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					                                                                    REVISED DRAFT MAY 1, 2008




K-8 SCIENCE
SCOPE & SEQUENCE
                    TM




Department of
Education
Joel I. Klein
Chancellor



Marcia V. Lyles, Ed.D., Deputy Chancellor for Teaching & Learning
Linda Curtis-Bey, Director
Department of Mathematics and Science
52 Chambers Street, Room 208 • New York, NY 10007
                                                                                                                               REVISED DRAFT MAY 1, 2008
                     inquiry skills
INQUIRY SKILLS – BASED ON NYS MST STANDARDS 1, 2, 6, and 7 (Kindergarten – Grade 8)

Science process skills should be based on a series of discoveries. Students learn most    Identifying variables – recognizing the characteristics of objects or factors in
effectively when they have a central role in the discovery process. The MST Standards     events that are constant or change
1, 2, 6 and 7 (which are standards that are assessed on the New York State and
New York City assessments) reflect a student-centered, problem-solving approach to         Inferring – drawing a conclusion based on prior experiences
science. Inquiry and Process Skills should be an integral part of each unit of study.
                                                                                          Interpreting data – analyzing data that have been obtained and organized by
The application of these skills allows students to investigate important issues in the
                                                                                          determining apparent patterns or relationships in the data
world around them. These process skills should be incorporated into students’
instruction as developmentally appropriate.                                               Making decisions – identifying alternatives and choosing a course of action from
                                                                                          among the alternatives after basing the judgment for the selection on justifiable
Classifying – arranging or distributing objects, events, or information representing      reasons
objects or events in classes according to some method or system                           Manipulating materials – handling or treating materials and equipment safely,
Communicating – giving oral and written explanations or graphic representations           skillfully, and effectively
of observations                                                                           Measuring – making quantitative observations by comparing to a conventional
Comparing and contrasting – identifying similarities and differences between or           or nonconventional standard
among objects, events, data, systems, etc.                                                Observing – becoming aware of an object or event by using any of the senses
Creating models – displaying information, using multisensory representations              (or extensions of the senses) to identify properties

Gathering and organizing data – collecting information about objects and events           Predicting – making a forecast of future events or conditions expected to exist
which illustrate a specific situation

Generalizing – drawing general conclusions from particulars




This document is revised from the 2007 edition based on feedback from elementary and middle school focus and leadership group meetings during the year.
All changes are highlighted by underscoring or are noted in italics.

                                                                                                                                                                             p. i
                                                                                                                                      REVISED DRAFT MAY 1, 2008
                        process skills
PROCESS SKILLS – BASED ON NYS MST STANDARD FOUR (Kindergarten – Grade 4)*

Science is an ongoing process. Most often there is a question or problem that initiates an    xv.    Observe, identify, and communicate cause-and-effect relationships.
investigation searching for a possible solution or solutions. There is no single prescribed   xvi.   Generate appropriate questions (teacher- and student-based) in response
scientific method to govern an investigation. It is important that students practice the              to observations, events, and other experiences.
skills outlined below. For younger students, the emphasis is on discovery. For older
students, the emphasis is on formulating and investigating their own questions.               xvii. Observe, collect, organize, and appropriately graph data, then accurately
                                                                                                    interpret results.
Note: The use of “e.g.” denotes examples that may be used for in-depth study. The
terms “for example” and “such as” denote material that is testable. Items in parenthe-        xviii. Collect and organize data, choosing the appropriate representation:
ses denote further definition of the word(s) preceding the item and are testable.                     • journal entries
General Skills                                                                                       • graphs
i. Follow safety procedures in the classroom, laboratory, and field.                                  • drawings/pictorial representations
ii. Safely and accurately use the following tools:                                            xix.   Make predictions based on prior experiences and/or information.
    • hand lens          • thermometer (C°, F°)
                                                                                              xx.    Compare and contrast organisms/objects/events in the living and
     • ruler (metric)      • measuring cups                                                          physical environments.
     • balance             • graduated cylinder                                               xxi.   Identify and control variables/factors.
     • gram weights        • timepiece(s)                                                     xxii. Plan, design, and implement a short-term and long-term investigation
     • spring scale                                                                                 based on a student- or teacher-posed problem.
iii. Develop an appreciation of and respect for all learning environments (classroom,         xxiii. Communicate procedures and conclusions through oral and written
     laboratory, field, etc.).                                                                        presentations.
iv. Manipulate materials through teacher direction and free discovery.
                                                                                              * In grades 5-8 the process skills are content-specific and are integrated into the units
v.   Use information systems appropriately.                                                     of study.
vi. Select appropriate standard and nonstandard measurement tools for measurement
    activities.
                                                                                              Major Understandings Focused On Health
vii. Estimate, find, and communicate measurements, using standard and nonstandard
     units.                                                                                   The following Major Understandings from the NYS Elementary Science Core
viii. Use and record appropriate units for measured or calculated values.                     Curriculum should be covered in grades K-4:
ix. Order and sequence objects and/or events.
                                                                                              LE 5.3a Humans need a variety of healthy foods, exercise, and rest in order to grow
x.   Classify objects according to an established scheme.                                     and maintain good health.
xi. Generate a scheme for classification.
                                                                                              LE 5.3b Good health habits include hand washing and personal cleanliness; avoiding
xiii. Observe, analyze, and report observations of objects and events.
                                                                                              harmful substances (including alcohol, tobacco, illicit drugs); eating a balanced diet;
xiv. Observe, identify, and communicate patterns.                                             engaging in regular exercise.

                                                                                                                                                                                   p. ii
                                                                                                                                                 REVISED DRAFT MAY 1, 2008
                       kindergarten
             UNIT 1 (Previously Unit 2)                                         UNIT 2 (Previously Unit 1)                                                  UNIT 3 (Same)
        TREES THROUGH THE SEASONS                                                EXPLORING PROPERTIES                                                            ANIMALS


          What are some changes we see
                                                                     How do we observe and describe objects?                                              What are animals?
             in trees during the year?

 Identify the basic needs of organisms             LE 1.1b          Observe and describe physical proper-             PS 3.1b,c         Identify the basic needs of organisms            LE 1.1a
 to live and thrive:                               LE 1.2a          ties of objects using all of the appropriate                        to live and thrive:                              LE 1.2a
 • Needs of plants to live and thrive              LE 4.2a          senses:                                                             • Needs of animals to live and thrive            LE 4.1g
   (e.g., air, water, light)                       LE 5.1a          • Size, shape, texture, weight, color, etc.                           (e.g., air, water, food, shelter)              LE 4.2a
 • Living things grow and change.                                   • Determine whether objects are alike or                            • Living things grow and change.                 LE 5.1a
                                                                       different
                                                                                                                                    Observe and compare the different structures LE 3.1a
                                                                                                                                    that enable each animal to live and thrive:
 Observe and compare the different                 LE 3.1b          Observe and describe physical properties          PS 3.1c,d,e,g • Wings, legs, fins, eyes, nose, ears,
 structures that enable each plant to                               of objects using appropriate tools:                               tongue, skin, claws, etc.
 live and thrive:                                                   • Hot/cold (thermometer)
 • Roots, leaves, stems, flowers, seeds                              • Weight (pan balance)                                              Make clear that nonliving things do not          LE 1.1c,d
                                                                    • Measurement (nonstandard units)                                   live and thrive.
                                                                      including bigger/smaller, more/less,
                                                                                                                                        Recognize that living things have                LE 2.2a
                                                                      capacity of liquids
                                                                                                                                        offspring and that offspring closely
                                                                    • Observations (hand lenses)
 Observe adaptations of plants:                    LE 3.1c                                                                              resembles its parents:
 • Plants respond to changes in the                LE 5.2a                                                                              • Dogs /puppies, cats/kittens, cows/
                                                                    Observe, describe, and identify the               PS 3.1b,c,e         calves, ducks/ducklings, frogs/tadpoles
   environment including seasonal
                                                                    properties of materials (e.g., wood,
   changes such as:
                                                                    plastic, metal).                                                    Observe physical animal characteristics          LE 5.2e
   – Leaves falling in autumn and
                                                                                                                                        that are influenced by changing environ-
     forming in springtime
                                                                    Sort or group objects according to their          PS 3.1f           mental conditions such as:
    – Flowers blooming                                              properties:                                                         • Coat thickness in winter, rabbits
                                                                    • Texture, color, shape, etc.                                         changing fur color, shedding of fur
                                                                    • Sink and float
                                                                                                                                        Observe that some animal behaviors are           LE 5.2f
                                                                                                                                        influenced by environmental conditions:
                                                                                                                                        • Nest building, hibernation, migration
The right hand column in each unit represents the Major Understandings taken from the New York State Elementary Science Core Curriculum, available at http://www.emsc.nysed.gov/ciai/mst/pub/
elecoresci.pdf. PS = Physical Setting, Standard 4. Science process skills should be based on a series of discoveries. Students learn most effectively when they have a central role in the discovery
process. To that end, MST Standards 1, 2, 6 and 7 incorporate in the science core curriculum a student-centered, problem-solving approach to science. Inquiry and Process Skills should be an integral
part of each unit of study. For Major Understandings in science related to health, please see page ii.
                                                                                                                                                                                                     p. 1
                                                                                                                                                 REVISED DRAFT MAY 1, 2008
                    grade 1
             UNIT 1 (Previously Unit 3)                                         UNIT 2 (Previously Unit 1)                                         UNIT 3 (Previously Unit 2)
                   ANIMAL DIVERSITY                                              PROPERTIES OF MATTER                                                WEATHER AND SEASONS

              How are animals alike and                                         What are some properties of                               What are some of the changes we notice
                      different?                                                 solids, liquids, and gases?                                         between seasons?
 Identify, describe, and compare the               LE 3.1a           Observe and describe the three states of matter: PS 3.2a           Observe and describe weather conditions            PS 1.1a
 physical structures of animals (e.g., body                          • Liquids take the shape of the containers they                    that occur during each season.
 coverings, sensory organs, appendages,                                are in.
                                                                     • Air does not have a definite shape.
                                                                                                                                        Observe, measure, record, and compare              PS 2.1a,b
 beaks).                                                                                                                                weather data throughout the year
                                                                     • Solids have a definite shape.
                                                                                                                                        (e.g., cloud cover, cloud types, wind
 Identify, in animals, the relationship            LE 1.1a           Observe and describe how water evaporates        PS 2.1c
                                                                     when left in an open container (liquid water     PS 3.2c           speed and direction, precipitation) by
 between the physical structures and               LE 3.1a                                                                              using thermometers, anemometers,
 the functions of those structures                                   changes into gas as it moves into the air).
                                                                                                                                        wind vanes, and rain gauges.
 (e.g., obtaining food and water,                                    Observe that the material(s) of which an object PS 3.1e
 protection, movement, support).                                     is made determines some specific properties of                      Compare temperatures in different                  PS 1.1a
                                                                     the object (sinking/floatation, solubility).                        locations (e.g., inside, outside, in the           PS 3.1g
 Compare and contrast the physical                 LE 3.1a           Predict, observe, and examine different             PS 3.1f        sun, in the shade).
 characteristics in animals.                                         substances to determine their ability to mix        PS 3.2c        Compare day and night temperatures.
                                                                     with water (e.g., oil, water; sugar, water;
 Describe how physical traits help a               LE 3.1a           sand, water).                                                      Illustrate and describe how the sun                PS 1.1a
 species to survive (e.g., giraffe’s neck,         LE 3.1c                                                                              appears to move during the day.
                                                                     Use tools such as hand lenses, rulers, thermom- PS 3.1e
 turtle’s shell).                                                    eters, and balances to observe and measure the                     Illustrate and describe how the moon
                                                                     properties of materials.                                           changes appearance over time (phases of
 Observe how animals grow and change in LE 2.2a                                                                                         the moon).
 predictable ways:                         LE 2.1a                   Test objects to determine whether they sink or      PS 3.1e,f
                                                                     float:
 • Animals closely resemble their parents LE 2.2b                                                                                       Describe the 24 hour day/night                     PS 1.1b
                                                                     • Different materials (plastic, rubber, etc.)
   and other individuals in their species.                           • Different shapes                                                 cycle(time).
 • Some traits of living things have been                            • Boat design
   inherited (e.g., number of limbs).                                                                                                   Observe and record the changes in the sun’s        PS 1.1c
                                                                     Observe, and describe the change of objects         PS 3.1c,d,e,g and other stars’ position, and the moon’s ap-
                                                                     when placed in different environments.
 Describe animal life cycles and life spans        LE 4.1a,e,f,g                                                                        pearance relative to time of day and month,
                                                                     • Hot and cold                                                     and note the pattern of this change.
 (e.g., baby/adult, puppy to dog).                                   • Lighting and shadows
                                                                     • Color                                                            Recognize that the sun’s energy warms              PS 4.2a
                                                                     • Wet and dry                                                      the air.
The right hand column in each unit represents the Major Understandings taken from the New York State Elementary Science Core Curriculum, available at http://www.emsc.nysed.gov/ciai/mst/pub/
elecoresci.pdf. PS = Physical Setting, Standard 4. Science process skills should be based on a series of discoveries. Students learn most effectively when they have a central role in the discovery
process. To that end, MST Standards 1, 2, 6 and 7 incorporate in the science core curriculum a student-centered, problem-solving approach to science. Inquiry and Process Skills should be an integral
part of each unit of study. For Major Understandings in science related to health, please see page ii.
                                                                                                                                                                                                     p. 2
                                                                                                                                                 REVISED DRAFT MAY 1, 2008
                    grade 2
             UNIT 1 (Previously Unit 2)                                         UNIT 2 (Previously Unit 1)                                                  UNIT 3 (Same)
                   EARTH MATERIALS                                                  FORCES AND MOTION                                                     PLANT DIVERSITY

        What materials make up the Earth?                                     What causes objects to move?                                     How are plants alike and different?

  Observe and describe the basic properties          PS 2.1d         Observe and describe the position of an           PS 5.1a          Identify and compare the physical                 LE 3.1b
  and components of soil:                                            object relative to another object (over,                           structures of a variety of plant parts
  • Living components                                                under, on top of, next to).                                        (seeds, leaves, stems, flowers, roots).
  • Nonliving components
                                                                     Identify a force as push or a pull                PS 5.1           Observe and describe how plants grow              LE 2.1a
  Investigate different types of soil                PS 2.1d                                                                            and change in predictable ways:                   LE 2.2 a,b
  according to:                                      PS 3.1b,c,d                                                                        • Plants closely resemble their parents
  • Color                                            PS 3.1e,f,g                                                                          and other individuals of their species
  • Texture                                                                                                                             • Some traits of living things have been
                                                                     Demonstrate how the position or                   PS 5.1b
  • Materials                                                                                                                             inherited (e.g., color of flower)
                                                                     direction of an object can be changed by          PS 5.1c
  • Capacity to retain water
                                                                     pushing or pulling (forces and motion):
                                                                                                                                        Observe plant life cycles and life spans.         LE 4.1a,b,c,d
  Explore how erosion and deposition are             PS 2.1d         • Change the direction of objects by
  the result of interactions between air,                              pushing and pulling using blocks,                                Observe that plants reproduce from:               LE 4.1 a,b,d
  wind, water, and land.                                               ramps, cars, and balls.                                          • Seeds, bulbs and cuttings
                                                                        – Inclined plane
  Observe and describe the physical                  PS 3.1b,c                                                                          Describe the basic needs of plants:               LE 1.1b
  properties of rocks (size, shape, color,           PS 3.1d,e       Identify gravity as a force that pulls            PS 5.1c          • Light, air, water, soil (nutrients)
  presence of fossils).                                              objects down:
                                                                     • The balance scale                                                Describe the basic life functions of plants:      LE 1.1b
  Compare and sort rocks by size, color,             PS 3.1f         • Balance and the center of gravity                                                                                  LE 1.2a
                                                                                                                                        • Grow
  luster, texture, patterns, hardness/softness.                                                                                                                                           LE 4.1b
                                                                                                                                        • Take in nutrients                               LE 5.1a
  Make clear that nonliving things can be            LE 1.1d         Observe and describe how the force of             PS 5.2a          • Reproduce
  human-created or naturally occurring.                              gravity can affect objects through air,
                                                                                                                                        Observe that plants respond to changes            LE 5.2a
                                                                     liquids, and solids.
                                                                                                                                        in their environment (e.g., the leaves of
                                                                                                                                        some green plants change position as the
                                                                                                                                        direction of light changes; the parts of
                                                                                                                                        some plants undergo seasonal changes
                                                                                                                                        that enable the plant to grow, seeds to
                                                                                                                                        germinate, and leaves to form and grow).
The right hand column in each unit represents the Major Understandings taken from the New York State Elementary Science Core Curriculum, available at http://www.emsc.nysed.gov/ciai/mst/pub/
elecoresci.pdf. PS = Physical Setting, Standard 4. Science process skills should be based on a series of discoveries. Students learn most effectively when they have a central role in the discovery
process. To that end, MST Standards 1, 2, 6 and 7 incorporate in the science core curriculum a student-centered, problem-solving approach to science. Inquiry and Process Skills should be an integral
part of each unit of study. For Major Understandings in science related to health, please see page ii.
                                                                                                                                                                                                     p. 3
                                                       (No Changes)                                                                           REVISED DRAFT MAY 1, 2008
                   grade 3
                                                                                                                                                                         UNIT 4
                   UNIT 1                                            UNIT 2                                           UNIT 3
                                                                                                                                                               PLANT AND ANIMAL
                  MATTER                                            ENERGY                                   SIMPLE MACHINES
                                                                                                                                                                 ADAPTATIONS
                                                        What are some ways that                                                                              How are plants and
         What are some of the                                                                         How do simple machines help
                                                       energy can be changed from                                                                         animals well-suited to live in
         properties of matter?                                                                              us move objects?
                                                          one form to another?                                                                                their environments?
 Measure, compare and               PS 3.1 b,c     Observe, identify, and            PS 4.1a        Demonstrate how mechanical          PS 5.1f       Describe how all living things      LE 5.1a,b
 record physical properties         PS 3.1d,e      describe a variety of forms                      energy may cause change in                        grow, take in nutrients, breathe,
 of objects using:                                 of energy:                                       motion through the applica-                       reproduce and eliminate waste.
                                                   • Sound                                          tion of force or the use of
 • Standard (metric) and                           • Heat        • Mechanical                                                                         Describe how plants must be         LE 3.1b,c
   nonstandard units                               • Chemical • Electricity                         simple machines such as:                          adapted to their environment in     LE 5.2a
 • Appropriate tools                                                                                • Levers, pulleys, inclined                       order to survive.:                  LE 6.1f
                                                   Identify the evidence for       PS 4.2a,b
   (e.g., rulers,                                  energy transformations                              planes                                         • Structures and their functions
   thermometers,                                   and how humans use these                         • Wheel and axle                                    (e.g., roots, leaves, flowers, etc.)
   pan balances, spring                            energy transformations:                                                                            • Adaptations of these structures may
   scales, graduated                               • Heat to light, chemical                   Observe and describe how                 PS 5.1d         include variations in size, shape,
   cylinders, beakers)                                to electrical, electrical to             the amount of change in the                              thickness, color, smell, and texture.
                                                      sound, etc.                              motion of an object is                                 • Plants change as the seasons change
 Describe and compare the      PS 3.1b,c           Observe and describe how        PS 4.1b,c,d affected by friction                                   • Seed dispersal
                                                   heat is conducted and can be
 physical properties of matter                     transferred from one place                  Observe and describe how                 PS 5.1b       Describe how animals must be        LE 3.1a,c
 (size, shape, mass/weight,                        to another.                                 the position or direction of                           adapted to their environment in     LE 5.2b,d,e,f
 volume, flexibility, luster,                                                                   motion of an object can be                             order to survive:                   LE 6.1f
                                                   Observe and describe            PS 4.1f
 color, texture, hardness,                         different ways in which heat                changed by pushing or
 odor, etc.).                                      can be released:                            pulling.                                               • Structures and their functions (e.g., wings,
                                                                                                                                                        legs, fins, scales, feathers, fur, etc.)
                                                   • Burning, rubbing (friction),
                                                      or combining one                         Observe how the force of                 PS 5.1c       • Understand that animals respond to change
                                                      substance with another.                  gravity pulls objects toward                             in the environment (e.g., heart rate,
                                                                                               the center of the Earth.                                 eye blinking, shivering)
                                                   Interactions of matter and      PS 4.1d                                                            • Animals change as seasons change
                                                   energy (e.g., electricity                                                                            – Hibernation
                                                   lighting a bulb, dark colors
                                                   absorbing light, etc.).                                                                               – Migration (i.e., moving from place to
                                                                                                                                                           place to meet needs) including human
                                                   Sound energy:               PS 4.1a,b,c                                                            Recognize that traits of living
                                                   • Pitch (frequency)         PS 4.1d,g                                                              things are both:                   LE 2.1a,b
                                                   • Vibrations
                                                   • Volume                                                                                           • Inherited (color of flowers,
                                                   • How sound travels through                                                                           eye color).
                                                     solids, liquids, gases                                                                           • Learned/acquired (riding a
                                                   • Noise pollution                                                                                     bicycle, having scars)
The right hand column in each unit represents the Major Understandings taken from the New York State Elementary Science Core Curriculum, available at http://www.emsc.nysed.gov/ciai/mst/pub/
elecoresci.pdf. PS = Physical Setting, Standard 4. LE = Living Environment, Standard 4. Science process skills should be based on a series of discoveries. Students learn most effectively when
they have a central role in the discovery process. To that end, MST Standards 1, 2, 6 and 7 incorporate in the science core curriculum a student-centered, problem-solving approach to science.
Inquiry and Process Skills should be an integral part of each unit of study. For Major Understandings in science related to health, please see page ii.                                           p. 4
                                                                                                                                                      REVISED DRAFT MAY 1, 2008
                    grade 4
                    UNIT 1                                              UNIT 2                                               UNIT 3                                            UNIT 4
      ANIMALS AND PLANTS IN                                                                                                                                        INTERACTIONS OF AIR,
       THEIR ENVIRONMENT                             ELECTRICITY AND MAGNETISM                                 PROPERTIES OF WATER                                   WATER, AND LAND

What roles do plants and animals                          What are the properties of                                What makes water                                 How do natural events
  play in their environments?                             electricity and magnetism?                                   so special?                                     affect our world?
 Classify populations of organisms as    LE 6.1a-d Observe, describe, and inves-            PS 4.1a,b     Observe, describe, and explore      PS 3.1a,b       Observe, investigate, and       PS 2.1 d
 producers, consumers, or decomposers              tigate the evidence of energy            PS 4.1c,d,e   the physical properties of water:   PS 3.1c,d,e     record examples of physical
 by the role they serve in the ecosystem                                                                  • Color, texture, odor, sound
                                                   transfer in electrical circuits:                                                                           and chemical weathering.
 (food chains and food web).                                                                              • Changes in shape
                                                     • Simple circuits                                    • Changes in the amount of space occupied
 Explore how plants manufacture food LE 6.2a,b
 by utilizing air, water, and energy from            • Open and closed circuits                              (compare using containers of different           Describe how erosional          PS 2.1d
 the sun.                                            • Switches                                              shapes and sizes).                               processes (e.g., action of
                                                                                                          • Volume, mass (weight)
 Understand that food supplies energy    LE 4.2b                                                                                                              gravity, wind, and water)
                                                     Construct and diagram an               PS 4.1e       Explore how different factors         PS 2.1c
 and materials necessary for growth
                                                                                                          affect evaporation.                   PS 3.2a,b,c
                                                                                                                                                              cause surface changes to
 and repair.                                         electrical circuit.
                                                                                                                                                LE 6.2c       the land.
 Identify populations within a           LE 6.1e     Identify conductors and                PS 4.1c
 community that are in competition                                                                        Describe the Water Cycle.             PS 2.1c       Investigate, measure, and       PS 2.1d
                                                     insulators in an electrical circuit.                                                       LE 6.2c
 with one another for resources.                                                                                                                              observe the deposition of
                                                                                                          Test objects to determine
 Recognize that individual variations    LE 3.2a,b   Compare the electrical and             PS 3.1c,e,f   whether they sink or float:             PS 3.1e,f    earth materials.
 within a species may cause certain                  magnetic properties of different                     • Different materials (plastic, rubber etc.)
 individuals to have an advantage in                 materials.                                           • Different shapes                                  Describe and illustrate the     PS 2.1c
 surviving and reproducing.                                                                               • Boat design                                       natural processes by which
 Describe how the health, growth, and LE 5.2g        Investigate properties of         PS5.1e             Predict, observe, and examine          PS 3.1e,f    water is recycled on earth
 development of organisms are affected               magnets, including:               PS5.2a,b           different substances to determine      PS 3.2c
 by environmental conditions such as                                                                      their ability to mix with water (e.g.,              (e.g., ground water, runoff).
                                                     • Magnets attract or repel                           oil, water; sugar, water; wooden
 availability of food, water, air, space,
 shelter, heat, and sunlight.
                                                       certain objects                                    block, water).                                      Investigate the negative and    PS 2.1 e
                                                     • Magnets attract or repel                           Examine and describe the               PS 3.2 a,b
 Understand that their senses help       LE 5.2c                                                                                                              positive impact of extreme
                                                       each other                                         transformation of matter from
 animals survive.
                                                     • Magnetic forces can operate                        one state to another, e.g., solid                   natural events on living
 Observe that when the environment       LE 6.1f       on objects across distances and                    water (ice) to liquid (water) to                    things:
 changes, some plants and animals                                                                         gas (water vapor).                                  • Earthquakes
                                                       through materials
 survive and reproduce, while others                                                                      Water is recycled by natural   PS 3.2 a,b
 die or move to new locations.                       • A magnetic field is produced                                                                            • Volcanoes
                                                                                                          processes on earth.
                                                                                                                                                              • Hurricanes
 Describe the way that humans:           LE 7.1a,b   Explore the interaction of             PS 4.1d       • Precipitation • Condensation
 • Depend on their natural and                                                                            • Evaporation                                       • Tornadoes
                                                     electricity and magnetism to
   constructed environment.                          create an electromagnet.                             Predict and investigate the effect    PS 2.1c       • Floods
 • Have changed their environment                                                                         of heat energy on objects and         PS 3.2b,c     • Fires
   over time.                                        Describe how electricity can           PS 4.1g       materials. (e.g., change in tem-      PS 4.1d
 Identify examples where human activity LE 7.1b,c    be helpful or harmful to people                      perature, melting, evaporation)
 has had a beneficial or harmful effect on            (safety).                                            Describe the physical changes of      PS 3.2c
 other organisms (e.g., deforestation).                                                                   materials.
The right hand column in each unit represents the Major Understandings taken from the New York State Elementary Science Core Curriculum, available at http://www.emsc.nysed.gov/ciai/mst/pub/
elecoresci.pdf. PS = Physical Setting, Standard 4. Science process skills should be based on a series of discoveries. Students learn most effectively when they have a central role in the discovery
process. To that end, MST Standards 1, 2, 6 and 7 incorporate in the science core curriculum a student-centered, problem-solving approach to science. Inquiry and Process Skills should be an
integral part of each unit of study. For Major Understandings in science related to health, please see page ii.                                                                                        p. 5
                                                                                                                                                 REVISED DRAFT MAY 1, 2008
                    grade 5
                    UNIT 1                                            UNIT 2                                             UNIT 3                                              UNIT 4
     THE NATURE OF SCIENCE                                     EARTH SCIENCE                                  FOOD AND NUTRITION                              EXPLORING ECOSYSTEMS

    How do scientists gather and                          What are the processes                             How does nutrition and                        How are plants and animals in
         share information?                               that help shape the land?                         exercise affect our health?                      an ecosystem connected?
 Intermediate Level Major Understandings Intermediate Level Major Understandings                       Elementary Level Major Understandings             Intermediate Level Major Understandings

 Formulate questions of       S1.1a,b,c             Differentiate between rocks        PS 2.1e         Recognize that:                                    Observe, identify, and record       LE 7.1a
 scientific inquiry with the                         and minerals.                                                                                         the components of a forest
                                                                                                       • Humans need a variety of          (omitted       ecosystem.
 aid of references appropri-
                                                                                                         healthy foods, exercise, and      LE 5.2a,b,
 ate for guiding the search                         Classify rocks as                  PS 2.2g                                                            Observe and describe                LE 5.1d
                                                                                                         rest in order to grow and         e,f)
 for explanations of everyday                       sedimentary, igneous,                                                                                 how plants use air, water, and      LE 6.2a
                                                                                                         maintain good health.             LE 5.3a        energy from the sun to produce
 observations.                                      or metamorphic.
                                                                                                                                                          their own food.
                                                                                                       • Good health habits include (omitted
 Identify questions and             S1.2a           Investigate, record, and           PS 2.1g,h                                                          Describe how food supplies the      LE 5.1c
                                                                                                         hand washing and personal LE 5.2e,f)
 formulate hypothesis;              S2.1b,c         explain how rocks and soil         PS 2.2g,h                                                          energy and materials                LE 5.2a
                                                                                                         cleanliness; avoiding harm-
 design and conduct scientific       S2.2b,c,d,e     form.                                                                                                 necessary for growth and repair
                                                                                                         ful substances (including   LE 5.3b
 investigations to answer           S2.3b,c                                                                                                               of living organisms.
                                                    Observe, compare, and              PS 2.2a,f         alcohol, tobacco, illicit
 those questions.
                                                    describe the topography of                           drugs); eating a balanced                        Classify populations of organ-      LE 5.1d,e
 Employ tools to gather,            S2.1d           the earth’s surface.                                 diet; engaging in regular                        isms as producers, consumers,       LE 6.1 a,b
 analyze, and interpret data.       S3.1a,b                                                              exercise.                                        or decomposers by the role they
                                                                                                                                                          serve in the ecosystem (food
                                                    Investigate, record, and       PS 2.1g,i
                                                                                                       • The health, growth, and        (omitted          chains and food web).
 Use mathematics in                 M3.1a           explain the variables that
 scientific inquiry.                                 affect erosion and deposition.                       development of organisms LE 5.2e,f)              Identify populations within         LE 3.2a
                                                                                                         are affected by environ-                         a community that are in             (omitted
                                                    Investigate and explain how        PS 2.1h           mental conditions such as LE 5.2g
 Use data to construct       S3.2a,b,c                                                                                                                    competition with one                LE 7.1b)
                                                    weathering leads to the                              the availability of food, air,
 reasonable explanations.                                                                                                                                 another for resources.
                                                    formation of sediment.                               water, space, shelter, heat,
 Evaluate your hypothesis in                                                                                                                              Describe the way humans:            (omitted LE
 light of the data.                                                                                      and sunlight.                                    • Depend on their natural and       7.1a,b)
                                                    Identify events (earthquakes, PS 2.2a,c,f
                                                    volcanic eruptions, etc.) that                                                                          constructed environment.          LE 7.2b,c
                                                                                                       • Food supplies the energy    (omitted
 Develop and communicate      S1.3                  cause earth movements.                               and materials necessary for PS 3.1c,d,
                                                                                                                                                          • Have changed their                LE 7.2d
 explanations using evidence. S3.2d,e                                                                                                                       environment over time.
                                                                                                         growth and repair.          e,g)
                                                    Develop and construct              S1.2b                                                              Identify examples where human       LE 7.2b,c
 Identify dependent and             M1.1a           models of landforms.                                                                   LE 4.2b
                                                                                                                                                          activity has had a beneficial or     LE 7.2d
 independent variables.             S2.2d                                                                                                                 harmful effect on other
                                                                                                                                                          organisms (e.g., deforestation).

The right hand column in each unit represents the Major Understandings taken from the New York State Intermediate Level Science Core Curriculum (those in Unit 3 are taken from the New York State
Elementary Level Science Core Curriculum), available at www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf. PS = Physical Setting – Standard 4, LE = Living Environment – Standard 4. Science process
skills should be based on a series of discoveries. Students learn most effectively when they have a central role in the discovery process. To that end, MST Standards 1, 2, 6 and 7 incorporate in the
science core curriculum a student-centered, problem-solving approach to science. Inquiry and Process Skills should be an integral part of each unit of study. For Major Understandings in science
related to health, please see page ii.                                                                                                                                                                 p.   6
                                                         CONTINUED                                                                                REVISED DRAFT MAY 1, 2008

                    grade 5
                    UNIT 1                                            UNIT 2                                             UNIT 3                                              UNIT 4
      THE NATURE OF SCIENCE                                    EARTH SCIENCE                                  FOOD AND NUTRITION                              EXPLORING ECOSYSTEMS

    How do scientists gather and                           What are the processes                            How does nutrition and                        How are plants and animals in
         share information?                                that help shape the land?                        exercise affect our health?                      an ecosystem connected?
 Intermediate Level Major Understandings Intermediate Level Major Understandings                       Elementary Level Major Understandings             Intermediate Level Major Understandings

  General Skills                                    General Skills                                     General Skills                                     General Skills
  (from NYS Core Curriculum)                        (from NYS Core Curriculum)                         (from NYS Core Curriculum)                         (from NYS Core Curriculum)
  – Follow safety procedures in the                 – Follow safety procedures in the                  – Follow safety procedures in the                  – Follow safety procedures in the
    classroom and laboratory.                         classroom and laboratory.                          classroom and laboratory.                          classroom and laboratory.
  – Safely and accurately use the                   – Safely and accurately use the                    – Safely and accurately use the                    – Safely and accurately use the
    following measurement tools:                      following measurement tools:                       following measurement tools:                       following measurement tools:
    - metric ruler                                    - metric ruler                                     - metric ruler                                     - metric ruler
     - balance                                         - balance                                          - balance                                          - balance
     - stopwatch                                       - graduated cylinder                               - stopwatch                                        - graduated cylinder
     - graduated cylinder                           – Use appropriate units for measured or               - graduated cylinder                               - thermometer
     - thermometer                                    calculated values.                                  - thermometer
                                                                                                                                                          – Use appropriate units for measured or
  – Use appropriate units for measured              – Recognize and analyze patterns and
                                                                                                       – Use appropriate units for measured or              calculated values.
    or calculated values.                             trends.
                                                                                                         calculated values.                               – Recognize and analyze patterns and
  – Recognize and analyze patterns and              – Classify objects according to an
                                                                                                       – Classify objects according to an                   trends.
    trends.                                           established scheme and a student-gen-
                                                      erated scheme.                                     established scheme.                              – Classify objects according to an
  – Sequence events.                                                                                   – Order and sequence objects and/or                  established scheme and a student-gen-
                                                    – Sequence events.
  – Identify cause-and-effect                                                                            events.                                            erated scheme.
    relationships.                                  – Identify cause-and-effect
                                                                                                       – Identify cause-and-effect                        – Identify cause-and-effect
                                                      relationships.
                                                                                                         relationships.                                     relationships.
                                                                                       (continued)
                                                                                                                                          (continued)     – Use indicators and interpret results.
                                                                                                                                                                                            (continued)


The right hand column in each unit represents the Major Understandings taken from the New York State Intermediate Level Science Core Curriculum (those in Unit 3 are taken from the New York State
Elementary Level Science Core Curriculum), available at www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf. PS = Physical Setting – Standard 4, LE = Living Environment – Standard 4. Science process
skills should be based on a series of discoveries. Students learn most effectively when they have a central role in the discovery process. To that end, MST Standards 1, 2, 6 and 7 incorporate in the
science core curriculum a student-centered, problem-solving approach to science. Inquiry and Process Skills should be an integral part of each unit of study. For Major Understandings in science related
to health, please see page ii.
                                                                                                                                                                                                      p. 7
                                                         CONTINUED                                                                              REVISED DRAFT MAY 1, 2008

                    grade 5
                    UNIT 1                                             UNIT 2                                            UNIT 3                                             UNIT 4
      THE NATURE OF SCIENCE                                    EARTH SCIENCE                                  FOOD AND NUTRITION                             EXPLORING ECOSYSTEMS

    How do scientists gather and                          What are the processes                             How does nutrition and                        How are plants and animals in
         share information?                               that help shape the land?                         exercise affect our health?                      an ecosystem connected?
 Intermediate Level Major Understandings Intermediate Level Major Understandings                       Elementary Level Major Understandings Intermediate Level Major Understandings

                                                    Physical Setting Skills                            [Deleted: Living Environment Skills                Living Environment Skills
                                                    (from NYS Core Curriculum)                         (from NYS Elementary Core Curriculum)]             (from NYS Core Curriculum)
                                                    – Using identification tests and a flow                                                                 – Classify living things according to
                                                      chart, identify mineral samples.                                                                      a student-generated scheme and an
                                                    – Use a diagram of the rock cycle to                                                                    established scheme.
                                                      determine geological processes that                                                                 – Interpret and/or illustrate the energy
                                                      led to the formation of a specific                                                                     flow in a food chain, energy
                                                      rock type.                                                                                            pyramid, or food web.




The right hand column in each unit represents the Major Understandings taken from the New York State Intermediate Level Science Core Curriculum (those in Unit 3 are taken from the New York State
Elementary Level Science Core Curriculum), available at www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf. PS = Physical Setting – Standard 4, LE = Living Environment – Standard 4. Science process
skills should be based on a series of discoveries. Students learn most effectively when they have a central role in the discovery process. To that end, MST Standards 1, 2, 6 and 7 incorporate in the
science core curriculum a student-centered, problem-solving approach to science. Inquiry and Process Skills should be an integral part of each unit of study. For Major Understandings in science related
to health, please see page ii.
                                                                                                                                                                                                      p. 8
                                                   TRANSFORMATION OF ENERGY; SYSTEMS                                         REVISED DRAFT MAY 1, 2008
                    grade 6
                 UNIT 1                                      UNIT 2                                      UNIT 3                                     UNIT 4
      SIMPLE AND COMPLEX
           MACHINES                                        WEATHER                               DIVERSITY OF LIFE                         INTERDEPENDENCE


                                                                                         How does the transfer of matter
  How does energy play a role in                How do matter and energy                                                                How is interdependence
                                                                                          and energy through biological
   our lives? How do machines                   interact to produce weather                                                              essential in maintaining
                                                                                              communities support
          impact our lives?                               patterns?                                                                           life on Earth?
                                                                                            diversity of living things?

 • Potential and kinetic energy   PS 4.1e    Properties of Matter                        Kingdoms of Life                           Climate and Biomes
 • Mechanical energy              PS 4.1d    • Matter is anything that      PS 3.1a      • What makes something         LE 1.1a     • Climatic regions             PS 2.2j
                                  PS 5.2c      takes up space and has                      “alive”?
                                               mass.                                                                                • Biomes: Tundra, Tropical LE 7.1a
 • Machines can affect the        PS 5.2f                                               • The cell is a basic unit of   LE 1.1a-c     Rain Forest, Temperate      ICT 1.2,
   magnitude or direction of a               • Solids, liquids, and gases   PS 3.1a,c-f   structure and function of                   Forests, Grasslands, Desert 1.4,4.1
   force required to do work,                                               PS 4.2c       living things.
   or the distance over which                                                                                                       • Seasonal variations          PS 1.1i
   that force is applied.                    • Relationship between         PS 3.1c,f    • Unicellular vs.              LE 1.1d-g
                                                                                           multicellular organisms                  • Effect of elevation          PS 2.1b
                                               phases of matter and         PS 4.2c,d
 • Simple machines include        PS 5.2g      particle motion                                                                      • Global Warming: natural      LE 7.2d
   the lever, the pulley, the                                                            • Biological classification     LE 1.1h
                                                                                           systems                                    cycles vs. human impact      PS 2.2r
   wheel and axle, and the                   • Density                      PS 3.1a,h
                                                                                                                                                                   ICT 1.4,
   inclined plane.                           Heating and Cooling Events                  Food Chains and Food Webs                                            2.1-2.3, 4.1,
 • Complex machines               PS 5.2g                                                deleted • Principle of the deleted                     5.1, 5.2, 6.1, 6.2, IPS 1.3
                                             • Principle of the             PS 4.5a,b                               PS 4.1d
                                                                                           conservation of energy
 • Transformation of energy       PS 4.1c      conservation of energy                                               PS 4.5a,b       Ecosystems and Interdependence
   within simple and complex      PS 5.2c   • Transfer of heat:            PS 4.1a       • Flow of energy and matter    LE 5.1c     • Populations and definition LE 1.1h
   machines                                   radiation, convection,       PS 4.2a,b       through food chains and      LE 5.2a       of species                LE 7.1a
 • Principle of the               PS 4.5a,b   and conduction                               food webs                    LE 6.1a-c
                                                                                                                                    • Communities                  LE 7.1a
   conservation of energy         PS 5.2c   • Heat and its relationship to PS 3.1c       • Methods for obtaining        LE 5.1d,e
                                              phase changes                PS 3.2a         nutrients                                • Ecosystems (including        LE 7.1a
 • Friction and machines          PS 5.2d,e                                                                             deleted
                                                                           PS 4.2c,d                                    LE 5.2b       basic abiotic factors such   LE 7.2a,b
                                                                                                                                      as water, nitrogen, CO2,     ICT 1.2
                                             • Expansion and contraction    PS 4.2d      • Role of producers            LE 6.2a-c     and oxygen)
The right hand column in each unit represents the Major Understandings taken from the New York State Intermediate Level Science Core Curriculum, available at
www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf.
PS = Physical Setting – Standard 4, LE = Living Environment – Standard 4, ICT = Interconnectedness: Common Themes – Standard 6 and IPS = Interdisciplinary Problem Solving
– Standard 7. Science process skills from Standards 1, 2, 6 and 7 should be used in conjunction with this scope and sequence.
                                                                                                                                                                             p. 9
                                                   TRANSFORMATION OF ENERGY; SYSTEMS                                               REVISED DRAFT MAY 1, 2008
                    grade 6
                 UNIT 1                                     UNIT 2                                         UNIT 3                                       UNIT 4
      SIMPLE AND COMPLEX
           MACHINES                                       WEATHER                                 DIVERSITY OF LIFE                             INTERDEPENDENCE

                                                                                          How does the transfer of matter
  How does energy play a role in                How do matter and energy                                                                      How is interdependence
                                                                                           and energy through biological
   our lives? How do machines                   interact to produce weather                                                                  essential in maintaining life
                                                                                               communities support
          impact our lives?                               patterns?                                                                                   on Earth?
                                                                                             diversity of living things?
 General Skills                             Weather                                       • Role(s) of consumers:    LE 5.1d,e   • Factors affecting the             LE 7.1b
 (from NYS Core Curriculum)                 • Weather is the result of    PS 2.1a,c,d,j     idea of respiration/     LE 5.2b,c-e   population growth of
                                              complex interactions of     PS 2.2i,k,r       recycling; herbivores/                 organisms — Predator/
 – Follow safety procedures in the
                                              the atmosphere, hydro-                        carnivores/omnivores.                  prey relationships
   classroom and laboratory.
                                              sphere, and lithosphere;                    • The role of decomposers. LE 5.1e     • Relationships among               LE 3.2a
 – Safely and accurately use the              all weather is caused by                                                             organisms: beneficial              LE 7.1c,d
   following measurement tools:               the unequal heating of                      General Skills                           and harmful                       LE 7.2c
   - metric ruler                             the earth’s surface.                        (from NYS Core Curriculum)             • Effects of environmental          LE 7.2a-d
   - spring scale.                          • Light energy vs. heat       PS 4.1a,c,d
                                                                                          – Follow safety procedures in the                changes on humans and     LE 7.1e
                                              energy                      PS 4.4a,b                                                        other populations         ICT 5.2
 – Use appropriate units for measured                                                       classroom and laboratory.
   or calculated values.                    • Hydrosphere/atmosphere PS 2.1j
                                              interactions: Water cycle,                  – Recognize and analyze patterns and trends.   Adaptations for Survival
 – Recognize and analyze patterns and         Precipitation                               – Develop and use a dichotomous key.           • Thermoregulation in       LE 1.2e
   trends.                                                                                                                                                           LE 5.1a,b,f
                                            • Weather factors:            PS 2.2l                                                          plants and animals        deleted 5.1g
                                                                                          – Sequence events.
 – Sequence events.                           Pressure, relative humid-                                                                                              add
                                                                                          – Identify cause-and-effect relationships.     • Locomotion                LE 5.1g
                                              ity, temperature, wind
 – Identify cause-and-effect                                                                                                             General Skills
   relationships.                           • Air masses and fronts       PS 2.2l-p       Living Environment Skills
                                                                                          (from NYS Core Curriculum)                     (from NYS Core Curriculum)
                                            • Extreme weather events:                                                                    – Follow safety procedures in the
                                              hurricanes, tornadoes,      PS 2.2q         – Manipulate a compound microscope to             classroom and laboratory.
                                              blizzards, drought                            view microscopic objects.
                                                                                                                                         – Safely and accurately use the
                                            General Skills                                – Determine the size of a microscopic             following measurement tool:
                                            (from NYS Core Curriculum)                      object using a compound microscope.             - thermometer.
                                            – Follow safety procedures in the                                                            – Use appropriate units for measured or
                                               classroom and laboratory.                                                                   calculated values.
The right hand column in each unit represents the Major Understandings taken from the New York State Intermediate Level Science Core Curriculum, available at
www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf.
PS = Physical Setting – Standard 4, LE = Living Environment – Standard 4, ICT = Interconnectedness: Common Themes – Standard 6 and IPS = Interdisciplinary Problem Solving
– Standard 7. Science process skills from Standards 1, 2, 6 and 7 should be used in conjunction with this scope and sequence.
                                                                                                                                                                               p. 10
                                                     TRANSFORMATION OF ENERGY; SYSTEMS                                                   REVISED DRAFT MAY 1, 2008
                    grade 6
                 UNIT 1                                         UNIT 2                                             UNIT 3                                      UNIT 4
      SIMPLE AND COMPLEX
           MACHINES                                          WEATHER                                       DIVERSITY OF LIFE                         INTERDEPENDENCE

                                                                                                       How does the transfer of
  How does energy play a role in                 How do matter and energy                                                                          How is interdependence
                                                                                                       matter and energy through
   our lives? How do machines                    interact to produce weather                                                                      essential in maintaining life
                                                                                                      biological communities sup-
          impact our lives?                                patterns?                                                                                       on Earth?
                                                                                                     port diversity of living things?
                                            – Safely and accurately use the following              – Classify living things according to a    – Recognize and analyze patterns and
                                              measurement tools:                                     student-generated scheme and an estab-     trends.
                                              - metric ruler                                         lished scheme.                           – Identify cause-and-effect relationships.
                                              - balance
                                              - graduated cylinder                                 – Interpret and/or illustrate the energy   – Use indicators and interpret results.
                                              - thermometer.
                                                                                                     flow in a food chain, energy pyramid,     Living Environment Skills
                                            – Use appropriate units for measured or                  or food web.                             (from NYS Core Curriculum)
                                              calculated values.
                                                                                                   – Identify structure and function          – Classify living things according to a
                                            – Recognize and analyze patterns and trends.
                                                                                                     relationships in organisms.                 student-generated scheme and an estab-
                                            – Classify objects according to an established
                                                                                                                                                 lished scheme.
                                                scheme and a student-generated scheme.
                                            – Sequence events.                                                                                – Identify structure and function
                                            – Identify cause-and-effect relationships.                                                          relationships in organisms.
                                            Physical Setting Skills                                                                           Physical Setting Skills
                                            (from NYS Core Curriculum)                                                                        (from NYS Core Curriculum)
                                            – Given the latitude and longitude of a                                                           – Given the latitude and longitude of a
                                                location, indicate its position on a map and                                                     location, indicate its position on a map
                                                determine the latitude and longitude of a
                                                                                                                                                 and determine the latitude and longi-
                                                given location on a map.
                                                                                                                                                 tude of a given location on a map.
                                            –   Generate and interpret field maps including
                                                topographic and weather maps.                                                                 – Use a magnetic compass to find
                                            –   Predict the characteristics of an air mass based                                                cardinal directions.
                                                on the origin of the air mass.
                                            –   Measure weather variables such as wind                                                        – Measure the angular elevation of an
                                                speed and direction, relative humidity, baro-                                                   object, using appropriate instruments.
                                                metric pressure, etc.
                                            –   Determine the density of liquids, and                                                         – Generate and interpret field maps in-
                                                regular- and irregular-shaped solids.                                                           cluding topographic and weather maps.
The right hand column in each unit represents the Major Understandings taken from the New York State Intermediate Level Science Core Curriculum, available at
www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf.
PS = Physical Setting – Standard 4, LE = Living Environment – Standard 4, ICT = Interconnectedness: Common Themes – Standard 6 and IPS = Interdisciplinary Problem Solving
– Standard 7. Science process skills from Standards 1, 2, 6 and 7 should be used in conjunction with this scope and sequence.
                                                                                                                                                                                     p. 11
                                                                                      REVISED DRAFT MAY 1, 2008
                                                CYCLES OF MATTER AND ENERGY; FORM AND FUNCTION; CLASSIFICATION
                 grade 7
                 UNIT 1                                     UNIT 2                                     UNIT 3                                       UNIT 4
                                                INTERACTIONS BETWEEN                        DYNAMIC EQUILIBRIUM:                        DYNAMIC EQUILIBRIUM:
                GEOLOGY                           MATTER AND ENERGY                          THE HUMAN ANIMAL                            OTHER ORGANISMS

  How do we as scientists gather                How do the properties and
                                                                                              How do human body                            How is homeostasis
    and interpret evidence that                  interactions of matter and
                                                                                               systems function to                          maintained in other
       Earth is continually                     energy explain physical and
                                                                                              maintain homeostasis?                            organisms?
            changing?                                chemical change?
 Earth as a System                           Properties of Sound and Light             Levels of Organization                       Other Animals
                                                                                       • Cells – structure and function LE 1.1a-d   • Animal structures and      LE 1.1g
 • Layers and composition:     PS 2.1a,c,d   • Electromagnetic energy     PS 4.1d
                                                                                       • Tissues; organs; systems;      LE 1.1e,g     systems                    LE 5.1a,b
   Lithosphere, Hydro-         PS 2.2b                                    PS 4.4a
   sphere, Atmosphere,                                                                   organism                       LE 1.2a,b   • Maintaining homeostasis    LE 5.1f
   Biosphere                                 • Wave behavior                                                                                                     LE 5.2e
                                               – Light reflection and      PS 4.4b      The Human Body
 Rocks and Minerals                              refraction                            • Maintaining homeostasis:     LE 5.1b     • Obtaining energy             LE 5.1c,e
                                               – Vibrations and sound     PS 4.4c        The human body systems       add LE 5.2f                                LE 5.2a
 • Rock cycle                  PS 2.2h
                                                 waves                                   – Digestive                  LE 1.2c     • Obtaining nutrients          LE 5.1d
 • Classification of rocks:     PS 2.2g                                                   – Respiratory                LE 1.2d                                    LE 5.2a,b
   Sedimentary, metamor-                     Properties of Matter                        – Circulatory                LE 1.2f     • Regulation of the internal   LE 5.1f
   phic, and igneous rocks                   • The properties of          PS 3.1a,       – Excretory                  LE 1.2e       environment
                                               materials, such as:        b,g,h          – Skeletal and Muscular      LE 1.2g
 • Properties of minerals      PS 2.1e                                                                                            • Metabolism                   LE 5.2c
   including density                           density, conductivity,     added g      • Obtaining energy             LE 5.1c,e   • Responding to the external   LE 5.1g
                                               magnetic materials, and                                                LE 5.2a,d     environment
 • Erosion and weathering      PS 2.1g-i       solubility                 PS 4.4f,g
                                                                                       • Obtaining nutrients          LE 5.1d       Plants
 Fossils and Earth’s History                 • Elements and compounds     PS 3.3e,f                                   LE 5.2a,b     • Plant structures and       LE 1.1f
 • Where fossils are found     PS 2.1f       • Atoms and molecules        PS 3.3a-d                                   LE 5.2e         systems                    LE 5.1a,b
                                                                                       • Regulation of the internal
 • Dating of rocks:            LE 3.2c                                                                                LE 5.1f       • Maintaining homeostasis    LE 5.1f
                                             • The Periodic Table as a    PS 3.3g        environment
   Absolute and relative age   PS 2.1f         way of organizing the                                                                                             LE 5.2e
                                                                                       • Metabolism                   LE 5.2c
 • The importance of the       LE 3.2b,c       elements                                • Responding to the            LE 1.2h       • Obtaining energy           LE 5.1c,
   fossil record               PS 2.1f                                                   external environment         LE 5.1g                                    LE 5.2a
                               PS 2.2d                                                   (Nervous system)                                                        LE 6.2a
The right hand column in each unit represents the Major Understandings taken from the New York State Intermediate Level Science Core Curriculum, available at
www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf.
PS = Physical Setting – Standard 4, LE = Living Environment – Standard 4, ICT = Interconnectedness: Common Themes – Standard 6 and IPS = Interdisciplinary Problem Solving
– Standard 7. Science process skills from Standards 1, 2, 6 and 7 should be used in conjunction with this scope and sequence.
                                                                                                                                                                      p. 12
                                                                                          REVISED DRAFT MAY 1, 2008
                                                    CYCLES OF MATTER AND ENERGY; FORM AND FUNCTION; CLASSIFICATION
                 grade 7
                 UNIT 1                                         UNIT 2                                      UNIT 3                                    UNIT 4
                                                    INTERACTIONS BETWEEN                         DYNAMIC EQUILIBRIUM:                     DYNAMIC EQUILIBRIUM:
               GEOLOGY                                MATTER AND ENERGY                           THE HUMAN ANIMAL                         OTHER ORGANISMS

  How do we as scientists gather                    How do the properties and
                                                                                                   How do human body                         How is homeostasis
    and interpret evidence that                      interactions of matter and
                                                                                                    systems function to                       maintained in other
       Earth is continually                         energy explain physical and
                                                                                                   maintain homeostasis?                         organisms?
            changing?                                    chemical change?

 Plate Tectonics                                 Physical and Chemical Changes               General Skills                           • Obtaining nutrients          LE 5.1d
 • Theory of plate movement PS 2.2c-e            • Characteristics of physical PS 3.2a       (from NYS Core Curriculum)                                              LE 5.2a,b
   and evidence supporting the                     changes:                                  – Follow safety procedures in the
                                                                                                                                      • Regulation of the internal   LE 5.1f
   theory                                          – Review of phase change/ PS 3.1c-f          classroom and laboratory.
                                                                                                                                        environment
 • Convection currents         PS 2.2e               states of matter
                                                                                             – Safely and accurately use the
                               PS 4.2b             – Mixtures and solutions      PS 3.1g                                              • Metabolism                   LE 5.2c
                                                                                               following measurement tools:
 • Buoyancy (relative density) PS 3.1i                                           PS 3.2b       - metric ruler                         • Responding to the external   LE 5.1g
 • Sea-floor spreading              PS 2.2a,f       – Temperature and its         PS 3.1b       - stopwatch (for pulse rate)             environment
                                                     effect on solubility        PS 4.2e       - thermometer
 • Earthquakes: faulting and       PS 2.2a,c,f                                                                                        One-celled Organisms
   folding of the earth’s crust                  • Characteristics of chemical   PS 3.2c,d   – Use appropriate units for measured     • Unicellular vs. multicellular LE 1.1d,g
 • Volcanoes                       PS 2.2a,f       changes                                     or calculated values.                    organisms
 • Mountain building               PS 2.2a,f     Understanding Chemical Reactions:           – Sequence events.                       • Maintaining homeostasis      LE 5.1f
 • Topography of Earth’s surface   PS 2.2a,f     deleted Photosynthesis and Respiration                                                                              LE 5.2e
                                                                                          – Identify cause-and-effect
 General Skills                                                         deleted LE 1.2d      relationships.                           • Obtaining energy             LE 5.1c,e
 (from NYS Core Curriculum)                      deleted                        LE 5.1c,d
                                                                                          Living Environment Skills                   • Obtaining nutrients          LE 5.1d
 – Follow safety procedures in the               • Law of Conservation          LE 5.2a
                                                                                          (from NYS Core Curriculum)                                                 LE 5.2a,b
    classroom and laboratory.                      of Mass                      LE 6.2a,b
                                                                                PS 3.2e   – Manipulate a compound microscope
 – Safely and accurately use the following                                                                                            • Regulation of the internal   LE 5.1f
                                                                                             to view microscopic objects (look at
    measurement tools:                           • Energy changes in chemical PS 4.3a                                                   environment
                                                                                             different types of cells and tissues).
    - metric ruler                                 reactions                                                                          • Metabolism                   LE 5.2c
    - balance                                                                             – Determine the size of a microscopic       • Responding to the external   LE 5.1g
                                                 • Law of Conservation of       PS 4.5a,b
    - graduated cylinder.                                                                    object using a compound microscope.        environment
                                                   Energy
The right hand column in each unit represents the Major Understandings taken from the New York State Intermediate Level Science Core Curriculum, available at
www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf.
PS = Physical Setting – Standard 4, LE = Living Environment – Standard 4, ICT = Interconnectedness: Common Themes – Standard 6 and IPS = Interdisciplinary Problem Solving
– Standard 7. Science process skills from Standards 1, 2, 6 and 7 should be used in conjunction with this scope and sequence.
                                                                                                                                                                          p. 13
                                                                                       REVISED DRAFT MAY 1, 2008
                                                  CYCLES OF MATTER AND ENERGY; FORM AND FUNCTION; CLASSIFICATION
                  grade 7
                 UNIT 1                                       UNIT 2                                      UNIT 3                                     UNIT 4
                                                 INTERACTIONS BETWEEN                         DYNAMIC EQUILIBRIUM:                       DYNAMIC EQUILIBRIUM:
               GEOLOGY                             MATTER AND ENERGY                           THE HUMAN ANIMAL                           OTHER ORGANISMS


  How do we as scientists gather                 How do the properties and
                                                                                                 How do human body                          How is homeostasis
    and interpret evidence that                   interactions of matter and
                                                                                                  systems function to                        maintained in other
       Earth is continually                      energy explain physical and
                                                                                                 maintain homeostasis?                          organisms?
            changing?                                 chemical change?

 – Use appropriate units for measured or      • Interactions among atoms        PS 3.3d   – Interpret and/or illustrate the energy   General Skills
   calculated values.                           and/or molecules result in                  flow in a food chain, energy pyramid,     (from NYS Core Curriculum)
 – Recognize and analyze patterns and           chemical reactions.                         or food web (with regard to nutrients    – Follow safety procedures in the
   trends.                                                                                  and calories).                             classroom and laboratory.
                                              deleted PHOTOSYNTHESIS and
 – Classify objects according to an                                                       – Identify pulse points and pulse rates.   – Safely and accurately use the
                                              RESPIRATION)
   established scheme and a student-                                                      – Identify structure and function            following measurement tool:
   generated scheme.                          deleted
                                              • as context for chemical change as well      relationships in organisms.                - metric ruler.
 – Sequence events.                             as transformation of energy: light;                                                  – Use appropriate units for measured
 – Use indicators and interpret results.        chemical; heat                                                                         or calculated values.
 Living Environment Skills                                                                                                           – Recognize and analyze patterns and
                                              General Skills
 (from NYS Core Curriculum)                                                                                                            trends.
                                              (from NYS Core Curriculum)
 (if using microscopes to look at crystals)                                                                                          – Classify objects according to an
                                              – Follow safety procedures in the
 – Manipulate a compound microscope to                                                                                                 established scheme and a
                                                classroom and laboratory.
   view microscopic objects.                                                                                                           student-generated scheme.
                                              – Safely and accurately use the
 – Determine the size of a microscopic                                                                                               – Develop and use a dichotomous key.
                                                following measurement tools:
   object, using a compound                                                                                                          – Sequence events.
                                                - balance
   microscope.
                                                - graduated cylinder                                                                 – Identify cause-and-effect
 Physical Setting Skills                        - thermometer                                                                          relationships.
 (from NYS Core Curriculum)                     - spring scale
 – Given the latitude and longitude of a        - voltmeter.
   location, indicate its position on a map   – Use appropriate units for measured
   and determine the latitude and longi-        or calculated values.
   tude of a given location on a map.
The right hand column in each unit represents the Major Understandings taken from the New York State Intermediate Level Science Core Curriculum, available at
www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf.
PS = Physical Setting – Standard 4, LE = Living Environment – Standard 4, ICT = Interconnectedness: Common Themes – Standard 6 and IPS = Interdisciplinary Problem Solving
– Standard 7. Science process skills from Standards 1, 2, 6 and 7 should be used in conjunction with this scope and sequence.                                          p. 14
                                                                                       REVISED DRAFT MAY 1, 2008
                                                  CYCLES OF MATTER AND ENERGY; FORM AND FUNCTION; CLASSIFICATION
                 grade 7
                 UNIT 1                                       UNIT 2                                   UNIT 3                                     UNIT 4
                                                 INTERACTIONS BETWEEN                       DYNAMIC EQUILIBRIUM:                       DYNAMIC EQUILIBRIUM:
               GEOLOGY                             MATTER AND ENERGY                         THE HUMAN ANIMAL                           OTHER ORGANISMS


  How do we as scientists gather                 How do the properties and
                                                                                              How do human body                           How is homeostasis
    and interpret evidence that                   interactions of matter and
                                                                                               systems function to                         maintained in other
       Earth is continually                      energy explain physical and
                                                                                              maintain homeostasis?                           organisms?
            changing?                                 chemical change?

 – Using identification tests and a flow        – Recognize and analyze patterns and                                                Living Environment Skills
   chart, identify mineral samples.             trends.                                                                           (from NYS Core Curriculum)
 – Use a diagram of the rock cycle to         – Classify objects according to an                                                  – Manipulate a compound microscope to
   determine geological processes that led      established scheme and a student-                                                   view microscopic objects.
   to the formation of a specific rock type.     generated scheme.                                                                 – Determine the size of a microscopic
 – Plot the location of recent earthquake     – Sequence events.                                                                    object using a compound microscope.
   and volcanic activity on a map and         – Use indicators and interpret results.                                             – Prepare a wet mount slide.
   identify patterns of distribution.
                                              Physical Setting Skills                                                             – Use appropriate staining techniques.
 – Use a magnetic compass to find
                                              (from NYS Core Curriculum)                                                          – Classify living things according to
   cardinal directions.
                                              – Determine the density of liquids, and                                               a student-generated scheme and an
 – Measure the angular elevation of an                                                                                              established scheme.
                                                regular- and irregular-shaped solids.
   object, using appropriate instruments.
                                              – Using the periodic table, identify an                                             – Identify structure and function
 – Generate and interpret field maps in-                                                                                             relationships in organisms.
                                                element as a metal, nonmetal, or noble
   cluding topographic and weather maps.
                                                gas.
 – Determine the density of liquids, and
                                              – Determine the identity of an unknown
   regular- and irregular-shaped solids.
                                                element, using physical and chemical
 – Determine the volume of a regular- and       properties.
   an irregular-shaped solid, using water
                                              – Using appropriate resources, separate
   displacement.
                                                the parts of a mixture.
 – Determine the identity of an unknown
                                              – Determine the electrical conductivity
   element, using physical and chemical
                                                of a material, using a simple circuit.
   properties.

The right hand column in each unit represents the Major Understandings taken from the New York State Intermediate Level Science Core Curriculum, available at
www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf.
PS = Physical Setting – Standard 4, LE = Living Environment – Standard 4, ICT = Interconnectedness: Common Themes – Standard 6 and IPS = Interdisciplinary Problem Solving
– Standard 7. Science process skills from Standards 1, 2, 6 and 7 should be used in conjunction with this scope and sequence.
                                                                                                                                                                          p. 15
                                                   CONSTANCY AND CHANGE                                                        REVISED DRAFT MAY 1, 2008
                    grade 8
                 UNIT 1                       UNIT 2 (previously Unit 4 –                                   UNIT 3                     UNIT 4 (previously Unit 2 –
   REPRODUCTION, HEREDITY,                        no other changes)                              EARTH, SUN, MOON
                                                                                                                                           no other changes)
                                                                                                                                     HUMANS IN THEIR ENVIRONMENT:
        AND EVOLUTION                           FORCES AND MOTION ON                                  SYSTEM
                                                                                                                                        NEEDS AND TRADEOFFS
      (see changes below)                              EARTH                                        (no changes)                           (EXIT PROJECTS)

 How does life on Earth continue               How do we apply the laws of                    What roles do forces play              How does human consumption
    and adapt in response to                    motion to explain the move-                   in the patterns and stability             of resources impact the
     environmental change?                       ment of objects on Earth?                        of the Solar System?                environment and our health?

 Reproductive Patterns and the               Motion and Newton’s Laws                     Seasons and Cycles: Relationships          Natural Resources and Energy
 Continuity of Life                                                                       Among the Sun, Earth, and Moon
                                             • Patterns of motion, frame      PS 5.1a,b                                              • Energy needs           LE 3.2a
 • Asexual Reproduction,      LE 2.1d
                                               of reference and position,                 • Day: rotation                PS 1.1e,h                            PS 4.1a-d
   e.g., Binary fission in     LE 4.1a,b
   unicellular organisms,                      direction, and speed.                                                                                          PS 4.4d,e
                                                                                          • Year: revolution             PS 1.1e,h                            ICT 1.1-1.4,
   budding, and vegetative                   • Newton’s First Law of          PS 5.1c
   propagation.                                                                           • Seasons: tilt of Earth’s     PS 1.1i                              2.1-2.3, 4.1,
                                               Motion: Inertia                                                                                                4.2, 5.1, 5.2,
 • Sexual Reproduction –      LE 2.1e                                                       axis of rotation
                                             • Newton’s Second Law:           PS 5.1d                                                                         6.1, 6.2
   formation of gametes       LE 4.1a,c,d                                                 • Phases of the Moon           PS 1.1g
                                               F = ma (conceptual                                                                                             IPS 1.1-1.4
                              LE 4.2b
                                               understanding as opposed                   • Eclipses                     PS 1.1e                              IPS 2.1
                              LE 4.4c
 • Compare and contrast       LE 4.1a          to teaching the formula)                                                              • Renewable and non-     PS 4.1a,b
                                                                                          • Tides                        PS 1.1e
   results, contexts, advan-                 • Newton’s Third Law:            PS 5.1e                                                  renewable sources of   ICT 5.1, 5.2
   tages and disadvantages of                  For every action there is an   PS 5.2b     Solar System                                 energy
   each method.                                equal and opposite                         • Classification of celestial   PS 1.1a-c,j • Material needs         LE 3.2a
 Patterns of Development and the               reaction; Force as an                        objects: stars including                                          ICT 1.1-1.4,
 Continuity of Life                            interaction                                  the sun; planets; comets;                                         2.1-2.3, 4.1,
 • Patterns of development    LE 4.3a,b,c,                                                  moons; and asteroids.                                             4.2, 5.1, 5.2,
    in plants                 e,f added b                                                                                                                     6.1, 6.2
 • Patterns of development    LE 4.3a,b,c,                                                • Patterns of motion, frame    PS 1.1c-i
                                                                                                                                                              IPS 1.1-1.4
    in animals                d,f added b                                                   of reference and position,   PS 5.1a-c
                                                                                                                                                              IPS 2.1
 • Cell division-growth,      LE 4.4a,b                                                     direction, and speed.
   maintenance, and repair                                                                                                           • Renewable and non-     LE 6.1c
   – Cancer is the result of  LE 4.4d                                                                                                  renewable sources      ICT 5.1, 5.2
     abnormal cell division                                                                                                            of materials
The right hand column in each unit represents the Major Understandings taken from the New York State Intermediate Level Science Core Curriculum, available at
www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf.
PS = Physical Setting – Standard 4, LE = Living Environment – Standard 4, ICT = Interconnectedness: Common Themes – Standard 6 and IPS = Interdisciplinary Problem Solving
– Standard 7. Science process skills from Standards 1, 2, 6 and 7 should be used in conjunction with this scope and sequence.
                                                                                                                                                                        p. 16
                                                    CONSTANCY AND CHANGE                                                         REVISED DRAFT MAY 1, 2008
                    grade 8
                 UNIT 1                       UNIT 2 (previously Unit 4 –                                 UNIT 3                          UNIT 4 (previously Unit 2 –
   REPRODUCTION, HEREDITY,                        no other changes)                              EARTH, SUN, MOON
                                                                                                                                              no other changes)
                                                                                                                                        HUMANS IN THEIR ENVIRONMENT:
        AND EVOLUTION                           FORCES AND MOTION ON                                  SYSTEM
                                                                                                                                           NEEDS AND TRADEOFFS
      (see changes below)                              EARTH                                        (no changes)                              (EXIT PROJECTS)

 How does life on Earth continue               How do we apply the laws of                    What roles do forces play                 How does human consumption
    and adapt in response to                    motion to explain the move-                   in the patterns and stability                of resources impact the
     environmental change?                       ment of objects on Earth?                        of the Solar System?                   environment and our health?
 Heredity                                    General Skills                               • Observe, describe, and      PS 1.1c,e,g,h   • Environmental concerns:       LE 3.2b
 • Genes and DNA                LE 2.1a-e    (from NYS Core Curriculum)                      compare the effects of                       Acquisition and depletion     add
 • Mendelian genetics           LE 2.2a-c                                                    balanced and unbalanced                      of resources; Waste dis-      LE 7.1e
                                             – Follow safety procedures in the               forces on the motion of                      posal; Land use and urban     LE 7.2c,d
 • Mutations                    LE 3.1a        classroom and laboratory.                                                                  growth; Overpopulation;       ICT 1.2, 1.4,
                                                                                             objects.
 Role of Sexual and Asexual                  – Safely and accurately use the                 - Newton’s First Law       PS 5.1c           Global Warming; Ozone         2.1-2.3, 4.1,
 Reproduction in Human Growth                  following measurement tools:                    of Motion: Inertia                         depletion; Acid rain; Air     4.2, 5.1, 5.2,
 and Development                               - metric ruler                                - gravity                  PS 1.1d           pollution; Water pollution;   6.1, 6.2
 • The role of the sperm and egg LE 4.2a,b     - balance                                                                PS 5.2a           Impact on other organisms     IPS 1.1-1.4
                                                                                                                                                                        IPS 2.1
 • Human reproductive system LE 1.2i           - stopwatch                                General Skills
 • Hormonal regulation:          LE 1.2h       - spring scale.                            (from NYS Core Curriculum)
                                                                                                                                        • Energy conservation           PS 4.5a,b
   Endocrine system                                                                       – Follow safety procedures in the
                                             – Use appropriate units for measured                                                                                       ICT 1.1-1.4,
 • Patterns of development:      LE 4.3b                                                     classroom and laboratory.
                                               or calculated values.                                                                                                    2.1-2.3, 4.1,
   cell division and genetic                                                              – Safely and accurately use the                                               5.1, 5.2,
   expression                                – Recognize and analyze patterns and            following measurement tools:                                               6.1, 6.2
                                               trends.                                       - metric ruler                                                             IPS 1.1-1.4
 • Genetic diseases              LE 1.2j
                             add LE 2.2a     – Identify cause-and-effect relationships.      - stopwatch                                                                IPS 2.1
                                                                                             - spring scale.
 • Genetic engineering, esp.    LE 3.1c      Physical Setting Skills                                                                    Nutrition and Food Choices:
                                                                                          – Use appropriate units for measured or
   cloning                      IPS 1.2, 1.3 (from NYS Core Curriculum)                                                                 Impact on the Environment and
                                                                                             calculated values.
                                                                                                                                        on our Health
 Natural Selection: The Driving              – Determine the speed and acceleration       – Recognize and analyze patterns and          Environment:
 Mechanism Behind Evolution                    of a moving object.                           trends.                                    • Environmental Toxins:      LE 7.2c,d
 • Sources of variation in    LE 3.1a                                                     – Classify objects.                             pesticides and herbicides; ICT 6.1
   organisms                                                                                                                              fertilizers; organic waste IPS 1.1-1.4
                                                                                          – Identify cause-and-effect relationships.
 • Adaptations                LE 3.1a-c                                                                                                                              IPS 2.1

The right hand column in each unit represents the Major Understandings taken from the New York State Intermediate Level Science Core Curriculum, available at
www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf.
PS = Physical Setting – Standard 4, LE = Living Environment – Standard 4, ICT = Interconnectedness: Common Themes – Standard 6 and IPS = Interdisciplinary Problem Solving
– Standard 7. Science process skills from Standards 1, 2, 6 and 7 should be used in conjunction with this scope and sequence.
                                                                                                                                                                                p. 17
                                                   CONSTANCY AND CHANGE                                                       REVISED DRAFT MAY 1, 2008
                    grade 8
                 UNIT 1                       UNIT 2 (previously Unit 4 –                              UNIT 3                         UNIT 4 (previously Unit 2 –
   REPRODUCTION, HEREDITY,                        no other changes)                           EARTH, SUN, MOON
                                                                                                                                          no other changes)
                                                                                                                                    HUMANS IN THEIR ENVIRONMENT:
        AND EVOLUTION                           FORCES AND MOTION ON                               SYSTEM
                                                                                                                                       NEEDS AND TRADEOFFS
      (see changes below)                              EARTH                                     (no changes)                             (EXIT PROJECTS)

 How does life on Earth continue               How do we apply the laws of                 What roles do forces play                How does human consumption
    and adapt in response to                    motion to explain the move-                in the patterns and stability               of resources impact the
     environmental change?                       ment of objects on Earth?                     of the Solar System?                  environment and our health?

 • Competition                  LE 3.2a                                                Physical Setting Skills                      • Endangered species:           LE 7.2b,c,d
                                                                                       (from NYS Core Curriculum)                     Habitat destruction,          added b
 • Extinction                   LE 3.2b                                                                                               over fishing                   ICT 5.2
                                LE 7.2d                                                – Given the latitude and longitude of a                                      IPS 1.1-1.4
                                                                                         location, indicate its position on a map                                   IPS 2.1
 • Evidence for evolution       LE 3.2c,d
                                                                                         and determine the latitude and longi-
 General Skills                                                                          tude of a given location on a map.         • Packaging and solid waste     ICT 5.2
 (from NYS Core Curriculum)                                                                                                                                         IPS 1.1-1.4
                                                                                                                                                                    IPS 2.1
 – Follow safety procedures in the
    classroom and laboratory.                                                                                                       • Water issues: depletion;      LE 7.2c,d
 – Recognize and analyze patterns and                                                                                                 pollution                     ICT 5.2
    trends.                                                                                                                                                         IPS 1.1-1.4
 – Sequence events.                                                                                                                                                 IPS 2.1

 Living Environment Skills                                                                                                          Homeostasis and Health:
 (from NYS Core Curriculum)                                                                                                         • Analyzing nutritional value   LE 5.2a,b
                                                                                                                                                                    ICT 6.1
 – Manipulate a compound microscope
    to view microscopic objects (e.g.,                                                                                              • Food-borne illness:           LE 1.2j
    look at cells undergoing mitosis).                                                                                                Infectious disease and the    LE 5.2f
 – Determine the size of a microscopic                                                                                                immune system (bacteria,      IPS 1.1-1.4
    object using a compound microscope.                                                                                               parasites)                    IPS 2.1
 – Design and use a Punnett square or                                                                                               • System failures: heart dis-   LE 1.2j
    a pedigree chart to predict the                                                                                                   ease; high blood pressure;    LE 4.4d
    probability of certain traits.                                                                                                    colon cancer; epidemics       LE 5.2f
 – Classify living things (evolutionary                                                                                               of childhood obesity and      IPS 1.1-1.4
    relationships).                                                                                                                   diabetes; osteoporosis        IPS 2.1

The right hand column in each unit represents the Major Understandings taken from the New York State Intermediate Level Science Core Curriculum, available at
www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf.
PS = Physical Setting – Standard 4, LE = Living Environment – Standard 4, ICT = Interconnectedness: Common Themes – Standard 6 and IPS = Interdisciplinary Problem Solving
– Standard 7. Science process skills from Standards 1, 2, 6 and 7 should be used in conjunction with this scope and sequence.
                                                                                                                                                                          p. 18
                                                   CONSTANCY AND CHANGE                                                     REVISED DRAFT MAY 1, 2008
                    grade 8
                 UNIT 1                       UNIT 2 (previously Unit 4 –                              UNIT 3                       UNIT 4 (previously Unit 2 –
   REPRODUCTION, HEREDITY,                        no other changes)                           EARTH, SUN, MOON
                                                                                                                                        no other changes)
                                                                                                                                  HUMANS IN THEIR ENVIRONMENT:
        AND EVOLUTION                           FORCES AND MOTION ON                               SYSTEM
                                                                                                                                     NEEDS AND TRADEOFFS
      (see changes below)                              EARTH                                     (no changes)                           (EXIT PROJECTS)


 How does life on Earth continue               How do we apply the laws of                 What roles do forces play               How does human consumption
  and adapt in response to envi-                motion to explain the move-                in the patterns and stability              of resources impact the
       ronmental change?                         ment of objects on Earth?                     of the Solar System?                 environment and our health?

 – Identify cause-and-effect                                                                                                      General Skills
   relationships.                                                                                                                 (from NYS Core Curriculum)
 – Identify structure and function                                                                                                – Follow safety procedures in the
   relationships in organisms.                                                                                                      classroom and laboratory.
                                                                                                                                  – Safely and accurately use the
                                                                                                                                    following measurement tools:
                                                                                                                                    (depends on project).
                                                                                                                                  – Use appropriate units for measured
                                                                                                                                    or calculated values.
                                                                                                                                  – Recognize and analyze patterns and
                                                                                                                                    trends.
                                                                                                                                  – Sequence events.
                                                                                                                                  – Identify cause-and-effect
                                                                                                                                    relationships.
                                                                                                                                  – Use indicators and interpret results.
                                                                                                                                  [Note: Physical Setting and Living
                                                                                                                                  Environment skills will vary depending
                                                                                                                                  on projects pursued.]



The right hand column in each unit represents the Major Understandings taken from the New York State Intermediate Level Science Core Curriculum, available at
www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf.
PS = Physical Setting – Standard 4, LE = Living Environment – Standard 4, ICT = Interconnectedness: Common Themes – Standard 6 and IPS = Interdisciplinary Problem Solving
– Standard 7. Science process skills from Standards 1, 2, 6 and 7 should be used in conjunction with this scope and sequence.
                                                                                                                                                                         p. 19
                                                   CONSTANCY AND CHANGE                                                     REVISED DRAFT MAY 1, 2008
                    grade 8
                 UNIT 1                       UNIT 2 (previously Unit 4 –                              UNIT 3                        UNIT 4 (previously Unit 2 –
   REPRODUCTION, HEREDITY,                        no other changes)                            EARTH, SUN, MOON
                                                                                                                                         no other changes)
                                                                                                                                   HUMANS IN THEIR ENVIRONMENT:
        AND EVOLUTION                           FORCES AND MOTION ON                                SYSTEM
                                                                                                                                      NEEDS AND TRADEOFFS
      (see changes below)                              EARTH                                      (no changes)                           (EXIT PROJECTS)


  How does life on Earth contin-               How do we apply the laws of                 What roles do forces play               How does human consumption
   ue and adapt in response to                  motion to explain the move-                in the patterns and stability              of resources impact the
     environmental change?                       ment of objects on Earth?                     of the Solar System?                 environment and our health?

                                                                                                                                  Living Environment
                                                                                                                                  – Interpret and/or illustrate the energy
                                                                                                                                    flow in a food chain, energy pyramid,
                                                                                                                                    or food web.
                                                                                                                                  – Identify structure and function
                                                                                                                                    relationships in organisms (within
                                                                                                                                    the study of system failures).
                                                                                                                                  Physical Setting:
                                                                                                                                  Look for opportunities to address density,
                                                                                                                                  as this is a significant concept for the
                                                                                                                                  ILSE.




The right hand column in each unit represents the Major Understandings taken from the New York State Intermediate Level Science Core Curriculum, available at
www.emsc.nysed.gov/ciai/mst/pub/intersci.pdf.
PS = Physical Setting – Standard 4, LE = Living Environment – Standard 4, ICT = Interconnectedness: Common Themes – Standard 6 and IPS = Interdisciplinary Problem Solving
– Standard 7. Science process skills from Standards 1, 2, 6 and 7 should be used in conjunction with this scope and sequence.
                                                                                                                                                                         p. 20
                                                                                                                              REVISED DRAFT MAY 1, 2008

                   acknowledgments
NYC Science Scope and Sequence K-8 was produced under the auspices of Joel I. Klein, Chancellor, Andrés Alonso, Deputy Chancellor for Teaching and Learning, and
Brenda N. Steele, Executive Director of Curriculum and Professional Development. Grateful acknowledgement is extended to the following people for their valuable
contribution to the development of this document:
Department of Mathematics and Science: Linda Curtis-Bey, Director of Mathematics and Science; Dr. Julia Rankin, Former Director of Science; Roy Harris, Frances Horne,
Greg Borman, Marion Gaita Zachowski, John Tom, and Denise McNamara, Science Instructional Specialists.
Region 1: Judith Abel, RIS; Elizabeth O’Raffity, AP; Kevin Boston-Hill, AP; Karen Glazer, Elizabeth Cardona, Judith Rainford, Carol Pierce, Catherine Bethune, Mark Talty, and
Shehnaz Hashim, Teachers.
Region 2: Nadya Awadalleh, RIS; Barbara Hartnett, AP; Auburn Ackie, Lead Teacher; Carol Ann Gilligan, Science Coordinator; Renee Jones, Russell Heath, Christine Zadrozny,
Dawnette Phelps, and Sharon Whitter, Teachers.
Region 3: Marianita Damari, RIS; Jill Simpson-Mellow, RIS; Karleen Adam-Comrie, AP; Steve Radwan, M. Erderly, and Laura Pagano, Teachers.
Region 4: Michelle Cambier, RIS; Miriam Castro, RIS; William Voges, AP; Lynn Rapkiewicz, AP; Joe Sweeney, Gail Weinstein, Paul Nacinovich, Phyllis Mueses, Gina Mascia,
Tom D’Emic, Dona Salvatto, Dara Sullivan, Christina Gartu, Donna Dowd, Gregory Grambo, Jennifer Miller, Tai Asia Mobley, and Vito Cipolla, Teachers.
Region 5: Diane Pillersdorf, RIS; Iris Battino-Bernstein, RIS; Robert Kleppel, UFT Teacher Center; Denise Johnson, Sheila Fields, Doreen Gordon, Kathy Edwards, Liliana
Ramnauth, and Reena Grover, Teachers.
Region 6: Christine Mineo, RIS; John F. Herrera, Science Support Specialist; Allan Hirsch, Staff Developer/Teacher; Rita Fico, Staff Developer/Teacher; Claire Vassell-Williams
and Stephanie Mitchell, Teachers.
Region 7: Charlene Smith, RIS; Joseph Scarmato, RIS; Amy Renz, AP; Ed Hernandez, AP; Joyce Chung, AP; Aileen Monaghan, Paul Stingo, Lorraine Sabbagh, Charlese Green,
Eileen Brown, Joseph Mosachio, and Susan Crane, Teachers.
Region 8: Derresa Davis Tobin, RIS; Amy O’Donnell, RIS; Lisa Gioe-Cordi, Principal; Hazel Slinger, Isabelito Azcone, Jean Chester, Marta Lesmes, and Omatayo Olowoyo,
Teachers.
Region 9: Megan Roberts, RIS; Kathleen Ponze, Principal; Lisa Nelson, Principal; Jack Ruolo, Emily Noto,Kristen Staffaroni, and Whitney Lukens, Staff Developers; Anna
Cotton, Emily Dykstra, Ligia Chiorean, Sara Papsidero, JoEllen Schuleman, Caroline Baez, Alicia Sotiropoulos, Maureen Pricci, Denise Trezza, Katrina Klaf, and Traceylnn Hahn,
Teachers.
Region 10: Sheldon Young, RIS; James Cole, AP; Olumuyiwa Oyefusi, Lead Teacher; Benjy Blatman, Travis Sloane, Kathy Tonnies, Bonifacio Garcia, Celeste Coppola, Jenelle
Henderson, Sabrina Ford, and Zenaida Tapia, Teachers.
Districts 75 and 79: Giannina Convertino, RIS, District 75; Roberto Cruz, RIS, District 75; Derek Ramdass, Staff Developer, District 75; Lanez Atherton, Lionel Callendar,
Debra Miller, Susan Cruz, and Yusuf Hamid, Teachers, District 75; Ellen Mandel, District 79.
Special thanks is extended to Region 4 and the Region 4 Science Leadership Team for being so instrumental in the development of the K-5 document. Thanks also go to Region 9
and the Region 9 Science Leadership Team for their assistance in the development of the Middle School Scope and Sequence.
The following advisors generously provided their commentary and suggestions: Marc Mayer, School at Columbia; Dr. Angela Calabrisi-Barton, Teachers College; Sandra
Jenoure, Hunter College; Dr. Loren Weybright, Metropolitan College; Dr. Mark Miksic, Queens College; Dr. Don Cook, Dr. Jon Snyder, and Dr. Marvin Cohen, Bank Street
College; Dr. Federica Raia, City College of New York; Dr. Hubert Dyasi, City College of New York; Dr. Rebecca Dyasi, City University of New York; Dr. Nancy Degnan,
Columbia University; Richard Bollinger, Consultant; Marian Pasquale, Educational Development Center.
This manuscript was prepared for publication by the Office of Instructional Publications, Christopher Sgarro, Director. It was formatted by Tobey Hartman and copyedited by
Judy Goldberg.

				
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