Mass.gov
Massachusetts Department of Elementary and Secondary Education
Go to Selected Program Area
Massachusetts State Seal
News School/District Profiles School/District Administration Educator Services Assessment/Accountability Family & Community  
 Become an Educator  Licensure  >  Career Advancement  Teaching/Learning  Educator Preparation  
>
>
>
>
>
>
>

Archived Information

Science and Technology/Engineering
Curriculum Framework - Spring 2001


Physical Sciences (Chemistry and Physics),
Grades PrePreK-2

TOC
Previous Next 

Additional Ideas for Developing Investigations and Learning Experiences and Suggested Extensions to Learning in Technology/Engineering are in Appendix III.

Learning Standard Ideas For Developing Investigations And Learning Experiences Suggested Extensions To Learning In Technology/Engineering
Observable Properties of Objects
  1. Sort objects by observable properties such as size, shape, color, weight, and texture.
  • Manipulate, observe, compare, describe, and group objects found in the classroom, on the playground, and at home.
  • Predict from looking at the shape of a simple tool or object what things it might be used for, e.g., pliers, letter opener, paperweight. (T/E 1.2, 2.1)
States of Matter
  1. Identify objects and materials as solid, liquid, or gas. Recognize that solids have a definite shape and that liquids and gases take the shape of their container.
  • Using transparent containers of very different shapes (e.g., cylinder, cone, cube) pour water from one container into another. Observe and discuss the "changing shape" of the water.
  • Ask students to bring in different types of containers from home. Discuss and demonstrate whether the containers are appropriate to hold solids and liquids, e.g., an unwaxed cardboard box will absorb water and eventually disintegrate while a glass bottle will not. (T/E 1.1, 1.2)
Position and Motion of Objects
  1. Describe the various ways that objects can move, such as in a straight line, zigzag, back-and-forth, round-and-round, fast, and slow.
  • Use a spinning toy (e.g., a top) and a rocking toy (e.g., a rocking horse) to explore round-and-round motion and back-and-forth motion.
  • Using construction paper and glue, design a three-dimensional object that will roll in a straight line and a three-dimensional object that will roll around in a circle. (T/E 1.3, 2.1)
  1. Demonstrate that the way to change the motion of an object is to apply a force (give it a push or a pull). The greater the force, the greater the change in the motion of the object.
  • Observe objects as you push and pull them on a hard, smooth surface. Make predictions as to what direction they will move and how far they will go. Repeat using various surfaces, e.g., rough, soft.
  1. Recognize that under some conditions, objects can be balanced.
  • Try to make a long thin rectangular block of wood stand upright on each face. Note that it stands (balances) very easily on some faces, but not on all.
  • Design a lever, putting unequal weights on the ends of the balance board. Observe. Now find ways to restore the balance by moving the fulcrum, keeping each weight in the same place. Discuss what happens. (T/E 2.1)


Last Updated: May 1, 2001
E-mail this page| Print View| Print Pdf  
Massachusetts Department of Elementary and Secondary Education Search · Site Index · Policies · Site Info · Contact ESE