Ciencias 3grado

East Rutherford Public Schools
East Rutherford, NJ
Science Curriculum
Joseph Abate, Jr.

Interim Superintendent of School
NJCCCS 2009
Adopted: September 2011
The East Rutherford School District is in the process of aligning the Science
Curriculum with the Next Generation Science Standards which will be
implemented for Grades 6-7-8 in September 2016 and for Grades K through 5 in
September 2017.
CORE INSTRUCTIONAL MATERIALS
K-2nd Grades
Science: McMillian/ McGraw Hill
Benchmark Literacy Interactive - small group resource books
Additional Resources Utilized for K-2:

Scholastic's Science Spin issues with online components
Lakeshore Learning Science Activities kits: Matter, Space, Animals, Plants, Force &
Motion, and Insects
Student Science Journals
Macmillan/ McGraw science kits
Amazing Dinosaurs! Exploration kit by Lakeshore
From a Seed to a Plant specimen center
Science in Motion by Nancy White
www.pbskids.org
www.brainpop.com
www.teacherspayteachers.com
www.enchantedlearning.com
www.youtube.com
Scholastic News Magazine
Magic School Bus Series videos
3-4 Grades
Science New Jersey MacMillan- McGraw Hill
Benchmark Literacy Interactive - small group resource books
Additional Resources Utilized for Grades 3-4:

Macmillan/ McGraw science kits
www.pbskids.org
www.brainpop.com
www.teacherspayteachers.com
www.youtube.com
Scholastic News Magazine
Grade 5: Integrated Science
Interactive Science
Pearson, 2012
Grade 6: Earth Science

Earth and Space: iScience
McGraw Hill Glencoe, 2012
Grade 7: Life Science

Glencoe Science: Books A, B, E
Grade 8: Physical Science

Glencoe Science
PACING GUIDES
Pacing guides for Kindergarten through Grade 4 Science are included on the curriculum
map.
Pacing guides for Grades 5 through 8 are separate from the curriculum map and follow
next.
Grade 5 Science
Interactive Science
Pearson
Chapter/Topic Weeks Assessments

Chapter 1: The Nature of Sciences 2 weeks Assessment Chapter 1
Chapter 2: Design and Function 2 weeks Assessment Chapter 2
Unit A: Apply It! Labs 1 week Performance-Based Assessment
Chapter 3: Classifying Organisms 2 weeks Assessment Chapter 3
Chapter 4: Growth and Survival 2 weeks Assessment Chapter 4
Chapter 5: Structure and Function 3 week Assessment Chapter 5
Chapter 6: Ecosystems 2 week Assessment Chapter 6
Unit B: Apply It! Labs 1 week Performance-Based Benchmark
Chapter 7: The Water Cycle and Weather 3 weeks Assessment Chapter 7
Chapter 8: Earths Surface 3 weeks Assessment Chapter 8
Chapter 9: Earth and Space 3 weeks Assessment Chapter 9
Unit C: Apply It! Labs 1 week Performance-Based Assessment
Chapter 10: Properties of Matter 3 weeks Assessment Chapter 10
Chapter 11: Forces and Motion 2 weeks Assessment Chapter 11
Chapter 12: Changing Forms of Energy 2 weeks Assessment Chapter 12
Unit D: Apply It! Labs 1 week Performance-Based Benchmark

6th Grade Earth Science
Textbook- Exploring Earth and Space: iScience
Pacing/Month Chapter/Topic Assessment

September The Scientific Method Labs
Quizzes
Packet
Benchmark
October/November Earths Structure: Chapter 2 Labs
Quizzes
Chapter Test
Packet
November/December Weathering and Soil Chapter 5 Labs
Quizzes
Chapter Test
Packet
January/February Erosion and Deposition Chapter 6 Labs
Quizzes
Chapter Test
Packet
February/March Plate Tectonics: Chapter 7 Labs
Quizzes
Chapter Test
Packet
April Clues to Earths Past: Chapter 10 Labs
Quizzes
Test
May The Sun-Earth and Moon: Chapter 20 Labs
Quizzes
Test
Packet
Benchmark
June Weather and Climate: Chapter 13 Lab
Quizzes
Test
Packet
Grade 7 Life Science
Scope and Sequence
Textbook: Glencoe Science Books A, B, E @ 2005
MONTH CHAPTER/TOPIC ASSESSMENTS
September A Chap 1 What Is Science? Quizzes
Test Chap 1
October A Chap 2 Cells Quizzes
Test Chap 2
November/ A Chap 4 Cell Reproduction Quizzes
December Test Chap 4
Benchmark
January A Chap 5 Adaptations Over Time Quizzes
Test Chap 5
February/March B Chap 3 Plants/Chap 5 Plant Processes Quizzes
Test Chap 3/5
April E Chap 1 Interactions of Life Quizzes
Test Chap 1
May E Chap 2 Nonliving Environment Quizzes
Test Chap 2
June E Chap 3 Ecosystems Quizzes
Test Chap 3
Benchmark
8th Grade Science
Textbook: Glencoe Science
Pacing/Month Chapter/Topic Assessment

September/October Atoms, Elements, Labs
Compounds, and Mixtures Quizzes
Chapter 1 in the book of K Tests
Participation
Homework
November/December States of Matter Chapter 2 in Labs

the book of K Quizzes
Tests
Participation
Homework
January Properties and Changes of Labs

Matter Chapter 3 in the Quizzes
book of K Tests
Participation
Homework
Benchmark
February The Periodic Table Chapter 4 Labs
in the book of K Quizzes
Tests
Participation
Homework
March Motion and Momentum Labs

Chapter 1 in the book of M Quizzes
Tests
Participation
Homework
April Force and Newtons Laws Labs

Chapter 2 in the book of M Quizzes
Tests
Participation
Benchmark
May/June Forces and Fluids Chapter 3 Labs
in the book of M Quizzes
Tests
Participation
Homework
Benchmark
SCIENCE CURRICULUM GUIDE
K-12
2011
REGIONAL OFFICE OF CURRICULUM AND INSTRUCTION

CARLSTADT EAST RUTHERFORD
SCHOOL DISTRICT/EAST RUTHERFORD SCHOOL
DISTRICT/CARLSTADT PUBLIC SCHOOL
DR. MELISSA W. VARLEY, DIRECTOR

TABLE OF CONTENTS
Approval List .......................................................................................................... i
Chief School Administrators ................................................................................ ii
Principals of Participating Districts..iii
Science Curriculum Committee .......................................................................... iv
Preface, Organization of the Guide,

And Acknowledgments................................................................................. v-vi
Science Curriculum Objectives

Kindergarten to Grade 4 ..................................................................................
Kindergarten ......................................................................................... 1-4
Grade 1 ................................................................................................. 5-8
Grade 2 ................................................................................................. 9-12
Grade 3 ................................................................................................. 13-17
Grade 4 ................................................................................................. 18-24
Grades 5-6 ................................................................................................. 25

Grade 5 ................................................................................................. 26-32
Grade 6 ................................................................................................. 33-45
Grades 7, 8 ................................................................................................
Grade 7 ................................................................................................. 46-49
Grade 8 ................................................................................................. 50-59
Grades 9-12 ............................................................................................... 60

AP Chemistry ....................................................................................... 61-81
Biology General ................................................................................... 120-135
Biology CP ........................................................................................... 136-151
Additional High School Courses of Study ................................................. 151-222
Appendices................................................................................................ 223
Appendix A: Interdisciplinary Connections ........................................... 224
Appendix B: NJCCCS for Science .........................................................
APPROVAL LIST
CURRICULUM GUIDE
RECOMMENDED
Mathematics Curriculum Committee X
Instructional Council X
Carlstadt East Rutherford Principals Group X
Carlstadt East Rutherford Superintendents Group X
APPROVED
Boards of Education
Becton X
Carlstadt X
East Rutherford X
CARLSTADT BOARD OF EDUCATION
Walter Beese President
Terry Tallaksen Vice President
Adrianna Allen
Thomas Cox Jr.
Victor Fonseca
Hernan Lopez
Elaine Stevens
Eugene Wonja
CARLSTADT-EAST RUTHERFORD BOARD OF EDUCATION
Raymond Muszynski President
Joseph Morris Vice President
James Albro
Jeffrey Allen
Lawrence Bongiovanni
Tina Cavallo
Richard Evans
Fred Meo
Jerome Winston
EAST RUTHERFORD BOARD OF EDUCATION
Kathleen Winston President
Marguerite Hansen Vice President
Maria Caruso
Kevin Felton
Michael Homaychak
Thomas Kobin
Dennis Monks
CHIEF SCHOOL ADMINISTRATORS
OF PARTICIPATING DISTRICTS
Mr. Steve Kollinok Carlstadt Board of Education
Mr. David Mango Carlstadt-East Rutherford Board of Education
Mr. Ken Rota East Rutherford Board of Education

PRINCIPALS OF PARTICIPATING DISTRICTS
Mr. Brian Barrow McKenzie Elementary School
Mr. Ken Foy Carlstadt Public School
Mr. David Mango Becton Regional High School
Dr. Henry Srednicki Faust Middle School

Regional Science Curriculum Committee2011
Mary Anderson Carlstadt Public School
Joanne Bischak Faust Middle School
Elizabeth Corsale McKenzie Elementary School
Rob DiDomenico Becton High School
Kathleen DiLascio Faust Middle School
Susan Fontanella McKenzie Elementary School
Dawn Garrabrant Carlstadt Public School
Judie Irwin McKenzie Elementary School
Tonia Lorenzoni Faust Middle School
Dorothy Maggio Becton High School
Beth Narkiewicz McKenzie Elementary School
Mike Porischak Carlstadt Public School
Michael Signorella Carlstadt Public School
Ana Vecchione McKenzie Elementary School
Di Yang Faust Middle School
PREFACE
Scientific inquiry, the methodology used by scientists to question, investigate, predict,

gather evidence, and propose explanations, is an essential process for students to
experience and internalize. Along with problem-solving and decision making skills,
inquiry helps students to achieve scientific literacy and improves analytic thinking. In a
science classroom, inquiry, questioning, and using an inquiry approach also develops
students conceptual understanding (Tuomi & Tweed, 2005). Furthermore, these skills
are healthy habits of mind that can be transferred to other academic areas and to
personal and societal issues.
This guide is designed to provide K-12 scope and sequence of science objectives and to
articulate curriculum among the member schools of the Carlstadt-East Rutherford school
districts. The student objectives are aligned with the 2009 New Jersey Core Curriculum
Content Standards for Science and where appropriate, the standards for technology and
career education. Numerous instructional strategies and resources are listed to assist
teachers in implementing the objectives. At many grade levels/course required lab
experiences as well as suggested labs are listed.
The standards revolution that has transformed American education calls for equity,
coherent and focused curriculum, effective mathematics instruction, active learning, and
formative as well as summative assessment to guide and enhance instruction. While
strides have been made in the field of science instruction, more work is needed to create
effective instructional strategies.
In 1983, the United States Government published a report called, A Nation at Risk., this
report discussed the 72 percent increase of remedial mathematics courses between the
years of 1975 and 1980. When this report was published, many states enacted a standards
based curriculum. Currently, there is a push for American students to become more
competitive in the global economy.
In writing the guide, the committee attempted to develop a coherent, articulated

curriculum that organizes interrelated scientific concepts with other topics so that
students see how scientific literacy helps them understand the world, and how scientific
thinking helps students develop critical thinking skills.
Introduction
The Carlstadt and East Rutherford School Districts Science: Curriculum Guide, K-12
embodies the efforts of a committee of educators representing all of the schools within
the districts. The committee worked for over fourteen months to research standards and
major trends in science education, discuss and debate approaches and strategies, and to
finally write the comprehensive, articulated curriculum. In keeping with the high level of
collaboration that created the learner objectives, the authors have contributed suggested
strategies, lessons, teacher resources, and technology sources. Collections of sample
lessons, organized by grade level clusters, will be available on-line to accompany this
guide.
Acknowledgements
The Science Curriculum Guide, K-12 was revised under the direction of the Carlstadt,
Carlstadt-East Rutherford, and East Rutherford Boards of Education as part of the
continuous process of curriculum design, implementation, and evaluation. The Carlstadt-
East Rutherford Principals Group provided assistance to the project and the Instructional
Council served as an advisory group. I offer my gratitude to these organizations for their
support and guidance.
Members of the committee will be serving as facilitators at grade level meetings designed
to ensure that all teachers are familiar with the revised curriculum and teacher resources,
learn successful teaching strategies, and have opportunities to have their concerns
addressed. Furthermore, in the future years, some committee members will facilitate on-
going professional development sessions designed to assist teachers with the
implementation of the curriculum.
Dr. Melissa W. Varley
Dr. Melissa W. Varley

Director of Curriculum and Instruction
KINDERGARTEN
SCIENCE CURRICULUM
Title of Unit: Safety (Science Practices)
Subject: Science Grade: K Time Frame: 4 weeks
Developed by: Beth Narkiewicz
PART 1: IDENTIFY DESIRED RESULTS
Content Standards 5.1 Science Practices: All students will understand that science is both a body of knowledge and
an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four
Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in
science.
Strand A. Understand Scientific Explanations: Students understand core concepts and principals of science and use measurement and
observation tools to assist in categorizing, representing, and interpreting the natural ad designed world.
Strand B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical, and
computational tools that need to be applied when constructing and evaluating claims.
Strand C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
Strand D. Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which are
social practices that are governed by a core set of values and norms.
CPI: 5.1.P.A.1 Display curiosity about science objects, materials, activities, and longer-term investigations in progress.
CPI: 5.1.P.B.1 Observe, question, predict and investigate materials, objects, and phenomena (e.g., using simple tools to crack a nut and
look inside) during indoor and outdoor classroom activities and during any longer-term investigations.
CPI: 5.1.P.B.2 Use basic science terms and topic-related science vocabulary.
CPI: 5.1.P.B.3 Identify and use basic tools and technology to extend exploration in conjunction with science investigations.
CPI: 5.1.P.C.1 Communicate with other children and adults to share observations, pursue questions, and make predictions and/or
conclusions.
CPI: 5.1.P.D.1 Represent observations and work through drawing, recording data, and writing.
Understandings Essential Questions
What is essential for you to be safe in all aspects of science?
Overarching Understandings Why are safety rules important?
Students will understand how to safely use How do your five senses help you learn about the world around you?
tools, instruments, and supplies What words can help you describe the world around you?
Raise questions about the world around them What do you think scientists do?
Make careful observations What kinds of things do they look at?
Keep records that describe observations What sense did you use to answer this question?
Develop strategies and skills for gathering How might _____ look? Feel? Sound? Taste? Smell?
information and problem-solving What sense would you use to know for sure?
Identify five senses
Identify the five sense organs
Demonstrate how to use their senses to learn
about the world around them
Develop vocabulary to describe what they hear,
smell, taste, see, and touch
Skills
Students will be able to
Demonstrate how to safely use tools, instruments, and supplies

Measure, gather, and evaluate evidence
Demonstrate use of metric and English units of measure
Measure, gather, and share evidence using tools and technologies
Develop the vocabulary to describe objects
Classify objects in various ways
Use their senses to make detailed and accurate observations
Compare and contrast objects
Sort objects by properties
PART 2: ASSESSMENT EVIDENCE
Performance Tasks
Open ended Questions
Read Alouds
Vocabulary Cards
A to Z Activities
Flip Book Activities
Center Activities
Other Assessment Tasks

Unit Tests
Inquiry Rubrics
Portfolio Assessments
Informal Assessments (games, discussion, use of unit vocabulary)
Opportunities for Student Reflection
Journaling
Conferencing with teachers
Peer tutoring
PART 3: LEARNING PLAN
Identify different types of apples by shape and color
Taste different types of apples
Graph Favorite Apple
Create an apple book
Make applesauce
LEARNING ACTIVITIES
Create a My Five Senses Book
Classify various objects as rough or smooth
Create a grab-bag that students need to identify object blind-folded
Have students illustrate a good smell/ bad smell
Classify noises as Loud/ soft
Games
Songs
MOTIVATION AND
Real-world connections
ENGAGEMENT ACTIVITIES
Physical Activities
Center Activities
Center activities using homogeneous groups
Open-ended questioning
DIFFERENTIATION
Small group instruction
Leveled Readers
Vocabulary Cards
Flip Charts
MATERIALS
Manipulatives
Big Books
Title of Unit: Matter
Subject: Science Grade: Kindergarten Time Frame: 8 weeks
Content Standards 5.2 Physical Science: All students will understand that physical science principals, including
fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in
physical, living, and Earth systems science.
Strand A. Properties of Matter: All objects and substances in the natural world are composed of matter. Matter has two fundamental
properties, matter takes up space, and matter has inertia.
Strand B: Changes in Matter: Substances can undergo physical or chemical changes to form new substances. Each change involves
energy.
Strand C: Forms of Energy: Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in
coming to the understanding that, for the most part, the natural world can be explained and is predictable.
Strand E: Forces and Motion: It takes energy to change the motion of objects. The energy change is understood in terms of forces.
CPI: 5.2.P.A.1 Observe, manipulate, sort and describe objects and materials (e.g., water, sand, clay, paint, glue, various types of blocks,
collections of objects made of wood, metal, or cloth) in the classroom and outdoor environment based on size, shape, color, texture, and
weight.
CPI: 5.2.P.B.1 Explore changes in liquids and solids when substances are combined, heated, cooled (e.g., mix sand or clay with various
amounts of water; mix different colors of tempera paints; freeze and melt water and other liquids).
CPI: 5.2.P.C.1 Investigate sound, heat, and light energy (e.g., the pitch and volume of sound made by commercially made and homemade
instruments, looking for shadows on the playground over time and under different weather conditions) through one or more senses.
CPI: 5.2.P.E.1 Investigate how and why things move (e.g., slide blocks, balance structures, push structures over, use ramps to explore how
far and how fast different objects move or roll).
Students will have an understanding of: How are solids alike and different?
Objects can be described by their size, shape, Does the sun warm the earth?
color, texture, weight, and other physical features Which object will roll?
Matter can be in the form of solids, liquids or What can light go through?
gases and can be changed in different ways What things will a magnet move?
Solids can be folded, cut, mixed, melted and bent Which melts first?
Liquids can be frozen or changed into gases What materials are needed to make ___?
The sun gives light and can warm and melt things Do all vehicles that move have wheels?
Light from the sun can pass through certain objects
and not others
Things other than the sun can give off light and
heat
Energy to power things can come from the sun,
batteries and electricity
Objects can be moved by pulling and pushing
Things can move in different directions and places
Things can move fast and slow
Sound is caused by vibrations
We hear sound through our ear
Magnets can attract and pull some metals
Skills

Classify objects based on characteristics
Observe that solids become liquids by melting
Observe the effects of the sun and shade
Observe what light can and cannot pass through
Observe how different solids can move
Observe what magnets will attract

Performance Tasks
Open Ended Questions

Read Alouds
Vocabulary Cards
A to Z Activities
Center Activities
Unit Tests
Inquiry Rubrics

Journaling
Peer tutoring
Use sticky notes labeled wood, metal, etc to label items around classroom
Paper chains
Compare paper and cloth by crumpling, folding and tearing. Chart results
Blow Bubbles
Make Paper Planes
Paper Predictions: Have students explore different types of paper and which kinds will
absorb water
Mold clay into objects
Investigate water by freezing it, watching it melt
LEARNING ACTIVITIES
Act out the water cycle
Classify various items by sink/float
Use magnets to test magnetic/ not magnet
Build ramps to experiment with movement
Classify movements roll, slide, fast, slow
Classify sounds as quiet, loud
Classify smooth/ rough surfaces
Classify travel by air, land, water
Games
Songs
MOTIVATION AND
Physical activities
Center activities
DIFFERENTIATION
Leveled Readers
Vocabulary Cards
Flip Charts
MATERIALS
Manipulatives
Big Books
Title of Unit: Living/ Non-Living (Animals and Plants)
Content Standards 5.3 Life Science: All students will understand that life science principles are powerful conceptual
tools for making sense of the complexity, diversity, and the interconnectedness of life on Earth. Order in natural
systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled
and predicted through the use of mathematics.
Strand A. Organization and Development: Living organisms are composed of cellular units (structures) that carry out functions required
for life. Cellular units are composed of molecules, which also carry out biological functions.
Strand B. Matter and Energy Transformations: Food is required for energy and building cellular materials. Organisms in an
ecosystem have different ways of obtaining food, and some organisms obtain their food directly from other organisms.
Strand C. Interdependence: all animals and most plants depend on both other organisms and their environment to meet their basic needs.
Strand D. Heredity and Reproduction: Organisms reproduce, develop, and have predictable life cycles. Organisms contain genetic
information that influences their traits, and they pass this on to their offspring during reproduction.
CPI: 5.3.P.A.1 Investigate and compare the basic physical characteristics of plants, humans, and other animals.
CPI: 5.3.P.A.2 Observe similarities and differences in the needs of various living things, and differences between living and nonliving
things.
CPI: 5.3.P.B.1 Observe and describe how plants and animals obtain food from their environment, such as by observing the interactions
between organisms in a natural habitat.
CPI: 5.3.P.C.1 Observe and describe how natural habitats provide for the basic needs of plants and animals with respect to shelter, food,
water, air, and light (e.g., dig outside in the soil to investigate the kind of animals that live in and around the ground).
CPI: 5.3.P.D.1 Observe and record change over time and cycles of change that affect living things (e.g., use of baby photographs to
discuss human change and growth, observe and photograph tree growth and leaf changes throughout the year, monitor the life cycle of a
plant).
Students will have an understanding of: What things are living?
Differences between living and non-living things What things are non-living?
Basic needs of living things: air, water, food How do people change?
How animals change What did you do as a baby?
How animals move What can you do now as a big-kid?
How are animals alike/ different What will you be able to do as a grown-up?
Parts of a plant How can you show where animals live?
How plants grow What can grow?
Different animal and plat habitats How do animals grow and change?
Do seeds need water?
What do living things need to grow and live?
Skills

Use picture clues to infer different ways animals move
Classify pictures based on observations
Communicate how to sequence the life cycle of a plant
Classify animals with their appropriate habitats
Make models of different habitats
Observe animals in their natural habitats
Classify how animals move
Performance Tasks
Read Alouds
Vocabulary Cards
A to Z Activities
Center Activities
Unit Tests
Inquiry Rubrics
Journaling
Peer tutoring
Gather dirt from outside and have students examine it by using their 5 senses
Measure and compare dry and wet soil
Plant a seed and watch the growth sequence
Make a word web of plant parts
Make a plant using index cards with the plant parts drawn on them (root, leaf, stem, flower)
Observe the function of a plant stem by using celery stalks, food coloring and water
Brainstorm living/nonliving things
Brainstorm what living things need to live
LEARNING ACTIVITIES
Observe the life cycle of an animal (butterflies)
Create the life cycle of a human using magazine pictures
Make a baby animal book matching baby animals to their moms
Illustrate how animals move
Animals in our neighborhoods
Classifying insects
Graph pets
Games
Songs
MOTIVATION AND
Physical activities
Center activities
DIFFERENTIATION
Leveled Readers
Vocabulary Cards
Flip Charts
MATERIALS
Manipulatives
Big Books
Title of Unit: Earth Science (The Earth, Our Home)
Content Standards 5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex,
dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe.
Strand C. Properties of Earth Materials: Earths composition is unique, is related to the origin of our solar system, and provides us with
the raw resources needed to sustain life.
Strand E. Energy and Earth Systems: Internal and external sources of energy drive Earth systems.
Strand F. Climate and Weather: Earths weather and climate systems are the result of complex interactions between land, ocean, ice,
and atmosphere.
Strand G. Biogeochemical Cycles: The biogeochemical cycles in the Earth systems include the flow of microscopic and macroscopic
resources from one reservoir in the hydrosphere, geosphere, atmosphere, or biosphere to another, are driven by Earths internal and external
sources of energy, and are impacted by human activity.
CPI: 5.4.P.C.1 Explore and describe characteristics of and concepts about soil, rocks, water, and air.
CPI: 5.4.P.E.1 Explore the effects of sunlight on living and nonliving things.
CPI: 5.4.P.F.1 Observe and record weather.
CPI: 5.4.P.G.1 Demonstrate emergent awareness for conservation, recycling, and respect for the environment (e.g., turning off water
faucets, using paper from a classroom scrap box when whole sheets are not needed, keeping the playground neat and clean).
Students will have an understanding of: What are soil, sand and rocks?
Earths land being made up of soil, sand and rocks What is the weather?
Earths land has mountains, valleys, hills and What kinds of land does Earth have?
plains What can the wind move?
People use the Earths land to meet their needs What is the weather like in winter? Spring? Summer? Fall?
Earth has a variety of water forms (rivers, lakes,
oceans)
People can help care for Earth using the Three Rs
(reducing, reusing, recycling)
Earth has many types of weather that change daily
Earth has four seasons with different
characteristics
Storms may have rain, wind, thunder, and
lightning
Big storms include tornados and hurricane
Skills

Observe the soil and identify different materials
Classify parts of soil by sorting materials
Compare landforms based on physical features
Identify different types of weather and record
Determine the effect of wind on materials
Recognize different seasons based on weather
Performance Tasks
Read Alouds
Vocabulary Cards
A to Z Activities
Center Activities
Unit Tests
Inquiry Rubrics
Journaling
Peer tutoring
Dig for soil to observe what it is composed of
Compare and contrast rocks based on physical characteristics
Sort rocks
Make a book about the water cycle
Act out the water cycle
Build soil mountains and observe the effects of erosion by adding water
Identify waters various forms
LEARNING ACTIVITIES Identify uses for water
Explore recycling and ways to keep our Earth clean and green
School clean-up projects
Explore different types of weather
Explore the weather during specific seasons
Brainstorm clothing worn during specific season
Explore the sun, its position and how it creates shadows
Recognize elements of the night sky
Games
Songs
MOTIVATION AND
Physical activities
Center activities
DIFFERENTIATION
Leveled Readers
Vocabulary Cards
Flip Charts
MATERIALS
Manipulatives
Big Books
FIRST GRADE SCIENCE CURRICULUM
Title of Unit: The Sky and Weather
Subject: Science Grade: 1 Time Frame:
Developed by: Elizabeth Corsale
Content Standards
Standard 5.1 Science Practices: Science is both a body of knowledge and an evidence-based, model-building enterprise that continually
extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students
must acquire to be proficient in science.
Strand A. Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement
and observation tools to assist in categorizing, representing, and interpreting the natural and designed world.
Standard 5.4 Earth System Science: The Earth operates as a set of complex and dynamic interconnected systems, and is a part of the all
encompassing system of the Universe.
Strand F. Weather and Climate: Earths weather and climate system are the result of complex interactions between land, ocean,
ice and atmosphere.
Strand G. Biogeochemical Cycles: The biogeochemical cycles in the Earth System include the flow of microscopic and macroscopic
resources from one reservoir in hydrosphere, geosphere, atmosphere, or biosphere to another, are driven by the Earth's internal and
external sources of energy, and are impacted by human activity.
Students will understand the parts of our solar system. Why do we have day and night?
Students will understand how parts of the solar system What can you see in the night sky?
work in a cycle of day and night. How does the Earth move around the Sun?
Students will understand the main types of weather. What are the planets in our solar system?
Students will understand that there are four seasons How do we measure temperature?
each with different characteristics and weather What are the different weather types?
patterns. How does weather change throughout the year?
Students will understand the use and purpose of a What are the life processes of living things during different seasons?
thermometer.
Skills
Distinguish between night/day

Recognize that the sun provides Earth with light and heat
Explain that groups of stars for constellations
Explore how the Earth revolves around the sun
Define weather
Explore and communicate daily weather changes through the use of a chart
Identify tools used to measure weather
Identify seasons and weather changes

Performance Tasks
Make-a-Model: Constellations Activity and/or Solar System
Weather Chart Tracking
Night/Day foldable
Four Seasons Foldable Activity
Open-Ended Questions: Write About It!
Tests/Quizzes
Online subject related games and activities
Science Journals, Partner Share, Observation Blog

Make-a-Model
LEARNING ACTIVITIES Think and Write
Web-based activities
Literature on the sun, moon, stars, and/or planets
MOTIVATION AND
Songs about the sun, moon, stars, and/or planets
Video/DVD about the solar system
Extra support/enrichment/re-teaching activities

DIFFERENTIATION Provide pre-printed labels and/or pictures for students to stick onto solar system diagram
Teacher Manuals and Science Big Book, crafts and objects to make solar system model, drawing
MATERIALS
supplies, computer with online access, , video/dvd, vhs/dvd player, Thermometer and weather chart
Title of Unit: Plants Are Living Things
Content Standards
Strand A. Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement and
observation tools to assist in categorizing, representing, and interpreting the natural and designed world.
Strand D. Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which are social
practices that are governed by a core set of values and norms.
Standard 5.3 Life Science: Life science principles are powerful conceptual tools for making sense of the complexity, diversity, and
interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of
natural systems can be modeled and predicted through the use of mathematics.
Strand B. Matter and Energy Transformations: Food is required for energy and building cellular materials. Organisms in an ecosystem
have different ways of obtaining food, and some organisms obtain their food directly from other organisms.
Strand C. Interdependence: All animals and most plants depend on both other organisms and their environment to meet their basic needs.

What are the five senses?
What are the characteristics of living and non-living things?
Students will understand how to use the five senses to What do plants need to grow?
make observations. What are the main parts of a plant?
Students will understand what plants need.
Students will understand how plants grow and change
Skills
Make observations using the five senses.

Identify living and non-living things
Describe the needs of plants.
Identify the main parts of a plant.

Performance Tasks
Sort It! Foldable: (living/non-living pictures)

Labeling a diagram
Lab: Making an Observation
Gardening Project: From Seed to Plant
Make a Model

Tests/Quizzes

Observation Lab
Make a class list of living/non-living things
Gardening Project
Literature on Five Senses and Plants

Songs about Five Senses and Plants
MOTIVATION AND
Video/DVD about making observations and plant life

Provide pre-printed labels for students to stick onto plant diagram
DIFFERENTIATION
Lab: Observation of object for touch, taste, smell, hear, and see
Teacher Manuals and Science Big Book, Seeds, Plants, Plant Diagrams, Drawing Supplies,
MATERIALS computer with online access, magazines or pictures of living/non-living things, video/dvd, vhs/dvd
player
Title of Unit: Animals Are Living Things
Content Standards
Standard 5.3 Life Science: Life science principles are powerful conceptual tools for making sense of the complexity, diversity, and
interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of
Strand C. Interdependence: All animals and most plants depend on both other organisms and their environment to meet their basic
needs.
Strand E. Evolution and Diversity: Sometimes, differences between organisms of the same kind provide advantages for surviving
and reproducing in different environments. These selective differences may lead to dramatic changes in characteristics of organisms in a
population over extremely long periods of time.
Students will understand that animals are living What are the characteristics of all animals?
things. What do animals need in order to live?
Students will understand that animals have needs in What are the characteristics of different animal groups?
order to live and grow. What is a habitat?
Students will understand that animals can be classified How does a food chain work?
into different groups.
Students will understand that habitats provide shelter
and food for animals.
Students will understand a food chain.
Skills
Identify the needs of all animals in order to live and grow

Classify animals into groups
Identify the characteristics of mammals, birds, fish, amphibians, reptiles and insects
Describe ways animals are alike and different
Explore simple food chains by putting the animals of those food chains in order
Recognize that animals are found living in places where their needs are met
Describe ways animals can stay safe
Sort It! (Foldable of animal groups with animal pictures; Sorting Worksheet)
Make-A-Model: Habitat Project
Food Chain Project: Game, Food Web, Pictures in order

Tests/Quizzes

Lab: Make-a-Model Habitat Project
Animal Classification Project
Food Chain Project
Subject related literature

Songs about animals/habitats
MOTIVATION AND
Web-based Activities
Video/DVD about making observations

DIFFERENTIATION Provide pre-printed labels, pictures and/or small animal figurines for sorting project
Teacher Manuals and Science Big Book, craft supplies, drawing Supplies, computer with online
MATERIALS
access, magazines or pictures of animals, video/dvd, vhs/dvd player
Title of Unit: Caring for Earth
Content Standards
Standard 5.4 Earth System Science: The Earth operates as a set of complex and dynamic interconnected systems, and is a part of the all
Strand A. Objects in the Universe: Our Universe has been expanding and evolving for 13.7 billion years under the influence of
gravitational and nuclear forces. As gravity governs its expansion, organizational patterns, and the movement of celestial bodies, nuclear
forces within stars govern its evolution through the processes of stellar birth and death. These processes also governed the formation of our
Solar System 4.6 billion years ago.
Students will understand the importance of the What are natural resources?
different natural resources on Earth. What is soil and why is it an important natural resource?
Students will understand the steps of the water cycle. Where is water found on Earth?
Students will understand the importance of protecting Whys is air an important natural resource?
and preserving natural resources. How are plants and animals important natural resources?
Students will understand how pollution affects plant What are the effects of pollution?
and animal life. How do we care for the Earths natural resources?
Skills
Define and identify various natural resources

Classify rocks into different groups
Explore and communicate how rain water travels
Explore ways to reuse and recycle to protect Earths natural resources
Explore and classify things we use that come from plants and animals

Performance Tasks
Foldable: Rock classification
Observation Lab: Classifying rocks according to a rule
Observation Lab: Comparing and contrasting soil
Make a list of natural resources

Tests/Quizzes

Make a class list of natural resources
Think and Write
Recycling Art Project
LEARNING ACTIVITIES
Classification Activity
Literature on natural resources/caring for Earth
MOTIVATION AND Songs about Earth and caring for Earth
ENGAGEMENT ACTIVITIES Video/DVD about recycling
Earth Day Celebration

DIFFERENTIATION Provide pre-printed labels and/or pictures of natural resources
Teacher Manuals and Science Big Book, drawing supplies, computer with online access, magazines
MATERIALS
or pictures of natural resources, video/dvd, vhs/dvd player, magnifying glass, rocks
Title of Unit: Matter, Matter Everywhere
Content Standards
Standard 5.2 Physical Science: Physical science principles, including fundamental ideas about matter, energy, and motion, are powerful
conceptual tools for making sense of phenomena in physical, living, and Earth systems science.
Strand A. Properties of Matter: All objects and substances in the natural world are composed of matter. Matter has two
fundamental properties: matter takes up space, and matter has inertia.
Strand B. Changes in Matter: Substances can undergo physical or chemical changes to form new substances. Each change involves
energy.

Students will understand that everything is made of What is matter?
matter. What are the different properties of matter?
Students will understand the different types of matter. How does matter change?
Students will understand how matter changes.
Skills
Explore the properties of objects through observation

Define matter
Identify different types of matter
Explore and compare the properties of solids, liquids, and gases
Explore how matter changes

Performance Tasks
Science Center: Making bubbles
Measurement Lab: Comparing weights of solids/liquids

Tests/Quizzes

Observation Lab: How matter changes from/to solid, liquid, gas
Science Center: Making Bubbles
LEARNING ACTIVITIES
Observation Lab: Shapes of matter
Comparing and contrasting weights of matter
Literature on matter
MOTIVATION AND
Songs about matter
Video/DVD about matter

DIFFERENTIATION Hands-on experiments to demonstrate states of matter
Teacher Manuals and Science Big Book, Drawing Supplies, computer with online access,
MATERIALS
magazines or pictures of matter, video/dvd, vhs/dvd player, water, containers, ice, scale
Title of Unit: On the Move
Content Standards
Standard 5.2 Physical Science: Physical science principles, including fundamental ideas about matter, energy, and motion, are powerful
Strand C. Forms of Energy: Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is
useful in coming
Strand D. Energy Transfer and Conservation: The conservation of energy can be demonstrated by keeping track of familiar forms of
energy as they are transferred from one object to another.
Strand E. Forces and Motion: It takes energy to change the motion of objects. The energy change is understood in terms of forces
Students will understand that objects move as a result How can you move things?
of different forces. What are the different ways that things move?
Students will understand how magnets are used to How does force change an objects movement?
move objects. What force does a magnet use to move things?
Students will understand that an objects movement How does and objects movement make sound?
makes sound.
Students will understand the relationship between
sound and vibration.
Skills
Explore through observation ways objects can be moved

Understand position words
Recognize that an objects change in position can be measured with a ruler
Identify different ways things can move
Recognize that a force can change an objects movement
Investigate and draw conclusions about the kinds of things that will move to a magnet
Name ways people use magnets
Explain the relationship between sound and vibration

Performance Tasks
Science Center: Measuring how far an object moves (Paper planes or other objects)
Science Center: Push or Pull? (Magnet Activity)
Measurement worksheets
Interactive Word Game (Position Words)
Making Music: Rubber band Instrument Craft

Tests/Quizzes

Science Centers
Think and Write
LEARNING ACTIVITIES
Instrument Making Craft
Literature on how things that move
MOTIVATION AND Songs about moving objects/sound
ENGAGEMENT ACTIVITIES Sound Game: Identify sounds (whistle, croak, siren, etc.)
Video/DVD about how things move

DIFFERENTIATION
Teacher Manuals and Science Big Book, Drawing Supplies, computer with online access,
MATERIALS
video/dvd, vhs/dvd player, magnets
SECOND GRADE SCIENCE CURRICULUM
Title of Unit: Five Senses
Subject: Science Grade: 2 Time Frame: 4 weeks
Developed by: J. Irwin
Content Standards
5.1 Science Practices: All students will understand that science is both a body of knowledge and evidence-based, model-building enterprise
that continually extends, refines, and revises knowledge. The four Science practices strands encompass the knowledge and reasoning skills
that students must acquire to be proficient in science.
Strand A: Understand Scientific Explanations: Students understand core concepts and principles of Science and use measurement and
Strand B: Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical, and
Strand C: Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
Strand D: Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which are social
practices that are governed by a core set of values and norms

*Scientific knowledge builds upon itself over time. How do we build and refine models that describe and explain the natural and
*Measurement and observation tools are used to designed world?
categorize, represent and interpret the natural world. How do we use tools to investigate and figure out data?
How is scientific knowledge constructed?
Skills

Develop activities geared toward investigative practices
Explain how we use tools, touch, sight, smell to investigate and use data
Demonstrate an understanding of the interrelationships among fundamental concepts in physical, life, and Earth systems sciences
Interpret, understand and predict theories and principles

Performance Tasks
Practical and hands-on activities, written assessment, oral assessment with questioning

Observation and recording information, creation of diagrams and illustrations
Journaling, observe and record, refine explanations, discussions

LEARNING ACTIVITIES Conduct investigations, experiment
MOTIVATION AND
Websites, Brain Pop, videos, Lab work
DIFFERENTIATION Leveled Science books, modified written test, oral questioning
MATERIALS Science series, trade books, leveled books, Science tools, science kits, scale models, lab equipment
Content Standards
5.2 Physical Science : Physical science principals, including fundamental ideas about matter, energy, and motion, are powerful
Conceptual tools for making sense of phenomena in physical, living, and Earth systems science.
Strand A : Properties of Matter- All Objects and substances in the natural world are composed of matter. Matter has two fundamental
Properties: matter takes up space, and matter has inertia.
Strand B: Changes of Matter- Substances can undergo physical or chemical changes to form new substances.
*Explore and observe matter inside containers. How do properties of materials determine their use?
*Define the terms matter and mass. How can you put matter in order?
*Describe matter by its observable properties.
*Explore and order the mass of objects.
How can matter change?
*Identify differences between solids, liquids, and gases. What determines the type and extent of a chemical reaction?
*Explore and investigate ways that matter can change.
*Define and understand physical and chemical change.
Skills
Students will be able to:.
Characterize solids and liquids by observing examples of each.
Explore and Identify properties of liquids, solids, and gases.
Compare and observe physical and chemical changes.
State attributes that solid, liquids and gases have and how each take shape.
Observe and describe what happens when solids and liquids are mixed.
Classify various materials as solids, liquids, gases, or a combination of two.
Describe changes in matter moving from solid to liquid, and then to a gas.
Make accurate observations.

Performance Tasks
Identify and describe changes in the properties of water as it changes from solid to gas.
Observe and record changes that take place in matter.
Use writing and drawings to show an understanding of how molecules are positioned in liquid, solid, and gas.
Hands on activities and experiments.
Discussion and understanding.

Written performance tests.
Journal writing
LEARNING ACTIVITIES Explore Activities that support inquiry skills.
MOTIVATION AND
Internet and technology use, video
DIFFERENTIATION Cooperative group work, peer teaching, modify tests
MATERIALS Science series, Matter kit, Trade books, charts, scales

Title of Unit: Energy
Content Standards
Strand C : Forms of Energy- Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is
Useful in coming to the understanding that, for the most part, the natural world can be explained and is predictable.

Energy takes many forms. These forms can be grouped How do properties of materials determine their use?
into types of energy that are associated with the motion How do we know that things have energy?
of mass. What determines the type and extent of a chemical reaction?
Energy, the power to make matter move or change, What is the difference between a physical and chemical change?
can take the form of heat, light, or sound.
The structures of materials determine their properties.
There are several ways in which elements and
compounds react to form new substances and each
involves the flow of energy.
An object can be seen when light strikes it and it is
reflected to a viewers eye. If there is no light, and
object cannot be seen.
The sun warms the land, air, and water.
Skills
Apply a variety of strategies to collect evidence..
Recognize and identify
Demonstrate...
Observe and identify how heat can be used.
Identify different uses of light indoors and outdoors.
Generate data to show items and how they respond to heat.
Observe, classify various materials.

Performance Tasks
Use of lighting equipment to demonstrations.
Observe and record changes that take place when using a flashlight.

Communicate their knowledge verbally
Written assessment
Chapter Tests
Journal writing
Discussion
LEARNING ACTIVITIES Exploration Activities that support inquiry skills.
MOTIVATION AND
Technology, CD-rom, videos/DVDs
DIFFERENTIATION Cooperative group work, peer teaching, small group work, modified tests
MATERIALS Science series, Energy kit, Trade books, charts, lab equipment
Content Standards
Strand E : Forces and Motion- It takes energy to change the motion of objects. The energy change is understood in terms of forces.

Changes take place because of the transfer of energy. How can energy be transferred from one material to another?
Energy is transferred to matter through the action of What happens to a material when energy is transferred to it?
forces. How would the universe be different if one or more of the laws of motion were
Different forces are responsible for the transfer of the suspended?
different forms of energy. How do we know that things have energy?
A force is a push or pull and can move an object when
applied.
Friction slows down movement.
Skills
Observe and predict the speed of various items.
Recognize and identify simple machines.
Performance Tasks
Use of items to cause friction in moving objects. Keep logs of results
Observe and record changes that take place when a simple machine is used.

Communicate their knowledge verbally
Written assessment
Journal writing
Discussion
Venn diagrams to compare and contrast
LEARNING ACTIVITIES Exploration Activities that support inquiry skills.
MOTIVATION AND
Create a book of Forces
DIFFERENTIATION Cooperative group work, peer teaching, small group work, modified tests
MATERIALS Science series, Energy kit, Trade books, charts, toys and ramps to explore speed
Title of Unit: Cells
Content Standards
5.3 Life Science
All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity,
And interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world,
and the order of natural systems can be modeled and predicted through the use of mathematics.
Strand A: Organization and Development- Living systems are composed of cellular units(structures) that carry out functions required
Living Systems, from the organismal to the cellular How does structure relate to function in living systems from the organism to
level, the cellular level?
Demonstrate the complementary nature of structure
and function. What do all living things have in common?
What makes plants living things?
Living organism have a variety of observable features What makes animals living things?
that enable them to obtain food and reproduce.
Skills
Compare and contrast different living and non-living things.
Categorize living things into groups
Identify the needs of living things.
Identify how plants are alike and different.
Observe the differences in a living plant and a non-living object.
Students will explain that living things need food, water, and sunlight to survive.
Performance Tasks
Match and categorize living and non-living things.

Record information in pictures and words.
List differences between living and non-living things.
Sort groups of animals.
Communicate orally.

Cut and paste pictures of living and into groups.
Written tests.
Science journal
LEARNING ACTIVITIES Creating Fact sheets, Science Center Cards #4 and #5
MOTIVATION AND
Explore Activity Video, Big Book Readings
DIFFERENTIATION Visual whenever possible, Oral questioning, modified tests
MATERIALS Grade level trade books

Title of Unit: Matter and Energy Transformation
Content Standards
5.3 Life Science
Strand B: Matter and Energy Transformation- Food is required for energy and building cellular materials. Organisms in an ecosystem have
How does structure relate to function in living systems from the organismal to
All organisms transfer matter and convert energy the cellular level?
from one form to another. How is matter transformed in living systems?
How is energy transformed in living systems?
Living Systems, from the organismal to the cellular How do animals and plants obtain food?
level, demonstrate the complementary nature of
structure and function.
Animals have various ways of obtaining food and

water.
A source of energy is needed for all organisms to stay

alive and grow.
Skills
Compare and contrast different animals and how they obtain food and water.
Explain how animals grow and change.
Explore and communicate what a pet needs to live.
Identify that animals need air, water, and food.
Observe pictures of animals.
Performance Tasks
Create a root-vue farm.
Students will draw and label parts of a plant.
Match animals with their correct type of food.
Discuss how animals are different in what they eat
Collect data from Science center card #5.
Science journal
LEARNING ACTIVITIES Creating Fact sheets, Science Center Card #5
MOTIVATION AND
Bill Nye videos, Magic school bus trade books
MATERIALS Grade level trade books, root-vue kit, lima bean experiment materials
Title of Unit: Habitats and Food Chains
Content Standards
5.3 Life Science
Strand C: Interdependence- All animals and most plants depend on both other organisms and their environment to meet their basic
needs.
All animals and most plants use their environments for
their basic needs. How do animals and plants obtain food?
In what ways do organisms interact within ecosystems?
Different Habitats support different food chains. How does the structure relate to function in living systems?
How do animals meet their needs?
Classify animals into prey and predator. How do we classify animals?
How do animals meet their needs?
Animals use different types of shelter.
Animals are classified into different groups depending

on their make-up.
The different characteristics of land habitats

determine which plants and animals live there.
Fresh and Salt Water habitats support many types of

plants and animals.
Skills
Compare and contrast different animals and how they obtain food and water.
Compare and contrast different habitats.
Recognize the relationships between different animals.
Match animals with their habitats.
Describe and Identify what certain animals eat, and how they use their bodies to obtain their food.
Recognize and provide examples of how living things co-exist in different environments.
Performance Tasks
Choose a habitat and draw the habitat including environment, shelter, animals, and food.
Students will draw and label a food chain.
Match animals with their correct type of food.
Sequence a food chain.

Discuss how animals are different in what they eat
Collect data from Science center card #5.
Science journal
LEARNING ACTIVITIES Creating Fact sheets, Science Center Card #5
MOTIVATION AND
Read trade books on habitats. Writing Activity 2(Compare penguins)
MATERIALS Grade level trade books, Video, internet, textbook

Title of Unit: Evolution
Subject: Science Grade: 2 Time Frame: 3 days
Content Standards
5.3 Life Science
Strand E: Evolution and Diversity- Sometimes, differences between organisms of the same kind provide advantages for surviving and
reproducing in different environments. These selective differences may lead to dramatic changes in characteristics of organisms in a
Animals adapt to a certain environment.
Survival of the fittest. What ways are organisms of the same kind different from each other?
Variations exist within a group of the same kind of How does this help them reproduce and survive?
organism.
Skills
Describe similarities and differences between parents and offspring.
Observe and describe how plants and animals have features that help them survive in different environments.
Performance Tasks
Discuss and create a graphic organizer to represent which traits are similar or different between parents and offspring.
Written assessments.
Verbally communicate an understanding of the topic.

Predict what will happen if the environment changes.
Science journal, cross curricula books
LEARNING ACTIVITIES Activity resources, Minilesson
MOTIVATION AND
Read trade books, technology(CDs, videotapes, transparencies, and internet)
DIFFERENTIATION Visual aid transparency, visual posters, modified assessments, reinforcing the concept by discussion
MATERIALS Vocabulary cards, Grade level trade books, Video, internet, textbook
Title of Unit: Earth & Moon
Content Standards
5. 4 Earth Systems Science: The Earth operates as a set of complex and dynamic interconnected systems, and is a part of the all
encompassing system of the universe.
Strand A : Objects in the Universe- Our Universe has been expanding and evolving for 13.7 billion years under the influence of
forces within stars govern its evolution through the processes of stellar birth and death. These same processes governed the formation of
our solar system 4.6 billion years ago.

*Observable, predictable patterns of movement in the Sun, *What are two reasons why the moon can be sometimes seen at night or during
Earth and Moon occur because of gravitational interaction the day?
and energy from the sun. *To what extent are the properties of objects in our solar system predictable?
*The Universe is composed of solar systems having the What causes these patterns?
same elements governed by the same laws. Is there order to the universe?
*The sun is a star that can only be seen during the day.
Why does the moon change shape?
*The moon is not a star.
*The moon appears to have different shapes on different
days.
Skills
Use a globe and flashlight to demonstrate how the earth turns and moves around the sun.
Describe and draw the phases of the moon.
Determine a set of general rules describing when the moon and sun are visible.
Compare and contrast the sun and moon.
Draw a model and accurately label part of our solar system.
Make careful and detailed observations.
Record information-phases of the moon and how it changes during the month.
Performance Tasks
Ongoing assessment- children can answer questions before turning the page, allowing for self-assessment and an opportunity to reread and
review.
Observe and record changes that take place in the sky at night.

Lesson review (Think and write),Written performance tests, and culminating project.
Journal writing
LEARNING ACTIVITIES Explore Activities that support inquiry skill, grade level science books, cross curriculau books
MOTIVATION AND
Internet and technology use, video
Provide activity- oriented, informal assessment strategies that are leveled easy/average and
DIFFERENTIATION
challenge and modify tests.
MATERIALS Science series, Matter kit, Trade books, charts

Title of Unit: Earth
Content Standards
Strand C : Earths composition is unique, is related to the origin of our solar system, and provides us with the raw resources needed to
sustain life.
Observable, predictable patterns of movement in the Sun, Earth
and Moon occur because of gravitational interaction and energy To what extent are the properties of objects in our solar system predictable?
from the sun.
The Universe is composed of solar systems having the same
What causes these patterns?
elements governed by the same laws. Is there order to the universe?
Soil is a product of the interactions of the Earth systems. How do Earth Systems interact to create soil?
The earth system includes a variety of materials in solid, liquid How do we use observable characteristics of Earth materials to identify
and gaseous form. different parts of Earth systems?
Soils are made of many living and nonliving substances.
The attributes and properties of soil vary depending on location.
Skills
Identify two ways that dirt and soil are different.
Determine the characteristics of soil that people look for when planning a vegetable garden.
Describe Earth materials using appropriate terms, such as hard, soft, dry, wet, heavy, and light.
Gather soils from different locations and observe differences.
Performance Tasks
review.
Observe and record differences in soil.

Journal writing
LEARNING ACTIVITIES Explore Activities that support inquiry skill, grade level science books, cross curricula books
MOTIVATION AND Internet and technology use, video, create a shadow box, labeling the appropriate terms and
ENGAGEMENT ACTIVITIES properties of the soil.
DIFFERENTIATION
MATERIALS Science series, Matter kit, Trade books, charts

Title of Unit: Energy In Earth Science
Content Standards
Strand E :Internal and external sources of energy drive the Earth system..
Predictable, observable patterns occur as a result of the Is there order to the universe?
interactions between the Earth, Moon, and Sun. Which Earth materials change temperature the most in the sun and shade?
Earth materials absorb and reflect the suns energy What is needed in order for plants and animals to live?
differently. Where does a plant need to be placed in order to stay alive indoors?
Living things need sunlight to grow.
There is a relationship between the sun and plant growth.
Skills
Identify and compare a plant grown with little sunlight to a plant grown in full sunlight.
Determine the characteristics that people look for when planning a vegetable garden or flower bed.
Observe a variety of plants and animals.
Conduct a variety of experiments to determine how plants obtain water and light
Grow plants in the classroom from seeds.
Record observations from seed growth
Describe the relationship between sun and plant growth
Performance Tasks
review.
Students will create a chart that displays the results of what happened to plants after two weeks.

Journal writing
MOTIVATION AND
Internet and technology use, video, planting activity, measurement of plant daily.
DIFFERENTIATION
MATERIALS Science series,, Trade books, charts

Title of Unit: Weather
Content Standards
Strand F :Weather and Climate: Earths weather and climate system are the result of complex interactions between land, ocean, ice and
atmosphere.
*Earths components form systems. These systems continually What predictable, observable patterns occur as a result of the interactions
interact at different rates of time, affecting the Earth regionally between the Earth, Moon, and Sun?
and globally.
*Predictable, observable patterns occur as a result of the
What causes these patterns?
interactions between the Earth, Moon, and Sun. Is there order to the universe?
*Current weather conditions include movement, clouds, and How do changes in one part of an Earth system affect other parts of the
precipitation. system?
*Weather conditions affect our daily lives.
.
Skills
.
Organize weather data on graphs and on long term collection charts.
Predict weather.
Explain how a weather vane works.
Use a thermometer to measure temperature.
Identify words to describe weather, climate, and the seasons.
Performance Tasks
review.
Students will explore the properties of air, and observe, chart, & measure weather conditions.
Communicate observations daily.

Describe the impact of weather on everyday life orally.

Journal writing
Observe and document weather
LEARNING ACTIVITIES Make a cloud mobile, check newspaper for weather report
Participate in GLOBES found at http://www.globe.gov/fsl/html/templ.cgi?EG_cloud&lang

MOTIVATION AND
Play the Wild weather game
Weather by Gail Gibbons
DIFFERENTIATION
MATERIALS Thermometers, Science series,, Trade books, charts, CDs, Video,

Title of Unit: Biogeochemical Sciences
Content Standards
Strand G :Biogeochemical Cycles- The biogeochemical cycles in the Earth System include the flow of microscopic to macroscopic
resources from one reservoir in hydrosphere, geosphere, atmosphere, or biosphere to another, are driven by the Earths internal and external
*Predictable, observable patterns occur as a result of the What is the source of resources used to meet the basic needs of living
interactions between the Earth, Moon, and Sun. organisms?
*There are many sources of water. What happens when water goes from solid to liquid and back again?
*The origins of everyday manufactured can be traced back What happens to the amount of different substances as they change from one
to natural resources. form of matter to the other?...and then back again?
*Water can evaporate and condense on surfaces.
How can water cycle be used to explain waters ability to disappear(evaporate)
*There are many uses for water.
and collect(condense) on surfaces?
Skills
Actively participate in recycling and list importance.
Create new and useful objects from recycling.
Observe water conservation practices.
Explore what happens to water as it changes form.
Observe the amount of water in an open container and a closed container over time.
Identify the changes of water.
Describe Earths materials.
Performance Tasks
review.
Students will draw and illustrate ways to conserve water.

Lesson review (Think and write),Written performance tests
Journal writing
Graph rainfall amounts
MOTIVATION AND
Internet and technology use, video, measurement of rainfall
DIFFERENTIATION
MATERIALS Science series,, Trade books, charts, rulers

3RD GRADE SCIENCE CURRICULUM
Title of Unit: Scientific Process
Subject: Science Grade: 3 Time Frame: throughout year
Developed by: Vecchione
Content Standards
5.1: Science Practices: All students will understand that science is both a body of knowledge and an evidence-
based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science
Practices strands encompasses the knowledge and reasoning skills that students must acquire to be proficient in
science.
Strand A. Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement and
Strand B. Generate Scientific Evidence Through Active Investigation: Students master the conceptual, mathematical, physical, and
computation tools that need to be applied when constructing and evaluating claims.
Measurement and observation tools are used to categorize, How do we build and refine models that describe and explain the natural
represent, and interpret the natural world. and designed world?
Evidence is used for building, refining, and critiquing What constitutes useful scientific evidence?
scientific explanations. How is scientific knowledge constructed?
Scientific knowledge builds upon itself over time.
Skills
Learn fundamental concepts, principles, theories, and models.

Use outcomes of investigations to build and refine questions, models, and explanations.
Use outcomes of observations to build and critique scientific arguments.
Use tools to observe, measure, and explain natural phenomena.
Ask questions and decide what to measure in order to answer questions.
Develop strategies to accurately measure and collect data.
Organize data so it can be used to answer questions and validate prediction.
Performance Tasks
Students will use steps of scientific method throughout their investigations.

Make claims based on evidence.
Use data representations to communicate findings.
Use evidence and data to support both a claim and the reasoning behind a scientific argument.
Collect specimen and data.
Build models.
Make diagrams.
Classify data.
Survey and graph data.
Evaluate and interpret data.

Read and response questions
Tests/quizzes

Group/partner work
Science journals
LEARNING ACTIVITIES Hands-on performance tasks as listed above.
Hands-on explorations
Brainpop
MOTIVATION AND
Websites
Group/partner work
Movies
Students work as part of many groups depending on task and/or content.
Interest centers/groups geared towards specific interest of students.
DIFFERENTIATION
Compacting to adjust instruction to account for prior student mastery of learning objectives.
Tiered assignments at different levels of complexity.
Various based on different investigation throughout units.
MATERIALS
Content Standards
5.2 Physical Science: Physical science principles, including fundamental ideas about matter, energy, and motion, are
powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science.
Strand A. Properties of Matter: All objects and substances in the natural world are composed of matter. Matter has two fundamental
properties: matter takes up space, and matter has inertia.
energy.
Matter is anything that takes up space and has mass. What are the states of matter?
Matter exists as solids, liquids, and gases. How do the properties of materials determine their use?
Elements are building blocks of matter.
Skills
Find volume of objects by water displacement.

Classify matter according to properties.
Recognize and identify physical changes in matter.
Identify common mixtures.
Identify some properties of metals.
Identify elements and atoms as building blocks of matter.
Recognize and identify chemical changes in matter.
Compare physical and chemical reactions.
Performance Tasks
Water displacement exploration using classroom objects.
Measure mass of small objects using classroom scale and paperclips (2 paperclips equals about 1 gram).
Make Oobleck- experiment with Oobleck and record observations based on investigation tools. Classify.
Draw/make models of particles of matter in different states.
Observe different states of water.
Make mixture of matter (fruit salad, lemonade, etc).
Magnet explorations.

Read and response questions.
Formal tests.
Science journal.
Group work/partner work.
Hands-on performance tasks listed above.
LEARNING ACTIVITIES
Foldables organizers
MOTIVATION AND Brain Pop
ENGAGEMENT ACTIVITIES Websites
Videos
Students work as part of groups depending on task/content.
Interest centers/groups geared towards specific interests.
DIFFERENTIATION
Water containers
Scales
Oobleck
MATERIALS Classroom objects
Refrigerator
Magnets
Content Standards
energy.
Strand C. Forms of Energy: Knowing the characteristic of familiar forms of energy, including potential and kinetic energy, is useful in
Strand D. Energy Transfer and Conservation: The conservation of energy can be demonstrated by keeping track of familiar forms of
energy as they are transferred from one object to another.
Many substances can be changed from one state to What determines a chemical change and a physical change?
another by heating or cooling.
Different forces are responsible for the transfer of How can energy be transferred from one material to another?
different forms of energy.
Electricity can travel through a path called a circuit. What happens to a material when energy is transferred to it?
Skills
Explore how different materials absorb heat.
Explain the types of changes to matter that heat causes.
Define and give examples of insulators and conductors.
Compare how light reflects to how it refracts.
Identify the basic components of a circuit, including a cell and switch.
Performance Tasks
Observe how heat affects different materials.
Explore how warm and cold water can make object expand and contract.
Use flashlight to observe which materials light passes through.
Use batteries, light bulbs, and wire to set up different ways to light the bulb.
Make a model flashlight.
Predict and explain what happens when common substances are heated to melting and then cooled to solid.
Observe various materials in different states of matter.
Tests/quizzes
Group/partner work
Science journals
Hands-on explorations.
Brainpop
MOTIVATION AND
Websites
Group/partner work
Movies
DIFFERENTIATION
Soil
thermometer
heat source
flashlight, plastic wrap
MATERIALS aluminum foil
balloon
D batteries
Small light bulb
Wire
Content Standards
Strand E. Forces and Motion: It takes energy to change the motion of objects. The energy change is understood in terms of forces.
Changes take place because of the transfer of energy. How can energy be transferred from one material to another?
Energy is transferred to matter through the action of
forces. What happens to a material when energy is transferred to it?
Magnets can repel or attract other magnets.
Skills
Measure speed.
Use force to move objects.
Change an objects motion using forces.
Explore repelling and attracting objects using magnets.

Performance Tasks
Explore how long it takes to walk and run 10 meters.

Use values of distance and time to measure speed.
Use maps to locate positions.
Explore forces needed to lift objects.
Weigh objects and attribute weight as the pull of gravity on an object.
Explore the results of balancing and unbalancing the forces on an object.
Tests/quizzes

Group/partner work
Science journals
Brainpop
MOTIVATION AND
Websites
Group/partner work
Movies
DIFFERENTIATION
Stopwatch
Graph paper
Meter tape
Spring scale
MATERIALS
Safety goggles
5 objects of similar size
Washers
Title of Unit: Life Science
Content Standards
5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making
sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in
accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted
through the use of mathematics.
Strand A. Organization and Development: Living organisms are composed of cellular units (structures) that carry out functions required
Strand C. Interdependence: All animals and most plants depend on both other organisms and their environment to meet their basic
needs.
Strand E. Evolution and Diversity: Sometimes, differences between organisms of the same kind provide advantages for surviving and
reproducing in different environments. These selective differences may lead to dramatic changes in characteristics of organisms ina
Cells are the building blocks of life. What are the features of living things?
Water and light are necessary to plants.
Plants have life cycles. What do living things need to survive?
Living things meet their needs in habits.
Plants are producers and animals are consumers. Where do plants and animals live?
Energy flows through a food chain and food web.
Plans and animals depend on each other. Where does food come from?
How do living things meet their needs?

Skills
Identify common features of living things.
Identify basic needs of plants.
Model life cycle of a plant.
Identify basic needs of animals.
Identify different body parts that help animals survive.
Group animals according to their traits.

Performance Tasks
Observe features of living things by comparing pea seeds and gravel.

Predict and explore how many cells are on your hand.
Observe how a mealworm responds to its environment.
Plant pea seeds in different environments and record observations.
Observe how water moves in a plant.
Record observations of a germinating seed.
Observe growing seedlings in different environments.
Soak a tuber (potato) and watch sprouts.
Observe metamorphosis of caterpillars.
Classify pictures of different animals.
Explore where foods come from by observing pizza.
Observe decomposing apples.
Musical chairs to compare competition in an ecosystem.
Predict and explore how a birds beak affects what it eats.
Design an animal that could camouflage somewhere in the classroom.

Tests/quizzes

Group/partner work
Science journals
Brainpop
MOTIVATION AND
Websites
Group/partner work
Movies
DIFFERENTIATION
Pea seeds
Gravel
Mealworm
Different soils
Plant food
Food coloring
Celery
Potatoes
MATERIALS
Larvae/butterflies (kindergarten)
Animal pictures (various)
Pizza
Apples
Zip lock bags
Chopsticks
Title of Unit: Earth and Space
Content Standards
5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and
interconnected systems, and is a part of the all-encompassing system of the universe.
Strand A. Objects in the Universe: Our universe has been expanding and evolving for 13.7 billion years under the influence of
forces within stars govern its evolution through the processes of stellar birth and death. These same processes governed the formation of
our solar system 4.6 billion years ago.
Observable, predictable patterns in the solar system To what extent at the properties of objects in our space predictable?
occur because of gravitational interactions and energy
from the Sun. What causes patterns in our solar system?
Skills
Identify what causes day and night.
Model Earths motion as it rotates and revolves.
Describe the Suns path through the sky during different seasons.
Describe the different passes of the moon.
Model how the planets move around the Sun.
Name and describe the 8 planets.
Performance Tasks
Use a globe and flashlight to model Earths rotation and day/night.

Make a sundial.
Explore why the moons shape changes using lamp and ball.
Make a 29 day chart of the Moons phases.
Model rotation of planets around sun.

Tests/quizzes

Group/partner work
Science journals
Brainpop
MOTIVATION AND
Websites
Group/partner work
Movies
DIFFERENTIATION
Globe
Flashlight
Cardboard
MATERIALS Clay
Lamp
Volleyball
Title of Unit: Our Earth
Content Standards
Strand B. History of Earth: From the time that Earth formed from a nebula 4.6 billion years ago, it has been evolving as a result of
geologic, biological, and physical, and chemical processes.
Strand C. Properties of Earth Materials: Earths composition is unique, is related to the origin of our solar system, and provides us with
the raw resources needed to sustain life.
Rocks are made of minerals. How do Earths systems interact to create soil?
Soil is made of living and nonliving things.
Fossils teach us about the Earths past. How can fossils teach us about the past?
Skills
Identify the properties of rocks.
Identity properties of minerals.
Explain the three ways that rocks form.
Describe the content of soil.
Compare different kinds of soil.
Describe how fossils form.
Identify kinds of fossil fuels.
Performance Tasks
Observe different types of rocks.
Use minerals to do a scratch test.
Identify three types of rocks and how they are formed.
Observe soil and record observations.
Compare amounts of water held by two different soils.
Make fossil using glue and carrot slices.
Tests/quizzes
Group/partner work
Science journals
MOTIVATION AND Hands-on explorations
ENGAGEMENT ACTIVITIES Brainpop
Websites
Group/partner work
Movies
DIFFERENTIATION
Different rocks
Hand lens
Three minerals
Pennies
Paper clips
MATERIALS Soil
Potting soil
Sandy soil
Measuring cup
Clear glue
Carrots
Title of Unit: Weather and the Water Cycle
Content Standards
Strand E. Energy in Earth Systems: Internal and external sources of energy drive Earth systems.
Strand F. Climate and Weather: Earths weather and climate systems are a result of complex interactions between land, ocean, ice, and
atmosphere.
Strand G. Biogeochemical Cycles: The biogeochemical cycles in the Earth systems include the flow of microscopic and macroscopic
resources from one reservoir in the hydrosphere, geosphere, atmosphere, or biosphere to another, are driven by Earths internal and external
Three characteristics of weather are air temperature, How can weather be measured?
air pressure, and wind.
The water cycle is the path water follows on Earth. What are the main processes of the water cycle?
Temperature, pressure, and wind speed can be
measured.
Skills
Identify the layers of the Earths atmosphere.
Identify air temperature, air pressure, and wind as the three main characteristics of weather.
Describe how raindrops form.
Distinguish between the main processes of the water cycle.
Describe how to measure temperature.
Identify tools for measuring air pressure, precipitation, and wind.
Performance Tasks
Explore how air is real
Observe how raindrops form by making a model of Earth.
Explore how temperature affects evaporation.
Measure temperature using a thermometer.
Make a rain gauge and track rainfall.
Tests/quizzes
Group/partner work
Science journals
Brainpop
MOTIVATION AND
Websites
Group/partner work
Movies
DIFFERENTIATION
Plastic container
Plastic cups
Clear plastic jars
Plastic wrap
MATERIALS
Marble
Thermometer
Ruler
4TH GRADE SCIENCE CURRICULUM
Title of Unit: Science Practices
Developed by: Susan Fontanella
Content Standards
5.1 Science Practices: Science is both a body of knowledge and an evidence-bases, model-building enterprise that continually extends, refines,
and reviews knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be
proficient in science.
Strand A: Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement and
Strand B: Generate Scientific Evidence Through Active Investigation: Students master the conceptual, mathematical, physical, and
Strand C: Reflect on Scientific knowledge: Scientific knowledge builds on itself over time.
Strand D: Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which are social
practices that are governed by a core set of values and norms.
Overarching Understandings What is essential for you to be safe in all aspects of science?
Students will understand how to safely use tools, Why are safety rules important?
instruments, and supplies How do we build and refine models that describe and explain the natural and
Measurement and observation tools are used to designed world?
categorize, represent and interpret the natural world. What constitutes useful scientific evidence?
Evidence is used for building, refining, and/or How is scientific knowledge constructed?
critiquing scientific explanations. How does scientific knowledge benefit, deepen, and broaden from scientists
Scientific knowledge builds upon itself over time. sharing and debating ideas and information with peers?
The growth of scientific knowledge involves critique How do we build and refine models that describe and explain the natural and
and communication- social practices that are governed designed world?
by a core set of values and norms.
Tools and technology are used to gather, analyze, and
communicate skills.
Reasoning is used to support scientific knowledge.
Skills

Observe, infer, classify, predict, interpret data, form a hypothesis, experiment, make a model, define based on observations
Performance Tasks
Quick labs with foldables, use maps, graphs, charts, and diagrams for interpreting scientific observations and results, classify and place things
that share properties together in groups, measure- find the size, distance, time, volume, area, mass, weight, or temperature of an object or event.
Form a hypothesis-make a statement that can be tested, put together a description that is based on observations. Experiment- perform a test to
support or disprove a hypothesis, state results and make a model. Order, count, add, subtract, multiply, and divide to explain data. Use the info
to answer questions or solve a problem. Draw a conclusion, communicate and share results.

Teacher observation, chapter questions, , chapter and test prep, chapter vocabulary review, explore activities, What did I learn questions
Journaling, work with partners ,group discussions

LEARNING ACTIVITIES Same as performance tasks
MOTIVATION AND
Science Newsroom CD-Roms, links to the internet, research projects, group work
DIFFERENTIATION Modify tests and quizzes, peer teaching, work with a partner, group work
Calculator, goggles, ruler standard and metric, hand lens, meterstick, containers,, microscope, watch or
MATERIALS
clock, cups, scales, balances, gloves, string, hand lens, computers, journals.
Title of Unit: Physical Science
Content Standards
5.2 Physical Science: Physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual
tools for making sense of phenomena in physical, living, and Earth science.
Strand A: Properties of Matter: All objects and substances in the natural world are composed of matter. Matter has two fundamental
properties: takes up space, and matter has inertia.
Strand B: Changes in Matter: Substances can undergo physical or chemical changes to form new substances. Each change involves energy.
Strand C: Forms of Energy: Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in
Strand D: Energy Transfer and Conservation: The conservation of energy can be demonstrated by keeping track of familiar forms of energy
as they are transferred from one object to another.
Strand E; Forces and Motion: It takes energy to change the motion of objects. The energy is understood in terms of forces.

The structures of materials determine their properties. How can you identify matter?
When materials interact within a closed system, the How can you measure matter?
total mass of the system remains the same. What is matter?
Energy takes many forms. These forms can be grouped What are the characteristics of matter?
into types of energy that are associated with the motion How can you classify matter?
of mass(kinetic energy), and types of energy associated What are physical changes?
with the position of mass and with energy What are chemical changes?
fields(potential energy). How do we know that things have energy?
Changes take place because of the transfer of energy. How do things move?
Energy is transferred to matter through the action of How do forces affect motion?
forces. How can energy be transferred from one material to another?
Different forces are responsible for the transfer of the What happens to a material when energy is transferred to it?
different forms of energy. What is light and how does it travel?
Many substances can be changed from one state to What is reflection and refraction?
another by heating and cooling. What causes sound?
Heat, electricity, light, and sound are forms of energy. How does electricity flow?
Energy can be transferred from one place to another. What is a magnet and an electromagnet?
Heat energy is transferred from warmer things to How is electricity made?
colder things. How do the properties of materials determine their use?
Light travels in straight lines. When it travels from one How does conservation of mass apply to the interaction of materials in a
substance to another(air or water) it changes direction. closed system?
Electrical circuits require a complete loop through
conducting materials in which an electrical current can
pass.
Motion can be described as a change in position over a
period of time.
Magnets can repel or attract other magnets, but they
attract all matter made of iron. Magnets can make
some things move without being touched.
Earth pulls down on all objects with a force called
gravity.
Skills
Identify solids, liquids, gases, and attributes.
Predict, observe, and explain how matter changes due to the addition of heating or cooling
Explore nonstandard and standard units of measure.
Explore that matter can be classified according to its properties.
Explain how heat energy causes matter to change state.
Define chemical and physical changes and give examples of each.
Explore colors of light and classify materials as transparent, translucent and opaque.
Explain how sound can be produced and changed.
Identify the parts needed to make a complete circuit.
Describe properties of magnets and magnetic fields.

Performance Tasks
Explore activities
Foldables organizers
Inquiry skill builder
Quick labs
Experiments

What Did I Learn Questions
Chapter review and test
Unit reviews and tests
Teacher observation
Performance Assessment to demonstrate what has been learned through hands on activities

Journaling, work in groups and have discussions, work in partners
LEARNING ACTIVITIES Same as performance tasks.
MOTIVATION AND
CD- Roms, internet links, projects, research reports ,transparencies, literature related to lesson
Modify quizzes and tests, work with a partner and peer teaching.
DIFFERENTIATION
Balloons, balance, clay, iron filings, coins-pennies shiny, cylinder,

funnel,goggles,magnet,meterstick,ruler,scissors,thermometer,wood block, clock or watch, vinegar,
MATERIALS tape, string, salt, sand ice cube ,food-sugar, rice, cork, clay, batteries, D-cell, buzzer, gloves,
paper, blow dryer, books, compass, light socket ,paper clips, pulley, wire, bucket, plastic bag, small
lamp, spring scale, cloth, plastic comb, tape
Objects in Title of Unit: Earth Science
Content Standards
Standard5.4. Earth System Science: The Earth operates as a set of complex and dynamic interconnected systems, and is a part of the all
Strand A. Objects in the Universe: Our universe has been expanding and evolving for 13.7 billion years under the influence of gravitational
and nuclear forces. As gravity governs its expansion ,organizational patterns, and the movement of celestial bodies, nuclear forces within
stars govern its evolution through the processes of stellar birth and death. These processes Also governed the formation of our Solar System
4.6 billion years ago.
Objects in the sky have patterns of movement. The Sun To what extent are the properties of objects in our solar system predictable?
and the Moon appear to move across the sky on a daily How do the Sun, Earth, and Moon Move?
basis. The shadows of an object on Earth change over How do the Moon and Earth compare?
the course of a day, indicating the changing position of What makes the Moon look different? Phases of the moon
the Sun during the day. Why is the Sun a star?
Observable, predictable patterns in the solar system What are the inner planets and what are the outer planets?
occur because of gravitational interactions and energy What else is in the solar system?
from the sun.
The observable shape of the moon changes from day to
day in a cycle that lasts 29.5 days. Earths rotation
causes the cycle of day and night.
Earth is approximately spherical in shape. Objects fall

towards the center of the Earth because of the pull of
gravity.
Earth is the third planet from the Sun in our solar
system, which includes seven other planets.
Define the Sun as a star that lies in the center of our
Solar System.
Identify the planets and other bodies in the Solar
System.
Skills
Understand and explain the causes of day/night and seasons.
Determine time of day by observing shadows.
Observe, predict, and record changes to the Moonss appearance on a calendar.
Use the internet as a means to observe.
Understand Earth, a planet in space-current distance from sun for life.
Generate a model of the Solar System.
Generate a model that explains both why objects roll down ramps as well as why the Moon orbits the Earth.

Performance Tasks
Explore activities
Quick Labs
Inquiry Skill Builder
Interpret illustrations and data
Make models
Record phases of the moon on a calendar
Graphic organizers

Chapter review
Test Preparation
Lesson outline
Chapter and Unit tests\
Interpret illustrations
What did I learn questions
Journaling, work in partners or groups

Explore activities, Quick Labs, Inquiry Skill Builder, Interpret illustrations and data, Make models
LEARNING ACTIVITIES Record phases of the moon on a calendar, Graphic organizers
MOTIVATION AND CD-ROMS Science Newsroom, links on the internet, research activities and reports, literature
ENGAGEMENT ACTIVITIES related to the lesson, photos , make models , videos, transparencies
DIFFERENTIATION Modify tests and quizzes, work with a peer and in groups
MATERIALS Lamp, light bulb, foam ball, calendars, sheets of newspaper, meterstick, colored paper, markers,
Subject: Science Grade: 4 Time Frame: 5-6 weeks
Content Standards
5.4 Earth System Science: The Earth operates as a set of complex and dynamic interconnected systems, and is part of the all
Strand F: Weather and Climate: Earths weather and climate system are the result of complex interactions between land, ocean, ice and
atmosphere.
Strand G:Biogeochemical Cycles: The biogeochemical cycles in the Earth System include the flow of microscopic and macroscopic
resources from one reservoir in hydrosphere, geosphere, atmosphere, or biosphere to another, are driven by the Earths internal and
external sources of energy, and are impacted by human activity.
Essential Understandings Essential Questions

Earths components form systems. These systems continually How do changes in one part of an Earth system affect other parts
interact at different rates of time, affecting the Earth regionally of the system?
and globally. What is the atmosphere?
Weather changes from day to day and over the seasons can be What makes weather?
measured and documented using instruments such as a What makes the wind blow?
thermometer, wind vane, anemometer, and rain gauge. How can you describe and measure weather?
The Earth is a system, continuously moving resources from one What are air masses and what happens when they meet?
part of the system to another. How do weather maps help predict the weather?
Clouds and fog are made up of tiny droplets of water and at What is climate and what affects it?
times, particles of ice. How do clouds form?
Identify the different layers of the atmosphere. Where can water be found?
Describe how clouds form. What is precipitation, evaporation, and condensation?
Plants and animals use and contribute to the gases in the How does water travel in the water cycle?
atmosphere. What kinds of precipitation do you get?
Skills
Learn to read a thermometer accurately.
Explain how land and water absorb the suns heat differently, causing changes in weather.
Identify patterns of weather changes within the seasons.
Record data, predict weather based on observations using various weather tools- barometer, anemometer, etc.
Understand and create a model of the water cycle.
Understand how clouds form and how they help predict weather forecasts.
Performance Tasks
Explore activities- hands on
Foldable organizer
Inquiry skills
Experiments
Interpret graphs and illustrations
Make models
Quick labs
Chapter reviews
What did I learn questions
Chapter and unit tests
Performance assessment
Teacher observation
Journaling, group discussions, work with a partner

Explore activities- hands on
Foldable organizer
Inquiry skills
LEARNING ACTIVITIES Experiments
Interpret graphs and illustrations
Make models
Quick labs
CD-ROMS Science Newsroom, videos, links to the internet,
MOTIVATION AND ENGAGEMENT ACTIVITIES
transparencies, literature related to lesson
DIFFERENTIATION Modify quizzes and tests, work with a peer, group work
Plastic bags, balloons, plastic cups, food coloring, measuring cup, trays,,
MATERIALS clear plastic shoe box, goggles, small rocks, dropper, cork, soil, marbles,
stopwatch, cartons ,sponge, pan balance
Title of Unit: The World of Living Things
Developed by:
Content Standards 5.3 Life Science: Life science principles are powerful conceptual tools for making sense of the
complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance
with rules that govern the physical world and the order of natural systems can be modeled and predicted
through the use of mathematics.
Strand: A Organization and Development: Living organisms are composed of cellular units(structures) that carry out functions required for
life. Cellular units are composed of molecules, which also carry out biological functions.
Strand B: Matter and Energy Transformations: Food is required for energy and building cellular materials. Organisms in an ecosystem
C. Interdependence: All animals and most plants depend on both other organisms and their environment to meet their basic needs.
D: Heredity and Reproduction: Organisms reproduce, develop, and have predictable life styles. Organisms contain genetic information that
influences their traits, and they pass this on to their offspring during reproduction.
E: Evolution and Diversity: Sometimes, differences between organisms of the same kind provide advantages for surviving and reproducing
in different environments. These selective differences may lead to dramatic changes in characteristics of organisms in a population over
extremely long periods of time.
Essential Questions
Understandings
Explore what makes up living things. What are living things made up?
Living organisms have a variety of observable What do all living things have in common?
features that enable them to obtain food and How is matter transformed and energy transferred/transformed in
reproduce. living systems?
Describe the characteristics of an organism. How are organisms classified?
Compare the parts of plant cells and animal How can we use skeletons to compare organisms?
cells. How do living and nonliving things interact?
Describe cell structure. How do organisms change as they go through their life cycle?
All organisms transfer matter and convert In what ways do organisms interact within ecosystems?
energy from one form to another. What causes ecosystems to change?
Explore ways living things can be classified. What do all living things have in common?
Describe the organization of the classification How do organisms change as they go through life?
system.
Practice classifying and explain how organisms
are named.
Organisms reproduce, develop, have
predictable life cycles, and pass on some traits
to their offspring.
Explore how skeletons are used to help
compare organisms.
Describe reasons organisms can become
extinct.
Explore ecosystems.
Describe how the living and nonliving parts of
an ecosystem interact.
All animals and most plants depend on both
other organisms and their environments for
their basic needs.
Explain producers, consumers, decomposers.
Explore factors that change ecosystems.
Discuss different types of pollution and how
they harm ecosystems.
Describe ways people can fight pollution.
Explore the characteristics of animals.
Compare and contrast characteristics of
animals.
Classify animals based on symmetry.
Explore the characteristics of invertebrates,
compare and contrast characteristics including
sponges, flatworms, roundworms, mollusks,
and arthropods.
Skills
Identify characteristics of living things
Identify 5 basic life functions
Identify systems of the body and explain how they interact to keep the body functioning
Identify food sources from various resources
Identify organisms within environments
Explain how biotic-living and abiotic-nonliving organisms interact and interdepend
Identify and illustrate life cycles of plants/animals
Communicate similarities and differences among species
Observe, infer, predict, classify, interpret data, make a model, measure and experiment
Performance Tasks
The explore activity, a hands on way of learning
Inquiry skills in the explore activity
Foldable organizers to collect and record data
Quick Labs
Make models related to the lesson
What Did I Learn Questions
Chapter reviews at the end of each chapter
Performance Assessment at the end of each unit to demonstrate what youve learned through Hands on activities and projects
Periodic teacher made quizzes
Chapter test
Journaling, group work, work with partners
LEARNING ACTIVITIES Same as the performance tasks listed above
MOTIVATION AND Science Newsroom CD-Roms, links on the internet, research projects, experiments, group work,
ENGAGEMENT ACTIVITIES transparencies
DIFFERENTIATION Modify tests and quizzes, peer teaching, work with a partner, group work
Reference books, ruler, pencils, onion plant, prepared slides of onion skin and leaf, hands lens,
microscope, paper or computer with charting program, prepared terrarium container, small plants,
MATERIALS
grass seeds, rocks, twigs, bark, dried grass, leaves and leaf pictures, seeds, potted plants, bean
seeds, paper towels, various animals to be ordered with coupons for animals as living things.
EAST RUTHERFORD PUBLIC SCHOOLS
5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually
extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be
A. Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement and observation tools to assist in
categorizing, representing, and interpreting the natural and designed world.
Essential Questions Enduring Understandings
How is scientific understanding attained?
Understanding how ideas develop is essential for building scientific
knowledge.
Scientific knowledge evolves, as new information is discovered.
Scientific inquiry involves asking scientifically oriented questions,
collecting evidence, forming explanations, connecting explanations to
scientific knowledge and theory and communicating and justifying
explanations.
Content Statements CPI # Cumulative Progress Indicator (CPI)
Core scientific concepts and principles represent the conceptual 5.1.8.A.1 Demonstrate understanding and use interrelationships among central scientific
basis for modeling and facilitating the generation of new and concepts to revise explanations and to consider alternative explanations.
productive questions.
Skills and Activities Technology/Materials Multi-disciplinary Connection(s)
Students will be able to: Websites: Language Arts,
Understand the use of the Scientific Theory for inquiry. Math & Social
Complete a lab report based on the conclusion of their
www.edhelper.com
www.billnye.com Studies:
experiment.
Use appropriate tools and handle evidence carefully to www.pbskids.com
collect data safely. www.kidsites.com Research topics
Experience independent discovery through hands-on www.primarygames.com Comprehend information
projects. Organize ideas
www.sciencediscovery.com
Expand on prior knowledge. Write lab and research
www.brainpop.com reports.
Oral reports
Materials:
Activities: Precise measurement
Computer
Experiments for topic being studied Collect, record and analyze
Computer projector
Lab/ Journal book data for tables, charts
Overhead projector
Hands-on models and graphs.
Observation using microscopes Microscopes
Use and understand both the
Student/computer drawn webs, diagrams, charts, tables Video metric and U.S. Customary
and graphs Smart Board (if available) Unit systems of
Hands-on projects measurement.
Problem solving Reading maps
Critical thinking
How is scientific understanding attained? Understanding how ideas develop is essential for building scientific
How do I develop an experiment using the Scientific Method that will knowledge.
provide reliable results?
Scientific inquiry involves asking scientifically oriented questions,
How do the parts of the scientific process interact and affect each other? collecting evidence, forming explanations, connecting explanations to
explanations.
Students will be able to: Websites: Language Arts,
Math & Social
Use mathematical, physical, and computational tools to build conceptual- www.edhelper.com
based models and to pose theories. www.billnye.com Studies:
Understand how ideas develop is essential for www.pbskids.com
building scientific knowledge.
www.kidsites.com Research topics
Scientific knowledge evolves, as new information is Comprehend information
discovered. www.primarygames.com
Organize ideas
Science is the method of observation and investigation used to www.sciencediscovery.com
Write lab and research
understand the world. www.brainpop.com reports.
Activities:
Oral reports
Experiments for topic being studied Materials:
Precise measurement
Lab/ Journal book Computer
Hands-on models Collect, record and analyze
Computer projector
Observation using microscopes data for tables, charts
Overhead projector
Student/computer drawn webs, diagrams, charts, tables and graphs.
Microscopes
and graphs Use and understand both the
Video metric and U.S. Customary
Hands-on projects
Smart Board (if available) Unit systems of
Problem solving
Critical thinking measurement.
Reading maps
How is scientific knowledge constructed? Understanding how ideas develop is essential for building scientific
How do I develop an experiment using the Scientific Method that will knowledge.
provide reliable results? Scientific inquiry involves asking scientifically oriented questions,
explanations.
Predictions and explanations are revised based on systematic 5.1.8.A.3 Use scientific principles and models to frame and synthesize scientific arguments
observations, accurate measurements, and structured and pose theories.
data/evidence.
. Skills and Activities Technology/Materials Multi-disciplinary Connection(s)
Student will be able to: Assessments: Websites: Language Arts,
Given a situation, students will be able to form a Chapter Tests
question to be answered by an experiment. Math & Social
Rubrics www.edhelper.com
Predict several possible outcomes and choose one as Observation Sheets. Studies:
the hypothesis. www.billnye.com
Journal Reflection
Design an experiment to test their question including Worksheets
www.pbskids.com
all the steps of the scientific process. www.kidsites.com Research topics
Teacher observation
Support explanations using data collected.
www.primarygames.com Comprehend information
Make changes and revisions as needed, based on Organize ideas
observation and data. www.sciencediscovery.com
Identify the variable. www.brainpop.com reports.
Organize data and evidence.
Oral reports
Communicate procedures and results of investigation Materials:
Precise measurement
using oral presentation, tables, graphs, charts, Computer
webs, diagrams, technology and writing. Collect, record and analyze
Computer projector
Activities: data for tables, charts
Overhead projector
Experiments for topic being studied and graphs.
Lab/ Journal book Microscopes
Hands-on models Video metric and U.S. Customary
Observation using microscopes Smart Board (if available) Unit systems of
Student/computer drawn webs, diagrams, charts, tables
and graphs measurement.
Hands-on projects Reading maps
Problem solving
Critical Thinking
B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical, and computational tools that need
to be applied when constructing and evaluating claims.
Understanding how ideas develop is essential for building
How is scientific knowledge constructed? scientific knowledge.
How do I develop an experiment using the Scientific Method that will Scientific knowledge evolves, as new information is discovered.
provide reliable results? Scientific inquiry involves asking scientifically oriented questions,
explanations.
Content Statements CPI # . Cumulative Progress Indicator (CPI)
Evidence is generated and evaluated as part of building and 5.1.8.B.1 Design investigations and use scientific instrumentation to collect, analyze, and
refining models and explanations. evaluate evidence as part of building and revising models and explanations.
Students will be able to: Assessments: Smart Board (if available) Language Arts,
Design an experiment to test their question including Chapter tests
all the steps of the scientific process. Math & Social Studies:
Rubrics Websites:
Predict several possible outcomes and choose one as Unit Tests
the hypothesis.
Worksheets www.edhelper.com
Support explanations using data collected. Research topics
Portfolios www.billnye.com
Make changes and revisions, as needed, based on
Lab performance Comprehend information
observation and data.
Teacher observation
www.pbskids.com Organize ideas
Identify variable and characteristics.
Create a list of appropriate material, tools, and www.kidsites.com Write lab and research
techniques needed. www.primarygames.com reports
Handle evidence carefully to collect data safely. www.sciencediscovery.com Oral reports
www.brainpop.com Precise measurement
Use appropriate models. Collect, record and analyze
Analyze whether evidence supports proposed Materials:
data for tables, charts and
explanation of data. Computer
Communicate procedures and results of investigation graphs.
using oral presentation, tables, graphs, charts, Use and understand both the
webs, diagrams, technology and writing. Computer projector
metric and U.S. Customary
Activities:
Unit of measurement systems.
Experiments for topic being studied Overhead projector
Lab/ Journal book Reading maps
Hands-on models
and graphs Video
Hands-on projects
Problem solving
Critical Thinking
Scientific knowledge builds over time through the use of scientific processes,
questioning and experimentation.
Mathematics and Technology/Materials are used to gather, 5.1.8.B.2 Gather, evaluate, and represent evidence using scientific tools, technologies,
analyze, and communicate results, and computational strategies.
Expand upon prior knowledge of Assessments: Websites: Math
using the Scientific Method for Rubric www.glencoe.com Converting
inquiry Chapter tests www.unitetstreaming.com Creating graphs
Conduct classroom experiments Portfolio www.edhelper.com Measuring
Promote at home projects to Calculations
better understanding and foster Worksheets
Teacher observation Collecting and analyzing data
learning
Use scientific tools with accuracy
and confidence. Language Arts
Use mathematics in the Writing formal and informal labs
collection, organization and Writing Journals
analysis of data.
Use tools of data analysis to Reading
organize and represent data. Reading informational text
How is scientific knowledge constructed? Understanding how ideas develop is essential for building
How do I develop an experiment using the Scientific Method that will scientific knowledge.
provide reliable results? Scientific knowledge evolves, as new information is discovered.
How do the parts of the scientific process interact and affect each other? Scientific inquiry involves asking scientifically oriented questions, collecting
evidence, forming explanations, connecting explanations to
scientific knowledge and theory and communicating and justifying explanations
Carefully collected evidence is used to construct and defend arguments. 5.1.8.B.3 Use qualitative and quantitative evidence to develop evidence-based arguments.
, .
Students will be able to: Assessments: Websites: Language Arts,
Use appropriate tools and handle evidence Rubric
carefully Math & Social Studies:
Chapter tests www.edhelper.com
to collect data safely. Portfolio www.billnye.com
Understand the difference between qualitative and Worksheets
quantitative. Teacher observation
www.pbskids.com Research topics
Make detailed qualitative and quantitative Activities: www.kidsites.com Comprehend information
observations. Experiments for topic www.primarygames.com
Understand dependent and independent variables being studied Organize ideas
Lab/ Journal book www.sciencediscovery.com
and controls. Write lab and research reports
Hands-on models www.brainpop.com
Build accurate models using measurement,
Observation using Computer Oral reports
geometry and basic math skills to develop evidence microscopes
based arguments. Student/computer drawn Computer projector Precise measurement
Use both metric and U.S.Customary Unit systems webs, diagrams, charts,
of measurement. tables and graphs Collect, record and analyze data for
Hands-on projects Overhead projector
Make changes and revisions as needed based on tables, charts and graphs.
observation and data. Problem solving
Critical Thinking Microscopes Use and understand both the metric
Predict, identify, organize, analyze, develop,
collect, display, communicate, compare/contrast, and U.S. Customary Unit of
Video
make inferences, concerning all data and evidence
collected for the inquiry for final lab report. measurement systems.
Reading maps
scientific knowledge and theory and communicating and justifying explanations
Scientific reasoning is used to support scientific conclusions. 5.1.8.B.4 Use quality controls to examine data sets and to examine evidence as a means
, of generating and reviewing explanations.
Use appropriate tools and handle evidence Chapter Tests
carefully Math & Social Studies:
Rubrics www.edhelper.com
to collect data safely. Observation Sheets. www.billnye.com
Understand the difference between qualitative Journal Reflection
and quantitative. Worksheets
Make detailed qualitative and quantitative Teacher observation www.kidsites.com Comprehend information
observations. Activities: www.primarygames.com
Understand dependent and independent variables Experiments for Organize ideas
and controls. topic being studied Write lab and research reports
Lab/ Journal book www.brainpop.com
Build accurate models using measurement,
geometry Hands-on models Computer Oral reports
Observation using
and basic math skills to develop evidence based microscopes Precise measurement
Computer projector
arguments. Student/computer
Use both metric and U.S.Customary Unit Collect, record and analyze data for
drawn webs, diagrams, Overhead projector
systems of charts, tables tables, charts and graphs.
measurement. and graphs
Make changes and revisions as needed based on Hands-on projects Microscopes Use and understand both the metric
observation and data. Problem solving and U.S. Customary Unit of
Critical Thinking Video
Predict, identify, organize, analyze, develop, collect,
display, communicate, compare/contrast, make measurement systems.
inferences, concerning all data and evidence collected Reading maps
for the inquiry for final lab report.
C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
Content Statements CPI # evidence, forming explanations,
Cumulative Progressexplanations
connecting Indicator (CPI)
to
Scientific models and understandings of fundamental concepts 5.1.8.C.1 Monitor ones own thinking as understandings of scientific concepts are
and principles are refined as new evidence is considered. scientific
refined.knowledge and theory and communicating and justifying explanations.
Compare and contrast current science concepts with Chapter Tests
Math & Social Studies:
those of the past. Rubrics www.edhelper.com
Expand on prior knowledge. Observation www.billnye.com
Understand the use of the Scientific theory for inquiry. Sheets.
Independently conduct experiment using all the proper steps. Journal
Experience independent discovery through hands-on projects. Reflection www.kidsites.com Comprehend information
Support explanations using data collected. Worksheets www.primarygames.com
Organize ideas
Make changes and revisions based on observation and data. Teacher www.sciencediscovery.com
Handle evidence and data carefully to retain its accuracy. observation www.brainpop.com Write lab and research reports
Analyze whether evidence supports proposed explanation of
Oral reports
data.
Precise measurement
Activities: Computer Collect, record and analyze data for
Experiments for topic being studied Computer projector tables, charts and graphs.
Lab/ Journal book
Use and understand both the metric
Hands-on models Overhead projector
Observation using microscopes and U.S. Customary Unit of
Student/computer drawn webs, diagrams, charts, tables Microscopes measurement systems.
and graphs
Hands-on projects Video Reading maps
Problem solving
Critical Thinking

Cumulative connecting
Progressexplanations to
Indicator (CPI)
Predictions and explanations are revised to account more completely 5.1.8.C.2 scientific
Reviseknowledge
predictions and
or explanations on the basis of discovering
theory and communicating and justifying new explanations.
evidence,
for available evidence. learning new information, or using models.
Chapter Tests
Compare and contrast current science concepts with Rubrics
those of the past. Observation Websites:
Expand on prior knowledge. Sheets.
Research topics
Understand the use of the Scientific theory for Journal Reflection www.edhelper.com
inquiry. Worksheets www.billnye.com Comprehend information
Independently conduct experiment using all the Teacher
proper steps. observation
Experience independent discovery through hands-on www.kidsites.com Write lab and research reports
projects. www.primarygames.com
Oral reports
Support and revise explanations using data collected. www.sciencediscovery.com
Make changes and revisions based on observation and www.brainpop.com Precise measurement
data.
Collect, record and analyze data for
Handle evidence and data carefully to retain its
accuracy. tables, charts and graphs.
Analyze whether evidence supports proposed Computer Use and understand both the metric
explanation of data.
Re-evaluate your conclusion based on any new Computer projector and U.S.Customary Unit of
findings or unexpected outcomes.
measurement systems.
Activities: Overhead projector
Reading maps
Experiments for topic being studied Microscopes
Lab/ Journal book
Hands-on models Video
Observation using microscopes
and graphs
Hands-on projects
Problem solving
Critical Thinking

Indicator (CPI)
Predictions and explanations are revised to account more completely 5.1.8.C.2 Revise predictions or explanations on the basis of discovering
scientific knowledge and theory and communicating and justifying new explanations.
evidence,
for available evidence. learning new information, or using models.
Chapter Tests
those of the past. Observation Sheets. Websites:
Expand on prior knowledge. Journal Reflection
Research topics
Understand the use of the Scientific theory for Worksheets www.edhelper.com
inquiry. Teacher observation www.billnye.com Comprehend information
Independently conduct experiment using all the
proper steps.
Oral reports
data.
Reading maps
Lab/ Journal book
and graphs
Hands-on projects
Problem solving
Critical Thinking

Indicator (CPI)
Science is a practice in which an established body of knowledge is 5.1.8.C.3 Generate new and productive questions to evaluate and refine
scientific knowledge and theory and communicating and justifying core explanations.
continually revised, refined, and extended. explanations.
Chapter Tests
Research topics
proper steps.
Oral reports
data.
Reading maps
Experiments for topic being studied
Hands-on models
Observation using microscopes Video
and graphs
Hands-on projects
Problem solving
Critical Thinking
D. Participate Productively in Science: The growth of scientific knowledge involves critique and communication
. Essential Questions Enduring Understandings

Cumulativeconnecting
Indicator (CPI)
Science involves practicing productive social interactions with peers, 5.1.8.D.1 Engage in multiple forms of discussion in order to process,
scientific knowledge and theory and communicating and justifying make sense of, and
explanations.
such as partner talk, whole-group discussions, and small- group work. learn from others ideas, observations, and experiences
Chapter Tests
Research topics
proper steps.
Oral reports
data.
Reading maps
Lab/ Journal book
and graphs
Hands-on projects
Problem solving
Critical Thinking
Content Statements CPI # Cumulative
evidence, forming explanations, Progressexplanations
to
In order to determine which arguments and explanations are most 5.1.8.D.2 Engage in productive scientific discussion practices during conversations with peers,
persuasive, communities of learners work collaboratively to pose, scientific knowledge
both face-to-face and and theoryinand
virtually, the communicating and investigations
context of scientific justifying explanations.
and model-
refine, and evaluate questions, investigations, models, and theories building.
(e.g., argumentation, representation, visualization, etc.).
.
Chapter Tests
Work independently and in various Rubrics
types of groups to conduct, discuss Observation Websites:
and communicate hands-on Sheets.
Research topics
demonstrations, projects and Journal Reflection www.edhelper.com
experiments. Worksheets www.billnye.com Comprehend information
Engage in observations and Teacher
discovery using listening and observation
communication skills to understand www.kidsites.com Write lab and research reports
and retain scientific concepts. www.primarygames.com
Oral reports
Expand on prior knowledge. www.sciencediscovery.com
Understand the use of the Scientific www.brainpop.com Precise measurement
theory for inquiry.
Activities:
tables, charts and graphs.
Lab/ Journal book Computer Use and understand both the metric
Hands-on models
Observation using microscopes Computer projector and U.S.Customary Unit of
Student/computer drawn webs, diagrams, charts, tables measurement systems.
and graphs Overhead projector
Problem solving Microscopes
Critical Thinking
Video
to
Instruments of measurement can be used to safely gather accurate 5.1.8.D.3 Demonstrate how to safely use tools, instruments, and supplies
information for making scientific comparisons of objects and events. scientific knowledge and theory and communicating and justifying explanations.

Chapter Tests
Understand the use of the Scientific Theory for inquiry. Math & Social Studies:
Rubrics
Independently conduct an experiment using all the Observation Websites:
steps of the Scientific Theory. Sheets.
Complete a lab report based on the conclusion of their Research topics
Journal Reflection www.edhelper.com
experiment.
Use appropriate tools and handle evidence carefully to Worksheets www.billnye.com Comprehend information
collect data safely. Teacher
observation
Experience independent discovery through hands-on
projects. www.kidsites.com Write lab and research reports
Expand on prior knowledge. www.primarygames.com
Build visual models using measurement, geometry and Oral reports
basic math skills, to pose theories. Precise measurement
Use both metric and U.S. Customary Unit systems of www.brainpop.com
measurement. Collect, record and analyze data for
Activities:
Experiments for topic being studied Computer Use and understand both the metric
Lab/ Journal book
Hands-on models and U.S.Customary Unit of
Observation using microscopes Computer projector
Student/computer drawn webs, diagrams, charts, measurement systems.
tables Overhead projector
Reading maps
and graphs
Hands-on projects Microscopes
Problem solving
to
Organisms are treated humanely, responsibly, and ethically. 5.1.8.D.4 Handle and treat organisms humanely, responsibly, and ethically.
scientific knowledge and theory and communicating and justifying explanations.
.
Chapter Tests
Use appropriate tools, handle evidence Rubrics
carefully and responsibly in order to collect Observation Sheets. Websites:
data safely and accurately. Journal Reflection
Research topics
Worksheets www.edhelper.com
Discuss the ethics of science. Teacher observation www.billnye.com Comprehend information
Research examples of ethics in science.

Activities: www.kidsites.com Write lab and research reports
www.primarygames.com
Experiments for topic being studied Oral reports
Lab/ Journal book www.sciencediscovery.com
Hands-on models
Observation using microscopes Collect, record and analyze data for
Student/computer drawn webs, diagrams,
charts, tables and graphs tables, charts and graphs.
Hands-on projects Computer Use and understand both the metric
Problem solving
Critical Thinking Computer projector and U.S.Customary Unit of
Overhead projector
Reading maps
Microscopes
Video
EAST RUTHERFORD SCHOOL DISTRICT
5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful
A. Properties of Matter: All objects and substances in the natural world are composed of matter. Matter has two fundamental properties: matter takes up space, and
matter has inertia. Essential Questions Enduring Understandings
. Mathematics is a tool used to model objects, events, and relationships in
What is matter and how is it classified? both a natural and designed world.
How do we use mathematical concepts to model objects, events or The atomic structures of materials determine their properties.
relationships in science? There are several ways in which elements and compounds react to form new
How do properties of materials determine their use? substances and each reaction involves the flow of energy.
Content Statements CPI # scientific knowledge and theory andProgress
Cumulative communicating and(CPI)
Indicator justifying explanations.
The volume of some objects can be determined using liquid 5.2.6.A.1 Determine the volume of common objects using water displacement
(water) displacement. methods
Define
. matter. Chapter Tests
Define inertia. Rubrics
Be able to demonstrate how volume is Observation Sheets. Websites:
determined. Journal Reflection
Research topics
Understand how matter is classified. Worksheets www.edhelper.com
Understand the meaning of, and be able to Teacher observation www.billnye.com Comprehend information
model density, volume, solubility, mass,
weight, boiling point and melting point.
Understand how science and math work www.kidsites.com Write lab and research reports
together. www.primarygames.com
Oral reports
Use math manipulatives to model and www.sciencediscovery.com
demonstrate scientific principles. www.brainpop.com Precise measurement
Activities: tables, charts and graphs.
Lab/ Journal book
Hands-on models Computer projector and U.S.Customary Unit of
Student/computer drawn webs, Overhead projector
diagrams, charts, tables and graphs Reading maps
Problem solving
matter has inertia.
Mathematics is a tool used to model objects, events, and relationships in
Cumulative communicating
Indicatorand(CPI)
justifying explanations.
The density of an object can be determined from its volume and mass. 5.2.6.A.2 Calculate the density of objects or substances after determining volume and mass.
.
. Students will be able to: Assessments: Smart Board (if available) Language Arts,
Define matter and inertia. Chapter Tests
Be able to demonstrate how volume is Rubrics
determined. Observation Sheets. Websites:
Understand how matter is classified. Journal Reflection
Research topics
Understand the meaning of, and be able Worksheets www.edhelper.com
to model density, volume, solubility, Teacher observation www.billnye.com Comprehend information
mass, weight, boiling point and melting
point.
Understand how science and math www.kidsites.com Write lab and research reports
work together. www.primarygames.com
Oral reports
Use math manipulatives to model and www.sciencediscovery.com
demonstrate scientific principles. www.brainpop.com Precise measurement
Activities:
Experiments for topic being studied tables, charts and graphs.
Hands-on models
Critical Thinking
Video
matter has inertia.
Cumulative communicating and(CPI)
Indicator justifying explanations.
Pure substances have characteristic intrinsic properties, such as 5.2.6. A.3 Determine the identity of an unknown substance using data about intrinsic
density, solubility, boiling point, and melting point, all of which are properties
independent of the amount of the sample.
Define matter and inertia. Chapter Tests
. able to demonstrate how volume
Be Rubrics
is determined. Observation Sheets. Websites:
Understand how matter is classified. Journal Reflection
Research topics
Understand the meaning of, and be Worksheets www.edhelper.com
able to model density, volume, Teacher observation www.billnye.com Comprehend information
solubility, mass, weight, boiling
point and melting point.
Understand how science and math www.kidsites.com Write lab and research reports
work together. www.primarygames.com
Oral reports
Use math manipulatives to model www.sciencediscovery.com
and demonstrate scientific www.brainpop.com Precise measurement
principles.
Lab/ Journal book
Student/computer drawn webs, diagrams, charts, tables Overhead projector
and graphs Reading maps
Problem solving
matter has inertia.
What does the arrangement of elements on the Periodic Table of Elements tell
both a natural and designed world.
us about the elements? The atomic structures of materials determine their properties.
There are several ways in which elements and compounds react to form new
How do properties of materials determine their use?
substances and each reaction involves the flow of energy.
scientific knowledge and theory and communicating and justifying explanations.
Pure substances have characteristic intrinsic properties, such as 5.2.6. A.3 Determine the identity of an unknown substance using data about intrinsic
density, solubility, boiling point, and melting point, all of which are properties
independent of the amount of the sample.
Understand that matter is made up of atoms and Chapter Tests
molecules. Math & Social Studies:
. Rubrics
Understand and define the properties of matter. Observation Websites:
Understand how elements are arranged on the Periodic Sheets.
Table of Elements. Research topics
Investigate how heating and cooling will affect matter. Journal Reflection www.edhelper.com
Compare and contrast chemical and physical changes. Worksheets www.billnye.com Comprehend information
Investigate what conditions will speed up or slow Teacher
down solubility. observation
www.kidsites.com Write lab and research reports
Activities: Oral reports
Lab/ Journal book
Hands-on models Collect, record and analyze data for
Observation using microscopes tables, charts and graphs.
and graphs Computer Use and understand both the metric
Hands-on projects and U.S.Customary Unit of
Problem solving Computer projector
Critical Thinking measurement systems.
Overhead projector
Reading maps
Microscopes
Video
B. Changes in Matter: Substances can undergo physical or chemical changes to form new substances. Each change involves energy.
.
Why do new substances form when a chemical reaction takes place? Mathematics is a tool used to model objects, events, and relationships in
both a natural and designed world.
What are some characteristics of a substance? The atomic structures of materials determine their properties.
How do you tell if a substance has been chemically changed? There are several ways in which elements and compounds react to form new
substances and each reaction involves the flow of energy.

When a new substance is made by combining two or more 5.2.6. B.1 Determine the identity of an unknown substance using data about intrinsic
substances, it has properties that are different from the original properties
substances..
Understand that matter is made up of Chapter Tests
.
atoms and Rubrics
molecules. Observation Sheets. Websites:
Understand and define the properties of Journal Reflection
matter. Research topics
Understand how elements are arranged Worksheets www.edhelper.com
on the Periodic Teacher observation www.billnye.com Comprehend information
Table of Elements. www.pbskids.com Organize ideas
Investigate how heating and cooling will
affect matter. www.kidsites.com Write lab and research reports
Compare and contrast chemical and www.primarygames.com
physical changes. Oral reports
Investigate what conditions will speed up www.sciencediscovery.com
or slow www.brainpop.com Precise measurement
down solubility. Collect, record and analyze data for
Computer Use and understand both the metric
Lab/ Journal book
Computer projector
Student/computer drawn webs, measurement systems.
Overhead projector
diagrams, charts, tables Reading maps
and graphs
Microscopes
Hands-on projects
Problem solving
Video
Critical Thinking
C. Forms of Energy: Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the understanding that,
for the most part, the natural world can be explained and is predictable.
Electrical energy can be transformed into heat, light or sound energy as well
What are ways energy can be transformed?
as energy of motion.
How does light travel?
Light travels in paths that are governed by waves.
How do we know that things have energy?

Light travels in a straight line until it interacts with an object or 5.2.6. C.1 Predict the path of reflected or refracted light using reflecting and refracting telescopes
material. Light can be absorbed, redirected, bounced back, or as examples.
allowed to pass through. The path of reflected or refracted light can
be predicted.
. Students will be able to: Smart Board (if available) Language Arts,
Describe the basic properties of waves.
. Describe how reflection, refraction, and diffraction
change a waves direction. Websites:
Experiment with various materials to show how
Research topics
light reacts when it interacts with matter. www.edhelper.com
Describe what determines the color of an opaque, www.billnye.com Comprehend information
transparent, or translucent object.
Explore how scientists use spectroscopes to
analyze light. www.kidsites.com Write lab and research reports
Describe how lenses are used in telescopes, www.primarygames.com
Oral reports
microscopes and cameras. www.sciencediscovery.com
Computer Use and understand both the metric
Lab/ Journal book
Computer projector
Student/computer drawn webs, diagrams, charts, tables measurement systems.
Overhead projector
Hands-on projects
Microscopes
Problem solving
Critical Thinking
Video
5TH GRADE SCIENCE
D. Energy Transfer and Conservation: The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they are transferred from
one object to another.
How can energy be transferred from one material to another? Electrical circuits provide a means of transferring electrical energy and can
produce heat, light, sound and magnetic effects.
What happens to a material when energy is transferred into it? Changes take place because of the transfer of energy.
The same basic laws govern the motion of all bodies, planets, stars, animals
How do we know that things have energy? and inanimate objects.

The flow of current in an electric circuit depends upon the 5.2.6. D.1 Use simple circuits involving batteries and motors to compare and predict the
components of the circuit and their arrangement, such as in series or current flow with different circuit arrangements
parallel. Electricity flowing through an electrical circuit produces
magnetic effects in the wires.
Understand how energy is Chapter Tests
transferred
. from one Rubrics
material to another. Observation Sheets. Websites:
Explore how an electric Journal Reflection
Research topics
current flows in an electric Worksheets www.edhelper.com
circuit. Teacher observation www.billnye.com Comprehend information
Know the two types of
electric circuits.
Understand are the four www.kidsites.com Write lab and research reports
parts of an electric circuit. www.primarygames.com
Oral reports
Learn how circuits are used www.sciencediscovery.com
in our everyday lives. www.brainpop.com Precise measurement
Activities:
Hands-on models
Critical Thinking
Video
5TH GRADE SCIENCE
E. Forces and Motion: It takes energy to change the motion of objects. The energy change is understood in terms of forces.

How do we know that an object has energy?
Energy is transferred to matter through force.
How does energy affect the motion of an object?
It takes force to change the motion of an object.
How would the universe be different if one or more laws of motion were
ignored? and inanimate objects

An objects position can be described by locating the object 5.2.6. E.1 Model and explain how the description of an objects motion from one observers
relative to other objects or a background. The description of an view may be different from a different observers view.
objects motion from one observers view may be different from that
reported from a different observers view.
.
Understand the difference between speed and velocity. Chapter Tests
Introduce the three types of motion. Rubrics
Explore
. how the distance between objects affects their Observation Sheets. Websites:
motion. Journal Reflection
Research topics
Demonstrate how force changes motion. Worksheets www.edhelper.com
Explain how energy is transferred to matter. Teacher observation www.billnye.com Comprehend information
Understand that the description of an objects motion
can be described in more than one way based on the
observers view of the object. www.kidsites.com Write lab and research reports
Oral reports
Activities: www.brainpop.com Precise measurement
Lab/ Journal book
Hands-on models tables, charts and graphs.
Observation using microscopes Computer Use and understand both the metric
and graphs Computer projector and U.S.Customary Unit of
Hands-on projects
Problem solving Overhead projector
Critical Thinking Reading maps
Microscopes
Video

The mass of an object affects the strength of the force needed to move it.
In what ways can force and their effects can be described, measured and
predicted? Strength of a force causes a change in motion.
How are magnets important to our world?
and inanimate objects.

Magnetic, electrical, and gravitational forces can act at a distance. 5.2.6. E.2 Describe the force between two magnets as the distance between them is changed.
.
.
Skills and Activities . @...@ ....
Technology/Materials Multi-disciplinary Connection(s)
Discuss the characteristics of magnetic objects Rubric Math & Social Studies:
Explore how the distances between objects affect Chapter tests
Portfolio Websites:
their motion. Worksheets Research topics
Know the difference between mass and weight. Teacher observation www.edhelper.com
www.billnye.com Comprehend information
Demonstrate different ways force affects an object.
Discuss the strength of energy. www.kidsites.com Write lab and research reports
Oral reports
Lab/ Journal book
Hands-on projects
Microscopes
Video
What is force and how does it work? The mass of an object affects the strength of the force needed to move it.
Strength of a force causes a change in motion.
In what ways can force and their effects can be described, measured and The same basic laws govern the motion of all bodies, planets, stars, animals
predicted? and inanimate objects

Friction is a force that acts to slow or stop the motion of objects. 5.2.6. E.3 Demonstrate and explain the frictional force acting on an object with the use of a
. physical model.

Examine the way friction affects Rubric
how objects move. Chapter tests
Learn how friction between Portfolio Websites:
moving objects can be increased Worksheets
Research topics
or decreased. Teacher observation www.edhelper.com
Explore how air resistance www.billnye.com Comprehend information
affects moving objects.
Participate in a demonstration to
show how friction works. www.kidsites.com Write lab and research reports
Identify examples of simple www.primarygames.com
Oral reports
machines. www.sciencediscovery.com
Activities:
Hands-on models
Student/computer drawn webs, diagrams, charts,
tables Overhead projector
Problem solving
What is force and how does it work? Solid objects of lesser density float on liquids of greater density.
In what ways can force and their effects can be described, measured and Density is the ratio of mass of a substance to its volume.
predicted? The same basic laws govern the motion of all bodies, planets, stars, animals
and inanimate objects.
Sinking and floating can be predicted using forces that depend on the 5.2.6. E.4 Predict if an object will sink or float using evidence and reasoning.
relative densities of objects and materials.

Have an understanding of density, volume and mass. Rubric
Explain and demonstrate how to measure the mass of Chapter tests
an object using a balance. Portfolio Websites:
Explain and demonstrate how to measure volume of an Worksheets
Research topics
object using water displacement. Teacher observation www.edhelper.com
Discuss characteristic of buoyant objects. www.billnye.com Comprehend information
Relate an objects density to whether or not it floats in
water.
www.kidsites.com Write lab and research reports
Oral reports
Activities: www.sciencediscovery.com
Experiments for topic being studied www.brainpop.com Precise measurement
Lab/ Journal book
Hands-on models
Student/computer drawn webs, diagrams, charts, tables Computer Use and understand both the metric
and graphs
Hands-on projects Computer projector and U.S.Customary Unit of
Problem solving
Critical Thinking Overhead projector
Reading maps
Microscopes
Video
STANDARD 5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and
interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be
modeled and predicted through the use of mathematics.
A. Organization and Development: Living systems are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of
molecules, which also carry out biological functions.
What do all living things have in common?
Mathematics is a tool used to model objects, events and
What is the importance of the relationship between living organisms and their relationships in the natural and designed world.
environment?
Organisms and their environments are interconnected.
How does structure relate to function in living systems?
How are living things classified?
Systems of the human body are interrelated and regulate the bodys 5.3.6. A.1 Model the interdependence of the human bodys major systems in regulating its
?
internal environment internal environment.
.
Explore similarities and differences among living things. Rubric
Describe and understand ecosystems and biotic Chapter tests
and abiotic factors. Portfolio Websites:
Explain how environment affects a species. Worksheets
Research topics
Construct models showing structures and function in living Teacher observation www.edhelper.com
things. www.billnye.com Comprehend information
Describe relationships among various organisms and
their environment.
Use specific tools to observe and compare organisms. www.kidsites.com Write lab and research reports
Classify by using properties www.primarygames.com
Oral reports
Describe and compare life cycles of humans and www.sciencediscovery.com
other organisms. www.brainpop.com Precise measurement
Explain how energy flows in webs and food chains.
Identify the role of producers, consumers and decomposers
in an ecosystem. tables, charts and graphs.
Activities: Computer Use and understand both the metric
Lab/ Journal book Computer projector and U.S.Customary Unit of
Hands-on models
Observation using microscopes Overhead projector
Student/computer drawn webs, diagrams, charts, tables Reading maps
and graphs Microscopes
Hands-on projects
Problem solving Video
Critical Thinking
A. Organization and Development: Living systems are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of
molecules, which also carry out biological functions.
How are living things interdependent?
How does an organisms unique structure allow it to survive in its particular Mathematics is a tool used to model objects, events and
habitat? relationships in the natural and designed world.
How are cells of various organisms alike and different? Organisms and their environments are interconnected.
How are livings things classified?
Essential functions of plants and animal cells are carried out by 5.3.6. A.2 Model and explain ways in which organelles work together to meet the cells
organelles needs

Describe the differences between plant and animal cells. Rubric
Use specific tools to observe and compare organisms. Chapter tests
Create models of systems and explain their function. Portfolio Websites:
Describe and compare life cycles of humans and other Worksheets
Research topics
organisms. Teacher observation www.edhelper.com
Identify cell parts and make a chart/model. www.billnye.com Comprehend information
Identify and describe structure and function of a cell and
its parts.
Compare/contrast the types of organelles found within www.kidsites.com Write lab and research reports
plant and animal cells www.primarygames.com
Oral reports
Activities: www.sciencediscovery.com
Experiments for topic being studied www.brainpop.com Precise measurement
Lab/ Journal book
Hands-on models
Student/computer drawn webs, diagrams, charts, tables Computer Use and understand both the metric
and graphs
Hands-on projects Computer projector and U.S.Customary Unit of
Problem solving
Critical Thinking Overhead projector
Reading maps
Microscopes
Video
B. Matter and Energy Transformations: Food is required for energy and building cellular materials. Organisms in an ecosystem have different ways of
obtaining food, and some organisms obtain their food directly from other organisms.
How is matter and energy transformed in living systems? All organisms transfer matter and convert energy from one form to another.
What is an ecosystem?
What effects the development of an ecosystem? All organisms live in ecosystems where they depend on each other and the
How are living things classified? natural resources of the environment.
Plants are producers: They use the energy from light to make food 5.3.6. B.1 .
Describe the sources of the reactants of photosynthesis and trace the pathway to
(sugar) from carbon dioxide and water. Plants are used as a source the products.
of food (energy) for other organisms.
Understand and model the parts of a Rubric
plant. Chapter tests
Compare/contrast vascular and non- Portfolio Websites:
vascular plants. Worksheets
Research topics
Explain how environment can affect a Teacher observation www.edhelper.com
species. www.billnye.com Comprehend information
Identify physical features of plants and
animals that help survive in different
environments. www.kidsites.com Write lab and research reports
Explain how energy flows in webs and www.primarygames.com
Oral reports
food chains. www.sciencediscovery.com
Understand photosynthesis and how www.brainpop.com Precise measurement
plants make food.
Lab/ Journal book
Problem solving
How are living things classified? natural resources of the environment.
All animals, including humans, are consumers that meet their 5.3.6.B.2 .Illustrate the flow of energy (food) through a community.
energy needs by eating other organisms or their products. .
.
Identify the role of producers Rubric
consumers and decomposers in an Chapter tests
ecosystem. Portfolio Websites:
Explain how energy flows in webs and Worksheets
Research topics
food chains. Teacher www.edhelper.com
Model the food chain for various observation www.billnye.com Comprehend information
species.
Describe relationships among various
organisms and www.kidsites.com Write lab and research reports
their environment. www.primarygames.com
Oral reports
Lab/ Journal book
Hands-on projects
Microscopes
Video
5 STANDARD 5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and

natural resources of the environment
How canhuman
Various changeactivities
in one part of changed
have an ecosystem change of
the capacity thethe
other parts of5.3.6.C.1
the .Explain the impact of meeting human needs and wants on local and global
ecosystem?
environment to support some life forms. environments.
. .
Skills and Activities . Technology/Materials Multi-disciplinary Connection(s)
Understand how humans can impact an environment. Rubric
Describe relationships among various organisms Chapter tests
in their environment. Portfolio Websites:
Explain how as one part of an ecosystem changes it Worksheets
Research topics
impacts the other parts. Teacher www.edhelper.com
observation www.billnye.com Comprehend information
Activities: www.kidsites.com Write lab and research reports
Lab/ Journal book Oral reports
Hands-on models www.sciencediscovery.com
Student/computer drawn webs, diagrams, charts, tables Collect, record and analyze data for
and graphs
Hands-on projects
Problem solving Computer Use and understand both the metric
Critical Thinking
Computer projector and U.S.Customary Unit of
Overhead projector
Reading maps
Microscopes
Video

The number of organisms and populations an ecosystem can support 5.3.6.C.2 .
Predict the impact that altering biotic and abiotic factors has on an
How canon
depends change in one
the biotic part of an
resources ecosystem
available andchange the factors,
on abiotic other parts of the
ecosystem.
ecosystem?
such as quantities of light and water, range of temperatures, and soil
composition.
How can change in one part of an ecosystem change the other parts of the
ecosystem? Skills and Activities Technology/Materials Multi-disciplinary Connection(s)
Define and understand biotic and abiotic. Rubric
Understand how the environment affects Chapter tests
organisms and populations in an ecosystem. Portfolio Websites:
Describe and model the interdependence of Worksheets
Research topics
systems within an ecosystem. Teacher www.edhelper.com
Describe and compare and model life cycles of humans and observation www.billnye.com Comprehend information
other
organisms.
Identify habitats and niches and how they are www.kidsites.com Write lab and research reports
related. www.primarygames.com
Oral reports
. www.sciencediscovery.com
Lab/ Journal book
Problem solving

All organisms cause changes in the ecosystem in which they live. If 5.3.6.C.3 .Describe how one population of organisms may affect other plants
Howchange
this reduces
can change another
in one part organisms accesschange
of an ecosystem to resources, that
the other parts of the
and/or animals in the ecosystem.
ecosystem?
organism may move to another location or die.
Define and understand biotic and abiotic. Rubric
Understand how the environment affects Chapter tests
organisms and populations in an ecosystem. Portfolio Websites:
Describe and model the interdependence of Worksheets
Research topics
systems within an ecosystem. Teacher observation www.edhelper.com
Describe and compare and model life cycles of humans www.billnye.com Comprehend information
and other organisms.
Identify habitats and niches and how they are
related. www.kidsites.com Write lab and research reports
Activities: www.primarygames.com
Oral reports
Experiments for topic being studied www.sciencediscovery.com
Lab/ Journal book www.brainpop.com Precise measurement
Hands-on models
Observation using microscopes Computer
Student/computer drawn webs, diagrams, charts, tables tables, charts and graphs.
and graphs Computer projector Use and understand both the metric
Hands-on projects
Problem solving Overhead projector and U.S.Customary Unit of
Critical Thinking
Microscopes
Reading maps
Video
D. Heredity and Reproduction: Organisms reproduce, develop, and have predictable life cycles. Organisms contain genetic information that influences their traits,
and they pass this on to their offspring during reproduction.
How are traits in organisms passed from one generation to another? Hereditary information is contained in genes located in the chromosomes of each
What is the difference between acquired and inherited characteristics? cell.
How do animals grow and reproduce? Humans can alter the living and non-living factors within an ecosystem, thereby
creating changes in the overall system.
Reproduction is essential to the continuation of every species. 5.3.6.D.1 .Predict the long-term effect of interference with normal patterns of reproduction.
ecosystem?
How can change
Students will beinable
oneto:
part of an ecosystem change the Assessments:
other parts of the Smart Board (if available) Language Arts,
ecosystem? reproduction and its importance within our Rubric
Understand
world. Chapter tests
Use specific tools to observe and compare. Portfolio Websites:
Identify traits that plants and animals inherit from Worksheets
Research topics
parents and those they acquire from the environment. Teacher observation www.edhelper.com
Identify physical features of plants and animals that www.billnye.com Comprehend information
help them survive in
different environments.
Understand how genes and chromosomes play an www.kidsites.com Write lab and research reports
important role in heredity. www.primarygames.com
Oral reports
Understand dominate and recessive genes. www.sciencediscovery.com
Understand the difference between acquired and www.brainpop.com Precise measurement
inherited characteristics.
Computer
Activities: Computer projector Use and understand both the metric
Lab/ Journal book Overhead projector and U.S.Customary Unit of
Hands-on models
and graphs Video
Hands-on projects
Problem solving
Critical Thinking
5TH GRADE SCIENCE
Variations exist among organisms of the same generation (e.g., 5.3.6.D.2 .Explain how knowledge of inherited variations within and between generations is
How can and
siblings) change in one part
of different of an ecosystem
generations change
(e.g., parent the other parts of the
to offspring) applied to farming and animal breeding.
ecosystem?
How can change
oneto:
part of an ecosystem change the other parts of the
Assessments: Smart Board (if available) Language Arts,
ecosystem? reproduction and its importance within our Rubric
Understand
Identify traits that plants and animals inherit from Worksheets
Research topics
parents and those they Teacher observation www.edhelper.com
acquire from the environment. www.billnye.com Comprehend information
Identify physical features of plants and animals that help
them survive in
different environments. www.kidsites.com Write lab and research reports
Understand how genes and chromosomes play an www.primarygames.com
Oral reports
important role in heredity. www.sciencediscovery.com
Understand dominate and recessive genes. www.brainpop.com Precise measurement
Understand the difference between acquired and
inherited characteristics. Computer
Activities: Computer projector Use and understand both the metric
Lab/ Journal book Overhead projector and U.S.Customary Unit of
Hands-on models
and graphs Video
Hands-on projects
Problem solving
Critical Thinking
Traits such as eye color in human beings or fruit/flower color in 5.3.6.D.3 .Distinguish between inherited and acquired traits/characteristics.
How
plantscan
arechange in one part of an ecosystem change the other parts of the
inherited. .
ecosystem?
How can change
oneto:
part of an ecosystem change the other parts of the
Assessments: Smart Board (if available) Language Arts,
ecosystem? reproduction and its importance within our
Understand Rubric
Identify traits that plants and animals inherit from parents Worksheets
Research topics
and those they Teacher observation www.edhelper.com
acquire from the environment. www.billnye.com Comprehend information
Identify physical features of plants and animals that help
them survive in
different environments. www.kidsites.com Write lab and research reports
Understand how genes and chromosomes play an www.primarygames.com
Oral reports
important role in heredity. www.sciencediscovery.com
Understand dominate and recessive genes. www.brainpop.com Precise measurement
Understand the difference between acquired and inherited
characteristics. Computer
Computer projector Use and understand both the metric
Overhead projector and U.S.Customary Unit of

Activities:
Experiments for topic being studied measurement systems.
Reading maps
Hands-on models
Observation using microscopes Video
and graphs
Hands-on projects
Problem solving
Critical Thinking
E. Evolution and Diversity: Sometimes, differences between organisms of the same kind provide advantages for surviving and reproducing in different
environments. These selective differences may lead to dramatic changes in characteristics of organisms in a population over extremely long periods of time.
What is the importance of the relationship between living organisms and their Organisms and their environment are interconnected.
environment? All organisms live in ecosystems where they depend on each other and the natural
How does structure relate to function in living systems? resources of the environment.
How can a change in environment affect an organism or entire species?
How are living
Changes things classified?
in environmental conditions can affect the survival of 5.3.6.E.1 Describe the impact on the survival of species during specific times in geologic
individual organisms and entire species. history when environmental conditions changed.
How can change
Understand how ainchange
one part
inof
theanenvironment
ecosystem change
can the other parts of the
Rubric
ecosystem? Math & Social Studies:
affect an organism or Chapter tests
species. Portfolio Websites:
Explain how systems depend on everything around Worksheets
Research topics
them. Teacher observation www.edhelper.com
Model interdependence within an environment. www.billnye.com Comprehend information
Discuss positive and negative effects of a change in
environment.
Understand how organisms adapt to their www.kidsites.com Write lab and research reports
environment www.primarygames.com
Oral reports
Activities: Collect, record and analyze data for
Experiments for topic being studied Computer
Lab/ Journal book
Hands-on models Computer projector Use and understand both the metric
Overhead projector and U.S.Customary Unit of
Student/computer drawn webs, diagrams, charts,
tables measurement systems.
and graphs Microscopes
Reading maps
Hands-on projects
Problem solving Video
Critical Thinking
GRADE 6
EARTH SCIENCE
6th Grade Science
Expand upon prior knowledge of using the Scientific Assessments: Websites: Math
Method for inquiry Rubric www.glencoe.com Converting
Conduct classroom experiments Chapter tests www.unitedstreaming.com Creating graphs
Promote at home projects to better understanding and Portfolio www.edhelper.com Measuring
foster learning Worksheets Calculations
Learn fundamental concepts, principles, theories, and Teacher observation Computer Collecting and analyzing data
models.
Then, build organized and meaningful conceptual Computer projector
Language Arts
structures that incorporate these concepts, principles and
Overhead projector Writing formal and informal labs
theories.
Writing Journals
Then, use these relationships to revise claims and to
discuss alternative explanations. Microscopes Reading
Activities: Reading informational text
Thermometer Lab Video on Temperature
Lab/ Journal book Research topics
Draw a poster showing steps of the Scientific Theory Comprehend information
Hands-on models Organize ideas
Observation using microscopes Write lab and research reports.
Student/computer drawn webs, diagrams, charts, tables Oral reports
and graphs Precise measurement
Problem Solving Collect, record and analyze
Critical thinking data for tables, charts
Research Projects and graphs.
Foldable for Journal Book Use and understand both the metric
and U.S. Customary Unit systems
of measurement.
Reading maps
EAST RUTHERFORD BOARD OF EDUCATION
6th GRADE SCIENCE
Predictions and explanations are revised based on systematic 5.1.8.A.3 Use scientific principles and models to frame and synthesize scientific
observations, accurate measurements, and structured arguments and pose theories.
data/evidence.
Expand upon prior knowledge of using the Scientific Assessments: Websites: Language Arts,
Method for inquiry Rubrics www.glencoe.com Math & Social
Conduct classroom experiments Chapter tests www.unitedstreaming.com Studies:
Promote at home projects to better understanding and Portfolio www.edhelper.com
foster learning
Worksheets Research topics
Evaluate the strengths of arguments based on the evidence
Teacher observation
presented.
Comprehend information
Critique scientific arguments by considering the quality of
the experimental design and data.
Organize ideas
Activities:
Metric & U.S. Customary Unit Lab
Lab/ Journal book
reports
Comparison chart on Metric and U.S. Customary Units
Hands-on models
Oral reports
and graphs
Precise measurement
Problem Solving
Critical thinking
Collect, record and analyze data
Foldable for Journal
for tables, charts and graphs.

metric and U.S. Customary Unit
systems of measurement.
Reading maps
6TH GRADE SCIENCE
Student will be able to: Assessments: Websites: Language Arts,
Rubrics www.glencoe.com
Given a situation, students will be able to form a Chapter tests www.unitedstreaming.com
question to be answered by an experiment. Portfolio www.edhelper.com
Predict several possible outcomes and choose one as Worksheets
Research topics
the hypothesis. Teacher observation Computer
Design an experiment to test their question including Comprehend information
all the steps of the scientific process. Computer projector
Organize ideas
Support explanations using data collected.
Make changes and revisions as needed, based on Overhead projector Write lab and research
observation and data.
reports
Identify the variable. Microscopes
Organize data and evidence. Oral reports
Communicate procedures and results of investigation Video on Famous Scientists
Precise measurement
using oral presentation, tables, graphs, charts,
webs, diagrams, technology and writing. Collect, record and analyze data for
Activities:
Use and understand both the metric
Apple Freshness Lab
and U.S. Customary Unit of
Lab/ Journal book
Hands-on models measurement systems.
Reading maps
and graphs
Problem Solving & Critical Thinking
Research Project on a Scientist of Choice
6TH GRADE SCIENCE
Mathematics and Technology/Materials are used to gather, 5.1.8.B.2 Gather, evaluate, and represent evidence using scientific tools, technologies,
analyze, and communicate results, and computational strategies.
Rubric www.glencoe.com
Design an experiment to test their question including Chapter tests www.unitedstreaming.com
all the steps of the scientific process. Portfolio www.edhelper.com
Predict several possible outcomes and choose one as Worksheets
Research topics
the hypothesis. Teacher observation
Support explanations using data collected. Lab evaluation sheets Computer Comprehend information
Make changes and revisions, as needed, based on
Organize ideas
observation and data Computer projector
Identify variable and characteristics. Write lab and research
Create a list of appropriate material, tools, and Overhead projector
Reports
techniques needed.
Handle evidence carefully to collect data safely. Microscopes Oral reports
Precise measurement
Use appropriate models. Video on How Crystals Form
Analyze whether evidence supports proposed Collect, record and analyze data for
Communicate procedures and results of investigation tables, charts and graphs.
using oral presentation, tables, graphs, charts, Use and understand both the metric and
webs, diagrams, technology and writing.
U.S. Customary Unit of measurement
Activities: systems.
Reading maps
Crystal & Rock Candy Labs
Lab/ Journal book
Hands-on models
and graphs
Hands-on projects
Problem Solving & Critical Thinking
6TH GRADE SCIENCE
Carefully collected evidence is used to construct and defend 5.1.8.B.3 Use qualitative and quantitative evidence to develop evidence-based arguments.
arguments.
Promote at home projects to better understanding and foster Portfolio www.edhelper.com Measuring
learning Calculations
Worksheets
Make claims based on the available qualitative and Collecting and analyzing data
Teacher observation
quantitative evidence.
Cite evidence and explain the reasoning for a claim.
Use data representations to communicate findings. Language Arts
Writing formal and informal labs
Activities: Writing Journals
Lab/ Journal book Reading
Hands-on models Reading informational text
and graphs
Hands-on projects
Problem solving
Critical Thinking
6TH GRADE SCIENCE
Scientific reasoning is used to support scientific conclusions. 5.1.8.B.4 Use quality controls to examine data sets and to examine evidence as a means of
generating and reviewing explanations.
Expand upon prior knowledge of using the Scientific Method Assessments: Websites: Math
for inquiry Rubric www.glencoe.com Converting
Evaluate the quality of the available data. Worksheets
Teacher Collecting and analyzing data
Justify claims with connections to other fundamental
observation
concepts and principles.
Use evidence and data to support both a claim and the Language Arts
reasoning behind a scientific argument. Writing formal and informal labs
and graphs
Hands-on projects
Problem solving
Critical Thinking
6TH GRADE SCIENCE
and principles are refined as new evidence is considered. refined.
Method for inquiry Rubrisc www.glencoe.com Converting
foster learning Calculations
Monitor and reflect on their ideas as those ideas change Worksheets
Teacher observation Collecting and analyzing data
over time.
Extend investigations beyond inquiry and practice
modeling, organizing observations, and historical Language Arts
reconstructions. Writing formal and informal labs
Search for core explanations and connections between Writing Journals
fundamental concepts and principles as they develop
their understandings. Reading
Reading informational text
Activities:
Lab/ Journal book
Hands-on models
and graphs
Hands-on projects
Problem solving
Critical Thinking
6TH GRADE SCIENCE
Predictions and explanations are revised to account more 5.1.8.C.2 Revise predictions or explanations on the basis of discovering new evidence,
completely for available evidence. learning new information, or using models.
Worksheets
Engage in evidence-based arguments as they explore and Collecting and analyzing data
refine predictions or explanations. Teacher
observation
Explore the reasoning for multiple interpretations for the same
phenomenon. Language Arts
Justify, citing evidence and reasoning, the revision of Writing formal and informal labs
explanations or predictions. Writing Journals
Activities:
Experiments for topic being studied Reading
Lab/ Journal book Reading informational text
Hands-on models
and graphs
Hands-on projects
Problem solving
Critical Thinking
Science is a practice in which an established body of 5.1.8.C.3 Generate new and productive questions to evaluate and refine core
knowledge is continually revised, refined, and extended. explanations.
Worksheets
Collaborate with peers to generate new questions and Collecting and analyzing data
Teacher observation
investigations to explore cause-and-effect relationships.
Create multiple representations of the results of an
investigation. Language Arts
Move confidently between multiple forms of Writing formal and informal labs
representations (e.g., graph, chart, data table). Writing Journals
Activities:
Hands-on models
and graphs
Hands-on projects
Problem solving
Critical Thinking
Science involves practicing productive social interactions with 5.1.8.D.1 Engage in multiple forms of discussion in order to process, make sense of, and
peers, such as partner talk, whole-group discussions, and small- learn from others ideas, observations, and experiences.
group work.
Worksheets
Engage in productive conversations with their peers. Collecting and analyzing data
Teacher observation
Use partner talk, whole-group discussions, and small group
work in order to learn from other others ideas.
Engage in multiple modes of communication such as Language Arts
speech, print, and electronic. Writing formal and informal labs
and graphs
Hands-on projects
Problem solving
Critical Thinking
6TH GRADE SCIENCE
In order to determine which arguments and explanations are 5.1.8.D.2 Engage in productive scientific discussion practices during conversations with
most persuasive, communities of learners work collaboratively peers, both face-to-face and virtually, in the context of scientific investigations
to pose, refine, and evaluate questions, investigations, models, and model-building.
and theories (e.g., argumentation, representation, visualization,
etc.).
Worksheets
Pose, refine, and evaluate questions, investigations, Collecting and analyzing data
Teacher observation
models, and theories collaboratively (e.g., argumentation,
representation, visualization, etc.).
Engage in evidence-based scientific arguments. Language Arts
Persuade peers of the validity of ones own ideas and the Writing formal and informal labs
ideas of others. Writing Journals
Activities:
Hands-on models
and graphs
Hands-on projects
Problem solving
Critical Thinking
6TH GRADE SCIENCE
Instruments of measurement can be used to safely gather 5.1.8.D.3 Demonstrate how to safely use tools, instruments, and supplies.
accurate information for making scientific comparisons of
objects and events.
Worksheets
Demonstrate understanding of safe and accurate measurement Collecting and analyzing data
Teacher
in the context of an investigation.
observation
Take proactive measures to insure their personal safety and the
safety of their peers. Language Arts
Demonstrate an individual sense of responsibility and good Writing formal and informal labs
habits for safety. Writing Journals
Activities: Reading
Experiments for topic being studied Reading informational text
Lab/ Journal book
Hands-on models
and graphs
Hands-on projects
Problem solving
Critical Thinking
6TH GRADE SCIENCE
Expand upon prior knowledge of using the Scientific Method for Assessments: Websites: Math
inquiry Rubric www.glencoe.com Converting
Worksheets
Investigate potential health hazards such as E Coli, dander, or Collecting and analyzing data
Teacher
other allergens prior to bringing them into the classroom.
Demonstrate knowledge about the care of organisms so that observation
both students and specimens stay safe and healthy during all Language Arts
activities. Writing formal and informal labs
Follow local, state, and national laws, policies, and regulations Writing Journals
when live organisms are included in classroom activities.
Engage in research and discussions about the ethical questions Reading
regarding the use of organisms in instruction. Reading informational text
Activities:
Lab/ Journal book
Hands-on models
and graphs
Hands-on projects
Problem solving
Critical Thinking
6TH GRADE SCIENCE
5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-
A. Objects in the Universe: Our universe has been expanding and evolving for 13.7 billion years under the influence of gravitational and nuclear forces. As
gravity governs its expansion, organizational patterns, and the movement of celestial bodies, nuclear forces within stars govern its evolution through the
processes of stellar birth and death. These same processes governed the formation of our solar system 4.6 billion years ago.
What predictable, observable patterns occur as a result of the interactions Observable, predictable patterns of movement in the Sun, Earth and Moon
between the Earth, Moon and Sun? What causes these patterns? Is occur because of gravitational interaction and energy from the sun. The
there order to the Universe? universe is composed of solar systems having the same elements governed by the
same laws.

The height of the path of the Sun in the sky and the length 5.4.6.A.1 Generate and analyze evidence (through simulations) that the Suns apparent
of a shadow change over the course of a year. motion across the sky changes over the course of a year.
Skills and Activities Technology/Materials/Materi Multi-disciplinary Connection(s)
Assessments: Glencoe Software: PowerPointals Math
Draw models of the suns pathway in New Jersey for Rubric Sites: Convert Units
all of the seasons. (foldable with notes if needed) Chapter tests http://astro.unl.edu/naap/motion1/motion1. Interpret Graphs
Portfolio html
Glencoe Textbook: Chapter 20 Lesson 1 Language Arts
Worksheets www.brainpop.com
Teacher www.unitedstreaming.com Writing formal and informal labs
Skills Practice: How does Earths tilted rotation Writing Journals
observation www.edhelper.com
axis affect the seasons? Pg. 733
Foldable rubric www.enchantedlearning.com
Reading
Materials: Reading informational text
Foam ball
Foam cup
Skewers
Tape
Flashlight
Computer
Projector
Globe
6TH GRADE SCIENCE
between the Earth, Moon and Sun? What causes these patterns? Is there occur because of gravitational interaction and energy from the sun. The
order to the Universe? universe is composed of solar systems having the same elements governed by
the same laws.

Earths position relative to the Sun, and the 5.4.6.A.2 Construct and evaluate models demonstrating the rotation of Earth
rotation of Earth on its axis, result in patterns and on its axis and the orbit of Earth around the Sun.
cycles that define time units of days and years.
Assessments: Glencoe Software: PowerPoint Math
Glencoe Textbook: Chapter 20 Lesson 1 Rubric Convert Units
Chapter tests Interpret Graphs
Sites:
Portfolio
www.brainpop.com Language Arts
Demonstrate with a globe and flashlight why there is Worksheets
www.unitedstreaming.com Writing formal and informal labs
day and night. Teacher
www.edhelper.com Writing Journals
observation
Launch Lab: Does Earths shape affect temperatures Materials: Reading
on Earths surface? Pg. 725 Globe Reading informational text
Spherical Ball
Foam Cup
Skills Practice: How does Earths tilted rotation axis Tape
affect the seasons? Pg. 733 Skewers
Flashlight
Computer
Projector
between the Earth, Moon and Sun? What causes these patterns? Is occur because of gravitational interaction and energy from the sun. The
there order to the Universe? universe is composed of solar systems having the same elements governed by the
same laws.

The Suns gravity holds planets and other objects in the solar 5.4.6.A.3 Predict what would happen to an orbiting object if gravity were increased,
system in orbit, and planets gravity holds moons in orbit. decreased, or taken away.
Skills and Activities Technology/Materials Multi-disciplinary
Glencoe Textbook: Chapter 20 Lesson 1 Assessments: Glencoe Software: PowerPoint Math Connection(s)
Rubric Interpret Graphs
Mini Lab: What keeps Earth in orbit? pg. 726 Chapter tests
Portfolio Sites: Language Arts
Glencoe Textbook: Chapter 21 Lesson 1 Worksheets http://www.teachersdomain.org/resource/phy03.sci.pWriting formal and informal
Teacher labs
hys.mfe.gravity/)
Compare the experience of gravity on Earth with that of observation Writing Journals
www.brainpop.com
the astronauts' perceived weightlessness in space. www.unitedstreaming.com Reading
www.edhelper.com Reading informational text
Model the relationships (basic Newtonian mechanics) www.enchantedlearning.com
between the orbiting motions of the planets around the Materials: Social Studies
Sun, and moons around the planets.
String History of planets and Greek names
Washer
Computer
Projector
the same laws.

The Sun is the central and most massive body in our solar 5.4.6.A.4 Compare and contrast the major physical characteristics (including size and
system, which includes eight planets and their moons, dwarf scale) of solar system objects using evidence in the form of data tables and
planets, asteroids, and comets. photographs.
Glencoe Textbook: Chapter 21 Lessons 1-4 Assessments: Math
Modeling the solar system: TE pg. 763 Rubric Glencoe Software: PowerPoint Interpret Graphs
Mini Lab: How can you model the inner planets? pg. 772 Chapter tests Sites: Visualize distances
Create foldable of inner planets and foldable of outer planets Portfolio NASA.org Model correct size and distance of
with facts about each Worksheets planets
www.brainpop.com
Memorize fun saying to remember planet order My very Teacher www.unitedstreaming.com Language Arts
educated mother just served up nachos observation www.edhelper.com Research planet facts
Launch Lab: How do we see distance in the solar system? pg. www.enchantedlearning.com Compare and Contrast
777 Materials:
Create two scale models of the solar system- one for size of
objects, and one for distance to the sun. Discuss the
Index cards Reading
complications in making one model for both size and distance. Rulers
Use online resources, such as those from NASA, to develop a Clay Social Studies
table of comparing characteristics of the planets. Use the details Markers/crayons History of planets and Greek names
of this table to define the patterns in the characteristics of
objects in the solar system. Meter stick
flashlight
B. History of Earth: From the time that Earth formed from a nebula 4.6 billion years ago, it has been evolving as a result of geologic, biological, physical,
and chemical processes.
What predictable, observable patterns occur as a result of the interactions Observable, predictable patterns of movement in the Sun, Earth and
between the Earth, Moon and Sun? What causes these patterns? Is there Moon occur because of gravitational interaction and energy from the
order to the Universe? sun. The universe is composed of solar systems having the same elements
governed by the same laws.
Successive layers of sedimentary rock and the fossils 5.4.6.B.1 Interpret a representation of a rock layer sequence to
contained in them tell the factual story of the age, history, establish oldest and youngest layers, geologic events, and
changing life forms, and geology of Earth.
changing life forms.
Skills and Activities Technology/Materials/ Multi-disciplinary Connection(s)
Glencoe Textbook: Chapter 4 Lesson 3, Chapter 7 Assessments: Materials Math
Rubric Glencoe Software: PowerPoint Interpret Graphs
Lesson 1, and Chapter 10 Lessons 1-3
Chapter tests Create Labs
Mini Lab: How is a fossil a clue? pg. 328 Portfolio
Sites: Calculate ages
Mini Lab: Cab you model rock layers? pg. 339 www.learner.org/interactive
Skills Practice: Can you correlate rock formation? Teacher Language Arts
www.unitedstreaming.com Writing Labs
pg. 343 observation www.edhelper.com
Launch Lab: How can you describe your age? pg. www.enchantedlearning.com Reading
345 Materials: Reading informational text
Observe the sediment types and sizes in samples of Sedimentary Rocks
Large paper bag Social Studies
sedimentary rocks using hand lenses, and infer the
Clay Understanding where our past
environment and origin in which these sediments Small objects originates.
accumulated. Index cards
Given a sequence of sedimentary rock layers along Crayons/Markers
with the fossils contained in them, write a story Computer
about how the geology of the location in which Projector
this sequence was found changed over the time
represented in the sequence. Cite evidence in the
sequence to support the story.
B. History of Earth: From the time that Earth formed from a nebula 4.6 billion years ago, it has been evolving as a result of geologic, biological, physical, and
chemical processes.
the same laws.
Earths current structure has been influenced by both 5.4.6.B.2 Examine Earths surface features and identify those created on a scale of human
sporadic and gradual events. Changes caused by earthquakes life or on a geologic time scale.
and volcanic eruptions can be observed on a human time
scale, but many geological processes, such as mountain
building and the shifting of continents, are observed on a
geologic time scale.
Launch Lab: Can you put together a peel puzzle? Pg. 217 Rubric Glencoe Software: PowerPoint Interpret Graphs
Mini Lab: Can you use clues to put puzzle pieces together? Chapter tests Create Labs
Sites: Calculate ages
Pg. 221 Portfolio www.glencoe.com
Skill Practice: How do rocks on the seafloor vary with age Worksheets www.brainpop.com
away from a mid-ocean ridge? Pg. 231 Teacher Language Arts
Plot earthquake and volcanic eruption data from the past 25 observation www.edhelper.com
years and assess for patterns in volcanism and earthquakes www.enchantedlearning.com Reading
Using images and data, classify volcanoes by their Materials: Reading informational text
characteristics, and provide global examples including
Orange
information on their latest eruption and resulting destruction
Scissors
Identify characteristics of historic earthquakes, including
their location, magnitude, and resulting destruction Newspapers/Magazines
Using images of landforms and examples of the destructive Yogurt
forces of earthquakes, volcanoes, and landslides, classify the Computer
images into sporadic and gradual events. In the case of the Overhead Projector
landforms, infer which Earth processes created those
landforms
B. History of Earth: From the time that Earth formed from a nebula 4.6 billion years ago, it has been evolving as a result of geologic, biological, physical, and
chemical processes.
the same laws.
Moving water, wind, and ice continually shape Earths 5.4.6.B.3 Determine if landforms were created by processes of erosion (e.g., wind, water,
surface by eroding rock and soil in some areas and depositing and/or ice) based on evidence in pictures, video, and/or maps.
them in other areas.
Assessments:
Glencoe Textbook: Chapter 6 Lessons 1- Rubric Glencoe Software: PowerPoint Language Arts
Chapter tests Writing Labs
Sites:
Launch Lab: How do water and wind shape Earth? Pg. Portfolio www.glencoe.com
187 Worksheets Reading
www.brainpop.com Reading informational text
Teacher www.unitedstreaming.com
Launch Lab: How does a moving glacier shape Earths observation www.edhelper.com
Surface? Pg. 196
Inquiry Lab: Avoiding a Landslide. Pg 202
Construct a model of the role of running water in moving Materials:
Earth materials using a stream table with sand or other Aluminum pan
similar materials. Repeat this modeling process to Dirt
demonstrate how glaciers can change the landscape, and Gravel
how wave action can move sand on beaches Ice cube
Computer
Investigate the local area for examples of how moving Projector
water, wind, and ice have changed the area using research
from the NJ Geologic Survey or NJ Department of
Environmental Protection.
C. Properties of Earth Materials: Earths composition is unique, is related to the origin of our solar system, and provides us with the raw resources needed to
sustain life.
the same laws.
Soil attributes/properties affect the soils ability to support 5.4.6.C.1 Predict the types of ecosystems that unknown soil samples could support
animal life and grow plants. based on soil properties.

Assessments: Math
Glencoe Textbook: Chapter 5 Lessons 2-3 Rubric Glencoe Software: PowerPoint Interpret graphs
Chapter tests Sites
Create foldable of what soil is made of and how it can be used Portfolio www.glencoe.com Language Arts
Worksheets Writing Labs
www.brainpop.com
Determine what soil can be valuable and which is not Teacher www.unitedstreaming.com
Design, construct, and test a model of a method to reduce Reading
observation www.edhelper.com Reading informational text
soil erosion on a small slope. Cite the strengths and
limitations in applying this model to a large scale farm.
Materials:
Computer
Understand the effects of erosion on farmland
Projector
soil
sustain life.
the same laws.
The rock cycle is a model of creation and transformation of 5.4.6.C.2 Distinguish physical properties of sedimentary, igneous, or metamorphic rocks
rocks from one form (sedimentary, igneous, or metamorphic) and explain how one kind of rock could eventually become a different kind of
to another. Rock families are determined by the origin and rock.
transformations of the rock.
Mini Lab: Can you model the rock cycle? Pg. 115 Rubric Glencoe Software: PowerPoint Understanding charts
Inquiry Lab: Identify the type of rock. Pg 138 Chapter tests www.glencoe.com percentages
Use hand samples of igneous, metamorphic, and Portfolio www.brainpop.com
sedimentary rocks and classify them by each family, within Worksheets www.unitedstreaming.com Language Arts
www.edhelper.com Writing Labs
each family, and by characteristics. Teacher
Draw a model of the rock cycle that demonstrates the observation www.enchantedlearning.com
Reading
mechanisms behind how each family of rock can eventually Lab evaluation Materials:
become a different kind of rock. Identify the strengths and Model Coins
limitations of the model. evaluation Crayons Social Studies
Foil Understanding where our past
Beaker originates.
Tongs
Paper Towel
Iron
Computer
Projector
Dropper
sustain life.
the same laws.
Rocks and rock formations contain evidence that tell a story 5.4.6.C.3 Deduce the story of the tectonic conditions and erosion forces that created
about their past. The story is dependent on the minerals, sample rocks or rock formations.
materials, tectonic conditions, and erosion forces that created
them.
Glencoe Textbook: Chapter 4 Lessons 1-4 Assessments: Glencoe Software: PowerPoint Math
Mini Lab: Can you model the rock cycle? Pg. 115 Rubric Understanding charts
Inquiry Lab: Identify the type of rock. Pg 138 Chapter tests Sites: percentages
Use hand samples of igneous, metamorphic, and Portfolio www.glencoe.com
sedimentary rocks and classify them by each family, within Worksheets www.brainpop.com Language Arts
each family, and by characteristics. Teacher
Draw a model of the rock cycle that demonstrates the observation www.edhelper.com
Reading
mechanisms behind how each family of rock can www.enchantedlearning.com
eventually become a different kind of rock. Identify the Materials:
strengths and limitations of the model. Coins
Social Studies
Crayons Understanding where our past
Paper Towels originates.
Foil
Beaker
Iron
Computer
Projector
Metamorphic rock
Dropper
6TH GRADE SCIENCE
D. Tectonics: The theory of plate tectonics provides a framework for understanding the dynamic processes within and on Earth.
the same laws.
Lithospheric plates consisting of continents and ocean floors 5.4.6.D.1 Apply understanding of the motion of lithospheric plates to explain why the
move in response to movements in the mantle. Pacific Rim is referred to as the Ring of Fire.
Assessments: Glencoe Software: PowerPoint Math
Glencoe Textbook: Chapter 7 Lesson 3 and Chapter 8 Rubric www.glencoe.com Understanding charts
Lessons 1-4 Chapter tests www.brainpop.com percentages
Portfolio www.unitedstreaming.com
Inquiry Lab: How do rocks on the seafloor vary with Worksheets www.edhelper.com Language Arts
Writing Labs
age away from the mid-ocean ridges Teacher www.enchantedlearning.com
Using a map of the major and minor lithospheric observation Materials Reading
plates, recognize that the plates are composed of Yogurt Reading informational text
oceanic and continental crust having different Wax paper
characteristics. Using the mechanism identified in the Computer Social Studies
above activity, apply the movement of these plates in projector Understanding where our past
creating the high concentration of earthquakes, and originates.
volcanic eruptions around the Pacific Plate.
6TH GRADE SCIENCE
D. Tectonics: The theory of plate tectonics provides a framework for understanding the dynamic processes within and on Earth.
What predictable, observable patterns occur as a result of the interactions
between the Earth, Moon and Sun? What causes these patterns? Is there
order to the Universe?
Earths landforms are created through constructive 5.4.6.D.2 Locate areas that are being created (deposition) and destroyed (erosion) using
(deposition) and destructive (erosion) processes. maps and satellite images.
Collect images of volcanoes, faults, various Rubric Websites: Roman Numerals
Chapter tests www.brainpop.com Language Arts
mountain ranges, stream valleys, and eroded Portfolio www.unitedstreaming.com Writing
landforms such as those found in the Southwest Worksheets www.edhelper.com Writing lab reports or findings
United States, glacial landscapes, and beaches. Teacher www.enchantedlearning.com Reading
Classify these images by the constructive or observation Research topics
destructive processes that created them.
Mini Lab: Can you use the Mercalli Scale to locate pg 300
E. Energy in Earth Systems: Internal and external sources of energy drive Earth systems.
What predictable, observable patterns occur as a result of the interactions
between the Earth, Moon and Sun? What causes these patterns? Is there
order to the Universe?

The Sun is the major source of energy for circulating the 5.4.6.E.1 Generate a conclusion about energy transfer and circulation by observing a
atmosphere and oceans. model of convection currents.
Inquiry Lab: Can reflection of the suns Rubric www.glencoe.com Protractor
rays change the climate? Pg. 494 Chapter tests www.brainpop.com Reading temperature
Launch Lab: What changes climate pg 496 Portfolio www.unitedstreaming.com
Explore the difference between weather Worksheets www.edhelper.com Language Arts
and climate Determine how the shape and Teacher www.enchantedlearning.com Writing Labs
tilt of the earth affects climate observation Materials: Reading
Draw arrows demonstrating the circulation of ocean currents Light Source Reading informational text
in the ocean basins using a Mercator projection map. Use the Bowl
color red for warm water arrows, and the color blue for cold Protractor
water arrows. Generate statements about the circulation Computer
patterns in each ocean basin. Projector
Confirm the results of the above activity with satellite images
of sea surface temperature and wind vectors.
EAST RUTHERFORD PUBLIC SCHOOL
F. Climate and Weather: Earths weather and climate systems are the result of complex interactions between land, ocean, ice, and atmosphere.
What predictable, observable patterns occur as a result of the interactions between
the Earth, Moon and Sun? What causes these patterns? Is there order to the
Universe?
Weather is the result of short-term variations in temperature, 5.4.6.F.1 Explain the interrelationships between daily temperature, air pressure, and
humidity, and air pressure. relative humidity data.

Launch Lab: How can temperature affect Pressure? Pg. Rubric www.brainpop.com Graphing temperatures
Inquiry Lab: Can you predict the weather? Pg. Chapter tests www.unitedstreaming.com Reading thermometer
Explore the difference between weather and climate Portfolio www.edhelper.com
Using thermometers, psychrometers, and other Worksheets www.enchantedlearning.com Language Arts
weather instruments, collect data and observations of Teacher Materials Writing Labs
daily weather. Identify relationships among variables observation Plastic bag Reading
and identify any changes that may be related to the Lab forms Straw Reading informational text
passing of air masses. Use digital technology to Ice
record the data then compare their observations with Graph paper
students in other schools Thermometer
GRADE 7
LIFE SCIENCE
Science Curriculum
Grade 7
Skills and Activities Technology Multi-disciplinary Connection(s)
SWBAT: Assessments: Websites:
List and describe the steps to the scientific method. Rubric Language arts:
Form a hypothesis Chapter tests www.glencoe.com
Test hypotheses and analyze results -creating lists
Portfolio
Explain the General areas of science Textbook: McGraw-Hill Science Books
Worksheets -organizing ideas
Activity: Design an experiment using the scientific Method Teacher A E 2005
to infer why brine shrimp live in salty water. Give each observation Math:
group a different NaCl concentration & compare results. Performance on -collecting
Revise hypothesis based on results. shrimp activity and analyzing
data
Grade 7 SCIENCE CURRICULUM
Results of observation and measurement can be used to build 5.1.8.A.2 Use mathematical, physical, and computational tools to build conceptual-based
conceptual-based models and to search for core explanations. models and to pose theories.
SWBAT: Assessments: Www.glencoe.co.
Interpret & convert between SI/Metric System units Rubric Language arts:
Chapter tests Measuring tools: meter stick, metric
Activity: Use appropriate tools to measure various objects Portfolio -creating lists
ruler, graduated cylinder, balance
using the SI system Worksheets
-organizing ideas
Teacher observation
Math:
-collecting and
analyzing data
SCIENCE CURRICULUM GRADE 7
data/evidence.
Assessments: Websites:
Analyze various uses of the Scientific Method during Rubric www.glencoe.com Language arts:
experiments. Chapter tests
-creating lists
Portfolio
Differentiate between Scientific Theory and Law
Activity: Identify variable, control experimental group, Teacher
hypothesis, data conclusion inn several variations of observation Math:
experiments. -collecting
and analyzing
data
SCIENCE CURRICULUM GRADE 7
Utilize the Scientific Method during experimentation Rubric www.glencoe.com Language arts:
Chapter tests
Activity: Identify parts of the scientific Method during -creating lists
Portfolio
osmosis/diffusion Lab-Aids kit
Teacher
observation Math:
-collecting
and analyzing
data
Science Curriculum
Grade 7
Mathematics and technology are used to gather, analyze, and 5.1.8.B.2 Gather, evaluate, and represent evidence using scientific tools, technologies,
communicate results, and computational strategies.
SWBAT: Assessments: www.glencoe.com Mathematics:
Research evolutionary changes and gather information in Rubric graphs
project form. Chapter tests
Portfolio
Worksheets
Activities: Discuss student problems in ,middle school, Teacher
collect data ( surveys), graph results and strategize ways to observation
solve using the scientific method
Science Curriculum
Grade 7
arguments.
During unit on ecology/populations and factors that effect Rubric www.glencoe.com Language arts:
population size Chapter tests
-creating lists
Portfolio
Activity: Use red and white beans to represent rabbits and Worksheets -organizing ideas
coyotes. Show changes in populations based on descriptions Teacher
of disturbances of community. Develop evidence-based observation Math:
arguments to explain vectors in environment -collecting
and analyzing
data
Science Curriculum
Grade 7
Assessments: www.glencoe.com
Identify the parts of an experiment Rubric Language arts:
Chapter tests
Activity: Design an experiment to see what different Portfolio -creating lists
colors of light do to plant growth. Emphasize the use of a
control set up Worksheets -organizing ideas
Teacher observation
Math:
-collecting
and analyzing
data
Science Curriculum
Grade 7
Use the scientific method to solve problems. Assessments: Websites:
Rubric www.glencoe Language arts:
Activity: Pick an every-day problem and dissect it along Chapter tests
-creating lists
with a solution using components of the scientific method. Portfolio
Teacher
observation Math:
-collecting
and analyzing
data
Science Curriculum
Grade 7
Explain how the current system of classification of living Rubric www.glencoe.com Language arts:
things has changed based upon new evidence Chapter tests
-creating lists
Portfolio
Activity: Research and prepare a poster comparing the old Worksheets -organizing ideas
system of classification ( 5 kingdoms) with the current 6 Teacher
kingdom model observation Math:
-collecting
and analyzing
data
Science Curriculum
Grade 7
Assessments: Websites
Understand the life cycle of parasitic worms in humans Rubric www.glencoe.com Language arts:
Chapter tests
Activity: Research the link between the consumption/cooking -creating lists
Portfolio
methods of pork vs trichinosis in US over the last 100 years
Teacher
observation Math:
-collecting
and analyzing
data
EAST URTHERFORD PUBLIC SCHOOLS
Science Curriculum
Grade 7
group work.
Research the Gulf oil spill Assessments: Websites:
Rubric www.glencoe.com Language arts:
Activity: Break into groups representing the Chapter tests
-creating lists
various stakeholders: fishermen, motel owner, oil Portfolio
company executive, oil rig worker, local Mayor, Worksheets -organizing ideas
marine biologist. Create a report on the incident Teacher observation
with recommendations for the future. Math:
-collecting
and analyzing
data
Science Curriculum
Grade 7
etc.).
Use Activity from 5.1.8.D.1 and argue for support of a Assessments: Websites:
different groups position. Rubric Language arts:
www.glencoe.com
Chapter tests
-creating lists
Portfolio
Teacher observation
Math:
-collecting
and analyzing
data
Science Curriculum
Grade 7
objects and events.
Learn safe lab safety procedures. Assessments: Websites:
Rubric Language arts:
Recognize safety symbols Chapter tests www.glencoe.com
-creating lists
Portfolio
Teacher observation
Math:
-collecting
and analyzing
data
Science Curriculum
Grade 7
Discuss the proper handling of organisms in the Assessments: Websites:
classroom and beyond. Rubric www.glencoe.com Language arts:
Chapter tests
-creating lists
Portfolio
Teacher observation
Math:
-collecting
and analyzing
data
Science Curriculum
Grade 7
How is scientific knowledge constructed? Scientific knowledge builds upon itself over time.
objects and events.
Assessments: Smart Board notebook software Math
Student will be able to... Rubric Websites: Collecting data
Chapter tests Recording lab results
Collect evidence Portfolio www.stevesplangersscience.com Graphing
Worksheets www.learner.org/interactive Using metric system
Record data Analyze data Develop data
Teacher observation www.brainpop.com
Communicate and justify explanations
www.unitedstreaming.com Language Arts
www.edhelper.com Writing
www.enchantedlearning.com Writing lab reports or findings
www.sciencespolt.com Reading
Webquests Research topics
Science World
Microscopes Super Science
Science Curriculum
Grade 7
How is scientific knowledge constructed? Scientific knowledge builds upon itself over time.
Assessments: Smart Board notebook software Math
Students will be able to... Rubric Websites: Collecting data
Chapter tests Recording lab results
Discuss ethics Portfolio www.stevesplangersscience.com Graphing
Research examples Worksheets www.learner.org/interactive Using metric system
Recognize roles and responsibilities Teacher observation www.brainpop.com
www.unitedstreaming.com Language Arts
www.edhelper.com Writing
www.enchantedlearning.com Writing lab reports or findings
www.sciencespolt.com Reading
Webquests Research topics
Science World
Microscopes Super Science
Science Curriculum
Grade 7
STANDARD 5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the
complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical
world, and the order of natural systems can be modeled and predicted through the use of mathematics.
A. Organization and Development: Living systems are composed of cellular units (structures) that carry out functions required for life.
Cellular units are composed of molecules, which also carry out biological functions.
How does structure relate to function in living systems from the organism Living systems, on the cellular level, demonstrate the complementary
to the cellular level? nature of structure and functions of living organisms.
All organisms are composed of cell(s). In multicellular 5.3.8.A.1 Compare the benefits and limitations of existing as a single-celled organism and
organisms, specialized cells perform specialized functions. as a multicellular organism.
Tissues, organs, and organ systems are composed of cells
and function to serve the needs of cells for food, air, and
waste removal.
Assessments: Language arts:
SWBAT: Rubric www.glencoe.com ( on line website for -creating lists
Tissues Tissues, organs, and organ systems are composed Chapter
of tests text used throughout) -organizing ideas (
Explain how life is organized from a single cell to an
Portfolio
cells and function to serve the needs of cells for food, air, graphic organizers)
ecosystem. Microscopes
and waste removal.. Worksheets Math:
Describe the difference between unicellular and Teacher observation 3-D cell modules -collecting and
multicellular organisms. analyzing data
Art- scientific
Explain the benefits of being multicellular. illustration color keys
.Activities: Compare how a school environment

works together to perform a function as do cells.
Foldable of cell organelles & functions
Lab- modeling cytoplasm

Science Curriculum
Grade 7
A. Organization and Development: Living systems are composed of cellular units (structures) that carry out functions required for life.
Cellular units are composed of molecules, which also carry out biological functions.
How do the biological functions of living things affect the whole organism? Living systems, on the cellular level, demonstrate the complementary nature
of structure and functions of living organisms.

During the early development of an organism, cells 5.3.8.A.2 Relate the structures of cells, tissues, organs, and systems to their functions
differentiate and multiply to form the many specialized in supporting life.
cells, tissues, and organs that compose the final organism.
Tissues grow through cell division..
SWBAT: Assessments: Websites: Language arts:
Discover what cells are: Rubric www.glencoe.com
Chapter tests www.froguts.com -organizing ideas
Identify parts and functions of animal and plant cells. Portfolio Microscopes Math:
Compare and contrast similarities and differences Worksheets -collecting and
between animal and plant cells using diagrams, Teacher observation analyzing data
models, and microscopes.
List the functions of the main parts of the cell.
List the organization of life from cells to organ
systems.
Discuss organ systems: digestive, cardiovascular,
etc. Identifying functions and organs of each.
Lab: microscopic examination of prepared slides
of various kinds of tissue
Science Curriculum
Grade 7
B. Matter
world, andand
theEnergy Transformations:
order of natural systemsFood
can is
berequired
modeled forand
energy and building
predicted cellular
through the materials. Organisms in an ecosystem have different ways of
use of mathematics.
How do the biological functions of living things affect the whole Living systems, on the cellular level, demonstrate the complementary
organism? nature of structure and functions of living organisms.
Food is broken down to provide energy for the work that 5.3.8.B.1 Relate the energy and nutritional needs of organisms in a variety of life stages
cells do, and is a source of the molecular building blocks and situations, including stages of development and periods of maintenance.
from which needed materialsSkills
are assembled.
and Activities Technology Multi-disciplinary Connection(s)
SWBAT: Rubric www.glencoe.com Language arts:
Chapter tests Microscopes
Explain the process of diffusion. -creating lists
Portfolio
Explain how cells obtain needed nutrients. Worksheets -organizing ideas
Teacher
Describe photosynthesis and cellular respiration. observation Math:
-collecting
Explain the format of a chemical equation and analyzing
data
Activities: Food coloring/diffusion experiment
(demonstration) use Lab-Aids kits
Science Curriculum
Grade 7
STANDARD 5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity,
diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of
All animals, including humans, are consumers that meet 5.3.8.B.2 Analyze the components of a consumers diet and trace them back to plants and
their energy needs by eating other organisms or their plant products.
products
Assessments: Websites:www.glencoe.com
SWBAT: Rubric www.unitedstreaming.com Language arts:
Chapter tests www.edhelper.com
Explore how producers, consumers, and decomposers -creating lists
Portfolio
obtain nutrients in order to stay alive. Worksheets -organizing ideas
Teacher
Explain the relationships between populations, observation Math:
communities and ecosystems.
-collecting
Illustrate the flow of energy through a community and analyzing
using a food web. data
- graphing data
Calculate the amount of energy transfer in an
energy pyramid
Trace a days worth of food back to its source
Keep a food diary for a week including

calculating calories/day
Analyze nutrition labels on various foods

Science Curriculum
Grade 7
Symbiotic interactions among organisms of different species 5.3.8.C.1 Model the effect of positive and negative changes in population size on a
can be classified as: symbiotic pairing.
Producer/consumer
Predator/prey
Parasite/host
Scavenger/prey
Decomposer/prey.
SWBAT: Assessments: W Websites: Language arts:
Explain how a parasite interacts with a host. Rubric www.glencoe.com -creating lists
Describe the relationships involved in the animal Chapter tests -organizing ideas
kingdom. Portfolio Math:
Worksheets -collecting
Analyze a scene from various ecosystems and Teacher observation and analyzing
identify the types of relationships of organisms data
shown in the scene
Science Curriculum
Grade 7
D. Heredity and Reproduction: Organisms reproduce, develop, and have predictable life cycles. Organisms contain genetic information that influences
their traits, and they pass this on to their offspring during reproduction.
Some organisms reproduce asexually. In these 5.3.8.D.1 Defend the principle that, through reproduction, genetic traits are
organisms, all genetic information comes from a passed from one generation to the next, using evidence collected
single parent. Some organisms reproduce sexually, from observations of inherited traits.
through which half of the genetic information comes
from each parent.

SWBAT:
Explain the difference male and female sex Assessments: Language arts:
chromosomes. Rubric www.glencoe.com
-creating lists
Explain the difference between mitosis and Chapter tests
meiosis. Portfolio -organizing ideas
Activities: Use paper chromosome models to Worksheets
illustrate mitosis & meiosis. Teacher observation Math:
Observe prepared slides of onion root tips -collecting
Model mitosis using yarn, toothpicks, string, and analyzing
etc. data
Science Curriculum
Grade 7
The unique combination of genetic material from each 5.3.8.D.2 Explain the source of variation among siblings.
parent in sexually reproducing organisms results in the
potential for variation.
SWBAT: Rubric Language arts:
Chapter tests www.glencoe.com
Discover how offspring inherit traits Portfolio -creating lists
Understand what dominant and recessive genes are Teacher observation
Math:
-collecting
Determine how mutations affect traits in organisms and analyzing
Create and explain Punnet squares data
Trace a trait through a family tree
Probability lab using red and white beans

Science Curriculum
Grade 7
Characteristics of organisms are influenced by heredity 5.3.8.D.3 Describe the environmental conditions or factors that may lead to a change in a
and/or their environment. cells genetic information or to an organisms development, and how these
changes are passed on.
SWBAT: Rubric www.glencoe.com Language arts:
Chapter tests
-creating lists
Portfolio
Describe the basic structure of a DNA molecule. Worksheets -organizing ideas
Teacher observation
Evaluate the information in a pedigree. Math:
-collecting
and analyzing
Explain the relationship between genes and data
proteins.
Activities: Create DNA molecule (candy project)

Science Curriculum
Grade 7
environments. These selective differences may lead to dramatic changes in characteristics of organisms in a population over extremely long periods of
time. Essential Questions Enduring Understandings
Individual organisms with certain traits are more likely 5.3.8.E.1 Organize and present evidence to show how the extinction of a species is
than others to survive and have offspring in particular related to an inability to adapt to changing environmental conditions using
environments. The advantages or disadvantages of specific quantitative and qualitative data.
characteristics can change when the environment in which
they exist changes. Extinction of a species occurs when the
environment changes and the characteristics of a species
are insufficient to allow survival.

SWBAT: Assessments:
Describe he steps of natural selection. Rubric Websites: Language arts:
Outline the process of speciation. Chapter tests www.unitedstreaming.com
-creating lists
Compare and contrast selective breeding and natural Portfolio www.edhelper.com
selection. Worksheets -organizing ideas
Explain Darwins theory of evolution. Teacher
List the 7 levels of classification observation Math:
-collecting
Choose an endangered species, research , create a poster and analyzing
including a map of where the species lives and why it is data
endangered.
GRADE 7 SCIENCE CURRICULUM
environments. These selective differences may lead to dramatic changes in characteristics of organisms in a population over extremely long periods of
time.
Anatomical evidence supports evolution and provides 5.3.8.E.2 Compare the anatomical structures of a living species with fossil records to
additional detail about the sequence of branching of derive a line of descent.
various lines of descent environments.
Skills andThe advantages or
Activities Technology Multi-disciplinary Connection(s)
disadvantages
SWBAT: of specific characteristics can change whenAssessments: Websites:
the environment
Explain in which
how fossils they exist changes. Extinction of
are dated Rubric Language arts:
aDescribe
species occurs when www.glencoe.com
the types of the environment
organisms changesinand the Chapter tests
that existed -creating lists
characteristics
each era of theofgeologic
a speciestime
are scale.
insufficient to allow Portfolio
survival. Worksheets
Describe the geologic time scale -organizing ideas
Teacher observation
Math:
Outline the process of speciation. -collecting
Compare and contrast selective breeding and and analyzing
natural selection. data
Science Curriculum
Grade 8
The Scientific Method Assessments: Smart Board - Scientific Method
Hypothesis, theory, law Rubric Segment from: www.brainpop.com Language arts:
Variables, control, and experimental group Chapter tests Lab Equipment - beaker, chromatography
-creating lists
Portfolio paper, rulers, markers, water
Chromatography Lab - form a hypothesis, use the Worksheets -organizing ideas
scientific method and analyze data to determine Teacher observation
whether or not hypothesis was correct Math:
-collecting
and analyzing
data
V8 - Cooperative Learning Groups - work in peer
groups to explain how scientific principles relate to
each of the core content areas
Science Curriculum
Grade 8
5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that
continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must
acquire to be proficient in science.
Results of observation and measurement can be used to build 5.1.8.A2 Use mathematical, physical, and computational tools to build conceptual-based
conceptual-based models and to search for core explanations. models and to pose theories.
Conduct Experiments Assessments: Computer, calculator, graph paper,
Construct Graphs Rubric ruler, protractor, compass Language arts:
Collect Data Chapter tests
-creating lists
Portfolio
Lake Anywhere Lab - use collected information and data Worksheets -organizing ideas
to create bar graph Teacher
observation Math:
-collecting and
analyzing data
V8 - Design a structure that will withstand the force of

seismic waves
Science Curriculum
Grade 8
5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that
continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must
acquire to be proficient in science.
data/evidence.
Understand & Use Metric System Assessments: Lab Equipment - rulers, calculator,
Formulated a Hypothesis based upon given data Rubric graph paper, meter stick, protractor, Language arts:
Chapter tests compass
-creating lists
Portfolio
SI Units Scavenger Hunt - locate various materials and
compute measurements in given SI units Worksheets -organizing ideas
Teacher observation
Math:
-collecting
and analyzing
data
V8 - Design a school-wide survey that will report
interest in careers in science
Science Curriculum
Grade 8
B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical, and computational tools that
need to be applied when constructing and evaluating claims.
Planning and conducting experiments Assessments: Smart Board - generate graphs using
Interpreting data Rubric the following site: Language arts:
Revising a hypothesis based upon data Chapter tests www.neces.ed.gov/neceskids/createA
Portfolio graph.com -creating lists
Investigative Measurement Lab - measure classroom items Worksheets Lab Equipment - rulers, calculator, -organizing ideas
and record results Teacher graph paper, meter stick, protractor,
observation compass Math:
-collecting
and analyzing
www.pangaeafacts.com data
V8 - Gather evidence that Pangaea did exist (fossil

evidence)
EAST RUTHFORD PUBLIC SCHOOLS
Science Curriculum
Grade 8
Mathematics and technology are used to gather, analyze, and 5.1.8.B.2 Gather, evaluate, and represent evidence using scientific tools, technologies,
communicate results, and computational strategies.
Research evolutionary changes and gather information in Assessments: Rulers, calculator, graph paper, Math and Language Arts.
project form. Rubric meter stick, protractor, compass,
Chapter tests beans, environmental factors
Portfolio
Worksheets
Teacher
observation
Project
Evaluation
Science Curriculum
Grade 8
arguments.
Experimenting Assessments: Websites:
Utilizing scientific method Rubric www.unitedstreaming.com Language arts:
Developing concrete and abstract thought Chapter tests www.edhelper.com
-creating lists
Portfolio
Teacher observation
Math:
-collecting
and analyzing
data
Science Curriculum
Grade 8
Experimenting Assessments: Lab Equipment - rulers, calculator,
Utilizing scientific method Rubric graph paper, meter stick, protractor, Language arts:
Developing concrete and abstract thought Chapter tests compass, beans, environmental factors
Portfolio -creating lists
Bean Lab - Expose beans to various environmental Worksheets -organizing ideas

factors (microwaves radiant light, nutrients, heat) Teacher observation
Theory evaluation Math:
-collecting
and analyzing
data
V8 - Pose a theory about the impact of playing video

games, for more than one hour per day, on test
performance in school
Science Curriculum
Grade 8
Compare & contrast current models with those of the past Assessments: Microsoft word
Rubric Language arts: note-
Progressive Scientific Journal to record, analyze, and Chapter tests www.brainpop.com segment on taking skills, expository
conclude various findings Portfolio "Collecting Evidence" writing, persuasive
Worksheets Lab Equipment - journal, pen writing
Teacher
Social Studies -
observation
comparing changing
data over time
Math: record, analyze,

V8 - chart climate change from the industrial revolution to and conclude various
current times findings
Science Curriculum
Grade 8
Assessments: www.wonderground.com
Using observation to determine the validity of new data Rubric Language arts:
Chapter tests
-creating lists
Portfolio
Worksheets Lab Equipment - barometer, hydrometer, -organizing ideas
Meteorology Lab - Students monitor, record, and analyze Teacher thermometer, rain gauge, anemometer
data in order to make long-term predictions observation Math:
-collecting
and analyzing
data
V8 - Sunspots Study - determine the effect of sunspots on

climate changes in Europe during the 18th Century
through the present
Science Curriculum
Grade 8
Assessments: Internet search engine for collecting
Reevaluate through experimentation as new discoveries Rubric data Language arts:
are made Chapter tests
Portfolio -creating lists
Worksheets www.studyisland.com -organizing ideas
Flex Your Brain critical thinking activity - develop a Teacher observation
hypothesis and predict outcome, research results Math:
-collecting and
analyzing data
V8 - Determine the role of technology in discovering

objects in the solar system (space probes, satellites, etc.)
EAST URTHERFORD PUBLIC SCHOOLS
Science Curriculum
Grade 8
group work.
Utilize the scientific method to solve problem in Assessments: www. brainpop.com
cooperative learning groups Rubric Language arts:
Chapter tests www. studyisland.com
-creating lists
Cooperative Learning Groups - Weather Report and Portfolio
Forecast Worksheets www.eyewitnessnews.com -organizing ideas
Teacher
observation Math:
www.teachertube.com -collecting
and analyzing
data
V8 - Group Skits to reenact famous scientific discoveries

pertaining to core scientific principles
Science Curriculum
Grade 8
etc.).
Experimentation Assessments: Determining
Peer Interaction Rubric "Nutrients" segment from healthy food
Collaboration
Chapter tests www.brainpop.com choices
Portfolio
Breakfast Lab - students work in groups to determine Worksheets www.studyisland.com Health -
amount of calories, fats, protein, and carbohydrates in a Teacher observation nutritional
meal, by using food labels value
V8 - Restaurant Management - determine nutritional and

caloric intake of their favorite restaurant
Science Curriculum
Grade 8
objects and events.
Collecting Evidence Assessments: Lab Equipment - oxygen
Rubric mask, eye wash, shower, Language arts:
Recording Data Chapter tests sinks, fire extinguisher,
Analyzing Data Portfolio goggles, lab coats, hoods, -creating lists
Developing Data Worksheets gloves, rubber sole shoes -organizing ideas
Teacher
Communicating and Justifying
observation www.studyisland.com Math:
Explanations
-collecting
www. brainpop.com and analyzing
Lab Safety Demonstration & data
Following Directions - identify
safety symbols & meanings -
chemical safety, disposal, and
storage
V8 - Meteorological Study using

rain gauges, anemometers,
thermometers, hygrometers, and
psychomotor
Science Curriculum
Grade 8
Research ethics Assessments: www.brainpop.com
Collect evidence Rubric www.studyisland.com Language arts:
Develop a moral standpoint Chapter tests Lab Equipment - tank, chiller,
-creating lists
Portfolio filter, pH strips, water, trout,
Trout in the Classroom Program - nation-wide program to Worksheets food, tap water conditioner, -organizing ideas
promote habitat awareness and freshwater preservation Teacher rocks/grovel, hood, pump
observation Math:
V8 - Habitat Testing - test Third River to determine whether
it is suitable to sustain trout life -collecting and
analyzing data
Science Curriculum
Grade 8
A. Properties of Matter: All objects and substances in the natural world are composed of matter. Matter has two fundamental properties: matter takes up
space, and matter has inertia.
How do properties of materials determine their use? What determines the type The atomic structures of materials determine their properties. There are several
and extent of a chemical reaction? ways in which elements and compounds react to form new substances and each
reaction involves the flow of energy.
All matter is made of atoms. Matter made of only one type of 5.2.8.A.1 Explain that all matter is made of atoms, and give examples of common
atom is called an element elements
Assessments: Brainpop movies Decision making in purchases
Parts of the atom Rubric
Chapter tests Virtual Lab: separate NASA discoveries
Energy levels
Portfolio
Properties of elements as determined by energy levels Worksheets elements and make new Writing in scientific journal -
Teacher graded for grammar and sentence
Hydrogen Liberation Experiment - separate elements and observation compounds structure
make new compounds
V8 - Determine how elements have been created from stars

of different temperatures
Science Curriculum
Grade 8
space, and matter has inertia.
All substances are composed of one or more of approximately 5.2.8.A.2 Analyze and explain the implications of the statement "all substances are
100 elements composed of elements."
Predict physical & chemical properties of elements based Assessments: Lab Equipment - beach ball, English - write a
Rubric poem about an
upon their position in the periodic table Chapter tests large periodic table element
Portfolio
Identify unknown substances based upon physical and Worksheets www.brainpop.com Mathematics -
Teacher calculate # of
chemical properties observation www.studyisland.com neutrons
Periodic Table Toss Up Ball - identify element name,
symbols, atomic number & mass, and calculate numbers of
protons, neutrons, and electrons
V8 - Unknown Substances Lab - Students will determine if
unknown substances are classified as elements or
compounds
Science Curriculum
Grade 8
A. Properties of Matter: All objects and substances in the natural world are composed of matter. Matter has two fundamental properties: matter takes up space,
and matter has inertia.
The atomic structures of materials determine their properties. There are several
How do properties of materials determine their use? What determines the type
ways in which elements and compounds react to form new substances and each
and extent of a chemical reaction?
Properties of solids, liquids, and gases are explained by a model 5.2.8.A.3 Use the kinetic molecular model to predict how solids, liquids, and gases
of matter as composed of tiny particles (atoms) in motion. would behave under various physical circumstances, such as heating or
cooling
Assessments: Lab Equipment - cm cubes, Bioluminescence
Electrons jumping state Rubric
Chapter tests boxes, journal Math calculations
Portfolio
Kinetic Theory Lab - use centimeter Worksheets www.chem4kids.com Cooking - particle
Teacher arrangement with
cubes to demonstrate particle
observation www.brainpop.com temperature
changes
arrangement in solids, liquids, gases, and www.studyisland.com
plasma
V8 - Discussion on how the states of
matter jump states as energy is added or
taken away
Science Curriculum
Grade 8
A. Properties of Matter: All objects and substances in the natural world are composed of matter. Matter has two fundamental properties: matter takes up space
and matter has inertia.
reactions involves the flow of energy
The Periodic Table organizes the elements into families of 5.2.8.A.4 Predict the physical and chemical properties of elements based on their
elements with similar properties. positions on the Periodic table.

Assessments: www.jeffersonlab.com for element History - research scientists who
History of periodic table - timeline Rubric developed the periodic table
Chapter tests facts and periodic table
Understand relationships between periods and families
Portfolio
Element Families poster project - cooperative learning groups Worksheets Lab Equipment - periodic tables,
research uses, examples, and characteristics of each family Teacher
observation poster board, markers, crayons, glue,
V8 - Footwear Organization Demonstration - students will
organize their footwear into different groups and families scissors, pens
Science Curriculum
Grade 8
space and matter has inertia.
reaction involves the flow of energy
Elements are a class of substances composed of a single kind of 5.2.8.A.5 Identify unknown substances based on data regarding their physical and
atom. Compounds are substances that are chemically formed and chemical properties.
have physical and chemical properties that differ from the
reacting substances.
Assessments: www.jeffersonlab.com for elements Cooking
Experiments which show the difference between elements Rubric Chemistry
and compounds Chapter tests facts and periodic table Cosmetology
Portfolio
Identify reactants and products in a chemical change
Law of conservation of mass Teacher
observation www.studyisland.com
V8 - Hydrogen Liberation Experiment Extension - diagram
orbital's of all elements used in the lab (virtual lab)
Science Curriculum
Grade 8
space and matter has inertia .
Substances are classified according to their physical and chemical 5.2.8.A.6 Determine whether a substance is a metal or nonmetal through student-
properties. Metals are a class of elements that exhibit physical designed investigations
properties, such as conductivity, and chemical properties, such as
producing salts when combined with nonmetals.
Assessments: Chemistry
Experimentation to determine properties of metals and Rubric Lab Equipment - metal and nonmetal Industrial manufacturing
samples, goggles, circuits, magnets, brillo
Chapter tests pad Jewelry
nonmetals Portfolio www.brainpop.com
Worksheets www.studyisland.com
Teacher
Students will complete a lab to distinguish between metals and observation
nonmetals in regard to luster, conductivity, and malleability,
magnetic, and ductility
V8 - Metal or Nonmetal Lab - identify substances in each
category based upon physical and chemical properties, as well
as electrical conductivity
Science Curriculum
Grade 8
space and matter has inertia.
Substances are classified according to their physical and 5.2.8.A.7 Determine the relative acidity and reactivity of common acids, such as vinegar
chemical properties. Acids are a class of compounds that exhibit or cream of tartar, through a variety of student-designed investigations
common chemical properties, including a sour taste,
characteristic color changes with litmus and other acid/base
indicators, and the tendency to react with bases to produce a salt
and water.
Skills and Activities Technology Multi-disciplinary
Lab Equipment - pH paper, white vinegar, Connection(s)
Health issues
SWBAT: Assessments: lemon, water, and Tums, goggles Pool maintenance
Rubric www.brainpop.com Cosmetology
Experimentation to test for acids and bases Chapter tests www.studyisland.com
Portfolio www.chem4kids.com
pH scale and pH tests Worksheets Jeffersonlab.com
Teacher observation
acid rain cycle
Health issues related to acidity in body
V8 - Acids & Base Lab using household products

Science Curriculum
Grade 8
B. Changes in Matter: Substances can undergo physical or chemical changes to form new substances. Each change involves energy

When substances undergo chemical change, the number and 5.2.8.B.1 Explain, using an understanding of the concept of chemical change, why the
kinds of atoms in the reactants are the same as the number and mass of reactants and the mass of products remain constant.
kinds of atoms in the products. The mass of the reactants is the
same as the mass of the products
SWBAT: Assessments: Culinary Arts
Rubric Virtual Lab - Pharmaceutical
Law of conservation of mass Chapter tests www.jeffersonlab.com
Portfolio www.brainpop.com
Conduct experiments to show that the mass before a Worksheets
Teacher observation
chemical change equals the mass after a chemical
change - conduct the hydrogen liberation
experiment
V8 - Wood Splint Burning Lab - weigh products
and reactants before and after (virtual lab)

Science Curriculum
Grade 8
B. Changes in Matter: Substances can undergo physical or chemical changes to form new substances. Each change involves energy

Chemical changes can occur when two substances, elements, 5.2.8.B.2 Compare and contrast the physical properties of reactants with products after a
or compounds react and produce one or more different chemical reaction, such as those that occur during photosynthesis and cellular
substances. The physical and chemical properties of the respiration.
products are different from those of the reacting substances.
SWBAT: Assessments: Culinary Arts
Rubric Virtual Lab Cosmetology
Hydrogen Liberation Experiment - Chapter tests www.jeffersonlab.com
separate elements and make new Worksheets
Teacher observation
compounds (virtual lab)
V8 - Map pre-cooked foods and
cooked foods throughout the day

Science Curriculum
Grade 8
C. Forms of Energy: Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the
understanding that, for the most part, the natural world can be explained and predictable.
A tiny fraction of light energy from the Sun reaches Earth. 5.2.8.C.1 Structure evidence to explain the relatively high frequency of tornadoes in
Light energy from the Sun is Earth's primary source of energy, "Tornado Alley."
heating Earth surfaces and providing the energy that results in
wind, ocean currents, and storms.
Solar power - activities from Assessments: Environmental Awareness
Rubric Lab Equipment - food coloring, water, Construction
beakers, eye dropper
www.brainpop.com Chapter tests www.jeffersonlab.com "Going Green"
Portfolio www.brainpop.com Solar Panels & Solar Heating
Sun tanning Worksheets
Teacher observation
Convection, Conduction, and
Radiation - observe convection
lab
V8 - Design a solar device to
heat a 500 mL beaker of water

Science Curriculum
Grade 8
C. Forms of Energy: Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the
understanding that, for the most part, the natural world can be explained and predictable.
Energy is transferred from place to place. Light energy can be 5.2.8.C.2 Model and explain current technologies used to capture solar energy for the
thought of as traveling in rays. Thermal energy travels via purposes of converting it to electrical energy.
conduction and convection.

Using solar cells to power various tools - "Solar Assessments: Construction
Rubric Lab Equipment - food coloring, water, Building Maintenance
beakers, eye dropper
Energy" - www.brainpop.com Chapter tests www.jeffersonlab.com
Experimentation to show converting solar energy Worksheets www.studyisland.com
Teacher observation
to electrical energy
Relate transfer of heat to oceans and land masses
V8 - Students will research new photovoltaic
technology
Science Curriculum
Grade 8
D. Energy Transfer and Conservation: The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they are
transferred from one object to another.
Nuclear reactions take place in the Sun. In plants, light energy 5.2.8.D.2 Describe the flow of energy from the Sun to the fuel tank of an automobile.
from the Sun is transferred to oxygen and carbon compounds,
which in combination, have chemical potential energy
(photosynthesis)

Grow Lab - Demonstrate photosynthesis through Assessments: Lab Equipment - pots, soil, peat moss, Horticulture
Rubric seeds, plastic cover, water, light,
different intensities of light Chapter tests sources, science journal
V8 - Students can present differences between nuclear Worksheets www.unitedstreaming.com
Teacher observation www.studyisland.com
fusion and fission
Science Curriculum
Grade 8
The same basic rules govern the motion of all bodies, from planets and stars to
How would the universe be different if one or more of the laws of motion were birds and billiard balls. Energy can be grouped into types that are associated with
suspended? How do we know that things have energy? the motion of mass (KE) and types of energy associated with position of mass
(PE).
An object is in motion when its position is changing. The 5.2.8.E.1 Calculate the speed of an object when given distance and time
speed of an object is defined by how far it travels divided by
the amount of time it took to travel that far.

Assessments: Lab Equipment - paper, meter sticks, Space travel
Inertia Rubric stopwatch Satellites
Chapter tests
Newton's Laws of Motion
Portfolio www.netonslaws.com
Paper Airplane Lab Worksheets
Teacher observation
V8 - Physical Education Observation - visit
classes in the gymnasium to observe the force,
velocity, acceleration, momentum, of the sport that
is being played.
Science Curriculum
Grade 8
The same basic rules govern the motion of all bodies, from planets and stars to
How would the universe be different if one or more of the laws of motion were birds and billiard balls. Energy can be grouped into types that are associated with
suspended? How do we know that things have energy? the motion of mass (KE) and types of energy associated with position of mass
(PE).
Forces have magnitude and direction. Forces can be added. 5.2.8.E.2 Compare the motion of an object acted on by balanced forces with the
The net force on an object is the sum of all the forces acting motion of an object acted on by unbalanced forces in a given specific
on the object. An object at rest will remain at rest unless acted scenario.
on by an unbalanced force. An object in motion at constant
velocity will continue at the same velocity unless acted on by
an unbalanced force.
Assessments: Interactive activity "Friction" where Astronomy
Inertia, friction, how force affects motion Rubric students choose conditions for a moving
Chapter tests vehicle to stop at a stop sign
Newton's Laws of Motion Portfolio
Launching rockets and satellites Worksheets www.netonslaws.com
Teacher observation www.brainpop.com
V8 - Bocce Ball Lab using Nerf Balls - determine how Studyisland.com
moving objects effects the stationary object
HENRY P. BECTON REGIONAL HIGH SCHOOL
SCIENCE CURRICULUM
BIOLOGY CURRICULUM
UNIT 1 INTRODUCTION TO BIOLOGY MP 1
ESSENTIAL What constitutes useful, scientifically-based evidence?

QUESTIONS How do we build and refine models that describe and explain the world around us?
How does communication enhance the development of scientific knowledge?
TIME Chapter 1 9 Periods

Chapter 14.1 2 Periods
NJCCCS 5.1.12.A.3 Use scientific principles and theories to build and refine standards for data
collection, posing controls, and presenting evidence.
5.1.12.B.1: Design investigations, collect evidence, analyze data, and evaluate evidence to
determine measures of central tendencies, causal/correlational relationships, and anomalous
data.
5.1.12.B.3: Revise predictions and explanations using evidence, and connect
explanations/arguments to established scientific knowledge, models, and theories
5.1.12.C.1: Reflect on and revise understandings as new evidence emerges.
5.1.12.C.3: Consider alternative theories to interpret and evaluate evidence-based
arguments.
5.1.12.C.3: Consider alternative theories to interpret and evaluate evidence-based
arguments.
5.1.12.D.1: Engage in multiple forms of discussion in order to process, make sense of, and
learn from others ideas, observations, and experiences.
5.1.12.D.2: Represent ideas using literal representations, such as graphs, tables, journals,
concept maps, and diagrams.
SKILLS AND The Student Will Be Able To:

KNOWLEDGE Develop testable hypotheses.
Collect, analyze, and interpret data from investigations.
Use technology for research purposes.
Communicate their ideas to develop and create new information.

ASSESSMENTS LAB Mustard Seed
HW LAB Checks Lab
CW LAB Metric Olympics
LAB HW Compare different types of microscopes
PROJECT HW Safety Contract
TEST TEST 15-20 MC, 1-2 Essay
RESOURCES TEXT Holt Modern Biology 2008

TEXT Chapter 1 The Science of Life
WEB Chapter 14.1 The History of Life
EQUIPMENT WEB www.studyisland.com
EQUIPMENT See Labs
UNIT 2 - THE CHEMISTRY OF LIFE MP 1
ESSENTIAL What is the smallest common unit found in all substances?
QUESTIONS How do changes in energy relate to living things?
Why is water important?
Why are carbon based compounds
What does You are what you eat mean?
How does structure relate to function in living systems from the organismal to the cellular
level?
TIME Chapter 2 approximately 3 periods

Chapter 3 approximately 10 periods
NJCCCS 5.3.12 A.1: Represent and explain the relationship between the structure and function of
each class of complex molecules using a variety of models.
5.3.12.A.2: Demonstrate the properties and functions of enzymes by designing and carrying
out an experiment.

KNOWLEDGE Recognize the parts of an Atom
Compare and contrast covalent and ionic bonds.
Observe and analyze the various properties of water.
Measure the amount of energy transferred from one substance to another.
Use a pH scale to identify the relative strengths of acids and bases.
Represent and explain the relationship between the structure and function of each
class of complex molecules using a variety of models.
Identify the methods of building larger molecules from smaller molecules
Demonstrate the properties and functions of enzymes by designing and carrying out
an experiment.
Determine how and why each major category of organic molecule is essential to life.
Identify the six elements most common to biological organisms.
ASSESSMENTS Draw and Label a Model of an Atom

HW Demonstrations: Properties of Water
CW Lab: Energy stored in nuts
LAB Lab: Toothpickase Lab
PROJECT Lab: Catalase/Amylase Lab
TEST Lab: Lactose Tablet Lab
Lab: Detergent Lab
Lab: Organic Model Building
Assignment: Given a diagram showing the structural formula of a complex molecule,
identify the molecule. Explain the properties of the molecule that led you to your
conclusion.
Project: Diet Research
RESOURCES Chapter 2 The Chemistry of Life
TEXT Chapter 3 - Biochemistry
WEB Power Point Acids and Bases
EQUIPMENT WEB Links: www.studyisland.com
Lab Equipment: See list
Organic Model Kits, Magnetic Atom Kits, Enzyme Lab Kits, Computers, Internet
UNIT 3 CELL BIOLOGY MP 1
ESSENTIAL How does structure relate to function in living systems from the organismal to the cellular
QUESTIONS level?
What role does environment play in the evolution of cell types?
TIME Chapter 4 6 periods

Chapter 5 6 periods
NJCCCS 5.3.12.A.3: Predict a cells response in a given set of environmental conditions.

KNOWLEDGE Differentiate Plant cells from Animal Cells.
Use a light microscope.
predict a cells response in a given set of environmental conditions
Model how processes are regulated both internally and externally by the
environments within which they exist.
Explain how specialized areas or organelles within a cell function in order for the
cells life processes to continue.
Model the transport of materials into and out of a cell through a semi permeable
membrane.
Identify the role of a contractile vacuole in a fresh water paramecium.
ASSESSMENTS Do Now: Vocabulary development

HW Do Now: Visual Identification of Cell Types/Organelles
CW Lab: Compare and Contrast Cell types
LAB Lab: Dialysis through a semi permeable membrane
PROJECT Lab: Red Onion Plasmolysis
TEST Project- Plant and Animal Cell Posters
Demonstration- Concentration Gradient using Food Coloring in Water
Test-
RESOURCES Text: Holt Modern Biology 2008

TEXT Chapter 4 Cell Structure and Function
WEB Chapter 5 Homeostasis and Cell Transport
EQUIPMENT Video: Inside of a Cell
Web: www.cellsalive.com
Web: www.studyisland.com
Equipment: Lab Kits for dialysis, prepared slides of plant and animal cells, onions, salt,
Food Coloring, Computers, Internet, and Poster making materials.
UNIT 4 CELL DIVISION, DNA, AND THE NUCLEUS MP 2
QUESTIONS level?
How do cells grow?
How is cellular growth controlled?
How do cells become different?

Chapter 10.2, 10.3, 10.4 6 Periods
NJCCCS 5.3.12.A.4: Distinguish between the processes of cellular growth (cell division) and
development (differentiation).

KNOWLEDGE Explain how the many cells in an individual can be different from one another, even
though they are all descended from a single cell with identical genetic instructions.
Compare the benefits and limitations of existing as a single-celled organism and as a
multi-cellular organism.
Describe modern applications of the regulation of cell differentiation.
correctly use the light microscope to study cells
Use the computer to use resources identified by the teacher.
Apply the concepts taught to better understand, analyze, support and/or critique
current and emerging biotechnologies.
ASSESSMENTS Do Now: Vocabulary Development

HW LAB: Compare and Contrast Plant Cells undergoing Mitosis and Animal Cells in Mitosis.
CW LAB: Observe different cells types. (Muscle, adipose, nerve, liver, etc)
LAB Research: STEM Cells
PROJECT HW: Using the Internet, view on line resources as provided by the teacher
TEST CW: Page 155 Math Connection Calculating the rate of cell growth
LAB: DNA Replication Model Building
LAB: Transcription Translation Model Building
Activity: Decoding a Gene
CW Human Genome Project Video Summary
Test-
RESOURCES Text Holt Modern Biology 2008

TEXT Chapters 8 Cell Reproduction
WEB Chapter 10.2, 10.3 and 10.4- DNA, RNA, and Protein Synthesis
EQUIPMENT Web: www.studyisland.com
Web: www.hulu.com
Web: www.cellsalive.com
CD: Cell Cycle visual concepts
Equipment DNA Model Kits, Video, Computer, Internet, Prepared slides, Microscopes,
calculators.
UNIT 5 GENETICS AND DNA TECHNOLOGY MP 2
QUESTIONS levels?
How can we predict the traits of offspring?
What do we know about the relationship between DNA molecules, genes and
chromosomes?
Why is it difficult to engineer genetic codes to meet all of our needs?
TIME
Chapter 9 5 Periods
Chapter 12 5 Periods
NJCCCS 5.3.12.A.5: Describe modern applications of the regulation of cell differentiation and
analyze the benefits and risks (e.g., stem cells, sex determination).
5.3.12.A.6: Describe how a disease is the result of a malfunctioning system, organ, and cell,
and relate this to possible treatment interventions (e.g., diabetes, cystic fibrosis, lactose
intolerance).
5.3.12.D.1: Explain the value and potential applications of genome projects.
5.3.12.D.2: Predict the potential impact on an organism (no impact, significant impact)
given a change in a specific DNA code, and provide specific real world examples of
conditions caused by mutations.
5.3.12.D.3: Demonstrate through modeling how the sorting and recombination of genes
during sexual reproduction has an effect on variation in offspring (meiosis, fertilization).
KNOWLEDGE relate the composition of DNA to its role in gene expression
Determine the phenotype of an organism based upon its genotype.
Complete monohybrid crosses using punnett squares.
Complete crosses involving Incomplete and Co-Dominant alleles.
Demonstrate the inheritance pattern of two alleles by analyzing a dihybrid cross.
make and read a karyotype.
Trace inheritance patterns associated with a mutation or disorder by using pedigrees.
Research, collect data and present information on human disorders.
Communicate the effect of genetically modified organisms to the consumer.
Relate the different patterns of gene expression based upon the signals the genes
receive from their environment.
Apply their new understandings by analyzing, supporting and/or critiquing current
and emerging biotechnologies.
ASSESSMENTS Do Now: KWL Pre Assessment
HW/CW Project- Genetic Disorder Medical Information Brochures
LAB
PROJECT
Writing Assessment- Genetically Modified foods/drugs
TEST Writing Assessment- Making ethical decisions (clones)
RESOURCES Chapter 9 Fundamentals of Genetics
TEXT Chapter 12 Inheritance Patterns and Human Genetics
WEB Chapter 13.2 and 13.3 Gene Technology
EQUIPMENT Equipment: Karyotype Kit, Computers, Internet, Pedigree Lab, Worksheets,
ESSENTIAL How does natural selection encourage inter and intra-specific diversity over time?
QUESTIONS Why is it important to monitor environmental changes in order to protect life there?
What factors play a role in the evolution of organisms?
How can we represent the changes that occur in an organism over time?

Chapter 17 6 periods
NJCCCS 5.1.12.B.1: Design investigations, collect evidence, analyze data, and evaluate evidence to
determine measures of central tendencies, causal/correlational relationships, and anomalous
data.
5.3.12.C.2: Model how natural and human-made changes in the environment will affect
individual organisms and the dynamics of populations.
5.3.12.E.1: Account for the appearance of a novel trait that arose in a given population.
5.3.12.E.2: Estimate how closely related species are, based on scientific evidence (e.g.,
anatomical similarities, similarities of DNA base and/or amino acid sequence).
5.3.12.E.3: Provide a scientific explanation for the history of life on Earth using scientific
evidence (e.g., fossil record, DNA, protein structures, etc.).
5.3.12.E.4: Account for the evolution of a species by citing specific evidence of biological
mechanisms.

KNOWLEDGE Compare and contrast the principals of biogenesis and the process called
spontaneous generation by reevaluating the experimental designs of Redi,
Spallanzani and Pasteur.
Graphically represent major events on a geologic time line.
Identify the role of Charles Darwin to our modern understanding of the process of
evolution through natural selection.
Relate several inferences about the history of life that are supported by evidence
from fossils and rocks.
Explain how the anatomy and development of organisms provide evidence of shared
ancestry.
Describe the ongoing development of evolutionary theory.
Describe how convergent evolution can result among different species
Explain how divergent evolution can lead to species diversity.
Compare artificial selection and natural selection.
Explain how organisms can undergo co-evolution
Explain the importance of the bell curve to population genetics
Compare three causes of variation in a population: mutation, recombination and
random pairing of gametes.
Identify the five forces that can disrupt genetic equilibrium and cause evolution:
mutation, migration, genetic drift, nonrandom mating, and natural selection.
Analyze natural selection simulations and use the data generated to describe how
environmentally favored traits are perpetuated over generations resulting in species
survival, while less favorable traits decrease in frequency or may lead to extinction.
Describe how evolution involves changes in the genetic make-up of whole
populations over time, not changes in the genes of an individual.
Identify, explain and demonstrate how technology can be used to determine
evolutionary relationships among species (gel electrophoresis, DNA/amino acid
sequences)
Scientific information from a variety of disciplines to provide evidence for the
relatedness of species on Earth. (Geology, comparative anatomy, biochemistry, and
taxonomy).
Compare the Linnaean system of classification using binomial nomenclature of the
six kingdoms, to the modern system of the three Domains.
ASSESSMENTS Do Now Biogenesis Review of Experiments 14.1 The Scientific Method

HW Do Now Vocabulary Development
CW Video Summary Nova Evolution (Charles Darwin)
LAB HW Create a timeline
PROJECT HW: Research the use of radioisotopes in medicine and biological research
TEST Lab: Evolution of the Modern Horse
Lab: Modeling Selection
Lab: Peppered Moth
CW: Compare limb evolution
CW: Summary on Video Sexual Encounters of a Floral Kind
Lab: Caminalcules Evolutionary Tree Development
CW: The BELL Curve graph analysis and variations due to natural selection
CW: Frequency of alleles/phenotypes in a gene pool
CW: Conversions of fractions to decimals and percentages; calculations using Hardy-
Weinberg formula for genetic equilibrium.
Lab: Cladogram development
CW: Shapes activity
HW: Dichotomous Key development
CW: Milestones in Classification of Organisms pg 340 group work
RESOURCES Text Holt Modern Biology 2008

TEXT Chapter 14 History of Life
WEB Chapter15 Theory of Evolution
EQUIPMENT Chapter 16 Population Genetics and Speciation
Chapter 17 Classification
Web www. Studyisland.com
Web http://evolution.berkeley.edu/
Web- www.teachersdomain.org
Video: Sexual Encounters of a Floral Kind
Equipment: Video tapes, Modern Horse worksheets, construction paper, straws, paperclips,
rulers, scissors, Lab Kits for peppered moths, Caminalcules, overhead projector, computers,
Internet
UNIT 7 PHOTOSYNTHESIS AND RESPIRATION MP 3
ESSENTIAL How does structure relate to function in living systems?

QUESTIONS How is matter and energy transferred/transformed in living systems?
How are organisms dependent on one another?

Chapter 7 6 Periods
NJCCCS 5.3.12 A.1: Represent and explain the relationship between the structure and function of each
class of complex molecules using a variety of models.
5.3.12.A.2: Demonstrate the properties and functions of enzymes by designing and carrying out
an experiment.
5.3.12.B.3: Predict what would happen to an ecosystem if an energy source was removed.
5.3.12.B.4: Explain how environmental factors (such as temperature, light intensity, and the
amount of water available) can affect photosynthesis as an energy storing process.
5.3.12.B.5: Investigate and describe the complementary relationship (cycling of matter and flow
of energy) between photosynthesis and cellular respiration.
5.3.12.B.6: Explain how the process of cellular respiration is similar to the burning of fossil
fuels.
KNOWLEDGE Explain the interdependence of Heterotrophs and Autotrophs.
Trace the path that energy takes as it transferred from solar energy to producers and then
to consumers.
Design independent investigations to determine the effects of changing environmental
factors on photosynthesis.
Describe how plants capture energy by absorbing light and use it to form strong chemical
bonds between the atoms of carbon-containing molecules.
Explain how plants and many microorganisms use solar energy to combine molecules of
carbon dioxide and water into complex, energy rich organic compounds and release
oxygen to the environment.
Examine how the breakdown of some food molecules enables the cell to store energy in
specific molecules that are used to carry out the many functions of the cell.
Trace the process in which nutrients are transported to cells to serve as building blocks
for the synthesis of structures and as reactants for cellular respiration.
Recognize that food molecules are taken into cells and react to provide the chemical
constituents needed to synthesize other molecules, and knowing that the breakdown and
synthesis are made possible by enzymes.
ASSESSMENTS Lab: Spectroscopic analysis of Light
HW/CW Lab: Microscopic observation of leaf structures associated with Photosynthesis
LAB
PROJECT
Lab: Photosynthesis in the Elodea Leaf
TEST Project: Designing a Food Web
RESOURCES Chapters 6 Photosynthesis, Chapter 7 Cellular Respiration
TEXT AV: Computer, Internet, Overhead Projector, Video,
WEB LAB Supplies: Spectroscopes, Microscopes, Plant leaves, Slides, Elodea,
EQUIPMENT
UNIT 8 ECOLOGY MP 4
ESSENTIAL How could a constantly changing environment affect evolution?

QUESTIONS How is matter and energy transferred/transformed in living systems?
How are organisms dependent on each other?

NJCCCS 5.3.12.B.1: Cite evidence that the transfer and transformation of matter and energy links
organisms to one another and to their physical setting.
5.3.12.B.2: Use mathematical formulas to justify the concept of an efficient diet.
5.3.12.C.1: Analyze the interrelationships and interdependencies among different
organisms, and explain how these relationships contribute to the stability of the ecosystem.

KNOWLEDGE Trace the cycling of atoms and molecules on Earth among the living and nonliving
components of the biosphere
Explain how molecules are used to assemble larger molecules with biological
activity.
Follow the transfer of matter (molecules) from one organism to another repeatedly
and between organisms and their physical environment.
Identify how the total amount of matter in a system remains constant, even though
its form and location changes.
Analyze the interactions between organisms that result from the ability to produce
populations of infinite size in an environment where resources are finite
Provide evidence of how organisms both cooperate and compete in an ecosystem
Use evidence to explain why interrelationships and inter dependencies of organism
may generate stable ecosystems
Identify situations where humans intentionally and unintentionally modify
ecosystems as a result of population growth, technology, and consumption
Provide evidence of how human destruction of habitats threatens current local and
global ecosystem stability.
Predict how direct harvesting, pollution, atmospheric changes, and other factors will
affect population dynamics in a given ecosystem based on data and accepted
mathematical models.
Predict how natural disasters such as hurricanes, floods, volcanoes will affect
population dynamics in a given ecosystem based on data and accepted mathematical
models.
ASSESSMENTS Do Now: Vocabulary reinforcement
HW CW: Water Cycle, Carbon Cycle, Nitrogen Cycle, Phosphorus Cycle
CW HW: Abiotic Cycles
LAB Project: Create a Food Web with a minimum of 12 organisms
PROJECT Lab: Predator Prey Game Play two ways for two goals including Tropic Levels
TEST Quiz: Chapter 18 Concepts
Test:
Project: Research and endangered species. Focus on stress due to habitat loss.
CW: Hare and the Lynx (predator/prey)
CW: Model Predation
CW: Plant Defenses Tannins in Tea deter predators from eating plant
CW: Observe a web cam view of an active bird feeder
Project: Lichen Research
Project: Terrestrial Biomes / Aquatic Ecosystems
CW: Gummy Bear Diversity (pg 438)
CW: YouTube video on Fresh Kills Landfill
Writing Assessment: Reflection Essay on Video Clips
HW: review the natural disasters of 2011 (hurricanes, floods, volcanoes). Report on the
severity of their impact on the ecosystems involved.
RESOURCES Text: Holt Modern Biology 2008
TEXT Chapter 18 Introduction to Ecology
WEB Chapter 19 Populations
EQUIPMENT Chapter 20 Community Ecology
Chapter 21 Ecosystems
Chapter 22 Humans and the Environment
Web: www.studyisland.com
Web: Nova world in the Balance
Web: http://www.ustream.tv/channel/cinciallegra
AV: Video Planet Earth
Web: YouTube Fresh Kills Landfill http://www.youtube.com/watch?v=YxPJYiZNFGg
CHEMISTRY
UNIT 1 INTRODUCTION TO CHEMISTRY
ESSENTIAL How do we use information to explain and describe the world around us?
QUESTIONS How do scientists gather, classify, and interpret various types of data?
How can experiments be performed safely and effectively in a learning environment?
TOPICS Properties and Changes in Matter and Energy

Introduction to the Periodic Table
Use of the Scientific Method
Metric Measurement and Scientific Notation
Accuracy, Precision, and Significant Figures
TIME 15 Periods (approx 3 weeks)
NJCCCS
SKILLS AND Students will understand the difference between chemical and physical changes.
KNOWLEDGE Students will be able to measure accurately.
Students will be able to collect, analyze, and interpret data from investigations.
ASSESSMENT LAB Separation of Matter by Chemical and Physical Means

HW LAB Metric Olympics
CW LAB Density of Solids
LAB LAB Dimensional Analysis Cards
PROJECT
TEST
RESOURCES Chapters 1 and 2

TEXT
WEB
EQUIPMENT
UNIT 2 THE ATOM
ESSENTIAL How has the atomic model changed over time and how has it changed our understanding of
QUESTIONS the world around us?
How does our current model of the atom explain the behavior of matter and energy?
How do collaboration and communication between scientists advance human knowledge?
TOPICS Development of Modern Atomic Theory

Structure of the Atom
Nuclear Reactions
Radioactive Decay and Half-Life
Applications of Nuclear Technology
TIME 15 periods (approximately 3 weeks)
NJCCCS 5.2.12.A.1: Use atomic models to predict the behaviors of atoms in interactions.
5.2.12.A.4: Explain how the properties of isotopes, including half-lives, decay modes, and
nuclear resonances, lead to useful applications of isotopes.
5.2.12.D.3: Describe the products and potential applications of fission and fusion reactions.
SKILLS AND Students will be able to draw and label an accurate model of an atom.
KNOWLEDGE Students will be able to explain how nuclear chemistry applies to the modern world.
ASSESSMENTS LAB Isotopes of Pennium

HW LAB Half-Life and Radioactive Decay
CW
LAB
PROJECT
TEST
RESOURCES Chapter 3, up to page 82

TEXT Chapter 21
WEB
EQUIPMENT
UNIT 3 ELECTRON ARRANGEMENT AND THE PERIODIC TABLE
How is the periodic table constructed and what information does that structure provide?
TOPICS Electron Arrangement in Atoms

Electron Configurations
TIME 20 Periods (approx. 4 weeks)
5.2.12.A.3: Predict the placement of unknown elements on the Periodic Table based on their
physical and chemical properties.
5.2.12.B.1: Model how the outermost electrons determine the reactivity of elements and the
nature of the chemical bonds they tend to form.
SKILLS AND Students will be able to write the electron configurations of elements.
KNOWLEDGE Students will be able to describe and explain the structure of the periodic table.
ASSESSMENTS LAB Electron Configuration Worksheet

HW LAB Flinn Periodic Table
CW
LAB
PROJECT
TEST
RESOURCES Chapter 4
TEXT Chapter 5
WEB
EQUIPMENT
UNIT 4 CHEMICAL BONDING
ESSENTIAL How does our current model of the atom explain the behavior of matter and energy?
QUESTIONS How can matter change its form?
How do bonded atoms differ from individual atoms?
What properties to bonded atoms have?
How do ions form?
How do ionic compounds differ from molecular compounds?
TOPICS Ionic Bonding
Covalent Bonding
Electron Dot Notation
Molecular Geometry, Polarity, and Intermolecular Forces
TIME 10 periods (approx 2 weeks)
NJCCCS 5.2.12.A.2: Account for the differences in the physical properties of solids, liquids, and
gases.
5.2.12.C.2: Account for any trends in the melting points and boiling points of various
compounds.
SKILLS AND Students will be able to distinguish between ionic and covalent compounds.
KNOWLEDGE Students will be able to model covalent compounds using dot diagrams and VSEPR models.
Students will be able to identify the relevant intermolecular forces that determine physical
properties of substances, and how they change with temperature.
ASSESSMENTS LAB Covalent Models

HW LAB Comparison of IMF in Water, Alcohol, and Glycerol
CW LAB Properties of Ionic and Covalent Compounds
LAB
PROJECT
TEST
RESOURCES Chapter 6
TEXT
WEB
EQUIPMENT
UNIT 5 NAMING COMPOUNDS AND CHEMICAL QUANTITIES
ESSENTIAL How do ionic compounds differ from molecular compounds?

QUESTIONS How does the mole concept help us understand the quantitative aspects of chemistry?
TOPICS Naming Ionic Compounds

Naming Covalent Compounds
Percent Composition Calculations
Empirical and Molecular Formula Determination
TIME 20 periods (approx. 4 weeks)
NJCCCS 5.2.12.B.3: Balance chemical equations by applying the law of conservation of mass.
SKILLS AND Students will be able to name ionic and covalent compounds.
KNOWLEDGE Students will be able to determine oxidation numbers of elements within compounds.
Students will be able to calculate chemical amounts using the mole concept.
Students will be able to calculate percent composition from a given formula.
Students will be able to determine the empirical formula of a compound from given data.
ASSESSMENTS LAB Naming Compounds

HW LAB Gravimetric Analysis
CW LAB Determining Formula of a Hydrate
LAB
PROJECT
TEST
RESOURCES Chapter 3 page 82-87

TEXT Chapter 7
WEB
EQUIPMENT
UNIT 6 CHEMICAL EQUATIONS AND STOICHIOMETRY
ESSENTIAL Why do chemical reactions happen?

QUESTIONS What evidence do we have for chemical reactions?
Why is the Law of Conservation of Mass important to chemical reactions?
TOPICS Describing Chemical Reactions

Balancing Chemical Equations
Identification of Reaction Types
Reaction Stoichiometry
Limiting Reactants and Percent Yield
SKILLS AND Students will be able to balance a chemical equation.

KNOWLEDGE Students will be able to predict products of chemical reaction.
Students will be able to classify chemical reactions by type.
Students will be able to calculate amounts of product or reactant from given data.
Students will be able to identify limiting reactants and use them for stoichiometric
calculations and excess chemical amounts.
ASSESSMENTS LAB 5 types of reactions

HW LAB Stoichiometry of Copper Sulfate
CW
LAB
PROJECT
TEST
RESOURCES Chapter 8
TEXT Chapter 9
WEB
EQUIPMENT
UNIT 7 SOLIDS, LIQUIDS, AND GASES
ESSENTIAL What properties distinguish the different states of matter?

QUESTIONS What factors determine the state of matter for a substance?
How can substances change states?
How do gases respond to changes in pressure, volume, and temperature?
TOPICS The Kinetic-Molecular Theory of Matter

Properties of Solids and Liquids
Changes of State
Properties of Gases
The Ideal Gas Law
Diffusion and Effusion
gases.
compounds.
SKILLS AND Students will be able to explain the Kinetic-Molecular Theory of Matter.
KNOWLEDGE Students will be able to explain the properties of liquids, solids and gases.
Students will be able to describe how changes of state affect the properties of matter.
Students will be able to calculate change in gas pressure, temperature, volume and quantity.
ASSESSMENTS LAB Heat of Fusion of Water

HW LAB Molar Volume of Gas
CW
LAB
PROJECT
TEST
RESOURCES Chapter 10
TEXT Chapter 11
WEB
EQUIPMENT
UNIT 8 SOLUTIONS AND COLLIGATIVE PROPERTIES
ESSENTIAL What factors determine whether solutions will form?

QUESTIONS Why is water such a unique substance?
How do properties of solutions differ from their components?
TOPICS Types of Mixtures

Solution Properties
Measurement of Solution Concentration
Dissociation and Ionization of Compounds in Aqueous Solution
Precipitation of Compounds and Net Ionic Equations
Colligative Properties of Solutions
NJCCCS 5.2.12.A.5: Describe the process by which solutes dissolve in solvents.
SKILLS AND Students will be able to compare and contrast types of mixtures.
KNOWLEDGE Students will be able to describe properties of solutions.
Students will be able to make and calculate solutions of a given concentration.
Students will be able to identify and predict precipitates that form from chemical reactions.
Students will be able to differentiate how solutions differ from their pure components.
ASSESSMENTS LAB Creating a Solution of Specified Molarity

HW LAB Precipitation Reactions and Solubility
CW LAB Freezing-Point Depression with Antifreeze
LAB LAB Making Ice Cream using Freezing-Point Depression
PROJECT
TEST
TEXT Chapter 13
WEB
EQUIPMENT
UNIT 9 ACIDS AND BASES
ESSENTIAL What properties do acids and bases have?

QUESTIONS Why is water such a unique substance?
TOPICS Properties of Acids and Bases

Acid-Base Theories
Acid-Base Reactions
pH and pOH Calculations
pH Titrations
NJCCCS 5.2.12.A.6: Relate the pH scale to the concentrations of various acids and bases.
SKILLS AND Students will be able to name acids and bases and describe their properties.
KNOWLEDGE Students will be able to explain how different acid-base theories apply to many substances.
Students will be able to calculate pH, ion concentrations, and use the pH scale.
Students will be able to perform a titration and complete the associated calculations.
ASSESSMENTS LAB Properties of Acids and Bases

HW LAB Titration of an Unknown Solution
CW LAB Antacid Comparison
LAB
PROJECT
TEST
TEXT Chapter 15
WEB
EQUIPMENT
END MP3
UNIT 10 REACTION ENERGY AND KINETICS
ESSENTIAL What is the role of energy during chemical and physical changes?
QUESTIONS Why is the Law of Conservation of Energy important to chemical and physical changes?
How can the rate of a chemical reaction be altered?
TOPICS Temperature and the Specific Heat of Substances

Hesss Law and Enthalpy of Reaction
Reaction Mechanisms, Collision Theory, and Activation Energy
Factors that Influence Reaction Rates
NJCCCS 5.2.12.D.2: Describe the potential commercial applications of exothermic and endothermic
reactions.
5.2.12.D.5: Model the change in rate of a reaction by changing a factor.
SKILLS AND Students will be able to differentiate between heat and temperature.
KNOWLEDGE Students will be able to calculate enthalpies of various reactions, using Hesss Law.
Students will be able to describe, using collision theory, the chemical reaction process at the
atomic level.
Students will be able to identify and model factors that influence the rate of a reaction.
ASSESSMENTS LAB Hesss Law to find Heat of Reaction of Magnesium

HW LAB Factors that Influence Reaction Rates
CW
LAB
PROJECT
TEST
RESOURCES Chapter 16.1

TEXT Chapter 17.1, 17.2 up to page 570
WEB
EQUIPMENT
UNIT 11 REDOX REACTIONS AND ELECTROCHEMISTRY
ESSENTIAL How do substances change when electrons are transferred from one to another?
QUESTIONS Why is the Law of Conservation of Mass important to chemical reactions?
What energy changes can occur during electrochemical processes?
TOPICS Oxidation and Reduction of Compounds

Balancing Redox Equations
Electrochemistry
Comparison of Voltaic and Electrolytic Cells
NJCCCS 5.2.12.B.2: Describe oxidation and reduction reactions, and give examples of oxidation and
reduction reactions that have an impact on the environment, such as corrosion and the
burning of fuel.
SKILLS AND Students will be able to identify & balance the oxidation & reduction halves of a reaction.
KNOWLEDGE Students will be able to differentiate between a voltaic and an electrolytic cell.
ASSESSMENTS LAB Corrosion of Iron (Flinn Vol. 16)

HW LAB Electrolysis of Water
CW LAB Measuring Voltaic Cell Potentials
LAB LAB Electroplating Metals
PROJECT
TEST
TEXT Chapter 20
WEB
EQUIPMENT
CHEMISTRY HONORS
UNIT 1 INTRODUCTION TO CHEMISTRY
ESSENTIAL How can we use various types of information to make inferences and generalizations about
How do scientists gather, classify, and interpret various types of data?
How can experiments be performed safely and effectively in a learning environment?
TOPICS Properties and Changes in Matter and Energy

Introduction to the Periodic Table
Use of the Scientific Method
Metric Measurement and Scientific Notation
Accuracy, Precision, and Significant Figures
NJCCCS 5.1.12.B.1
5.1.12.C.1
5.1.12.C.2
5.1.12.C.3
5.1.12.D.1
5.1.12.D.2
SKILLS AND Students will understand the difference between chemical and physical changes.
KNOWLEDGE Students will be able to measure accurately.
Students will be able to collect, analyze, and interpret data from investigations.
ASSESSMENT LAB Separation of Matter by Chemical and Physical Means

HW LAB Metric Olympics
CW LAB Density of Solids
LAB LAB Dimensional Analysis Cards
PROJECT
TEST

TEXT
WEB
EQUIPMENT
UNIT 2 THE ATOM
How do collaboration and communication between scientists advance human knowledge?
TOPICS Development of Modern Atomic Theory

Structure of the Atom
Nuclear Reactions
Radioactive Decay and Half-Life
Applications of Nuclear Technology
TIME 15 periods (approximately 3 weeks)
SKILLS AND Students will be able to draw and label an accurate model of an atom.
KNOWLEDGE Students will be able to explain how nuclear chemistry applies to the modern world.
ASSESSMENTS LAB Isotopes of Pennium

HW LAB Half-Life and Radioactive Decay
CW
LAB
PROJECT
TEST
RESOURCES Chapter 3, up to page 82

TEXT Chapter 21
WEB
EQUIPMENT
UNIT 3 ELECTRON ARRANGEMENT AND THE PERIODIC TABLE
ESSENTIAL How does electron location give rise to the unique properties of elements?
QUESTIONS What does the arrangement of the periodic table have to do with the properties of elements?
TOPICS Electron Arrangement in Atoms

Electron Configurations
5.2.12.A.3: Predict the placement of unknown elements on the Periodic Table based on their
SKILLS AND Students will be able to write the electron configurations of elements.
KNOWLEDGE Students will be able to describe and explain the structure of the periodic table.
ASSESSMENTS LAB Electron Configuration Worksheet

HW LAB Flinn Periodic Table
CW
LAB
PROJECT
TEST
RESOURCES Chapter 4
TEXT Chapter 5
WEB
EQUIPMENT
END MP 1
UNIT 4 CHEMICAL BONDING
ESSENTIAL Why and do atoms bond?

QUESTIONS How do compounds differ from elements?
TOPICS Ionic Bonding

Covalent Bonding
Electron Dot Notation
Molecular Geometry, Polarity, and Intermolecular Forces
gases.
compounds.
nature of the chemical bonds they tend to form
SKILLS AND Students will be able to distinguish between ionic and covalent compounds.
KNOWLEDGE Students will be able to model covalent compounds using dot diagrams and VSEPR models.
Students will be able to identify the relevant intermolecular forces that determine physical
properties of substances, and how they change with temperature.
ASSESSMENTS LAB Covalent Models

HW LAB Comparison of IMF in Water, Alcohol, and Glycerol
CW LAB Properties of Ionic and Covalent Compounds
LAB
PROJECT
TEST
RESOURCES Chapter 6
TEXT
WEB
EQUIPMENT
UNIT 5 NAMING COMPOUNDS AND CHEMICAL QUANTITIES
ESSENTIAL How can we accurately count the number of atoms in a sample?
QUESTIONS How can we determine the formula of an unknown compound?
TOPICS Naming Ionic Compounds

Percent Composition Calculations
Empirical and Molecular Formula Determination
TIME 20 periods (approx. 4 weeks)
NJCCCS
SKILLS AND Students will be able to name ionic and covalent compounds.
KNOWLEDGE Students will be able to determine oxidation numbers of elements within compounds.
Students will be able to calculate chemical amounts using the mole concept.
Students will be able to calculate percent composition from a given formula.
Students will be able to determine the empirical formula of a compound from given data.
ASSESSMENTS LAB Naming Compounds

HW LAB Gravimetric Analysis
CW LAB Determining Formula of a Hydrate
LAB
PROJECT
TEST
RESOURCES Chapter 3 page 82-87

TEXT Chapter 7
WEB
EQUIPMENT
UNIT 6 CHEMICAL EQUATIONS AND STOICHIOMETRY
ESSENTIAL Why do chemicals react?
QUESTIONS How can we predict whether chemicals will react?
TOPICS Describing Chemical Reactions

Identification of Reaction Types
Reaction Stoichiometry
Limiting Reactants and Percent Yield
SKILLS AND Students will be able to balance a chemical equation.

KNOWLEDGE Students will be able to predict products of chemical reaction.
Students will be able to classify chemical reactions by type.
Students will be able to calculate amounts of product or reactant from given data.
Students will be able to identify limiting reactants and use them for stoichiometric
calculations and excess chemical amounts.
ASSESSMENTS LAB 5 types of reactions

HW LAB Stoichiometry of Copper Sulfate
CW
LAB
PROJECT
TEST
RESOURCES Chapter 8
TEXT Chapter 9
WEB
EQUIPMENT
END MP 2
UNIT 7 SOLIDS, LIQUIDS, AND GASES
ESSENTIAL Why is the Kinetic-Molecular Theory used to explain molecular motion?
QUESTIONS How can gas behavior be measured and described?
TOPICS The Kinetic-Molecular Theory of Matter

Properties of Solids and Liquids
Changes of State
Properties of Gases
The Ideal Gas Law
Diffusion and Effusion
gases.
compounds.
SKILLS AND Students will be able to explain the Kinetic-Molecular Theory of Matter.
KNOWLEDGE Students will be able to explain the properties of liquids, solids and gases.
Students will be able to describe how changes of state affect the properties of matter.
Students will be able to calculate change in gas pressure, temperature, volume and quantity.
ASSESSMENTS LAB Heat of Fusion of Water

HW LAB Molar Volume of Gas
CW
LAB
PROJECT
TEST
TEXT Chapter 11
WEB
EQUIPMENT
UNIT 8 SOLUTIONS AND COLLIGATIVE PROPERTIES
ESSENTIAL Why do some chemicals mix easily with each other?
QUESTIONS How are solution properties different from those of their component molecules?
TOPICS Types of Mixtures

Solution Properties
Measurement of Solution Concentration
Dissociation and Ionization of Compounds in Aqueous Solution
Precipitation of Compounds and Net Ionic Equations
Colligative Properties of Solutions
SKILLS AND Students will be able to compare and contrast types of mixtures.
KNOWLEDGE Students will be able to describe properties of solutions.
Students will be able to make and calculate solutions of a given concentration.
Students will be able to identify and predict precipitates that form from chemical reactions.
Students will be able to differentiate how solutions differ from their pure components.
ASSESSMENTS LAB Creating a Solution of Specified Molarity

HW LAB Precipitation Reactions and Solubility
CW LAB Freezing-Point Depression with Antifreeze
LAB LAB Making Ice Cream using Freezing-Point Depression
PROJECT
TEST
TEXT Chapter 13
WEB
EQUIPMENT
UNIT 9 ACIDS AND BASES
ESSENTIAL How are acids and bases important to us?
QUESTIONS How do we use pH to describe the concentrations of acids and bases?
TOPICS Properties of Acids and Bases

Acid-Base Theories
Acid-Base Reactions
pH and pOH Calculations
pH Titrations
SKILLS AND Students will be able to name acids and bases and describe their properties.
KNOWLEDGE Students will be able to explain how different acid-base theories apply to many substances.
Students will be able to calculate pH, ion concentrations, and use the pH scale.
Students will be able to perform a titration and complete the associated calculations.
ASSESSMENTS LAB Properties of Acids and Bases

HW LAB Titration of an Unknown Solution
CW LAB Antacid Comparison
LAB
PROJECT
TEST
TEXT Chapter 15
WEB
EQUIPMENT
END MP3
UNIT 10 REACTION ENERGY AND KINETICS
ESSENTIAL How can we measure the energy of chemical reactions?

QUESTIONS What factors influence reaction rates?
TOPICS Temperature and the Specific Heat of Substances

Hesss Law and Enthalpy of Reaction
Reaction Mechanisms, Collision Theory, and Activation Energy
Factors that Influence Reaction Rates
NJCCCS 5.2.12.D.2: Describe the potential commercial applications of exothermic and endothermic
reactions.
SKILLS AND Students will be able to differentiate between heat and temperature.
KNOWLEDGE Students will be able to calculate enthalpies of various reactions, using Hesss Law.
Students will be able to describe, using collision theory, the chemical reaction process at the
atomic level.
Students will be able to identify and model factors that influence the rate of a reaction.
ASSESSMENTS LAB Hesss Law to find Heat of Reaction of Magnesium

HW LAB Factors that Influence Reaction Rates
CW
LAB
PROJECT
TEST
RESOURCES Chapter 16.1

TEXT Chapter 17.1, 17.2 up to page 570
WEB
EQUIPMENT
UNIT 11 REDOX REACTIONS AND ELECTROCHEMISTRY
ESSENTIAL How are redox reactions important to us?
QUESTIONS How do electrons flow through atoms?
How can we make energy move from one substance to another?
How can we store energy for later use?
TOPICS Oxidation and Reduction of Compounds

Balancing Redox Equations
Electrochemistry
Comparison of Voltaic and Electrolytic Cells
NJCCCS 5.2.12.B.2: Describe oxidation and reduction reactions, and give examples of oxidation and
burning of fuel.
SKILLS AND Students will be able to identify & balance the oxidation & reduction halves of a reaction.
KNOWLEDGE Students will be able to differentiate between a voltaic and an electrolytic cell.
ASSESSMENTS LAB Corrosion of Iron (Flinn Vol. 16)

HW LAB Electrolysis of Water
CW LAB Measuring Voltaic Cell Potentials
LAB LAB Electroplating Metals
PROJECT
TEST
TEXT Chapter 20
WEB
EQUIPMENT
PHYSICS
UNIT 1 Measurement and Problem Solving Strategies
ESSENTIAL How do we use measurement to model objects, events and relationships in science?
QUESTIONS How can experimental results be best justified and explained to others?
TOPICS Measurement
Graphing Data
Safety in the Lab
Solving Problems Using Dimensional Analysis

MP 1
NJCCCS
SKILLS AND Students will be able to

KNOWLEDGE
- use dimensional analysis to solve problems.
- collect, analyze, and interpret data.
- safely use equipment in the laboratory setting.
ASSESSMENT LAB - Height vs. Arm Span (Graphing Lab)

HW LAB - Metric Estimation (Physics Olympics)
CW LAB - Indirect Height (Trig Lab)
LAB
PROJECT Test Conversions
TEST Test Trigonometry
RESOURCES Chapter 1
TEXT WebAssign
WEB
EQUIPMENT
UNIT 2 VECTOR AND SCALAR QUANTITIES
ESSENTIAL How can we measure the movement of objects in two dimensional space?
QUESTIONS How can we use forces and motion to explain everyday events?
TOPICS Vector and Scalar Calculations

Calculating Net Force

MP 1
NJCCCS 5.2.12.D.1: Model the relationship between the height of an object and its potential energy.
SKILLS AND Students will be able to - distinguish between scalar and vector quantities.
KNOWLEDGE - calculate a net force in one and two dimensions.
ASSESSMENT LABS - Navigational Vectors Project or Treasure Map

HW Graphical Analysis
CW Sports Figures Trig of Soccer
LAB Adding Vectors Demo w/ Rope Tug of War
PROJECT Introduction to Interactive Physics
TEST Component and Resultant Demos w/ Rope
RESOURCES CHAPTER 5
TEXT
WEB
EQUIPMENT
UNIT 3 FORCES, MOTION, AND ACCELERATION
ESSENTIAL How can we use forces and motion to explain everyday events?
QUESTIONS
TOPICS Constant and Changing Velocity

Constant and Changing Acceleration
Free Fall Motion

MP 1

KNOWLEDGE - calculate speed, velocity, displacement and time.
- calculate the direction and magnitude of acceleration.
- use graphical data to determine values that describe motion.
ASSESSMENT LABS
HW
CW Average Speed Lab (Physics 500)
LAB Acceleration Lab w/carts
PROJECT Walk the Graph Lab
TEST Free Fall Lab
Constant Speed Lab w/carts
Acceleration Lab(down an incline)
Sports Figure Tracking Speed
ASSIGNMENTS
WebAssign 1 Dimensional Kinematics Horizontal Formulas

WebAssign 1 Dimensional Kinematics Vertical Formulas
WebAssign 1 Dimensional Kinematics Horizontal and Vertical
WebAssign Vertical Motion thrownupward
Test 1 Dimensional Kinematics Horizontal

Test 1 Dimensional Kinematics Vertical
RESOURCES Chapter 2 and 3

TEXT
WEB
EQUIPMENT
UNIT 4 PROJECTILE MOTION
ESSENTIAL How can we compare velocities of two different objects?

QUESTIONS How can we model the motion of large objects so that we can understand how they work?
TOPICS Motion in Two-Dimensions

Relative Velocity

MP 2
SKILLS AND Students will be able to calculate height, range, position, time, and velocity for projectiles
KNOWLEDGE launched at various angles.
Students will be able to identify and describe the separate components of 2-D motion.
ASSESSMENT LABS
HW Hit the Chip Lab (Physics Olympics)
CW Shooter/Dropper Demo
LAB Car w/ Projectile Launcher
PROJECT Rocket lab Riggins Field
TEST Projectile Motion Web Quest
Interactive Physics
Paper Airplanes (Physics Olympics)
RESOURCES CHAPTER 5 and 6

TEXT
WEB
EQUIPMENT
UNIT 5 FORCES AND NEWTONS LAWS OF MOTION
ESSENTIAL How does the force of gravity explain the behavior of objects in the universe?
QUESTIONS Why were Newtons observations so revolutionary?
TOPICS Forces and Vectors

Friction
Newtons Laws
Circular Motion and Acceleration

MP 2
SKILLS AND Students will be able to describe the motion of objects as various forces are applied.
KNOWLEDGE Students will be able to explain how forces of friction affect motion.
Students will be able to use Newtons Laws to explain the behavior of objects in motion.
ASSESSMENT LABS
HW
CW Determine the Coefficient of Friction Lab
LAB Air Resistance Simulation
PROJECT Up/Down Incline Demo (w/ Brick and Wood)
TEST Tension-Vectors or Force Board Lab (Equilibrium Sign)
Cart/Pulley Lab Friction Lab Demos
Mechanical Universe Newtons Laws
Air Resistance Simulation
Bridge Building (Physics Olympics)
Paper Tower (Physics Olympics)
Investigations in Centripetal Force
Pendulum Lab
Interactive Physics
Penny on Hanger Demo
Water in Bucket Demo
RESOURCES CHAPTERS 4, 5 and 7

TEXT
WEB
EQUIPMENT
UNIT 6 CONSERVATION AND TRANSFER OF ENERGY
ESSENTIAL Why is energy important to the study of matter and motion?

QUESTIONS
TOPICS Kinetic and Potential Energy

Work and Power
Law of Conservation of Energy
Simple Machines

MP 2 and 3
NJCCCS 5.2.12.D.4: Measure quantitatively the energy transferred between objects during a
collision.
SKILLS AND Students will be able to describe the relationship between work and energy.
KNOWLEDGE Students will be able to model the effectiveness of simple machines used to do work.
Students will be able to explain how energy is transferred between objects.
ASSESSMENT LABS
HW
CW Loss of Mechanical Energy Lab (tennis ball, ping pong ball, golf ball, marble)
LAB Work/Power Lab OR Energy/Impulse Lab
PROJECT Conservation of Energy
TEST Work and Power Lab on Stairs
Roller Coaster Demo
Newtons Cradle Demo
Dropper Popper Demo
Pulley and/or Lever Lab
Conservation of Energy Lab Interactive Physics
Ballistic Pendulum
Hookes Law Lab
Sports Figures Bouncing Balls
Mechanical Universe Conservation of Energy

TEXT
WEB
EQUIPMENT
UNIT 7 CONSERVATION OF MOMENTUM

QUESTIONS
TOPICS Impulse
Momentum
Collisions
TIME 20 periods (4 weeks)

MP 3
collision.
SKILLS AND Students will be able to compare and contrast impulse and momentum.
KNOWLEDGE Students will be able to differentiate between elastic and inelastic collisions.
ASSESSMENT LABS
HW
CW Conservation of Momentum(Collisions/Explosions)
LAB Egg Drop Project
PROJECT Explosion and Collision Demo
TEST Newtons Cradle Demo
Water Rocket Demo
Egg and Blanket Cushion Demo
Ball on Ball Demo (Astroblaster)
Collision Lab with Interactive Physics
Sports Figures Relaxing with Impulse
Sports Figures Running with Momentum
Explosion of Two Dynamics Carts Lab
RESOURCES Chapter 9
TEXT
WEB
EQUIPMENT
UNIT 8 ROTATIONAL AND HARMONIC MOTION
QUESTIONS
TOPICS Simple Harmonic Motion

Periodic Motion
Pendulums
Springs and Elasticity
Rotational Motion
Torque
TIME 17 periods (approx. 3.5 weeks)
MP 3
NJCCCS
SKILLS AND Students will be able to solve problems involving rotational motion.
KNOWLEDGE Students will be able to describe the behavior of pendulums and springs.
ASSESSMENT
HW Determine the Spring Constant of a Toy Lab
CW Torque Penny Lab
LAB Interactive Physics
PROJECT
TEST

TEXT
WEB
EQUIPMENT
UNIT 9 GEOMETRIC OPTICS
ESSENTIAL In what ways do we measure and manipulate light?

QUESTIONS Why are lenses and mirrors so important?
TOPICS Reflection
Refraction
Concave and Convex Lenses
Concave and Convex Mirrors
Snells Law
TIME 17 periods (3.5 weeks)

MP 4
NJCCCS
SKILLS AND Students will be able to apply the law of reflection to plane and curved mirrors.
KNOWLEDGE Students will be able to model image and object relationships.
Students will be able to explain how light behaves as it travels through various mediums
with different indexes of refraction.
ASSESSMENT LABS
HW
CW Reflection and/or Refraction Labs
LAB Reflection (Plane Mirror) Lab
PROJECT Snells Law (Water and Glass) Lab
TEST Discovering Optics (Lenses/Mirrors) Lab
Fiber Optic (Total Internal Reflection)Demo
Sports Figures Sounds of Summer
Reflection Challenge (Physics Olympics)

TEXT
WEB
EQUIPMENT
UNIT 10 ELECTRIC CURRENT AND CIRCUITS
ESSENTIAL How do we use electricity to transmit energy and power technologies?

QUESTIONS
TOPICS Series and Parallel Circuits

Ohms Law
Electric Power
NJCCCS
SKILLS AND Students will be able to diagram and create simple that demonstrate series and parallel
KNOWLEDGE connections.
Students will be able to use Ohms Law to describe properties of electric circuits.
ASSESSMENT LABS
HW
CW Series/Parallel Lab
LAB Circuit Board Labs
PROJECT Circuit Construction Lab Simulation
TEST Series vs. Parallel Demos

TEXT
WEB
EQUIPMENT
UNIT 11 FLUID DYNAMICS
QUESTIONS
TOPICS Pascals Principle

Archimedes Principle
Bernoullis Principle
TIME 12 periods (approx 2.5 weeks)
gases.
5.2.12.C.1: Use the kinetic molecular theory to describe and explain the properties of solids,
liquids, and gases.
SKILLS AND Students will be able to explain how pressure and buoyant forces apply to fluids.
KNOWLEDGE
ASSESSMENT LABS
HW
CW Sand Barge Lab (Physics Olympics)
LAB Show Shoes Demonstration
PROJECT
TEST
TEXT
WEB
EQUIPMENT
PHYSICS HONORS
UNIT 1 Measurement and Problem Solving Strategies
ESSENTIAL How do we use measurement to model objects, events and relationships in science?
QUESTIONS How can experimental results be best justified and explained to others?
TOPICS Measurement
Graphing Data
Safety in the Lab
Solving Problems Using Dimensional Analysis

MP 1
NJCCCS

KNOWLEDGE
- use dimensional analysis to solve problems.
- collect, analyze, and interpret data.
- safely use equipment in the laboratory setting.
ASSESSMENT LAB - Height vs. Arm Span (Graphing Lab)

HW LAB - Metric Estimation (Physics Olympics)
CW LAB - Indirect Height (Trig Lab)
LAB
PROJECT Test Conversions
TEST Test Trigonometry
RESOURCES Chapter 1
TEXT WebAssign
WEB
EQUIPMENT
UNIT 2 VECTOR AND SCALAR QUANTITIES
ESSENTIAL How can we measure the movement of objects in two dimensional space?
QUESTIONS How can we use forces and motion to explain everyday events?
TOPICS Vector and Scalar Calculations

Calculating Net Force

MP 1

KNOWLEDGE - distinguish between scalar and vector quantities.
- calculate a net force in one and two dimensions.
ASSESSMENT LABS - Navigational Vectors Project or Treasure Map
HW Graphical Analysis
CW Sports Figures Trig of Soccer
LAB Adding Vectors Demo w/ Rope Tug of War
PROJECT Introduction to Interactive Physics
TEST Component and Resultant Demos w/ Rope
RESOURCES CHAPTER 5
TEXT
WEB
EQUIPMENT
UNIT 3 FORCES, MOTION, AND ACCELERATION
QUESTIONS
TOPICS Constant and Changing Velocity

Constant and Changing Acceleration
Free Fall Motion

MP 1

KNOWLEDGE - calculate speed, velocity, displacement and time.
- calculate the direction and magnitude of acceleration.
- use graphical data to determine values that describe motion.
ASSESSMENT LABS
HW
CW Average Speed Lab (Physics 500)
LAB Acceleration Lab w/carts
PROJECT Walk the Graph Lab
TEST Free Fall Lab
Constant Speed Lab w/carts
Acceleration Lab(down an incline)
Sports Figure Tracking Speed
ASSIGNMENTS
WebAssign 1 Dimensional Kinematics Horizontal Formulas

WebAssign 1 Dimensional Kinematics Vertical Formulas
WebAssign 1 Dimensional Kinematics Horizontal and Vertical
WebAssign Vertical Motion thrownupward
Test 1 Dimensional Kinematics Horizontal

Test 1 Dimensional Kinematics Vertical
RESOURCES Chapter 2 and 3

TEXT
WEB
EQUIPMENT
UNIT 4 PROJECTILE MOTION
ESSENTIAL How can we compare velocities of two different objects?

QUESTIONS How can we model the motion of large objects so that we can understand how they work?
TOPICS Motion in Two-Dimensions

Relative Velocity

MP 2
SKILLS AND Students will be able to calculate height, range, position, time, and velocity for projectiles
KNOWLEDGE launched at various angles.
Students will be able to identify and describe the separate components of 2-D motion.
ASSESSMENT LABS
HW Hit the Chip Lab (Physics Olympics)
CW Shooter/Dropper Demo
LAB Car w/ Projectile Launcher
PROJECT Rocket lab Riggins Field
TEST Projectile Motion Web Quest
Interactive Physics
Paper Airplanes (Physics Olympics)
RESOURCES CHAPTER 5 and 6

TEXT
WEB
EQUIPMENT
UNIT 5 FORCES AND NEWTONS LAWS OF MOTION
ESSENTIAL How does the force of gravity explain the behavior of objects in the universe?
QUESTIONS Why were Newtons observations so revolutionary?
TOPICS Forces and Vectors

Friction
Newtons Laws
Circular Motion and Acceleration

MP 2
SKILLS AND Students will be able to describe the motion of objects as various forces are applied.
KNOWLEDGE Students will be able to explain how forces of friction affect motion.
Students will be able to use Newtons Laws to explain the behavior of objects in motion.
ASSESSMENT LABS
HW
CW Determine the Coefficient of Friction Lab
LAB Air Resistance Simulation
PROJECT Up/Down Incline Demo (w/ Brick and Wood)
TEST Tension-Vectors or Force Board Lab (Equilibrium Sign)
Cart/Pulley Lab Friction Lab Demos
Mechanical Universe Newtons Laws
Air Resistance Simulation
Bridge Building (Physics Olympics)
Paper Tower (Physics Olympics)
Investigations in Centripetal Force
Pendulum Lab
Interactive Physics
Penny on Hanger Demo
Water in Bucket Demo
RESOURCES CHAPTERS 4, 5 and 7

TEXT
WEB
EQUIPMENT
UNIT 6 CONSERVATION AND TRANSFER OF ENERGY

QUESTIONS

Work and Power
Law of Conservation of Energy
Simple Machines

MP 2 and 3
collision.
SKILLS AND Students will be able to describe the relationship between work and energy.
KNOWLEDGE Students will be able to model the effectiveness of simple machines used to do work.
Students will be able to explain how energy is transferred between objects.
ASSESSMENT LABS
HW
CW Loss of Mechanical Energy Lab (tennis ball, ping pong ball, golf ball, marble)
LAB Work/Power Lab OR Energy/Impulse Lab
PROJECT Conservation of Energy
TEST Work and Power Lab on Stairs
Roller Coaster Demo
Newtons Cradle Demo
Dropper Popper Demo
Pulley and/or Lever Lab
Conservation of Energy Lab Interactive Physics
Ballistic Pendulum
Hookes Law Lab
Sports Figures Bouncing Balls
Mechanical Universe Conservation of Energy

TEXT
WEB
EQUIPMENT
UNIT 7 CONSERVATION OF MOMENTUM

QUESTIONS
TOPICS Impulse
Momentum
Collisions

MP 3
collision.
SKILLS AND Students will be able to compare and contrast impulse and momentum.
KNOWLEDGE Students will be able to differentiate between elastic and inelastic collisions.
ASSESSMENT LABS
HW
CW Conservation of Momentum(Collisions/Explosions)
LAB Egg Drop Project
PROJECT Explosion and Collision Demo
TEST Newtons Cradle Demo
Water Rocket Demo
Egg and Blanket Cushion Demo
Ball on Ball Demo (Astroblaster)
Collision Lab with Interactive Physics
Sports Figures Relaxing with Impulse
Sports Figures Running with Momentum
Explosion of Two Dynamics Carts Lab
RESOURCES Chapter 9
TEXT
WEB
EQUIPMENT
UNIT 8 ROTATIONAL AND HARMONIC MOTION
QUESTIONS
TOPICS Simple Harmonic Motion

Periodic Motion
Pendulums
Springs and Elasticity
Rotational Motion
Torque
TIME 17 periods (approx. 3.5 weeks)
MP 3
NJCCCS
SKILLS AND Students will be able to solve problems involving rotational motion.
KNOWLEDGE Students will be able to describe the behavior of pendulums and springs.
ASSESSMENT
HW Determine the Spring Constant of a Toy Lab
CW Torque Penny Lab
LAB Interactive Physics
PROJECT
TEST

TEXT
WEB
EQUIPMENT
UNIT 9 GEOMETRIC OPTICS
ESSENTIAL In what ways do we measure and manipulate light?
QUESTIONS Why are lenses and mirrors so important?
TOPICS Reflection
Refraction
Concave and Convex Lenses
Concave and Convex Mirrors
Snells Law
TIME 17 periods (3.5 weeks)

MP 4
NJCCCS
SKILLS AND Students will be able to apply the law of reflection to plane and curved mirrors.
KNOWLEDGE Students will be able to model image and object relationships.
Students will be able to explain how light behaves as it travels through various mediums
with different indexes of refraction.
ASSESSMENT LABS
HW
CW Reflection and/or Refraction Labs
LAB Reflection (Plane Mirror) Lab
PROJECT Snells Law (Water and Glass) Lab
TEST Discovering Optics (Lenses/Mirrors) Lab
Fiber Optic (Total Internal Reflection)Demo
Sports Figures Sounds of Summer
Reflection Challenge (Physics Olympics)

TEXT
WEB
EQUIPMENT
UNIT 10 ELECTRIC CURRENT AND CIRCUITS
ESSENTIAL How do we use electricity to transmit energy and power technologies?

QUESTIONS
TOPICS Series and Parallel Circuits

Ohms Law
Electric Power
NJCCCS
SKILLS AND Students will be able to diagram and create simple that demonstrate series and parallel
KNOWLEDGE connections.
Students will be able to use Ohms Law to describe properties of electric circuits.
ASSESSMENT LABS
HW
CW Series/Parallel Lab
LAB Circuit Board Labs
PROJECT Circuit Construction Lab Simulation
TEST Series vs. Parallel Demos

TEXT
WEB
EQUIPMENT
UNIT 11 FLUID DYNAMICS
QUESTIONS
TOPICS Pascals Principle

Archimedes Principle
Bernoullis Principle
TIME 12 periods (approx 2.5 weeks)
gases.
liquids, and gases.
SKILLS AND Students will be able to explain how pressure and buoyant forces apply to fluids.
KNOWLEDGE
ASSESSMENT LABS
HW
CW Sand Barge Lab (Physics Olympics)
LAB Show Shoes Demonstration
PROJECT
TEST
TEXT
WEB
EQUIPMENT
PHYSICAL SCIENCE
UNIT 1 INTRODUCTION TO PHYSICAL SCIENCE
ESSENTIAL How do we build and refine models that describe and explain the world around us?
QUESTIONS How is scientific knowledge constructed?
TOPICS Metric System

Scientific Method
Collecting and Using Data for Scientific Investigations
Lab Safety
TIME Approx 10 periods (2 weeks)

MP 1
NJCCCS 5.1.12.A.1: Refine interrelationships among concepts and patterns of evidence found in
different central scientific explanations.
5.1.12.A.3: Use scientific principles and theories to build and refine standards for data
collection, posing controls, and presenting evidence.
5.1.12.C.2: Use data representations and new models to revise predictions and explanations.
SKILLS AND Students will be able to collect and analyze data.

KNOWLEDGE Students will be able to explain and record observations made in scientific investigations.
ASSESSMENT Lab Projects

HW Chapter Tests
CW Homework
LAB Project Rubric
PROJECT Teacher Observation
TEST
RESOURCES Chapter 1
TEXT
WEB
EQUIPMENT
UNIT 2 PROPERTIES OF MATTER
ESSENTIAL How can we describe and measure properties of matter?

QUESTIONS How can we classify matter?
How do energy changes affect properties of matter?
TOPICS Kinetic-Molecular Theory of Matter

Properties of Fluids
Gas Behavior
Elements, Compounds, and Mixtures
Conservation of Mass

MP 1
gases.
liquids, and gases.
compounds.
SKILLS AND Students will be able to explain how the kinetic-molecular theory relates to states of matter.
KNOWLEDGE Students will be able to differentiate between compounds and mixtures.
Students will be able to distinguish between physical and chemical changes.

HW Chapter Tests
CW Homework
LAB Project Rubric
TEST

TEXT
WEB
EQUIPMENT
UNIT 3 ATOMIC STRUCTURE AND NUCLEAR CHEMISTRY

TOPICS Structure of the Atom

Development of Atomic Theory
Properties of Atoms
Isotopes
Radioactivity
Nuclear Reactions
MP 1
SKILLS AND Students will be able to describe atomic structure and properties.
KNOWLEDGE Students will be able to explain how atoms can be radioactive.
Students will be able to explain how applications of radioactive elements are used.
ASSESSMENT Nuclear Chem Project

HW Lab Projects
CW Chapter Tests
LAB Homework
PROJECT Project Rubric
TEST Teacher Observation
RESOURCES Chapters 18, 9

TEXT
WEB
EQUIPMENT
UNIT 4 THE PERIODIC TABLE AND THE ELEMENTS

TOPICS Structure of the Periodic Table

Properties of Metals and Nonmetals

MP 2
NJCCCS 5.2.12.A.3: Predict the placement of unknown elements on the Periodic Table based on their
SKILLS AND Students will be able to describe the structure of the periodic table.
KNOWLEDGE Students will be able to distinguish between metals, nonmetals, and metalloids.
Students will be able to describe the properties of an element.
HW Chapter Tests
CW Homework
LAB Project Rubric
TEST
RESOURCES Chapter 18, 20

TEXT
WEB
EQUIPMENT
UNIT 5 CHEMICAL BONDING AND NAMING COMPOUNDS
ESSENTIAL Why do atoms bond to form compounds?

QUESTIONS How do energy changes affect properties of matter?
TOPICS Ionic vs. Covalent Bonding

Naming Ionic Compounds
Writing Chemical Formulas
Materials Science

MP 2
NJCCCS 5.2.12.B.1: Model how the outermost electrons determine the reactivity of elements and the
SKILLS AND Students will be able to differentiate between the various types of bonding in compounds.
KNOWLEDGE Students will be able to name compounds based on their bonding type.
Students will be able to construct a models that shows how electrons are arranged in bonds.
ASSESSMENT Materials Science Project

HW Lab Projects
CW Chapter Tests
LAB Homework
PROJECT Project Rubric
TEST Teacher Observation
TEXT Chapter 22
WEB
EQUIPMENT
UNIT 6 SOLUTION CHEMISTRY
ESSENTIAL What happens when matter is mixed?

QUESTIONS What properties of matter determine the ability of substances to mix?
TOPICS Factors that Affect Solution Formation

Polar and Nonpolar Molecules
Measuring Solution Concentration
MP 2
SKILLS AND Students will be able to describe how and why solutions form.
KNOWLEDGE Students will be able to explain why molecules do not always mix together.
Students will be able to measure solution concentrations.

HW Chapter Tests
CW Homework
LAB Project Rubric
TEST
TEXT
WEB
EQUIPMENT
UNIT 7 CHEMICAL REACTIONS
ESSENTIAL What happens to matter during a chemical reaction?

QUESTIONS How do elements combine to form compounds?
TOPICS Conservation of Mass

Writing Chemical Equations
Types of Chemical Reactions
Energy Changes in Chemical Reactions

MP 3
5.2.12.D.2: Describe the potential commercial applications of exothermic and endothermic
reactions.
SKILLS AND Students will be able to explain the Law of Conservation of Mass.
KNOWLEDGE Students will be able to balance a given equation.
Students will be able to classify reactions by type.
Students will be able to recognize the signs of a chemical reaction.

HW Chapter Tests
CW Homework
LAB Project Rubric
TEST
TEXT
WEB
EQUIPMENT
UNIT 8 APPLICATIONS OF CHEMISTRY
ESSENTIAL What type of matter makes up living things?
QUESTIONS How is chemistry used in society?
TOPICS Organic Compounds

Polymers
Biological Chemistry
Acids, Bases and Salts
The pH Scale

MP 3
5.2.12.B.2: Describe oxidation and reduction reactions, and give examples of oxidation and
burning of fuel.
SKILLS AND Students will be able to recognize organic compounds and explain their significance.
KNOWLEDGE Students will be able to describe the different categories of major biological compounds.
Students will be able to describe the properties of acids, bases, and salts.

HW Chapter Tests
CW Homework
LAB Project Rubric
TEST

TEXT
WEB
EQUIPMENT
UNIT 9 FORCES AND MOTION
ESSENTIAL How can we measure the motion of objects?

QUESTIONS What forces are involved in the measurement of objects in motion?
TOPICS Speed and Velocity

Acceleration
Forces and Inertia
Newtons Laws of Motion

MP 3
collision.
SKILLS AND Students will be able to explain Newtons Laws and apply them to various objects.
KNOWLEDGE Students will be able to measure force, speed, and acceleration of various objects.

HW Chapter Tests
CW Homework
LAB Project Rubric
TEST

TEXT
WEB
EQUIPMENT
UNIT 10 ENERGY AND MATTER
ESSENTIAL How is energy stored, measured, and transferred between objects?

QUESTIONS

Conservation of Energy
Thermal Energy

MP 4
5.2.12.D.4: Measure quantitatively the energy transferred between objects during a
collision.
SKILLS AND Students will be able to differentiate between kinetic and potential energy.
KNOWLEDGE Students will be able to model how energy is transferred between various objects.
Students will be able to explain how energy is conserved, even when being transferred.

HW Chapter Tests
CW Homework
LAB Project Rubric
TEST

TEXT
WEB
EQUIPMENT
MARINE BIOLOGY
UNIT 1 Marine Biology Half Year Course MP 1 (6 Weeks)
ESSENTIAL 1. How can you apply the Scientific Method to your life?
QUESTIONS 2. What mechanisms promote changes in organisms?
3. What evidence supports that life on Earth has changed?
4. What characteristics place an organism into specific phylogenies?
TOPICS Importance of Marine Biology Diffusion and Osmosis
History of Marine Biology Osmoregulation
Oceanography Temperature Ranges
Review of the Scientific Method Ecto, endo, poiklo Therms
Review of Carbohydrates, Proteins, Lipids, Nucleic Acids Introduction to Microbes
Review of Photosynthesis Viruses
Review of Cells and Organelles Prokaryotes
Planktonic vs. Benthic Organisms Unicellular Algae
Physical Prosperities of the Habitat Protozoas
Salinity Fungi
TIME Chapter 1 The Science of Marine Biology 2 Periods
Chapter 4 Fundamentals of Biology 3 Periods
Chapter 5 The Microbial World 10 Periods
Chapter 6 Multicellular Primary Producers: Seaweeds and Plants 15 Periods
NJCCCS 5.3.12 A.1: Represent and explain the relationship between the structure and function of
each class of complex molecules using a variety of models.
5.3.12.B.5: Investigate and describe the complementary relationship (cycling of matter and
flow of energy) between photosynthesis and cellular respiration.
KNOWLEDGE Explain how scientist collect, analyze, and use data using the scientific method.
Recall the biological process of photosynthesis and respiration and relate these
processes to the organisms that live in the seas and oceans.
Identify important physical characteristics of a habit that improve an organisms
chance of survival.
Gain an understanding of how microscopic life forms are an important part of the
marine ecosystem.
ASSESSMENTS CW: Identify, Color and Label Dinoflagelettes
HW CW: Watch and Discuss Movie on Bioluminescent Marine Plankton
CW
LAB
CW: Watch and Discuss Movie on Marine Protista
PROJECT LAB: Using a light microscope, observe and draw microscopic aquatic organisms
TEST
RESOURCES Text: Marine Biology 8th Edition, Peter Castro, Michael E. Huber; McGraw Hill 2010
TEXT Web: www.studyisland.com
WEB Equipment: microscopes, slides, samples of marine organisms, coloring supplies,
EQUIPMENT computers,, Internet, AV equipment
UNIT 2 Marine Biology Half Year Course MP 1-2 (6 Weeks)
ESSENTIAL 1. What are the structures, functions and behaviors of a marine organism?
QUESTIONS 2. What evidence supports that life on Earth has changed
3. What is the significance of coral reef formation?
4. Does technology help or hurt the environment?
5. What is the responsibility of Humans for other life forms on Earth?
6. What characteristics place an organism into specific phylogenies?
TOPICS Sponges Echinoderms
Symmetry Chordates Without Backbones
Cnidarians Reproduction
Radial Symmetry Jelly fish
Bilateral Symmetry Ctenophores
Flat worms Coral Reefs
Segmented Worms Shells
Mollusks Sharks
Bivalves Coloration
Gastropods Swimming Patterns
Cephalopods Nervous system
Arthropods Reproductive system
Horse shoe Crabs Digestive system
BP Oil Spill Anniversary
TIME Chapter 7 Marine Animals Without a Backbone (7 Weeks)
NJCCCS 5.3.12.A.4: Distinguish between the processes of cellular growth (cell division) and
development (differentiation).

mechanisms.

KNOWLEDGE Distinguish between cell growth and development
Describe the ways in which organisms interact with each other and their habitats in
order to meet basic needs.
Provide a scientific explanation for the history of life on Earth using scientific
evidence such as fossil records.
Account for the evolution of a species by citing specific evidence of biological
mechanisms.
ASSESSMENTS CW: Draw, Label and Color Sponges
HW CW: Draw, Label and Color Jelly Fish
CW CW: Draw, Label and Color Marine Worms
LAB CW: Draw, Label and Color Mollusks
PROJECT CW: Draw, Label and Color Crustaceans
TEST CW: Draw, Label and Color Echinoderms
CW: View and Discuss: Video on Porifera
View and Discuss: Video on Cnidarians
View and Discuss: Video on Marine Worms
View and Discuss: Video on Coral Reefs
View and Discuss: Video on Cephalopods
View and Discuss: Video on Branches of Life
View and Discuss: Video on Crash, Tail of Two Species (PBS)
CW: Develop a Topic Review Chart on Invertebrate Marine Organisms
Quiz: Sponges, Cnidarians, and Ctenophores
Quiz: Marine Worms and Coral
Lab: Dissection of a squid
Quiz: Mollusks, Arthropods and Echinoderms
WEB Equipment: Dissection equipment, squid, diagrams to color, coloring supplies, computers,
EQUIPMENT Internet, Library resources, DVD player, Video player, TV
UNIT 3 Marine Biology Half Year Course MP 2 (Weeks)
ESSENTIAL 1. What characteristics place an organism into specific phylogenies?
QUESTIONS 2. What evidence supports that life on Earth has changed?
3. What mechanisms promote changes in organisms?
4. What is the responsibility of humans for other life on Earth?
TOPICS Vertebrate introduction Behavior
Jawless fishes Reproduction
Cartilaginous Fishes Coastal plain estuaries
Bony fishes Bar-built estuaries
Body shape Tectonic estuaries
Coloration Salinity of an estuary
Locomotion Substrate/sediment
Feeding Tide patterns in estuaries
Digestion Communities found in an estuary
Circulatory system Tidal ranges
Respiratory system Invasive plants found in estuaries
Regulation of the internal environment Feeding interactions among organisms
Nervous system Human impact on estuarine communities
Sensory system The Meadowlands Our Back Yard
Xanadu development and its local effect
TIME Chapter 8 Marine Fishes (3 Weeks)

Chapter 12 Estuaries: Where Rivers meet Seas (3 Days)
NJCCCS 5.3.12.B.1: Cite evidence that the transfer and transformation of matter and energy links
organisms to one another and to their physical setting.

mechanisms.
KNOWLEDGE Identify the four basic characteristics of chordates.
Describe the classification scheme of fishes.
Compare and contrast bony fish and cartilaginous fish
Recognize the behavior patterns which are adaptations for survival.
Relate the body shape of a fish to its habitat.
Differentiate warning coloration, cryptic coloration, disruptive coloration and
counter shading.
Identify major organs of the various systems of marine fish.
Represent marine fishes based upon distinguishing features including habits and
environment.

ASSESSMENTS Project: Research and then present the role of a Marine Biologist. Develop the framework
HW to simulate an interview with a famous scientist. Use leading questions to elicit information
CW from the scientist.
LAB HW: Develop 25 questions and answers about bony fish to share with the class
PROJECT CW: Draw, Label and Color a shark, a ray and a skate
TEST CW: Draw, Label and Color Bony fish
Lab: Create A Fish Activity
View and Discuss: Video on Sharks
View and Discuss: Video on Bony Fish
Test:
TEXT
WEB
EQUIPMENT
EARTH SCIENCE CURRICULUM
UNIT 1 INTRODUCTION TO EARTH SCIENCE
ESSENTIAL How does scientific understanding build over time?

QUESTIONS How do we build and refine models that describe and explain the world around us?
TOPICS Scientific Method

Mapping the Earth
Remote Sensing Devices
Atomic Structure Review

MP 1
NJCCCS 5.1.12.A.1: Refine interrelationships among concepts and patterns of evidence found in
different central scientific explanations
5.1.12.B.2: Build, refine, and represent evidence-based models using mathematical,
physical, and computational tools.
SKILLS AND Students will be able to design, create, and evaluate scientific investigations.
KNOWLEDGE Students will be able to take measurements and collect data that will help them understand
scientific concepts.
Students will be able to read and label various types of maps used in the study of the Earth.
HW Chapter Tests
CW Homework
LAB Project Rubric
TEST
RESOURCES Chapter 1-3

TEXT
WEB
EQUIPMENT
UNIT 2 GEOLOGY: FORMATION AND COMPOSITION
ESSENTIAL How has the Earth changed over time?

QUESTIONS
TOPICS Minerals
Igneous, Sedimentary, and Metamorphic Rocks

MP 1
NJCCCS 5.4.12.B.1: Trace the evolution of our atmosphere and relate the changes in rock types and
life forms to the evolving atmosphere.
SKILLS AND Students will be able to differentiate between various types of rocks and minerals.
KNOWLEDGE Students will be able to explain how rock layers are formed over long periods of time.

HW Chapter Tests
CW Homework
LAB Project Rubric
TEST
RESOURCES Chapters 4-6

TEXT
WEB
EQUIPMENT
UNIT 3 GEOLOGY: FOSSILS AND DATING
ESSENTIAL How has the Earth changed over time?

QUESTIONS How has life on Earth changed over time?
TOPICS Fossils and rock dating

The geologic time scale

MP 2
NJCCCS 5.4.12.B.2: Correlate stratigraphic columns from various locations by using index fossils
and other dating techniques.
5.4.12.B.3: Account for the evolution of species by citing specific absolute-dating evidence
of fossil samples.
SKILLS AND Students will be able to explain how rock layers are formed over long periods of time.
KNOWLEDGE Students will be able to explain how rock layers are used in dating fossils and in describing
the development of life on Earth.

HW Chapter Tests
CW Homework
LAB Project Rubric
TEST
TEXT
WEB
EQUIPMENT
UNIT 4 GEOLOGY: PLATE TECTONICS
ESSENTIAL How has the Earths surface changed over time?

QUESTIONS Why has the Earths surface changed over time?
TOPICS Plate Tectonics

Earthquakes and Volcanic Activity

MP 2
NJCCCS 5.4.12.D.1: Explain the mechanisms for plate motions using earthquake data, mathematics,
and conceptual models.
5.4.12.D.2: Calculate the average rate of seafloor spreading using archived geomagnetic-
reversals data.
5.4.12.E.2: Predict what the impact on biogeochemical systems would be if there were an
increase or decrease in internal and external energy.
SKILLS AND Students will be able to explain how the theory of plate tectonics describes the movement of
KNOWLEDGE the Earths crust over time.
Students will be able to explain how earthquakes and volcanic activity arise from tectonic
activity.

HW Chapter Tests
CW Homework
LAB Project Rubric
TEST

TEXT
WEB
EQUIPMENT
UNIT 5 SURFACE PROCESSES ON EARTH
ESSENTIAL How do changes in one part of the Earths systems affect other systems?
QUESTIONS
TOPICS Weathering and Erosion

Soil Formation
Soil Classification

MP 2
NJCCCS 5.4.12.C.1: Model the interrelationships among the spheres in the Earth systems by creating
a flow chart.
5.4.12.E.1: Model and explain the physical science principles that account for the global
energy budget.
SKILLS AND Students will be able to explain how weathering and erosion change the surface of the Earth.
KNOWLEDGE Students will be able to explain how soil is formed from surface processes on the Earth.

HW Chapter Tests
CW Homework
LAB Project Rubric
TEST
RESOURCES Chapter 7
TEXT
WEB
EQUIPMENT
UNIT 6 METEOROLOGY
ESSENTIAL What causes changes in the Earths weather?

QUESTIONS How do changes in the Earths weather affect life?
TOPICS Composition of the Atmosphere

Meteorology

MP 3
NJCCCS 5.4.12.C.1: Model the interrelationships among the spheres in the Earth systems by creating
a flow chart.
5.4.12.C.2: Analyze the vertical structure of Earths atmosphere, and account for the global,
regional, and local variations of these characteristics and their impact on life.
5.4.12.E.1: Model and explain the physical science principles that account for the global
energy budget.
SKILLS AND Students will be able to describe the composition of the atmosphere.
KNOWLEDGE Students will be able to explain how a variety of factors are involved in the creation of
weather patterns.
Students will be able to explain how major weather events like storms and hurricanes form.

HW Chapter Tests
CW Homework
LAB Project Rubric
TEST

TEXT
WEB
EQUIPMENT
UNIT 7 CLIMATOLOGY
ESSENTIAL What causes changes in the Earths weather?

QUESTIONS How do changes in the Earths weather affect life?
TOPICS Current Climates of the Earth

Historical Climates of the Earth
Climate Change

MP 3
NJCCCS 5.4.12.F.1: Explain that it is warmer in summer and colder in winter for people in New
Jersey because the intensity of sunlight is greater and the days are longer in summer than in
winter. Connect these seasonal changes in sunlight to the tilt of Earths axis with respect to
the plane of its orbit around the Sun.
5.4.12.F.2: Explain how the climate in regions throughout the world is affected by seasonal
weather patterns, as well as other factors, such as the addition of greenhouse gases to the
atmosphere and proximity to mountain ranges and to the ocean.
5.4.12.F.3: Explain variations in the global energy budget and hydrologic cycle at the local,
regional, and global scales.
SKILLS AND Students will be able to compare and contrast the different climates on Earth.
KNOWLEDGE Students will be able to explain the factors that create changes in climate.
Students will be able to explain how human activity is affecting the climate.
HW Chapter Tests
CW Homework
LAB Project Rubric
TEST
RESOURCES Chapters 14
TEXT
WEB
EQUIPMENT
UNIT 8 ASTRONOMY - OUR SOLAR SYSTEM

QUESTIONS How can we describe the origin of the Earth using available scientific evidence?
TOPICS The Sun-Earth-Moon System

The Solar System

MP 3
NJCCCS 5.4.12.A.1: Explain how new evidence obtained using telescopes (e.g., the phases of Venus
or the moons of Jupiter) allowed 17th-century astronomers to displace the geocentric model
of the universe.
5.4.12.A.2: Collect, analyze, and critique evidence that supports the theory that Earth and
the rest of the solar system formed from a nebular cloud of gas and dust 4.6 billion years
ago.
SKILLS AND Students will be able to explain how planets, especially Earth, revolve around the Sun.
KNOWLEDGE Students will be able to explain the formation of stars and planets.

HW Chapter Tests
CW Homework
LAB Project Rubric
TEST
RESOURCES Chapters 28
TEXT
WEB
EQUIPMENT
UNIT 9 ASTRONOMY - STARS, GALAXIES AND THE UNIVERSE

QUESTIONS How can we describe the origin and composition of the universe with scientific evidence?
TOPICS Properties of the Sun

The Life Cycle of a Star
The Milky Way Galaxy
Expansion of the Universe
The Big Bang Theory

MP 3
NJCCCS 5.4.12.A.3: Analyze an H-R diagram and explain the life cycle of stars of different masses
using simple stellar models.
5.4.12.A.4: Analyze simulated and/or real data to estimate the number of stars in our galaxy
and the number of galaxies in our universe.
5.4.12.A.5: Critique evidence for the theory that the universe evolved as it expanded from a
single point 13.7 billion years ago.
5.4.12.A.6: Argue, citing evidence (e.g., Hubble Diagram), the theory of an expanding
universe.
SKILLS AND Students will be able to explain the life cycle of stars.
KNOWLEDGE Students will be able to analyze data that estimates the total number of stars in the universe.
Students will be able to explain the Big Bang theory.
Students will be able to explain how the universe is expanding.

HW Chapter Tests
CW Homework
LAB Project Rubric
TEST
RESOURCES Chapters 29,30,31

TEXT
WEB
EQUIPMENT
UNIT 10 RESOURCES OF THE EARTH
ESSENTIAL How can Earths resources be managed more effectively?

QUESTIONS What does it mean to live sustainably?
TOPICS Air, Land, and Water Resources

Energy Resources
Renewable and Nonrenewable Resources

MP 4
NJCCCS 5.4.12.E.1: Model and explain the physical science principles that account for the global
energy budget.
5.4.12.G.3: Demonstrate, using models, how internal and external sources of energy drive
the hydrologic, carbon, nitrogen, phosphorus, sulfur, and oxygen cycles.
5.4.12.G.7: Relate information to detailed models of the hydrologic, carbon, nitrogen,
phosphorus, sulfur, and oxygen cycles, identifying major sources, sinks, fluxes, and
residence times.
SKILLS AND Students will be able to explain how human use of natural resources can change the Earth.
KNOWLEDGE Students will be able to explain how humans use natural resources for their benefit.

HW Chapter Tests
CW Homework
LAB Project Rubric
TEST

TEXT
WEB
EQUIPMENT
UNIT 11 HUMAN IMPACT ON THE EARTH
ESSENTIAL How can Earths resources be managed more effectively?

QUESTIONS What does it mean to live sustainably?
How can we improve the way we are using Earths resources?
TOPICS Using Natural Resources

Changing the Environment through the Use of Natural Resources
Conservation and Resource Planning

MP 4
NJCCCS 5.4.12.G.1: Analyze and explain the sources and impact of a specific industry on a large
body of water (e.g., Delaware or Chesapeake Bay).
5.4.12.G.2: Explain the unintended consequences of harvesting natural resources from an
ecosystem.
5.4.12.G.4: Compare over time the impact of human activity on the cycling of matter and
energy through ecosystems.
5.4.12.G.5: Assess (using maps, local planning documents, and historical records) how the
natural environment has changed since humans have inhabited the region.
5.4.12.G.6: Assess (using scientific, economic, and other data) the potential environmental
impact of large-scale adoption of emerging technologies (e.g., wind farming, harnessing
geothermal energy).
SKILLS AND Students will be able to explain how human activity affects the Earth.
KNOWLEDGE Students will be able to explain how humans can live more sustainably.

HW Chapter Tests
CW Homework
LAB Project Rubric
TEST
TEXT
WEB
EQUIPMENT
ENVIRONMENTAL SCIENCE
UNIT 1 Environmental Science MP 1
ESSENTIAL 1. What is Environmental Science?
QUESTIONS 2. What characteristics of Earth enable it to support life?
3. What impact do humans have on the environment?
4. How have ecosystems changed over time?
TIME Chapter 1 Science and the Environment 2 Weeks

Chapter 3 The Dynamic Earth 2 Weeks
NJCCCS 5.1.12.A.2 5.4.12.C.1

5.1.12.D.1 5.4.12.C.2
5.1.12.D.2 5.4.12.F.2
5.1.12.D.3 5.4.12.G.3
5.3.12.B.3 5.4.12.G.5
5.4.12.G.6

KNOWLEDGE Locate Earth in a diagram of the solar system
Identify and Describe the regions of Earth in which living things are found
Describe the three main types of rock that make up the lithosphere
Explain why fresh water is a valuable resource for organisms.
Diagram the layers of the atmosphere
Analyze the vertical structure of Earths atmosphere, and account for the global,
regional, and local variations of these characteristics and their impact on life.
Describe the regions of the biosphere
Explain how organisms interact with the biosphere.
List factors that affect an areas ability to support life
Predict how changes in the environment might affect organisms
Describe the structure of an ecosystem
Relate the concept of habitat destruction to the loss of biodiversity
Assess how the natural environment has changed since humans have inhabited the
region.
ASSESSMENTS Project: Endangered Species Brochure

HW Lab: Water Testing Lab
CW CW: On line Streaming Video http://www.pbs.org/wgbh/pages/frontline/poisonedwaters/
LAB CW: Walk around school property and pick up litter. Classify litter types.
PROJECT Lab: Owl Pellet Dissection
TEST
RESOURCES Text Holt Environmental Science 2008

WEB AV: Computers, Internet, Library, Overhead Projector
EQUIPMENT Web: Frontline Poisoned Waters
http://www.pbs.org/wgbh/pages/frontline/poisonedwaters/
ESSENTIAL 1. What is the original source of energy?
QUESTIONS 2. How is energy changed from one form to another?
3. How are plants and animals interdependent?
4. Why do we use cycles, chains and webs to trace the movement of matter and
energy?
5. How long does it take for change to occur in an environment?
TIME Chapter 5 How Ecosystems Work 2 Weeks
NJCCCS 5.1.12.D.1
5.1.12.D.2
5.3.12.B.1
5.3.12.B.3
5.3.12.B.4
5.3.12.B.5
5.3.12.B.6
5.4.12.B.4
5.4.12.G.3
5.4.12.G.7
SKILLS AND The Student will be able to:

KNOWLEDGE Demonstrate, using models, how internal and external sources of energy drive the
water, carbon, nitrogen, and phosphorus cycles
Engage in multiple forms of discussions in order to process, make sense of, and
learn from others ideas, observations, and experiences.
Represent ideas using literal representations, such as graphs, tables, journals,
concept maps and diagrams.
Discuss the processes involved in ecological succession.
ASSESSMENTS CW: Cycle Posters/ Foldable Notes

HW Project: Food Web Analysis
CW
LAB
PROJECT
TEST
WEB
EQUIPMENT
ESSENTIAL 1. What do I share my environment with?
QUESTIONS 2. How much is too much?
3. What plans do we have to improve the environments inhabited by humans?
4. Where do we find the most diverse group of living organisms?
5. How can we protect organisms that are under stress from the environment?
6. Can our government make a difference by being proactive?
TIME Chapter 9 The Human Population 2 Weeks

Chapter 10 Biodiversity 2 Weeks
NJCCCS 5.3.12.B.3
5.4.12.G.2
5.4 12.G.4
5.4.12.G.5
KNOWLEDGE Generate data on population growth rates and represent the data graphically.
Analyze demographic changes and discuss their importance.
Compare and contrast the changes in birth rates and death rates over time.
Present evidence of the changes that occur in a developing country over time.
Identify the Goals established for population control.
Research biodiversity in terms of species richness and population
Collect, organize, and analyze data relating to extinction or endangerment of a
particular species of organism.
Identify their role in maintaining a good environment for organisms to thrive though
small personal changes in habits
ASSESSMENTS CW: Interpreting Population Graphs Activity

HW CW: Population Density Activity
CW CW: Internet research on demographic changes locally and worldwide
LAB CW: Research and report on an organism that is endangered or extinct.
PROJECT
TEST

WEB Web:
EQUIPMENT Equipment:
ESSENTIAL 1. How does one live responsibly in the local, national and global community?
QUESTIONS 2. What is global warming?
3. What are the main sources of air pollution and how has it impacted society?
4. What is humans responsibility in stabilizing climate?
5. How can you influence public policy?
TIME Chapter 13 Atmosphere and Climate Change 2 Weeks

Chapter 14 Land 2 Weeks
NJCCCS 5.3.12.B.1
5.3.12.B.3

KNOWLEDGE Differentiate between biotic and abiotic factors of an ecosystem.
Predict how changes in the environment might affect organisms.
Relating the concept of habitat destruction to the loss of biodiversity
Investigate biomes by identifying the relationships between landforms and types of
biomes.
Trace the urbanization of land masses.
Identify the Meadowlands of NJ as a unique wetland ecosystem
ASSESSMENTS Project: Research a possible solution to Global Warming

HW CW: Abstract summary on Climate Change and the environment.
CW http://www.ecy.wa.gov/climatechange/whatis.htm
LAB Project: Xanadu East Rutherford NJ Trials and Tribulations on its Development and its
PROJECT impact to the Meadowlands.
TEST Lab: UV Sunscreen Lab
Writing Assignment: Life Without Ozone

TEXT Web: Climate Change - http://www.ecy.wa.gov/climatechange/whatis.htm
WEB
EQUIPMENT
ESSENTIAL 1. How do humans affect the environment?

QUESTIONS 2. How does the environment affect humans?
3. Why is public policy important in saving the environment and protecting public
health?
4. In what ways does the environment affect the health of my family and me, and how
do our actions affect the environment?
5. Is a pipeline for oil worth the environmental risks associated with it?
6. How can I make a difference?
7.
TIME Chapter 17 Nonrenewable Energy 2 Weeks

Chapter 18 Renewable Energy 2 Weeks
NJCCCS 5.1.12.D.1
5.1.12.D.2
5.3.12.B.1
5.3.12.B.3
5.3.12.B.6

KNOWLEDGE Use data collected to refine and possible revise their position about the pros/cons of
fossil fuel vs. Nuclear energy use in the United States and abroad.
Present evidence on the efficiency of alternate energy sources.
Understand the interrelationships among central science concepts and to use these
concepts to build and critique arguments.
ASSESSMENTS CW: Debate Activity on the Best/Worst sources of energy.

HW CW: Watch and discuss the video An Inconvenient Truth
CW Project: Energy Posters
LAB
PROJECT
TEST
TEXT AV: Video An Inconvenient Truth
WEB
EQUIPMENT
ESSENTIAL 1. In what ways can my family and community minimize our ecological footprint on
QUESTIONS the planet?
2. In what ways does the environment affect the health of my family and me, and how
do our actions affect the environment?
3. How can I work with others to shape a culture that produces little or no non-
recyclable waste?
4.
TIME Chapter 19 Waste 2 Weeks
NJCCCS 5.1.12.D.1
5.1.12.D.2

KNOWLEDGE Explain how Dr. Seusss The Lorax is an account of environmental irresponsibility.
Identify the contamination of air, water and soil by the simple process of carelessly
dumping left over motor oil in their driveway.
Identify the difference between biodegradable products commonly used and non
biodegradable products.
Identify alternatives that might reduce the amount of solid waste that was thrown away.
ASSESSMENTS CW: Love Canal Hazardous waste http://www.bu.edu/lovecanal/main2.html

HW Project: School Recycling Project
CW Lab: Locker Clean Out Personal footprint at Becton
LAB Field Trip: Landfill in Lyndhurst
PROJECT Earth Day Project: The Lorax.
TEST

TEXT Web: Dr. Seuss Earth Day Project Link
WEB http://www.seussville.com/Educators/lorax_classroom/educatorlorax_discuss.php
EQUIPMENT
2009 NEW JERSEYSCIENCE STANDARDS
2009 New Jersey Core Curriculum Content Standards - Science
Content
Science
Area
Standard 5.1 Science Practices: All students will understand that science
is both a body of knowledge and an evidence-based, model-
building enterprise that continually extends, refines, and revises
knowledge. The four Science Practices strands encompass the
knowledge and reasoning skills that students must acquire to be
Strand A. Understand Scientific Explanations : Students understand
core concepts and principles of science and use measurement
and observation tools to assist in categorizing, representing, and
interpreting the natural and designed world.
By
the
Cumulative Progress
end Content Statement CPI#
Indicator (CPI)
of
grade
P Who, what, when, 5.1.P.A.1 Display curiosity about science
where, why, and how objects, materials, activities,
questions form the basis and longer-term investigations
for young learners in progress.
investigations during
sensory explorations,
experimentation, and
focused inquiry.
4 Fundamental scientific 5.1.4.A.1 Demonstrate understanding of
concepts and principles the interrelationships among
and the links between fundamental concepts in the
them are more useful physical, life, and Earth
than discrete facts. systems sciences.
4 Connections developed 5.1.4.A.2 Use outcomes of investigations
between fundamental to build and refine questions,
concepts are used to models, and explanations.
explain, interpret, build,
and refine explanations,
models, and theories.
4 Outcomes of 5.1.4.A.3 Use scientific facts,
investigations are used measurements, observations,
to build and refine and patterns in nature to build
questions, models, and and critique scientific
explanations. arguments.
8 Core scientific concepts 5.1.8.A.1 Demonstrate understanding
and principles represent and use interrelationships
the conceptual basis for among central scientific
model-building and concepts to revise
facilitate the generation explanations and to consider
of new and productive alternative explanations.
questions.
8 Results of observation 5.1.8.A.2 Use mathematical, physical,
and measurement can and computational tools to
be used to build build conceptual-based models
conceptual-based and to pose theories.
models and to search for
core explanations.
8 Predictions and 5.1.8.A.3 Use scientific principles and
explanations are revised models to frame and
based on systematic synthesize scientific arguments
observations, accurate and pose theories.
measurements, and
structured
data/evidence.
12 Mathematical, physical, 5.1.12.A.1 Refine interrelationships
and computational tools among concepts and patterns
are used to search for of evidence found in different
and explain core central scientific explanations.
scientific concepts and
principles.
12 Interpretation and 5.1.12.A.2 Develop and use
manipulation of mathematical, physical, and
evidence-based models computational tools to build
are used to build and evidence-based models and to
critique pose theories.
arguments/explanations.
12 Revisions of predictions 5.1.12.A.3 Use scientific principles and
and explanations are theories to build and refine
based on systematic standards for data collection,
observations, accurate posing controls, and
measurements, and presenting evidence.
structured
data/evidence.
Content Science
Area
Strand B. Generate Scientific Evidence Through Active
Investigations : Students master the conceptual,
mathematical, physical, and computational tools that need to be
applied when constructing and evaluating claims.
By
the
Content Cumulative Progress Indicator
end CPI#
Statement (CPI)
of
grade
P Observations and 5.1.P.B.1 Observe, question, predict, and
investigations form investigate materials, objects, and
young learners phenomena (e.g., using simple tools
understandings of to crack a nut and look inside)
science concepts. during indoor and outdoor
classroom activities and during any
longer-term investigations.
P Experiments and 5.1.P.B.2 Use basic science terms and topic-
explorations related science vocabulary.
provide
opportunities for
young learners to
use science
vocabulary and
scientific terms.
P Experiments and 5.1.P.B.3 Identify and use basic tools and
explorations give technology to extend exploration in
young learners conjunction with science
opportunities to investigations.
use science tools
and technology.
4 Building and 5.1.4.B.1 Design and follow simple plans
refining models using systematic observations to
and explanations explore questions and predictions.
requires generation
and evaluation of
evidence.
4 Tools and 5.1.4.B.2 Measure, gather, evaluate, and
technology are share evidence using tools and
used to gather, technologies.
analyze, and
communicate
results.
4 Evidence is used to 5.1.4.B.3 Formulate explanations from
construct and evidence.
defend arguments.
4 Reasoning is used 5.1.4.B.4 Communicate and justify
to support scientific explanations with reasonable and
conclusions. logical arguments.
8 Evidence is 5.1.8.B.1 Design investigations and use
generated and scientific instrumentation to collect,
evaluated as part analyze, and evaluate evidence as
of building and part of building and revising models
refining models and explanations.
and explanations.
8 Mathematics and 5.1.8.B.2 Gather, evaluate, and represent
technology are evidence using scientific tools,
used to gather, technologies, and computational
analyze, and strategies.
communicate
results.
8 Carefully collected 5.1.8.B.3 Use qualitative and quantitative
evidence is used to evidence to develop evidence-based
construct and arguments.
defend arguments.
8 Scientific reasoning 5.1.8.B.4 Use quality controls to examine
is used to support data sets and to examine evidence
scientific as a means of generating and
conclusions. reviewing explanations.
12 Logically designed 5.1.12.B.1 Design investigations, collect
investigations are evidence, analyze data, and
needed in order to evaluate evidence to determine
generate the measures of central tendencies,
evidence required causal/correlational relationships,
to build and refine and anomalous data.
models and
explanations.
12 Mathematical tools 5.1.12.B.2 Build, refine, and represent
and technology are evidence-based models using
used to gather, mathematical, physical, and
analyze, and computational tools.
communicate
results.
12 Empirical evidence 5.1.12.B.3 Revise predictions and explanations
is used to construct using evidence, and connect
and defend explanations/arguments to
arguments. established scientific knowledge,
models, and theories.
12 Scientific reasoning 5.1.12.B.4 Develop quality controls to examine
is used to evaluate data sets and to examine evidence
and interpret data as a means of generating and
patterns and reviewing explanations.
scientific
conclusions.
Content
Science
Area
Strand C. Reflect on Scientific Knowledge : Scientific knowledge
builds on itself over time.
By
the
end CPI#
Statement (CPI)
of
grade
P Interacting with 5.1.P.C.1 Communicate with other children
peers and adults to and adults to share observations,
share questions pursue questions, and make
and explorations predictions and/or conclusions.
about the natural
world builds young
learners scientific
knowledge.
4 Scientific 5.1.4.C.1 Monitor and reflect on ones own
understanding knowledge regarding how ideas
changes over time change over time.
as new evidence
and updated
arguments emerge.
4 Revisions of 5.1.4.C.2 Revise predictions or explanations
predictions and on the basis of learning new
explanations occur information.
when new
arguments emerge
that account more
completely for
available evidence.
4 Scientific 5.1.4.C.3 Present evidence to interpret and/or
knowledge is a predict cause-and-effect outcomes
particular kind of of investigations.
knowledge with its
own sources,
justifications, and
uncertainties.
8 Scientific models 5.1.8.C.1 Monitor ones own thinking as
and understandings of scientific
understandings of concepts are refined.
fundamental
concepts and
principles are
refined as new
evidence is
considered.
8 Predictions and 5.1.8.C.2 Revise predictions or explanations
explanations are on the basis of discovering new
revised to account evidence, learning new information,
more completely or using models.
for available
evidence.
8 Science is a 5.1.8.C.3 Generate new and productive
practice in which questions to evaluate and refine
an established core explanations.
body of knowledge
is continually
revised, refined,
and extended.
12 Refinement of 5.1.12.C.1 Reflect on and revise
understandings, understandings as new evidence
explanations, and emerges.
models occurs as
new evidence is
incorporated.
12 Data and refined 5.1.12.C.2 Use data representations and new
models are used to models to revise predictions and
revise predictions explanations.
and explanations.
12 Science is a practice in 5.1.12.C.3 Consider alternative theories to
which an established interpret and evaluate evidence-
body of knowledge is
continually revised,
based arguments.
refined, and extended
as new evidence
emerges.
Content Science
Area
Strand D. Participate Productively in Science : The growth of
scientific knowledge involves critique and communication, which
aresocial practices that are governed by a core set of values and
norms.
By
the
end CPI#
Statement (CPI)
of
grade
P Science practices 5.1.P.D.1 Represent observations and work
include drawing or through drawing, recording data,
writing on and writing.
observation
clipboards, making
rubbings, or
charting the
growth of plants.
4 Science has unique 5.1.4.D.1 Actively participate in discussions
norms for about student data, questions, and
participation. understandings.
These include
adopting a critical
stance,
demonstrating a
willingness to ask
questions and seek
help, and
developing a sense
of trust and
skepticism.
4 In order to 5.1.4.D.2 Work collaboratively to pose, refine,
determine which and evaluate questions,
arguments and investigations, models, and
explanations are theories.
most persuasive,
communities of
learners work
collaboratively to
pose, refine, and
evaluate questions,
investigations,
models, and
theories (e.g.,
scientific
argumentation and
representation).
4 Instruments of 5.1.4.D.3 Demonstrate how to safely use
measurement can tools, instruments, and supplies.
be used to safely
gather accurate
information for
making scientific
comparisons of
objects and events.
4 Organisms are 5.1.4.D.4 Handle and treat organisms
treated humanely, humanely, responsibly, and
responsibly, and ethically.
ethically.
8 Science involves 5.1.8.D.1 Engage in multiple forms of
practicing discussion in order to process, make
productive social sense of, and learn from others
interactions with ideas, observations, and
peers, such as experiences.
partner talk,
whole-group
discussions, and
small-group work.
8 In order to 5.1.8.D.2 Engage in productive scientific
determine which discussion practices during
arguments and conversations with peers, both face-
explanations are to-face and virtually, in the context
most persuasive, of scientific investigations and
communities of model-building.
learners work
collaboratively to
pose, refine, and
evaluate questions,
investigations,
models, and
theories (e.g.,
argumentation,
representation,
visualization, etc.).
8 Instruments of 5.1.8.D.3 Demonstrate how to safely use
measurement can tools, instruments, and supplies.
be used to safely
gather accurate
information for
making scientific
comparisons of
objects and events.
8 Organisms are 5.1.8.D.4 Handle and treat organisms
treated humanely, humanely, responsibly, and
responsibly, and ethically.
ethically.
12 Science involves 5.1.12.D.1 Engage in multiple forms of
practicing discussion in order to process, make
productive social sense of, and learn from others
interactions with ideas, observations, and
peers, such as experiences.
partner talk,
whole-group
discussions, and
small-group work.
12 Science involves 5.1.12.D.2 Represent ideas using literal
using language, representations, such as graphs,
both oral and tables, journals, concept maps, and
written, as a tool diagrams.
for making thinking
public.
12 Ensure that 5.1.12.D.3 Demonstrate how to use scientific
instruments and tools and instruments and
specimens are knowledge of how to handle animals
properly cared for with respect for their safety and
and that animals, welfare.
when used, are
treated humanely,
responsibly, and
ethically.
Content
Science
Area
Standard 5.2 Physical Science: All students will understand that physical
science principles, including fundamental ideas about matter,
energy, and motion, are powerful conceptual tools for making
sense of phenomena in physical, living, and Earth systems
science.
Strand A. Properties of Matter : All objects and substances in the
natural world are composed of matter. Matter has two
fundamental properties: matter takes up space, and matter has
inertia.
By
the
end CPI#
Statement (CPI)
of
grade
P Observations and 5.2.P.A.1 Observe, manipulate, sort, and
investigations form describe objects and materials
a basis for young (e.g., water, sand, clay, paint, glue,
learners various types of blocks, collections
understanding of of objects, simple household items
the properties of that can be taken apart, or objects
matter. made of wood, metal, or cloth) in
the classroom and outdoor
environment based on size, shape,
color, texture, and weight.
2 Living and 5.2.2.A.1 Sort and describe objects based on
nonliving things the materials of which they are
are made of parts made and their physical properties.
and can be
described in terms
of the materials of
which they are
made and their
physical properties.
2 Matter exists in 5.2.2.A.2 Identify common objects as solids,
several different liquids, or gases.
states; the most
commonly
encountered are
solids, liquids, and
gases. Liquids take
the shape of the
part of the
container they
occupy. Solids
retain their shape
regardless of the
container they
occupy.
4 Some objects are 5.2.4.A.1 Identify objects that are composed
composed of a of a single substance and those that
single substance; are composed of more than one
others are substance using simple tools found
composed of more in the classroom.
than one
substance.
4 Each state of 5.2.4.A.2 Plan and carry out an investigation
matter has unique to distinguish among solids, liquids,
properties (e.g., and gasses.
gases can be
compressed, while
solids and liquids
cannot; the shape
of a solid is
independent of its
container; liquids
and gases take the
shape of their
containers).
4 Objects and 5.2.4.A.3 Determine the weight and volume
substances have of common objects using
properties, such as appropriate tools.
weight and volume,
that can be
measured using
appropriate tools.
Unknown
substances can
sometimes be
identified by their
properties.
4 Objects vary in the 5.2.4.A.4 Categorize objects based on the
extent to which ability to absorb or reflect light and
they absorb and conduct heat or electricity.
reflect light and
conduct heat
(thermal energy)
and electricity.
6 The volume of 5.2.6.A.1 Determine the volume of common
some objects can objects using water displacement
be determined methods.
using liquid (water)
displacement.
6 The density of an 5.2.6.A.2 Calculate the density of objects or
object can be substances after determining
determined from volume and mass.
its volume and
mass.
6 Pure substances 5.2.6.A.3 Determine the identity of an
have characteristic unknown substance using data
intrinsic properties, about intrinsic properties.
such as density,
solubility, boiling
point, and melting
point, all of which
are independent of
the amount of the
sample.
8 All matter is made 5.2.8.A.1 Explain that all matter is made of
of atoms. Matter atoms, and give examples of
made of only one common elements.
type of atom is
called an element.
8 All substances are 5.2.8.A.2 Analyze and explain the implications
composed of one of the statement all substances are
or more of composed of elements.
approximately 100
elements.
8 Properties of solids, 5.2.8.A.3 Use the kinetic molecular model to
liquids, and gases predict how solids, liquids, and
are explained by a gases would behave under various
model of matter as physical circumstances, such as
composed of tiny heating or cooling.
particles (atoms) in
motion.
8 The Periodic Table 5.2.8.A.4 Predict the physical and chemical
organizes the properties of elements based on
elements into their positions on the Periodic Table.
families of
elements with
similar properties.
8 Elements are a 5.2.8.A.5 Identify unknown substances based
class of substances on data regarding their physical and
composed of a chemical properties.
single kind of
atom. Compounds
are substances that
are chemically
formed and have
physical and
chemical properties
that differ from the
reacting
substances.
8 Substances are 5.2.8.A.6 Determine whether a substance is a
classified according metal or nonmetal through student-
to their physical designed investigations.
and chemical
properties. Metals
are a class of
elements that
exhibit physical
properties, such as
conductivity, and
chemical
properties, such as
producing salts
when combined
with nonmetals.
8 Substances are 5.2.8.A.7 Determine the relative acidity and
classified according reactivity of common acids, such as
to their physical vinegar or cream of tartar, through
and chemical a variety of student-designed
properties. Acids investigations.
are a class of
compounds that
exhibit common
chemical
properties,
including a sour
taste, characteristic
color changes with
litmus and other
acid/base
indicators, and the
tendency to react
with bases to
produce a salt and
water.
12 Electrons, protons, 5.2.12.A.1 Use atomic models to predict the
and neutrons are behaviors of atoms in interactions.
parts of the atom
and have
measurable
properties,
including mass
and, in the case of
protons and
electrons, charge.
The nuclei of atoms
are composed of
protons and
neutrons. A kind of
force that is only
evident at nuclear
distances holds the
particles of the
nucleus together
against the
electrical repulsion
between the
protons.
12 Differences in the 5.2.12.A.2 Account for the differences in the
physical properties physical properties of solids, liquids,
of solids, liquids, and gases.
and gases are
explained by the
ways in which the
atoms, ions, or
molecules of the
substances are
arranged, and by
the strength of the
forces of attraction
between the
atoms, ions, or
molecules.
12 In the Periodic 5.2.12.A.3 Predict the placement of unknown
Table, elements elements on the Periodic Table
are arranged based on their physical and
according to the chemical properties.
number of protons
(the atomic
number). This
organization
illustrates
commonality and
patterns of physical
and chemical
properties among
the elements.
12 In a neutral atom, 5.2.12.A.4 Explain how the properties of
the positively isotopes, including half-lives, decay
charged nucleus is modes, and nuclear resonances,
surrounded by the lead to useful applications of
same number of isotopes.
negatively charged
electrons. Atoms of
an element whose
nuclei have
different numbers
of neutrons are
called isotopes.
12 Solids, liquids, and 5.2.12.A.5 Describe the process by which
gases may dissolve solutes dissolve in solvents.
to form solutions.
When combining a
solute and solvent
to prepare a
solution, exceeding
a particular
concentration of
solute will lead to
precipitation of the
solute from the
solution. Dynamic
equilibrium occurs
in saturated
solutions.
Concentration of
solutions can be
calculated in terms
of molarity,
molality, and
percent by mass.
12 Acids and bases 5.2.12.A.6 Relate the pH scale to the
are important in concentrations of various acids and
numerous chemical bases.
processes that
occur around us,
from industrial to
biological
processes, from
the laboratory to
the environment.
Content
Science
Area
science.
Strand B. Changes in Matter : Substances can undergo physical or
chemical changes to form new substances. Each change involves
energy.
By
the
end CPI#
Statement (CPI)
of
grade
P Observations and 5.2.P.B.1 Explore changes in liquids and solids
investigations form when substances are combined,
a basis for young heated, or cooled (e.g., mix sand or
learners clay with various amounts of water;
understanding of mix different colors of tempera
changes in matter. paints; freeze and melt water and
other liquids).
2 Some properties of 5.2.2.B.1 Generate accurate data and
matter can change organize arguments to show that
as a result of not all substances respond the same
processes such as way when heated or cooled, using
heating and common materials, such as
cooling. Not all shortening or candle wax.
materials respond
the same way to
these processes.
4 Many substances 5.2.4.B.1 Predict and explain what happens
can be changed when a common substance, such as
from one state to shortening or candle wax, is heated
another by heating to melting and then cooled to a
or cooling. solid.
6 When a new 5.2.6.B.1 Compare the properties of reactants
substance is made with the properties of the products
by combining two when two or more substances are
or more combined and react chemically.
substances, it has
properties that are
different from the
original
substances.
8 When substances 5.2.8.B.1 Explain, using an understanding of
undergo chemical the concept of chemical change,
change, the why the mass of reactants and the
number and kinds mass of products remain constant.
of atoms in the
reactants are the
same as the
number and kinds
of atoms in the
products. The mass
of the reactants is
the same as the
mass of the
products.
8 Chemical changes 5.2.8.B.2 Compare and contrast the physical
can occur when properties of reactants with
two substances, products after a chemical reaction,
elements, or such as those that occur during
compounds react photosynthesis and cellular
and produce one or respiration.
more different
substances. The
physical and
chemical properties
of the products are
different from
those of the
reacting
substances.
12 An atoms electron 5.2.12.B.1 Model how the outermost electrons
configuration, determine the reactivity of elements
particularly of the and the nature of the chemical
outermost bonds they tend to form.
electrons,
determines how
the atom interacts
with other atoms.
Chemical bonds are
the interactions
between atoms
that hold them
together in
molecules or
between oppositely
charged ions.
12 A large number of 5.2.12.B.2 Describe oxidation and reduction
important reactions reactions, and give examples of
involve the transfer oxidation and reduction reactions
of either electrons that have an impact on the
or hydrogen ions environment, such as corrosion and
between reacting the burning of fuel.
ions, molecules, or
atoms. In other
chemical reactions,
atoms interact with
one another by
sharing electrons
to create a bond.
12 The conservation of 5.2.12.B.3 Balance chemical equations by
atoms in chemical applying the law of conservation of
reactions leads to mass.
the ability to
calculate the mass
of products and
reactants using the
mole concept.
Content
Science
Area
science.
Strand C. Forms of Energy : Knowing the characteristics of familiar
forms of energy, including potential and kinetic energy, is useful
in coming to the understanding that, for the most part, the
natural world can be explained and is predictable.
By
the
end CPI#
Statement (CPI)
of
grade
P Observations and 5.2.P.C.1 Investigate sound, heat, and light
investigations form energy (e.g., the pitch and volume
a basis for young of sound made by commercially
learners made and homemade instruments,
understanding of looking for shadows on the
forms of energy. playground over time and under
different weather conditions)
through one or more of the senses.
2 The Sun warms the 5.2.2.C.1 Compare, citing evidence, the
land, air, and heating of different colored objects
water. placed in full sunlight.
2 An object can be 5.2.2.C.2 Apply a variety of strategies to
seen when light collect evidence that validates the
strikes it and is principle that if there is no light,
reflected to a objects cannot be seen.
viewer's eye. If
there is no light,
objects cannot be
seen.
2 When light strikes 5.2.2.C.3 Present evidence that represents
substances and the relationship between a light
objects through source, solid object, and the
which it cannot resulting shadow.
pass, shadows
result.
4 Heat (thermal 5.2.4.C.1 Compare various forms of energy as
energy), electricity, observed in everyday life and
light, and sound describe their applications.
are forms of
energy.
4 Heat (thermal 5.2.4.C.2 Compare the flow of heat through
energy) results metals and nonmetals by taking and
when substances analyzing measurements.
burn, when certain
kinds of materials
rub against each
other, and when
electricity flows
though wires.
Metals are good
conductors of heat
(thermal energy)
and electricity.
Increasing the
temperature of any
substance requires
the addition of
energy.
4 Energy can be 5.2.4.C.3 Draw and label diagrams showing
transferred from several ways that energy can be
one place to transferred from one place to
another. Heat another.
energy is
transferred from
warmer things to
colder things.
4 Light travels in 5.2.4.C.4 Illustrate and explain what happens
straight lines. when light travels from air into
When light travels water.
from one
substance to
another (air and
water), it changes
direction.
6 Light travels in a 5.2.6.C.1 Predict the path of reflected or
straight line until it refracted light using reflecting and
interacts with an refracting telescopes as examples.
object or material.
Light can be
absorbed,
redirected,
bounced back, or
allowed to pass
through. The path
of reflected or
refracted light can
be predicted.
6 Visible light from 5.2.6.C.2 Describe how to prisms can be used
the Sun is made up to demonstrate that visible light
of a mixture of all from the Sun is made up of different
colors of light. To colors.
see an object, light
emitted or
reflected by that
object must enter
the eye.
6 The transfer of 5.2.6.C.3 Relate the transfer of heat from
thermal energy by oceans and land masses to the
conduction, evolution of a hurricane.
convection, and
radiation can
produce large-scale
events such as
those seen in
weather.
8 A tiny fraction of 5.2.8.C.1 Structure evidence to explain the
the light energy relatively high frequency of
from the Sun tornadoes in Tornado Alley.
reaches Earth.
Light energy from
the Sun is Earths
primary source of
energy, heating
Earth surfaces and
providing the
energy that results
in wind, ocean
currents, and
storms.
8 Energy is 5.2.8.C.2 Model and explain current
transferred from technologies used to capture solar
place to place. energy for the purposes of
Light energy can converting it to electrical energy.
be thought of as
traveling in rays.
Thermal energy
travels via
conduction and
convection.
12 Gas particles move 5.2.12.C.1 Use the kinetic molecular theory to
independently and describe and explain the properties
are far apart of solids, liquids, and gases.
relative to each
other. The behavior
of gases can be
explained by the
kinetic molecular
theory. The kinetic
molecular theory
can be used to
explain the
relationship
between pressure
and volume,
volume and
temperature,
pressure and
temperature, and
the number of
particles in a gas
sample. There is a
natural tendency
for a system to
move in the
direction of
disorder or
entropy.
12 Heating increases 5.2.12.C.2 Account for any trends in the
the energy of the melting points and boiling points of
atoms composing various compounds.
elements and the
molecules or ions
composing
compounds. As the
kinetic energy of
the atoms,
molecules, or ions
increases, the
temperature of the
matter increases.
Heating a pure
solid increases the
vibrational energy
of its atoms,
molecules, or ions.
When the
vibrational energy
of the molecules of
a pure substance
becomes great
enough, the solid
melts.
Content
Science
Area
science.
Strand D. Energy Transfer and Conservation : The conservation of
energy can be demonstrated by keeping track of familiar forms
of energy as they are transferred from one object to another.
By
the
end CPI#
Statement (CPI)
of
grade
2 Batteries supply 5.2.2.D.1 Predict and confirm the brightness
energy to produce of a light, the volume of sound, or
light, sound, or the amount of heat when given the
heat. number of batteries, or the size of
batteries.
4 Electrical circuits 5.2.4.D.1 Repair an electric circuit by
require a complete completing a closed loop that
loop through includes wires, a battery (or
conducting batteries), and at least one other
materials in which electrical component to produce
an electrical observable change.
current can pass.
6 The flow of current 5.2.6.D.1 Use simple circuits involving
in an electric circuit batteries and motors to compare
depends upon the and predict the current flow with
components of the different circuit arrangements.
circuit and their
arrangement, such
as in series or
parallel. Electricity
flowing through an
electrical circuit
produces magnetic
effects in the
wires.
8 When energy is 5.2.8.D.1 Relate the kinetic and potential
transferred from energies of a roller coaster at
one system to various points on its path.
another, the
quantity of energy
before transfer
equals the quantity
of energy after
transfer. As an
object falls, its
potential energy
decreases as its
speed, and
consequently its
kinetic energy,
increases. While an
object is falling,
some of the
objects kinetic
energy is
transferred to the
medium through
which it falls,
setting the medium
into motion and
heating it.
8 Nuclear reactions 5.2.8.D.2 Describe the flow of energy from
take place in the the Sun to the fuel tank of an
Sun. In plants, automobile.
light energy from
the Sun is
transferred to
oxygen and carbon
compounds, which
in combination,
have chemical
potential energy
(photosynthesis).
12 The potential 5.2.12.D.1 Model the relationship between the
energy of an object height of an object and its potential
on Earths surface energy.
is increased when
the objects
position is changed
from one closer to
Earths surface to
one farther from
Earths surface.
12 The driving forces 5.2.12.D.2 Describe the potential commercial
of chemical applications of exothermic and
reactions are endothermic reactions.
energy and
entropy. Chemical
reactions either
release energy to
the environment
(exothermic) or
absorb energy
from the
environment
(endothermic).
12 Nuclear reactions 5.2.12.D.3 Describe the products and potential
(fission and fusion) applications of fission and fusion
convert very small reactions.
amounts of matter
into energy.
12 Energy may be 5.2.12.D.4 Measure quantitatively the energy
transferred from transferred between objects during
one object to a collision.
another during
collisions.
12 Chemical 5.2.12.D.5 Model the change in rate of a
equilibrium is a reaction by changing a factor.
dynamic process
that is significant in
many systems,
including
biological,
ecological,
environmental, and
geological systems.
Chemical reactions
occur at different
rates. Factors such
as temperature,
mixing,
concentration,
particle size, and
surface area affect
the rates of
chemical reactions.
Content
Science
Area
science.
Strand E. Forces and Motion : It takes energy to change the motion
of objects. The energy change is understood in terms of forces.
By
the
end CPI#
Statement (CPI)
of
grade
P Observations and 5.2.P.E.1 Investigate how and why things
investigations form move (e.g., slide blocks, balance
a basis for young structures, push structures over,
learners use ramps to explore how far and
understanding of how fast different objects move or
motion. roll).
2 Objects can move 5.2.2.E.1 Investigate and model the various
in many different ways that inanimate objects can
ways (fast and move.
slow, in a straight
line, in a circular
path, zigzag, and
back and forth).
2 A force is a push or 5.2.2.E.2 Predict an objects relative speed,
a pull. Pushing or path, or how far it will travel using
pulling can move various forces and surfaces.
an object. The
speed an object
moves is related to
how strongly it is
pushed or pulled.
When an object
does not move in
response to a push
or a pull, it is
because another
push or pull
(friction) is being
applied by the
environment.
2 Some forces act by 5.2.2.E.3 Distinguish a force that acts by
touching, while direct contact with an object (e.g.,
other forces can by pushing or pulling) from a force
act without that can act without direct contact
touching. (e.g., the attraction between a
magnet and a steel paper clip).
4 Motion can be 5.2.4.E.1 Demonstrate through modeling that
described as a motion is a change in position over
change in position a period of time.
over a period of
time.
4 There is always a 5.2.4.E.2 Identify the force that starts
force involved something moving or changes its
when something speed or direction of motion.
starts moving or
changes its speed
or direction of
motion. A greater
force can make an
object move faster
and farther.
4 Magnets can repel 5.2.4.E.3 Investigate and categorize materials
or attract other based on their interaction with
magnets, but they magnets.
attract all matter
made of iron.
Magnets can make
some things move
without being
touched.
4 Earth pulls down 5.2.4.E.4 Investigate, construct, and
on all objects with generalize rules for the effect that
a force called force of gravity has on balls of
gravity. Weight is a different sizes and weights.
measure of how
strongly an object
is pulled down
toward the ground
by gravity. With a
few exceptions,
objects fall to the
ground no matter
where they are on
Earth.
6 An objects position 5.2.6.E.1 Model and explain how the
can be described description of an objects motion
by locating the from one observers view may be
object relative to different from a different observers
other objects or a view.
background. The
description of an
objects motion
from one
observers view
may be different
from that reported
from a different
observers view.
6 Magnetic, 5.2.6.E.2 Describe the force between two
electrical, and magnets as the distance between
gravitational forces them is changed.
can act at a
distance.
6 Friction is a force 5.2.6.E.3 Demonstrate and explain the
that acts to slow or frictional force acting on an object
stop the motion of with the use of a physical model.
objects.
6 Sinking and 5.2.6.E.4 Predict if an object will sink or float
floating can be using evidence and reasoning.
predicted using
forces that depend
on the relative
densities of objects
and materials.
8 An object is in 5.2.8.E.1 Calculate the speed of an object
motion when its when given distance and time.
position is
changing. The
speed of an object
is defined by how
far it travels
divided by the
amount of time it
took to travel that
far.
8 Forces have 5.2.8.E.2 Compare the motion of an object
magnitude and acted on by balanced forces with
direction. Forces the motion of an object acted on by
can be added. The unbalanced forces in a given specific
net force on an scenario.
object is the sum
of all the forces
acting on the
object. An object at
rest will remain at
rest unless acted
on by an
unbalanced force.
An object in motion
at constant velocity
will continue at the
same velocity
unless acted on by
an unbalanced
force.
12 The motion of an 5.2.12.E.1 Compare the calculated and
object can be measured speed, average speed,
described by its and acceleration of an object in
position and motion, and account for differences
velocity as that may exist between calculated
functions of time and measured values.
and by its average
speed and average
acceleration during
intervals of time.
12 Objects undergo 5.2.12.E.2 Compare the translational and
different kinds of rotational motions of a thrown
motion object and potential applications of
(translational, this understanding.
rotational, and
vibrational).
12 The motion of an 5.2.12.E.3 Create simple models to
object changes demonstrate the benefits of
only when a net seatbelts using Newton's first law of
force is applied. motion.
12 The magnitude of 5.2.12.E.4 Measure and describe the
acceleration of an relationship between the force
object depends acting on an object and the
directly on the resulting acceleration.
strength of the net
force, and inversely
on the mass of the
object. This
relationship
(a=Fnet/m) is
independent of the
nature of the force.
Content
Science
Area
Standard 5.3 Life Science: All students will understand that life science
principles are powerful conceptual tools for making sense of the
complexity, diversity, and interconnectedness of life on Earth.
Order in natural systems arises in accordance with rules that
govern the physical world, and the order of natural systems can
be modeled and predicted through the use of mathematics.
Strand A. Organization and Development : Living organisms are
composed of cellular units (structures) that carry out functions
required for life. Cellular units are composed of molecules, which
also carry out biological functions.
By
the
Cumulative Progress Indicator
(CPI)
of
grade
P Observations and 5.3.P.A.1 Investigate and compare the
discussions about the basic physical characteristics of
natural world form a plants, humans, and other
basis for young animals.
learners
understanding of life
science.
P Observations and 5.3.P.A.2 Observe similarities and
discussions form a differences in the needs of
basis for young various living things, and
learners differences between living and
understanding of the nonliving things.
similarities and
differences among
living and nonliving
things.
2 Living organisms: 5.3.2.A.1 Group living and nonliving things
according to the characteristics
Exchange that they share.
nutrients and
water with the
environment.
Reproduce.
Grow and
develop in a
predictable
manner.
4 Living organisms: 5.3.4.A.1 Develop and use evidence-based

criteria to determine if an
Interact with unfamiliar object is living or
and cause nonliving.
changes in their
environment.
Exchange
materials (such
as gases,
nutrients,
water, and
waste) with the
environment.
Reproduce.
Grow and
develop in a
predictable
manner.
4 Essential functions 5.3.4.A.2 Compare and contrast structures

required for the well- that have similar functions in
being of an organism various organisms, and explain
are carried out by how those functions may be
specialized structures carried out by structures that
in plants and have different physical
animals. appearances.
4 Essential functions of 5.3.4.A.3 Describe the interactions of
the human body are systems involved in carrying out
carried out by everyday life activities.
specialized systems:
Digestive
Circulatory
Respiratory
Nervous
Skeletal
Muscular
Reproductive
6 Systems of the 5.3.6.A.1 Model the interdependence of the

human body are human bodys major systems in
interrelated and regulating its internal
regulate the bodys environment.
internal environment.
6 Essential functions of 5.3.6.A.2 Model and explain ways in which
plant and animal cells organelles work together to meet
are carried out by the cells needs.
organelles.
8 All organisms are 5.3.8.A.1 Compare the benefits and
composed of cell(s). limitations of existing as a single-
In multicellular celled organism and as a
organisms, multicellular organism.
specialized cells
perform specialized
functions. Tissues,
organs, and organ
systems are
composed of cells
and function to serve
the needs of cells for
food, air, and waste
removal.
8 During the early 5.3.8.A.2 Relate the structures of cells,
development of an tissues, organs, and systems to
organism, cells their functions in supporting life.
differentiate and
multiply to form the
many specialized
cells, tissues, and
organs that compose
the final organism.
Tissues grow through
cell division.
12 Cells are made of 5.3.12.A.1 Represent and explain the
complex molecules relationship between the
that consist mostly of structure and function of each
a few elements. Each class of complex molecules using
class of molecules a variety of models.
has its own building
blocks and specific
functions.
12 Cellular processes are 5.3.12.A.2 Demonstrate the properties and
carried out by many functions of enzymes by
different types of designing and carrying out an
molecules, mostly by experiment.
the group of proteins
known as enzymes.
12 Cellular function is 5.3.12.A.3 Predict a cells response in a
maintained through given set of environmental
the regulation of conditions.
cellular processes in
response to internal
and external
environmental
conditions.
12 Cells divide through 5.3.12.A.4 Distinguish between the
the process of processes of cellular growth (cell
mitosis, resulting in division) and development
daughter cells that (differentiation).
have the same
genetic composition
as the original cell.
12 Cell differentiation is 5.3.12.A.5 Describe modern applications of
regulated through the the regulation of cell
expression of differentiation and analyze the
different genes benefits and risks (e.g., stem
during the cells, sex determination).
development of
complex multicellular
organisms.
12 There is a 5.3.12.A.6 Describe how a disease is the
relationship between result of a malfunctioning system,
the organization of organ, and cell, and relate this to
cells into tissues and possible treatment interventions
the organization of (e.g., diabetes, cystic fibrosis,
tissues into organs. lactose intolerance).
The structures and
functions of organs
determine their
relationships within
body systems of an
organism.
Content
Science
Area
Strand B. Matter and Energy Transformations : Food is required for
energy and building cellular materials. Organisms in an
ecosystem have different ways of obtaining food, and some
organisms obtain their food directly from other organisms.
By
the
end CPI#
Statement (CPI)
of
grade
P Investigations form 5.3.P.B.1 Observe and describe how plants
a young learners and animals obtain food from their
understanding of environment, such as by observing
how a habitat the interactions between organisms
provides for an in a natural habitat.
organisms energy
needs.
2 A source of energy 5.3.2.B.1 Describe the requirements for the
is needed for all care of plants and animals related
organisms to stay to meeting their energy needs.
alive and grow.
Both plants and
animals need to
take in water, and
animals need to
take in food. Plants
need light.
2 Animals have 5.3.2.B.2 Compare how different animals
various ways of obtain food and water.
obtaining food and
water. Nearly all
animals drink
water or eat foods
that contain water.
2 Most plants have 5.3.2.B.3 Explain that most plants get water
roots to get water from soil through their roots and
and leaves to gather light through their leaves.
gather sunlight.
4 Almost all energy 5.3.4.B.1 Identify sources of energy (food) in
(food) and matter a variety of settings (farm, zoo,
can be traced to ocean, forest).
the Sun.
6 Plants are 5.3.6.B.1 Describe the sources of the
producers: They reactants of photosynthesis and
use the energy trace the pathway to the products.
from light to make
food (sugar) from
carbon dioxide and
water. Plants are
used as a source of
food (energy) for
other organisms.
6 All animals, 5.3.6.B.2 Illustrate the flow of energy (food)
including humans, through a community.
are consumers that
meet their energy
needs by eating
other organisms or
their products.
8 Food is broken 5.3.8.B.1 Relate the energy and nutritional
down to provide needs of organisms in a variety of
energy for the life stages and situations, including
work that cells do, stages of development and periods
and is a source of of maintenance.
the molecular
building blocks
from which needed
materials are
assembled.
8 All animals, 5.3.8.B.2 Analyze the components of a
including humans, consumers diet and trace them
are consumers that back to plants and plant products.
meet their energy
needs by eating
other organisms or
their products.
12 As matter cycles 5.3.12.B.1 Cite evidence that the transfer and
and energy flows transformation of matter and
through different energy links organisms to one
levels of another and to their physical
organization within setting.
living systems
(cells, organs,
organisms,
communities), and
between living
systems and the
physical
environment,
chemical elements
are recombined
into different
products.
12 Each recombination 5.3.12.B.2 Use mathematical formulas to
of matter and justify the concept of an efficient
energy results in diet.
storage and
dissipation of
energy into the
environment as
heat.
12 Continual input of 5.3.12.B.3 Predict what would happen to an
energy from ecosystem if an energy source was
sunlight keeps removed.
matter and energy
flowing through
ecosystems.
12 Plants have the 5.3.12.B.4 Explain how environmental factors
capability to take (such as temperature, light
energy from light intensity, and the amount of water
to form sugar available) can affect photosynthesis
molecules as an energy storing process.
containing carbon,
hydrogen, and
oxygen.
12 In both plant and 5.3.12.B.5 Investigate and describe the
animal cells, sugar complementary relationship (cycling
is a source of of matter and flow of energy)
energy and can be between photosynthesis and cellular
used to make other respiration.
carbon-containing
(organic)
molecules.
12 All organisms must 5.3.12.B.6 Explain how the process of cellular
break the high- respiration is similar to the burning
energy chemical of fossil fuels.
bonds in food
molecules during
cellular respiration
to obtain the
energy needed for
life processes.
Content
Science
Area
Strand C. Interdependence : All animals and most plants depend on
both other organisms and their environment to meet their basic
needs.
By
the
Cumulative Progress
Indicator (CPI)
of
grade
P Investigations and 5.3.P.C.1 Observe and describe how
observations of the natural habitats provide for
interactions between plants the basic needs of plants
and animals form a basis and animals with respect to
for young learners shelter, food, water, air,
understanding of and light (e.g., dig outside
interdependence in life in the soil to investigate
science. the kinds of animal life that
live in and around the
ground).
2 Organisms interact and are 5.3.2.C.1 Describe the ways in which
interdependent in various organisms interact with
ways; for example, they each other and their
provide food and shelter to habitats in order to meet
one another. basic needs.
2 A habitat supports the 5.3.2.C.2 Identify the characteristics
growth of many different of a habitat that enable the
plants and animals by habitat to support the
meeting their basic needs of growth of many different
food, water, and shelter. plants and animals.
2 Humans can change natural 5.3.2.C.3 Communicate ways that
habitats in ways that can be humans protect habitats
helpful or harmful for the and/or improve conditions
plants and animals that live for the growth of the plants
there. and animals that live there,
or ways that humans might
harm habitats.
4 Organisms can only survive 5.3.4.C.1 Predict the biotic and
in environments in which abiotic characteristics of an
their needs are met. Within unfamiliar organisms
ecosystems, organisms habitat.
interact with and are
dependent on their physical
and living environment.
4 Some changes in 5.3.4.C.2 Explain the consequences
ecosystems occur slowly, of rapid ecosystem change
while others occur rapidly. (e.g., flooding, wind
Changes can affect life storms, snowfall, volcanic
forms, including humans. eruptions), and compare
them to consequences of
gradual ecosystem change
(e.g., gradual increase or
decrease in daily
temperatures, change in
yearly rainfall).
6 Various human activities 5.3.6.C.1 Explain the impact of
have changed the capacity meeting human needs and
of the environment to wants on local and global
support some life forms. environments.
6 The number of organisms 5.3.6.C.2 Predict the impact that
and populations an altering biotic and abiotic
ecosystem can support factors has on an
depends on the biotic ecosystem.
resources available and on
abiotic factors, such as
quantities of light and
water, range of
temperatures, and soil
composition.
6 All organisms cause 5.3.6.C.3 Describe how one
changes in the ecosystem in population of organisms
which they live. If this may affect other plants
change reduces another and/or animals in an
organisms access to ecosystem.
resources, that organism
may move to another
location or die.
8 Symbiotic interactions 5.3.8.C.1 Model the effect of positive
among organisms of and negative changes in
different species can be population size on a
classified as: symbiotic pairing.
Producer/consumer
Predator/prey
Parasite/host
Scavenger/prey
Decomposer/prey
12 Biological communities in 5.3.12.C.1 Analyze the

ecosystems are based on interrelationships and
stable interrelationships and interdependencies among
interdependence of different organisms, and
organisms. explain how these
relationships contribute to
the stability of the
ecosystem.
12 Stability in an ecosystem 5.3.12.C.2 Model how natural and
can be disrupted by natural human-made changes in
or human interactions. the environment will affect
individual organisms and
the dynamics of
populations.
Content
Science
Area
Strand D. Heredity and Reproduction : Organisms reproduce,
develop, and have predictable life cycles. Organisms contain
genetic information that influences their traits, and they pass
this on to their offspring during reproduction.
By
the
end CPI#
Statement (CPI)
of
grade
P Observations of 5.3.P.D.1 Observe and record change over
developmental time and cycles of change that
changes in a plant affect living things (e.g., use baby
or animal over photographs to discuss human
time form a basis change and growth, observe and
for young learners photograph tree growth and leaf
understanding of changes throughout the year,
heredity and monitor the life cycle of a plant).
reproduction.
2 Plants and animals 5.3.2.D.1 Record the observable
often resemble characteristics of plants and animals
their parents. to determine the similarities and
differences between parents and
their offspring.
2 Organisms have 5.3.2.D.2 Determine the characteristic
predictable changes that occur during the life
characteristics at cycle of plants and animals by
different stages of examining a variety of species, and
development. distinguish between growth and
development.
4 Plants and animals 5.3.4.D.1 Compare the physical
have life cycles characteristics of the different
(they begin life, stages of the life cycle of an
develop into individual organism, and compare
adults, reproduce, the characteristics of life stages
and eventually among species.
die). The
characteristics of
each stage of life
vary by species.
6 Reproduction is 5.3.6.D.1 Predict the long-term effect of
essential to the interference with normal patterns of
continuation of reproduction.
every species.
6 Variations exist 5.3.6.D.2 Explain how knowledge of inherited
among organisms variations within and between
of the same generations is applied to farming
generation (e.g., and animal breeding.
siblings) and of
different
generations (e.g.,
parent to
offspring).
6 Traits such as eye 5.3.6.D.3 Distinguish between inherited and
color in human acquired traits/characteristics.
beings or
fruit/flower color in
plants are
inherited.
8 Some organisms 5.3.8.D.1 Defend the principle that, through
reproduce reproduction, genetic traits are
asexually. In these passed from one generation to the
organisms, all next, using evidence collected from
genetic information observations of inherited traits.
comes from a
single parent.
Some organisms
reproduce sexually,
through which half
of the genetic
information comes
from each parent.
8 The unique 5.3.8.D.2 Explain the source of variation
combination of among siblings.
genetic material
from each parent
in sexually
reproducing
organisms results
in the potential for
variation.
8 Characteristics of 5.3.8.D.3 Describe the environmental
organisms are conditions or factors that may lead
influenced by to a change in a cells genetic
heredity and/or information or to an organisms
their environment. development, and how these
changes are passed on.
12 Genes are 5.3.12.D.1 Explain the value and potential
segments of DNA applications of genome projects.
molecules located
in the chromosome
of each cell. DNA
molecules contain
information that
determines a
sequence of amino
acids, which result
in specific proteins.
12 Inserting, deleting, 5.3.12.D.2 Predict the potential impact on an
or substituting DNA organism (no impact, significant
segments can alter impact) given a change in a specific
the genetic code. DNA code, and provide specific real
An altered gene world examples of conditions
may be passed on caused by mutations.
to every cell that
develops from it.
The resulting
features may help,
harm, or have little
or no effect on the
offsprings success
in its environment.
12 Sorting and 5.3.12.D.3 Demonstrate through modeling how
recombination of the sorting and recombination of
genes in sexual genes during sexual reproduction
reproduction result has an effect on variation in
in a great variety offspring (meiosis, fertilization).
of possible gene
combinations in
the offspring of any
two parents.
Content
Science
Area
Strand E. Evolution and Diversity: : Sometimes, differences between
organisms of the same kind provide advantages for surviving
and reproducing in different environments. These selective
differences may lead to dramatic changes in characteristics of
organisms in a population over extremely long periods of time.
By
the
end CPI#
Statement (CPI)
of
grade
2 Variations exist 5.3.2.E.1 Describe similarities and differences
within a group of in observable traits between
the same kind of parents and offspring.
organism.
2 Plants and animals 5.3.2.E.2 Describe how similar structures
have features that found in different organisms (e.g.,
help them survive eyes, ears, mouths) have similar
in different functions and enable those
environments. organisms to survive in different
environments.
4 Individuals of the 5.3.4.E.1 Model an adaptation to a species
same species may that would increase its chances of
differ in their survival, should the environment
characteristics, and become wetter, dryer, warmer, or
sometimes these colder over time.
differences give
individuals an
advantage in
surviving and
reproducing in
different
environments.
4 In any ecosystem, 5.3.4.E.2 Evaluate similar populations in an
some populations of ecosystem with regard to their
organisms thrive ability to thrive and grow.
and grow, some
decline, and others
do not survive at
all.
6 Changes in 5.3.6.E.1 Describe the impact on the survival
environmental of species during specific times in
conditions can geologic history when
affect the survival environmental conditions changed.
of individual
organisms and
entire species.
8 Individual 5.3.8.E.1 Organize and present evidence to
organisms with show how the extinction of a
certain traits are species is related to an inability to
more likely than adapt to changing environmental
others to survive conditions using quantitative and
and have offspring qualitative data.
in particular
environments. The
advantages or
disadvantages of
specific
characteristics can
change when the
environment in
which they exist
changes. Extinction
of a species occurs
when the
environment
changes and the
characteristics of a
species are
insufficient to allow
survival.
8 Anatomical 5.3.8.E.2 Compare the anatomical structures
evidence supports of a living species with fossil
evolution and records to derive a line of descent.
provides additional
detail about the
sequence of
branching of
various lines of
descent.
12 New traits may 5.3.12.E.1 Account for the appearance of a
result from new novel trait that arose in a given
combinations of population.
existing genes or
from mutations of
genes in
reproductive cells
within a population.
12 Molecular evidence 5.3.12.E.2 Estimate how closely related
(e.g., DNA, protein species are, based on scientific
structures, etc.) evidence (e.g., anatomical
substantiates the similarities, similarities of DNA base
anatomical and/or amino acid sequence).
evidence for
evolution and
provides additional
detail about the
sequence in which
various lines of
descent branched.
12 The principles of 5.3.12.E.3 Provide a scientific explanation for
evolution (including the history of life on Earth using
natural selection scientific evidence (e.g., fossil
and common record, DNA, protein structures,
descent) provide a etc.).
scientific
explanation for the
history of life on
Earth as evidenced
in the fossil record
and in the
similarities that
exist within the
diversity of existing
organisms.
12 Evolution occurs as 5.3.12.E.4 Account for the evolution of a
a result of a species by citing specific evidence
combination of the of biological mechanisms.
following factors:
Ability of a
species to
reproduce
Genetic
variability of
offspring due
to mutation
and
recombination
of genes
Finite supply
of the
resources
required for
life
Natural
selection, due
to
environmental
pressure, of
those
organisms
better able to
survive and
leave
offspring
Content
Science
Area
Standard 5.4 Earth Systems Science: All students will understand that
Earth operates as a set of complex, dynamic, and interconnected
systems, and is a part of the all-encompassing system of the
universe.
Strand A. Objects in the Universe : Our universe has been expanding
and evolving for 13.7 billion years under the influence of
gravitational and nuclear forces. As gravity governs its
expansion, organizational patterns, and the movement of
celestial bodies, nuclear forces within stars govern its evolution
through the processes of stellar birth and death. These same
processes governed the formation of our solar system 4.6 billion
years ago.
By
the
end CPI#
Statement (CPI)
of
grade
2 The Sun is a star 5.4.2.A.1 Determine a set of general rules
that can only be describing when the Sun and Moon
seen during the are visible based on actual sky
day. The Moon is observations.
not a star and can
be seen sometimes
at night and
sometimes during
the day. The Moon
appears to have
different shapes on
different days.
4 Objects in the sky 5.4.4.A.1 Formulate a general description of
have patterns of the daily motion of the Sun across
movement. The the sky based on shadow
Sun and Moon observations. Explain how shadows
appear to move could be used to tell the time of
across the sky on a day.
daily basis. The
shadows of an
object on Earth
change over the
course of a day,
indicating the
changing position
of the Sun during
the day.
4 The observable 5.4.4.A.2 Identify patterns of the Moons
shape of the Moon appearance and make predictions
changes from day about its future appearance based
to day in a cycle observational data.
that lasts 29.5
days.
4 Earth is 5.4.4.A.3 Generate a model with explanatory
approximately value that explains both why
spherical in shape. objects roll down ramps as well as
Objects fall why the Moon orbits Earth.
towards the center
of the Earth
because of the pull
of the force of
gravity.
4 Earth is the third 5.4.4.A.4 Analyze and evaluate evidence in
planet from the the form of data tables and
Sun in our solar photographs to categorize and
system, which relate solar system objects (e.g.,
includes seven planets, dwarf planets, moons,
other planets. asteroids, and comets).
6 The height of the 5.4.6.A.1 Generate and analyze evidence
path of the Sun in (through simulations) that the Suns
the sky and the apparent motion across the sky
length of a shadow changes over the course of a year.
change over the
course of a year.
6 Earths position 5.4.6.A.2 Construct and evaluate models
relative to the Sun, demonstrating the rotation of Earth
and the rotation of on its axis and the orbit of Earth
Earth on its axis, around the Sun.
result in patterns
and cycles that
define time units of
days and years.
6 The Suns gravity 5.4.6.A.3 Predict what would happen to an
holds planets and orbiting object if gravity were
other objects in the increased, decreased, or taken
solar system in away.
orbit, and planets
gravity holds
moons in orbit.
6 The Sun is the 5.4.6.A.4 Compare and contrast the major
central and most physical characteristics (including
massive body in size and scale) of solar system
our solar system, objects using evidence in the form
which includes of data tables and photographs.
eight planets and
their moons, dwarf
planets, asteroids,
and comets.
8 The relative 5.4.8.A.1 Analyze moon-phase, eclipse, and
positions and tidal data to construct models that
motions of the explain how the relative positions
Sun, Earth, and and motions of the Sun, Earth, and
Moon result in the Moon cause these three
phases of the phenomena.
Moon, eclipses, and
the daily and
monthly cycle of
tides.
8 Earths tilt, 5.4.8.A.2 Use evidence of global variations in
rotation, and day length, temperature, and the
revolution around amount of solar radiation striking
the Sun cause Earths surface to create models
changes in the that explain these phenomena and
height and duration seasons.
of the Sun in the
sky. These factors
combine to explain
the changes in the
length of the day
and seasons.
8 Gravitation is a 5.4.8.A.3 Predict how the gravitational force
universal attractive between two bodies would differ for
force by which bodies of different masses or bodies
objects with mass that are different distances apart.
attract one
another. The
gravitational force
between two
objects is
proportional to
their masses and
inversely
proportional to the
square of the
distance between
the objects.
8 The regular and 5.4.8.A.4 Analyze data regarding the motion
predictable motion of comets, planets, and moons to
of objects in the find general patterns of orbital
solar system motion.
(Keplers Laws) is
explained by
gravitational
forces.
12 Prior to the work of 5.4.12.A.1 Explain how new evidence obtained
17th-century using telescopes (e.g., the phases
astronomers, of Venus or the moons of Jupiter)
scientists believed allowed 17th-century astronomers
the Earth was the to displace the geocentric model of
center of the the universe.
universe
(geocentric model).
12 The properties and 5.4.12.A.2 Collect, analyze, and critique
characteristics of evidence that supports the theory
solar system that Earth and the rest of the solar
objects, combined system formed from a nebular cloud
with radioactive of dust and gas 4.6 billion years
dating of ago.
meteorites and
lunar samples,
provide evidence
that Earth and the
rest of the solar
system formed
from a nebular
cloud of dust and
gas 4.6 billion
years ago.
12 Stars experience 5.4.12.A.3 Analyze an H-R diagram and explain
significant changes the life cycle of stars of different
during their life masses using simple stellar models.
cycles, which can
be illustrated with
an Hertzsprung-
Russell (H-R)
Diagram.
12 The Sun is one of 5.4.12.A.4 Analyze simulated and/or real data
an estimated two to estimate the number of stars in
hundred billion our galaxy and the number of
stars in our Milky galaxies in our universe.
Way galaxy, which
together with over
one hundred billion
other galaxies,
make up the
universe.
12 The Big Bang 5.4.12.A.5 Critique evidence for the theory that
theory places the the universe evolved as it expanded
origin of the from a single point 13.7 billion
universe at years ago.
approximately 13.7
billion years ago.
Shortly after the
Big Bang, matter
(primarily
hydrogen and
helium) began to
coalesce to form
galaxies and stars.
12 According to the 5.4.12.A.6 Argue, citing evidence (e.g., Hubble
Big Bang theory, Diagram), the theory of an
the universe has expanding universe.
been expanding
since its beginning,
explaining the
apparent
movement of
galaxies away from
one another.
Content
Science
Area
universe.
Strand B. History of Earth : From the time that Earth formed from a
nebula 4.6 billion years ago, it has been evolving as a result of
geologic, biological, physical, and chemical processes.
By
the
end CPI#
Statement (CPI)
of
grade
4 Fossils provide 5.4.4.B.1 Use data gathered from
evidence about the observations of fossils to argue
plants and animals whether a given fossil is terrestrial
that lived long ago, or marine in origin.
including whether
they lived on the
land or in the sea
as well as ways
species changed
over time.
6 Successive layers 5.4.6.B.1 Interpret a representation of a rock
of sedimentary layer sequence to establish oldest
rock and the fossils and youngest layers, geologic
contained in them events, and changing life forms.
tell the factual
story of the age,
history, changing
life forms, and
geology of Earth.
6 Earths current 5.4.6.B.2 Examine Earths surface features
structure has been and identify those created on a
influenced by both scale of human life or on a geologic
sporadic and time scale.
gradual events.
Changes caused by
earthquakes and
volcanic eruptions
can be observed on
a human time
scale, but many
geological
processes, such as
mountain building
and the shifting of
continents, are
observed on a
geologic time
scale.
6 Moving water, 5.4.6.B.3 Determine if landforms were
wind, and ice created by processes of erosion
continually shape (e.g., wind, water, and/or ice)
Earths surface by based on evidence in pictures,
eroding rock and video, and/or maps.
soil in some areas
and depositing
them in other
areas.
6 Erosion plays an 5.4.6.B.4 Describe methods people use to
important role in reduce soil erosion.
the formation of
soil, but too much
erosion can wash
away fertile soil
from ecosystems,
including farms.
8 Todays planet is 5.4.8.B.1 Correlate the evolution of organisms
very different than and the environmental conditions on
early Earth. Earth as they changed throughout
Evidence for one- geologic time.
celled forms of life
(bacteria) extends
back more than 3.5
billion years.
8 Fossils provide 5.4.8.B.2 Evaluate the appropriateness of
evidence of how increasing the human population in
life and a region (e.g., barrier islands,
environmental Pacific Northwest, Midwest United
conditions have States) based on the regions
changed. The history of catastrophic events, such
principle of as volcanic eruptions, earthquakes,
Uniformitarianism and floods.
makes possible the
interpretation of
Earths history. The
same Earth
processes that
occurred in the
past occur today.
12 The evolution of 5.4.12.B.1 Trace the evolution of our
life caused atmosphere and relate the changes
dramatic changes in rock types and life forms to the
in the composition evolving atmosphere.
of Earths
atmosphere, which
did not originally
contain oxygen
gas.
12 Relative dating 5.4.12.B.2 Correlate stratigraphic columns
uses index fossils from various locations by using
and stratigraphic index fossils and other dating
sequences to techniques.
determine the
sequence of
geologic events.
12 Absolute dating, 5.4.12.B.3 Account for the evolution of species
using radioactive by citing specific absolute-dating
isotopes in rocks, evidence of fossil samples.
makes it possible
to determine how
many years ago a
given rock sample
formed.
Content
Science
Area
universe.
Strand C. Properties of Earth Materials : Earths composition is
unique, is related to the origin of our solar system, and provides
us with the raw resources needed to sustain life.
By Content CPI# Cumulative Progress Indicator
the Statement (CPI)
end
of
grade
P Observations and 5.4.P.C.1 Explore and describe
investigations form characteristics of and concepts
a basis for young about soil, rocks, water, and air.
learners
understanding of
properties of Earth
materials.
2 Soils are made of 5.4.2.C.1 Describe Earth materials using
many living and appropriate terms, such as hard,
nonliving soft, dry, wet, heavy, and light.
substances. The
attributes and
properties of soil
(e.g., moisture, kind
and size of particles,
living/organic
elements, etc.) vary
depending on
location.
4 Rocks can be 5.4.4.C.1 Create a model to represent how
broken down to soil is formed.
make soil.
4 Earth materials in 5.4.4.C.2 Categorize unknown samples as
nature include either rocks or minerals.
rocks, minerals,
soils, water, and the
gases of the
atmosphere.
Attributes of rocks
and minerals assist
in their
identification.
6 Soil 5.4.6.C.1 Predict the types of ecosystems
attributes/properties that unknown soil samples could
affect the soils support based on soil properties.
ability to support
animal life and grow
plants.
6 The rock cycle is a 5.4.6.C.2 Distinguish physical properties of
model of creation sedimentary, igneous, or
and transformation metamorphic rocks and explain
of rocks from one how one kind of rock could
form (sedimentary, eventually become a different kind
igneous, or of rock.
metamorphic) to
another. Rock
families are
determined by the
origin and
transformations of
the rock.
6 Rocks and rock 5.4.6.C.3 Deduce the story of the tectonic
formations contain conditions and erosion forces that
evidence that tell a created sample rocks or rock
story about their formations.
past. The story is
dependent on the
minerals, materials,
tectonic conditions,
and erosion forces
that created them.
8 Soil consists of 5.4.8.C.1 Determine the chemical properties
weathered rocks of soil samples in order to select an
and decomposed appropriate location for a
organic material community garden.
from dead plants,
animals, and
bacteria. Soils are
often found in
layers, each having
a different chemical
composition and
texture.
8 Physical and 5.4.8.C.2 Explain how chemical and physical
chemical changes mechanisms (changes) are
take place in Earth responsible for creating a variety of
materials when landforms.
Earth features are
modified through
weathering and
erosion.
8 Earths atmosphere 5.4.8.C.3 Model the vertical structure of the
is a mixture of atmosphere using information from
nitrogen, oxygen, active and passive remote-sensing
and trace gases that tools (e.g., satellites, balloons,
include water vapor. and/or ground-based sensors) in
The atmosphere has the analysis.
a different physical
and chemical
composition at
different elevations.
12 Soils are at the 5.4.12.C.1 Model the interrelationships among
interface of the the spheres in the Earth systems
Earth systems, by creating a flow chart.
linking together the
biosphere,
geosphere,
atmosphere, and
hydrosphere.
12 The chemical and 5.4.12.C.2 Analyze the vertical structure of
physical properties Earths atmosphere, and account
of the vertical for the global, regional, and local
structure of the variations of these characteristics
atmosphere support and their impact on life.
life on Earth.
Content
Science
Area
universe.
Strand D. Tectonics : The theory of plate tectonics provides a
framework for understanding the dynamic processes within and
on Earth.
By
the
end CPI#
Statement (CPI)
of
grade
6 Lithospheric plates 5.4.6.D.1 Apply understanding of the motion
consisting of of lithospheric plates to explain why
continents and the Pacific Rim is referred to as the
ocean floors move Ring of Fire.
in response to
movements in the
mantle.
6 Earths landforms 5.4.6.D.2 Locate areas that are being created
are created (deposition) and destroyed
through (erosion) using maps and satellite
constructive images.
(deposition) and
destructive
(erosion)
processes.
6 Earth has a 5.4.6.D.3 Apply knowledge of Earths
magnetic field that magnetic fields to successfully
is detectable at the complete an orienteering challenge.
surface with a
compass.
8 Earth is layered 5.4.8.D.1 Model the interactions between the
with a lithosphere, layers of Earth.
a hot, convecting
mantle, and a
dense, metallic
core.
8 Major geological 5.4.8.D.2 Present evidence to support
events, such as arguments for the theory of plate
earthquakes, motion.
volcanic eruptions,
and mountain
building, result
from the motion of
plates. Sea floor
spreading,
revealed in
mapping of the
Mid-Atlantic Ridge,
and subduction
zones are evidence
for the theory of
plate tectonics.
8 Earths magnetic 5.4.8.D.3 Explain why geomagnetic north and
field has north and geographic north are at different
south poles and locations.
lines of force that
are used for
navigation.
12 Convection 5.4.12.D.1 Explain the mechanisms for plate
currents in the motions using earthquake data,
upper mantle drive mathematics, and conceptual
plate motion. models.
Plates are pushed
apart at spreading
zones and pulled
down into the crust
at subduction
zones.
12 Evidence from lava 5.4.12.D.2 Calculate the average rate of
flows and ocean- seafloor spreading using archived
floor rocks shows geomagnetic-reversals data.
that Earths
magnetic field
reverses (North
South) over
geologic time.
Content
Science
Area
universe.
Strand E. Energy in Earth Systems : Internal and external sources of
energy drive Earth systems.
By
the
end CPI#
Statement (CPI)
of
grade
P Observations and 5.4.P.E.1 Explore the effects of sunlight on
investigations form living and nonliving things.
the basis for young
learners
understanding of
energy in Earth
systems.
2 Plants need 5.4.2.E.1 Describe the relationship between
sunlight to grow. the Sun and plant growth.
4 Land, air, and 5.4.4.E.1 Develop a general set of rules to
water absorb the predict temperature changes of
Suns energy at Earth materials, such as water, soil,
different rates. and sand, when placed in the Sun
and in the shade.
6 The Sun is the 5.4.6.E.1 Generate a conclusion about energy
major source of transfer and circulation by
energy for observing a model of convection
circulating the currents.
atmosphere and
oceans.
8 The Sun provides 5.4.8.E.1 Explain how energy from the Sun is
energy for plants to transformed or transferred in global
grow and drives wind circulation, ocean circulation,
convection within and the water cycle.
the atmosphere
and oceans,
producing winds,
ocean currents,
and the water
cycle.
12 The Sun is the 5.4.12.E.1 Model and explain the physical
major external science principles that account for
source of energy the global energy budget.
for Earths global
energy budget.
12 Earth systems have 5.4.12.E.2 Predict what the impact on
internal and biogeochemical systems would be if
external sources of there were an increase or decrease
energy, both of in internal and external energy.
which create heat.
Content
Science
Area
universe.
Strand F. Climate and Weather : Earths weather and climate
systems are the result of complex interactions between land,
ocean, ice, and atmosphere.
By Content Cumulative Progress Indicator
CPI#
the Statement (CPI)
end
of
grade
P Observations and 5.4.P.F.1 Observe and record weather.
investigations form
the basis for young
learners
understanding of
weather and
climate.
2 Current weather 5.4.2.F.1 Observe and document daily
conditions include weather conditions and discuss how
air movement, the weather influences your
clouds, and activities for the day.
precipitation.
Weather conditions
affect our daily
lives.
4 Weather changes 5.4.4.F.1 Identify patterns in data collected
that occur from day from basic weather instruments.
to day and across
the seasons can be
measured and
documented using
basic instruments
such as a
thermometer, wind
vane, anemometer,
and rain gauge.
6 Weather is the 5.4.6.F.1 Explain the interrelationships
result of short-term between daily temperature, air
variations in pressure, and relative humidity
temperature, data.
humidity, and air
pressure.
6 Climate is the 5.4.6.F.2 Create climatographs for various
result of long-term locations around Earth and
patterns of categorize the climate based on the
temperature and yearly patterns of temperature and
precipitation. precipitation.
8 Global patterns of 5.4.8.F.1 Determine the origin of local
atmospheric weather by exploring national and
movement international weather maps.
influence local
weather.
8 Climate is 5.4.8.F.2 Explain the mechanisms that cause
influenced locally varying daily temperature ranges in
and globally by a coastal community and in a
atmospheric community located in the interior of
interactions with the country.
land masses and
bodies of water.
8 Weather (in the 5.4.8.F.3 Create a model of the hydrologic
short term) and cycle that focuses on the transfer of
climate (in the long water in and out of the atmosphere.
term) involve the Apply the model to different
transfer of energy climates around the world.
and water in and
out of the
atmosphere.
12 Global climate 5.4.12.F.1 Explain that it is warmer in summer
differences result and colder in winter for people in
from the uneven New Jersey because the intensity of
heating of Earths sunlight is greater and the days are
surface by the Sun. longer in summer than in winter.
Seasonal climate Connect these seasonal changes in
variations are due sunlight to the tilt of Earths axis
to the tilt of Earths with respect to the plane of its orbit
axis with respect to around the Sun.
the plane of Earths
nearly circular orbit
around the Sun.
12 Climate is 5.4.12.F.2 Explain how the climate in regions
determined by throughout the world is affected by
energy transfer seasonal weather patterns, as well
from the Sun at as other factors, such as the
and near Earths addition of greenhouse gases to the
surface. This atmosphere and proximity to
energy transfer is mountain ranges and to the ocean.
influenced by
dynamic processes,
such as cloud cover
and Earths
rotation, as well as
static conditions,
such as proximity
to mountain ranges
and the ocean.
Human activities,
such as the burning
of fossil fuels, also
affect the global
climate.
12 Earths radiation 5.4.12.F.3 Explain variations in the global
budget varies energy budget and hydrologic cycle
globally, but is at the local, regional, and global
balanced. Earths scales.
hydrologic cycle is
complex and varies
globally, regionally,
and locally.
Content
Science
Area
universe.
Strand G. Biogeochemical Cycles : The biogeochemical cycles in the
Earth systems include the flow of microscopic and macroscopic
resources from one reservoir in the hydrosphere, geosphere,
atmosphere, or biosphere to another, are driven by Earth's
internal and external sources of energy, and are impacted by
human activity.
By
the
end CPI#
Statement (CPI)
of
grade
P Investigations in 5.4.P.G.1 Demonstrate emergent awareness
environmental for conservation, recycling, and
awareness respect for the environment (e.g.,
activities form a turning off water faucets, using
basis for young paper from a classroom scrap box
learners when whole sheets are not needed,
understanding of keeping the playground neat and
biogeochemical clean).
changes.
2 Water can 5.4.2.G.1 Observe and discuss evaporation
disappear and condensation.
(evaporate) and
collect (condense)
on surfaces.
2 There are many 5.4.2.G.2 Identify and use water conservation
sources and uses practices.
of water.
2 Organisms have 5.4.2.G.3 Identify and categorize the basic
basic needs and needs of living organisms as they
they meet those relate to the environment.
needs within their
environment.
2 The origin of 5.4.2.G.4 Identify the natural resources used
everyday in the process of making various
manufactured manufactured products.
products such as
paper and cans can
be traced back to
natural resources.
4 Clouds and fog are 5.4.4.G.1 Explain how clouds form.
made of tiny
droplets of water
and, at times, tiny
particles of ice.
4 Rain, snow, and 5.4.4.G.2 Observe daily cloud patterns, types
other forms of of precipitation, and temperature,
precipitation come and categorize the clouds by the
from clouds; not all conditions that form precipitation.
clouds produce
precipitation.
4 Most of Earths 5.4.4.G.3 Trace a path a drop of water might
surface is covered follow through the water cycle.
by water. Water
circulates through
the crust, oceans,
and atmosphere in
what is known as
the water cycle.
4 Properties of water 5.4.4.G.4 Model how the properties of water
depend on where can change as water moves through
the water is the water cycle.
located (oceans,
rivers, lakes,
underground
sources, and
glaciers).
6 Circulation of water 5.4.6.G.1 Illustrate global winds and surface
in marine currents through the creation of a
environments is world map of global winds and
dependent on currents that explains the
factors such as the relationship between the two
composition of factors.
water masses and
energy from the
Sun or wind.
6 An ecosystem 5.4.6.G.2 Create a model of ecosystems in
includes all of the two different locations, and
plant and animal compare and contrast the living and
populations and nonliving components.
nonliving resources
in a given area.
Organisms interact
with each other
and with other
components of an
ecosystem.
6 Personal activities 5.4.6.G.3 Describe ways that humans can
impact the local improve the health of ecosystems
and global around the world.
environment.
8 Water in the 5.4.8.G.1 Represent and explain, using sea
oceans holds a surface temperature maps, how
large amount of ocean currents impact the climate
heat, and therefore of coastal communities.
significantly affects
the global climate
system.
8 Investigations of 5.4.8.G.2 Investigate a local or global
environmental environmental issue by defining the
issues address problem, researching possible
underlying causative factors, understanding the
scientific causes underlying science, and evaluating
and may inform the benefits and risks of alternative
possible solutions. solutions.
12 Natural and 5.4.12.G.1 Analyze and explain the sources and
human-made impact of a specific industry on a
chemicals circulate large body of water (e.g., Delaware
with water in the or Chesapeake Bay).
hydrologic cycle.
12 Natural ecosystems 5.4.12.G.2 Explain the unintended
provide an array of consequences of harvesting natural
basic functions that resources from an ecosystem.
affect humans.
These functions
include
maintenance of the
quality of the
atmosphere,
generation of soils,
control of the
hydrologic cycle,
disposal of wastes,
and recycling of
nutrients.
12 Movement of 5.4.12.G.3 Demonstrate, using models, how
matter through internal and external sources of
Earths system is energy drive the hydrologic, carbon,
driven by Earths nitrogen, phosphorus, sulfur, and
internal and oxygen cycles.
external sources of
energy and results
in changes in the
physical and
chemical properties
of the matter.
12 Natural and human 5.4.12.G.4 Compare over time the impact of
activities impact human activity on the cycling of
the cycling of matter and energy through
matter and the ecosystems.
flow of energy
through
ecosystems.
12 Human activities 5.4.12.G.5 Assess (using maps, local planning
have changed documents, and historical records)
Earths land, how the natural environment has
oceans, and changed since humans have
atmosphere, as inhabited the region.
well as its
populations of
plant and animal
species.
12 Scientific, 5.4.12.G.6 Assess (using scientific, economic,
economic, and and other data) the potential
other data can environmental impact of large-scale
assist in assessing adoption of emerging technologies
environmental (e.g., wind farming, harnessing
risks and benefits geothermal energy).
associated with
societal activity.
12 Earth is a system 5.4.12.G.7 Relate information to detailed
in which chemical models of the hydrologic, carbon,
elements exist in nitrogen, phosphorus, sulfur, and
fixed amounts and oxygen cycles, identifying major
move through the sources, sinks, fluxes, and
solid Earth, residence times.
oceans,
atmosphere, and
living things as
part of
geochemical
cycles.

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East Rutherford Public Schools

Joseph Abate, Jr.

Science: McMillian/ McGraw Hill

Benchmark Literacy Interactive - small group resource books

Additional Resources Utilized for K-2:

Science New Jersey MacMillan- McGraw Hill

Benchmark Literacy Interactive - small group resource books

Additional Resources Utilized for Grades 3-4:

Grade 6: Earth Science

Grade 7: Life Science

Grade 8: Physical Science

Chapter/Topic Weeks Assessments

Chapter 2: Design and Function 2 weeks Assessment Chapter 2

Unit A: Apply It! Labs 1 week Performance-Based Assessment

Chapter 3: Classifying Organisms 2 weeks Assessment Chapter 3

Chapter 4: Growth and Survival 2 weeks Assessment Chapter 4

Chapter 5: Structure and Function 3 week Assessment Chapter 5

Chapter 6: Ecosystems 2 week Assessment Chapter 6

Unit B: Apply It! Labs 1 week Performance-Based Benchmark

Chapter 7: The Water Cycle and Weather 3 weeks Assessment Chapter 7

Chapter 8: Earths Surface 3 weeks Assessment Chapter 8

Chapter 9: Earth and Space 3 weeks Assessment Chapter 9

Unit C: Apply It! Labs 1 week Performance-Based Assessment

Chapter 10: Properties of Matter 3 weeks Assessment Chapter 10

Chapter 11: Forces and Motion 2 weeks Assessment Chapter 11

Chapter 12: Changing Forms of Energy 2 weeks Assessment Chapter 12

Unit D: Apply It! Labs 1 week Performance-Based Benchmark

Pacing/Month Chapter/Topic Assessment

Scope and Sequence

Textbook: Glencoe Science Books A, B, E @ 2005

MONTH CHAPTER/TOPIC ASSESSMENTS

September A Chap 1 What Is Science? Quizzes

October A Chap 2 Cells Quizzes

November/ A Chap 4 Cell Reproduction Quizzes

December Test Chap 4

January A Chap 5 Adaptations Over Time Quizzes

February/March B Chap 3 Plants/Chap 5 Plant Processes Quizzes

Test Chap 3/5

April E Chap 1 Interactions of Life Quizzes

May E Chap 2 Nonliving Environment Quizzes

June E Chap 3 Ecosystems Quizzes

Pacing/Month Chapter/Topic Assessment

November/December States of Matter Chapter 2 in Labs

January Properties and Changes of Labs

March Motion and Momentum Labs

April Force and Newtons Laws Labs

REGIONAL OFFICE OF CURRICULUM AND INSTRUCTION

DR. MELISSA W. VARLEY, DIRECTOR

Approval List .......................................................................................................... i

Chief School Administrators ................................................................................ ii

Principals of Participating Districts..iii

Science Curriculum Committee .......................................................................... iv

Preface, Organization of the Guide,

Science Curriculum Objectives

Grades 5-6 ................................................................................................. 25

Grades 9-12 ............................................................................................... 60

Terry Tallaksen Vice President

Thomas Cox Jr.

Joseph Morris Vice President

Marguerite Hansen Vice President

Mr. Steve Kollinok Carlstadt Board of Education

Mr. David Mango Carlstadt-East Rutherford Board of Education

Mr. Ken Rota East Rutherford Board of Education