
Gerry records data on a daily basis for one month, • Data chart showing Gerry’s ability to collect data on the
noting patterns and shifts in the location of the location of the sun’s rays
sun’s rays. • Gerry’s data collection sheet and graph charting the
location of the rays
• Gerry’s description and interpretation of his graph
• Gerry’s drawing of the site at which he charted the
location of the sun’s rays
Addressing Learning Standard(s) at higher Possible Assessment Strategies and Portfolio
levels of complexity (Entry Points) Products
As her class records data, Lucy identifies the sun • Data collected on Lucy’s ability to recognize the sun and
by pointing to it and connects sun/sunlight to time associate it with time of day
of day. She marks the floor with a chalk line at • Videotape of Lucy identifying the sun and marking the
different times of the day to denote where the sun location of the sun’s rays
is shining. • Chart of the path of Lucy’s chalk lines across the floor
as the sun shifted position
Addressing Learning Standard(s) at lower Possible Assessment Strategies and Portfolio
levels of complexity (Entry Points) Products
Tom helps his peers collect data on the sun’s • Field data chart showing Tom’s ability to identify
movement throughout the day. He distinguishes ―sunny‖
sunny from not sunny locations by taking • Line or bar graph summarizing field data chart
photographs of sunny locations using a camera • Teacher-scribed work sample indicating Tom’s ability to
with an electronic switch. identify sunny locations
Addressing Access Skills embedded in Possible Assessment Strategies and Portfolio
academic instruction Products
Louise maintains contact with the ―sunny‖ symbol • Field data chart of Louise maintaining contact with the
picture during the times that she is positioned in a symbol
sunny location. • Line or bar graph summarizing the field data chart
• Series of photographs of Louise in each of the sunny
locations each scribed with the length of time Louise
maintained contact with the picture symbol
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 239
Science and
Technology/
Engineering
Strand 1
CONTENT Science and Technology/Engineering Earth and Space
Science
STRAND Earth and Space Science
3–5
Learning Standards for:
Energy in the Earth System
Materials and Energy Resources
Grade Level: 3–5
Topic Learning Standards as written Essence of the Standard(s)
Energy in 6 Explain how air temperature, moisture, wind speed and Identify and describe the following:
the Earth direction, and precipitation make up the weather in a factors contributing to weather
System particular place and time. outcomes
types of precipitation
7 Distinguish among the various forms of precipitation (rain, global weather patterns and their
snow, sleet, and hail), making connections to the weather in local effects
a particular place and time. weather vs. climate
8 Describe how global patterns such as the jet stream and
water currents influence local weather in measurable terms
such as temperature, wind direction and speed, and
precipitation.
9 Differentiate between weather and climate.
Materials 1 Give a simple explanation of what a mineral is and some Explain what a mineral is
and Energy examples, e.g., quartz, mica. Identify and describe the following:
Resources minerals and their properties
2 Identify the physical properties of minerals (hardness, color, types/origins of rocks
luster, cleavage, and streak) and explain how minerals can Identify and describe the following:
be tested for these different physical properties. properties/formation of soil
5 Recognize and discuss the different properties of soil,
including color, texture (size of particles), the ability to
retain water, and the ability to support the growth of plants.
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 240
Possible ENTRY POINTS to Learning Standard(s)
Less Complex More Complex
The student will: The student will: The student will:
Energy in Identify hot/cold, wet/dry Describe daily weather Identify/recognize clouds and
the Earth Identify and use one weather (hot/cold, sunny/cloudy, how they are formed
System instrument (e.g., thermometer, rain/snow/dry) Identify wind, including
rain gauge, wind gauge) Conduct simple experiments direction and velocity
on air flow Identify rain and snow as
Continue to address earlier Recognize that weather different forms of precipitation
standards in this topic at a level changes Identify how the weather has
that challenges the student Identify precipitation in changed for a given location
various forms over a period of time (compare
Relate temperature readings the weather today with weather
to hot or cold conditions yesterday)
Identify and use one or more Identify how the weather can
weather instruments (e.g., vary in different parts of the
thermometer, rain gauge, country at the same time (e.g.,
wind gauge) MA to FL daily weather)
Use a weather station to Identify and use weather
make weather observations instruments (e.g., thermometer,
rain gauge, wind gauge)
Use a weather station to make
weather observations
Continue to address skills and
concepts in this strand that
approach grade-level expectations
Identify soil (apart from rocks, Make simple observations Identify and describe various
Materials plants) about different soil samples minerals
and Energy Sort rocks according to (moisture, color, rock Sort, classify, and describe
Resources physical characteristics (size, content) rocks based on properties (e.g.,
shape, color) Conduct simple experiments hardness, luster, streak)
to demonstrate that soil is Identify conditions under which
Continue to address earlier made up of different rocks are formed (heat,
standards in this topic at a level components pressure, weathering)
that challenges the student Identify and describe Recognize that soil is made up
similarities and differences of weathered rocks, and plant
among rocks and animal components
Describe characteristics of Demonstrate that soil supports
rocks (using sight and/or the growth of plants
touch)
Make simple observations Continue to address skills and
about different soil samples concepts in this strand that
(moisture, color, rock approach grade-level expectations
content)
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 241
Instructional Idea based on Learning Standard 6
At grades 3–5, students design and construct a variety of simple instruments that can be used to
measure weather. They discuss how each design addresses the purpose for which it is intended.
(Also connects with Technology/Engineering 2.1–2.4)
How all students can participate in this activity
Addressing Learning Standard(s) as Possible Assessment Strategies and Portfolio
written for this grade level Products
Samantha creates a thermometer to measure • Data chart showing Samantha’s ability to record
temperature. She tests the accuracy of her design temperature on her thermometer compared with a
against commercially designed thermometers. commercially designed thermometer
• Samantha’s chart of the temperatures she recorded
• Drawing and description of Samantha’s thermometer
design
• Photograph of Samantha using her thermometer
Addressing Learning Standard(s) at lower Possible Assessment Strategies and Portfolio
levels of complexity (Entry Points) Products
Patrick creates a chart listing temperatures from • Data chart recording actual temperatures with Patrick’s
0°F to 100°F, with space to record his observations designations (―hot,‖ ―warm,‖ ―cool,‖ ―cold‖)
next to each number. Patrick’s thermometer is • Patrick’s chart of recorded temperatures
divided into four sections for hot, warm, cool, and • Photographs of Patrick determining the temperature
cold. He uses his chart to record the weather using a variety of resources (e.g., thermometer,
gathered from a variety of sources, including Internet, television weather report, newspaper)
outdoor thermometer readings and a bookmarked
Internet website of updates and forecasts.
Addressing Access Skills embedded in Possible Assessment Strategies and Portfolio
academic instruction Products
Ron participates in designing/building a • Field data chart showing Ron’s ability to use his
thermometer with his peers. He works on his augmentative communication device to request a turn
communication skills by requesting a turn to • Line or bar graph summarizing the field data chart
participate. • Videotape of Ron requesting a turn using his
augmentative communication device
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 242
Science and
Technology/
Engineering
Strand 1
Earth and Space
Science
CONTENT Science and Technology/Engineering
6–8
STRAND Earth and Space Science
Learning Standards for:
Energy in the Earth System
Grade Level: 6–8
Topic Learning Standards as written Essence of the Standard(s)
Energy in the 3 Differentiate among radiation, conduction, and convection, Explain heat transfer
Earth System the three mechanisms by which heat is transferred through Identify and explain how solar energy
the earth’s system. impacts the earth (e.g., atmospheric
patterns, temperature differences)
4 Explain the relationship among the energy provided by the Explain global atmospheric patterns
sun, the global patterns of atmospheric movement, and the and their effect on temperature
temperature differences among water, land, and Identify and describe the following:
atmosphere. tilt of earth, and resulting heat
distribution and seasonal changes
11 Explain how the tilt of the earth and its revolution around
the sun result in an uneven heating of the earth, which in
turn causes the seasons.
Possible ENTRY POINTS to Learning Standard(s)
Less Complex More Complex
The student will: The student will: The student will:
Energy in Relate pictures of objects to Observe and describe the Conduct experiments that
the Earth words ―hot‖/‖cold‖ (e.g., ice temperatures of various objects demonstrate that liquids, solids,
System cream, steam, lit candle) (hot, warm, cool, cold) and gases form at different
Explain the differences in the Record temperature changes of temperatures
seasons an object over time (e.g., a hot Demonstrate that differences in
bowl of soup will eventually temperature tend to equalize
become cold) over time and from one
Continue to address earlier Relate seasonal changes to the location to another
standards in this topic at a level tilt of the earth Demonstrate that warm air
that challenges the student Describe the seasonal patterns rises
that take place each year in Explain that the tilt of the earth
New England determines how different
locations experience the
seasons
Continue to address skills and
concepts in this strand that
approach grade-level expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 243
Science and
Technology/
Engineering
Strand 1
CONTENT Science and Technology/Engineering Earth and Space
STRAND Earth and Space Science Science
Learning Standards for: High School
Energy in the Earth System
Materials and Energy Resources
Grade Level: High School
Topic Learning Standards as written Essence of the Standard(s)
Energy in the 1.1 Identify Earth’s principal sources of internal and external Identify earth’s sources of energy
Earth System energy, such as, radioactive decay, gravity, and solar Describe electromagnetic radiation
energy. Explain how the transfer of energy
impacts global atmospheric processes
1.2 Describe the characteristics of electromagnetic radiation and and observable events
give examples of its impact on life and Earth’s systems. Recognize and describe how unequal
heating of the earth influences global
1.3 Explain how the transfer of energy through radiation, circulation patterns, weather, and
conduction, and convection contributes to global climate, focusing particularly in
atmospheric processes, such as storms, winds, and Massachusetts
currents. Describe causes of seasonal variation
Describe causes, conditions, and
1.4 Provide examples of how the unequal heating of Earth and effects on humans of catastrophic
the Coriolis effect influence global circulation patterns and weather conditions
show how they impact on Massachusetts weather and Describe ocean currents, their effects
climate, such as, global winds, convection cells, land/sea on the earth, and their relationship to
breezes, mountain/valley breezes. global circulation
Make observations and use data and
1.5 Explain how the revolution of Earth around the Sun and the computer models to study and
inclination of Earth on its axis cause Earth’s seasonal document the earth’s systems and
variations (equinoxes and solstices). their interconnections
1.6 Describe the various conditions associated with frontal
boundaries and cyclonic storms (such as, thunderstorms,
winter storms [nor’easters], hurricanes, and tornadoes) and
their impact on human affairs, including storm preparations.
1.7 Explain the dynamics of oceanic currents, including
upwelling, deep-water currents, the Labrador Current and
the Gulf Stream, and their relationship to global circulation
within the marine environment and climate.
1.8 Read, interpret, and analyze a combination of ground-based
observations, satellite data, and computer models to
demonstrate Earth systems and their interconnections.
Materials and 2.1 Recognize, describe, and compare renewable energy Recognize, describe, and compare
Energy resources (such as, solar, wind, water, and biomass) and renewable and non-renewable energy
Resources nonrenewable energy resources (such as, fossil fuels and resources and the uses and impact of
nuclear energy.) each on the environment
2.2 Describe the effects on the environment and on the carbon
cycle of using both renewable and nonrenewable sources of
energy.
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 244
Possible ENTRY POINTS to Learning Standard(s)
Less Complex More Complex
The student will: The student will: The student will:
Energy in Explain the terms ―internal‖ Explain how energy can be Recognize that heat is
the Earth and ―external‖ in relation to transferred (radiation, transferred throughout the
System Earth conduction, convection) earth and the environment
Recognize that energy can be Recognize that air moves from Identify types of global
transferred (hot water/spoon) warm to cold atmospheric processes
Explain how the heating of the Identify the seasonal changes Recognize that air movement
atmosphere varies between in New England and the impacts weather/climate
locations characteristics of each Identify global patterns of heat
Define ―axis‖ and how to Identify and describe currents, movement on a map (warm
measure inclination waves fronts, jet stream)
Recognize that water moves in Identify weather patterns/ Demonstrate (with models)
and out (ebb and flow) at the events, including storms, that the tilt of the earth affects
ocean’s shore droughts, floods, precipitation the amount of direct sunlight
Describe how observations rates on an area and causes
(looking and seeing) help us to Observe, identify, and record seasonal variation
learn about the earth’s system weather conditions Identify the range of seasonal
Observe and describe weather Use simple scientific tools to changes within our country
conditions (e.g., wind, make observations about the and around the world
temperature, precipitation, earth and its components (e.g., Identify and describe frontal
cloud formation, humidity) magnifying glass, telescope, boundaries on a weather map
Identify the appropriate tool to microscope, thermometer, Explain the environmental
be used for collection of anemometer, compass, impact and outcomes of
specific data (e.g., computer) weather patterns and events,
thermometer/ temperature) including frontal boundaries,
cyclonic storms, ocean
Continue to address earlier currents, longshore currents
standards in this topic at a level Identify/use tools and
that challenges the student equipment that scientists use
to study the earth and its
atmosphere
Describe electromagnetic
radiation
Use observations (e.g.,
satellite, data, computer
models) to demonstrate earth
systems interconnections
Continue to address skills and
concepts in this strand that
approach grade-level expectations
Materials Recognize the difference Describe different sources of Compare and contrast the
and between renewable and non- renewable energy and one way benefits and disadvantages of
Energy renewable energy resources in which each has an impact on different forms of renewable
Resources the environment and non-renewable energy
Continue to address earlier Describe different sources of sources
standards in this topic at a level non-renewable energy and one
that challenges the student way in which each has an Continue to address skills and
impact on the environment concepts in this strand that
approach grade-level expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 245
Instructional Idea based on Learning Standard 1.6
In high school, students describe the various conditions associated with frontal boundaries and
cyclonic storms and their impact on human affairs, including storm preparations.
How all students can participate in this activity
Addressing Learning Standard(s) as Possible Assessment Strategies and Portfolio
written for this grade level Products
Young-Jin researches the impact of Nor’easters in • Data chart showing Young-Jin’s ability to collect data on
Massachusetts throughout history. She conducts Nor’easters
research, interviews experts, and develops a • Transcript of Young-Jin’s phone interview with a local
presentation with peers. meteorologist
• Copy of Young-Jin’s written presentation
• Young-Jin’s historical timeline of ―Nor’easters‖ in
Massachusetts
Addressing Learning Standard(s) at lower Possible Assessment Strategies and Portfolio
levels of complexity (Entry Points) Products
Grace chooses to research hurricanes and uses a • Data chart showing Grace’s ability to identify the varying
graphic organizer to identify related weather stages of hurricanes
features. For her final project, Grace develops a • Grace’s graphic organizer
safety pamphlet outlining hurricane preparations. • Pictures from the Internet on which Grace identifies the
features of different hurricanes
• Grace’s pamphlet on hurricane preparation and safety
Addressing Access Skills embedded in Possible Assessment Strategies and Portfolio
academic instruction Products
Sally is working with a peer who is researching • Field data chart showing Sally’s ability to use her switch
Nor’easters on the computer. Using her switch, to print scientific information
Sally prints pictures/information when requested. • Line or bar graph summarizing the field data chart
• Printout of computer thumbnails on which the teacher
has scribed Sally’s accuracy and independence in
activating her switch to print pictures
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 246
Science and
Technology/
Engineering
Strand 1
Earth and Space
Science
CONTENT Science and Technology/Engineering
PreK–2
STRAND Earth and Space Science
Learning Standards for:
Earth Processes and Cycles
Structure of the Earth
Grade Level: PreK–2
Topic Learning Standards as written Essence of the Standard(s)
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 247
Science and
Technology/
Engineering
Strand 1
CONTENT Science and Technology/Engineering Earth and Space
STRAND Earth and Space Science Science
Learning Standards for: 3–5
Earth Processes and Cycles
Structure of the Earth
Grade Level: 3–5
Topic Learning Standards as written Essence of the Standard(s)
Earth 3 Identify the three categories of rocks (metamorphic, Explain and give examples of ways soil
Processes igneous, and sedimentary) based on how they are formed, is formed and describe its properties
and Cycles and explain the natural and physical processes that create Identify and describe the following:
these rocks. water movement in different
locations
4 Explain and give examples of the ways in which soil is effect of water cycle on climate
formed (the weathering of rock by water and wind and from
the decomposition of plant and animal remains).
10 Describe how water on earth cycles in different forms and in
different locations, including underground and in the
atmosphere.
11 Give examples of how the cycling of water, both in and out
of the atmosphere, has an effect on climate.
Structure of 12 Give examples of how the surface of the earth changes due Identify changes in the earth surface
the Earth to slow processes such as erosion and weathering, and due to both slow and rapid processes
rapid processes such as landslides, volcanic eruptions, and
earthquakes.
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 248
Possible ENTRY POINTS to Learning Standard(s) (and ACCESS SKILLS embedded
in standards-based activities)
Less Complex More Complex
ACCESS SKILLS ENTRY POINTS
The student will: The student will: The student will: The student will:
Earth Grasp, manipulate, Identify water (apart Make observations Identify conditions
Processes and release rocks from other objects) and describe the under which rocks
and Tolerate touching Identify bodies of characteristics of are formed (heat,
Cycles different types of soil water on a map water (e.g., wet, pressure, weathering)
Tolerate touching Identify ice and how clear) Provide
water it differs from water Describe where understanding of how
Respond to text being water, ice, and water rocks weather and
read aloud (i.e., vapor are found on decompose (rocks
remain alert, request Earth and in the break down into
more) atmosphere (e.g., smaller parts, living
Choose appropriate clouds, iceberg, things die and
text to read or to reservoirs) change)
have read aloud Identify examples of Conduct simple
Orient to books/orient stationary and experiments to show
book right side up moving water that water can move
Turn pages in a book List types of rocks (e.g., river flow) and
or magazine that it moves in a
Activate an electronic downhill direction
device to access text, Identify the three
communicate with states of water
others, or participate (frozen, liquid, gas)
in an instructional and where they are
activity found on Earth and in
Turn attention toward the atmosphere
another person Recognize that the
Organize instructional states of water
materials change as a result of
Take turns temperature
appropriately during Relate states of water
classroom discussion to weather (gas
Respond to/initiate cloud, liquid rain,
contacts with others solid snow/ice)
Apply rules for Identify and describe
appropriate aspects of the water
classroom behavior cycle
Use appropriate
social greetings Continue to address skills
Follow simple and concepts in this
directions strand that approach
Identify self and/or grade-level expectations
others
Initiate or respond to
request for joint
attention
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 249
Possible ENTRY POINTS to Learning Standard(s) (and ACCESS SKILLS embedded
in standards-based activities)
Less Complex More Complex
ACCESS SKILLS ENTRY POINTS
The student will: The student will: The student will: The student will:
Struc- Use the terms Identify fast/slow Create models of the Identify changes that
ture of past/present/future processes that Earth’s exterior have occurred on the
the Earth as related to self change the Earth’s surface surface of the earth
Respond to text being surface features Identify and describe (past, present, future)
read aloud (i.e., Define the terms variations in surface Classify changes on
remain alert, request past/present/future features of the earth earth’s surface as
more) as they relate to those that have taken
Initiate or respond to Earth’s history a long time or those
a request for joint Understand that there that have occurred
attention is an exterior surface quickly
Activate an electronic of the earth
device to access text, Continue to address skills
communicate with and concepts in this
others, or participate strand that approach
in an instructional grade-level expectations
activity
Grasp, release, and
manipulate objects
Follow simple
directions
Respond to/initiate
contacts with others
Turn attention toward
another person
Apply rule for
appropriate classroom
behavior
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 250
Instructional Idea based on Learning Standard 3
At grades 3–5, students examine rocks collected from the schoolyard. They sort rocks into igneous,
metamorphic, or sedimentary based on their physical properties. They observe and describe the
characteristics of minerals such as magnetite and hematite (two sources of iron).
How all students can participate in this activity
Addressing Learning Standard(s) as Possible Assessment Strategies and Portfolio
written for this grade level Products
Hon collects rocks for observation and performs a • Data chart showing Hon’s ability to identify and sort
series of tests on each rock for hardness, luster, rocks
and streak. He describes the physical properties • Photographs of Hon’s rock collection, labeled, and
and theorizes on the formation of each rock, categorized
sorting his collection accordingly. • Hon’s graphic representation of the characteristics of
rocks in his collection
• Hon’s lab notebook describing each rock along with the
information gathered on each rock sample
Addressing Learning Standard(s) at lower Possible Assessment Strategies and Portfolio
levels of complexity (Entry Points) Products
Iris collects rocks for her science investigation. She • Data chart showing Iris’s ability to sort rocks
sorts her collection by size, shape, and color. She • Photographs of Iris’s rock collection, organized by size,
lists the ways in which the rocks are similar and shape, and color
different. • Iris’s list of differences and similarities among her rocks
• Videotape of Iris sorting her collection by category, with
assistance as needed
• Iris’s list of categories (with definitions) used to describe
her collection
Addressing Access Skills embedded in Possible Assessment Strategies and Portfolio
academic instruction Products
Jody participates in the activity by collecting rocks • Data chart showing Jody’s ability to grasp and pass
with peers. She helps select rocks for her peers rocks to someone else
and addresses fine/gross motor skills as she grasps • Videotape of Jody selecting, grasping, and passing rocks
each rock she selects and passes it to another • Scribed work sample documenting Jody’s ability to pass
person. a rock to each peer during the activity
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 251
Science and
Technology/
Engineering
Strand 1
CONTENT Science and Technology/Engineering Earth and Space
STRAND Earth and Space Science Science
Learning Standards for: Grades 6–8
Earth Processes and Cycles
Structure of the Earth
Grade Level: 6–8
Topic Learning Standards as written Essence of the Standard(s)
Earth 6 Describe and give examples of ways in which the earth’s Identify ways the earth’s surface is
Processes and surface is built up and torn down by natural processes, built up/torn down
Cycles including deposition of sediments, rock formation, erosion,
and weathering.
Structure of 1 Recognize, interpret, and be able to create models of the Recognize and map the physical
the Earth earth’s common physical features in various mapping features of the earth
representations, including contour maps.
2 Describe the layers of the solid earth, including the Identify the layers that make up the
lithosphere, the hot convecting mantle, and the dense earth
metallic core. Identify and describe crustal plate
movement
5 Describe how the movement of the earth’s crustal plates Identify changes in the earth’s
causes both slow changes in the earth’s surface (e.g., interior due to both slow and rapid
formation of mountains and ocean basins) and rapid ones processes
(e.g., volcanic eruptions and earthquakes). Explain and show evidence of earth’s
evolution over time
7 Explain and give examples of how physical evidence, such
as fossils and surface features of glaciation supports
theories that the earth has evolved over geologic time.
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 252
Possible ENTRY POINTS to Learning Standard(s)
Less Complex More Complex
The student will: The student will: The student will:
Earth Identify mountains Identify changes in the earth’s Identify changes in the earth’s
Processes Identify volcanoes surface caused by weather surface caused by weather or
and Cycles Locate one or more volcano’s seismic activity
Continue to address earlier that have erupted Locate volcanic activity
standards in this topic at a level Locate where one or more Identify where earthquakes
that challenges the student earthquakes have occurred have occurred and are likely to
occur in the future
Continue to address skills and
concepts in this strand that
approach grade-level expectations
Structure Create models of different Describe the features of the Explain the relationship
of the features of the earth’s surface earth’s surface between what happens inside
Earth (e.g., mountains, bodies of Create models that the earth and the earth’s
water, deserts) demonstrate surface features topography
Match fossils with familiar of the earth vary among Relate features on a map to
organisms living today different locations actual features on the earth
Show examples and suggest Create a model illustrating that Identify properties of the
reasons why certain features the earth has both an interior earth’s interior
of the earth formed the way and exterior Identify and describe events
they did (lakes, hill, Illustrate or describe how that can dramatically shift the
mountains, canyons) surface features of the earth earth’s surface (i.e.,
Sequence the earth’s depend on what is underneath catastrophic weather or
past/present/future the surface (rocks, depth of seismic occurrences)
soil) Identify and describe examples
Continue to address earlier Identify that earth’s crust is of erosion
standards in this topic at a level solid
that challenges the student Identify/illustrate the interior Continue to address skills and
of the earth concepts in this strand that
Create a model to demonstrate approach grade-level expectations
that the earth’s surface can be
built up (mountains) or torn
down (canyons)
Explain that fossils are formed
over time from living things
under great pressure
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 253
Science and
Technology/
Engineering
CONTENT Science and Technology/Engineering Strand 1
Earth and Space
STRAND Earth and Space Science Science
Learning Standards for:
High School
Earth Processes and Cycles
Structure of the Earth
Grade Level: High School
Topic Learning Standards as written Essence of the Standard(s)
Earth 3.1 Explain how physical and chemical weathering leads to Describe the following:
Processes erosion and the formation of soils and sediments, and physical and chemical weathering
and Cycles creates the various types of landscapes. Give examples that formation of varying landscapes
show the effects of physical and chemical weathering on the carbon cycle
environment. nitrogen cycle
hydrologic cycle and movement of
3.2 Describe the carbon cycle. water through a watershed
rock cycle and formation and
3.3 Describe the nitrogen cycle. properties of different rocks
3.4 Explain how water flows into and through a watershed.
Explain the role of aquifers, wells, porosity, permeability,
water table, and runoff.
3.5 Describe the processes of the hydrologic cycle including
evaporation, condensation, precipitation, surface runoff and
groundwater percolation, infiltration, and transpiration.
3.6 Describe the rock cycle, and the processes that are
responsible for the formation of igneous, sedimentary, and
metamorphic rocks. Compare the physical properties of these
rock types and the physical properties of common rock-
forming minerals.
Structure of 3.7 Describe the absolute and relative dating methods used to Describe the following:
the Earth measure geologic time, such as, index fossils, radioactive dating methods used to measure
dating, law of superposition, and crosscutting relationships. geologic time
Richter scale and relative damage
3.8 Trace the development of a lithospheric plate from its growth of an earthquake of a given
at a divergent boundary (mid-ocean ridge) to its destruction magnitude
at a convergent boundary (subduction zone). Recognize that structure and process of the
alternating magnetic polarity is recorded in rock at mid- earth’s interior and the effects on
ocean ridges. the movement of plates on the
earth’s surface
3.9 Explain the relationship between convection currents in seismic activities and their effect
Earth’s mantle and the motion of the lithospheric plates. on plate movements and
alternating magnetic polarity
3.10 Relate earthquakes, volcanic activity, tsunamis, mountain
building and tectonic uplift to plate movements.
3.11 Explain how seismic data are used to reveal Earth’s interior
structure and to locate earthquake epicenters.
3.12 Describe the Richter scale of earthquake magnitude and the
relative damage that is incurred by earthquakes of a given
magnitude.
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 254
Possible ENTRY POINTS to Learning Standard(s)
Less Complex More Complex
The student will: The student will: The student will:
Earth Identify different types of soil Identify the movement Classify natural processes as
Processes Identify different landscapes patterns of water on the generating (adding to) or
and Cycles Explain the buildup of land earth’s surface and in the breaking down (taking away)
surface or the diminishing of atmosphere structures of the earth’s
land surface Compare different types of surface
Identify the states of water rocks Describe how energy interacts
and the conditions under in the water cycle
which each occurs Identify and describe where
energy is stored in the water
Continue to address earlier cycle (e.g., clouds, reservoirs,
standards in this topic at a level ice caps)
that challenges the student Explain the causes and effects
of the rock cycle
Describe the carbon cycle
Describe the nitrogen cycle
Describe watersheds and how
they work
Continue to address skills and
concepts in this strand that
approach grade-level expectations
Structure Identify properties of rocks Name the forces that result in Recognize that fossils are
of the Identify seismic, extreme changes to the earth’s surface evidence of changes in the
Earth weather, and other Recognize that lithospheric earth over time
catastrophic earth events plates exist and move on the Identify changes that occur in
surface of the earth the interior of the earth (past,
Continue to address skills and Identify seismic, extreme present, future)
concepts in this strand that weather, and other Relate collision of lithospheric
approach grade-level expectations catastrophic earth events and plates (cause) to surface
describe the causes of each changes (effect)
Explain what the Richter scale
is and for what it is used
Continue to address skills and
concepts in this strand that
approach grade-level expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 255
Instructional Idea based on Learning Standard 3.5
In high school, students compare and contrast processes within the hydrologic cycle (evaporation,
condensation, precipitation, surface runoff, ground percolation, infiltration) by performing a series of
experiments in the classroom and outdoors.
How all students can participate in this activity
Addressing Learning Standard(s) as Possible Assessment Strategies and Portfolio
written for this grade level Products
After her teacher reviews components of the • Data chart showing Dianna’s ability to demonstrate
hydrologic cycle, Dianna and her lab partners knowledge of the hydrologic cycle through tests,
perform experiments in which they melt ice, boil quizzes, and other work
water, and measure condensation, runoff, and • Dianna’s lab notebook documenting each experiment,
absorption. describing each process, and explaining the individual
and cumulative cost/benefit of each process
• Videotape of Dianna and her lab group performing the
experiments
Addressing Learning Standard(s) at lower Possible Assessment Strategies and Portfolio
levels of complexity (Entry Points) Products
Katrina participates in the experiments by • Data chart showing Katrina’s ability to demonstrate
identifying different states of matter (gas, liquid, knowledge regarding states of matter
solid). She offers simple, 1–2 word descriptions of • Videotape of Katrina performing each experiment
each state, which are transcribed by a peer. • List dictated by Katrina describing the different states of
matter
• Copy of Katrina’s lab notes
Addressing Access Skills embedded in Possible Assessment Strategies and Portfolio
academic instruction Products
Maggie works with Dianna’s group to perform each • Field data chart showing Maggie’s ability to respond to a
experiment. She hands Dianna materials and tools request
that she needs to perform the experiment. • Line or bar graph summarizing the field data chart
• Videotape of Maggie waiting her turn and responding to
one-step directions from peers (e.g., ―Hand X to me.‖)
• Scribed work sample of the tools Maggie must give to
peer, with tally of Maggie’s ability to do so accurately
and independently
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 256
Science and
Technology/
Engineering
Strand 1
Earth and Space
Science
CONTENT Science and Technology/Engineering
STRAND Earth and Space Science PreK–2
Learning Standards for:
Earth in the Solar System
Grade Level: PreK–2
Topic Learning Standards as written Essence of the Standard(s)
Earth in the 5 Identify some events around us that have repeating Identify repeating patterns of the
Solar System patterns, including the seasons of the year, day and night. earth, e.g., seasons, day/night
Possible ENTRY POINTS to Learning Standard(s) (and ACCESS SKILLS embedded
in standards-based activities)
Less Complex More Complex
ACCESS SKILLS ENTRY POINTS
The student will: The student will: The student will: The student will:
Earth in the Identify patterns and Identify and observe Match/sort the Identify and
Solar System routines in day and changes in seasons of the year describe the
night activities surroundings with pictorial images characteristics of
Take turns Identify day and Describe/explain each season
appropriately during night that the seasons Explain day and
classroom discussion Identify each of the have special night in relationship
Respond to text seasons characteristics (e.g., to the apparent
being read aloud temperature, movement of the
(i.e., remain alert, precipitation, hours sun
request more) of daylight) Describe what you
Organize Record length of see in the sky during
instructional daylight over a the day/at night
materials school year
Initiate or respond Continue to address skills
to a request for joint and concepts in this
attention strand that approach
Follow simple grade-level expectations
directions
Respond to/initiate
contacts with others
Turn attention
toward another
person
Apply rule for
appropriate
classroom behavior
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 257
Science and
Technology/
Engineering
Strand 1
Earth and Space
Science
CONTENT Science and Technology/Engineering
STRAND Earth and Space Science 3–5
Learning Standards for:
Earth in the Solar System
Grade Level: 3–5
Topic Learning Standards as written Essence of the Standard(s)
Earth in the 13 Recognize that the earth is part of a system called the ―solar Identify and describe the following:
Solar System system‖ that includes the sun (a star), planets, and many the solar system and its basic
moons. The earth is the third planet from the sun in our components
solar system. the movement of the earth
the monthly, visible changes in the
14 Recognize that the earth revolves around (orbits) the sun in moon’s appearance
a year’s time and that the earth rotates on its axis once
approximately every 24 hours. Make connections between
the rotation of the earth and day/night, and the apparent
movement of the sun, moon, and stars across the sky.
15 Describe the changes that occur in the observable shape of
the moon over the course of a month.
Possible ENTRY POINTS to Learning Standard(s)
Less Complex More Complex
The student will: The student will: The student will:
Earth in Identify the earth, sun, and Identify the planets Identify characteristics of the
the Solar moon Identify characteristics of the planets
System Describe day, night, and sun, moon, and earth Build models to demonstrate that
year Identify when an object is the earth rotates on its axis and
Recognize the apparent circling/revolving around another revolves around the sun
movement of the sun object Record the phases of the moon
during the course of the Document changes that occur in (monthly pattern)
day the lengths of night and day at Relate night and day to relative
different points in the year positions of earth to the sun
Continue to address earlier Document changes in the moon’s Describe the visual appearance
standards in this topic at a level appearance from day to day of the moon over a one month
that challenges the student period
Continue to address skills and
concepts in this strand that approach
grade-level expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 258
Science and
Technology/
Engineering
Strand 1
Earth and Space
CONTENT Science and Technology/Engineering Science
STRAND Earth and Space Science 6–8
Learning Standards for:
Earth in the Solar System
Origin and Evolution of Earth
Grade Level: 6–8
Topic Learning Standards as written Essence of the Standard(s)
Earth in the 8 Recognize that gravity is a force that pulls all things on and Identify and describe the following:
Solar near the earth toward the center of the earth. Gravity plays the force of gravity
System a major role in the formation of the planets, stars, and solar the effects of the earth’s
system and in determining their motions. gravitational pull
the motion of objects in the solar
9 Describe lunar and solar eclipses, the observed moon system
phases, and tides. Relate them to the relative positions of moon phases
the earth, moon, and sun. eclipses
tides
10 Compare and contrast properties and conditions of objects similarities/differences among
in the solar system (i.e., sun, planets, and moons) to those objects in the solar system
on Earth (i.e., gravitational force, distance from the sun,
speed, movement, temperature, and atmospheric
conditions).
Origin and 12 Recognize that the universe contains many billions of Identify and describe the following:
Evolution of galaxies, and that each galaxy contains many billions of components of the universe
the Earth stars. (galaxies/stars)
differences among galaxies
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 259
Possible ENTRY POINTS to Learning Standard(s)
Less Complex More Complex
ACCESS SKILLS ENTRY POINTS
The student will: The student will: The student will: The student will:
Earth in Access skills for this topic Create shadows by Record changes in Identify gravity as the
the Solar can be found under the blocking light tidal zones force that makes
System Grade Level: PreK–2 Conduct simple Explain and objects fall toward the
Learning Standards experiments involving demonstrate that the earth
gravity (e.g., falling locations of light Describe how a lunar
objects) source and object eclipse blocks
Conduct simple affect the moonlight and a solar
experiments on position/size of a eclipse blocks sunlight
movement of water shadow Record daily times of
along a surface Explain temperature high and low tides
Recognize that the changes that occur Describe how the
sun provides heat and between direct and tides are controlled by
light indirect light the moon
Identify Describe how the
Continue to address characteristics of stars movement of the
earlier standards in this earth causes changes
topic at a level that in the way objects in
challenges the student the sky look (e.g.,
moon phases)
Continue to address skills
and concepts in this
strand that approach
grade-level expectations
Origin Match pictures of the Identify objects in the Identify similarities Identify differences
and moon, planets, and solar system among objects in the among objects in the
Evolution stars Identify stars as large sky sky
of the Identify same and distinct objects very Identify earth, sun,
Earth different far away moon, planets, and Continue to address skills
Activate an stars as parts of our and concepts in this
electronic device to Continue to address galaxy strand that approach
access text, earlier standards in this grade-level expectations
communicate with topic at a level that
others, or participate challenges the student
in an instructional
activity
Grasp, manipulate,
and release objects
Respond to/initiate
contacts with others
Follow simple
directions
Initiate or respond to
request for joint
attention
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 260
Instructional Idea based on Learning Standard 8
At grades 6–8, students observe the speed at which objects of various mass fall from the same
height. Using a chronometer to accurately measure time, they plot the data as ―mass versus time.‖
How all students can participate in this activity
Addressing Learning Standard(s) as written Possible Assessment Strategies and Portfolio
for this grade level Products
Sonia and her lab group select 10 objects of • Data chart showing Sonia’s ability to determine force of
different masses to test. They test the force of gravity on objects
gravity on these objects by dropping them from • Videotape of Sonia’s participation in this experiment
their second-story classroom. For each object, they with her lab partners
record the time it takes to fall to the ground and • Hypothesis formulated by Sonia and her group
plot mass vs. time on a graph to assess their • Lab report written by Sonia using scientific procedure
findings. • Graph of mass vs. time for the objects used in Sonia’s
lab group’s experiment
Addressing Learning Standard(s) at lower Possible Assessment Strategies and Portfolio
levels of complexity (Entry Points) Products
Milos uses a spring balance to weigh each object • Data chart showing Milos’s ability to weigh objects
chosen by his lab group. After participating in the • Milos’s chart recording the actual weight of each object
experiment with his peers, Milos records the data • Videotape of Milos using the spring balance to weigh
on a spreadsheet and generates a graph of the selected objects
results. • Milos’s self-generated graph of the weight of each
object
Addressing Access Skills embedded in Possible Assessment Strategies and Portfolio
academic instruction Products
Lester select the objects as requested for the lab • Field data chart showing Lester’s ability to follow
experiment. He follows directions to drop and test directions within 5 seconds of a request
each object with his lab group. • Line or bar graph summarizing the field data chart
• Videotape of Lester following directions within 5
seconds after a request has been made
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 261
Science and
Technology/
Engineering
Strand 1
CONTENT Science and Technology/Engineering Earth and Space
STRAND Earth and Space Science Science
Learning Standards for: High School
Origin and Evolution of the Universe
Earth in the Solar System
Grade Level: High School
Topic Learning Standards as written Essence of the Standard(s)
Earth in the 4.2 Describe the influence of gravity and inertia on the rotation Describe the following:
Solar System and revolution of orbiting bodies. Explain the sun-Earth-moon influence of gravity and inertia on
relationships, such as, day, year, solar/lunar eclipses and rotation and revolution
tides. relationships among Earth, Sun,
and Moon
Origin and 4.1 Explain the Big Bang Theory and discuss the evidence that Describe the following:
Evolution of supports it, such as, background radiation, and relativistic Big Bang Theory
the Earth Doppler effect ~ ―red shift.‖ formation of the solar system
4.3 Explain how the sun, Earth, and solar system formed from a
nebula of dust and gas in a spiral arm of the Milky Way
Galaxy about 4.6 billion years ago.
Possible ENTRY POINTS to Learning Standard(s)
Less Complex More Complex
The student will: The student will: The student will:
Earth in Describe the effects of gravity Describe one or more observable Describe different effects of
the Solar Recognize that the earth’s effects of the sun and/or moon the sun and moon on the
System rotation results in the on the earth earth, and identify the causes
appearance of movement of Describe rotation and revolution of each
moon, sun, and other stars and the effect produced by each Describe gravity and its effect
on orbiting bodies
Continue to address earlier
standards in this topic at a level Continue to address earlier
that challenges the student standards in this topic at a level
that challenges the student
Origin and Describe one aspect of how Describe one or more aspects of Describe the formation of the
Evolution the Earth was formed how the Earth was formed earth
of the Identify and describe one or Describe the formation of the Describe the formation of the
Earth more parts of the solar solar system solar system
system Describe the Milky Way Galaxy Describe galaxies with special
Identify basic facts about attention to the Milky Way
galaxies Galaxy
Continue to address earlier Continue to address skills and
standards in this topic at a level concepts in this strand that
that challenges the student approach grade-level expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 262
Science and Technology/Engineering
STRAND 2: LIFE SCIENCE (Biology)
Topics Topics Topics Topics
Grades PreK – 2 Grades 3 – 5 Grades 6 – 8 High School
Characteristics of Characteristics of Characteristics of --
Living Things Living Things Living Things
Pages 264 - 265 Pages 266 - 268 Page 269
-- -- Structure and Cell Biology and
Function of Cells Biochemistry
Pages 271 - 272 Pages 273 – 275, 277
-- Systems in Living Systems in Living Anatomy and
Things Things Physiology
Page 270 Pages 271 - 272 Pages 274, 276
Heredity Heredity Heredity Genetics
Page 278 Pages 279 - 280 Page 281 Pages 282 - 284
Evolution and Evolution and Evolution and Evolution
Biodiversity Biodiversity Biodiversity
Pages 293 - 294
Page 285 Pages 287 - 288 Pages 289 - 291
Living Things and Living Things and Living Things and Ecology
Their Environment Their Environment Their Environment
Pages 285 - 286 Pages 287 - 288 Pages 289 – 290, 292 Pages 293 - 294
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 263
Science and
Technology/
Engineering
Strand 2
CONTENT Science and Technology/Engineering Life Science
STRAND Life Science (Biology) (Biology)
Learning Standards for: PreK–2
Characteristics of Living Things
Grade Level: PreK–2
Topic Learning Standards as written Essence of the Standard(s)
Characteristics 1 Recognize that animals (including humans) and plants are Recognize that living things grow and
of Living living things that grow, reproduce, and need food, air, and reproduce
Things water. Recognize the needs of living things
2 Differentiate between living and nonliving things. Group Identify living and nonliving things
both living and nonliving things according to the Recognize different life cycles
characteristics that they share.
3 Recognize that plants and animals have life cycles, and that
life cycles vary for different living things.
Possible ENTRY POINTS to Learning Standard(s) (and ACCESS SKILLS embedded
in standards-based activities)
Less Complex More Complex
ACCESS SKILLS ENTRY POINTS
The student will: The student will: The student will: The student will:
Characteristics Match pictures of Identify self and Identify one or more Sequence the
of Living the same plant or others as living characteristics of growth cycle of
Things animal things that need living and nonliving living things
Grasp, manipulate, food and water things Identify and describe
and release pictures Identify/classify Identify the needs of the needs of plants
of living and living vs. nonliving one or more living vs. animals
nonliving objects things things Identify and describe
Initiate or respond Recognize that living Sequence birth, characteristics of
to a request for joint things grow and growth, and death living things
attention have needs, while as part of the life Describe the life
Activate an non-living things do cycle of a plant or cycle of a plant or
electronic device to not animal animal
access text, Match the Give examples of Describe the
communicate with immature/youth how living things changes within a life
others, or participate form and the change as they cycle of a plant or
in an instructional mature/adult form of mature animal
activity the same plant or
Follow simple animal Continue to address skills
directions Explain the and concepts in this
Apply rules for difference between strand that approach
appropriate young/old forms of grade-level expectations
classroom behavior the same
plant/animal
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 264
Instructional Idea based on Learning Standard 2
At grades PreK–2, students compare and contrast groups of animals (e.g., insects, birds, fish, and
mammals) and describe how animals in each of these groups are similar.
How all students can participate in this activity
Addressing Learning Standard(s) as Possible Assessment Strategies and Portfolio
written for this grade level Products
After studying animals, Jason groups several • Data chart showing Jason’s ability to identify animal
familiar animals in categories. Then, Jason classifications
describes the features shared by animals in each • Jason’s written list of each animal and its classification
classification. • Jason’s graphic organizer showing common
characteristics of animals in each classification
• Jason’s daily journal updating what he knows, what he
wants to know, and what he’s learned about the
categorization of animals
Addressing Learning Standard(s) at lower Possible Assessment Strategies and Portfolio
levels of complexity (Entry Points) Products
Jordan matches pictures and 3-D representations • Data chart showing Jordan’s ability to classify pictures of
of animals and sorts them by group (e.g., insects, animals by group
birds) with the written name of each. • Photograph of Jordan’s selection of 3-D animals,
pictures, and written labels
• Visual created by Jordan to classify groups of animals
• Video of Jordan sorting each picture/object with a peer
Addressing Access Skills embedded in Possible Assessment Strategies and Portfolio
academic instruction Products
Jeff establishes and maintains joint attention to • Data chart showing Jeff’s attention to the pictures
pictures of mammals, insects, and fish for at least • Videotape of Jeff attending to the presented picture for
five seconds. at least five seconds
• List of pictures presented to Jeff with teacher scribed
responses
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 265
Science and
Technology/
Engineering
Strand 2
Life Science
CONTENT Science and Technology/Engineering (Biology)
STRAND Life Science (Biology) 3–5
Learning Standards for:
Characteristics of Living Things
Grade Level: 3–5
Topic Learning Standards as written Essence of the Standard(s)
Characteristics 1 Classify plants and animals according to the physical Classify plants and animals
of Living characteristics that they share. Recognize the 4 major stages of an
Things organism’s life cycle:
birth
3 Recognize that plants and animals go through predictable development/growth
life cycles that include birth, growth, development, reproduction
reproduction, and death. death
Explain frog/butterfly life cycles
4 Describe the major stages that characterize the life cycle of
the frog and butterfly as they go through metamorphosis.
Possible ENTRY POINTS to Learning Standard(s)
Less Complex More Complex
The student will: The student will: The student will:
Characteristics Identify plants Identify and sort organisms as Describe similarities and
of Living Identify animals plant or animal differences among different
Things Identify and explain the Describe characteristics of plants and animals
concepts of birth, growth, and plants and animals that make Describe and explain how
death of a frog and butterfly them living things structures/parts of organisms
Match different structures and depend on survival within
Continue to address earlier parts of organisms with their plant/animal life cycles
standards in this topic at a level functions Notice the similarities and
that challenges the student Describe the changes in differences in the life cycles of
structures and parts of different plants/animals
organisms within the course Compare/contrast how some
of a life cycle animals change more
Observe changes undergone drastically than others during
by humans their life cycles
Identify and describe changes
undergone by plants and
animals, including humans,
during their life cycles
Continue to address skills and
concepts in this strand that
approach grade-level expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 266
Instructional Idea based on Learning Standard 1
At grades 3–5, students participate in a field trip to a wooded area on school grounds. They make
observations about the living and nonliving things they see, identifying, classifying, listing, and
constructing a food web. Students develop field guides of the living things they see, with descriptions
and a drawing of each.
How all students can participate in this activity
Addressing Learning Standard(s) as Possible Assessment Strategies and Portfolio
written for this grade level Products
On the field trip, Alex describes what he has • Data chart indicating Alex’s ability to identify organisms
observes in the wooded area. Alex looks for living in a food web
and nonliving things, and creates a field guide to • Alex’s field guide with images and descriptions gathered
the animals and plants he find. Alex writes a through observation and research
description and makes a drawing of each. He • Alex’s chart listing his observations and the animals and
identifies each as part of a food web. plants he identified on the field trip
Addressing Learning Standard(s) at lower Possible Assessment Strategies and Portfolio
levels of complexity (Entry Points) Products
During the field trip, Tamara takes photos of • Data chart indicating Tamara’s ability to photograph and
animals and plants and later creates a field guide identify living things
by labeling the photographs. • Tamara’s labeled photographs of living things
• Tamara’s field guide
Addressing Access Skills embedded in Possible Assessment Strategies and Portfolio
academic instruction Products
Alexis participates in the field trip with her peers, • Field data chart indicating Alexis’ ability to use her
practicing her mobility skills using her walker. walker over a specified distance
• Line or bar graph summarizing the field data chart
• Videotape of Alexis using her walker to walk with peers
on the field trip
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 267
Instructional Idea based on Learning Standard 3
At grades 3–5, students grow plants from seeds. They document the life cycle of the plant and
identify the structures/functions in plants as they emerge. Throughout plants’ development, students
record changes in height, graph the data over time, and write a brief report.
How all students can participate in this activity
Addressing Learning Standard(s) as Possible Assessment Strategies and Portfolio
written for this grade level Products
Suki grows plants from seeds and documents the • Data chart showing Suki’s knowledge of the life cycle of
plant’s life cycle, structural development/function, a plant
and growth. • Suki’s drawing of the stages in her plants life cycle
• Report written by Suki explaining the life cycle of the
plant cell
Addressing Learning Standard(s) at lower Possible Assessment Strategies and Portfolio
levels of complexity (Entry Points) Products
Carmen grows a flower from a seed. When the • Data chart showing Carmen’s knowledge of basic
flower is mature, Carmen labels the basic structural structural components of different flowers
components (flower, stem, leaf, petal). She • Drawing by Carmen in which she labels the basic
describes similarities and differences with pictures structural components of her flower
of the same plant. • Drawings created by Carmen of her flower at different
phases of its life cycle
• Carmen’s list of similarities and differences between her
flower and pictures of the same flower
Addressing Access Skills embedded in Possible Assessment Strategies and Portfolio
academic instruction Products
Maeve waters her classmates’ plants during this • Field data chart recording Maeve’s ability to complete
unit as a component of her morning routine. her morning routine independently
• Line or bar graph summarizing the field data chart
• Videotape of Maeve taking care of classroom plants
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 268
Science and
Technology/
Engineering
CONTENT Science and Technology/Engineering Strand 2
Life Science
STRAND Life Science (Biology) (Biology)
Learning Standards for:
6–8
Characteristics of Living Things
Grade Level: 6–8
Topic Learning Standards as written Essence of the Standard(s)
Characteris- 1 Classify organisms into the currently recognized kingdoms Classify organisms by kingdom
tics of Living according to characteristics that they share. Be familiar
Things with organisms from each kingdom.
Possible ENTRY POINTS to Learning Standard(s)
Less Complex More Complex
The student will: The student will: The student will:
Characteris- Classify animals and plants Recognize similarities and Identify and classify organisms
tics of Living into the correct kingdoms differences among plants, that are plant, animal, fungi,
Things animals, and other organisms or micro-organisms
Continue to address earlier Identify that there are living
standards in this topic at a level organisms that are not plant Continue to address skills and
that challenges the student or animal concepts in this strand that
approach grade-level expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 269
Science and
Technology/
Engineering
Strand 2
CONTENT Science and Technology/Engineering Biology
STRAND Life Science (Biology)
3–5
Learning Standards for:
Systems in Living Things
Grade Level: 3–5
Topic Learning Standards as written Essence of the Standard(s)
Systems in 2 Identify the structures in plants (leaves, roots, flowers, Identify plant structures and
Living Things stem, bark, wood) that are responsible for food production, corresponding functions
support, water transport, reproduction, growth, and
protection.
Possible ENTRY POINTS to Learning Standard(s) (and ACCESS SKILLS embedded
in standards-based activities)
Less Complex More Complex
ACCESS SKILLS ENTRY POINTS
The student will: The student will: The student will: The student will:
Systems in Using pictures plant Describe Conduct simple Describe how plants
Living parts (leaves, roots, characteristics of experiments to show make their food with
Things flowers, stem, bark, plants and animals that plants need the help of sunlight
wood), match picture that make them food, water, and light and water
to picture living things to survive
Activate an electronic Identify basic Identify and describe Continue to address skills
device to access text, structures in plants simple functions and concepts in this
communicate with Identify simple plant structures strand that approach
others, or participate functions of plant (e.g., stem – grade-level expectations
in an instructional structures (e.g., stem transport, flower –
activity – transport, flower – reproduction)
Apply rules for reproduce)
appropriate
classroom behavior
Respond to text
being read aloud
(i.e., remain alert,
request more)
Take turns
appropriately during
classroom discussion
Grasp, manipulate,
and release objects
Respond to/initiate
contacts with others
Follow simple
directions
Initiate or respond to
request for joint
attention
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 270
Science and
Technology/
Engineering
CONTENT Science and Technology/Engineering Strand 2
Biology
STRAND Life Science (Biology)
6–8
Learning Standards for:
Structure and Function of Cells
Systems in Living Things
Grade Level: 6–8
Topic Learning Standards as written Essence of the Standard(s)
Structure 2 Recognize that all organisms are composed of cells, and Recognize that cells are the basic
and Function that many organisms are single-celled (unicellular), e.g., structure of life
of Cells bacteria, yeast. In these single-celled organisms, one cell Compare/contrast plant and animal
must carry out all of the basic functions of life. cells
Become familiar with cell structure
3 Compare and contrast plant and animal cells, including and basic cellular functions
major organelles (cell membrane, cell wall, nucleus,
cytoplasm, chloroplasts, mitochondria, vacuoles).
4 Recognize that within 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 in all living organisms.
Systems in 5 Describe the hierarchical organization of multicellular Identify and describe systems in
Living organisms from cells to tissues to organs to systems to multicellular organisms
Things organisms.
6 Identify the general functions of the major systems of the Identify the functions and
human body (digestion, respiration, reproduction, interactions of the major organ
circulation, excretion, protection from disease, and systems of the human body
movement, control, and coordination) and describe ways
that these systems interact with each other.
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
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Possible ENTRY POINTS to Learning Standard(s) (and ACCESS SKILLS embedded
in standards-based activities)
Less Complex More Complex
ACCESS SKILLS ENTRY POINTS
The student will: The student will: The student will: The student will:
Structure and Match pictures of Identify that plants Identify basic Identify similarities
Function of cells and animals are features of plant and and differences
Cells Activate an made up of cells animal cells between plant and
electronic device to Explain that cells Recognize and animal cells
access text, carry out the same describe the Recognize the basic
communicate with basic functions in all differences between functions of living
others, or participate living organisms plant and animal organisms
in an instructional cells
activity Recognize that cells Continue to address skills
Grasp, manipulate, are living organisms and concepts in this
and release objects strand that approach
Respond to/initiate grade-level expectations
contacts with others
Follow simple
directions
Initiate or respond
to request for joint
attention
Systems in Access skills for this topic Explain that some Recognize that living Recognize that
Living Things can be found under the organisms consist of organisms, including groups of cells
Grade Level: 3–5 one cell and some humans, have many (tissues) come
Learning Standards are made up of cells together as organs
many cells Recognize that cells to do more complex
Identify plants and carry out important jobs
animals as jobs by themselves, Explain how organs
organisms with as well as with each work as parts of
many cells other as tissues larger systems (e.g.,
Identify major Identify human body respiratory)
systems in the parts and their Recognize that
human body corresponding humans are multi-
systems system organisms
Continue to address (e.g., digestive
earlier standards in this system, nervous
topic at a level that system, cardio-
challenges the student vascular system)
Continue to address skills
and concepts in this
strand that approach
grade-level expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 272
Science and
Technology/
Engineering
Strand 2
Biology
CONTENT Science and Technology/Engineering
STRAND Life Science (Biology) High School
Learning Standards for:
Cell Biology and Biochemistry
Anatomy and Physiology
Grade Level: High School
Topic Learning Standards as written Essence of the Standard(s)
Cell Biology 1.1 Recognize that biological organisms are composed primarily Identify and describe the common
and Bio- of very few elements. The six most common are C, H, N, O, elements that form living organisms
chemistry P, S. Describe molecular structure and
function for major categories of
1.2 Describe the basic molecular structures and primary organic molecules
functions of the four major categories of organic molecules Describe the role of enzymes in
(carbohydrates, lipids, proteins, and nucleic acids). biochemical reactions
Identify cell parts and describe their
1.3 Explain the role of enzymes as catalysts that lower the functions
activation energy of biochemical reactions. Identify factors, Compare and contrast prokaryotes
such as pH and temperature, which have an effect on and eukaryotes
enzymes. Identify and describe six kingdoms
Identify and describe the purposes
2.1 Relate cell parts/organelles (plasma membrane, nuclear photosynthesis and cell respiration
envelope, nucleus, nucleolus, cytoplasm, mitochondrion, Describe the role of ATP in
endoplasmic reticulum, Golgi apparatus, lysosome, metabolism
ribosome, vacuole, cell wall, chloroplast, cytoskeleton, Describe the cell cycle and the
centriole, cilium, flagellum, pseudopod) to their functions. process of mitosis
Explain the role of cell membranes as a highly selective Describe the processes of meiosis
barrier (diffusion, osmosis, facilitated diffusion, and active and fertilization
transport). Compare and contrast a virus and a
cell
2.2 Compare and contrast, at the cellular level, prokaryotes and
eukaryotes (general structures and degrees of complexity).
2.3 Use cellular evidence (such as cell structure, cell number,
and cell reproduction) and modes of nutrition to describe six
kingdoms (Archaebacteria, Eubacteria, Protista, Fungi,
Plantae, Animalia).
2.4 Identify the reactants, products, and basic purposes of
photosynthesis and cellular respiration. Explain the
interrelated nature of photosynthesis and cellular respiration
in the cells of photosynthetic organisms.
2.5 Explain the important role that ATP serves in metabolism.
2.6 Describe the cell cycle and the process of mitosis. Explain
the role of mitosis in the formation of new cells, and its
importance in maintaining chromosome number during
asexual reproduction.
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 273
Cell Biology 2.7 Describe how the process of meiosis results in the formation
and Bio- of haploid cells. Explain the importance of this process in
chemistry sexual reproduction, and how gametes form diploid zygotes
(cont.) in the process of fertilization.
2.8 Compare and contrast a virus and a cell in terms of genetic
material and reproduction.
Anatomy 4.1 Explain generally how the digestive system (mouth, Identify and describe the purpose,
and pharynx, esophagus, stomach, small and large intestines, function, processes, and major
Physiology rectum) converts macromolecules from food into smaller components of each of the following
molecules that can be used by cells for energy and for systems:
repair and growth. digestive
respiratory
4.2 Explain how the circulatory system (heart, arteries, veins, circulatory
capillaries, red blood cells) transports nutrients and oxygen nervous
to cells and removes cell wastes. Describe how the kidneys muscular/skeletal
and the liver are closely associated with the circulatory sexual reproductive
system as they perform the excretory function of removing Recognize that cells communicate in
waste from the blood. Recognize that kidneys remove order to coordinate body functions
nitrogenous wastes, and the liver removes many toxic Recognize that the body’s systems
compounds from blood. interact to maintain homeostasis
4.3 Explain how the respiratory system (nose, pharynx, larynx,
trachea, lungs, alveoli) provides exchange of oxygen and
carbon dioxide.
4.4 Explain how the nervous system (brain, spinal cord, sensory
neurons, motor neurons) mediates communication between
different parts of the body and the body’s interactions with
the environment. Identify the basic unit of the nervous
system, the neuron, and explain generally how it works.
4.5 Explain how the muscular/skeletal system (skeletal, smooth
and cardiac muscle, bones, cartilage, ligaments, tendons)
works with other systems to support and allow for
movement. Recognize that bones produce blood cells.
4.6 Recognize that the sexual reproductive system allows
organisms to produce offspring that receive half of their
genetic information from their mother and half from their
father and that sexually produced offspring resemble, but
are not identical to, either of their parents.
4.7 Recognize that communication between cells is required for
coordination of body functions. The nerves communicate
with electrochemical signals, hormones circulate through the
blood, and some cells produce signals to communicate only
with nearby cells.
4.8 Recognize that the body’s systems interact to maintain
homeostasis. Describe the basic function of a physiological
feedback loop.
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 274
Possible ENTRY POINTS to Learning Standard(s)
Less Complex More Complex
The student will: The student will: The student will:
Cell Biology Identify carbon as an element Recognize that carbon is the Distinguish among the four
and Recognize that the human primary component of organic categories of organic
Biochemistry body consists of a significant molecules molecules (carbohydrates,
amount of carbon Identify the common elements lipids, proteins, and nucleic
Identify and explain how that join with carbon to make acids)
foods can be classified as organic molecules Explain why each organic
starches (carbohydrates), fats Identify the four categories of molecule category is
(lipids), and proteins organic molecules important for human
Recognize that cells are made Explain how food is converted organisms
up of smaller units called to energy during digestion Define enzymes and their
―organelles‖ Identify the organelles as function in breaking down
Explain the basic function of basic structures of cells organic molecules during the
photosynthesis (to make food) Identify the differences digestive process
Recognize that cells become between bacteria and viruses Recognize and explain that
old and need to be replaced Recognize that some bacteria and viruses
Recognize that cells reproduce organisms have special sex (prokaryotic cells) are
cells that are different from different from plant and
Continue to address earlier other cells in the body and animal cells (eukaryotic cells)
standards in this topic at a level that are responsible for Identify and describe the
that challenges the student reproduction of those basic functions of the cell
organisms membrane: (1) protects the
Explain the importance of cell and (2) controls transport
photosynthesis (allows plants of materials into and out of
to produce food) cell
Recognize that cells use Recognize that plants need
energy water, sunlight, and green
Explain how old cells are leaves (chlorophyll) for
replaced by new cells through photosynthesis to occur
mitosis Recognize that sex cells divide
to produce new sex cells
Recognize that reproduction
of some organisms happens
when a sex cell from a male
organism joins the sex cell
from a female organism
Describe the characteristics of
one or more of the six
kingdoms
Continue to address skills and
concepts in this strand that
approach grade-level expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 275
Possible ENTRY POINTS to Learning Standard(s)
Less Complex More Complex
The student will: The student will: The student will:
Anatomy and Identify the purpose of one or Describe the purpose and Identify and describe the
Physiology more of the following function of one or more of the purpose, function, and steps
systems: following systems: in the process of each of the
digestive digestive following systems:
circulatory circulatory digestive
respiratory respiratory circulatory
nervous nervous respiratory
muscular/skeletal muscular/skeletal nervous
sexual reproductive sexual reproductive muscular/skeletal
Differentiate among the sexual reproductive
Continue to address earlier organs associated with each For each system listed above
standards in this topic at a system identify each major organ and
level that challenges the Identify how the body its function and purpose for
student coordinates its own functions each system listed above
Explain how cells
communicate in order to
coordinate the body’s
functions
Explain how the body’s
systems interact in order to
maintain homeostasis
Continue to address skills and
concepts in this strand that
approach grade-level expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 276
Instructional Idea based on Learning Standard 1.2
In high school, students study the digestive system as it relates to the acquisition of organic
molecules (carbohydrates, lipids, proteins, and nucleic acids) through food intake. They choose their
favorite meal, trace its path throughout the digestive system, and identify how the food is broken
down into organic molecules. They describe the essential function of each molecule at the cellular
level.
How all students can participate in this activity
Addressing Learning Standard(s) as Possible Assessment Strategies and Portfolio
written for this grade level Products
Stacy documents the passage of her favorite meal • Data chart showing Stacy’s knowledge of organic
through the digestive system and creates an molecules
annotated PowerPoint presentation to describe the • Stacy’s report summarizing the function of each organic
breakdown of organic molecules and how the body molecule
uses each. • Stacy’s PowerPoint presentation on the breakdown of
organic molecules during digestion
Addressing Learning Standard(s) at lower Possible Assessment Strategies and Portfolio
levels of complexity (Entry Points) Products
Inga selects food items and categorizes each as • Data chart showing Inga’s ability to categorize foods as
carbohydrate, fat, and protein. For her final carbohydrates, fats, or proteins
project, she identifies the foods she’s eaten during • Inga’s collage categorizing each food item
a given day and classifies each food. • Videotape of Inga creating her collage and classifying
food items
• List of foods eaten at home and categorized in the
appropriate categories, as dictated to and scribed by her
mother
Addressing Access Skills embedded in Possible Assessment Strategies and Portfolio
academic instruction Products
Jed helps Stacy present her PowerPoint • Field data chart showing Jed’s response to a request to
presentation by using his switch to advance each hit the switch
slide at Stacy’s request. • Line or bar graph summarizing the field data chart
• Videotape of Jed using his switch during Stacy’s
presentation
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 277
Science and
Technology/
Engineering
Strand 2
Life Science
CONTENT Science and Technology/Engineering (Biology)
STRAND Life Science (Biology)
PreK–2
Learning Standards for:
Heredity
Grade Level: PreK–2
Topic Learning Standards as written Essence of the Standard(s)
Heredity 4 Describe ways in which many plants and animals closely Describe parent/offspring similarities
resemble their parents in observed appearance. and variations in appearance (plants
and animals)
Possible ENTRY POINTS to Learning Standard(s) (and ACCESS SKILLS embedded
in standards-based activities)
Less Complex More Complex
ACCESS SKILLS ENTRY POINTS
The student will: The student will: The student will: The student will:
Heredity Demonstrate ability to Identify and match Identify similarities Identify and describe
match ―same‖ and the parents and between parent and similarities and
―different‖ using offspring of different, offspring in plants differences between
materials related to common species and animals young/old forms of
content the same plant or
Grasp, manipulate, animal
and release materials Identify and describe
related to content similarities and
Initiate or respond to differences among
a request for joint offspring of the same
attention parents (plant or
Take turns animal)
appropriately during
classroom discussion Continue to address skills
Respond to text being and concepts in this
read aloud (i.e., subject that approach
remain alert, request grade-level expectations
more)
Organize instructional
materials
Follow simple
directions
Respond to/initiate
contacts with others
Turn attention toward
another person
Apply rule for
appropriate classroom
behavior
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 278
Science and
Technology/
Engineering
Strand 2
Life Science
CONTENT Science and Technology/Engineering (Biology)
STRAND Life Science (Biology)
3–5
Learning Standards for:
Heredity
Grade Level: 3–5
Topic Learning Standards as written Essence of the Standard(s)
Heredity 5 Differentiate between observed characteristics of plants and Distinguish between characteristics that
animals that are fully inherited (e.g., color of flower, shape are inherited and those that are not
of leaves, color of eyes, number of appendages) and inherited
characteristics that are affected by the climate or
environment (e.g., browning of leaves due to too much sun,
language spoken).
Possible ENTRY POINTS to Learning Standard(s)
Less Complex More Complex
The student will: The student will: The student will:
Heredity Match offspring of different Identify variations in offspring Identify characteristics that
species with their parent(s) within the same species are inherited (passed down
Notice that there are some from parents)
Continue to address earlier features that are similar and Identify acquired
standards in this topic at a level some that are different in the characteristics
that challenges the student offspring of the same parents Identify ways in which
offspring are a composite of
the features of each parent
(plant/animal)
Continue to address skills and
concepts in this subject that
approach grade-level expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 279
Instructional Idea based on Learning Standard 3
At grades 3–5, students grow plants from seeds. They document the life cycle of the plant and
identify the structures/functions in plants as they emerge. Throughout plants’ development, students
record changes in height, graph the data over time, and write a brief report.
How all students can participate in this activity
Addressing Learning Standard(s) as Possible Assessment Strategies and Portfolio
written for this grade level Products
Suki grows plants from seeds and documents the • Data chart showing Suki’s knowledge of the life cycle of
plant’s life cycle, structural development/function, a plant
and growth. • Suki’s drawing of the stages in her plants life cycle
• Report written by Suki explaining the life cycle of the
plant cell
Addressing Learning Standard(s) at lower Possible Assessment Strategies and Portfolio
levels of complexity (Entry Points) Products
Carmen grows a flower from a seed. When the • Data chart showing Carmen’s knowledge of basic
flower is mature, Carmen labels the basic structural structural components of different flowers
components (flower, stem, leaf, petal). She • Drawing by Carmen in which she labels the basic
describes similarities and differences with pictures structural components of her flower
of the same plant. • Drawings created by Carmen of her flower at different
phases of its life cycle
• Carmen’s list of similarities and differences between her
flower and pictures of the same flower
Addressing Access Skills embedded in Possible Assessment Strategies and Portfolio
academic instruction Products
Maeve waters her classmates’ plants during this • Field data chart recording Maeve’s ability to complete
unit as a component of her morning routine. her morning routine independently
• Line or bar graph summarizing the field data chart
• Videotape of Maeve taking care of classroom plants
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 280
Science and
Technology/
Engineering
Strand 2
Life Science
(Biology)
CONTENT Science and Technology/Engineering
STRAND Life Science (Biology) 6–8
Learning Standards for:
Heredity
Grade Level: 6–8
Topic Learning Standards as written Essence of the Standard(s)
Heredity 7 Recognize that every organism requires a set of instructions Describe the following as related to
that specifies its traits. These instructions are stored in the heredity:
organism’s chromosomes. Heredity is the passage of these relationship between traits and
instructions from one generation to another. genes
heredity as the passage of traits
8 Recognize that hereditary information is contained in genes from parent to offspring
located in the chromosomes of each cell. A human cell sexual vs. asexual reproduction
contains about 30,000 different genes on 23 different
chromosomes.
9 Compare sexual reproduction (offspring inherit half of their
genes from each parent) with asexual reproduction (offspring
is an identical copy of the parent’s cell).
Possible ENTRY POINTS to Learning Standard(s)
Less Complex More Complex
The student will: The student will: The student will:
Heredity Identify that organisms differ Sort characteristics that are Illustrate that the cell contains
from one species to another inherited (determined by genes that are responsible for
(cats/dogs) genetics) and those that are characteristics that are passed
Identify that organisms within not down from parent to offspring
the same species (e.g., Recognize that living Identify that inherited
humans) differ organisms reproduce, and that characteristics are called
Identify common an offspring will have ―traits‖
characteristics of different similarities to both parents Identify that sexual
plants/animals Sort organisms that reproduce reproduction leads to offspring
sexually and those that with traits similar to each
Continue to address earlier reproduce asexually parent
standards in this topic at a level Identify that asexual
that challenges the student reproduction results in
offspring identical to the
parent
Continue to address skills and
concepts in this strand that
approach grade-level expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 281
Science and
Technology/
Engineering
Strand 2
Biology
CONTENT Science and Technology/Engineering
STRAND Life Science (Biology) High School
Learning Standards for:
Genetics
Grade Level: High School
Topic Learning Standards as written Essence of the Standard(s)
Genetics 3.1 Describe the basic structure (double helix sugar/phosphate Identify and describe the following:
backbone, linked by complementary nucleotide pairs) of structure and function of DNA
DNA, and describe its function in genetic inheritance. DNA replication
mutations of DNA and implications
3.2 Describe the basic process of DNA replication and how it observed inheritance patterns
relates to the transmission and conservation of the genetic Mendel’s laws of segregation and
code. Explain the basic processes of transcription and independent assortment and how
translation, and how they result in the expression of genes. these are evident in inheritance
Distinguish among the end products of replication, patterns
transcription, and translation. use of Punnett squares to
determine probability of inherited
3.3 Explain how mutations in the DNA sequence of a gene may traits
or may not result in phenotypic change in an organism.
Explain how mutations in gametes may result in phenotypic
changes in offspring.
3.4 Distinguish among observed inheritance patterns caused by
several types of genetic traits (dominant, recessive,
incomplete dominance, codominant, sex-linked, polygenic,
and multiple alleles).
3.5 Describe how Mendel’s laws of segregation and independent
assortment can be observed through patterns of inheritance
(such as dihybrid crosses).
3.6 Use a Punnett Square to determine the probabilities for
genotype and phenotype combinations in monohybrid
crosses.
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 282
Possible ENTRY POINTS to Learning Standard(s)
Less Complex More Complex
The student will: The student will: The student will:
Genetics Identify differences in Identify that every living Explain/describe how DNA is
appearance within a species organism has a different structured in a cell
genetic code that makes it Describe how the cell’s
Continue to address earlier unique genetic code is mapped in its
standards in this topic at a level Explain that genes are passed DNA
that challenges the student from parent to offspring Identify how DNA can change
or mutate
Give examples to demonstrate
that some genes are stronger
(dominant) and some are
weaker (recessive), making
certain traits more or less
likely to appear in offspring
Perform a simple Punnett
square genetic cross
Continue to address skills and
concepts in this strand that
approach grade-level expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 283
Instructional Idea based on Learning Standard 3.6
In high school, students learn terms such as ―genotype‖ and ―phenotype‖ (genetic code and
expression) for different traits. Students review related terminology and apply their knowledge by
performing Punnett Square genetic crosses. Each student researches a particular human trait and
performs related investigations (e.g., Punnett Square crosses, implications, life application, etc.), and
prepares a report or presentation on his or her findings.
How all students can participate in this activity
Addressing Learning Standard(s) as Possible Assessment Strategies and Portfolio
written for this grade level Products
Casey studies the genetics of blood type. She • Data chart showing Casey’s knowledge of blood types
researches the six possible blood types and the and heredity
specific blood type of each of her parents. She • Work sample showing Casey’s research on blood types
performs a Punnett Square cross and determines and/or combinations of blood types
the likelihood of her and her siblings’ blood types. • Worksheet of Casey’s Punnett Square cross with written
explanation of findings
Addressing Learning Standard(s) at lower Possible Assessment Strategies and Portfolio
levels of complexity (Entry Points) Products
Eric surveys his classmates on their eye color and • Data chart showing Eric’s ability to obtain data on eye
the eye color of their parents. He interviews peers color from his surveys
and learns that this trait is passed down from • Guided question-and-answer sheet used by Eric to
parents, but may or may not be expressed. interview classmates and record data
• Chart created by Eric showing the frequency of his
peers’ eye colors, and the colors of their parent’s eyes
Addressing Access Skills embedded in Possible Assessment Strategies and Portfolio
academic instruction Products
Oksana works with Eric as he conducts interviews. • Data chart showing Oksana’s ability to match colors in a
She takes turns asking questions using her voice variety of settings
output device. Oksana works on color matching • Worksheet showing Oksana’s ability to match colors
using Eric’s graphic data on eye color. using Eric’s charts
• A videotape of Oksana matching colors
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 284
Science and
Technology/
Engineering
CONTENT Science and Technology/Engineering Strand 2
Life Science
STRAND Life Science (Biology) (Biology)
Learning Standards for: PreK–2
Evolution and Biodiversity
Living Things and Their Environment
Grade Level: PreK–2
Topic Learning Standards as written Essence of the Standard(s)
Evolution 5 Recognize that fossils provide us with information about Identify the living organism a fossil is
and living things that inhabited the earth years ago. likely related to
Biodiversity
Living 6 Recognize that people and other animals interact with the Name the five senses
Things and environment through their senses of sight, hearing, touch, Recognize that people and animals
Their smell, and taste. interact with the environment using
Environment their senses
7 Recognize changes in appearance that animals and plants Recognize that organisms change as
go through as the seasons change. seasons change (e.g., trees lose
leaves in the fall)
8 Identify the ways in which an organism’s habitat provides Identify ways an organism’s habitat
for its basic needs (plants require air, water, nutrients, and provides for its basic needs
light; animals require food, water, air, and shelter).
Possible ENTRY POINTS to Learning Standard(s) (and ACCESS SKILLS embedded
in standards-based activities)
Less Complex More Complex
ACCESS SKILLS ENTRY POINTS
The student will: The student will: The student will: The student will:
Evolution and Sort pictures of living Identify objects as Identify the living Identify the living
Biodiversity animals or fossils fossils organism to which a organism that most
into categories given fossil is most closely resembles a
Activate an likely related fossil
electronic device to Describe how a fossil
access text, may have been
communicate with formed
others, or participate
in an instructional Continue to address skills
activity and concepts in this
Turn attention strand that approach
toward another grade-level expectations
person
Follow simple
directions
Initiate or respond
to request for joint
attention
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Possible ENTRY POINTS to Learning Standard(s) (and ACCESS SKILLS embedded
in standards-based activities)
Less Complex More Complex
ACCESS SKILLS ENTRY POINTS
The student will: The student will: The student will: The student will:
Living Things Use senses to Identify one or more Describe seasonal Identify five senses
and Their explore the of the senses by changes in by name and the
Environment environment (e.g., name and the plants/animals organ(s) associated
look at a tree, smell part(s) of the body Match animals and with each
a flower, touch the associated with that plants to their Give examples of
rock) sense habitats seasonal changes in
Grasp, manipulate, Illustrate seasonal Identify ways plants/animals
and release changes in plants humans and other across all four
photographs of (e.g., change in leaf living organisms seasons
plants color, loss of meet their basic Describe various
Respond to text leaves/flowers) needs (e.g., humans plant and animal
being read aloud State basic needs of build homes, birds habitats
(i.e., remain alert, living things (e.g., build nests, rabbits
request more) food, shelter, light, burrow, etc.) Continue to address skills
Orient to heat) and concepts in this
books/orient book strand that approach
right side up grade-level expectations
Activate an
electronic device to
access text,
communicate with
others, or participate
in an instructional
activity
Turn attention
toward another
person
Take turns
appropriately during
classroom discussion
Respond to/initiate
contacts with others
Apply rules for
appropriate
classroom behavior
Use appropriate
social greetings
Follow simple
directions
Identify self and/or
others
Initiate or respond
to request for joint
attention
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SCIENCE AND TECHNOLOGY/ENGINEERING 286
Science and
Technology/
Engineering
Strand 2
CONTENT Science and Technology/Engineering Life Science
(Biology)
STRAND Life Science (Biology)
Learning Standards for: 3–5
Evolution and Biodiversity
Living Things and Their Environment
Grade Level: 3–5
Topic Learning Standards as written Essence of the Standard(s)
Evolution 6 Give examples of how inherited characteristics may change Explain how the environment may
and over time as adaptations to changes in the environment that affect inherited characteristics
Biodiversity enable organisms to survive, e.g., shape of beak or feet, Explain the relationship between
placement of eyes on head, length of neck, shape of teeth, adaptation and survival within an
color. environment
7 Give examples of how changes in the environment (drought,
cold) have caused some plants and animals to die or move
to new locations (migration).
Living Things 8 Describe how organisms meet some of their needs in an Explain how organisms meet their
and Their environment by using behaviors (patterns of activities) in needs through both instinctive and
Environment response to information (stimuli) received from the learned behaviors
environment. Recognize that some animal behaviors are Identify animal and plant behaviors
instinctive (e.g., turtles burying their eggs), and others are as they interact with their
learned (e.g., humans building fires for warmth, environment in order to survive
chimpanzees learning how to use tools). Identify plant and animal behaviors
that are seasonal
9 Recognize plant behaviors, such as the way seedlings’ stems Identify and describe how organisms
grow toward light and their roots grow downward in make changes in their environment in
response to gravity. Recognize that many plants and order to survive and how these
animals can survive harsh environments because of changes affect the environment
seasonal behaviors, e.g., in winter, some trees shed leaves, Explain transfer of energy within a
some animals hibernate, and other animals migrate. food chain
10 Give examples of how organisms can cause changes in their
environment to ensure survival. Explain how some of these
changes may affect the ecosystem.
11 Describe how energy derived from the sun is used by plants
to produce sugars (photosynthesis) and is transferred within
a food chain from producers (plants) to consumers to
decomposers.
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Possible ENTRY POINTS to Learning Standard(s)
Less Complex More Complex
The student will: The student will: The student will:
Evolution Describe differences among Identify features of a particular Identify changes made by
and habitats organism that enable it to organisms in order to survive
Biodiversity Identify interactions among survive in its habitat in a harsh environment
living and nonliving things Identify changes in the Describe how different habitats
Match a plant or animal to its environment that affect an provide for organisms’ basic
habitat organism’s relationship with its needs
Identify common plants and environment Identify changes made by an
animals in their area organism to its environments
Describe how organisms
Continue to address earlier interact with and cause both
standards in this topic at a level beneficial and detrimental
that challenges the student changes in their environment
Describe how organisms are
affected by changes in their
environment
Continue to address skills and
concepts in this strand that
approach grade-level expectations
Living Things Observe and classify Identify and describe behavior Discuss behaviors of organisms
and Their behavioral and seasonal as an organism’s response to that are learned versus those
Environment adaptations of plants and/or an external event that are inherited
animals Illustrate a food chain Describe how plants get
List properties of the sun Describe ways in which energy by creating food from
Conduct simple experiments animals get energy from food the sun and water
on the effects of the sun on they eat Describe how transfer of
plant growth Describe how the sun affects energy from the sun affects all
plant growth organisms in a food web
Continue to address earlier
standards in this topic at a level Continue to address skills and
that challenges the student concepts in this strand that
approach grade-level expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 288
Science and
Technology/
Engineering
CONTENT Science and Technology/Engineering Strand 2
Life Science
STRAND Life Science (Biology) (Biology)
Learning Standards for:
6–8
Evolution and Biodiversity
Living Things and Their Environment
Grade Level: 6–8
Topic Learning Standards as written Essence of the Standard(s)
Evolution 10 Give examples of ways in which genetic variation and Identify causes of evolution and
and environmental factors are causes of evolution and the diversity
Biodiversity diversity of organisms. Recognize evidence that can be used
to explain the theory of evolution
11 Recognize that evidence drawn from geology, fossils, and Recognize that if adaptations fail,
comparative anatomy provide the basis of the theory of extinction can occur
evolution. Identify changes in ecosystems over
time
12 Relate the extinction of species to a mismatch of adaptation Recognize biological evolution as the
and the environment. minute changes that occur in an
organism over many generations
17 Identify ways in which ecosystems have changed
throughout geologic time in response to physical conditions,
interactions among organisms, and the actions of humans.
Describe how changes may be catastrophes such as
volcanic eruptions or ice storms.
18 Recognize that biological evolution accounts for the diversity
of species developed through gradual processes over many
generations.
Living 13 Give examples of ways in which organisms interact and Provide examples of an organism’s
Things and have different functions within an ecosystem that enable the interactions within its ecosystem
Their ecosystem to survive. Recognize roles and functions within
Environment a food web
14 Explain the roles and relationships among producers, Describe the process of
consumers, and decomposers in the process of energy photosynthesis
transfer in a food web. Describe the process of
decomposition
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.
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.
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Possible ENTRY POINTS to Learning Standard(s)
Less Complex More Complex
The student will: The student will: The student will:
Evolution and List plants and/or animals that Compare how plants and Explain how species change
Biodiversity no longer exist animals of today are similar to over time
Explain the theory of evolution their ancestors Identify a species that became
(change in a species over a Demonstrate that organisms extinct and the reasons why
long period of time) have changed over time by Identify a species that is
Describe, using pictures of recognizing the differences endangered and explain why it
prehistoric plants and animals, between organisms today and may become extinct
how these have changed over their ancestors Identify a catastrophe and
time (evolved) or no longer Illustrate that changes occur describe the effect it has had
exist (became extinct) in organisms over time on an ecosystem and the
Identify major catastrophes Explain and give examples of organisms within it
that can happen on earth the concept of extinction Describe the impact of
Identify changes in the Illustrate that major environmental changes that
environment as the results of catastrophes can affect are either catastrophic or
natural events organisms more gradual
Identify subtle changes that Document changes in plants
Continue to address earlier can occur in an organism’s and animals from one
standards in this topic at a level environment generation to the next
that challenges the student Identify and describe changes
in the environment, and which Continue to address skills and
changes occur seasonally, concepts in this strand that
annually, or over greater approach grade-level expectations
increments of time
Living Things Explain how one organism Explain the interaction of Identify and describe ways in
and Their affects another in its organisms and the which a plant or animal helps
Environment ecosystem environment and/or hurts the ecosystem
List basic needs of organisms Explain the meaning of Create an accurate model of
List the food sources of ecosystem an ecosystem
different animals Explain that some animals eat Explain how plants and
plants and are called animals decompose (break
Continue to address earlier herbivores (first-order down chemically after they
standards in this topic at a level consumers) die)
that challenges the student Explain that some animals eat Explain that decomposition of
animals and are known as animals and plants creates
carnivores (second-order nutrients in the earth’s soil
consumers) Identify and describe the
Explain that some animals eat process of photosynthesis
plants and animals and are Explain a food web
known as omnivores
Illustrate how energy from the Continue to address skills and
sun is converted by plants into concepts in this strand that
food (photosynthesis) approach grade-level expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 290
Instructional Idea based on Learning Standard 12
At grades 6–8, students discuss possible reasons for the extinction of dinosaurs, such as sudden
changes in climate, drought, and/or catastrophic geological events.
How all students can participate in this activity
Addressing Learning Standard(s) as Possible Assessment Strategies and Portfolio
written for this grade level Products
Quinn researches possible reasons for dinosaur • Data chart showing Quinn’s knowledge of facts about
extinction. She reflects on the feasibility of each dinosaur extinction
explanation in her research paper. • Quinn’s list of possible reasons for dinosaur extinction
• Quinn’s outline and research notes
• Quinn’s report on dinosaur extinction
Addressing Learning Standard(s) at lower Possible Assessment Strategies and Portfolio
levels of complexity (Entry Points) Products
Teddy selects a book on dinosaurs from the library. • Data chart showing Teddy’s knowledge of facts about
He reads the book with a peer and learns about dinosaur extinction
extinction. He identifies dinosaurs as animals that • Teddy’s summary of the book dictated to a peer
no longer exist. • Videotape of Teddy presenting his book summary to the
class
Addressing Access Skills embedded in Possible Assessment Strategies and Portfolio
academic instruction Products
Abby selects a book on dinosaurs from a choice of • Field data chart showing Abby’s duration of eye gaze to
two books. She follows along with the reading by each page during readings
eye-gazing each page as it is read aloud. • Line or bar graph summarizing the field data chart
• Videotape of Abby attending to the reading
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 291
Instructional Idea based on Learning Standard 13
At grades 6–8, students study several parasitic, opportunistic, and symbiotic relationships, such as
oxpecker (bird) with rhinoceros (mammal). They identify specific costs and/or benefits received by
one or both partners.
How all students can participate in this activity
Addressing Learning Standard(s) as Possible Assessment Strategies and Portfolio
written for this grade level Products
Stel chooses to study the relationship between a • Data chart showing Stel’s knowledge of the relationship
shark and pilot fish. He identifies one or more costs between the shark and pilot fish
and one or more benefits received by one or both • Stel’s cost/benefit chart
partners. He writes a report and creates a poster • Stel’s poster depicting the relationship between the
depicting the relationship between the animals he shark and pilot fish
has chosen.
Addressing Learning Standard(s) at lower Possible Assessment Strategies and Portfolio
levels of complexity (Entry Points) Products
Stan chooses to study the symbiotic relationship • Data chart showing Stan’s knowledge of symbiotic
between bees and flowers. He identifies one relationships
benefit to each, using a graphic organizer. He uses • Stan’s graphic organizer
photographs gathered from the Internet and from • Photograph of Stan’s display
books for his display. • Videotape of Stan’s presentation
Addressing Access Skills embedded in Possible Assessment Strategies and Portfolio
academic instruction Products
Damian matches picture communication symbols to • Field data chart showing Damian’s ability to match
pictures of animals studied by his classmates. pictures of communication symbols to pictures of
objects
• Line or bar graph summarizing the field data chart
• Videotape in which Damian matches symbols to pictures
• List of pictures of symbols and objects Damian has
successfully matched, scribed by his teacher
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
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Science and
Technology/
Engineering
Strand 2
CONTENT Science and Technology/Engineering Biology
STRAND Life Science (Biology) High School
Learning Standards for:
Evolution
Ecology
Grade Level: High School
Topic Learning Standards as written Essence of the Standard(s)
Evolution 5.1 Explain how evolution is demonstrated by evidence from the Explain physical evidence supporting
fossil record, comparative anatomy, genetics, molecular evolution
biology, and examples of natural selection. Describe classification and taxonomy
of organisms based on their
5.2 Describe species as reproductively distinct groups of similarities
organisms. Recognize that species are further classified into Explain natural selection, evolution,
a hierarchical taxonomic system (kingdom, phylum, class, and biodiversity
order, family, genus, species) based on morphological, Classify living organisms into domains
behavioral, and molecular similarities. Describe the role that and kingdoms
geographic isolation can play in speciation.
5.3 Explain how evolution through natural selection can result in
changes in biodiversity through the increase or decrease of
genetic diversity from a population.
Ecology 6.1 Explain how birth, death, immigration, and emigration Describe interactions among
influence population size. organisms and between their
environments that influence
6.2 Analyze changes in population size and biodiversity population size and diversity
(speciation and extinction) that result from the following: Identify features of a food web
natural causes, changes in climate, human activity, and the Explain the roles of water, carbon,
introduction of invasive, non-native species. oxygen, and nitrogen in ecosystems
6.3 Use a food web to identify and distinguish producers,
consumers, and decomposers, and explain the transfer of
energy through trophic levels. Describe how relationships
among organisms (predation, parasitism, competition,
commensalism, and mutualism) add to the complexity of
biological communities.
6.4 Explain how water, carbon, and nitrogen cycle between
abiotic resources and organic matter in an ecosystem and
how oxygen cycles through photosynthesis and respiration.
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Possible ENTRY POINTS to Learning Standard(s)
Less Complex More Complex
The student will: The student will: The student will:
Evolution Classify organisms into plant Explain how fossils support Explain how animals with
or animal kingdoms and demonstrate the theory certain traits survive while
Identify fossils and describe of evolution animals with other traits do
how they are formed Identify characteristics of one not survive
or more species of living Explain how stronger animals
Continue to address earlier organisms survive and weaker animals
standards in this topic at a level Classify living organisms into are eliminated from the
that challenges the student kingdoms population (natural selection)
Explain how years of natural
selection lead to evolution
(major changes in species)
Identify and describe how a
species has evolved over time
(e.g., humans)
Describe how living organisms
are classified
Classify specific living
organisms into kingdoms
based on their characteristics
Continue to address skills and
concepts in this strand that
approach grade-level expectations
Ecology Recognize that all organisms Identify the components of a Define the terms abiotic and
need energy to live food web (e.g., sunlight, biotic and identify examples of
Distinguish between living and producer, consumer, and each
non-living entities in the decomposer) Explain the roles of producers,
environment Classify contributors in a food consumers, and decomposers
Describe the possible effects web in an ecosystem
of changes on living Make predictions about how Describe and give examples of
organisms in the student’s changes in the environment predators, parasites, and
immediate environment (e.g., food supply, climate, competitors and their effects
introduction of predators) will on the ecosystem
Continue to address earlier affect the different Explain how climate, natural
standards in this topic at a level components of an ecosystem causes, and human activity
that challenges the student affect human population size
Continue to address skills and
concepts in this strand that
approach grade-level expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 294
Science and Technology/Engineering
STRAND 3: PHYSICAL SCIENCE (Chemistry)
Topics Topics Topics Topics
Grades PreK – 2 Grades 3 – 5 Grades 6 – 8 High School
Properties of Materials Properties of Materials Properties of Materials
and Matter and Matter and Matter
--
Pages 296, 298 Pages 299 - 300 Pages 302 -303
States of Matter, Kinetic States of Matter, Kinetic States of Matter, Kinetic States of Matter, Kinetic
Molecular Theory, and Molecular Theory, and Molecular Theory, and Molecular Theory, and
Thermochemistry Thermochemistry Thermochemistry Thermochemistry
Pages 296 - 297 Pages 299 - 301 Pages 302 - 303 Pages 304 - 305
(This standard also appears in (These standards also appear (These standards also appear
Physics.) in Physics.) in Physics.)
Forms of Energy Forms of Energy Forms of Energy
-- Page 306 Page 307 Page 308
(These standards also appear (These standards also appear
in Physics.) in Physics.)
Elements, Compounds and Elements, Compounds and
Mixtures; Atomic Mixtures; Atomic
Structure and Nuclear Structure and Nuclear
-- -- Chemistry Chemistry
Pages 309 - 311 Pages 312, 315
Periodicity
Chemical Bonding
Reactions and
Stoichiometry
-- -- --
Solutions, Rates of
Reaction, and Equilibrium
Acids and Bases and
Oxidation-Reduction
Reactions
Pages 312 - 318
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 295
Science and
Technology/
Engineering
Strand 3
Physical Science
CONTENT Science and Technology/Engineering (Chemistry)
STRAND Physical Sciences (Chemistry and Physics)
PreK–2
Learning Standards for:
Properties of Materials and Matter
States of Matter, Kinetic Molecular Theory, and Thermochemistry
Grade Level: PreK–2
Topic Learning Standards as written Essence of the Standard(s)
Properties of 1 Sort objects by observable properties such as size, shape, Identify observable properties of
Materials color, weight, and texture. objects, sorting by: size, shape,
and Matter color, weight, and texture
States of 2 Identify objects and materials as solid, liquid, or gas. Identify objects and materials as
Matter, Recognize that solids have a definite shape and that liquids solid, liquid, or gas
Kinetic and gases take the shape of their container. Recognize characteristics of solids,
Molecular liquids, and gases
Theory, and
Thermo-
chemistry
Possible ENTRY POINTS to Learning Standard(s) (and ACCESS SKILLS embedded
in standards-based activities)
Less Complex More Complex
ACCESS SKILLS ENTRY POINTS
The student will: The student will: The student will: The student will:
Properties Place objects into a Group objects by Identify properties Describe and
of Materials container similar observable shared by two or categorize objects by
and Matter Using similar objects, properties more objects their properties
demonstrate 1:1 Group objects by one Sort objects by a
correspondence property (e.g., size, single property e.g., Continue to address skills
Initiate or respond to shape, color, weight, texture (shiny, rough and concepts in this
a request for joint or texture) fuzzy, smooth), and strand that approach
attention Match objects with identify the property grade-level expectations
Follow simple the same property of each
directions (e.g., color, size,
Respond to/initiate shape)
contacts with others
Turn attention
toward another
person
Apply rules for
appropriate
classroom behavior
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Possible ENTRY POINTS to Learning Standard(s) (and ACCESS SKILLS embedded
in standards-based activities)
Less Complex More Complex
ACCESS SKILLS ENTRY POINTS
The student will: The student will: The student will: The student will:
States of Grasp, manipulate, Match objects that Identify a given Identify an object or
Matter, and release various are both liquids or material or object as material as either a
Kinetic liquids and solids both solids a liquid, solid, or gas solid, liquid, or gas
Molecular
Match picture-to- Group objects as Compare and sort Observe and describe
Theory, and
Thermo- picture using pictures solids, liquids, or materials as either the characteristics of
chemistry of solid objects gases liquids, solids, or liquids and solids
Take turns Select a solid, liquid, gases Recognize that a gas
appropriately during or gas, given a or liquid changes its
classroom discussion choice of two or shape based on the
Respond to text more objects shape of its container
being read aloud Recognize that the
(i.e., remain alert, shape of a solid is
request more) stationary and is not
Organize instructional dependent on the
materials shape of its container
Initiate or respond to
a request for joint Continue to address skills
attention and concepts in this
Follow simple strand that approach
directions grade-level expectations
Respond to/initiate
contacts with others
Turn attention
toward another
person
Apply rules for
appropriate
classroom behavior
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 297
Instructional Idea based on Learning Standard 1
At grades PreK–2, students manipulate, observe, compare, describe, and group objects found in
the classroom, on the playground, and at home. They sort what they have seen by observable
properties, such as size, shape, color, weight, and texture.
How all students can participate in this activity
Addressing Learning Standard(s) as Possible Assessment Strategies and Portfolio
written for this grade level Products
Ben makes observations outdoors, recording what • Data chart showing Ben’s ability to identify objects by
he sees. He sorts objects by physical attributes. physical attributes
Ben records similar data for objects in his • List of objects Ben observed in different settings,
classroom and at home. categorized by physical attribute
• Videotape of Ben describing the objects he’s chosen by
their observable properties
Addressing Learning Standard(s) at lower Possible Assessment Strategies and Portfolio
levels of complexity (Entry Points) Products
Seth identifies and sorts objects by size • Data chart showing Seth’s ability to organize objects by
(large/small). size
• Videotape of Seth pointing to large and small objects
• Seth’s work samples showing pictures of objects sorted
by size
Addressing Access Skills embedded in Possible Assessment Strategies and Portfolio
academic instruction Products
Lisa identifies objects on the playground, in class, • Data chart showing Lisa’s ability to identify objects using
and at home using adapted sign language. The list adapted sign language
of objects she can identify accurately grows • Videotape showing Lisa using adapted sign language to
throughout the month. identify objects
• Lisa’s work sample, scribed by Lisa’s teacher, matching
the sign to a picture of an object
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SCIENCE AND TECHNOLOGY/ENGINEERING 298
Science and
Technology/
Engineering
Strand 3
Physical Science
CONTENT Science and Technology/Engineering (Chemistry)
STRAND Physical Sciences (Chemistry and Physics) 3–5
Learning Standards for:
Properties of Materials and Matter
States of Matter, Kinetic Molecular Theory, and Thermochemistry
Grade Level: 3–5
Topic Learning Standards as written Essence of the Standard(s)
Properties of 1 Differentiate between properties of objects (e.g., size, shape, Sort objects and materials by
Materials and weight) and properties of materials (e.g., color, texture, different characteristics
Matter hardness).
States of 2 Compare and contrast solids, liquids, and gases based on the Compare and contrast states of
Matter, basic properties of these states of matter. matter: solid, liquid, gas
Kinetic Describe changes in states of water
Molecular 3 Describe how water can be changed from one state to
Theory, and another by adding or taking away heat.
Thermo-
chemistry
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Possible ENTRY POINTS to Learning Standard(s)
Less Complex More Complex
The student will: The student will: The student will:
Properties of Sort objects/materials by a Sort objects/materials by two Sort objects/materials by
Materials single property and identify properties (e.g., texture and three or more properties and
and Matter the property of each hardness) and identify the identify the properties of each
object/material selected properties of each object/material
object/material
Continue to address earlier Continue to address skills and
standards in this topic at a level concepts in this strand that
that challenges the student approach grade-level expectations
States of Differentiate objects that are Observe and compare Identify familiar objects as
Matter, either solid or liquid; liquid or changes from water (liquid) to either solid, liquid, or gas, and
Kinetic gas; or solid or gas gas (vapor) and vice versa explain why
Molecular Recognize the change in state Classify familiar Identify and describe the
Theory, and of water from a liquid to a materials/objects as solids, states of matter and water
Thermo- solid, and vice versa liquids, or gases Recognize that matter can
chemistry Recognize the solid, liquid, Observe and compare change form, from solid to
and gaseous states of the changes from water (liquid) to liquid to gas
same material ice (solid), and vice versa Identify that water changes
Identify ice, water, and gas, Recognize and predict what form with changes in
give a sample of each will occur when ice or water is temperature
heated, and when water is Describe the conditions
Continue to address earlier cooled or frozen needed to produce water, ice,
standards in this topic at a level and gas
that challenges the student
Continue to address skills and
concepts in this strand that
approach grade-level expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 300
Instructional Idea based on Learning Standard 2
At grades 3–5, students design stations at which experiments are conducted to demonstrate each
state of matter, e.g., water table, balloon and fan table, sand and block table.
How all students can participate in this activity
Addressing Learning Standard(s) as Possible Assessment Strategies and Portfolio
written for this grade level Products
David studies the states of matter with his • Data chart indicating David’s knowledge of states of
classmates. He and a partner choose one state and matter
demonstrate its properties using familiar materials • Video of David and his partner discussing their display
(e.g., bubble blowing). of a particular state of matter
• David’s written report on states of matter
Addressing Learning Standard(s) at lower Possible Assessment Strategies and Portfolio
levels of complexity (Entry Points) Products
Rico identifies the different states of water in his • Data chart indicating Rico’s ability to identify states of
notes. Rico records data on how long it takes for matter
ice to melt, water to boil, and boiling water to • Videotape of Rico identifying and describing different
evaporate. states of matter
• Work sample showing images of water in varying states
on which Rico identifies the state depicted
Addressing Access Skills embedded in Possible Assessment Strategies and Portfolio
academic instruction Products
Yasmine participates in her classmates’ interactive • Field data chart showing Yasmine’s ability to respond
displays on states of matter by tolerating (not to/not withdraw from materials
withdrawing) her hands being placed on various • Line or bar graph summarizing the field data chart
materials/objects. • Videotape of Yasmine’s responses to touching various
materials
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 301
Science and
Technology/
Engineering
Strand 3
Physical Science
(Chemistry)
CONTENT Science and Technology/Engineering 6–8
STRAND Physical Sciences (Chemistry and Physics)
Learning Standards for:
Properties of Materials and Matter
States of Matter, Kinetic Molecular Theory, and Thermochemistry
Grade Level: 6–8
Topic Learning Standards as written Essence of the Standard(s)
Properties of 2 Differentiate between volume and mass. Define density. Describe the difference between
Materials volume and mass
and Matter 3 Recognize that the measurement of volume and mass Describe how to measure volume and
requires understanding of the sensitivity of measurement mass using appropriate measurement
tools (e.g., rulers, graduated cylinders, balances) and tools for each
knowledge and appropriate use of significant digits. Describe how mass can neither be
created or destroyed in a closes
4 Explain and give examples of how mass is conserved in a system
closed system.
States of 9 Recognize that a substance (element or compound) has a Define and differentiate between the
Matter, melting point and a boiling point, both of which are following:
Kinetic independent of the amount of the sample. melting and boiling points
Theory, and physical and chemical changes
Thermo- 10 Differentiate between physical changes and chemical Identify and explain heat and motion
chemistry changes. of particles
15 Explain the effect of heat on particle motion through a
description of what happens to particles during a change in
phase.
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 302
Possible ENTRY POINTS to Learning Standard(s)
Less Complex More Complex
The student will: The student will: The student will:
Properties Demonstrate that all Describe that mass does not Explain that the sum of the
of Materials objects/materials are matter change from place to place weight of the parts is equal to
and Matter that take up varying amounts Describe, choose, and use the the weight of the whole even
of space correct tool to measure volume when objects (parts) change in
Compare the mass of different or mass of an object appearance
objects of the same volume Understand that the sum of Identify the differences
(greater than, less than, equal the mass of the parts is equal between volume (a
to) to the mass of the whole measurement of the space
Use appropriate tools to Calculate the volume and mass occupied by an object) and
accurately measure the volume of given objects mass (the quantity of matter
of an object Demonstrate through simple present in an object), and how
Demonstrate through simple experiments that the amount each is calculated (volume:
experiments that malleable of materials in closed systems measurement; mass: analytical
materials (e.g., clay, sponge, remains constant both before balance)
metal wire) have constant and after thawing/refreezing, Explain the difference between
mass despite their shape crushing/reassembling a closed system and an open
system
Continue to address earlier Describe the measurement
standards in this topic at a level tool(s) needed to perform a
that challenges the student specific measurement task
(i.e., a graduated cylinder to
measure liquids)
Demonstrate through
experiments involving
measurement of materials that
have been melted and
refrozen; evaporated and
condensed; dissolved and
precipitated that the amount of
each remains constant, and
explain why this is true
Continue to address skills and
concepts in this strand that
approach grade-level expectations
States of Identify a physical change Discuss how objects and Describe that liquids have
Matter, Identify a chemical change materials can undergo a different boiling and freezing
Kinetic Discuss how objects and variety of changes, including points
Theory, and
materials undergo melting, melting, boiling, and freezing Describe the difference
Thermo-
chemistry boiling, or freezing Learn the freezing and boiling between a physical change
points of water and a chemical change
Continue to address earlier Distinguish between a physical
standards in this topic at a level change or chemical change Continue to address skills and
that challenges the student concepts in this strand that
approach grade-level expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 303
Science and
Technology/
Engineering
Strand 3
Chemistry
CONTENT Science and Technology/Engineering High School
STRAND Physical Sciences (Chemistry and Physics)
Learning Standards for:
States of Matter, Kinetic Molecular Theory, and Thermochemistry
Grade Level: High School
Topic Learning Standards as written Essence of the Standard(s)
States of 1.1 Identify and explain physical properties (such as density, Identify and describe the following:
Matter, melting point, boiling point, conductivity, and malleability) physical and chemical properties
Kinetic and chemical properties (such as the ability to form new used to classify matter
Molecular substances). Distinguish between chemical and physical difference between chemical and
Theory, and changes. physical changes
Thermo- three normal states of matter
chemistry 1.3 Describe the three normal states of matter (solid, liquid, Use various chemical laws to explain
gas) in terms of energy, particle motion, and phase behavior of gases, and the
transitions. relationships among pressure,
volume, temperature, and number of
6.1 Using the kinetic molecular theory, explain the behavior of particles in a gas sample
gases and the relationship between pressure and volume Use the ideal gas law to perform
(Boyle’s law), volume and temperature (Charles’s law), calculations
pressure and temperature (Gay-Lussac’s law), and the Describe and contrast the properties
number of particles in a gas sample (Avogadro’s of gases, liquids, and solids, using the
hypothesis). Use the combined gas law to determine kinetic molecular theory
changes in pressure, volume, and temperature.
6.2 Perform calculations using the ideal gas law. Understand the
molar volume at 273K and 1 atmosphere (STP).
6.3 Using the kinetic molecular theory, describe and contrast
the properties of gases, liquids, and solids. Explain, at the
molecular level, the behavior of matter as it undergoes
phase transitions.
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 304
Possible ENTRY POINTS to Learning Standard(s)
Less Complex More Complex
The student will: The student will: The student will:
States of Give examples of matter Identify, describe, and give Recognize that particles of the
Matter, Describe one or more physical examples of physical same material in a solid, liquid,
Kinetic property used to classify properties of matter or gas are spaced differently and
Molecular
matter Recognize that materials and move differently
Theory,
and Perform experiments with objects change in two distinct Identify mixtures as
Thermo- gases under different ways – through physical and combinations of various
chemistry temperature or pressure chemical changes substances in which the
Recognize that gases take the Recognize the differences substances do not change
shape of the container they fill between, and give examples characteristics
Experiment with mixing of, physical and chemical Identify different physical
various solutes and solvents changes properties of one form of matter
Recognize that gases change Define physical change as a
Continue to address earlier in volume as a result of change that can be reversed,
standards in this topic at a level changes in temperature/ (i.e., can be returned to original
that challenges the student pressure material by performing a physical
Recognize that gases, liquids, change e.g., ice to water, to ice)
and solids all move, and that Define chemical change as a
gases move the fastest reaction that cannot be reversed
by a physical change, e.g.,
rusting
Explain molecular level changes
in a gas as the
temperature/pressure changes
Continue to address skills and
concepts in this strand that approach
grade-level expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 305
Science and
Technology/
Engineering
Strand 3
Physical Science
CONTENT Science and Technology/Engineering (Chemistry)
STRAND Physical Sciences (Chemistry and Physics) 3–5
Learning Standards for:
Forms of Energy
Grade Level: 3–5
Topic Learning Standards as written Essence of the Standard(s)
Forms of 4 Identify the basic forms of energy (light, sound, heat, Identify basic forms of energy
Energy electrical, and magnetic). Recognize that energy is the Demonstrate the transference of
ability to cause motion or create change. energy from one form to another
5 Give examples of how energy can be transferred from one
form to another.
Possible ENTRY POINTS to Learning Standard(s) (and ACCESS SKILLS
embedded in standards-based activities)
Less Complex More Complex
ACCESS SKILLS ENTRY POINTS
The student will: The student will: The student will: The student will:
Forms of Grasp, manipulate, Identify and Name a form of Define energy
Energy and release objects of compare objects energy and its use Identify basic forms of
varying temperatures that are hot/cold, (e.g., electricity— energy
Turn head/body moving/still, light) Experiment with
toward sound loud/quiet, different forms of
Initiate or respond to magnetic/ energy
a request for joint nonmagnetic
attention Demonstrate that Continue to address skills
Follow simple objects can move and concepts in this strand
directions and that changes that approach grade-level
Take turns can occur that expectations
appropriately during affect the
classroom discussion movement of
Respond to text being objects
read aloud (i.e.,
remain alert, request
more)
Follow simple
directions
Respond to/initiate
contacts with others
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 306
Science and
Technology/
Engineering
Strand 3
CONTENT Science and Technology/Engineering Physical Science
(Chemistry)
STRAND Physical Sciences (Chemistry and Physics)
Learning Standards for: 6–8
Forms of Energy
Grade Level: 6 – 8
Topic Learning Standards as written Essence of the Standard(s)
Forms of 13 Differentiate between potential and kinetic energy. Identify Define and compare potential and
Energy situations where kinetic energy is transformed into potential kinetic energy
energy and vice versa. Identify and explain the following:
states of matter at the molecular
14 Recognize that heat is a form of energy and that temperature level
change results from adding or taking away heat from a heat movement and equilibrium
system.
16 Give examples of how heat moves in predictable ways,
moving from warmer objects to cooler ones until they reach
equilibrium.
Possible ENTRY POINTS to Learning Standard(s)
Less Complex More Complex
The student will: The student will: The student will:
Forms of Understand that every object Explain that potential energy is Describe that kinetic energy is
Energy and living thing contains energy the energy contained within an the energy that results from the
Explain that heat is a form of object movement of an object and the
energy Identify that the potential object’s speed
Classify and sort items as hot or energy of an object is related to Describe potential energy
cold its position (e.g., a cup placed Describe how heat moves from
Describe variation in on the edge of a table has a warmer area or materials to a
temperature potential energy since it could cooler area or material (i.e., hot
fall to the ground) items will cool down over time)
Continue to address earlier Recognize that heat rises Read and record the
standards in this topic at a level that Recognize that particles in an temperature of an object
challenges the student object or material move faster measured by a temperature
when the object is in a gaseous gauge
state and slower when that Identify the temperatures at
object or material is in a solid which water boils and freezes
state Make predictions about an
Explain how an increase in heat object or material based on the
energy results in molecules likelihood that its temperature
moving faster will either rise or fall
Identify that objects and
materials can change Continue to address skills and
temperature concepts in this strand that
Read a temperature gauge approach grade-level expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 307
Science and
Technology/
Engineering
Strand 3
Chemistry
CONTENT Science and Technology/Engineering
STRAND Physical Science (Chemistry and Physics) High School
Learning Standards for:
Forms of Energy
Grade Level: High School
Topic Learning Standards as written Essence of the Standard(s)
Explain the law of conservation of
Forms of 6.4 Describe the law of conservation of energy. Explain the energy
Energy difference between an endothermic process and an Explain endothermic and exothermic
exothermic process. processes
Recognize the tendency toward
6.5 Recognize that there is a natural tendency for systems to disorder and randomness
move in a direction of disorder or randomness (entropy).
Possible ENTRY POINTS to Learning Standard(s)
Less Complex More Complex
The student will: The student will: The student will:
Forms of Recognize that electrical Explain the transfer of energy Explain the law of
Energy energy is transformed into from one type to another conservation of energy
other forms of energy when (e.g., mechanical to heat, Explain that an endothermic
an appliance is plugged in chemical to electrical) process absorbs energy, and
Demonstrate that mechanical Recognize that some reactions an exothermic process
energy is transferred from an occur more readily when heat releases energy
object when it strikes or is added (e.g., plaster
collides with another object hardening) Continue to address skills and
(e.g., bowling ball striking concepts in this strand that
pins, marbles colliding) approach grade-level expectations
Give examples of chemical
reactions that produce heat
(i.e., exothermic), such as
explosions or plaster
hardening
Continue to address earlier
standards in this topic at a level
that challenges the student
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 308
Science and
Technology/
Engineering
CONTENT Science and Technology/Engineering Strand 3
Chemistry
STRAND Physical Science (Chemistry and Physics)
Learning Standards for: 6–8
Elements, Compounds and Mixtures; Atomic Structure
and Nuclear Chemistry
Grade Level: 6–8
Topic Learning Standards as written Essence of the Standard(s)
Elements, 5 Recognize that there are more than 100 elements that Define and differentiate between the
Compounds, combine in a multitude of ways to produce compounds that following:
and make up all of the living and nonliving things that we elements and compounds
Mixtures; encounter. atoms and molecules
Atomic pure substances and mixtures
Structure 6 Differentiate between an atom (the smallest unit of an
and Nuclear element that maintains the characteristics of that element)
Chemistry and a molecule (the smallest unit of a compound that
maintains the characteristics of that compound).
7 Give basic examples of elements and compounds.
8 Differentiate between mixtures and pure substances.
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 309
Possible ENTRY POINTS to Learning Standard(s) (and ACCESS SKILLS embedded
in standards-based activities)
Less Complex More Complex
ACCESS SKILLS ENTRY POINTS
The student will: The student will: The student will: The student will:
Elements, Grasp, manipulate, Recognize that all Describe that Describe that
Compounds, and release various living and nonliving elements can elements are
and liquids and solids things are made up combine in many substances
Mixtures;
Match picture-to- of smaller particles ways to form comprised of the
Atomic
Structure picture using pictures (compounds made different compounds same atom(s)
and Nuclear of solid objects up of atoms bonded Describe that
Chemistry Take turns together) compounds are made
appropriately during Identify that up of two or more
classroom discussion elements exist, each elements
Respond to text with different Classify basic
being read aloud characteristics elements and
(i.e., remain alert, Recognize that things compounds (e.g.,
request more) are made up of one metals)
Organize instructional or more substances Describe changes
materials Give examples of that occur in
Initiate or respond to elements and objects/materials
a request for joint compounds that may be obvious
attention or subtle (further
Follow simple investigation with
directions different tools may
Respond to/initiate be necessary to
contacts with others observe changes that
Turn attention have occurred)
toward another Experiment with pure
person substances to make
Apply rules for mixtures
appropriate
classroom behavior Continue to address skills
and concepts in this
strand that approach
grade-level expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 310
Instructional Idea based on Learning Standard 6
At grades 6–8, students use atomic models to build molecules of water, sodium chloride, carbon
dioxide, and ammonia.
How all students can participate in this activity
Addressing Learning Standard(s) as Possible Assessment Strategies and Portfolio
written for this grade level Products
Cody builds atomic models of various molecules, • Data chart indicating Cody’s ability to create atomic
following diagrams and written descriptions. models
• Cody’s drawings of the atomic models he has created
• Photographs of Cody’s various labeled atomic models
Addressing Learning Standard(s) at lower Possible Assessment Strategies and Portfolio
levels of complexity (Entry Points) Products
Rasheeda builds an atomic model of a water • Data chart indicating Rasheeda’s ability to create models
molecule with a peer. of molecules
• Videotape of Rasheeda building her water molecule with
assistance as needed
• Photographs of Rasheeda’s water molecule model
Addressing Access Skills embedded in Possible Assessment Strategies and Portfolio
academic instruction Products
Ian addresses his fine motor skills as he hands • Field data chart indicating Ian’s ability to grasp and
materials and objects to peers in order for them to release objects
build atomic models. • Line or bar graph summarizing the field data chart
• Videotape of Ian grasping and releasing objects
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 311
Science and
Technology/
Engineering
CONTENT Science and Technology/Engineering Strand 3
Physical Science
STRAND Physical Sciences (Chemistry and Physics) (Chemistry)
Learning Standards for:
High School
Elements, Compounds and Mixtures; Atomic Structure
and Nuclear Chemistry
Periodicity
Chemical Bonding
Reactions and Stoichiometry
Solutions, Rates of Reaction, and Equilibrium
Grade Level: High School
Topic Learning Standards as written Essence of the Standard(s)
Elements, 1.2 Explain the difference between pure substances (elements Identify and describe the difference
Compounds and compounds) and mixtures. Differentiate between between pure substances and
and heterogeneous and homogeneous mixtures. mixtures
Mixtures; Recognize the following discoveries
Atomic 2.1 Recognize discoveries from Dalton (atomic theory), leading to modern atomic theory
Structure and Thomson (the electron), Rutherford (the nucleus), and Bohr major components of atoms
Nuclear (planetary model of atom) and understand how these and their interaction
Chemistry discoveries lead to the modern theory. laws of conservation of mass,
constant composition, and
2.2 Describe Rutherford’s ―gold foil‖ experiment that led to the multiple proportions
discovery of the nuclear atom. Identify the major Write electron configurations
components (protons, neutrons, and electrons) of the Identify types and explain properties
nuclear atom and explain how they interact. and process of radioactive decay
Compare nuclear fission and nuclear
2.3 Interpret and apply the laws of conservation of mass, fusion
constant composition (definite proportions), and multiple
proportions.
2.4 Write the electron configurations for the first twenty
elements of the periodic table.
2.5 Identify the three main types of radioactive decay (alpha,
beta, and gamma) and compare their properties
(composition, mass, charge, and penetrating power).
2.6 Describe the process of radioactive decay by using nuclear
equations and explain the concept of half-life for an isotope,
for example, C-14 is a powerful tool in determining the age
of objects.
2.7 Compare and contrast nuclear fission and nuclear fusion.
Periodicity 3.1 Explain the relationship of an element’s position on the Explain positions on the periodic table
periodic table to its atomic number. Identify families of elements and relevance of position
(groups) and periods on the periodic table. to atomic number
Use periodic table to identify three
3.2 Use the periodic table to identify the three classes of classes of elements
elements: metals, nonmetals, and metalloids. Compare and contrast position of an
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 312
element on the periodic table to its
Periodicity 3.3 Relate the position of an element on the periodic table to its electron configuration and reactivity
(cont.) electron configuration and compare its reactivity with other Identify trends on the periodic table
elements in the table.
3.4 Identify trends on the periodic table (ionization energy,
electronegativity, and relative size of atoms and ions).
Chemical 4.1 Explain how atoms combine to form compounds through Explain how atoms combine to form
Bonding both ionic and covalent bonding. Predict chemical formulas compounds through ionic and
based on the number of valence electrons. covalent bonding
Draw Lewis dot structures
4.2 Draw Lewis dot structures for simple molecules and ionic Explain the difference between polar
compounds. and nonpolar covalent bonds
Predict the electron geometry of
4.3 Use electronegativity to explain the difference between simple molecules
polar and nonpolar covalent bonds. Identify the characteristics and
effects of hydrogen bonding in water
4.4 Use valence-shell electron-pair repulsion theory (VSEPR) to Name and write chemical formulas
predict the electron geometry (linear, trigonal planar, and for simple ionic and molecular
tetrahedral) of simple molecules. compounds
4.5 Identify how hydrogen bonding in water affects a variety of
physical, chemical, and biological phenomena (such as,
surface tension, capillary action, density, and boiling point).
4.6 Name and write the chemical formulas for simple ionic and
molecular compounds, including those that contain the
polyatomic ions: ammonium, carbonate, hydroxide, nitrate,
phosphate, and sulfate.
Reactions 5.1 Balance chemical equations by applying the laws of Balance chemical equations
and conservation of mass and constant composition (definite Classify chemical reactions
Stoichiometry proportions). Determine the number of particles
and molar mass using the mole
5.2 Classify chemical reactions as synthesis (combination), concept
decomposition, single displacement, double displacement, Determine percent compositions,
and combustion. empirical formulas, and molecular
formulas
5.3 Use the mole concept to determine the number of particles Calculate the mass-to-mass
and the molar mass of elements and compounds. stoichiometry and the percent yield
for a chemical reaction
5.4 Determine percent compositions, empirical formulas, and Calculate a percent yield for a
molecular formulas. chemical reaction
5.5 Calculate the mass-to-mass stoichiometry for a chemical
reaction.
5.6 Calculate percent yield in a chemical reaction.
Solutions, 7.1 Describe the process by which solutes dissolve in solvents. Describe how solutes dissolve in
Rates of solvents
Reaction, and 7.2 Calculate concentration in terms of molarity. Use molarity to Calculate concentration in terms of
Equilibrium perform solution dilution and solution stoichiometry. molarity
Describe factors affecting the rate at
7.3 Identify and explain the factors that affect the rate of which solutes dissolve
dissolving, such as, temperature, concentration, surface Compare and contrast the properties
area, pressure, and mixing. of solutions and solvents
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 313
Identify factors that affect rate of a
Solutions, 7.4 Compare and contrast qualitatively the properties of chemical reaction
Rates of solutions and pure solvents (colligative properties such as Predict shift in equilibrium as a result
Reaction, and boiling point and freezing point). of stress and other factors
Equilibrium
(cont.) 7.5 Identify the factors that affect the rate of a chemical
reaction (temperature, mixing, concentration, particle size,
surface area, and catalyst).
7.6 Predict the shift in equilibrium when the system is subjected
to a stress (LeChatelier’s principle) and identify the factors
that can cause a shift in equilibrium (concentration,
pressure, volume, temperature).
Acids and 8.1 Define the Arrhenius theory of acids and bases in terms of Give basic definitions of acids and
Bases and the presence of hydronium and hydroxide ions in water and bases
Oxidation- the Bronsted-Lowry theory of acids and bases in terms of Understand the differences between
Reduction proton donor and acceptor. the Arrhenius and Bronsted-Lowry
theories
8.2 Relate hydrogen ion concentrations to the pH scale, and to Apply the pH scale to measure,
acidic, basic, and neutral solutions. Compare and contrast compare, and contrast strength for
the strength of various common acids and bases such as common acids and bases
vinegar, baking soda, soap, and citrus juice. Explain how a buffer works
Describe and give everyday examples
8.3 Explain how a buffer works. of oxidation and reduction reactions
8.4 Describe oxidation and reduction reactions and give some
every day examples, such as, fuel burning, corrosion. Assign
oxidation numbers in a reaction.
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 314
Possible ENTRY POINTS to Learning Standard(s)
Less Complex More Complex
The student will: The student will: The student will:
Elements, Recognize that all matter is Recognize that an atom is Classify familiar matter as
Compounds, made up of atoms composed of protons, substance or mixture
and Recognize that all atoms of neutrons, and electrons Recognize that matter can
Mixtures;
one element are alike, but Recognize that protons are neither be created or destroyed
Atomic
Structure are different from atoms of positively charged, electrons Write electron configurations for
and Nuclear other elements are negatively charged, and the first eight elements
Chemistry neutrons are neutral Recognize that an atom has the
Continue to address earlier Recognize that protons and same number of protons as
standards in this topic at a level neutrons are found in the electrons
that challenges the student nucleus of atoms, and Explain that nuclear reactions
electrons occupy the space occur when nuclei of atoms are
around the nucleus split (fission) or two or more
nuclei are combined/fused
(fusion)
Recognize that the half-life of a
radioactive element is the time it
takes for half of the nuclei in a
sample to decay, and that this
rate of decay, and that this rate
of decay is used to date fossils
Continue to address skills and
concepts in this strand that approach
grade-level expectations
Periodicity Identify the Periodic Table as Recognize that each element Identify the atomic number as
a method of organizing and has an atomic number and the number of protons in the
classifying known elements atomic symbol element’s nucleus, as well as the
Identify features on the number of electrons orbiting its
Continue to address earlier Periodic Table that allow nucleus
standards in this topic at a level recognition of features of a Explain that the number of
that challenges the student particular atom electrons in the outermost shell
of an atom is related to its
capacity to bond with other
atoms
Use the Periodic Table to identify
metals and nonmetals
Use the Periodic Table to explain
why group 1, for example, tends
to be unstable, while group 18 is
very stable
Continue to address skills and
concepts in this strand that approach
grade-level expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 315
Possible ENTRY POINTS to Learning Standard(s)
Less Complex More Complex
The student will: The student will: The student will:
Chemical Perform experiments to Identify that compounds are a Identify that atoms bond in order
Bonding create new materials combination of two or more to create compounds and
(compounds) by combining elements molecules
distinct ingredients Describe properties of each Draw a Lewis dot structure for a
substance in a chemical simple molecules; or identify the
Continue to address earlier reaction, e.g., sodium + dots in Lewis dot structures as
standards in this topic at a level chloride NaCl (salt) representations of the outermost
that challenges the student electrons circling the atom
Demonstrate understanding that
the valence electrons of an atom
are responsible for forming
bonds with the valence electrons
of other atoms
Recognize that atoms seek
stability by maximizing
(completing) the outermost
electron level
Describe the difference between
ionic and covalent bonding
Predict simple chemical formulas
Recognize that different
properties exist between
reactants and end product (Na +
Cl NaCl)
Recognize that water is a very
stable compound, and is unique
in that it is less dense in its solid
state (ice floats on water)
Continue to address skills and
concepts in this strand that approach
grade-level expectations
Reactions Combine various materials to Recognize that a chemical Recognize that chemical
and Stoi- create mixtures and change is called a chemical equations represent a chemical
chiometry compounds reaction reaction between reactants and
Recognize that balanced product (result), of that reaction
Continue to address earlier chemical equations are similar Recognize that a chemical
standards in this topic at a level to mathematical equations equation must be balanced (i.e.,
that challenges the student the amount of reactants will
equal the amount of product)
Balance simple equations
Determine empirical formulas
Distinguish between different
chemical reactions (e.g.,
synthesis, decomposition)
Identify the mole as a way of
counting the number of atoms
Continue to address skills and
concepts in this strand that approach
grade-level expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 316
Possible ENTRY POINTS to Learning Standard(s)
Less Complex More Complex
The student will: The student will: The student will:
Solutions, Recognize that a solution is Define solute (the substance Recognize that a solution is
Rates of made up of one or more being dissolved) and solvent made up of one or more solutes
Reactions, substances dissolved in a (the substance that dissolves Recognize that some solutes
and
liquid another) as the components of dissolve faster than others
Equilibrium
Experiment with various a solution Identify the factors that affect
concentrations of solute and Recognize that different chemical processes
solvent chemical reactions take (temperature, mixing,
Define concentration different amounts of time concentration, surface area)
depending on conditions
Continue to address earlier Continue to address skills and
standards in this topic at a level concepts in this strand that approach
that challenges the student grade-level expectations
Acids and Recognize and classify Use the pH scale to classify Identify acids as compounds
Bases and acids/bases by the way they substances that are more/less composed of hydrogen donors
Oxidation- react using litmus paper acidic, more/less basic Identify bases as substances that
Reduction
(i.e., acids turn the paper Identify and explain the basic accept hydrogen
Reactions
red, bases turn the paper pH scale (i.e., 7 is neutral, >7 Give examples of simple
blue) is basic, <7 is acidic) oxidation and reduction reactions
Identify the purpose of a buffer
Continue to address earlier
standards in this topic at a level Continue to address skills and
that challenges the student concepts in this strand that approach
grade-level expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 317
Instructional Idea based on Learning Standard 8.1
In high school, students calculate the pH of aqueous solutions using the hydronium or hydroxide
ion concentration.
How all students can participate in this activity
Addressing Learning Standard(s) as Possible Assessment Strategies and Portfolio
written for this grade level Products
With a lab partner, Tammy performs tests on • Data chart indicating Tammy’s ability to determine pH
common solutions and determines their pH (acidic • Tammy’s lab notebook describing the testing process
and basic properties). and charting of each solution
• Work sample of Tammy’s pH scale created by using
solutions tested
• Tammy’s journal entry discussing the process she used
and hypothesizing about the pH of other substances
Addressing Learning Standard(s) at lower Possible Assessment Strategies and Portfolio
levels of complexity (Entry Points) Products
Andrew works with a lab partner to verify the acidic • Data chart indicating Andrew’s ability to determine
and basic properties of solutions using litmus acids/bases
paper. After several minutes, Andrew records the • Videotape of Andrew testing various substances with
color of the paper for each solution. He tallies the litmus paper and identifying each as an acid or base
number of acids and bases. • Andrew’s list of common substances and whether each
was an acid or base
• Andrew’s pie chart of the number of substances that
were found to be either acidic or basic
Addressing Access Skills embedded in Possible Assessment Strategies and Portfolio
academic instruction Products
Wendy uses two ―Big Button‖ switches to help • Field data chart indicating Wendy’s ability to follow one-
partners chart each solution as ―acid‖ or ―base.‖ step directions to help record information from the
She differentiates between the two switches, which experiment
are different colors, to make each choice. • Line or bar graph summarizing the field data chart
• Teacher-scribed work sample indicating Wendy’s ability
to follow one-step directions
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 318
Science and Technology/Engineering
STRAND 3: Physical Science (Introductory Physics)
Topics Topics Topics Topics
Grades PreK – 2 Grades 3 – 5 Grades 6 – 8 High School
Position and Motion of Position and Motion of Motion and Forces
Objects -- Objects
Pages 320 - 321 Page 323 Pages 324 - 325
Forms of Energy Forms of Energy Conservation of Energy
-- and Momentum
Pages 327 - 328 Pages 332 - 333 Pages 334, 336
(These standards also appear (This standard also appears in
in Chemistry.) Chemistry.)
States of Matter States of Matter States of Matter States of Matter
Page 326 Pages 327 - 328 Pages 332 - 333 Pages 334, 336
(This standard also appears in (These standards also appear (This standard also appears in
Chemistry.) in Chemistry.) Chemistry.)
Heat Energy Heat and Heat Transfer
-- --
Pages 332 - 333 Pages 334, 336
(These standards also appear
in Chemistry.)
Electrical and Magnetic Electromagnetism
-- Energy --
Pages 327, 329, 331 Pages 335, 337
Sound and Light Energy Waves and Radiation
-- --
Pages 327, 330 Pages 335, 338
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 319
Science and
Technology/
Engineering
Strand 3
Physical Science
(Physics)
CONTENT Science and Technology/Engineering
STRAND Physical Sciences (Chemistry and Physics) PreK–2
Learning Standards for:
Position and Motion of Objects
Grade Level: PreK–2
Topic Learning Standards as written Essence of the Standard(s)
Position 3 Describe the various ways that objects can move, such as in Describe the different ways in which
and Motion a straight line, zigzag, back-and-forth, round-and-round, objects can move
of Objects fast, and slow. Recognize that force (push/pull)
changes the motion of an object
4 Demonstrate that the way to change the motion of an Recognize the conditions under which
object is to apply a force (give it a push or a pull). The objects can be balanced
greater the force, the greater the change in the motion of
the object.
5 Recognize that under some conditions, objects can be
balanced.
Possible ENTRY POINTS to Learning Standard(s) (and ACCESS SKILLS embedded
in standards-based activities)
Less Complex More Complex
ACCESS SKILLS ENTRY POINTS
The student will: The student will: The student will: The student will:
Position and Push or pull objects Demonstrate Demonstrate ways Track the movement of an
Motion of Grasp, manipulate, various movements objects can move object through space
Objects and release objects of an object (e.g., push, pull, Describe how objects
Activate a switch in Recognize that drop) move differently
order to push an some objects move Experiment with depending on the type,
object and some objects objects using a direction, and amount of
Initiate or respond do not balance beam to force used
to a request for Balance objects on find the point at Demonstrate and describe
joint attention an extended finger which they balance the concept of balance
Respond to text or other fulcrum including what happens
being read aloud when additional weight or
(i.e., remain alert, force is applied to one side
request more) or another
Follow simple
directions Continue to address skills and
Turn attention concepts in this subject that
toward another approach grade-level
person expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 320
Instructional Idea based on Learning Standard 4
At grades PreK–2, students observe objects as they are pushed and pulled on a hard, smooth
surface. Students make predictions about how fast and how far each object will go. They repeat the
experiment using the same objects on different surfaces (rough, soft, bumpy, spongy).
How all students can participate in this activity
Addressing Learning Standard(s) as Possible Assessment Strategies and Portfolio
written for this grade level Products
Neil’s lab group tests each of the following objects • Data chart indicating Neil’s ability to determine how
on the hard, smooth surface: ping pong ball, varying the surface effects movement
basketball, and bowling ball. Then he and his • Neil’s chart recording the movement of each object
partners roll each ball at different strengths across across varied surfaces
rough, soft, and bumpy surfaces. Neil records • Neil’s homework assignment describing his findings
information on the movement. • Neil’s hypothesis about other similar and dissimilar
objects
Addressing Learning Standard(s) at lower Possible Assessment Strategies and Portfolio
levels of complexity (Entry Points) Products
Rose Ellen works with a group to push each object • Data chart indicating Rose Ellen’s knowledge of the
as directed. She concludes that the harder the relationship between force and distance
push (force), the farther the ball travels. • Journal entry dictated to a scribe describing her
observations
• Videotape of Rose Ellen pushing objects as directed
Addressing Access Skills embedded in Possible Assessment Strategies and Portfolio
academic instruction Products
Alice works in Neil’s group. She begins each trial by • Field data chart indicating Alice’s ability to follow one-
leaning against the ball, and then propelling it in step directions
the appropriate direction. Alice pushes various • Line or bar graph summarizing the field data chart
objects on the different surfaces. She is working on • Videotape of Alice pushing each ball or object on
the one-step direction, ―push/roll the ball.‖ request
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 321
Science and
Technology/
Engineering
Strand 3
Physical Science
(Physics)
CONTENT Science and Technology/Engineering 3–5
STRAND Physical Sciences (Chemistry and Physics)
Learning Standards for:
Position and Motion of Objects
Grade Level: 3–5
Topic Learning Standards as written Essence of the Standard(s)
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 322
Science and
Technology/
Engineering
Strand 3
Physical Science
CONTENT Science and Technology/Engineering (Physics)
STRAND Physical Sciences (Chemistry and Physics) 6–8
Learning Standards for:
Position and Motion of Objects
Grade Level: 6–8
Topic Learning Standards as written Essence of the Standard(s)
Position 1 Differentiate between weight and mass, recognizing that Define and differentiate between
and Motion weight is the amount of gravitational pull on an object. weight and mass, and discuss how
of much to measure each
Objects Describe motion of an object by
11 Explain and give examples of how the motion of an object position, direction of motion, and
can be described by its position, direction of motion, and speed
speed. Explain that the distance an object
moves is related to speed and time
12 Graph and interpret distance vs. time graphs for constant
speed.
Possible ENTRY POINTS to Learning Standard(s)
Less Complex More Complex
The student will: The student will: The student will:
Position and Describe that all matter is Describe that mass does not Identify the differences
Motion of pulled by a force called change from place to place between weight (the force
Objects gravity Choose and use the correct with which a body is attracted
Weigh different objects and tool to weigh or measure to the Earth by gravity) and
compare the weights Calculate the weight and mass mass (the quantity of matter
Observe and describe the of given objects present in an object), and
movement of objects (e.g., Describe the motion of an how each is calculated
forward, backward, left, right) object when different forces (weight: scale; mass:
Identify ways to make an are applied analytical balance)
object move faster, slow Identify that constant Calculate the weight and mass
down, or stop movement exists when an of a given object on Earth and
object moves at the same on another planed with lesser
Continue to address earlier speed from point A to point B gravity
standards in this topic at a level (it doesn’t speed up or slow Define force
that challenges the student down) Describe the motion of an
object by its position,
direction, and speed
Plot data on a graph for
movement (distance) of an
object at regular time
intervals
Continue to address skills and
concepts in this strand that
approach grade-level expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 323
Science and
Technology/
Engineering
Strand 3
Introductory
CONTENT Science and Technology/Engineering Physics
STRAND Physical Sciences (Chemistry and Physics) High School
Learning Standards for:
Motion and Forces
Grade Level: High School
Topic Learning Standards as written Essence of the Standard(s)
Motion and 1.1 Compare and contrast vector quantities (such as, Identify and describe the following:
Forces displacement, velocity, acceleration, force, and linear vector and scalar quantities
momentum) and scalar quantities (such as, distance, speed, distance
energy, mass, and work). velocity
speed
1.2 Distinguish between displacement, distance, velocity, speed, displacement
and acceleration. Solve problems involving displacement, constant acceleration
distance, velocity, speed, and constant acceleration. Interpret and apply Newton’s laws of
motion
1.3 Create and interpret graphs of 1-dimensional motion, such Create and interpret graphs of
as position vs. time, distance vs. time, speed vs. time, one-dimensional motion
velocity vs. time, and acceleration vs. time where Diagram the forces acting on a
acceleration is constant. system of interacting objects
Distinguish between static and kinetic
1.4 Interpret and apply Newton’s three laws of motion. friction, and describe the effects of
each on moving objects
1.5 Use a free-body force diagram to show forces acting on a Describe the gravitational attraction
system consisting of a pair of interacting objects. For a between two objects in terms of
diagram with only co-linear forces, determine the net force Newton’s law of universal gravitation
acting on a system and between the objects. Describe the forces involved in
circular motion
1.6 Distinguish qualitatively between static and kinetic friction,
and describe their effects on the motion of objects.
1.7 Describe Newton’s law of universal gravitation in terms of
the attraction between two objects, their masses, and the
distance between them.
1.8 Describe conceptually the forces involved in circular motion.
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 324
Possible ENTRY POINTS to Learning Standard(s)
Less Complex More Complex
The student will: The student will: The student will:
Motion Demonstrate the concept of Solve simple problems involving Begin to solve simple problems
and velocity (speed and direction at comparisons of two objects relating velocity and
Forces which an object is moving) moving at different speeds acceleration, using
Identify objects that have (e.g., which moves faster, which manipulatives and models
circular motion arrived at a destination first, On a graph or table, plot data
which stayed in motion the involving speed, distance, time,
Continue to address earlier longest velocity, position, and/or
standards in this topic at a level that Use one-sided arrows to show constant velocity
challenges the student the movement of an object on a Identify that acceleration
picture or map depends on the mass of an
Demonstrate the concept of object (i.e., the greater the
constant acceleration (the mass, the greater the force to
steady increase in speed of an keep it accelerating at the same
object) rate)
Demonstrate the concept of Identify and apply Newton’s first
momentum (product of an law of motion (i.e., that the
object’s mass and velocity) momentum of an object does
Identify objects that rotate not change until a force is
around an axis, either internal placed on it)
(e.g., a spinning ball) or Identify and apply Newton’s
external (e.g., moon revolving second law of motion (i.e.,
around Earth) when a force is placed on an
Identify that friction is the object, the object will move and
reason it takes more force to accelerate in the direction of the
start an object in motion than to force)
keep it moving Identify and apply Newton’s
Identify that the speed of an third law of motion (i.e., when a
object does not depend on force acts on an object, it is
direction of movement balanced by an equal and
opposite force)
Identify and demonstrate that
more than one force can act on
the same object and affect the
movement of that object
Describe Newton’s law of
universal gravitation, i.e., that
every object in the universe
attracts one another (e.g., the
earth attracts objects, resulting
in gravity)
Identify and use appropriate
terminology to describe the
movement of an object (speed,
direction, velocity, acceleration)
Continue to address skills and
concepts in this strand that approach
grade-level expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 325
Science and
Technology/
Engineering
Strand 3
Physical Science
CONTENT Science and Technology/Engineering (Physics)
STRAND Physical Sciences (Chemistry and Physics) PreK – 2
Learning Standards for:
States of Matter
Grade Level: PreK–2
Topic Learning Standards as written Essence of the Standard(s)
States of 2 Identify objects and materials as solid, liquid, or gas. Identify objects and materials as
Matter Recognize that solids have a definite shape and that liquids solid, liquid, or gas
and gases take the shape of their container. Recognize characteristics of solids,
liquids, and gases
Possible ENTRY POINTS to Learning Standard(s) (and ACCESS SKILLS embedded
in standards-based activities)
Less Complex More Complex
ACCESS SKILLS ENTRY POINTS
The student will: The student will: The student will: The student will:
States of Place objects into a Group objects by Identify properties Describe and
Matter container similar observable shared by two or categorize objects by
Tolerate touching properties more objects their properties
liquids Group objects by one Sort two objects by a
Match picture-to- property (e.g., size, single property (e.g., Continue to address skills
picture using pictures shape, color, weight, rough or smooth), and concepts in this
of solid objects or texture) and identify the strand that approach
Using similar objects, Match objects with property of the grade-level expectations
demonstrate 1:1 the same property object
correspondence (e.g., color, size,
Initiate or respond to shape)
a request for joint
attention
Follow simple
directions
Respond to/initiate
contacts with others
Turn attention
toward another
person
Apply rules for
appropriate
classroom behavior
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 326
Science and
Technology/
Engineering
CONTENT Science and Technology/Engineering
STRAND Physical Sciences (Chemistry and Physics) Strand 3
Physical Science
Learning Standards for: (Physics)
Forms of Energy
States of Matter 3–5
Electrical and Magnetic Energy
Sound and Light Energy
Grade Level: 3–5
Topic Learning Standards as written Essence of the Standard(s)
Forms of 4 Identify the basic forms of energy (light, sound, heat, Identify basic forms of energy
Energy electrical, and magnetic). Recognize that energy is the Demonstrate the transference of
ability to cause motion or create change. energy from one form to another
5 Give examples of how energy can be transferred from one
form to another.
States of 2 Compare and contrast solids, liquids, and gases based on Compare and contrast states of
Matter the basic properties of these states of matter. matter: solid, liquid, gas
Describe changes in states of water
3 Describe how water can be changed from one state to
another by adding or taking away heat.
Electrical and 6 Recognize that electricity in circuits requires a complete loop Identify and explain the following:
Magnetic through which an electrical current can pass, and that electrical circuits
Energy electricity can produce light, heat, and sound. conductors
insulators
7 Identify and classify objects and materials that conduct electromagnets
electricity and objects and materials that are insulators of Recognize magnetic polarity
electricity. Show that magnets repel/attract
objects
8 Explain how electromagnets can be made, and give
examples of how they can be used.
9 Recognize that magnets have poles that repel and attract
each other.
10 Identify and classify objects and materials that a magnet
will attract and objects and materials that a magnet will not
attract.
Sound and 11 Recognize that sound is produced by vibrating objects and Identify sound energy as vibration of
Light Energy requires a medium through which to travel. Relate the rate objects
of vibration to the pitch of the sound. Demonstrate and explain the
characteristics of light, including
12 Recognize that light travels in a straight line until it strikes reflection, refraction, and absorption
an object or travels from one medium to another, and that
light can be reflected, refracted, and absorbed.
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 327
Possible ENTRY POINTS to Learning Standard(s) (and ACCESS SKILLS
embedded in standards-based activities)
Less Complex More Complex
ACCESS SKILLS ENTRY POINTS
The student will: The student will: The student will: The student will:
Forms of Grasp, manipulate, Identify and Name a form of Define energy
Energy and release, (without compare objects energy and its use Identify basic forms of
withdrawing) a that are hot/cold, (e.g., electricity— energy
variety of objects of moving/still, light) Experiment with
varying temperatures loud/quiet, different forms of
Turn head/body magnetic/ energy
toward sound nonmagnetic
Initiate or respond to Demonstrate that Continue to address skills
a request for joint objects can move and concepts in this strand
attention and that changes that approach grade-level
Follow simple can occur that expectations
directions affect the
Take turns movement of
appropriately during objects
classroom discussion
Respond to text being
read aloud (i.e.,
remain alert, request
more)
Follow simple
directions
Respond to/initiate
contacts with others
States of Access skills for this topic Differentiate Observe and compare Identify familiar objects
Matter can be found under the objects that are changes from water as either solid, liquid, or
Grade Level: PreK–2 either solid or (liquid) to gas (vapor) gas, and explain why
Learning Standards liquid; liquid or gas; and vice versa Identify and describe
or solid or gas Classify familiar the states of matter and
Recognize the materials/objects as water
change in state of solids, liquids, or Recognize that matter
water from a liquid gases can change form, from
to a solid, and vice Observe and compare solid to liquid to gas
versa changes from water Identify that water
Recognize the (liquid) to ice (solid), changes form with
solid, liquid, and and vice versa changes in temperature
gaseous states of Recognize and predict Describe the conditions
the same material what will occur when needed to produce
Identify ice, water, ice or water is water, ice, and gas
and gas, give a heated, and when
sample of each water is cooled or Continue to address skills
frozen and concepts in this strand
that approach grade-level
expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 328
Possible ENTRY POINTS to Learning Standard(s) (and ACCESS SKILLS
embedded in standards-based activities)
Less Complex More Complex
ACCESS SKILLS ENTRY POINTS
The student will: The student will: The student will: The student will:
Electrical Follow directions to Demonstrate that Identify electricity as Identify that some
and hit a switch to electricity can be a form of energy objects conduct
Magnetic activate electrical turned on and off Identify familiar electricity and others do
Energy
devices by breaking a electrical devices and not
Match picture-to- circuit the types of energy Make a complete
picture for electronic Illustrate the they produce (e.g., electrical circuit
devices concepts of light, light, heat, sound) Recognize the dangers
Grasp, manipulate, heat, and sound Recognize that associated with
and release various Experiment with magnets push/pull on electricity (e.g., water
magnets and magnets, sorting certain objects conducts electricity and
magnetic objects those objects that Identify objects that can cause electrocution)
Initiate or respond to are magnetic and are attracted to Construct an
a request for joint those that are magnets and those electromagnet
attention nonmagnetic that are not attracted Identify that a magnet
Follow simple to magnets is attracted to objects
directions made of iron
Respond to/initiate Recognize that magnets
contacts with others have two poles with
Turn attention toward opposite properties (one
another person attracts and the other
Apply rule for repels)
appropriate classroom
behavior Continue to address skills
and concepts in this strand
that approach grade-level
expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 329
Possible ENTRY POINTS to Learning Standard(s) (and ACCESS SKILLS
embedded in standards-based activities)
Less Complex More Complex
ACCESS SKILLS ENTRY POINTS
The student will: The student will: The student will: The student will:
Sound Activate a switch to Experiment with Categorize sounds Demonstrate that
and Light generate sounds materials and objects according to different sound is vibration
Energy Turn head or body to produce different properties (high/low, Compare sounds
toward a given sound sounds loud/soft, long/short) traveling through
Use fine motor skills Recognize that Identify different different media (e.g.,
to activate different humans can hear a components of sound air, water)
light sources range of sounds using a variety of Recognize that the
Point a light (e.g., Identify pitch as objects (pitch, path of light can be
flashlight) in the higher or lower for a loudness, duration) altered depending
direction indicated by variety of sound Compare and contact with objects
a peer/teacher sources describe the pitch of
Initiate or respond to Identify objects and a sound to its rate of Continue to address skills
a request for joint materials that vibration and concepts in this
attention produce Demonstrate that strand that approach
Follow simple light travels in a grade-level expectations
directions straight line
Take turns
appropriately during
classroom discussion
Respond to text being
read aloud (i.e.,
remain alert, request
more)
Apply rules for
appropriate classroom
behavior
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 330
Instructional Idea based on Learning Standard 8
At grades 3–5, students make an electromagnet with a six-volt battery, insulated wire, a large nail,
and an electronic switch.
How all students can participate in this activity
Addressing Learning Standard(s) as Possible Assessment Strategies and Portfolio
written for this grade level Products
In his cooperative group, Dexter constructs an • Data chart showing Dexter’s knowledge of
electromagnet using simple materials. He then electromagnets
describes how electromagnets can be made and • Dexter’s labeled diagram of the electromagnet
used. • Dexter’s description of the development and use of the
electromagnet
• Photograph of Dexter’s electromagnet
Addressing Learning Standard(s) at lower Possible Assessment Strategies and Portfolio
levels of complexity (Entry Points) Products
In his group, Larry tests a variety of objects for • Data chart showing Larry’s ability to identify magnetic
magnetic properties using the electromagnet and nonmagnetic objects
created by his group. • Larry’s list of objects that are magnetic and objects that
are nonmagnetic
• Videotape of Larry testing objects for magnetism
Addressing Access Skills embedded in Possible Assessment Strategies and Portfolio
academic instruction Products
Norman activates an electronic switch that • Field data chart showing Norman’s ability to activate a
connects a current to the electromagnet so his switch
group can test a variety of objects for magnetic • Line or bar graph summarizing the field data chart
properties. • Videotape of Norman operating the switch to activate
the electromagnet
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 331
Science and
Technology/
Engineering
Strand 3
CONTENT Science and Technology/Engineering Physical Science
STRAND Physical Sciences (Chemistry and Physics) (Physics)
Learning Standards for: 6–8
Forms of Energy
States of Matter
Heat Energy
Grade Level: 6 – 8
Topic Learning Standards as written Essence of the Standard(s)
Forms of 13 Differentiate between potential and kinetic energy. Identify Define and compare potential and
Energy situations where kinetic energy is transformed into potential kinetic energy
energy and vice versa.
States of 9 Recognize that a substance (element or compound) has a Identify melting and boiling points of
Matter melting point and a boiling point, both of which are substances
independent of the amount of the sample.
Heat 14 Recognize that heat is a form of energy and that temperature Identify and explain the following:
Energy change results from adding or taking away heat from a states of matter at the molecular
system. level
heat movement and equilibrium
15 Explain the effect of heat on particle motion through a Identify and explain heat and motion
description of what happens to particles during a change in of particles
phase.
16 Give examples of how heat moves in predictable ways,
moving from warmer objects to cooler ones until they reach
equilibrium.
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 332
Possible ENTRY POINTS to Learning Standard(s) (and ACCESS SKILLS embedded
in standards-based activities)
Less Complex More Complex
ACCESS SKILLS ENTRY POINTS
The student will: The student will: The student will: The student will:
Forms of Access skills for this topic Understand that every Explain that potential Describe that kinetic
Energy can be found under the object and living thing energy is the energy energy is the energy
Grade Level: 3–5 Learning contains energy contained within an that results from the
Standards object movement of an
Continue to address earlier Identify that the object and the
standards in this topic at a potential energy of an object’s speed
level that challenges the object is related to its Describe potential
student position (e.g., a cup energy
placed on the edge of
a table has potential Continue to address skills
energy since it could and concepts in this strand
fall to the ground) that approach grade-level
expectations
States Access skills for this topic Discuss how objects Discuss how objects Describe that liquids
of can be found under the and materials and materials can have different boiling
Matter Grade Level: PreK–2 undergo melting, undergo a variety of and freezing points
Learning Standards boiling, or freezing changes, including
melting, boiling, and Continue to address skills
freezing and concepts in this strand
Learn the freezing that approach grade-level
and boiling points of expectations
water
Heat Touch hot and cold Explain that heat is a Recognize that heat Describe how heat
Energy items form of energy rises moves from a warmer
Activate an electronic Classify and sort Recognize that area or materials to a
device to access text, items as hot or cold particles in an object cooler area or
communicate with Describe variation in or material move material (i.e., hot
others, or participate temperature faster when the items will cool down
in an instructional object is in a gaseous over time)
activity Continue to address earlier state and slower Read and record the
Grasp, manipulate, standards in this topic at a when that object or temperature of an
and release objects level that challenges the material is in a solid object measured by a
Respond to/initiate student state temperature gauge
contacts with others Explain how an Identify the
Follow simple increase in heat temperatures at
directions energy results in which water boils and
Initiate or respond to molecules moving freezes
request for joint faster Make predictions
attention Identify that objects about an object or
and materials can material based on the
change temperature likelihood that its
Read a temperature temperature will
gauge either rise or fall
Continue to address skills
and concepts in this strand
that approach grade-level
expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 333
Science and
Technology/
Engineering
CONTENT Science and Technology/Engineering Strand 3
Introductory
STRAND Physical Science (Chemistry and Physics) Physics
Learning Standards for:
High School
Conservation of Energy and Momentum
States of Matter
Heat and Heat Transfer
Electromagnetism
Waves and Radiation
Grade Level: High School
Topic Learning Standards as written Essence of the Standard(s)
Conservation 2.1 Interpret and provide examples that illustrate the law of Interpret and describe the following:
of Energy conservation of energy. law of conservation of energy
and conversion of gravitational
Momentum 2.2 Interpret and provide examples of how energy can be potential energy to kinetic energy
converted from gravitational potential energy to kinetic and vice versa
energy and vice versa. relationship mechanical energy,
work, and power
2.3 Describe both qualitatively and quantitatively how work can linear momentum
be expressed as a change in mechanical energy. law of conservation of momentum
calculation of the momentum of
2.4 Describe both qualitatively and quantitatively the concept of an object
power as work done per unit time.
2.5 Interpret and provide examples that linear momentum is the
product of mass and velocity and is always conserved (law
of conservation of momentum). Calculate the momentum of
an object.
States of 3.3 Describe the relationship between average molecular kinetic Explain the following:
Matter energy and temperature. Recognize that energy is absorbed absorption and release of energy
when a substance changes from a solid to a liquid to a gas, as a substance changes from solid
and that energy is released when a substance changes from to liquid to gas, and vice versa
a gas to a liquid to a solid. Explain why boiling and relationship between molecular
evaporation are cooling processes and heating and kinetic energy and temperature
condensation are warming processes. temperature change as it relates
to heat transfer, mass, and
3.4 Explain the relationship among temperature change in a specific heat of an object
substance for a given amount of heat transferred, the
amount (mass) of the substance, and the specific heat of
the substance.
Heat and 3.1 Explain how heat energy is transferred by convection, Explain the following:
Heat conduction, and/or radiation. transfer of heat energy by
Transfer convection, conduction, and
3.2 Explain how heat energy will move from a higher radiation
temperature to a lower temperature until equilibrium is temperature equilibrium
reached.
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 334
Electro- 5.1 Recognize that an electric charge tends to be static on Recognize and explain the following:
magnetism insulators and can move on and in conductors, and explain conductors and insulators and the
that energy can produce a separation of charges. properties of electric charges on
each
5.2 Develop a qualitative and quantitative understanding of current, voltage, resistance, and
current, voltage, resistance, and the connection between Ohm’s law
them (Ohm’s law). components of series and parallel
circuits
5.3 Analyze simple arrangements of electrical components in symbols and functions of circuit
both series and parallel circuits. Recognize symbols and elements in a schematic diagram
understand the functions of common circuit elements charges and their attractive or
(battery, connecting wire, switch, fuse, and resistance) in a repulsive forces between objects
schematic diagram. relationships among electric
current, voltage, and power
5.4 Describe conceptually the attractive or repulsive forces interplay of electric and magnetic
between objects relative to their charges and the distance forces
between them (Coulomb’s law).
5.5 Explain how electric current is a flow of charge caused by a
potential difference (voltage) and how power is equal to
current multiplied by voltage.
5.6 Recognize that moving electric charges produce magnetic
forces and moving magnets produce electrical forces.
Recognize that the interplay of electric and magnetic forces
is the basis for electric motors, generators, and other
technologies.
Waves and 4.1 Describe the measurable properties of waves (velocity, Identify and describe the following:
Radiation frequency, wavelength, amplitude, and period) and explain measurable properties of waves
the relationships between evaporation, condensation, transverse and longitudinal
cooling, and warming. Recognize examples of simple (mechanical) waves
harmonic motion. differences between mechanical
and electromagnetic waves
4.2 Distinguish between mechanical and electromagnetic waves. principles of reflection and
refraction of waves
movement of waves through
4.3 Distinguish between the two types of mechanical waves,
solids, liquids, and gases
transverse and longitudinal.
Doppler effect
Recognize and explain the following:
4.4 Describe qualitatively the basic principles of reflection and
characteristics of electromagnetic
refraction of waves.
waves
electromagnetic spectrum
4.5 Recognize that mechanical waves generally move faster
through a solid than through a liquid and faster through a
liquid than through a gas.
4.6 Describe the apparent change in frequency of waves due to
the motion of a source or a receiver (the Doppler effect).
6.1 Recognize that electromagnetic waves are transverse waves
and travel at the speed of light through a vacuum.
6.2 Describe the electromagnetic spectrum in terms of
frequency and wavelength and identify the location of radio
waves, microwaves, infrared radiation, visible light (red,
orange, yellow, green, blue, indigo, and violet), ultraviolet
rays,
x-rays and gamma rays on the spectrum.
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 335
Possible ENTRY POINTS to Learning Standard(s)
Less Complex More Complex
The student will: The student will: The student will:
Conservation of Describe the properties of Identify and explain that Define the law of
Energy and objects in motion and of energy can neither be conservation of energy
Momentum those that are stationary created or destroyed in a (energy in a system can
Identify one or more forms system change from one form to
of energy Describe the concept of another, but the amount of
Describe mass and velocity momentum (related to the energy in that system stays
Describe and/or predict the velocity of an object) and constant)
behavior of objects in inertia (the tendency of an Identify that energy can
motion object to either remain still change from potential to
or to continue moving on a kinetic and vice versa
Continue to address earlier straight path) Define the concepts of
standards in this topic at a level Identify that force(s) must energy, work, and power,
that challenges the student be applied to an object in relative to one another
order for it to move or Identify that energy is the
change the way in which it capacity to do work
is moving Identify that it takes force
Identify that forces can be and energy to start
altered by resistance movement
Name and describe at least
three forms of energy Continue to address skills and
concepts in this strand that
approach grade-level
expectations
States of Matter Identify one or more factors Identify two or more factors Identify that heat transfer
that affect heat transfer that affect heat transfer from one object to another
depends on a variety of
Continue to address earlier factors, such as size,
standards in this topic at a level amount, material, and
that challenges the student temperature
Continue to address skills and
concepts in this strand that
approach grade-level
expectations
Heat and Heat Identify that some materials Identify that an increase in Identify that heat transfer
Transfer conduct heat more heat energy causes particles takes place by convection,
efficiently than others to move faster conduction, and radiation,
Identify that radiated heat Identify that convection and describe each process
from a nearby source involves movement of a
decreases with distance liquid or gas, conduction Continue to address skills and
from the source requires contact, and concepts in this strand that
radiation requires neither approach grade-level
Continue to address earlier contact nor movement expectations
standards in this topic at a level
that challenges the student
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 336
Possible ENTRY POINTS to Learning Standard(s)
Less Complex More Complex
The student will: The student will: The student will:
Electromagnetism Demonstrate the production Identify that electrons can Create schematic diagrams
of a static charge move from one object to of simple circuits, with
Create an electromagnet another descriptions of components
Create a simple circuit Identify a complete circuit Identify static charge as a
Distinguish among objects charge transfer from one
Continue to address earlier that are conductors and object to another through
standards in this topic at a level nonconductors electron displacement
that challenges the student Define the terms ―current,‖ Define the terms ―current,‖
―voltage,‖ and ―resistance‖ ―voltage,‖ and ―resistance‖
Distinguish among objects Describe series and parallel
that conduct electricity well circuits, and components of
(wire, switch that is on), do those circuits
not conduct electricity well Identify that voltage times
(light bulb, resistor), and are current equals power
non-conductors (insulators) Demonstrate understanding
of Ohm’s Law
Continue to address skills and
concepts in this strand that
approach grade-level
expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 337
Possible ENTRY POINTS to Learning Standard(s)
Less Complex More Complex
The student will: The student will: The student will:
Waves and Identify and describe visible Identify that there are Identify that waves move in
Radiation waves different types of waves and repetitive up-and-
Identify that certain waves that each type has different down/back-and-forth/side-
may be invisible qualities and travels to-side patterns through
Identify that waves can be differently space
reflected (e.g., heat, light, Identify that waves can be Identify different wave
sound, mechanical) reflected and refracted patterns
Identify that visible waves Identify the regions of the Identify that waves move at
differ in length electromagnetic spectrum different speeds through
Demonstrate that visible solids, liquids, and gases
light can be broken up into Identify that a wave’s
different colors in a frequency appears higher or
predictable pattern lower when there is motion
between the source and the
Continue to address earlier receiver
standards in this topic at a level Recognize that shorter wave
that challenges the student lengths have higher
frequency (e.g., x-rays) and
longer wave lengths have
lower frequency (e.g., radio
waves)
Identify that the unit of
measurement for frequency
is called the Hertz (Hz)
Compare relative locations
on the electromagnetic
spectrum with familiar
applications (e.g., visible
light in the middle of the
spectrum)
Identify that electromagnetic
waves are transverse waves
and travel fastest (i.e., at the
speed of light in a vacuum)
Continue to address skills and
concepts in this strand that
approach grade-level
expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 338
Science and Technology/Engineering
STRAND 4: TECHNOLOGY/ENGINEERING
Topics Topics Topics Topics
Grades PreK – 2 Grades 3 – 5 Grades 6 – 8 High School
Materials, Tools, and Materials, Tools, and Materials, Tools, and Materials, Tools, and
Machines Machines Machines Machines
Pages 340 - 341 Page 342 Page 343 Page 344
Engineering Design Engineering Design Engineering Design Engineering Design
Pages 345 - 346 Pages 347 - 348 Pages 349 - 350 Pages 351 - 352
-- -- Communication Communication
Pages 354, 356 Pages 362, 364, 369
-- -- Manufacturing Manufacturing
Pages 354, 357 Pages 362, 364
-- -- Construction Construction
Pages 354 – 355, 358, 361 Pages 362 – 363, 365
-- -- Transportation --
Pages 355, 359
-- -- Bioengineering --
Pages 355, 360
Fluid Systems
Pages 363, 366
-- -- -- Thermal Systems
Pages 363, 367
Electrical Systems
Pages 363 – 364, 368
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 339
Science and
Technology/
Engineering
Strand 4
Technology/
CONTENT Science and Technology/Engineering Engineering
STRAND Technology/Engineering PreK – 2
Learning Standards for:
Materials, Tools, and Machines
Grade Level: PreK – 2
Topic Learning Standards as written Essence of the Standard(s)
Materials, 1.1 Identify and describe characteristics of natural materials Identify the following:
Tools, and (e.g., wood, cotton, fur, wool) and human-made materials characteristics/uses of natural
Machines (e.g., plastic, Styrofoam). materials
characteristics/uses of human-
1.2 Identify and explain some possible uses for natural made materials
materials (e.g., wood, cotton, fur, wool) and human-made safe and proper use of tools and
materials (e.g., plastic, Styrofoam). materials
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.
Possible ENTRY POINTS to Learning Standard(s) (and ACCESS SKILLS embedded
in standards-based activities)
Less Complex More Complex
ACCESS SKILLS ENTRY POINTS
The student will: The student will: The student will: The student will:
Materials, Grasp, manipulate, Demonstrate proper Describe the Classify objects as
Tools, and release tools and use of one or more of characteristics of human-made or
and materials used to the following tools natural objects naturally occurring
Machines construct objects and materials used to (―people get them Describe familiar
(e.g., tape, ruler, construct objects: from the earth‖) or human-made and
paper, straw) glue, scissors, tape, human-made objects naturally occurring
Activate an electronic ruler, paper, (―people make them‖) objects and how we
device to access text, toothpicks, straws Match a simple tool use them (e.g., wood
communicate with Sort objects that are to its function used to build homes,
others, or participate human-made and Styrofoam used to
in an instructional those that are natural make plates and
activity Identify a variety of cups)
Initiate or respond to objects, tools, and Demonstrate and/or
a request for joint materials describe proper use
attention of simple tools
Follow simple
directions Continue to address skills
Take turns and concepts in this
appropriately during strand that approach
classroom discussion grade-level expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 340
Instructional Idea based on Learning Standards 1.1 and 1.2
At grades PreK–2, students describe characteristics of natural and human-made materials and
explain possible uses for each. They create a diagram by gluing materials into two circles labeled
―human-made‖ and ―natural.‖
How all students can participate in this activity
Addressing Learning Standard(s) as Possible Assessment Strategies and Portfolio
written for this grade level Products
Tim examines human-made and natural materials • Data chart indicating Tim’s ability to identify human-
and sorts them accordingly. He identifies and made and natural materials
describes possible uses for each material. • Tim’s diagram of human-made versus natural materials
• Tim’s homework assignment describing one human-
made and one natural material found in the home and
the functional use of each
Addressing Learning Standard(s) at lower Possible Assessment Strategies and Portfolio
levels of complexity (Entry Points) Products
Rich labels materials represented in pictures as • Data chart indicating Rich’s ability to distinguish
either human-made or naturally occurring. between human-made and natural materials
• Rich’s workbook pages on which he labeled materials as
human-made or natural
• Rich’s journal entry describing what he has learned
about the differences between human-made and natural
materials
Addressing Access Skills embedded in Possible Assessment Strategies and Portfolio
academic instruction Products
While outdoors with her science class, Suzanne • Field data chart indicating Suzanne’s ability to walk with
practices walking with a peer while they pick up an assigned peer
various materials and observe whether they are • Line or bar graph summarizing the field data chart
human-made or natural specimens • Videotape of Suzanne walking with peers
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 341
Science and
Technology/
Engineering
Strand 4
Technology/
CONTENT Science and Technology/Engineering Engineering
STRAND Technology/Engineering 3–5
Learning Standards for:
Materials, Tools, and Machines
Grade Level: 3 – 5
Topic Learning Standards as written Essence of the Standard(s)
Materials, 1.1 Identify materials used to accomplish a design task based Identify the following:
Tools, and on a specific property, i.e., weight, strength, hardness, and appropriate materials to
Machines flexibility. accomplish a design task based on
specific properties of each
1.2 Identify and explain the appropriate materials and tools material
(e.g., hammer, screwdriver, pliers, tape measure, screws, appropriate and safe use of tools
nails, and other mechanical fasteners) to construct a given in order to construct an object
prototype safely. simple vs. complex machines
1.3 Identify and explain the difference between simple and
complex machines, e.g., hand can opener that includes
multiple gears, wheel, wedge gear, and lever.
Possible ENTRY POINTS to Learning Standard(s)
Less Complex More Complex
The student will: The student will: The student will:
Materials, Identify one or more Identify specific properties of Match the appropriate
Tools, and properties of a range of materials (e.g., weight, strength, materials to a list of design
Machines design materials hardness, flexibility) needed to tasks
Identify various materials accomplish a design task Identify complex tools and
according to a characteristic Identify and classify simple machines and describe their
(e.g., hard, flexible, soft) machines (e.g., ramps, wedges, proper and safe uses
Identify a variety of simple levers, pulleys, axles, gears, Describe how simple machines
machines wheels) combine to make complex
Use a variety of familiar tools machines (e.g., scissors are
appropriately (e.g., paper made up of a pair of levers)
clips, tape measure) to
accomplish a design task Continue to address skills and
concepts in this strand that
Continue to address earlier approach grade-level expectations
standards in this topic at a level
that challenges the student
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 342
Science and
Technology/
Engineering
Strand 4
Technology/
CONTENT Science and Technology/Engineering Engineering
STRAND Technology/Engineering 6–8
Learning Standards for:
Materials, Tools, and Machines
Grade Level: 6 – 8
Topic Learning Standards as written Essence of the Standard(s)
Materials, 1.1 Given a design task, identify appropriate materials Identify and describe the following:
Tools, and (e.g., wood, paper, plastic, aggregates, ceramics, metals, appropriate materials used to
Machines solvents, adhesives) based on specific properties and accomplish a design task, based on
characteristics (e.g., weight, strength, hardness, and specific properties and
flexibility). characteristics
appropriate tools for specific
1.2 Identify and explain appropriate measuring tools, hand applications
tools, and power tools used to hold, lift, carry, fasten, and appropriate and safe use of tools
separate, and explain their safe and proper use. and machines
1.3 Identify and explain the safe and proper use of measuring
tools, hand tools, and machines (e.g., band saw, drill press,
sanders, hammer, screwdriver, pliers, tape measure,
screws, nails, and other mechanical fasteners) needed to
construct a prototype of an engineering design.
Possible ENTRY POINTS to Learning Standard(s)
Less Complex More Complex
The student will: The student will: The student will:
Materials, Identify and manipulate a Classify materials according Choose from among several
Tools, and variety of tools and materials to their properties (e.g., materials based on their specific
Machines to accomplish a particular weight, strength, hardness, properties in order to accomplish
design task flexibility) and suggest a specific design task
functional uses for each Demonstrate use of complex
Continue to address earlier Match complex tools (specifically, measuring
standards in this topic at a level tools/materials (e.g., tools, hand tools, power tools,
that challenges the student measuring tools, hand tools, and machines) in a safe and
power tools, and machines) proper manner in order to
to their appropriate accomplish a specific design task
functions Use a variety of tools and
materials to design and construct
simple products (e.g., shelf,
flower box)
Continue to address skills and
concepts in this strand that approach
grade-level expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 343
Science and
Technology/
Engineering
Strand 4
Technology/
Engineering
High School
CONTENT Science and Technology/Engineering
STRAND Technology/Engineering
Learning Standards for:
Materials, Tools, and Machines
Grade Level: High School
Topic Learning Standards as written Essence of the Standard(s)
Materials, 2.5 Identify and demonstrate the safe and proper use of Identify, explain and/or demonstrate
Tools, and common hand tools and/or power tools and measurement knowledge of safe and proper use of
Machines devices used in construction. common hand and/or power tools
and measurement devices
Possible ENTRY POINTS to Learning Standard(s)
Less Complex More Complex
The student will: The student will: The student will:
Materials, Identify common hand tools Identify and explain/ Identify and explain/
Tools, and and what they are used for demonstrate safe and proper demonstrate safe and proper
Machines Identify common power tools use of two or more common use of common hand and/or
and what they are used for hand and/or power tools tools
Identify measurement devices Identify and Identify and
and what they are used for explain/demonstrate safe and explain/demonstrate safe and
proper use of two or more proper use of complex
Continue to address earlier common measurement tools measurement tools and
standards in this topic at a level devices
that challenges the student
Continue to address skills and
concepts in this strand that
approach grade-level expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 344
Science and
Technology/
Engineering
Strand 4
Technology/
CONTENT Science and Technology/Engineering Engineering
STRAND Technology/Engineering PreK – 2
Learning Standards for:
Engineering Design
Grade Level: PreK – 2
Topic Learning Standards as written Essence of the Standard(s)
Engineering 2.1 Identify tools and simple machines used for a specific Identify tools and simple machines
Design purpose, e.g., ramp, wheel, pulley, lever. used for specific purposes
Describe human body parts that act
2.2 Describe how human beings use parts of the body as tools as tools and their animal counterparts
(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.
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 345
Possible ENTRY POINTS to Learning Standard(s) (and ACCESS SKILLS
embedded in standards-based activities)
Less Complex More Complex
ACCESS SKILLS ENTRY POINTS
The student will: The student will: The student will: The student will:
Engineering Identify and/or label Identify parts of the Describe how specific Classify simple
Design body parts, human body that act tools work to machines as ramps,
machines, and/or as tools accomplish a given wedges, levers,
tools, as directed Identify body parts of task pulleys, axles, gears,
Initiate or respond to various animals that Identify simple or wheels
a request for joint act as tools machines (ramps, Describe how we use
attention Demonstrate how wedges, levers, specific body parts to
Respond to text simple machines pulleys, axles, gears, accomplish tasks
being read aloud work wheels) and describe (e.g., open the door
(i.e., remain alert, Identify tools used their functions and by turning the
request more) for specific purposes how they work doorknob with our
Choose appropriate Identify parts of the hand, kick a soccer
text to read or to human body and the ball with our foot)
have read aloud function of each Recognize that
Orient to Identify body parts of animals use parts of
books/orient book animals that act as their bodies to
right side up tools and the accomplish certain
Turn pages in a book function of each tasks (e.g., a beaver
or magazine uses its teeth to chop
Activate an electronic down a tree)
device to access text, Recognize how our
communicate with bodies help us do
others, or participate work
in an instructional Identify and describe
activity how several tools
Turn attention may be needed to
toward another accomplish a specific
person design task
Grasp, manipulate,
and release objects Continue to address skills
Organize and concepts in this
instructional strand that approach
materials grade-level expectations
Take turns
appropriately during
classroom discussion
Respond to/initiate
contacts with others
Apply rules for
appropriate
classroom behavior
Use appropriate
social greetings
Follow simple
directions
Identify self and/or
others
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 346
Science and
Technology/
Engineering
Strand 4
CONTENT Science and Technology/Engineering Technology/
Engineering
STRAND Technology/Engineering
Learning Standards for: 3–5
Engineering Design
Grade Level: 3 – 5
Topic Learning Standards as written Essence of the Standard(s)
Engineering 2.1 Identify a problem that reflects the need for shelter, Identify and describe the following:
Design storage, or convenience. a problem that identifies a need for
shelter, storage, or convenience
2.2 Describe different ways in which a problem can be ways to represent a problem
represented, e.g., sketches, diagrams, graphic design features for building or solving
organizers, and lists. a problem
natural and mechanical systems that
2.3 Identify relevant design features (e.g., size, shape, serve similar purposes
weight) for building a prototype of a solution to a given
problem.
2.4 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.
Possible ENTRY POINTS to Learning Standard(s)
Less Complex More Complex
The student will: The student will: The student will:
Engineering Identify materials/products Demonstrate that design Identify tools and materials that
Design that make human lives problems can be addressed by would be most appropriate in
easier by addressing using tools and materials to solving a specific design problem
specific needs design and create solutions Sequence the steps in the design
Identify shelters (human- Identify the difference process
made or natural) and their between a sketch/diagram and Compare the sizes, shapes and
uses the actual object or creation weights of common materials to
Identify materials/products represented build a prototype
that provide storage (e.g., Explain what he or she knows Identify the purposes of different
squirrels bury acorns in the about a particular design body parts of animals, e.g., birds
ground, or a cabinet to problem use wings to fly, bats use mouth
store non-refrigerated food) Describe and/or list various and ears (vocalization and
Restate a problem that the options and solutions to a hearing) to navigate territory
teacher has presented design problem (echolocation); identify
Recognize steps in the design corresponding mechanical
Continue to address earlier process systems e.g., planes use wings
standards in this topic at a level Draw a picture/diagram of a to fly, ships use sonar to
that challenges the student specific object to be navigate territory
constructed
Identify the functions of Continue to address skills and
mechanical parts (e.g., knife, concepts in this subject that approach
hinge, wheelchair) grade-level expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 347
Instructional Idea based on Learning Standards 2.1 and 2.2
At grades 3–5, students construct a shelter for their new classroom pet, a rabbit. They discuss
possible designs and materials for constructing the shelter, using sketches, diagrams, lists, and
samples of materials.
How all students can participate in this activity
Addressing Learning Standard(s) as Possible Assessment Strategies and Portfolio
written for this grade level Products
Carla and her peers brainstorm ideas and • Data chart indicating Carla’s ability to contribute ideas to
considerations for the new rabbit shelter. They take the design of a shelter for a rabbit
turns suggesting design ideas, building materials, • Carla’s designs
and size and shape of the shelter. • Graphic organizer created by Carla to identify the pros
and cons of each design
• Carla’s list of ideas to consider and specific needs to
address
Addressing Learning Standard(s) at lower Possible Assessment Strategies and Portfolio
levels of complexity (Entry Points) Products
Hank participates in the discussion with his peers. • Data chart indicating Hank’s ability to design and label a
He designs a rabbit shelter and labels his drawing. shelter for a rabbit
He lists possible building materials and features • Hank’s diagram of his design ideas
(e.g., dimensions, door, food tray, wood, wire • Videotape of Hank drawing and labeling his diagram
mesh, etc.). • Hank’s list of ideas to consider for his design
Addressing Access Skills embedded in Possible Assessment Strategies and Portfolio
academic instruction Products
Harry follows the directions of his peers to label • Field data chart indicating Harry’s ability to follow one-
parts of the group’s diagram of a shelter. step directions
• Line or bar graph summarizing the field data chart
• Videotape of Harry’s participation in the discussion
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 348
Science and
Technology/
Engineering
Strand 4
Technology/
CONTENT Science and Technology/Engineering Engineering
STRAND Technology/Engineering
6–8
Learning Standards for:
Engineering Design
Grade Level: 6 – 8
Topic Learning Standards as written Essence of the Standard(s)
Engineering 2.1 Identify and explain the steps of the engineering design Identify and describe the following:
Design process, i.e., identify the need or problem, research the steps of the engineering design
problem, develop possible solutions, select the best possible process
solution(s), construct a prototype, test and evaluate, methods of representing solutions
communicate the solution(s), and redesign. to a design problem
purpose of a constructed
2.2 Demonstrate methods of representing solutions to a design prototype
problem, e.g., sketches, orthographic projections, multiview appropriate tools and materials
drawings. needed to construct a prototype
design features of a given
2.3 Describe and explain the purpose of a given prototype. prototype and their effects on the
outcome and cost
components of a universal
2.4 Identify appropriate materials, tools, and machines needed
systems model
to construct a prototype of a given engineering design.
2.5 Explain how such design features as size, shape, weight,
function, and cost limitations would affect the construction
of a given prototype.
2.6 Identify the five elements of a universal systems model:
goal, inputs, processes, outputs, and feedback.
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 349
Possible ENTRY POINTS to Learning Standard(s)
Less Complex More Complex
The student will: The student will: The student will:
Engineering Describe a design problem Identify steps that would Recognize that there exist
Design Discuss various solutions to a provide assistance in solving a many different ways to
design problem simple design problem represent and solve a problem
Recognize that Draw a picture to represent a Sequence steps of the
tools/materials/machines are solution to a design problem engineering design process in
suited to particular functions Discuss materials needed to a simplified format and
and tasks construct a prototype recognize what each step is
Experiment with sizes, shapes, Identify appropriate tools to addressing (What is the
and weights of materials used construct a prototype problem/need? What
to address a design problem Define input/output information do I need in order
Draw a cause/effect picture components of a given design to find out? What are some
(e.g., input, output) Recognize that there are steps ways that I can solve the
Identify and select an in the design process (i.e., problem/need? Which is the
appropriate material for a identify a need, research the best way to solve the
specific outcome/task problem, propose a solution, problem?)
design, identify appropriate Recognize that the design
Continue to address earlier tools and materials, build, test, process steps can be used to
standards in this topic at a level evaluate, revise) solve a problem, but the
that challenges the student problem may then need
further investigation
Draw a detailed picture/design
to represent a solution to a
problem
List the tools, materials, and
machines that are necessary to
construct a prototype
Build a simple prototype
Identify choice of materials
and why these were chosen
for a prototype
Recognize that there may be
more than one material to
complete a task
Describe each component of a
universal systems model
Continue to address skills and
concepts in this strand that
approach grade-level expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 350
Science and
Technology/
Engineering
Strand 4
Technology/
Engineering
CONTENT Science and Technology/Engineering High School
STRAND Technology/Engineering
Learning Standards for:
Engineering Design
Grade Level: High School
Topic Learning Standards as written Essence of the Standard(s)
Engineering 1.1 Identify and explain the steps of the engineering design Identify and describe the following:
Design process. The design process steps are identify the problem; steps of the engineering design
research the problem; develop possible solutions; select the process
best possible solution(s); construct prototypes and/or uses and applications of the
models; test and evaluate; communicate the solutions; and engineering design process
redesign. production and analysis of pictorial
and multi-view drawings
1.2 Understand that the engineering design process is used in scale and proportion applied to
the solution of problems and the advancement of society. drawings and projections
Identify and explain examples of technologies, objects, and Production and analysis of pictorial
processes that have been modified to advance society. and multi-view drawings
Read plans, diagrams, and/or
1.3 Produce and analyze multi-view drawings (orthographic drawings to construct a model or
projections) and pictorial (isometric, oblique, perspective) prototype of an object
drawings using various techniques.
1.4 Interpret and apply scale and proportion to orthographic
projections and pictorial drawings, such as, ¼‖ = 1’0‖,
1 cm = 1 m.
1.5 Interpret plans, diagrams, and working drawings in the
construction of prototypes or models.
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 351
Possible ENTRY POINTS to Learning Standard(s)
Less Complex More Complex
The student will: The student will: The student will:
Engineering Identify and suggest possible Identify steps that would Identify that are many
Design solutions to a design problem assist in solving a simple different ways to represent
Use a ruler to draw a picture problem and solve a design problem
of an actual object Draw a picture to represent a Sequence steps of the
Match an object on a scaled solution to a problem engineering design process in
diagram to the object it Draw a scaled view of an a simplified format and
represents object using graph paper recognize what each step is
Match objects to Identify drafting techniques asking (What is the
diagrams/plans or that can help represent/solve problem/need? What
representational pictures of a problem or create a information do I need to find
the object prototype out? What are a few ways that
Create one or more simple I can solve the problem/need?
Continue to address earlier drawings of an object Which is the best way to solve
standards in this topic at a level Recognize that a drawing to the problem?)
that challenges the student scale is proportional to but not Identify that after a design
the same size as the object problem is first solved, it may
Use an object and evaluate still need further investigation
how it works and suggest Draw a detailed picture/design
ways it could be improved to represent a solution to a
design problem
Describe how drafting
techniques and production of
visuals and drawings can be
accomplished using specific
computer software
Identify that an object not
drawn to scale looks
somewhat different than the
actual object, but may be
useful in accentuating certain
features or characteristics of
the object
Create a drawing to scale of a
material or product, using
appropriate measurement
techniques, and label the scale
Use simple diagrams of an
object to describe its features
Continue to address skills and
concepts in this strand that
approach grade-level expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 352
Science and
Technology/
Engineering
Strand 4
Technology/
Engineering
CONTENT Science and Technology/Engineering PreK–2; 3–5
STRAND Technology/Engineering
Learning Standards for:
Communication
Manufacturing
Construction
Transportation
Bioengineering
Grade Levels: PreK–2; 3–5
Topic Learning Standards as written Essence of the Standard(s)
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 353
CONTENT Science and Technology/Engineering Science and
Technology/
STRAND Technology/Engineering Engineering
Learning Standards for: Strand 4
Communication Technology/
Manufacturing Engineering
Construction
Transportation 6–8
Bioengineering
Grade Level: 6 – 8
Topic Learning Standards as written Essence of the Standard(s)
Com- 3.1 Identify and explain the components of a communication Identify and describe the following:
munication system, i.e., source, encoder, transmitter, receiver, decoder, components of a communication
storage, retrieval, and destination. system
communication tools, machines,
3.2 Identify and explain the appropriate tools, machines, and and electronic devices
electronic devices (e.g., drawing tools, computer-aided similarities and differences among
design, and cameras) used to produce and/or reproduce different communication
design solutions (e.g., engineering drawings, prototypes, technologies and systems
and reports). use of symbols and icons for
communication purposes
3.3 Identify and compare communication technologies and
systems, i.e., audio, visual, printed, and mass
communication.
3.4 Identify and explain how symbols and icons (e.g.,
international symbols and graphics) are used to
communicate a message.
Manufacturing 4.1 Describe and explain the manufacturing systems of custom Identify and describe the following:
and mass production. manufacturing systems for custom
and mass production
4.2 Explain and give examples of the impacts of impacts of modern manufacturing
interchangeable parts, components of mass-produced technologies
products, and the use of automation, e.g., robotics. manufacturing organization
basic manufacturing processes
4.3 Describe a manufacturing organization, e.g., corporate
structure, research and development, production,
marketing, quality control, distribution.
4.4 Explain basic processes in manufacturing systems, e.g.,
cutting, shaping, assembling, joining, finishing, quality
control, and safety.
Construction 5.1 Describe and explain parts of a structure, e.g., foundation, Identify and describe the following:
flooring, decking, wall, roofing systems. parts of a structure
types of bridges and their
5.2 Identify and describe three major types of bridges (e.g., performances/uses/effects on
arch, beam, and suspension) and their appropriate uses structural loads
(e.g., site, span, resources, and load). forces on bridges
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 354
Construction
(cont.) 5.3 Explain how the forces of tension, compression, torsion,
bending, and shear affect the performance of bridges.
5.4 Describe and explain the effects of loads and structural
shapes on bridges.
Transportation 6.1 Identify and compare examples of transportation systems Identify and describe:
and devices that operate on each of the following: land, air, transportation systems operating
water, and space. on land, air, water, space
subsystems of a transportation
6.2 Given a transportation problem, explain a possible solution vehicle or device
using the universal systems model. lift, drag, friction, thrust, and
gravity in a vehicle or device
6.3 Identify and describe three subsystems of a transportation Provide a solution to a transportation
vehicle or device, i.e., structural, propulsion, guidance, problem using the universal design
suspension, control, and support. systems model
6.4 Identify and explain lift, drag, friction, thrust, and gravity in
a vehicle or device, e.g., cars, boats, airplanes, rockets.
Bio- 7.1 Explain examples of adaptive or assistive devices, e.g., Identify and describe the following:
engineering prosthetic devices, wheelchairs, eyeglasses, grab bars, adaptive/assistive devices
hearing aids, lifts, braces. adaptive/assistive bio-engineered
products
7.2 Describe and explain adaptive and assistive bioengineered
products, e.g., food, bio-fuels, irradiation, integrated pest
management.
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 355
Possible ENTRY POINTS to Learning Standard(s) (and ACCESS SKILLS
embedded in standards-based activities)
Less Complex More Complex
ACCESS SKILLS ENTRY POINTS
The student will: The student will: The student will: The student will:
Communication Use fine motor skills Identify Identify ways in Describe the process
Technologies to grasp, focus communication as which people of communication
attention toward, or the ways in which communicate (sender, message,
activate various people and animals Identify tools that receiver)
communication exchange help people Identify
devices (e.g., pick information communicate with communication
up phone, Identify that one another (e.g., symbols and icons
press/point to communication can newspaper, radio, and the information
picture on occur through verbal Internet, telephone, they represent
communication exchanges, as well personal Compare the
device) as in writing correspondence, effectiveness and
Respond to text (directions) and communication the advantages/
being read aloud visually (pictures, devices, picture disadvantages of
(i.e., remain alert, sign language) exchange various
request more) communication communication
Orient to system, symbol technologies and
books/orient book communication systems
right side up system) Recognize how
Turn pages in a cameras, computers,
book or magazine and drawing tools
Activate an are used to produce
electronic device to design solutions
access text,
communicate with Continue to address skills
others, or participate and concepts in this
in an instructional strand that approach
activity grade-level expectations
Turn attention
toward another
person
Grasp, manipulate,
and release objects
Take turns
appropriately during
classroom discussion
Respond to/initiate
contacts with others
Apply rules for
appropriate
classroom behavior
Follow simple
directions
Identify self and/or
others
Initiate or respond
to request for joint
attention
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 356
Possible ENTRY POINTS to Learning Standard(s) (and ACCESS SKILLS
embedded in standards-based activities)
Less Complex More Complex
ACCESS SKILLS ENTRY POINTS
The student will: The student will: The student will: The student will:
Manufacturing Tolerate touching Identify materials Recognize that Classify objects and
natural and human- that are natural custom-made materials as custom-
made objects and/or human- materials/objects are made or mass-
Respond to text made designed/made by a produced
being read aloud Identify items that small number of Identify the processes
(i.e., remain alert, have been custom- individuals for used to make custom-
request more) made or mass- specific applications made items and
Choose appropriate produced Describe mass- mass-produced items
text to read or to Identify materials production as Explain how the cost
have read aloud that can be machines and of an item is affected
Orient to shaped and assembly lines by the process used
book/orient book restructured putting together to make it (custom-
right side up depending on the materials/objects made vs. mass-
Turn pages in a intended uses quickly and produced)
book or magazine Identify the basic efficiently using Recognize that
Activate an processes in human supervision automated machines
electronic device to manufacturing Discuss that are those that require
access text, systems manufacturing little or no human
communicate with Sequence the processes are support to perform
others, or participate steps of the organized by people their functions
in an instructional manufacturing who run the Recognize that robots
activity process machines, advertise are automated
Turn attention the product, machines that
toward another supervise the perform habitual
person machine operators functions based on a
Grasp, manipulate, Experiment with series of pre-
and release objects different materials programmed options
Take turns and tools, and Identify and describe
appropriately during determine the one or two
classroom discussion products/processes components of a
Respond to/initiate for which each might manufacturing
contacts with others be ideally suited organization
Apply rules for Put objects together Identify how materials
appropriate using different can be shaped and
classroom behavior materials to restructured (e.g.,
Use appropriate determine the ideal cutting, shaping,
social greetings material (or assembling),
Follow simple combination of depending on their
directions materials) to allow intended use
Identify self and/or the object to
others function as intended Continue to address skills
Initiate or respond Disassemble objects, and concepts in this strand
to request for joint devices, or machines that approach grade-level
attention and describe how expectations
they might have
originally been
assembled
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 357
Possible ENTRY POINTS to Learning Standard(s) (and ACCESS SKILLS
embedded in standards-based activities)
Less Complex More Complex
ACCESS SKILLS ENTRY POINTS
The student will: The student will: The student will: The student will:
Construction Use fine motor skills Identify a structure Identify the Identify the functions
to create various and its function components of a of the components of
structures using a Identify a bridge structure/building, a structure (roof,
variety of materials and its function including foundation, floor, wall)
Respond to text Make a simple roof, floor, deck, and Explain that bridges
being read aloud construction of a walls, using models may look different
(i.e., remain alert, house, building, or or pictures but have important
request more) bridge and describe Identify the structural
Choose appropriate how it functions components of a components in
text to read or to bridge, using models common that allow
have read aloud or pictures them to function
Orient to book/orient Make a model of a properly (e.g., a
book right side up bridge and test for bridge must be
Turn pages in a book loads flexible – i.e., bend/
or magazine Identify one or more shear – in order to
Activate an electronic different bridge types support heavy
device to access text, (arch, beam, vehicles without
communicate with suspension) using collapsing)
others, or participate pictures or models
in an instructional Continue to address skills
activity and concepts in this
Turn attention strand that approach
toward another grade-level expectations
person
Grasp, manipulate,
and release objects
Organize instructional
materials
Take turns
appropriately during
classroom discussion
Respond to/initiate
contacts with others
Apply rules for
appropriate
classroom behavior
Use appropriate
social greetings
Follow simple
directions
Identify self and/or
others
Initiate or respond to
request for joint
attention
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 358
Possible ENTRY POINTS to Learning Standard(s) (and ACCESS SKILLS
embedded in standards-based activities)
Less Complex More Complex
ACCESS SKILLS ENTRY POINTS
The student will: The student will: The student will: The student will:
Transportation Match picture-to- Identify Describe where and Given a specific
picture for modes of transportation as how transportation starting point and
transportation moving a person occurs (e.g., on destination, identify
Respond to text from point A to point land, in air, on the most appropriate
being read aloud B water, and in space) and efficient
(i.e., remain alert, Identify different Identify how a mode(s) of
request more) means of person could get transportation
Choose appropriate transportation (e.g., from point A to point Explain how
text to read or to cars, boats, rockets, B (e.g., walk, car, transportation
have read aloud cart and buggies) bike) systems provide
Orient to Draw parts of a car, Identify the options to get from
books/orient book plane, train, rocket, materials and human point A to point B
right side up or boat actions necessary to (e.g., MBTA system
Turn pages in a book Identify appropriate solve a in Boston)
or magazine uses of various types transportation Brainstorm solutions
Activate an of transportation problem to transportation
electronic device to Identify whether Compare and problems and the
access text, different means of contrast two effectiveness of each
communicate with transportation transportation (e.g., feedback in
others, or participate operate on land, on systems systems model)
in an instructional water, in the air, or Identify lift, drag, Identify guidance
activity in space friction, thrust, and and propulsion in a
Turn attention gravity as forces that transportation
toward another either work toward system
person or against the Explain the
Grasp, manipulate, movement of a meanings of lift,
and release objects transportation drag, friction, thrust,
Organize vehicle and gravity, and
instructional relate the terms to a
materials transportation mode
Take turns (i.e., ―the air creates
appropriately during drag on a plane
classroom discussion which is a force that
Respond to/initiate holds it back,‖
contacts with others ―water creates drag
Apply rules for on a boat which is a
appropriate force that holds it
classroom behavior back‖)
Use appropriate
social greetings Continue to address skills
Follow simple and concepts in this
directions strand that approach
Identify self and/or grade-level expectations
others
Initiate or respond to
request for joint
attention
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 359
Possible ENTRY POINTS to Learning Standard(s) (and ACCESS SKILLS
embedded in standards-based activities)
Less Complex More Complex
ACCESS SKILLS ENTRY POINTS
The student will: The student will: The student will: The student will:
Bioengineering Respond to text Identify and Explain that an Identify an adaptive
being read aloud recognize a variety adaptive or assistive or assistive device,
(i.e., remain alert, of adaptive and device provides e.g., wheelchair,
request more) assistive devices access to a person’s prosthetic limb, pair
Choose appropriate (e.g., wheelchairs, environment in of eyeglasses, and
text to read or to prosthetic limbs, specific ways the ways in which it
have read aloud eyeglasses) Recognize that some overcomes the effect
Orient to book/orient Identify familiar products used by of a person’s
book right side up products that are humans are created disability and
Turn pages in a bioengineered (e.g., in laboratories provides access to
book or magazine insect spray) (bioengineered) the environment
Activate an Describe how one or Identify familiar
electronic device to more bioengineered products that are
access text, products improve bioengineered and
communicate with the lives of people how these products
others, or participate work to improve the
in an instructional lives of all people
activity (e.g., bug spray
Turn attention prevents insects
toward another from coming into
person contact with people;
Grasp, manipulate, certain foods are
and release objects bioengineered to
Organize negate or
instructional accentuate certain
materials tendencies, such as
Take turns to control disease, to
appropriately during extend shelf-life, to
classroom discussion diet management)
Respond to/initiate Identify risks
contacts with others associated with
Apply rules for manufacture and
appropriate use of bioengineered
classroom behavior products
Use appropriate
social greetings Continue to address skills
Follow simple and concepts in this
directions strand that approach
Identify self and/or grade-level expectations
others
Initiate or respond
to request for joint
attention
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 360
Instructional Idea based on Learning Standard 5.3
At grades 6–8, students create models of bridges that contain all required design components of
bridge structure and investigate how a bridge supports the weight of objects on its surface.
How all students can participate in this activity
Addressing Learning Standard(s) as Possible Assessment Strategies and Portfolio
written for this grade level Products
Reese creates three models of bridges using sheets • Data chart showing Reese’s knowledge of bridge
of paper of varying thickness, folded like structure
accordions. She suspends her bridge designs and • Reese’s graph of her results based on paper thickness,
tests the strength of each design by adding number of folds, and number of pennies
pennies to each structure. • Reese’s prediction and explanation of her strongest
bridge design/structure
Addressing Learning Standard(s) at lower Possible Assessment Strategies and Portfolio
levels of complexity (Entry Points) Products
Jeremy works with a partner to design, fold, and • Data chart showing Jeremy’s ability to identify bridge
suspend a model bridge. He charts the number of structures
pennies needed to cause each bridge design to • Work sample in which Jeremy identifies parts of each
collapse. bridge
• Jeremy’s quiz on bridge design and structure
Addressing Access Skills embedded in Possible Assessment Strategies and Portfolio
academic instruction Products
Anna grasps a variety of materials used in • Field data chart showing Anna’s ability to grasp
constructing a bridge with a peer. materials during bridge construction
• Line or bar graph summarizing field data chart
• Teacher-scribed sample showing Anna’s ability to grasp
specific objects
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 361
Science and
CONTENT Science and Technology/Engineering Technology/
Engineering
STRAND Technology/Engineering
Strand 4
Learning Standards for: Technology/
Communication Engineering
Manufacturing
Construction High School
Fluid Systems
Thermal Systems
Electrical Systems
Grade Level: High School
Topic Learning Standards as written Essence of the Standard(s)
Com- 6.1 Explain how information travels through the following Identify, describe, and/or
munication media: electrical wire, optical fiber, air, and space. demonstrate knowledge of the
following:
6.2 Differentiate between digital and analog signals. Describe flow of information through
how communication devices employ digital and analog electrical wires, optical fibers, air,
technologies, such as, computers and cell phones. and space
digital and analog signals and
6.3 Explain how the various components and processes of a devices using these technologies
communication system function. The components are components and processes of a
source, encoder, transmitter, receiver, decoder, destination, communication system
storage, and retrieval. applications of laser and fiber
optic technologies
6.4 Identify and explain the applications of laser and fiber optic application of electromagnetic
technologies (such as, telephone systems, cable television, signals in fiber optic technologies
and photography).
6.5 Explain the application of electromagnetic signals in fiber
optic technologies, and include critical angle and total
internal reflection.
Manufacturing 7.1 Describe the manufacturing processes of casting and Identify, explain, and/or demonstrate
molding, forming, separating, conditioning, assembling, and knowledge of the following:
finishing. specific manufacturing processes
criteria for selection of tools,
7.2 Identify the criteria necessary to select the tools and materials, and procedures in the
procedures used in the safe production of products in the manufacturing process
manufacturing process, such as material properties, advantages of using robotics
required tolerances, and end-uses.
7.3 Describe the advantages of using robotics in the automation
of manufacturing processes, such as, increased production,
improved quality, and safety.
Construction 2.1 Identify and explain the engineering properties of materials Identify, explain and/or demonstrate
used in structures, such as, elasticity, plasticity, R value, knowledge of the following:
density, and strength. engineering properties of
materials used in structures
2.2 Distinguish among tension, compression, shear, and torsion, tension, compression, shear, and
and explain how they relate to the selection of materials in torsion
structures.
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 362
Construction 2.3 Explain Bernoulli’s principle and its effect on structures, such selection of materials used in
(cont.) as buildings and bridges. structures
Bernoulli’s principle
2.4 Calculate the resultant force(s) for a combination of live calculation of forces for live loads
loads and dead loads. and dead loads
purposes of zoning laws and
2.6 Recognize the purpose of zoning laws and building codes in building codes
the design and use of structures.
Fluid Systems 3.1 Explain the basic differences between open (such as, Identify and differentiate between
irrigation, forced hot air system, air compressors) and closed open and closed fluid systems
(such as, forced hot water system, hydraulic brakes) fluid
systems.
3.2 Explain the differences and similarities between hydraulic Explain the differences and
and pneumatic systems and how each relates to similarities between hydraulic and
manufacturing and transportation systems. pneumatic systems and uses of each
3.3 Calculate and describe the ability of a hydraulic system to Describe specific characteristics of
multiply distance, multiply force, and effect directional hydraulic systems
change.
3.4 Recognize that the velocity of a liquid varies inversely with Recognize the relationship between
changes in cross-sectional area along the path of a moving the velocity of a liquid in a pipe and
liquid in a pipe. its cross-sectional area
3.5 Identify and explain sources of resistance (such as, 45º Identify and explain sources of
elbow, 90º elbow, and changes in diameter) for water resistance for water moving through
moving through a pipe. a pipe
Thermal 4.1 Differentiate among conduction, convection, and radiation in Identify, explain, and/or demonstrate
Systems a thermal system, such as, heating and cooling a house and knowledge of the following:
cooking. conduction, convection, and
radiation in a thermal system
4.2 Give examples of how conduction, convection, and radiation selection of materials in the design
are considered in the selection of materials for buildings and of a heating system
in the design of a heating system. environmental conditions and their
influence on design of buildings
4.3 Explain how environmental conditions such as wind, solar alternatives to nonrenewable
angle, and temperature influence the design of buildings. energies
4.4 Identify and explain alternatives to nonrenewable energies,
such as wind and solar energy conversion systems.
Electrical 5.1 Explain how to measure and calculate voltage, current, Identify, explain, and/or demonstrate
Systems resistance, and power consumption in a series circuit and in knowledge of the following:
a parallel circuit. Identify the instruments used to measure components of a circuit
voltage, current, power consumption, and resistance. Ohm’s law (relationships among
resistance, voltage, current)
5.2 Identify and explain the components of a circuit including external factors affecting
sources, conductors, circuit breakers, fuses, controllers, and resistance
loads. Examples of some controllers are switches, relays, alternating current (AC) and direct
diodes, and variable resistors. current (DC)
Measurement and calculation of
5.3 Explain the relationship between voltage, current, and voltage, current, resistance, and
resistance in a simple circuit using Ohm’s law. power consumption in a series circuit
and in a parallel circuit, using
5.4 Recognize that resistance is affected by external factors, appropriate instruments
such as temperature.
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 363
Electrical 5.5 Compare and contrast alternating current (AC) and direct
Systems current (DC) and give examples of each.
(cont.)
Possible ENTRY POINTS to Learning Standard(s)
Less Complex More Complex
The student will: The student will: The student will:
Communication Explore light experiments Identify and match Describe the results of various light
with light sources, mirrors, reactions of light experiments
and prisms experiments to various Identify at least three components
Explore light experiments terms of a communication system, e.g.,
with flashlight, mirror, and Explain how light from a source, encoder, transmitter,
prism penlight travels through a receiver, decoder, storage,
Identify and explain the straw retrieval, and destination
applications of light in Using the terms ―source,‖ Identify uses of laser and fiber
communications ―message,‖ and optic technology (e.g., fiber optic
(transmission reflection) ―receiver,‖ describe the technology directs light through
Explore movement of light route of a communication strands of glass — telephone
through experimentation process cables are made up of fiber optics)
Explain that signals can travel
Continue to address earlier through various media and through
standards in this topic at a level empty space
that challenges the student Explain that analog signals are
continuous waves, while digital
signals are a code consisting of a
series of on-off values
Continue to address skills and concepts
in this strand that approach grade-level
expectations
Manufacturing Identify and explain one or Identify that designing Identify that casting consists of
two components of a and making a product melting a substance and pouring or
manufacturing organization involves defining its injecting it into molds; molding
Identify the basic ways in purpose, then using happens when the substance
which materials can be materials, tools, and hardens and takes on the shape of
shaped and restructured measurement to create it the mold
(e.g., cutting, shaping, Describe why a given tool Identify that forming a substance is
assembling), depending on was or was not selected causing its shape to change
their intended uses to construct a product Identify that separating a
Describe one or more of substance means that components
the following are removed from one another
manufacturing processes: Identify that assembling a product
casting and molding, means putting together separate
forming, separating, components to make a final
conditioning, assembling, product
finishing Identify that finishing means
Select and use the coating or modifying the surface of
appropriate hand tool for a a part or product to protect it or to
variety of simple improve its appearance
construction applications:
hammer, screwdriver, Continue to address skills and concepts
chisel, wrench in this strand that approach grade-level
expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 364
Possible ENTRY POINTS to Learning Standard(s)
Less Complex More Complex
The student will: The student will: The student will:
Construction Make a simple model of a Identify the forces of tension, Explain the meaning of
structure and test with compression, shear, and tension, compression, shear,
different forces torsion and torsion and demonstrate
Describe how different Sort materials that have each
materials have properties various amounts of elasticity, Explain the meanings of
that make them useful for plasticity, thermal conductivity, elasticity (the ability of a
different processes and and density material to retain its original
outcomes Explain the purposes of shape upon being stretched),
Describe properties of common hand tools and plasticity (ability of a material
various materials used to measurement devices, and to change its shape), thermal
make simple models demonstrate how each should conductivity (ability of a
Demonstrate safe and be used material to conduct heat), and
proper use of basic hand density (the proximity of
tools particles in a material)
Identify the forces of Explain the difference between
tension, compression, ―live load‖ and ―dead load‖
shear, and torsion Sort sections of a building by
live/dead load
Continue to address earlier Relate pressure to the force of
standards in this topic at a level air on an object
that challenges the student Demonstrate the concept of
airfoil (when the velocity of a
gas or liquid is raised, the
pressure is reduced)
Explain the purposes of
common zoning laws and
building codes
Continue to address skills and
concepts in this strand that
approach grade-level expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 365
Possible ENTRY POINTS to Learning Standard(s) (and ACCESS SKILLS embedded
in standards-based activities)
Less Complex More Complex
ACCESS SKILLS ENTRY POINTS
The student will: The student will: The student will: The student will:
Fluid Using pictures of Identify and use Recognize that Identify that
Systems hydraulic or various devices that velocity is dependent hydraulics is when
pneumatic systems, use hydraulic or on the speed and pressure is put on
match picture-to- pneumatic systems direction of an object, liquids to create
picture Describe the effects and identify how energy or power
Sort pictures of wide of wide vs. narrow velocity can be Identify that
and narrow pipes pipes on the flow of increased or pneumatics is when
Activate an electronic water decreased pressure is put on
device to access text, Predict what factors Identify that force gases to create
communicate with might increase or can be placed on energy or power
others, or participate decrease velocity of liquids and gases in Differentiate between
in an instructional water in a pipe the form of pressure open and closed
activity Identify examples of systems
Grasp, manipulate, Continue to address open and closed fluid Explain the effects of
and release objects earlier standards in this systems pipe size and design
Respond to/initiate topic at a level that on fluid flow
contacts with others challenges the student
Follow simple Continue to address skills
directions and concepts in this
Initiate or respond to strand that approach
request for joint grade-level expectations
attention
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Possible ENTRY POINTS to Learning Standard(s) (and ACCESS SKILLS embedded
in standards-based activities)
Less Complex More Complex
ACCESS SKILLS ENTRY POINTS
The student will: The student will: The student will: The student will:
Thermal Using pictures of Identify ways to cool Recognize that heat Describe the principles
Systems heat sources, and heat oneself or can travel through and provide familiar
match picture-to- another object and between objects examples of heat
picture Identify various Recognize that conduction (touching
Activate an sources of heat and conduction is heat something hot transfers
electronic device to power being distributed in a heat to the person’s
access text, Experiment with solid object until the hand), convection (the
communicate with materials of different temperature within heat from a drink travels
others, or color, structure, and the object is constant to the ice cubes to melt
participate in an insulation to Recognize that them), and radiation (the
instructional measure heat convection is heat sun’s heat travels through
activity conductivity and traveling through the air to warm the earth;
Grasp, manipulate, heat absorption liquids and gases turning on a thermostat in
and release objects Recognize that a home causes heat
Respond to/initiate Continue to address radiation is heat generated by a heater to
contacts with earlier standards in this traveling through the travel until the home is at
others topic at a level that air a constant temperature)
Follow simple challenges the student Recognize the Identify ways to cool and
directions different heat a home
Initiate or respond characteristics and Compare and contrast
to request for joint provide examples of power–generating
attention conduction, systems using
convection, and nonrenewable fuels with
radiation those using wind, falling
Identify and describe water, and heat from the
a range of power– earth
generating systems Identify various
such as wind, solar, environmental conditions
fuel, falling water that affect heat
conduction/insulation in
buildings such as
plantings, awnings, roof
type and color, building
material
Describe the benefits/
advantages and
risks/disadvantages of
using different renewable
and nonrenewable fuels
Continue to address skills and
concepts in this strand that
approach grade-level
expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 367
Possible ENTRY POINTS to Learning Standard(s) (and ACCESS SKILLS embedded
in standards-based activities)
Less Complex More Complex
ACCESS SKILLS ENTRY POINTS
The student will: The student will: The student will: The student will:
Electrical electronic device to Recognize that a Identify basic Identify the
Systems access text, circuit conducts components of a meanings of
communicate with electricity circuit (e.g., source, resistance (how
others, or participate Recognize the conductor) and the much a circuit slows
in an instructional components of a role of each down the flow of
activity circuit Compare and current), voltage
Grasp, manipulate, contrast AC and DC (the strength of the
and release objects Continue to address currents, and identify current), and current
Respond to/initiate earlier standards in this applications of each (the flow of electrons
contacts with others topic at a level that in a circuit)
Follow simple challenges the student Identify the
directions difference between a
Initiate or respond to closed and parallel
request for joint circuit
attention Explain how AC and
DC currents work
Compare a closed
circuit (in which the
current flows) and
an open circuit (with
a switch that is
turned off or a fuse
that has blown so no
current flows)
Identify and explain
Ohm’s law
Describe each
component of a
circuit
Continue to address skills
and concepts in this
strand that approach
grade-level expectations
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
SCIENCE AND TECHNOLOGY/ENGINEERING 368
Instructional Idea based on Learning Standard 6.4
In high school, students discuss the use, purpose, effectiveness, and limitations of the following
types of communication: human to human (talking), human to machine (telephone), machine to
human (facsimile machine), and machine to machine (computer network). Students write a report
summarizing what was discussed.
How all students can participate in this activity
Addressing Learning Standard(s) as Possible Assessment Strategies and Portfolio
written for this grade level Products
Tara researches various communication • Data chart indicating Tara’s knowledge of
technologies. She discusses the uses, effectiveness, communication technologies
and limitations of each in her final report. • Tara’s paper identifying pros and cons of each type of
communication technology
• Videotape documenting Tara’s synthesis of her research
and her thoughts about the most effective
communication technology
Addressing Learning Standard(s) at lower Possible Assessment Strategies and Portfolio
levels of complexity (Entry Points) Products
Brian identifies commonly used communication • Data chart indicating Brian’s ability to identify commonly
technologies (e.g., telephone, email). He uses a used communication technologies
task analysis (i.e., a breakdown of steps involved in • Copies of each task analysis used by Brian
each activity) to study each communication method • Videotape of Brian following each task analysis
with which he is familiar.
Addressing Access Skills embedded in Possible Assessment Strategies and Portfolio
academic instruction Products
Christopher communicates with his peers using a • Field data chart indicating Christopher’s eye gaze to
variety of communication technologies. He works answer yes/no questions
on eye gaze to answer simple ―yes‖ and ―no‖ • Line or bar graph summarizing the field data chart
questions as he participates. • Videotape of Christopher using eye gaze to
communicate with a peer
Resource Guide to the Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2006
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