Newark Public Schools
K-8 Science Curriculum Overview
with Next Generation Science Standards Alignment
Office of Curriculum Services
2013-2014
K-8 Science Curriculum Overview - Table of Contents
Kindergarten
Animals Two by Two
Let’s Move
Weather
1st Grade
Organisms
Solids and Liquids
Pebbles, Sand, and Silt
2nd Grade
The Life Cycle of Butterflies
Changes
Air and Weather
3rd Grade
Plant Growth and Development
Chemical Tests
Magnetism and Electricity
4th Grade
Animal Studies
Earth Systems Science
Land and Water
1
2-3
4-5
6-7
8
9-10
11-12
13-14
15
16-17
18-19
20
21
22-24
25-26
27-30
5th Grade
Environments
Floating and Sinking
Motion and Design
42
43-49
50
51-54
6th Grade
Investigating Biodiversity and Interdependence
Exploring the Properties of Matter
Weather and Water
55
56-60
61-65
66-71
7th Grade
Studying the Development and Reproduction of Organisms
Force and Motion
Planetary Science
72
73-81
82-85
86-91
8th Grade
Crazy Traits
Experimenting with Mixtures, Compounds, and Elements
Earth History
92
93-97
98-103
104-110
31
32-33
34-37
38-41
Note: Red text within the overview of each module/unit indicates a Next Generation Science Standard that is in a grade level outside of the one in which the given module/unit is taught.
Kindergarten
Science Curriculum Overview
Module/Unit
Content Area
Animals Two by Two
Life Science
Let’s Move
Physical Science
Weather
Earth Systems Science
Key Core Concept(s)









Organization and Development
Matter and Energy Transformations
Interdependence
Heredity and Reproduction
Evolution and Diversity
Biogeochemical Cycles
Forces and Motion
Weather and Climate
Biogeochemical Cycles
Back to Table of Contents
1
Grade Level: K
Content Area: Life Science
Module/Unit: Animals Two by Two
Unit Summary: Animals Two by Two provides students with close and personal interaction with some common land and water animals. Appropriate classroom habitats are established, and
students learn to care for the animals, emphasizing the development of observation and descriptive communication skills and building explanations based on experience. Animals are studied
in pairs through a sequence of four progressive activities, enhancing opportunities for comparison. [NJCCCS 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.]
Essential Questions




What happens to a material when energy is transferred to it?
How can energy be transferred from one material to another?
What do all living things have in common?
How is matter transformed, and energy transferred /transformed in living systems?
NJCCCS
Cumulative Progress Indicators
5.3.2.A.1. Group living and
nonliving things according to the
characteristics that they share.
5.3.2.B.1. Describe the
requirements for the care of plants
and animals related to meeting
their energy needs.
5.3.2.B.2. Compare how different
animals obtain food and water.
5.3.2.C.1. Describe the ways in
which organisms interact with each
other and their habitats in order to
meet basic needs.
5.3.2.C.2. Identify the
characteristics of a habitat that
enable the habitat to support the
growth of many different plants and
animals.
NGSSS
Performance Expectations
K-LS1-1. Use observations to
describe patterns of what plants
and animals (including humans)
need to survive.





In what ways do organisms interact within ecosystems?
How do organisms change as they go through their life cycle?
In what ways are organisms of the same kind different from each other?
How does this help them reproduce and survive?
What is the source of the resources used to meet the basic needs of living organisms?
Science and Engineering Practices
Analyzing and Interpreting Data

Use observations (firsthand or
from media) to describe
patterns in the natural world in
order to answer scientific
questions. (K-LS1-1)
1-LS3-1. Make observations to
construct an evidence-based
account that young plants and
Constructing Explanations and
animals are like, but not exactly like,
Designing Solutions
their parents.
 Make observations (firsthand or
2-LS4-1. Make observations of
from media) to construct an
plants and animals to compare the
evidence-based account for
diversity of life in different habitats.
natural phenomena. (1-LS3-1)
Planning and Carrying Out
Investigations

Disciplinary Core Ideas
LS1.C: Organization for Matter and
Energy Flow in Organisms

All animals need food in order
to live and grow. They obtain
their food from plants or from
other animals. Plants need
water and light to live and grow.
(K-LS1-1)
Cross-Cutting Concepts
Patterns

Patterns in the natural and
human designed world can be
observed, used to describe
phenomena, and used as
evidence. (K-LS1-1), (1-LS3-1)
LS3.A: Inheritance of Traits

Young animals are very much,
but not exactly like, their
parents. Plants also are very
much, but not exactly, like their
parents. (1-LS3-1)
Make observations (firsthand or
from media) to collect data
which can be used to make
comparisons. (2-LS4-1)
2
NJCCCS
Cumulative Progress Indicators
5.3.2.D.1. Record the observable
characteristics of plants and animals
to determine the similarities and
differences between parents and
their offspring.
5.3.2.E.1. Describe similarities and
differences in observable traits
between parents and offspring.
5.3.2.E.2. Describe how similar
structures found in different
organisms (e.g., eyes, ears, mouths)
have similar functions and enable
those organisms to survive in
different environments.
NGSSS
Performance Expectations
Science and Engineering Practices
---------------------------Connections to Nature of Science
Disciplinary Core Ideas
LS3.B: Variation of Traits

Scientific Knowledge is Based on
Empirical Evidence

Scientists look for patterns and
order when making
observations about the world.
(K-LS1-1), (2-LS4-1)
Cross-Cutting Concepts
Individuals of the same kind of
plant or animal are recognizable
as similar but can also vary in
many ways. (1-LS3-1)
LS4.D: Biodiversity and Humans

There are many different kinds
of living things in any area, and
they exist in different places on
land and in water. (2-LS4-1)
5.4.2.G.3. Identify and categorize
the basic needs of living organisms
as they relate to the environment.
Back to Table of Contents
3
Grade Level: K
Content Area: Physical Science
Module/Unit: Let’s Move!!!
Unit Summary: Let’s Move provides experiences for students to discover that forces can cause objects to change position in a process known as movement, and extend their learning by
exploring the different types of movement and various pathways of motion. [NJCCCS 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.]
Essential Questions

How can energy be transferred from one material to another?
 What happens to a material when energy is transferred to it?
NJCCCS
NGSSS
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
Cumulative Progress Indicators
Performance Expectations
5.2.2.E.1. Investigate and model the K-PS2-1. Plan and conduct an
Planning and Carrying Out
PS2.A: Forces and Motion
Cause and Effect
various ways that inanimate objects investigation to compare the effects Investigations
•Simple tests can be designed to
 Pushes and pulls can have
can move.
of different strengths or different
gather evidence to support or
 With guidance, plan and
different strengths and
directions
of
pushes
and
pulls
on
5.2.2.E.2. Predict an object’s
refute student ideas about causes.
conduct an investigation in
directions. (K-PS2-1),(K-PS2-2)
the motion of an object.
relative speed, path, or how far it
(K-PS2-1),(K-PS2-2)
collaboration with peers. (K Pushing or pulling on an object
will travel using various forces and
K-PS2-2. Analyze data to determine
PS2-1)
can change the speed or
surfaces.
if a design solution works as
direction of its motion and can
Analyzing and Interpreting Data
intended
to
change
the
speed
or
start or stop it. (K-PS2-1),(K-PS25.2.2.E.3. Distinguish a force that
 Analyze data from tests of an
direction
of
an
object
with
a
push
or
2)
acts by direct contact with an object
object
or
tool
to
determine
if
it
a pull.
(e.g., by pushing or pulling) from a
PS2.B: Types of Interactions
works as intended. (K-PS2-2)
force that can act without direct
 When objects touch or collide,
-------------------------contact (e.g., the attraction
they push on one another and
between a magnet and a steel
Connections to the Nature of
can change motion. (K-PS2-1)
paper clip).
Science
PS3.C: Relationship Between
 Scientists use different ways to
Energy and Forces
study the world. (K-PS2-1)
 A bigger push or pull makes
things speed up or slow down
more quickly. (secondary to KPS2-1)
4
NJCCCS
Cumulative Progress Indicators
NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
ETS1.A: Defining Engineering
Problems

A situation that people want to
change or create can be
approached as a problem to be
solved through engineering.
Such problems may have many
acceptable solutions. (secondary
to K-PS2-2)
Back to Table of Contents
5
Grade Level: K
Content Area: Earth Systems Science
Module/Unit: Weather
Unit Summary: Weather introduces students to the concept of weather and to the idea that scientific tools can be used to measure the phenomena they observe with their senses. Students
observe weather; use thermometers, rain gauges, and wind scales; record their own data; and discuss their findings on cloud cover, precipitation, wind, and temperature. Students are asked
to apply their new skills and knowledge to make predictions about the weather in their area. They compare their own weather predictions to the predictions of the local meteorologist and
what actually happens with the weather where they live. The lessons in this unit enable students to appreciate how weather changes and how it affects their daily lives. [NJCCCS 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.]
Essential Questions


How do the properties of materials determine their use?
 How do changes in one part of an Earth system affect other parts of the system?
How do we know that things have energy?
 What is the source of the resources used to meet the basic needs of living organisms?
NJCCCS
NGSSS
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
Cumulative Progress Indicators
Performance Expectations
5.4.2.F.1. Observe and document
K-ESS2-1. Use and share
Analyzing and Interpreting Data
ESS2.D: Weather and Climate
Patterns
daily weather conditions and
observations of local weather
 Use observations (firsthand or
 Weather is the combination of
 Patterns in the natural world
discuss how the weather influences conditions to describe patterns over
from media) to describe
sunlight, wind, snow or rain, and
can be observed, used to
your activities for the day.
time.
patterns in the natural world in
temperature in a particular
describe phenomena, and used
5.4.2.G.1. Observe and discuss
K-ESS3-2. Ask questions to obtain
order to answer scientific
region at a particular time.
as evidence. (K-ESS2-1)
evaporation and condensation.
information about the purpose of
questions. (K-ESS2-1)
People measure these
---------------------------weather forecasting to prepare for,
conditions to describe and
Asking Questions and Defining
Connections to Engineering,
and respond to, severe weather.
record
the
weather
and
to
Problems
Technology, and Applications of
notice patterns over time. (KScience
 Ask questions based on
ESS2-1)
Interdependence of Science,
observations to find more
ESS3.B: Natural Hazards
Engineering, and Technology
information about the designed
world. (K-ESS3-2)
 Some kinds of severe weather
 People encounter questions
are more likely than others in a
Obtaining, Evaluating, and
about the natural world every
given
region.
Weather
scientists
Communicating Information
day. (K-ESS3-2)
forecast severe weather so that
 Read grade-appropriate texts
the communities can prepare
and/or use media to obtain
for and respond to these events.
scientific information to
(K-ESS3-2)
describe patterns in the natural
world. (K-ESS3-2)
6
NJCCCS
Cumulative Progress Indicators
NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
---------------------------Connections to Nature of Science
ETS1.A: Defining and Delimiting an
Engineering Problem
Science Knowledge is Based on
Empirical Evidence

Influence of Engineering,
Technology, and Science on Society
and the Natural World

Scientists look for patterns and
order when making
observations about the world.
(K-ESS2-1)
Asking questions, making
observations, and gathering
information are helpful in
thinking about problems.
(secondary to K-ESS3-2)

People depend on various
technologies in their lives;
human life would be very
different without technology.
(K-ESS3-2)
Back to Table of Contents
7
st
1 Grade
Science Curriculum Overview
Module/Unit
Content Area
Organisms
Life Science
Solids and Liquids
Pebbles, Sand, and Silt
Physical Science
Earth Systems Science
Key Core Concept(s)







Organization and Development
Matter and Energy Transformations
Interdependence
Heredity and Reproduction
Evolution and Diversity
Properties of Matter
Properties of Matter
Back to Table of Contents
8
Grade Level: 1
Content Area: Life Science
Module/Unit: Organisms
Unit Summary: Organisms asks students to develop observational skills by caring for and looking at organisms, using the natural curiosity that young children have about plants and animals.
Students create and maintain an aquarium and a terrarium; making first-hand observations of plants and animals allows students to develop an understanding and sensitivity for living things.
The woodland habitat that students build contains pine seedlings, moss, pill bugs, and Bess beetles or millipedes. The freshwater habitat they create consists of Elodea and Cabomba plants,
pond snails, and guppies. Students are able to observe how the animals and plants coexist and determine the basic needs of every living thing as well as needs that are unique to each
organism. In a final lesson, students apply what they have learned about organisms to humans, exploring how human beings are similar to and different from other living things. [NJCCCS 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.]
Essential Questions




What do all living things have in common?
 In what ways are organisms of the same kind different from each other?
How is matter Transformed, and energy transferred/transformed in living systems?
 How does this help them reproduce and survive?
In What ways do organisms interact within ecosystems?
 What is the source of the resources used to meet the basic needs of living things?
How do organisms change as they go through their life cycle?
NJCCCS
NGSSS
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
Cumulative Progress Indicators
Performance Expectations
5.3.2.A. 1. Group living and
K-LS1-1. Use observations to
Analyzing and Interpreting Data
LS1.A: Structure and Function
Patterns
nonliving things according to the
describe patterns of what plants
 Use observations (firsthand or
 All organisms have external
 Patterns in the natural and
characteristics that they share.
and animals (including humans)
from media) to describe
parts. Different animals use
human designed world can be
need to survive.
5.3.2.B.1. Describe the
patterns in the natural world in
their body parts in different
observed and used as evidence.
requirements for the care of plants 1-LS1-1. Use materials to design a
order to answer scientific
ways to see, hear, grasp objects,
(K-LS1-1)
and animals related to meeting
solution to a human problem by
questions. (K-LS1-1)
protect themselves, move from
their energy needs.
mimicking how plants and/or
place to place, and seek, find,
Constructing Explanations and
animals
use
their
external
parts
to
and take in food, water and air. Structure and Function
5.3.2.B.2. Compare how different
Designing Solutions
help them survive, grow, and meet
Plants also have different parts
 The shape and stability of
animals obtain food and water.

Use
materials
to
design
a
device
their needs.
(roots, stems, leaves, flowers,
structures of natural and
5.3.2.B.3. Explain that most plants
that solves a specific problem or
fruits)
that
help
them
survive
designed objects are related to
2-LS4-1. Make observations of
get water from soil through their
a solution to a specific problem.
and
grow.
(1-LS1-1)
their function(s). (1-LS1-1)
plants and animals to compare the
roots and gather light through their
(1-LS1-1)
diversity of life in different habitats.
leaves.
5.3.2.C.1. Describe the ways in
which organisms interact with each
other and their habitats in order to
meet basic needs.
9
NJCCCS
Cumulative Progress Indicators
5.3.2.C.2. Identify the
characteristics of a habitat that
enable the habitat to support the
growth of many different plants and
animals.
5.3.2.C.3. Communicate ways that
humans protect habitats and/or
improve conditions for the growth
of the plants and animals that live
there, or ways that humans might
harm habitats.
5.3.2.D.2. Determine the
characteristic changes that occur
during the life cycle of plants and
animals by examining a variety of
species and distinguish between
growth and development.
5.3.2.E.2. Describe how similar
structures found in different
organisms (e.g., eyes, ears, mouths)
have similar functions and enable
those organisms to survive in
different environments.
NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
Planning and Carrying Out
Investigations
LS1.C: Organization for Matter and
Energy Flow in Organisms
----------------------------


Make observations (firsthand or
from media) to collect data
which can be used to make
comparisons. (2-LS4-1)
-----------------------------------------------Connections to Nature of Science
Scientific Knowledge is Based on
Empirical Evidence

Scientists look for patterns and
order when making
observations about the world.
(K-LS1-1)

Scientists look for patterns and
order when making
observations about the world.
(2-LS4-1)
All animals need food in order
to live and grow. They obtain
their food from plants or from
other animals. Plants need
water and light to live and grow.
(K-LS1-1)
LS1.D: Information Processing

Animals have body parts that
capture and convey different
kinds of information needed for
growth and survival. Animals
respond to these inputs with
behaviors that help them
survive. Plants also respond to
some external inputs. (1-LS1-1)
Connections to Engineering,
Technology, and
Applications of Science
Influence of Science, Engineering
and Technology on Society and the
Natural World

Every human-made product is
designed by applying some
knowledge of the natural world
and is built using materials
derived from the natural world.
(1-LS1-1)
LS4.D: Biodiversity and Humans

There are many different kinds
of living things in any area, and
they exist in different places on
land and in water. (2-LS4-1)
5.4.2.G.3. Identify and categorize
the basic needs of living organisms
as they relate to the environment.
Back to Table of Contents
10
Grade Level: 1
Content Area: Physical Science
Module/Unit: Solids and Liquids
Unit Summary: Solids and Liquids introduces students to two key concepts of physical science—that solids and liquids are two states of matter and that each state of matter has its own
identifiable properties. Students begin by investigating a set of solids, focusing on properties such as shape, color, texture, and hardness. They conduct experiments to determine whether the
solids will float or sink, roll or stack, or attract a magnet. Next, students actively explore the properties of liquids, how they look and feel, their fluidity, how they mix with water, and their
degree of absorption. Students communicate their observations and the results of their experiments through discussion, writing, and drawing and improve their ability to follow directions
and conduct experiments. [NJCCCS 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.]
Essential Questions

How do the properties of materials determine their use?
NJCCCS
NGSSS
Cumulative Progress Indicators
Performance Expectations
5.2.2.A.1. Sort and describe objects 2-PS1-1. Plan and conduct an
based on the materials of which
investigation to describe and
they are made and their physical
classify different kinds of materials
properties.
by their observable properties.
5.2.2.A.2. Identify common objects
as solids, liquids, or gases.
5.2.2.C.1. Compare, citing evidence,
the heating of different colored
objects placed in full sunlight.
5.2.2.C.2. Apply a variety of
strategies to collect evidence that
validates the principle that if there
is no light, objects cannot be seen.
2-PS1-2. Analyze data obtained
from testing different materials to
determine which materials have the
properties that are best suited for
an intended purpose.

How do we know that things have energy?
Science and Engineering Practices
Disciplinary Core Ideas
Planning and Carrying Out
Investigations
PS1.A: Structure and Properties of
Matter


Plan and conduct an
investigation collaboratively to
produce data to serve as the
basis for evidence to answer a
question.(2-PS1-1)
Analyzing and Interpreting Data

Analyze data from tests of an
object or tool to determine if it
works as intended. (2-PS1-2)

Different kinds of matter exist
and many of them can be either
solid or liquid, depending on
temperature. Matter can be
described and classified by its
observable properties. (2-PS1-1)
Different properties are suited
to different purposes. (2-PS12),(2-PS1-3)
Cross-Cutting Concepts
Patterns

Patterns in the natural and
human designed world can be
observed. (2-PS1-1)
Cause and Effect

Simple tests can be designed to
gather evidence to support or
refute student ideas about
causes. (2-PS1-2)
11
NJCCCS
Cumulative Progress Indicators
NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
---------------------------Connections to Engineering,
Technology, and
Applications of Science
Influence of Engineering,
Technology, and Science, on
Society and the Natural World

Every human-made product is
designed by applying some
knowledge of the natural world
and is built using materials
derived from the natural world.
(2-PS1-2)
Back to Table of Contents
12
Grade Level: 1
Content Area: Earth Systems Science
Module/Unit: Pebbles, Sand, and Silt
Unit Summary: Pebbles, Sand, and Silt introduces concepts in Earth Science, emphasizing the development of observation and description skills and building explanations based on
experience. Students’ awareness of rocks as Earth materials and natural resources is heightened through the sequential investigations. They will come to know rocks by many names and in a
variety of sizes. [NJCCCS 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 allencompassing system of the universe.]
Essential Questions



How do the properties of materials determine their use?
 Which Earth materials change temperature the most in the sun and shade?
How do Earth Systems interact to create soil?
 What is the source of the resources used to meet the basic needs of living organisms?
How do we use observable characteristics of Earth materials to identify different parts of
the Earth System?
NJCCCS
NGSSS
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
Cumulative Progress Indicators
Performance Expectations
5.2.2.A.1. Sort and describe objects 2-PS1-1. Plan and conduct an
Planning and Carrying Out
PS1.A: Structure and Properties of
Patterns
based on the materials of which
investigation to describe and
Investigations
Matter
 Patterns in the natural and
they are made and their physical
classify different kinds of materials
 Plan and conduct an
 Different kinds of matter exist
human designed world can be
properties.
by their observable properties.
investigation collaboratively to
and many of them can be either
observed. (2-PS1-1)
5.4.2.C.1. Describe Earth materials
2-PS1-2. Analyze data obtained
produce data to serve as the
solid or liquid, depending on
Cause and Effect
using appropriate terms, such as
from testing different materials to
basis for evidence to answer a
temperature. Matter can be
 Simple tests can be designed to
hard, soft, dry, wet, heavy, and
determine which materials have the
question.(2-PS1-1)
described and classified by its
gather evidence to support or
light.
properties that are best suited for
observable properties. (2-PS1-1)
Analyzing and Interpreting Data
refute student ideas about
an intended purpose.
5.4.2.G.4. Identify the natural

Different
properties
are
suited
 Analyze data from tests of an
causes. (2-PS1-2)
resources used in the process of
to
different
purposes.
(2-PS1object or tool to determine if it
making various manufactured
2),(2-PS1-3)
works as intended. (2-PS1-2)
products.
13
NJCCCS
Cumulative Progress Indicators
NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
---------------------------Connections to Engineering,
Technology, and
Applications of Science
Influence of Engineering,
Technology, and Science, on
Society and the Natural World

Every human-made product is
designed by applying some
knowledge of the natural world
and is built using materials
derived from the natural world.
(2-PS1-2)
Back to Table of Contents
14
2nd Grade
Science Curriculum Overview
Module/Unit
Content Area
The Life Cycles of Butterflies
Life Science
Changes
Physical Science
Air and Weather
Earth Systems Science
Key Core Concept(s)









Organization and Development
Matter and Energy Transformations
Heredity and Reproduction
Evolution and Diversity
Properties of Matter
Changes in Matter
Objects in the Universe
Weather and Climate
Biogeochemical Cycles
Back to Table of Contents
15
Grade Level: 2
Content Area: Life Science
Module/Unit: The Life Cycle of Butterflies
Unit Summary: The Life Cycle of Butterflies introduces students to the concepts of life cycles by inviting them to investigate one organism—the painted lady butterfly (Vanessa cardui) for
eight weeks. As students care for the caterpillars and butterflies, they observe, record, and describe in words and drawings the metamorphosis from caterpillar to chrysalis and from chrysalis
to butterfly. In many cases, students will get to see a butterfly lay eggs. Some butterflies will die natural deaths, completing students’ observations of the life cycle. Through these
investigations, students will understand that the term “cycle” implies continuity and that life cycles exist for all living organisms. This experience deepens their understanding of the diversity
and complexity of life on earth. [NJCCCS 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.]
Essential Questions



How do the properties of materials determine their use?
 How do organisms change as they go through their life cycle?
What do all living things have in common?
 In what ways are organisms of the same kind different from each other?
How is matter transformed, and energy transferred/transformed in living systems?
 How does this help them reproduce and survive?
NJCCCS
NGSSS
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
Cumulative Progress Indicators
Performance Expectations
5.2.2.A.1. Sort and describe objects K-LS1-1. Use observations to
Analyzing and Interpreting Data
LS1.A: Structure and Function
Patterns
based on the materials of which
describe patterns of what plants
 Use observations (firsthand or
 All organisms have external
 Patterns in the natural and
they are made and their physical
and animals (including humans)
from media) to describe
parts. Different animals use
human designed world can be
properties.
need to survive.
patterns in the natural world in
their body parts in different
observed and used as evidence.
5.3.2.A.1. Group living and
1-LS1-1. Use materials to design a
order to answer scientific
ways to see, hear, grasp objects,
(K-LS1-1)
nonliving things according to the
solution to a human problem by
questions. (K-LS1-1)
protect themselves, move from  Patterns of change can be used
characteristics that they share.
mimicking how plants and/or
place to place, and seek, find,
to make predictions. (3-LS1-1)
Constructing Explanations and
animals
use
their
external
parts
to
and take in food, water and air.
5.3.2.B.1. Describe the
Designing Solutions
Structure and Function
help
them
survive,
grow,
and
meet
Plants
also
have
different
parts
requirements for the care of plants
 Use materials to design a device
 The shape and stability of
their needs.
(roots, stems, leaves, flowers,
and animals related to meeting
that solves a specific problem or
structures of natural and
fruits) that help them survive
their energy needs.
2-LS4-1. Make observations of
a solution to a specific problem.
designed objects are related to
and grow. (1-LS1-1)
plants and animals to compare the
5.3.2.D.1. Record the observable
(1-LS1-1)
their function(s). (1-LS1-1)
diversity of life in different habitats.
characteristics of plants and animals
to determine the similarities and
3-LS1-1. Develop models to
differences between parents and
describe that organisms have
their offspring.
unique and diverse life cycles but all
have in common birth, growth,
reproduction, and death.
16
NJCCCS
Cumulative Progress Indicators
5.3.2.D.2. Determine the
characteristic changes that occur
during the life cycle of plants and
animals by examining a variety of
species and distinguish between
growth and development.
5.3.2.E.1. Describe similarities and
differences in observable traits
between parents and offspring.
5.3.2.E.2. Describe how similar
structures found in different
organisms (e.g., eyes, ears, mouths)
have similar functions and enable
those organisms to survive in
different environments.
NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
Planning and Carrying Out
Investigations
LS1.B: Growth and Development of
Organisms
----------------------------


Make observations (firsthand or
from media) to collect data
which can be used to make
comparisons. (2-LS4-1)
Developing and Using Models

Develop models to describe
phenomena. (3-LS1-1)
-----------------------------------------------Connections to Nature of Science
Reproduction is essential to the
continued existence of every
kind of organism. Plants and
Influence of Science, Engineering
animals have unique and diverse and Technology on Society and the
life cycles. (3-LS1-1)
Natural World
LS1.C: Organization for Matter and
 Every human-made product is
Energy Flow in Organisms
designed by applying some

Scientific Knowledge is Based on
Empirical Evidence


Scientists look for patterns and
order when making
observations about the world.
(K-LS1-1) (2-LS4-1)
Connections to Engineering,
Technology, and
Applications of Science
All animals need food in order
to live and grow. They obtain
their food from plants or from
other animals. Plants need
water and light to live and grow.
(K-LS1-1)
knowledge of the natural world
and is built using materials
derived from the natural world.
(1-LS1-1)
LS1.D: Information Processing

Science findings are based on
recognizing patterns. (3-LS1-1)
Animals have body parts that
capture and convey different
kinds of information needed for
growth and survival. Animals
respond to these inputs with
behaviors that help them
survive. Plants also respond to
some external inputs. (1-LS1-1)
LS4.D: Biodiversity and Humans

There are many different kinds
of living things in any area, and
they exist in different places on
land and in water. (2-LS4-1)
Back to Table of Contents
17
Grade Level: 2
Content Area: Physical Science
Module/Unit: Changes
Unit Summary: Changes develops students’ knowledge of states of matter, students learn to describe the properties of solids, liquids, and gases and categorize them by their identifiable
properties. The freezing, melting, evaporation, and condensation of water are investigated as an introduction to phase change. Rusting, dissolving, crystallization, gases created by
effervescent tablets, and ink separated through chromatography are other phase changes students create and observe in the lab. This unit strengthens students’ ability to observe and
describe the properties of solids, liquids, and gases. It also gives students many opportunities to predict results, plan and perform simple tests, and analyze, interpret, and discuss their results.
Students have several opportunities to practice their new skills in lessons in which they devise ways of separating a mystery mixture, and plan and carry out investigations that involve other
changes. [NJCCCS 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.]
Essential Questions


How do the properties of materials determine their use?
How does conservation of mass apply to the interaction of materials in a closed system?
NJCCCS
Cumulative Progress Indicators
5.2.2.A.1. Sort and describe objects
based on the materials of which
they are made and their physical
properties.
NGSSS
Performance Expectations
2-PS1-1. Plan and conduct an
investigation to describe and
classify different kinds of materials
by their observable properties.
5.2.2.A.2. Identify common objects
as solids, liquids, or gases.
2-PS1-2. Analyze data obtained
from testing different materials to
determine which materials have the
properties that are best suited for
an intended purpose.
5.2.2.B.1. Generate accurate data
and organize arguments to show
that not all substances respond the
same way when heated or cooled,
using common materials, such as
shortening or candle wax.
5.2.2.D.1. Predict and confirm the
brightness of a light, the volume of
sound, or the amount of heat when
given the number of batteries, or
the size of batteries.
2-PS1-4. Construct an argument
with evidence that some changes
caused by heating or cooling can be
reversed and some cannot.



What determines the type and extent of a chemical reaction?
How can energy be transferred from one material to another?
What happens to a material when energy is transferred to it?
Science and Engineering Practices
Disciplinary Core Ideas
Planning and Carrying Out
Investigations
PS1.A: Structure and Properties of
Matter


Plan and conduct an
investigation collaboratively to
produce data to serve as the
basis for evidence to answer a
question.(2-PS1-1)
Analyzing and Interpreting Data

Analyze data from tests of an
object or tool to determine if it
works as intended. (2-PS1-2)
Engaging in Argument from
Evidence

Construct an argument with
evidence to support a claim. (2PS1-4)

Different kinds of matter exist
and many of them can be either
solid or liquid, depending on
temperature. Matter can be
described and classified by its
observable properties. (2-PS1-1)
Different properties are suited
to different purposes. (2-PS12),(2-PS1-3)
Cross-Cutting Concepts
Patterns

Cause and Effect


PS1.B: Chemical Reactions

Heating or cooling a substance
may cause changes that can be
observed. Sometimes these
changes are reversible, and
sometimes they are not. (2-PS14)
Patterns in the natural and
human designed world can be
observed. (2-PS1-1)
Events have causes that
generate observable patterns.
(2-PS1-4)
Simple tests can be designed to
gather evidence to support or
refute student ideas about
causes. (2-PS1-2)

18
NJCCCS
Cumulative Progress Indicators
5.2.2.E.1. Investigate and model the
various ways that inanimate objects
can move.
5.2.2.E.2. Predict an object’s
relative speed, path, or how far it
will travel using various forces and
surfaces.
5.2.2.E.3. Distinguish a force that
acts by direct contact with an object
(e.g., by pushing or pulling) from a
force that can act without direct
contact (e.g., the attraction
between a magnet and a steel
paper clip).
NGSSS
Performance Expectations
Science and Engineering Practices
-----------------------------------------------Connections to Nature of Science
Science Models, Laws,
Mechanisms, and Theories Explain
Natural Phenomena

Scientists search for cause and
effect relationships to explain
natural events. (2-PS1-4)
Disciplinary Core Ideas
Cross-Cutting Concepts
---------------------------Connections to Engineering,
Technology, and
Applications of Science
Influence of Engineering,
Technology, and Science, on
Society and the Natural World

Every human-made product is
designed by applying some
knowledge of the natural world
and is built using materials
derived from the natural world.
(2-PS1-2)
Back to Table of Contents
19
Grade Level: 2
Content Area: Earth Systems Science
Module/Unit: Air and Weather
Unit Summary: Air and Weather introduces concepts in Earth science, emphasizing the development of observation and description skills. The investigations provide opportunities for
students to explore the natural world using simple tools to observe and monitor change. [NJCCCS 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.]
Essential Questions



How do the properties of materials determine their use?
 How do changes in one part of an Earth system affect other parts of the system?
To what extent are the properties of objects in our solar system predictable?
 What is the source of the resources used to meet the basic needs of living organisms?
What causes these patterns?
NJCCCS
NGSSS
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
Cumulative Progress Indicators
Performance Expectations
5.2.2.A.2. Identify common objects 2-PS1-1. Plan and conduct an
Planning and Carrying Out
PS1.A: Structure and Properties of
Patterns
as solids, liquids, or gases.
investigation to describe and
Investigations
Matter
 Patterns in the natural and
classify
different
kinds
of
materials
5.4.2.A.2. Determine a set of
 Plan and conduct an
 Different kinds of matter exist
human designed world can be
by their observable properties.
general rules describing when the
investigation collaboratively to
and many of them can be either
observed. (2-PS1-1)
Sun and Moon are visible based on
3-ESS2-1. Represent data in tables
produce data to serve as the
solid or liquid, depending on
 Patterns of change can be used
actual sky observations.
and graphical displays to describe
basis for evidence to answer a
temperature. Matter can be
to make predictions. (3-ESS2-1)
typical
weather
conditions
expected
question.(2-PS1-1)
described
and
classified
by
its
5.4.2.F.1. Observe and document
during a particular season.
observable properties. (2-PS1-1)
daily weather conditions and
Analyzing and Interpreting Data
discuss how the weather influences
your activities for the day.
5.4.2.G.1. Observe and discuss
evaporation and condensation.
5.4.2.G.2. Identify and use water
conservation practices.
5.4.2.G.3. Identify and categorize
the basic needs of living organisms
as they relate to the environment.

Represent data in tables and
various graphical displays (bar
graphs and pictographs) to
reveal patterns that indicate
relationships. (3-ESS2-1)

Different properties are suited
to different purposes. (2-PS12),(2-PS1-3)
ESS2.D: Weather and Climate

Scientists record patterns of the
weather across different times
and areas so that they can make
predictions about what kind of
weather might happen next. (3ESS2-1)
Back to Table of Contents
20
rd
3 Grade
Science Curriculum Overview
Module/Unit
Content Area
Plant Growth and Development
Life Science
Chemical Tests
Physical Science
Magnetism and Electricity
Physical Science
Key Core Concept(s)










Organization and Development
Interdependence
Heredity and Reproduction
Evolution and Diversity
Properties of Matter
Changes in Matter
Properties of Matter
Forms of Energy
Energy Transfer and Conservation
Forces and Motion
Back to Table of Contents
21
Grade Level: 3
Content Area: Life Science
Module/Unit: Plant Growth and Development
Unit Summary: Plant Growth and Development is framed around students planting their own seeds and engaging in an eight-week inquiry into the life cycle of a simple plant, the Brassica
rapa. Using plants that complete their life cycle in 35 days, students are able to watch germination and maturation while learning about the specific parts of a plant and the function each
serves. Because they care for their own seedlings, students learn that plants need light, soil, nutrients from soil, and water to survive. In addition, students use dried bees to simulate the
pollination process to understand the interdependence of bees and flowers. These activities deepen their understanding of the characteristics of living organisms and their relationship with
and dependence on the environment in general. Throughout this unit, students are asked to use their observation and recording skills, complete and analyze data tables, use simple tools,
draw diagrams, and apply scientific vocabulary. [NJCCCS 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.]
Essential Questions



What do all living things have in common?
 How do organisms change as they go through their lifecycle?
How do specialized structures in living organisms carry out specialized functions?
 In what ways do organisms interact within ecosystems?
How can models be used to identify the structures, functions and behaviors of living
 In what ways are organisms of the same kind different from each other? How does this
organisms?
help them reproduce and survive?
NJCCCS
NGSSS
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
Cumulative Progress Indicators
Performance Expectations
5.3.4.A.1. Develop and use
2-LS2-1. Plan and conduct an
Developing and Using Models
LS1.A: Structure and Function
Patterns
evidence-based criteria to
investigation to determine if plants
 Develop a simple model based
 Plants and animals have both
 Patterns of change can be used
determine if an unfamiliar object is need sunlight and water to grow.
on evidence to represent a
internal and external structures
to make predictions. (3-LS1-1)
living or nonliving.
2-LS2-2. Develop a simple model
proposed object or tool. (2-LS2that serve various functions in
 Similarities and differences in
5.3.4.A.2. Compare and contrast
that mimics the function of an
2)
growth, survival, behavior, and
patterns can be used to sort and
structures that have similar
animal in dispersing seeds or
reproduction. (4-LS1-1)
 Develop models to describe
classify natural phenomena. (3functions in various organisms, and pollinating plants.
phenomena. (3-LS1-1)
LS3-1)
LS1.B: Growth and Development of
explain how those functions may be 3-LS1-1. Develop models to
Organisms
Planning and Carrying Out
Cause and Effect
carried out by structures that have
describe that organisms have
Investigations
 Reproduction is essential to the  Events have causes that
different physical appearances.
unique and diverse life cycles but all
continued existence of every
 Plan and conduct an
generate observable patterns.
5.3.4.C.1. Predict the biotic and
have in common birth, growth,
kind of organism. Plants and
investigation collaboratively to
(2-LS2-1)
abiotic characteristics of an
reproduction, and death.
animals have unique and diverse  Cause and effect relationships
produce data to serve as the
unfamiliar organism’s habitat.
life cycles. (3-LS1-1)
basis for evidence to answer a
are routinely identified and used
question. (2-LS2-1)
to explain change. (3-LS3-2),(3LS4-3)
22
NJCCCS
Cumulative Progress Indicators
5.3.4.D.1. Compare the physical
characteristics of the different
stages of the life cycle of an
individual organism and
characteristics of stages among
species.
NGSSS
Performance Expectations
3-LS3-1. Analyze and interpret data
to provide evidence that plants and
animals have traits inherited from
parents and that variation of these
traits exists in a group of similar
organisms.
5.3.4.E.1. Model an adaptation to a
species that would increase its
chances of survival, should the
environment become wetter, dryer,
warmer, or colder over time.
3-LS3-2. Use evidence to support
the explanation that traits can be
influenced by the environment.
3-LS4-3. Construct an argument
with evidence that in a particular
habitat some organisms can survive
well, some survive less well, and
some cannot survive at all.
4-LS1-1. Construct an argument
that plants and animals have
internal and external structures that
function to support survival,
growth, behavior, and
reproduction.
Science and Engineering Practices
Analyzing and Interpreting Data

Disciplinary Core Ideas
LS2.A: Interdependent
Relationships in Ecosystems
Analyze and interpret data to
make sense of phenomena

using logical reasoning. (3-LS3-1)

Constructing Explanations and
Designing Solutions

Use evidence (e.g.,
observations, patterns) to
support an explanation. (3-LS32)
Engaging in Argument from
Evidence

Plants depend on water and
light to grow. (2-LS2-1)
Plants depend on animals for
pollination or to move their
seeds around. (2-LS2-2)
LS3.A: Inheritance of Traits


Construct an argument with
evidence. (3-LS4-3), (4-LS1-1)
-----------------------------------------------Connections to Nature of Science
Many characteristics of
organisms are inherited from
their parents. (3-LS3-1)
Other characteristics result from
individuals’ interactions with the
environment, which can range
from diet to learning. Many
characteristics involve both
inheritance and environment.
(3-LS3-2)
Scientific Knowledge is Based on
Empirical Evidence
LS3.B: Variation of Traits


Science findings are based on
recognizing patterns. (3-LS1-1)

Different organisms vary in how
they look and function because
they have different inherited
information. (3-LS3-1)
The environment also affects
the traits that an organism
develops. (3-LS3-2)
Cross-Cutting Concepts
Structure and Function

The shape and stability of
structures of natural and
designed objects are related to
their function(s). (2-LS2-2)
Systems and System Models

A system can be described in
terms of its components and
their interactions. (4-LS1-1)
---------------------------Connections to Engineering,
Technology, and
Applications of Science
Interdependence of Engineering,
Technology, and Science on Society
and the Natural World

Knowledge of relevant scientific
concepts and research findings
is important in engineering. (3LS4-3)
23
NJCCCS
Cumulative Progress Indicators
NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
LS4.C: Adaptation

For any particular environment,
some kinds of organisms survive
well, some survive less well, and
some cannot survive at all. (3LS4-3)
Back to Table of Contents
24
Grade Level: 3
Content Area: Physical Science
Module/Unit: Chemical Tests
Unit Summary: Chemical Tests introduces students to the science of chemistry and requires students to apply critical thinking skills to discover the identity of an unknown powder and solve
other mysteries. Throughout the unit, students explore five common household chemicals—sugar, alum, talc, baking soda, and cornstarch. They begin with simple observations that focus on
color, form, and texture. Then, students investigate how each interacts with water, vinegar, iodine, and red cabbage juice. Students record their own data in tables and analyze and interpret
the data to make predictions and draw conclusions based on their experience with the inquiries. Students communicate their results and conclusions orally and in writing. At the end of the
unit, students apply the skills they have developed to identify unknown liquids using solids they have investigated. [NJCCCS 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.]
Essential Questions

How do the properties of materials determine their use?
NJCCCS
NGSSS
Cumulative Progress Indicators
Performance Expectations
5.2.4.A.1. Identify objects that are
2-PS1-1. Plan and conduct an
composed of a single substance and investigation to describe and
those that are composed of more
classify different kinds of materials
than one substance using simple
by their observable properties.
tools found in the classroom.
2-PS1-2. Analyze data obtained
5.2.4.A.2. Plan and carry out an
investigation to distinguish among
solids, liquids, and gasses.
5.2.4.A.3. Determine the weight
and volume of common objects
using appropriate tools.
5.2.4.B.1. Predict and explain what
happens when a common
substance, such as shortening or
candle wax, is heated to melting
and then cooled to a solid.
from testing different materials to
determine which materials have the
properties that are best suited for
an intended purpose.
2-PS1-4. Construct an argument
with evidence that some changes
caused by heating or cooling can be
reversed and some cannot.
5-PS1-3. Make observations and
measurements to identify materials
based on their properties.

How does conservation of mass apply to the interaction of materials in a closed system?
Science and Engineering Practices
Disciplinary Core Ideas
Planning and Carrying Out
Investigations
PS1.A: Structure and Properties of
Matter



Plan and conduct an
investigation collaboratively to
produce data to serve as the
basis for evidence to answer a
question.(2-PS1-1)
Make observations and
measurements to produce data
to serve as the basis for
evidence for an explanation of a
phenomenon. (5-PS1-3)
Analyzing and Interpreting Data

Analyze data from tests of an
object or tool to determine if it
works as intended. (2-PS1-2)


Different kinds of matter exist
and many of them can be either
solid or liquid, depending on
temperature. Matter can be
described and classified by its
observable properties. (2-PS1-1)
Different properties are suited
to different purposes. (2-PS12),(2-PS1-3)
Measurements of a variety of
properties can be used to
identify materials. (Boundary: At
this grade level, mass and
weight are not distinguished,
and no attempt is made to
define the unseen particles or
explain the atomic-scale
mechanism of evaporation and
condensation.) (5-PS1-3)
Cross-Cutting Concepts
Patterns

Patterns in the natural and
human designed world can be
observed. (2-PS1-1)
Cause and Effect


Events have causes that
generate observable patterns.
(2-PS1-4)
Simple tests can be designed to
gather evidence to support or
refute student ideas about
causes. (2-PS1-2)
Scale, Proportion, and Quantity

Standard units are used to
measure and describe physical
quantities such as weight, time,
temperature, and volume. (5PS1-3)
25
NJCCCS
Cumulative Progress Indicators
NGSSS
Performance Expectations
Science and Engineering Practices
Engaging in Argument from
Evidence

Construct an argument with
evidence to support a claim. (2PS1-4)
---------------------------Connections to Nature of Science
Science Models, Laws, Mechanisms,
and Theories Explain Natural
Phenomena

Scientists search for cause and
effect relationships to explain
natural events. (2-PS1-4)
Disciplinary Core Ideas
PS1.B: Chemical Reactions

Heating or cooling a substance
may cause changes that can be
observed. Sometimes these
changes are reversible, and
sometimes they are not. (2-PS14)
Cross-Cutting Concepts
---------------------------Connections to Engineering,
Technology, and
Applications of Science
Influence of Engineering,
Technology, and Science, on
Society and the Natural World

Every human-made product is
designed by applying some
knowledge of the natural world
and is built using materials
derived from the natural world.
(2-PS1-2)
Back to Table of Contents
26
Grade Level: 3
Content Area: Physical Science
Module/Unit: Magnetism and Electricity
Unit Summary: Magnetism and Electricity introduces or reinforces concepts in physical science, emphasizing the development of observation and description skills and building explanations
based on experience. Students explore the natural and human-made worlds by observing and manipulating materials in focused settings using simple tools. [NJCCCS 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.]
Essential Questions



How do the properties of materials determine their use?
 How can energy be transferred from one material to another?
How does conservation of mass apply to the interaction of materials in a closed system?
 What happens to a material when energy is transferred to it?
How do we know that things have energy?
NJCCCS
NGSSS
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
Cumulative Progress Indicators
Performance Expectations
5.2.4.A.4. Categorize objects based 2-PS1-1. Plan and conduct an
Planning and Carrying Out
PS1.A: Structure and Properties of
Patterns
on the ability to absorb or reflect
investigation to describe and
Investigations
Matter
 Patterns in the natural and
light and conduct heat or electricity. classify different kinds of materials
 Plan and conduct an
 Different kinds of matter exist
human designed world can be
by
their
observable
properties.
5.2.4.B.1. Predict and explain what
investigation collaboratively to
and many of them can be either
observed. (2-PS1-1)
happens when a common
2-PS1-2. Analyze data obtained
produce data to serve as the
solid or liquid, depending on
Cause and Effect
substance, such as shortening or
from testing different materials to
basis for evidence to answer a
temperature. Matter can be
 Events have causes that
candle wax, is heated to melting
determine which materials have the
question.(2-PS1-1)
described and classified by its
generate observable patterns.
and then cooled to a solid.
properties that are best suited for
observable properties. (2-PS1-1)
 Make observations to produce
(2-PS1-4)
data to serve as the basis for
 Different properties are suited
5.2.4.C.1. Compare various forms of an intended purpose.
 Simple tests can be designed to
evidence for an explanation of a
to different purposes. (2-PS1energy as observed in everyday life 2-PS1-4. Construct an argument
gather evidence to support or
phenomenon or test a design
2),(2-PS1-3)
and describe their applications.
with evidence that some changes
refute student ideas about
solution. (4-PS3-2)
 Measurements of a variety of
5.2.4.C.2. Compare the flow of heat caused by heating or cooling can be
causes. (2-PS1-2)
properties can be used to
reversed and some cannot.
Analyzing and Interpreting Data
through metals and nonmetals by

Cause and effect relationships
identify materials. (Boundary: At
taking and analyzing
3-PS2-3. Ask questions to
 Analyze data from tests of an
are routinely identified, tested,
this grade level, mass and
measurements.
determine cause and effect
object or tool to determine if it
and used to explain change. (3weight are not distinguished,
relationships
of
electric
or
magnetic
works
as
intended.
(2-PS1-2)
PS2-3)
and no attempt is made to
5.2.4.C.3. Draw and label diagrams
interactions
between
two
objects
 Cause and effect relationships
define the unseen particles or
showing several ways that energy
not
in
contact
with
each
other.
are routinely identified and used
explain the atomic-scale
can be transferred from one place
to explain change. (5-PS2-1)
mechanism of evaporation and
to another.
condensation.) (5-PS1-3)
27
NJCCCS
Cumulative Progress Indicators
5.2.4.C.4. Illustrate and explain
what happens when light travels
from air into water.
5.2.4.D.1. Repair an electric circuit
by completing a closed loop that
includes wires, a battery (or
batteries), and at least one other
electrical component to produce
observable change.
5.2.4.E.1. Demonstrate through
modeling that motion is a change in
position over a period of time.
5.2.4.E.2. Identify the force that
starts something moving or changes
its speed or direction of motion.
NGSSS
Performance Expectations
3-PS2-4. Define a simple design
problem that can be solved by
applying scientific ideas about
magnets.
4-PS3-2. Make observations to
provide evidence that energy can
be transferred from place to place
by sound, light, heat, and electric
currents.
Engaging in Argument from
Evidence


Construct an argument with
evidence to support a claim. (2PS1-4)
Support an argument with
evidence, data, or a model. (5PS2-1)
Asking Questions and Defining
Problems
4-PS3-4. Apply scientific ideas to
design, test, and refine a device that

converts energy from one form to
another.
5-PS2-1. Support an argument that
the gravitational force exerted by
5.2.4.E.3. Investigate and categorize Earth on objects is directed down.
materials based on their interaction
with magnets.
5.2.4.E.4. Investigate, construct,
and generalize rules for the effect
that force of gravity has on balls of
different sizes and weights.
Science and Engineering Practices

Ask questions that can be
investigated based on patterns
such as cause and effect
relationships. (3-PS2-3)
Define a simple problem that
can be solved through the
development of a new or
improved object or tool. (3-PS24)
Constructing Explanations and
Designing Solutions

Apply scientific ideas to solve
design problems. (4-PS3-4)
Disciplinary Core Ideas
Cross-Cutting Concepts
PS1.B: Chemical Reactions
Scale, Proportion, and Quantity


Heating or cooling a substance
may cause changes that can be
observed. Sometimes these
changes are reversible, and
sometimes they are not. (2-PS14)
PS2.B: Types of Interactions


Electric, and magnetic forces
between a pair of objects do not
require that the objects be in
contact. The sizes of the forces
in each situation depend on the
properties of the objects and
their distances apart and, for
forces between two magnets,
on their orientation relative to
each other. (3-PS2-3),(3-PS2-4)
The gravitational force of Earth
acting on an object near Earth’s
surface pulls that object toward
the planet’s center. (5-PS2-1)
Standard units are used to
measure and describe physical
quantities such as weight, time,
temperature, and volume. (5PS1-3)
Energy and Matter

Energy can be transferred in
various ways and between
objects. (4-PS3-2),(4-PS3-4)
---------------------------Connections to Engineering,
Technology, and
Applications of Science
Influence of Engineering,
Technology, and Science, on
Society and the Natural World


Every human-made product is
designed by applying some
knowledge of the natural world
and is built using materials
derived from the natural world.
(2-PS1-2)
Engineers improve existing
technologies or develop new
ones. (4-PS3-4)
28
NJCCCS
Cumulative Progress Indicators
NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas
-----------------------------------------------Connections to Nature of Science
PS3.B: Conservation of Energy and
Energy Transfer
Interdependence of Science,
Engineering, and Technology
Science Models, Laws,
Mechanisms, and Theories Explain
Natural Phenomena

Energy is present whenever
there are moving objects,
sound, light, or heat. When
objects collide, energy can be
transferred from one object to
another, thereby changing their
motion. In such collisions, some
energy is typically also
transferred to the surrounding
air; as a result, the air gets
heated and sound is produced.
(4-PS3-2)


Light also transfers energy from
place to place. (4-PS3-2)


Energy can also be transferred
from place to place by electric
currents, which can then be
used locally to produce motion,
sound, heat, or light. The
currents may have been
produced to begin with by
transforming the energy of
motion into electrical energy.
(4-PS3-2),(4-PS3-4)

Scientists search for cause and
effect relationships to explain
natural events. (2-PS1-4)
Cross-Cutting Concepts
Scientific discoveries about the
natural world can often lead to
new and improved technologies,
which are developed through
the engineering design process.
(3-PS2-4)
---------------------------Connections to Nature of Science
Science is a Human Endeavor

Most scientists and engineers
work in teams. (4-PS3-4)
Science affects everyday life. (4PS3-4)
29
NJCCCS
Cumulative Progress Indicators
NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
PS3.D: Energy in Chemical
Processes and Everyday Life

The expression “produce
energy” typically refers to the
conversion of stored energy into
a desired form for practical use.
(4-PS3-4)
ETS1.A: Defining Engineering
Problems

Possible solutions to a problem
are limited by available
materials and resources
(constraints). The success of a
designed solution is determined
by considering the desired
features of a solution (criteria).
Different proposals for solutions
can be compared on the basis of
how well each one meets the
specified criteria for success or
how well each takes the
constraints into account.
(secondary to 4-PS3-4)
Back to Table of Contents
30
th
4 Grade
Science Curriculum Overview
Module/Unit
Content Area
Animal Studies
Life Science
Earth Systems Science
Earth Systems Science
Land and Water
Earth Systems Science
Key Core Concept(s)












Organization and Development
Matter and Energy Transformations
Interdependence
Heredity and Reproduction
Evolution and Diversity
Objects in the Universe
History of Earth
Properties of Earth Materials
Energy in Earth Systems
Properties of Earth Materials
Weather and Climate
Biogeochemical Cycles
Back to Table of Contents
31
Grade Level: 4
Content Area: Life Science
Module/Unit: Animal Studies
Unit Summary: Animal Studies centers around students caring for and observing three unique animals - the dwarf African frog, the fiddler crab, and the millipede—students are able to focus
on animal behavior, comparing and contrasting the needs, behaviors, and anatomical structures of each organism. Each student creates and maintains a personal observation log in which he
or she records notes about each animal throughout the unit. Students apply what they learn about body structure, habitat, survival needs, and behavior to a fourth animal—the human—
identifying ways that humans are similar to and different from other animals. Students practice observing and recording data in their logs as well as in Venn diagrams, class webs, tables, and
drawings. Students conduct a research-based inquiry that moves students away from general observations and asks them to apply their scientific process skills as they gather and synthesize
information about their animals’ behavior. [NJCCCS 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.]
Essential Questions



What do all living things have in common?
 How do organisms change as they go through their life cycle?
How is matter transformed, and energy transferred/transformed in living systems?
 In what ways are organisms of the same kind different from each other? How does this
help them reproduce and survive?
In what ways do organisms interact within ecosystems?
NJCCCS
NGSSS
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
Cumulative Progress Indicators
Performance Expectations
5.3.4.A.1. Develop and use
3-LS1-1. Develop models to
Developing and Using Models
LS1.A: Structure and Function
Patterns
evidence-based criteria to
describe that organisms have
 Develop models to describe
 Plants and animals have both
 Patterns of change can be used
determine if an unfamiliar object is unique and diverse life cycles but all
phenomena. (3-LS1-1)
internal and external structures
to make predictions. (3-LS1-1)
living or nonliving.
have in common birth, growth,
that serve various functions in
Engaging in Argument from
Cause and Effect
reproduction, and death.
5.3.4.A.2. Compare and contrast
growth,
survival,
behavior,
and
Evidence
 Cause and effect relationships
structures that have similar
3-LS4-3. Construct an argument
reproduction. (4-LS1-1)
 Construct an argument with
are routinely identified and used
functions in various organisms, and with evidence that in a particular
LS1.B: Growth and Development of
evidence. (3-LS4-3), (4-LS1-1)
to explain change. (3-LS4-3)
explain how those functions may be habitat some organisms can survive
Organisms
carried out by structures that have
well, some survive less well, and
-----------------------------------------------Systems and System Models

Reproduction
is
essential
to
the
different physical appearances.
some cannot survive at all.
Connections to Nature of Science
 A system can be described in
continued existence of every
5.3.4.A.3. Describe the interactions 4-LS1-1. Construct an argument
Scientific Knowledge is Based on
terms of its components and
kind of organism. Plants and
of systems involved in carrying out
that plants and animals have
Empirical Evidence
their interactions. (4-LS1-1)
animals have unique and diverse
everyday life activities.
internal and external structures that
life cycles. (3-LS1-1)
 Science findings are based on
5.3.4.B.1. Identify sources of energy function to support survival,
recognizing patterns. (3-LS1-1)
(food) in a variety of settings (farm, growth, behavior, and
reproduction.
zoo, ocean, forest).
32
NJCCCS
Cumulative Progress Indicators
5.3.4.C.1. Predict the biotic and
abiotic characteristics of an
unfamiliar organism’s habitat.
5.3.4.C.2. Explain the consequences
of rapid ecosystem change (e.g.,
flooding, wind storms, snowfall,
volcanic eruptions), and compare
them to consequences of gradual
ecosystem change (e.g., gradual
increase or decrease in daily
temperatures, change in yearly
rainfall).
NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas
LS4.C: Adaptation

For any particular environment,
some kinds of organisms survive
well, some survive less well, and
some cannot survive at all. (3LS4-3)
Cross-Cutting Concepts
---------------------------Connections to Engineering,
Technology, and
Applications of Science
Interdependence of Engineering,
Technology, and Science on Society
and the Natural World

Knowledge of relevant scientific
concepts and research findings
is important in engineering. (3LS4-3)
5.3.4.D.1. Compare the physical
characteristics of the different
stages of the life cycle of an
individual organism and
characteristics of stages among
species.
5.3.4.E.1. Model an adaptation to a
species that would increase its
chances of survival, should the
environment become wetter, dryer,
warmer, or colder over time.
5.3.4.E.2. Evaluate similar
populations in an ecosystem with
regard to their ability to thrive and
grow.
Back to Table of Contents
33
Grade Level: 4
Content Area: Earth Systems Science
Module/Unit: Earth Systems Science
Unit Summary: Earth System Science includes a series of investigations that lead students to the essential understanding of the impact of both natural events and human intervention on the
Earth System in order to make informed decisions about the future. [NJCCCS 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.]
Essential Questions




To what extent are the properties of objects in our solar system predictable?
 How do we use observable characteristics of Earth materials to identify different parts of
the Earth System?
What causes these patterns?
 How do changes in one part of an Earth system affect other parts of the system?
How do geologic events occurring today provide insight Earth’s past?
 What is the source of the resources used to meet the basic needs of living organisms?
How do Earth Systems interact to create soil?
NJCCCS
NGSSS
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
Cumulative Progress Indicators
Performance Expectations
5.4.4.A.1. Formulate a general
3-ESS2-1. Represent data in tables
Constructing Explanations and
ESS1.C: The History of Planet Earth Patterns
description of the daily motion of
and graphical displays to describe
Designing Solutions
 Local, regional, and global
 Patterns of change can be used
the Sun across the sky based on
typical weather conditions expected
 Identify the evidence that
patterns of rock formations
to make predictions. (3-ESS2shadow observations. Explain how
during a particular season.
supports particular points in an
reveal changes over time due to
1),(3-ESS2-2)
shadows could be used to tell the
3-ESS2-2. Obtain and combine
explanation. (4-ESS1-1)
earth forces, such as
 Patterns can be used as
time of day.
information to describe climates in
earthquakes.
The
presence
and
Analyzing and Interpreting Data
evidence to support an
5.4.4.A.2. Identify patterns of the
different regions of the world.
location of certain fossil types
explanation. (4-ESS1-1),(4-ESS2 Represent data in tables and
Moon’s appearance and make
indicate the order in which rock
4-ESS1-1. Identify evidence from
2)
various graphical displays (bar
predictions about its future
layers
were
formed.
(4-ESS1-1)
patterns in rock formations and
graphs and pictographs) to
Cause and Effect
appearance based observational
fossils in rock layers for changes in a
reveal
patterns
that
indicate
data.
 Cause and effect relationships
landscape over time to support an
relationships. (3-ESS2-1)
are routinely identified and used
5.4.4.A.3. Generate a model with
explanation for changes in a
 Analyze and interpret data to
to explain change. (4-ESS3-1)
explanatory value that explains
landscape over time.
make sense of phenomena
both why objects roll down ramps
Scale, Proportion, and Quantity
4-ESS2-2. Analyze and interpret
using logical reasoning. (4-ESS2as well as why the Moon orbits
data from maps to describe
2)
 Standard units are used to
Earth.
patterns of Earth’s features.

measure and describe physical
quantities such as weight and
4-ESS3-1. Obtain and combine
information to describe that energy
volume. (5-ESS2-2)
and fuels are derived from natural
resources and their uses affect the
environment.
34
NJCCCS
Cumulative Progress Indicators
5.4.4.A.4. Analyze and evaluate
evidence in the form of data tables
and photographs to categorize and
relate solar system objects (e.g.
planets, dwarf planets, moons,
asteroids, and comets).
5.4.4.B.1. Use data gathered from
observations of fossils to argue
whether a given fossil is terrestrial
or marine in origin.
5.4.4.C.2. Categorize unknown
samples as either rocks or minerals.
5.4.4.F.1. Identify patterns in data
collected from basic weather
instruments.
5.4.4.G.1. Explain how clouds form.
5.4.4.G.2. Observe daily cloud
patterns, types of precipitation, and
temperature, and categorize the
clouds by the conditions that form
precipitation.
5.4.4.G.3. Trace a path a drop of
water might follow through the
water cycle.
NGSSS
Science and Engineering Practices
Performance Expectations
5-ESS2-1. Develop a model using an Obtaining, Evaluating, and
example to describe ways the
Communicating Information
geosphere, biosphere, hydrosphere,
 Obtain and combine
and/or atmosphere interact.
information from books and
5-ESS2-2. Describe and graph the
other reliable media to explain
amounts and percentages of water
phenomena. (3-ESS2-2),(4-ESS3and fresh water in various
1)
reservoirs to provide evidence
Developing and Using Models
about the distribution of water on
 Develop a model using an
Earth.
example to describe a scientific
principle. (5-ESS2-1)
Using Mathematics and
Computational Thinking

Describe and graph quantities
such as area and volume to
address scientific questions. (5ESS2-2)
Disciplinary Core Ideas
ESS2.A: Earth Materials and
Systems

Earth’s major systems are the
geosphere (solid and molten
rock, soil, and sediments), the
hydrosphere (water and ice),
the atmosphere (air), and the
biosphere (living things,
including humans). These
systems interact in multiple
ways to affect Earth’s surface
materials and processes. The
ocean supports a variety of
ecosystems and organisms,
shapes landforms, and
influences climate. Winds and
clouds in the atmosphere
interact with the landforms to
determine patterns of weather.
(5-ESS2-1)
Cross-Cutting Concepts
Systems and System Models

A system can be described in
terms of its components and
their interactions. (5-ESS2-1)
---------------------------Connections to Nature of Science
Scientific Knowledge Assumes an
Order and Consistency in Natural
Systems

Science assumes consistent
patterns in natural systems. (4ESS1-1)
---------------------------Connections to Engineering,
Technology, and
Applications of Science
Interdependence of Science,
Engineering, and Technology

Knowledge of relevant scientific
concepts and research findings
is important in engineering. (4ESS3-1)
5.4.4.G.4. Model how the
properties of water can change as it
moves through the water cycle.
35
NJCCCS
Cumulative Progress Indicators
NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas
ESS2.B: Plate Tectonics and LargeScale System Interactions

The locations of mountain
ranges, deep ocean trenches,
ocean floor structures,
earthquakes, and volcanoes
occur in patterns. Most
earthquakes and volcanoes
occur in bands that are often
along the boundaries between
continents and oceans. Major
mountain chains form inside
continents or near their edges.
Maps can help locate the
different land and water
features areas of Earth. (4-ESS22)
Cross-Cutting Concepts
Influence of Engineering,
Technology, and Science on Society
and the Natural World

Over time, people’s needs and
wants change, as do their
demands for new and improved
technologies. (4-ESS3-1)
ESS2.C: The Roles of Water in
Earth’s Surface Processes

Nearly all of Earth’s available
water is in the ocean. Most
fresh water is in glaciers or
underground; only a tiny
fraction is in streams, lakes,
wetlands, and the atmosphere.
(5-ESS2-2)
36
NJCCCS
Cumulative Progress Indicators
NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
ESS2.D: Weather and Climate


Scientists record patterns of the
weather across different times
and areas so that they can make
predictions about what kind of
weather might happen next. (3ESS2-1)
Climate describes a range of an
area's typical weather
conditions and the extent to
which those conditions vary
over years. (3-ESS2-2)
ESS3.A: Natural Resources

Energy and fuels that humans
use are derived from natural
sources, and their use affects
the environment in multiple
ways. Some resources are
renewable over time, and
others are not. (4-ESS3-1)
Back to Table of Contents
37
Grade Level: 4
Content Area: Earth Systems Science
Module/Unit: Land and Water
Unit Summary: Land and Water invites students to use a stream table to plan and carryout experiments to explore and make predictions about different interactions between land and water,
such as how runoff causes stream formation; how groundwater forms; how soil is eroded, transported, and deposited; how water shapes land, and in turn, how land directs the flow of water.
Throughout a series of investigations, students will manipulate models, create hills, build dams, and grow vegetation to observe how these things affect land and water interactions. [NJCCCS
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.]
Essential Questions


How do Earth Systems interact to create soil?
 What is the source of the resources used to meet the basic needs of living organisms?
How do we use observable characteristics of Earth materials to identify different parts of
the Earth System?
NJCCCS
NGSSS
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
Cumulative Progress Indicators
Performance Expectations
5.4.4.C.1. Create a model to
4-ESS2-1. Make observations
Planning and Carrying Out
ESS2.A: Earth Materials and
Cause and Effect
represent how soil is formed.
and/or measurements to provide
Investigations
Systems
 Cause and effect relationships
evidence
of
the
effects
of
5.4.4.C.2. Categorize unknown
 Make observations and/or
 Rainfall helps to shape the land
are routinely identified, tested,
samples as either rocks or minerals. weathering or the rate of erosion by
measurements to produce data
and affects the types of living
and used to explain change. (4water, ice, wind, or vegetation.
to serve as the basis for
things found in a region. Water,
ESS2-1)
5.4.4.G.1. Explain how clouds form.
4-ESS2-2. Analyze and interpret
evidence for an explanation of a
ice, wind, living organisms, and
 Cause and effect relationships
5.4.4.G.3. Trace a path a drop of
data from maps to describe
phenomenon. (4-ESS2-1)
gravity break rocks, soils, and
are routinely identified, tested,
water might follow through the
patterns of Earth’s features.
sediments
into
smaller
particles
and used to explain change. (4Analyzing and Interpreting Data
water cycle.
and move them around. (4ESS3-2)
4-ESS3-2. Generate and compare

Analyze
and
interpret
data
to
ESS2-1)
5.4.4.G.4. Model how the
multiple solutions to reduce the
Patterns
make sense of phenomena
properties of water can change as it impacts of natural Earth processes
using logical reasoning. (4-ESS2 Patterns can be used as
moves through the water cycle.
on humans.
2)
evidence to support an
5-ESS2-1. Develop a model using an
explanation. 4-ESS2-2)
Constructing Explanations and
example to describe ways the
Designing Solutions
Scale, Proportion, and Quantity
geosphere, biosphere, hydrosphere,
 Generate and compare multiple
 Standard units are used to
and/or atmosphere interact.
solutions to a problem based on
measure and describe physical
how well they meet the criteria
quantities such as weight and
and constraints of the design
volume. (5-ESS2-2)
solution. (4-ESS3-2)
38
NJCCCS
Cumulative Progress Indicators
NGSSS
Performance Expectations
5-ESS2-2. Describe and graph the
amounts and percentages of water
and fresh water in various
reservoirs to provide evidence
about the distribution of water on
Earth.
Science and Engineering Practices
Developing and Using Models

Develop a model using an
example to describe a scientific
principle. (5-ESS2-1)
Using Mathematics and
Computational Thinking

Describe and graph quantities
such as area and volume to
address scientific questions. (5ESS2-2)
Disciplinary Core Ideas

Earth’s major systems are the
geosphere (solid and molten
rock, soil, and sediments), the
hydrosphere (water and ice),
the atmosphere (air), and the
biosphere (living things,
including humans). These
systems interact in multiple
ways to affect Earth’s surface
materials and processes. The
ocean supports a variety of
ecosystems and organisms,
shapes landforms, and
influences climate. Winds and
clouds in the atmosphere
interact with the landforms to
determine patterns of weather.
(5-ESS2-1)
Cross-Cutting Concepts
Systems and System Models

A system can be described in
terms of its components and
their interactions. (5-ESS2-1)
---------------------------Connections to Engineering,
Technology, and
Applications of Science
Influence of Engineering,
Technology, and Science on Society
and the Natural World

Engineers improve existing
technologies or develop new
ones to increase their benefits,
to decrease known risks, and to
meet societal demands. (4-ESS32)
39
NJCCCS
Cumulative Progress Indicators
NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
ESS2.B: Plate Tectonics and LargeScale System Interactions

The locations of mountain
ranges, deep ocean trenches,
ocean floor structures,
earthquakes, and volcanoes
occur in patterns. Most
earthquakes and volcanoes
occur in bands that are often
along the boundaries between
continents and oceans. Major
mountain chains form inside
continents or near their edges.
Maps can help locate the
different land and water
features areas of Earth. (4-ESS22)
ESS2.C: The Roles of Water in
Earth’s Surface Processes

Nearly all of Earth’s available
water is in the ocean. Most
fresh water is in glaciers or
underground; only a tiny
fraction is in streams, lakes,
wetlands, and the atmosphere.
(5-ESS2-2)
40
NJCCCS
Cumulative Progress Indicators
NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
ESS3.B: Natural Hazards

A variety of hazards result from
natural processes (e.g.,
earthquakes, tsunamis, volcanic
eruptions). Humans cannot
eliminate the hazards but can
take steps to reduce their
impacts. (4-ESS3-2) (Note: This
Disciplinary Core Idea can also
be found in 3.WC.)
ETS1.B: Designing Solutions to
Engineering Problems

Testing a solution involves
investigating how well it
performs under a range of likely
conditions. (secondary to 4ESS3-2)
Back to Table of Contents
41
th
5 Grade
Science Curriculum Overview
Module/Unit
Content Area
Environments
Life Science
Floating and Sinking
Physical Science
Motion and Design
Physical Science
Key Core Concept(s)





Matter and Energy Transformations
Interdependence
Evolution and Diversity
Properties of Matter
Forces and Motion
 Forms of Energy
 Energy Transfer and Conservation
 Forces and Motion
Back to Table of Contents
42
Grade Level: 5
Content Area: Life Science
Module/Unit: Environments
Unit Summary: Environments introduces students to basic concepts in environmental biology, focusing on the relationships between organisms and their environments. Through their
experiences, students are encouraged to develop the skills of investigation in order to construct explanations based on knowledge and evidence. [NJCCCS 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.]
Essential Questions



How is matter transformed, and energy transferred/transformed in living systems?
In what ways do organisms interact within ecosystems?
In what ways are organisms of the same kind different from each other?
NJCCCS
Cumulative Progress Indicators
5.3.6.B.1. Describe the sources of
the reactants of photosynthesis and
trace the pathway to the products.
5.3.6.B.2. Illustrate the flow of
energy (food) through a
community.
5.3.6.C.1. Explain the impact of
meeting human needs and wants
on local and global environments.
5.3.6.C.2. Predict the impact that
altering biotic and abiotic factors
has on an ecosystem.
5.3.6.C.3. Describe how one
population of organisms may affect
other plants and/or animals in an
ecosystem.
NGSSS
Performance Expectations
5-LS1-1. Support an argument that
plants get the materials they need
for growth chiefly from air and
water.
MS-LS2-2. Construct an explanation
that predicts patterns of
interactions among organisms
across multiple ecosystems.
How do changes in one part of an Earth system affect other parts of the system?
How does this help them reproduce and survive?
Science and Engineering Practices
Engaging in Argument from
Evidence

5-LS2-1. Develop a model to
describe the movement of matter

among plants, animals,
decomposers, and the environment.
MS-LS2-1. Analyze and interpret
data to provide evidence for the
effects of resource availability on
organisms and populations of
organisms in an ecosystem.



LS1.C: Organization for Matter and
Energy Flow in Organisms
Support an argument with

evidence, data, or a model. (5LS1-1)
Construct an oral and written
argument supported by
empirical evidence and scientific
reasoning to support or refute
an explanation or a model for a
phenomenon or a solution to a
problem. (MS-LS2-4)
Evaluate competing design
solutions based on jointly
developed and agreed-upon
design criteria. (MS-LS2-5)
Developing and Using Models

Disciplinary Core Ideas
Develop a model to describe
phenomena. (5-LS2-1), (MS-LS23)
Plants acquire their material for
growth chiefly from air and
water. (5-LS1-1)
Cross-Cutting Concepts
Energy and Matter


Matter is transported into, out
of, and within systems. (5-LS1-1)
The transfer of energy can be
tracked as energy flows through
a natural system. (MS-LS2-3)
Systems and System Models

A system can be described in
terms of its components and
their interactions. (5-LS2-1)
Patterns


Patterns can be used to identify
cause and effect relationships.
(MS-LS2-2)
Graphs, charts, and images can
be used to identify patterns in
data. (MS-LS4-1)
43
NJCCCS
Cumulative Progress Indicators
5.3.6.E.1. Describe the impact on
the survival of species during
specific times in geologic history
when environmental conditions
changed.
NGSSS
Performance Expectations
MS-LS2-3. Develop a model to
describe the cycling of matter and
flow of energy among living and
nonliving parts of an ecosystem.
MS-LS2-4. Construct an argument
supported by empirical evidence
that changes to physical or
biological components of an
ecosystem affect populations.
Science and Engineering Practices
Analyzing and Interpreting Data


Analyze and interpret data to
provide evidence for
phenomena. (MS-LS2-1)
Analyze and interpret data to
determine similarities and
differences in findings. (MS-LS41)
Constructing Explanations and
MS-LS2-5. Evaluate competing
Designing Solutions
design solutions for maintaining
 Construct an explanation that
biodiversity and ecosystem services.
includes qualitative or
MS-LS4-1. Analyze and interpret
quantitative relationships
data for patterns in the fossil record
between variables that predict
that document the existence,
phenomena. (MS-LS2-2)
diversity, extinction, and change of
---------------------------life forms throughout the history of
Connections to the Nature of
life on Earth under the assumption
Science
that natural laws operate today as
Science Models, Laws,
in the past.
Mechanisms, and Theories Explain
Natural Phenomena

Science explanations describe
the mechanisms for natural
events. (5-LS2-1)
Disciplinary Core Ideas
LS2.A: Interdependent
Relationships in Ecosystems

The food of almost any kind of
animal can be traced back to
plants. Organisms are related in
food webs in which some
animals eat plants for food and
other animals eat the animals
that eat plants. Some
organisms, such as fungi and
bacteria, break down dead
organisms (both plants or plants
parts and animals) and
therefore operate as
“decomposers.” Decomposition
eventually restores (recycles)
some materials back to the soil.
Organisms can survive only in
environments in which their
particular needs are met. A
healthy ecosystem is one in
which multiple species of
different types are each able to
meet their needs in a relatively
stable web of life. Newly
introduced species can damage
the balance of an ecosystem. (5LS2-1)
Cross-Cutting Concepts
Cause and Effect

Cause and effect relationships
may be used to predict
phenomena in natural or
designed systems. (MS-LS2-1)
Stability and Change

Small changes in one part of a
system might cause large
changes in another part. (MSLS2-4),(MS-LS2-5)
---------------------------Connections to Engineering,
Technology, and
Applications of Science
Influence of Science, Engineering,
and Technology on Society and the
Natural World

The use of technologies and any
limitations on their use are
driven by individual or societal
needs, desires, and values; by
the findings of scientific
research; and by differences in
such factors as climate, natural
resources, and economic
conditions. Thus technology use
varies from region to region and
over time. (MS-LS2-5)
44
NJCCCS
Cumulative Progress Indicators
NGSSS
Performance Expectations
Science and Engineering Practices
Scientific Knowledge is Based on
Empirical Evidence


Science disciplines share
common rules of obtaining and
evaluating empirical evidence.
(MS-LS2-4)
Science knowledge is based
upon logical and conceptual
connections between evidence
and explanations. (MS-LS4-1)
Disciplinary Core Ideas



Organisms, and populations of
organisms, are dependent on
their environmental interactions
both with other living things and
with nonliving factors. (MS-LS21)
In any ecosystem, organisms
and populations with similar
requirements for food, water,
oxygen, or other resources may
compete with each other for
limited resources, access to
which consequently constrains
their growth and reproduction.
(MS-LS2-1)
Growth of organisms and
population increases are limited
by access to resources. (MS-LS21)
Cross-Cutting Concepts
---------------------------Connections to Nature of Science
Scientific Knowledge Assumes an
Order and Consistency in Natural
Systems

Science assumes that objects
and events in natural systems
occur in consistent patterns that
are understandable through
measurement and observation.
(MS-LS2-3),(MS-LS4-1)
Science Addresses Questions About
the Natural and Material World

Scientific knowledge can
describe the consequences of
actions but does not necessarily
prescribe the decisions that
society takes. (MS-LS2-5)
45
NJCCCS
Cumulative Progress Indicators
NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas

Cross-Cutting Concepts
Similarly, predatory interactions
may reduce the number of
organisms or eliminate whole
populations of organisms.
Mutually beneficial interactions,
in contrast, may become so
interdependent that each
organism requires the other for
survival. Although the species
involved in these competitive,
predatory, and mutually
beneficial interactions vary
across ecosystems, the patterns
of interactions of organisms
with their environments, both
living and nonliving, are shared.
(MS-LS2-2)
LS2.B: Cycles of Matter and Energy
Transfer in Ecosystems

Matter cycles between the air
and soil and among plants,
animals, and microbes as these
organisms live and die.
Organisms obtain gases, and
water, from the environment,
and release waste matter (gas,
liquid, or solid) back into the
environment. (5-LS2-1)
46
NJCCCS
Cumulative Progress Indicators
NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas

Cross-Cutting Concepts
Food webs are models that
demonstrate how matter and
energy is transferred between
producers, consumers, and
decomposers as the three
groups interact within an
ecosystem. Transfers of matter
into and out of the physical
environment occur at every
level. Decomposers recycle
nutrients from dead plant or
animal matter back to the soil in
terrestrial environments or to
the water in aquatic
environments. The atoms that
make up the organisms in an
ecosystem are cycled repeatedly
between the living and nonliving
parts of the ecosystem. (MSLS2-3)
LS2.C: Ecosystem Dynamics,
Functioning, and Resilience

Ecosystems are dynamic in
nature; their characteristics can
vary over time. Disruptions to
any physical or biological
component of an ecosystem can
lead to shifts in all its
populations. (MS-LS2-4)
47
NJCCCS
Cumulative Progress Indicators
NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas

Cross-Cutting Concepts
Biodiversity describes the
variety of species found in
Earth’s terrestrial and oceanic
ecosystems. The completeness
or integrity of an ecosystem’s
biodiversity is often used as a
measure of its health. (MS-LS25)
LS4.A: Evidence of Common
Ancestry and Diversity

The collection of fossils and
their placement in chronological
order (e.g., through the location
of the sedimentary layers in
which they are found or through
radioactive dating) is known as
the fossil record. It documents
the existence, diversity,
extinction, and change of many
life forms throughout the
history of life on Earth. (MS-LS41)
48
NJCCCS
Cumulative Progress Indicators
NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
LS4.D: Biodiversity and Humans

Changes in biodiversity can
influence humans’ resources,
such as food, energy, and
medicines, as well as ecosystem
services that humans rely on—
for example, water purification
and recycling. (secondary to MSLS2-5)
ETS1.B: Developing Possible
Solutions

There are systematic processes
for evaluating solutions with
respect to how well they meet
the criteria and constraints of a
problem. (secondary to MS-LS25)
Back to Table of Contents
49
Grade Level: 5
Content Area: Physical Science
Module/Unit: Floating and Sinking
Unit Summary: In Floating and Sinking, students begin by simply making and testing predictions about whether a set of objects will sink or float. This investigation serves as an introduction to
inquiries regarding the effect weight, size, and shape have on whether an object floats or sinks, which challenge most students’ conceptions. Students are introduced to a spring scale, and use
it to measure the weight of their objects and the buoyant force on fishing bobbers. Students explore the effect of shape on buoyancy in depth by manipulating a ball of clay and testing
multiple times to determine whether it sinks or floats. This prepares them for a design challenge in which they design a clay boat that will float and hold a specific capacity of marbles. By
recording and analyzing their own data, students become aware of surprising phenomena—some “floaters” are heavier than some “sinkers,” and large objects are not always heavier than
smaller objects. Students are challenged to apply prior knowledge to the inquiries in each lesson to make predictions and solve challenges. [NJCCCS 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.]
Essential Questions

How do the properties of materials determine their use?
NJCCCS
NGSSS
Cumulative Progress Indicators
Performance Expectations
5.2.6.A.1. Determine the volume of 5-PS1-3. Make observations and
common objects using water
measurements to identify materials
displacement methods.
based on their properties.
5.2.6.A.2. Calculate the density of
objects or substances after
determining volume and mass.
5.2.6.E.4. Predict if an object will
sink or float using evidence and
reasoning.
Science and Engineering Practices
Disciplinary Core Ideas
Planning and Carrying Out
Investigations
PS1.A: Structure and Properties of
Matter


Make observations and
measurements to produce data
to serve as the basis for
evidence for an explanation of a
phenomenon. (5-PS1-3)
Measurements of a variety of
properties can be used to
identify materials. (Boundary: At
this grade level, mass and
weight are not distinguished,
and no attempt is made to
define the unseen particles or
explain the atomic-scale
mechanism of evaporation and
condensation.) (5-PS1-3)
Cross-Cutting Concepts
Scale, Proportion, and Quantity

Standard units are used to
measure and describe physical
quantities such as weight, time,
temperature, and volume. (5PS1-3)
Back to Table of Contents
50
Grade Level: 5
Content Area: Physical Science
Module/Unit: Motion and Design
Unit Summary: Motion and Design combines the physics of forces and motion with technological design. Students use plastic construction materials, weights, rubber bands, and propellers to
design and build vehicles, then test how those vehicles respond to different forces of motion, like pushes, pulls, or rubber band energy. They explore, through experiments and multiple trials,
how forces like friction, gravity, and air resistance work against motion to slow their vehicles down. Students must apply the concepts they learn to a design challenge, designing a vehicle that
can perform to certain specifications, but also meets certain “cost” requirements. Collaboratively, student teams must design a vehicle, calculate the cost, test it, and refine their design. This
unit develops skills in recording design through drawing, making accurate measurements, completing and analyzing data tables, making and testing predictions, and communicating results
and experimental data. [NJCCCS 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.]
Essential Questions


How do we know that things have energy?
How can energy be transferred from one material to another?
NJCCCS
Cumulative Progress Indicators
5.2.6.E.1. Model and explain how
the description of an object’s
motion from one observer’s view
may be different from a different
observer’s view.
5.2.6.E.3. Demonstrate and explain
the frictional force acting on an
object with the use of a physical
model.
NGSSS
Performance Expectations
5-PS2-1. Support an argument that
the gravitational force exerted by
Earth on objects is directed down.
MS-PS2-1. Apply Newton’s Third
Law to design a solution to a
problem involving the motion of
two colliding objects.
MS-PS2-2. Plan an investigation to
provide evidence that the change in
an object’s motion depends on the
sum of the forces on the object and
the mass of the object.

What happens to a material when energy is transferred to it?
Science and Engineering Practices
Engaging in Argument from
Evidence

Support an argument with
evidence, data, or a model. (5PS2-1)

Construct, use, and present oral
and written arguments
supported by empirical evidence
and scientific reasoning to
support or refute an explanation
or a model for a phenomenon.
(MS-PS3-5)
Disciplinary Core Ideas
PS2.A: Forces and Motion

Cross-Cutting Concepts
Cause and Effect
For any pair of interacting
 Cause and effect relationships
objects, the force exerted by the
are routinely identified and used
first object on the second object
to explain change. (5-PS2-1)
is equal in strength to the force Scale, Proportion, and Quantity
that the second object exerts on
 Proportional relationships (e.g.
the first, but in the opposite
speed as the ratio of distance
direction (Newton’s third law).
traveled to time taken) among
(MS-PS2-1)
different types of quantities
provide information about the
magnitude of properties and
processes. (MS-PS3-1)
MS-PS2-4. Construct and present
arguments using evidence to
support the claim that gravitational
interactions are attractive and
depend on the masses of
interacting objects.
51
NJCCCS
Cumulative Progress Indicators
NGSSS
Performance Expectations
4-PS3-1. Use evidence to construct
an explanation relating the speed of
an object to the energy of that
object.
Science and Engineering Practices
Planning and Carrying Out
Investigations

MS-PS3-1. Construct and interpret
graphical displays of data to
describe the relationships of kinetic
energy to the mass of an object and
to the speed of an object.
MS-PS3-2. Develop a model to
describe that when the
arrangement of objects interacting
at a distance changes, different
amounts of potential energy are
stored in the system.
4-PS3-3. Ask questions and predict
outcomes about the changes in
energy that occur when objects
collide.
MS-PS3-5. Construct, use, and
present arguments to support the
claim that when the kinetic energy
of an object changes, energy is
transferred to or from the object.
Plan an investigation
individually and collaboratively,
and in the design: identify
independent and dependent
variables and controls, what
tools are needed to do the
gathering, how measurements
will be recorded, and how many
data are needed to support a
claim. (MS-PS2-2)
Analyzing and Interpreting Data

Construct and interpret
graphical displays of data to
identify linear and nonlinear
relationships. (MS-PS3-1)
Developing and Using Models

Disciplinary Core Ideas


The motion of an object is
determined by the sum of the
forces acting on it; if the total
force on the object is not zero,
its motion will change. The
greater the mass of the object,
the greater the force needed to
achieve the same change in
motion. For any given object, a
larger force causes a larger
change in motion. (MS-PS2-2)
All positions of objects and the
directions of forces and motions
must be described in an
arbitrarily chosen reference
frame and arbitrarily chosen
units of size. In order to share
information with other people,
these choices must also be
shared. (MS-PS2-2)
Develop a model to describe
unobservable mechanisms. (MS- PS2.B: Types of Interactions
PS3-2)
 The gravitational force of Earth
acting on an object near Earth’s
Asking Questions and Defining
surface pulls that object toward
Problems
the planet’s center. (5-PS2-1)
 Ask questions that can be
investigated and predict
reasonable outcomes based on
patterns such as cause and
effect relationships. (4-PS3-3)
Cross-Cutting Concepts
Systems and System Models

Models can be used to
represent systems and their
interactions—such as inputs,
processes and outputs—and
energy and matter flows within
systems. (MS-PS2-1),(MS-PS2-4),
(MS-PS3-2)
Stability and Change

Explanations of stability and
change in natural or designed
systems can be constructed by
examining the changes over
time and forces at different
scales. (MS-PS2-2)
Energy and Matter

Energy can be transferred in
various ways and between
objects. (4-PS3-1),(4-PS3-3)

Energy may take different forms
(e.g. energy in fields, thermal
energy, energy of motion). (MSPS3-5)
52
NJCCCS
Cumulative Progress Indicators
NGSSS
Performance Expectations
Science and Engineering Practices
Constructing Explanations and
Designing Solutions


Apply scientific ideas or
principles to design an object,
tool, process or system. (MSPS2-1)
Use evidence (e.g.,
measurements, observations,
patterns) to construct an
explanation. (4-PS3-1)
---------------------------Connections to Nature of Science
Disciplinary Core Ideas

PS3.A: Definitions of Energy

The faster a given object is
moving, the more energy it
possesses. (4-PS3-1)

Energy can be moved from
place to place by moving objects
or through sound, light, or
electric currents. (4-PS3-3)

Motion energy is properly called
kinetic energy; it is proportional
to the mass of the moving
object and grows with the
square of its speed. (MS-PS3-1)

A system of objects may also
contain stored (potential)
energy, depending on their
relative positions. (MS-PS3-2)
Scientific Knowledge is Based on
Empirical Evidence

Science knowledge is based
upon logical and conceptual
connections between evidence
and explanations. (MS-PS22),(MS-PS2-4),(MS-PS3-5)
Gravitational forces are always
attractive. There is a
gravitational force between any
two masses, but it is very small
except when one or both of the
objects have large mass—e.g.,
Earth and the sun. (MS-PS2-4)
Cross-Cutting Concepts
---------------------------Connections to Engineering,
Technology, and Applications of
Science
Influence of Science, Engineering,
and Technology on Society and the
Natural World

The uses of technologies and
any limitations on their use are
driven by individual or societal
needs, desires, and values; by
the findings of scientific
research; and by differences in
such factors as climate, natural
resources, and economic
conditions. (MS-PS2-1)
53
NJCCCS
Cumulative Progress Indicators
NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
PS3.B: Conservation of Energy and
Energy Transfer

Energy is present whenever
there are moving objects,
sound, light, or heat. When
objects collide, energy can be
transferred from one object to
another, thereby changing their
motion. In such collisions, some
energy is typically also
transferred to the surrounding
air; as a result, the air gets
heated and sound is produced.
4-PS3-3)

When the motion energy of an
object changes, there is
inevitably some other change in
energy at the same time. (MSPS3-5)
PS3.C: Relationship Between
Energy and Forces

When objects collide, the
contact forces transfer energy
so as to change the objects’
motions. (4-PS3-3)

When two objects interact, each
one exerts a force on the other
that can cause energy to be
transferred to or from the
object. (MS-PS3-2)
Back to Table of Contents
54
th
6 Grade
Science Curriculum Overview
Module/Unit
Content Area
Investigating Biodiversity and Interdependence
(Formerly Organisms – From Macro to Micro)
Life Science
Exploring the Properties of Matter
Physical Science
Weather and Water
Earth Systems Science
Key Core Concept(s)











Organization and Development
Interdependence
Heredity and Reproduction
Properties of Matter
Changes in Matter
Objects in the Universe
History of Earth
Tectonics
Energy in Earth Systems
Climate and Weather
Biogeochemical Cycles
Back to Table of Contents
55
Grade Level: 6
Content Area: Life Science
Module/Unit: Investigating Biodiversity and Interdependence
Unit Summary: Investigating Biodiversity and Interdependence gives students the opportunity for hands-on study of a variety of organisms. The unit focuses on the structure and diversity of
three groups in particular—animals, protists, and fungi—and highlights several representative organisms. Students discover that although these organisms may at first appear dissimilar, they
share many features. Students also learn that humans are organisms—members of the kingdom Animalia. They discover that humans undergo many of the same life processes as smaller
organisms, which gives the unit relevancy. [NJCCCS 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.]
Essential Questions


What do all living things have in common?
In what ways do organisms interact within ecosystems?
NJCCCS
Cumulative Progress Indicators
5.3.6.A.1. Model the
interdependence of the human
body’s major systems in regulating
its internal environment.
5.3.6.A.2. Model and explain ways
in which organelles work together
to meet the cell’s needs.
5.3.6.C.3. Describe how one
population of organisms may affect
other plants and/or animals in an
ecosystem.
5.3.6.D.1. Predict the long-term
effect of interference with normal
patterns of reproduction.
5.3.6.D.2. Explain how knowledge
of inherited variations within and
between generations is applied to
farming and animal breeding.
NGSSS
Performance Expectations
MS-LS1-1. Conduct an investigation
to provide evidence that living
things are made of cells; either one
cell or many different numbers and
types of cells.
MS-LS1-2. Develop and use a model
to describe the function of a cell as
a whole and ways parts of cells
contribute to the function.
MS-LS1-3. Use argument supported
by evidence for how the body is a
system of interacting subsystems
composed of groups of cells.

How do organisms change as they go through their life cycle?
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
Developing and Using Models
LS1.A: Structure and Function
Cause and Effect


All living things are made up of
cells, which is the smallest unit
that can be said to be alive. An
organism may consist of one
single cell (unicellular) or many
different numbers and types of
cells (multicellular). (MS-LS1-1)

Phenomena may have more
than one cause, and some cause
and effect relationships in
systems can only be described
using probability. (MS-LS14),(MS-LS1-5)


Within cells, special structures
are responsible for particular
functions, and the cell
membrane forms the boundary
that controls what enters and
leaves the cell. (MS-LS1-2)
Cause and effect relationships
may be used to predict
phenomena in natural or
designed systems. (MS-LS2-1)
Develop and use a model to
describe phenomena. (MS-LS12), (MS-LS2-3)
Planning and Carrying Out
Investigations

Conduct an investigation to
produce data to serve as the
basis for evidence that meet the
goals of an investigation. (MSLS1-1)
Scale, Proportion, and Quantity

Phenomena that can be
observed at one scale may not
be observable at another scale.
(MS-LS1-1)
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Cumulative Progress Indicators
5.3.6.D.3. Distinguish between
inherited and acquired
traits/characteristics.
NGSSS
Science and Engineering Practices
Performance Expectations
MS-LS1-4. Use argument based on
Constructing Explanations and
empirical evidence and scientific
Designing Solutions
reasoning to support an explanation
 Construct a scientific
for how characteristic animal
explanation based on valid and
behaviors and specialized plant
reliable evidence obtained from
structures affect the probability of
sources (including the students’
successful reproduction of animals
and plants respectively.
own experiments) and the
assumption that theories and
MS-LS1-5. Construct a scientific
laws that describe the natural
explanation based on evidence for
how environmental and genetic
world operate today as they did
factors influence the growth of
in the past and will continue to
organisms.
do so in the future. (MS-LS1-5)
MS-LS2-1. Analyze and interpret
 Construct an explanation that
data to provide evidence for the
includes qualitative or
effects of resource availability on
quantitative relationships
organisms and populations of
organisms in an ecosystem.
between variables that predict
phenomena. (MS-LS2-2)
MS-LS2-2. Construct an explanation
that predicts patterns of
Engaging in Argument from
interactions among organisms
Evidence
across multiple ecosystems.
 Use an oral and written
MS-LS2-3. Develop a model to
argument supported by
describe the cycling of matter and
evidence to support or refute an
flow of energy among living and
explanation or a model for a
nonliving parts of an ecosystem.
phenomenon. (MS-LS1-3)
Disciplinary Core Ideas

In multicellular organisms, the
body is a system of multiple
interacting subsystems. These
subsystems are groups of cells
that work together to form
tissues and organs that are
specialized for particular body
functions. (MS-LS1-3)
Cross-Cutting Concepts
Systems and System Models

Structure and Function

LS1.B: Growth and Development of
Organisms

Animals engage in characteristic
behaviors that increase the odds
of reproduction. (MS-LS1-4)

Plants reproduce in a variety of
ways, sometimes depending on
animal behavior and specialized
features for reproduction. (MSLS1-4)

Genetic factors as well as local
conditions affect the growth of
the adult plant. (MS-LS1-5)
LS2.A: Interdependent
Relationships in Ecosystems

Organisms, and populations of
organisms, are dependent on
their environmental interactions
both with other living things and
with nonliving factors. (MS-LS21)
Systems may interact with other
systems; they may have subsystems and be a part of larger
complex systems. (MS-LS1-3)
Complex and microscopic
structures and systems can be
visualized, modeled, and used to
describe how their function
depends on the relationships
among its parts, therefore
complex natural
structures/systems can be
analyzed to determine how they
function. (MS-LS1-2)
Patterns

Patterns can be used to identify
cause and effect relationships.
(MS-LS2-2)
Energy and Matter

The transfer of energy can be
tracked as energy flows through
a natural system. (MS-LS2-3)
57
NJCCCS
Cumulative Progress Indicators
NGSSS
Performance Expectations
MS-LS2-4. Construct an argument
supported by empirical evidence
that changes to physical or
biological components of an
ecosystem affect populations.
Science and Engineering Practices

MS-LS2-5. Evaluate competing
design solutions for maintaining
biodiversity and ecosystem services.


Use an oral and written

argument supported by
empirical evidence and scientific
reasoning to support or refute
an explanation or a model for a
phenomenon or a solution to a
problem. (MS-LS1-4)
Construct an oral and written

argument supported by
empirical evidence and scientific
reasoning to support or refute
an explanation or a model for a
phenomenon or a solution to a

problem. (MS-LS2-4)
Evaluate competing design
solutions based on jointly
developed and agreed-upon
design criteria. (MS-LS2-5)
Analyzing and Interpreting Data

Analyze and interpret data to
provide evidence for
phenomena. (MS-LS2-1)
Disciplinary Core Ideas
Cross-Cutting Concepts
In any ecosystem, organisms
and populations with similar
requirements for food, water,
oxygen, or other resources may
compete with each other for
limited resources, access to
which consequently constrains
their growth and reproduction.
(MS-LS2-1)
Stability and Change
Growth of organisms and
population increases are limited
by access to resources. (MS-LS21)
Interdependence of Science,
Engineering, and Technology
Similarly, predatory interactions
may reduce the number of
organisms or eliminate whole
populations of organisms.
Mutually beneficial interactions,
in contrast, may become so
interdependent that each
organism requires the other for
survival. Although the species
involved in these competitive,
predatory, and mutually
beneficial interactions vary
across ecosystems, the patterns
of interactions of organisms
with their environments, both
living and nonliving, are shared.
(MS-LS2-2)
Small changes in one part of a
system might cause large changes in
another part. (MS-LS2-4),(MS-LS2-5)
---------------------------Connections to Engineering,
Technology and Applications of
Science

Engineering advances have led
to important discoveries in
virtually every field of science,
and scientific discoveries have
led to the development of entire
industries and engineered
systems. (MS-LS1-1)

The use of technologies and any
limitations on their use are
driven by individual or societal
needs, desires, and values; by
the findings of scientific
research; and by differences in
such factors as climate, natural
resources, and economic
conditions. Thus technology use
varies from region to region and
over time. (MS-LS2-5)
58
NJCCCS
Cumulative Progress Indicators
NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
---------------------------Connections to Nature of Science
LS2.B: Cycle of Matter and Energy
Transfer in Ecosystems
---------------------------Connections to Nature of Science
Scientific Knowledge is Based on
Empirical Evidence

Science is a Human Endeavor

Science disciplines share
common rules of obtaining and
evaluating empirical evidence.
(MS-LS2-4)
Food webs are models that
demonstrate how matter and
energy is transferred between
producers, consumers, and
decomposers as the three
groups interact within an
ecosystem. Transfers of matter
into and out of the physical
environment occur at every
level. Decomposers recycle
nutrients from dead plant or
animal matter back to the soil in
terrestrial environments or to
the water in aquatic
environments. The atoms that
make up the organisms in an
ecosystem are cycled repeatedly
between the living and nonliving
parts of the ecosystem. (MSLS2-3)
LS2.C: Ecosystem Dynamics,
Functioning, and Resilience

Ecosystems are dynamic in
nature; their characteristics can
vary over time. Disruptions to
any physical or biological
component of an ecosystem can
lead to shifts in all its
populations. (MS-LS2-4)

Scientists and engineers are
guided by habits of mind such as
intellectual honesty, tolerance
of ambiguity, skepticism, and
openness to new ideas. (MSLS1-3)
Scientific Knowledge Assumes an
Order and Consistency in Natural
Systems

Science assumes that objects
and events in natural systems
occur in consistent patterns that
are understandable through
measurement and observation.
(MS-LS2-3)
Science Addresses Questions About
the Natural and Material World

Scientific knowledge can
describe the consequences of
actions but does not necessarily
prescribe the decisions that
society takes. (MS-LS2-5)
59
NJCCCS
Cumulative Progress Indicators
NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas

Cross-Cutting Concepts
Biodiversity describes the
variety of species found in
Earth’s terrestrial and oceanic
ecosystems. The completeness
or integrity of an ecosystem’s
biodiversity is often used as a
measure of its health. (MS-LS25)
LS4.D: Biodiversity and Humans

Changes in biodiversity can
influence humans’ resources,
such as food, energy, and
medicines, as well as ecosystem
services that humans rely on—
for example, water purification
and recycling. (secondary to MSLS2-5)
ETS1.B: Developing Possible
Solutions

There are systematic processes
for evaluating solutions with
respect to how well they meet
the criteria and constraints of a
problem. (secondary to MS-LS25)
Back to Table of Contents
60
Grade Level: 6
Content Area: Physical Science
Module/Unit: Exploring the Properties of Matter
Unit Summary: In Exploring the Properties of Matter, students investigate some basic properties of matter and the use of these properties to distinguish one substance from another. The
inquiries in which students engage are designed to develop a deep understanding of the properties of matter, enhance observational and analytical skills, and improve laboratory technique
and experimental design. [NJCCCS 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.]
Essential Questions


How do the properties of materials determine their use?
How does conservation of mass apply to the interaction of materials in a closed system?
NJCCCS
Cumulative Progress Indicators
5.2.6.A.2. Calculate the density of
objects or substances after
determining volume and mass.
NGSSS
Performance Expectations
5-PS1-3. Make observations and
measurements to identify materials
based on their properties.
5.2.6.A.3. Determine the identity of
an unknown substance using data
about intrinsic properties.
5-PS1-4. Conduct an investigation
to determine whether the mixing of
two or more substances results in
new substances.
5.2.6.B.2. Compare the properties
of reactants with the properties of
the products when two or more
substances are combined and react
chemically.
MS-PS1-2. Analyze and interpret
data on the properties of
substances before and after the
substances interact to determine if
a chemical reaction has occurred.
MS-PS1-4. Develop a model that
predicts and describes changes in
particle motion, temperature, and
state of a pure substance when
thermal energy is added or
removed.

How do we know things have energy?
Science and Engineering Practices
Disciplinary Core Ideas
Planning and Carrying Out
Investigations
PS1.A: Structure and Properties of
Matter

Conduct an investigation
collaboratively to produce data
to serve as the basis for
evidence, using fair tests in
which variables are controlled
and the number of trials
considered. (5-PS1-4)


Make observations and
measurements to produce data
to serve as the basis for
evidence for an explanation of a
phenomenon. (5-PS1-3)
Analyzing and Interpreting Data

Analyze and interpret data to
determine similarities and
differences in findings. (MS-PS12)

Cross-Cutting Concepts
Cause and Effect
 Cause and effect relationships
Measurements of a variety of
are routinely identified and used
properties can be used to
to explain change. (5-PS1-4)
identify materials. (Boundary: At
 Cause and effect relationships
this grade level, mass and
may be used to predict
weight are not distinguished,
phenomena in natural or
and no attempt is made to
designed systems. (MS-PS1-4)
define the unseen particles or
Scale, Proportion, and Quantity
explain the atomic-scale
mechanism of evaporation and
 Standard units are used to
condensation.) (5-PS1-3)
measure and describe physical
Each pure substance has
characteristic physical and
chemical properties (for any
bulk quantity under given
conditions) that can be used to
identify it. (MS-PS1-2)
quantities such as weight, time,
temperature, and volume. (5PS1-3)
Patterns

Macroscopic patterns are
related to the nature of
microscopic and atomic-level
structure. (MS-PS1-2)
61
NJCCCS
Cumulative Progress Indicators
NGSSS
Performance Expectations
MS-PS1-6. Undertake a design
project to construct, test, and
modify a device that either releases
or absorbs thermal energy by
chemical processes.
Science and Engineering Practices
Developing and Using Models


Develop a model to predict
and/or describe phenomena.
MS-PS1-4)
Constructing Explanations and
Designing Solutions

Disciplinary Core Ideas

In a liquid, the molecules are
constantly in contact with
others; in a gas, they are widely
spaced except when they
happen to collide. In a solid,
atoms are closely spaced and
may vibrate in position but do
not change relative locations.
(MS-PS1-4)

The changes of state that occur
with variations in temperature
or pressure can be described
and predicted using these
models of matter. (MS-PS1-4)
Undertake a design project,
engaging in the design cycle, to
construct and/or implement a
solution that meets specific
design criteria and constraints.
(MS-PS1-6)
---------------------------Connections to Nature of Science
Scientific Knowledge is Based on
Empirical Evidence

Science knowledge is based
upon logical and conceptual
connections between evidence
and explanations. (MS-PS1-2)
Gases and liquids are made of
molecules or inert atoms that
are moving about relative to
each other. (MS-PS1-4)
Cross-Cutting Concepts
Energy and Matter

The transfer of energy can be
tracked as energy flows through
a designed or natural system.
(MS-PS1-6)
PS1.B: Chemical Reactions

When two or more different
substances are mixed, a new
substance with different
properties may be formed. (5PS1-4)
62
NJCCCS
Cumulative Progress Indicators
NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas

Substances react chemically in
characteristic ways. In a
chemical process, the atoms
that make up the original
substances are regrouped into
different molecules, and these
new substances have different
properties from those of the
reactants. (MS-PS1-2)

Some chemical reactions release
energy, others store energy.
(MS-PS1-6)
Cross-Cutting Concepts
PS3.A: Definitions of Energy

The term “heat” as used in
everyday language refers both
to thermal energy (the motion
of atoms or molecules within a
substance) and the transfer of
that thermal energy from one
object to another. In science,
heat is used only for this second
meaning; it refers to the energy
transferred due to the
temperature difference
between two objects.
(secondary to MS-PS1-4)
63
NJCCCS
Cumulative Progress Indicators
NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas

Cross-Cutting Concepts
The temperature of a system is
proportional to the average
internal kinetic energy and
potential energy per atom or
molecule (whichever is the
appropriate building block for
the system’s material). The
details of that relationship
depend on the type of atom or
molecule and the interactions
among the atoms in the
material. Temperature is not a
direct measure of a system's
total thermal energy. The total
thermal energy (sometimes
called the total internal energy)
of a system depends jointly on
the temperature, the total
number of atoms in the system,
and the state of the material.
(secondary to MS-PS1-4)
ETS1.B: Developing Possible
Solutions

A solution needs to be tested,
and then modified on the basis
of the test results, in order to
improve it. (secondary to MSPS1-6)
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Cumulative Progress Indicators
NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
ETS1.C: Optimizing the Design
Solution

Although one design may not
perform the best across all tests,
identifying the characteristics of
the design that performed the
best in each test can provide
useful information for the
redesign process - that is, some
of the characteristics may be
incorporated into the new
design. (secondary to MS-PS1-6)

The iterative process of testing
the most promising solutions
and modifying what is proposed
on the basis of the test results
leads to greater refinement and
ultimately to an optimal
solution. (secondary to MS-PS16)
Back to Table of Contents
65
Grade Level: 6
Content Area: Earth Systems Science
Module/Unit: Weather and Water
Unit Summary: Weather and Water focuses on Earth’s atmosphere, weather, and water, emphasizing the use of knowledge and evidence to construct explanations for the movement and
change in air and water that result in weather on Earth. Students delve into topics that may seem unrelated to weather, including concepts that cross into the realm of physics and chemistry.
Students will grapple with ideas about atoms and molecules, changes of state, and heat transfer before launching into bigger ideas involving air masses and fronts, convection cells and winds,
and the development of severe weather. [NJCCCS 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.]
Essential Questions


How do we know that things have energy?
 To what extent does the exchange of energy within the Earth drive geologic events on the
surface?
What predictable, observable patterns occur as a result of the interaction between the
Earth, Moon, and Sun?
 How do changes in one part of an Earth system affect other parts of the system?
 How do geologic events occurring today provide insight Earth’s past?
 How do changes in one part of the Earth system affect other parts of the system and in
what ways can Earth processes be explained as interactions among spheres?
 What causes these patterns?
NJCCCS
NGSSS
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
Cumulative Progress Indicators
Performance Expectations
5.2.6.C.3. Relate the transfer of
MS-ESS1-1. Develop and use a
Developing and Using Models
ESS1.A: The Universe and Its Stars
Patterns
heat from oceans and land masses
model of the Earth-sun-moon
 Develop and use a model to
 Patterns of the apparent motion  Patterns can be used to identify
to the evolution of a hurricane.
system to describe the cyclic
describe phenomena. (MS-ESS1of the sun, the moon, and stars
cause-and-effect relationships.
patterns
of
lunar
phases,
eclipses
of
5.4.6.A.1. Generate and analyze
1),(MS-ESS1-2), (MS-ESS2in the sky can be observed,
(MS-ESS1-1)
the sun and moon, and seasons.
evidence (through simulations) that
1),(MS-ESS2-6)
described, predicted, and
 Patterns in rates of change and
the Sun’s apparent motion across
MS-ESS1-2. Develop and use a
explained with models. (MS Develop a model to describe
other numerical relationships
the sky changes over the course of a model to describe the role of
ESS1-1)
unobservable mechanisms. (MScan provide information about
year.
gravity in the motions within
ESS2-4)
 Earth and its solar system are
natural systems. (MS-ESS2-3)
galaxies
and
the
solar
system.
5.4.6.A.2. Construct and evaluate
part of the Milky Way galaxy,
Analyzing and Interpreting Data
Scale, Proportion, and Quantity
models demonstrating the rotation MS-ESS1-3. Analyze and interpret
which is one of many galaxies in
 Analyze and interpret data to
 Time, space, and energy
of Earth on its axis and the orbit of
data to determine scale properties
the universe. (MS-ESS1-2)
determine similarities and
phenomena can be observed at
Earth around the Sun.
of objects in the solar system.
differences in findings. (MSvarious scales using models to
5.4.6.A.3. Predict what would
MS-ESS1-4. Construct a scientific
ESS1-3)
study systems that are too large
happen to an orbiting object if
explanation based on evidence from
or too small. (MS-ESS1-3),(MS Analyze and interpret data to
gravity were increased, decreased,
rock strata for how the geologic
ESS1-4), (MS-ESS2-2)
or taken away.
time scale is used to organize
provide evidence for
Earth's 4.6-billion-year-old history.
phenomena. (MS-ESS2-3)
66
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Cumulative Progress Indicators
5.4.6.A.4. Compare and contrast
the major physical characteristics
(including size and scale) of solar
system objects using evidence in
the form of data tables and
photographs.
5.4.6.B.2. Examine Earth’s surface
features and identify those created
on a scale of human life or on a
geologic time scale.
5.4.6.B.3. Determine if landforms
were created by processes of
erosion (e.g., wind, water, and/or
ice) based on evidence in pictures,
video, and/or maps.
5.4.6.D.1. Apply understanding of
the motion of lithospheric plates to
explain why the Pacific Rim is
referred to as the Ring of Fire.
5.4.6.D.2. Locate areas that are
being created (deposition) and
destroyed (erosion) using maps and
satellite images.
5.4.6.E.1. Generate a conclusion
about energy transfer and
circulation by observing a model of
convection currents.
NGSSS
Performance Expectations
MS-ESS2-1. Develop a model to
describe the cycling of Earth's
materials and the flow of energy
that drives this process.
Science and Engineering Practices
Constructing Explanations and
Designing Solutions

MS-ESS2-2. Construct an
explanation based on evidence for
how geoscience processes have
changed Earth's surface at varying
time and spatial scales.
MS-ESS2-3. Analyze and interpret
data on the distribution of fossils
and rocks, continental shapes, and
seafloor structures to provide
evidence of the past plate motions.
MS-ESS2-4. Develop a model to
describe the cycling of water
through Earth's systems driven by
energy from the sun and the force
of gravity.
MS-ESS2-5. Collect data to provide
evidence for how the motions and
complex interactions of air masses
results in changes in weather
conditions.
MS-ESS2-6. Develop and use a
model to describe how unequal
heating and rotation of the Earth
cause patterns of atmospheric and
oceanic circulation that determine
regional climates.
Disciplinary Core Ideas
ESS1.B: Earth and the Solar System
Systems and System Models

The solar system consists of the
sun and a collection of objects,
including planets, their moons,
and asteroids that are held in
orbit around the sun by its
gravitational pull on them. (MSESS1-2),(MS-ESS1-3)

This model of the solar system
can explain eclipses of the sun
and the moon. Earth’s spin axis
is fixed in direction over the
short-term but tilted relative to
its orbit around the sun. The
seasons are a result of that tilt
and are caused by the
differential intensity of sunlight
on different areas of Earth
across the year. (MS-ESS1-1)
Cause and Effect
The solar system appears to
have formed from a disk of dust
and gas, drawn together by
gravity. (MS-ESS1-2)
Stability and Change
Construct a scientific
explanation based on valid and
reliable evidence obtained from
sources (including the students’
own experiments) and the
assumption that theories and
laws that describe the natural

world operate today as they did
in the past and will continue to
do so in the future. (MS-ESS1-4),
(MS-ESS2-2)
Planning and Carrying Out
Investigations

Collect data to produce data to
serve as the basis for evidence
to answer scientific questions or
test design solutions under a
range of conditions. (MS-ESS2-5) 
---------------------------Connections to Nature of Science
Scientific Knowledge is Open to
Revision in Light of New Evidence
Science findings are frequently
revised and/or reinterpreted based
on new evidence. (MS-ESS2-3)
Cross-Cutting Concepts

Models can be used to
represent systems and their
interactions - such as inputs,
processes and outputs—and
energy, matter, and information
flows within systems. (MS-ESS12), (MS-ESS2-6)
Cause and effect relationships
may be used to predict
phenomena in natural or
designed systems. (MS-ESS2-5)
Energy and Matter


Within a natural or designed
system, the transfer of energy
drives the motion and/or cycling
of matter. (MS-ESS2-4)
Explanations of stability and
change in natural or designed
systems can be constructed by
examining the changes over
time and processes at different
scales, including the atomic
scale. (MS-ESS2-1)
67
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Cumulative Progress Indicators
5.4.6.F.1. Explain the
interrelationships between daily
temperature, air pressure, and
relative humidity data.
5.4.6.F.2. Create climatographs for
various locations around Earth and
categorize the climate based on the
yearly patterns of temperature and
precipitation.
5.4.6.G.1. Illustrate global winds
and surface currents through the
creation of a world map of global
winds and currents that explains the
relationship between the two
factors.
NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas
ESS1.C: The History of Planet Earth


The geologic time scale
interpreted from rock strata
provides a way to organize
Earth’s history. Analyses of rock
strata and the fossil record
provide only relative dates, not
an absolute scale. (MS-ESS1-4)
Tectonic processes continually
generate new ocean sea floor at
ridges and destroy old sea floor
at trenches. (secondary to MSESS2-3)
ESS2.A: Earth’s Materials and
Systems

All Earth processes are the
result of energy flowing and
matter cycling within and
among the planet’s systems.
This energy is derived from the
sun and Earth’s hot interior. The
energy that flows and matter
that cycles produce chemical
and physical changes in Earth’s
materials and living organisms.
(MS-ESS2-1)
Cross-Cutting Concepts
--------------------------Connections to Engineering,
Technology, and Applications of
Science
Interdependence of Science,
Engineering, and Technology

Engineering advances have led
to important discoveries in
virtually every field of science
and scientific discoveries have
led to the development of entire
industries and engineered
systems. (MS-ESS1-3)
---------------------------Connections to Nature of Science
Scientific Knowledge Assumes an
Order and Consistency in Natural
Systems
Science assumes that objects and
events in natural systems occur in
consistent patterns that are
understandable through
measurement and observation.
(MS-ESS1-1),(MS-ESS1-2)
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Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas

Cross-Cutting Concepts
The planet’s systems interact
over scales that range from
microscopic to global in size,
and they operate over fractions
of a second to billions of years.
These interactions have shaped
Earth’s history and will
determine its future. (MS-ESS22)
ESS2.B: Plate Tectonics and LargeScale System Interactions

Maps of ancient land and water
patterns, based on
investigations of rocks and
fossils, make clear how Earth’s
plates have moved great
distances, collided, and spread
apart. (MS-ESS2-3)
ESS2.C: The Roles of Water in
Earth's Surface Processes

Water continually cycles among
land, ocean, and atmosphere via
transpiration, evaporation,
condensation and
crystallization, and
precipitation, as well as downhill
flows on land. (MS-ESS2-4)
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NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas

The complex patterns of the
changes and the movement of
water in the atmosphere,
determined by winds,
landforms, and ocean
temperatures and currents, are
major determinants of local
weather patterns. (MS-ESS2-5)

Global movements of water and
its changes in form are
propelled by sunlight and
gravity. (MS-ESS2-4)

Variations in density due to
variations in temperature and
salinity drive a global pattern of
interconnected ocean currents.
(MS-ESS2-6)

Water’s movements—both on
the land and underground—
cause weathering and erosion,
which change the land’s surface
features and create
underground formations. (MSESS2-2)
Cross-Cutting Concepts
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Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
ESS2.D: Weather and Climate

Weather and climate are
influenced by interactions
involving sunlight, the ocean,
the atmosphere, ice, landforms,
and living things. These
interactions vary with latitude,
altitude, and local and regional
geography, all of which can
affect oceanic and atmospheric
flow patterns. (MS-ESS2-6)

Because these patterns are so
complex, weather can only be
predicted probabilistically. (MSESS2-5)

The ocean exerts a major
influence on weather and
climate by absorbing energy
from the sun, releasing it over
time, and globally redistributing
it through ocean currents. (MSESS2-6)
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71
th
7 Grade
Science Curriculum Overview
Module/Unit
Content Area
Studying the Development and Reproduction of Organisms
(Formerly Organisms – From Macro to Micro)
Life Science
Force and Motion
Physical Science
Planetary Science
Earth Systems Science
Key Core Concept(s)












Organization and Development
Matter and Energy Transformations
Interdependence
Heredity and Reproduction
Forms of Energy
Energy Transfer and Conservation
Forces and Motion
Objects in the Universe
History of Earth
Properties of Earth Materials
Energy in Earth Systems
Climate and Weather
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72
Grade Level: 7
Content Area: Life Science
Module/Unit: Studying the Development and Reproduction of Organisms
Unit Summary: Studying the Development and Reproduction of Organisms gives students the opportunity to perform thought-provoking, hands-on activities using organisms from two of the
most important taxonomic groups—plants and animals. Although students study several representative organisms, the unit focuses on the life cycles and processes of two in particular—
Wisconsin Fast Plants™ and the cabbage white butterfly. [NJCCCS 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.]
Essential Questions


What do all living things have in common?
 Which member of the food web would have the biggest impact on the web if it were
removed?
How do structures in unicellular and multicellular organisms carry out different life
functions?
 In what ways do organisms interact within ecosystems?
 How are cells, tissues and organs organized to compose the final organism?
 How do organisms change as they go through their life cycle?
 What is the relationship between structure and function for multicellular organisms?
 What are the different ways by which organisms undergo asexual reproduction?
 How do cells multiply and differentiate?
 How can we explain variations among sexually reproducing organisms?
 How is matter transformed, and energy transferred/transformed in living systems?
 How can we understand sexual reproduction in flowering plants by studying the parts of
flowers?
 Which organs play a major role in the energy transfer in living systems?
 How can we explain variations in siblings of the same generations by using evidence?
 How can we use food webs to explain flow of energy through an ecosystem?
NJCCCS
NGSSS
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
Cumulative Progress Indicators
Performance Expectations
5.3.8.A.1. Compare the benefits and MS-LS1-1. Conduct an investigation Developing and Using Models
LS1.A: Structure and Function
Cause and Effect
limitations of existing as a singleto provide evidence that living
 Develop and use a model to
 All living things are made up of
 Phenomena may have more
celled organism and as a
things are made of cells; either one
describe phenomena. (MS-LS1cells, which is the smallest unit
than one cause, and some cause
multicellular organism.
cell or many different numbers and
2), (MS-LS2-3), (MS-LS3-1),(MSthat can be said to be alive. An
and effect relationships in
types
of
cells.
5.3.8.A.2. Relate the structures of
LS3-2)
organism may consist of one
systems can only be described
cells, tissues, organs, and systems
MS-LS1-2. Develop and use a model
single cell (unicellular) or many
using probability. (MS-LS1 Develop a model to describe
to their functions in supporting life. to describe the function of a cell as
different numbers and types of
4),(MS-LS1-5)
unobservable mechanisms. (MSa whole and ways parts of cells
cells (multicellular). (MS-LS1-1)
5.3.8.B.1. Relate the energy and
LS1-7)
 Cause and effect relationships
contribute to the function.
nutritional needs of organisms in a
 Within cells, special structures
may be used to predict
variety of life stages and situations, MS-LS1-3. Use argument supported
are responsible for particular
phenomena in natural or
including stages of development
by evidence for how the body is a
functions, and the cell
designed systems. (MS-LS2-1),
and periods of maintenance.
system of interacting subsystems
membrane forms the boundary
(MS-LS3-2)
composed of groups of cells.
that controls what enters and
leaves the cell. (MS-LS1-2)
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NJCCCS
NGSSS
Cumulative Progress Indicators
Performance Expectations
5.3.8.B.2. Analyze the components MS-LS1-4. Use argument based on
of a consumer’s diet and trace them empirical evidence and scientific
back to plants and plant products.
reasoning to support an explanation
for how characteristic animal
5.3.8.C.1. Model the effect of
behaviors and specialized plant
positive and negative changes in
structures affect the probability of
population size on a symbiotic
successful reproduction of animals
pairing.
and plants respectively.
5.3.8.D.1. Defend the principle that,
through reproduction, genetic traits MS-LS1-5. Construct a scientific
explanation based on evidence for
are passed from one generation to
how environmental and genetic
the next, using evidence collected
factors influence the growth of
from observations of inherited
organisms.
traits.
MS-LS1-6. Construct a scientific
5.3.8.D.2. Explain the source of
explanation based on evidence for
variation among siblings.
the role of photosynthesis in the
cycling of matter and flow of energy
into and out of organisms.
MS-LS1-7. Develop a model to
describe how food is rearranged
through chemical reactions forming
new molecules that support growth
and/or release energy as this
matter moves through an organism.
MS-LS2-1. Analyze and interpret
data to provide evidence for the
effects of resource availability on
organisms and populations of
organisms in an ecosystem.
Science and Engineering Practices
Planning and Carrying Out
Investigations



Conduct an investigation to
produce data to serve as the
basis for evidence that meet the
goals of an investigation. (MSLS1-1)
Constructing Explanations and
Designing Solutions

Disciplinary Core Ideas
Construct a scientific
explanation based on valid and
reliable evidence obtained from
sources (including the students’
own experiments) and the
assumption that theories and
laws that describe the natural
world operate today as they did
in the past and will continue to
do so in the future. (MS-LS1-5),
(MS-LS1-6)
Construct an explanation that
includes qualitative or
quantitative relationships
between variables that predict
phenomena. (MS-LS2-2)
In multicellular organisms, the
body is a system of multiple
interacting subsystems. These
subsystems are groups of cells
that work together to form
tissues and organs that are
specialized for particular body
functions. (MS-LS1-3)
LS1.B: Growth and Development of
Organisms




Cross-Cutting Concepts
Scale, Proportion, and Quantity

Phenomena that can be
observed at one scale may not
be observable at another scale.
(MS-LS1-1)
Systems and System Models

Systems may interact with other
systems; they may have subsystems and be a part of larger
complex systems. (MS-LS1-3)
Animals engage in characteristic
behaviors that increase the odds Structure and Function
of reproduction. (MS-LS1-4)
 Complex and microscopic
Plants reproduce in a variety of
structures and systems can be
ways, sometimes depending on
visualized, modeled, and used to
animal behavior and specialized
describe how their function
features for reproduction. (MSdepends on the relationships
LS1-4)
among its parts, therefore
complex natural
Genetic factors as well as local
structures/systems can be
conditions affect the growth of
analyzed to determine how they
the adult plant. (MS-LS1-5)
function. (MS-LS1-2), (MS-LS3-1)
Organisms reproduce, either
Patterns
sexually or asexually, and
transfer their genetic
 Patterns can be used to identify
information to their offspring.
cause and effect relationships.
(secondary to MS-LS3-2)
(MS-LS2-2)
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Cumulative Progress Indicators
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Performance Expectations
MS-LS2-2. Construct an explanation
that predicts patterns of
interactions among organisms
across multiple ecosystems.
MS-LS2-3. Develop a model to
describe the cycling of matter and
flow of energy among living and
nonliving parts of an ecosystem.
Science and Engineering Practices
Engaging in Argument from
Evidence


MS-LS2-4. Construct an argument
supported by empirical evidence
that changes to physical or
biological components of an
ecosystem affect populations.
MS-LS2-5. Evaluate competing
design solutions for maintaining

biodiversity and ecosystem services.
MS-LS3-1. Develop and use a model
to describe why structural changes
to genes (mutations) located on
chromosomes may affect proteins
and may result in harmful,
beneficial, or neutral effects to the
structure and function of the
organism.
MS-LS3-2. Develop and use a model
to describe why asexual
reproduction results in offspring
with identical genetic information
and sexual reproduction results in
offspring with genetic variation.

Disciplinary Core Ideas
LS1.C: Organization for Matter and
Energy Flow in Organisms
Use an oral and written

argument supported by
evidence to support or refute an
explanation or a model for a
phenomenon. (MS-LS1-3)
Use an oral and written
argument supported by
empirical evidence and scientific
reasoning to support or refute
an explanation or a model for a
phenomenon or a solution to a
problem. (MS-LS1-4)

Construct an oral and written
argument supported by
empirical evidence and scientific
reasoning to support or refute
an explanation or a model for a
phenomenon or a solution to a
problem. (MS-LS2-4)
Plants, algae (including
phytoplankton), and many
microorganisms use the energy
from light to make sugars (food)
from carbon dioxide from the
atmosphere and water through
the process of photosynthesis,
which also releases oxygen.
These sugars can be used
immediately or stored for
growth or later use. (MS-LS1-6)
Within individual organisms,
food moves through a series of
chemical reactions in which it is
broken down and rearranged to
form new molecules, to support
growth, or to release energy.
(MS-LS1-7)
Cross-Cutting Concepts
Energy and Matter

Matter is conserved because
atoms are conserved in physical
and chemical processes. (MSLS1-7)

Within a natural system, the
transfer of energy drives the
motion and/or cycling of matter.
(MS-LS1-6)

The transfer of energy can be
tracked as energy flows through
a natural system. (MS-LS2-3)
Stability and Change

Small changes in one part of a
system might cause large
changes in another part. (MSLS2-4),(MS-LS2-5)
Evaluate competing design
solutions based on jointly
developed and agreed-upon
design criteria. (MS-LS2-5)
Analyzing and Interpreting Data

Analyze and interpret data to
provide evidence for
phenomena. (MS-LS2-1)
75
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Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas
---------------------------Connections to Nature of Science
PS3.D: Energy in Chemical
Processes and Everyday Life
Scientific Knowledge is Based on
Empirical Evidence



Science knowledge is based
upon logical connections
between evidence and
explanations. (MS-LS1-6)
Science disciplines share
common rules of obtaining and
evaluating empirical evidence.
(MS-LS2-4)

The chemical reaction by which
plants produce complex food
molecules (sugars) requires an
energy input (i.e., from sunlight)
to occur. In this reaction, carbon
dioxide and water combine to
form carbon-based organic
molecules and release oxygen.
(secondary to MS-LS1-6)
Cellular respiration in plants and
animals involve chemical
reactions with oxygen that
release stored energy. In these
processes, complex molecules
containing carbon react with
oxygen to produce carbon
dioxide and other materials.
(secondary to MS-LS1-7)
LS2.A: Interdependent
Relationships in Ecosystems

Organisms, and populations of
organisms, are dependent on
their environmental interactions
both with other living things and
with nonliving factors. (MS-LS21)
Cross-Cutting Concepts
---------------------------Connections to Engineering,
Technology and Applications of
Science
Interdependence of Science,
Engineering, and Technology

Engineering advances have led
to important discoveries in
virtually every field of science,
and scientific discoveries have
led to the development of entire
industries and engineered
systems. (MS-LS1-1)

The use of technologies and any
limitations on their use are
driven by individual or societal
needs, desires, and values; by
the findings of scientific
research; and by differences in
such factors as climate, natural
resources, and economic
conditions. Thus technology use
varies from region to region and
over time. (MS-LS2-5)
76
NJCCCS
Cumulative Progress Indicators
NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas

In any ecosystem, organisms
and populations with similar
requirements for food, water,
oxygen, or other resources may
compete with each other for
limited resources, access to
which consequently constrains
their growth and reproduction.
(MS-LS2-1)

Growth of organisms and
population increases are limited
by access to resources. (MS-LS21)

Similarly, predatory interactions
may reduce the number of
organisms or eliminate whole
populations of organisms.
Mutually beneficial interactions,
in contrast, may become so
interdependent that each
organism requires the other for
survival. Although the species
involved in these competitive,
predatory, and mutually
beneficial interactions vary
across ecosystems, the patterns
of interactions of organisms
with their environments, both
living and nonliving, are shared.
(MS-LS2-2)
Cross-Cutting Concepts
---------------------------Connections to Nature of Science
Science is a Human Endeavor

Scientists and engineers are
guided by habits of mind such as
intellectual honesty, tolerance
of ambiguity, skepticism, and
openness to new ideas. (MSLS1-3)
Scientific Knowledge Assumes an
Order and Consistency in Natural
Systems

Science assumes that objects
and events in natural systems
occur in consistent patterns that
are understandable through
measurement and observation.
(MS-LS2-3)
Science Addresses Questions About
the Natural and Material World

Scientific knowledge can
describe the consequences of
actions but does not necessarily
prescribe the decisions that
society takes. (MS-LS2-5)
77
NJCCCS
Cumulative Progress Indicators
NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
LS2.B: Cycle of Matter and Energy
Transfer in Ecosystems

Food webs are models that
demonstrate how matter and
energy is transferred between
producers, consumers, and
decomposers as the three
groups interact within an
ecosystem. Transfers of matter
into and out of the physical
environment occur at every
level. Decomposers recycle
nutrients from dead plant or
animal matter back to the soil in
terrestrial environments or to
the water in aquatic
environments. The atoms that
make up the organisms in an
ecosystem are cycled repeatedly
between the living and nonliving
parts of the ecosystem. (MSLS2-3)
LS2.C: Ecosystem Dynamics,
Functioning, and Resilience

Ecosystems are dynamic in
nature; their characteristics can
vary over time. Disruptions to
any physical or biological
component of an ecosystem can
lead to shifts in all its
populations. (MS-LS2-4)
78
NJCCCS
Cumulative Progress Indicators
NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas

Cross-Cutting Concepts
Biodiversity describes the
variety of species found in
Earth’s terrestrial and oceanic
ecosystems. The completeness
or integrity of an ecosystem’s
biodiversity is often used as a
measure of its health. (MS-LS25)
LS3.A: Inheritance of Traits

Genes are located in the
chromosomes of cells, with each
chromosome pair containing
two variants of each of many
distinct genes. Each distinct
gene chiefly controls the
production of specific proteins,
which in turn affects the traits
of the individual. Changes
(mutations) to genes can result
in changes to proteins, which
can affect the structures and
functions of the organism and
thereby change traits. (MS-LS31)

Variations of inherited traits
between parent and offspring
arise from genetic differences
that result from the subset of
chromosomes (and therefore
genes) inherited. (MS-LS3-2)
79
NJCCCS
Cumulative Progress Indicators
NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
LS3.B: Variation of Traits

In sexually reproducing
organisms, each parent
contributes half of the genes
acquired (at random) by the
offspring. Individuals have two
of each chromosome and hence
two alleles of each gene, one
acquired from each parent.
These versions may be identical
or may differ from each other.
(MS-LS3-2)

In addition to variations that
arise from sexual reproduction,
genetic information can be
altered because of mutations.
Though rare, mutations may
result in changes to the
structure and function of
proteins. Some changes are
beneficial, others harmful, and
some neutral to the organism.
(MS-LS3-1)
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Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
LS4.D: Biodiversity and Humans

Changes in biodiversity can
influence humans’ resources,
such as food, energy, and
medicines, as well as ecosystem
services that humans rely on—
for example, water purification
and recycling. (secondary to MSLS2-5)
ETS1.B: Developing Possible
Solutions

There are systematic processes
for evaluating solutions with
respect to how well they meet
the criteria and constraints of a
problem. (secondary to MS-LS25)
Back to Table of Contents
81
Grade Level: 7
Content Area: Physical Science
Module/Unit: Force and Motion
Unit Summary: Force and Motion gives students the opportunity to investigate both natural and designed motions. Students will start to uncover explanations for why things work in the ways
we expect them to work. [NJCCCS 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.]
Essential Questions





How do we know that things have energy?
 How can we use mathematics to solve speed problems?
How can energy be transferred from one material to another?
 How do balanced and unbalanced forces affect the motion of objects?
What happens to a material when energy is transferred to it?
 How can we use evidence to explain constant velocity and acceleration?
How does a frame of reference affect our perception of location and motion?
 What forces come into play for a moving object to come to a halt?
How can we determine the speed of a moving object?
 How does the force affect the motion of an object?
NJCCCS
NGSSS
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
Cumulative Progress Indicators
Performance Expectations
5.2.8.C.2. Model and explain
MS-PS2-1. Apply Newton’s Third
Engaging in Argument from
PS2.A: Forces and Motion
Cause and Effect
current technologies used to
Law to design a solution to a
Evidence
 For any pair of interacting
 Cause and effect relationships
capture solar energy for the
problem involving the motion of
 Construct, use, and present oral
objects, the force exerted by the
are routinely identified and used
purposes of converting it to
two colliding objects.
and written arguments
first object on the second object
to explain change. (5-PS2-1)
electrical energy.
MS-PS2-2. Plan an investigation to
supported by empirical evidence
is equal in strength to the force Scale, Proportion, and Quantity
5.2.8.D.1. Relate the kinetic and
provide evidence that the change in
and scientific reasoning to
that the second object exerts on
 Proportional relationships (e.g.
potential energies of a roller coaster an object’s motion depends on the
support or refute an explanation
the first, but in the opposite
speed as the ratio of distance
at various points on its path.
sum of the forces on the object and
or a model for a phenomenon.
direction (Newton’s third law).
traveled to time taken) among
the mass of the object.
(MS-PS3-5)
(MS-PS2-1)
5.2.8.D.2. Describe the flow of
different types of quantities
energy from the Sun to the fuel
MS-PS2-4. Construct and present
 The motion of an object is
provide information about the
tank of an automobile.
arguments using evidence to
determined by the sum of the
magnitude of properties and
forces acting on it; if the total
5.2.8.E.1. Calculate the speed of an support the claim that gravitational
processes. (MS-PS3-1)
interactions
are
attractive
and
force
on
the
object
is
not
zero,
object when given distance and
depend on the masses of
its motion will change. The
time.
interacting objects.
greater the mass of the object,
5.2.6.E.3. Compare the motion of
the greater the force needed to
MS-PS3-1. Construct and interpret
an object acted on by balanced
achieve the same change in
forces with the motion of an object graphical displays of data to
motion. For any given object, a
describe the relationships of kinetic
acted on by unbalanced forces in a
larger force causes a larger
energy to the mass of an object and
given specific scenario.
change in motion. (MS-PS2-2)
to the speed of an object.
82
NJCCCS
Cumulative Progress Indicators
NGSSS
Performance Expectations
MS-PS3-2. Develop a model to
describe that when the
arrangement of objects interacting
at a distance changes, different
amounts of potential energy are
stored in the system.
Science and Engineering Practices
Planning and Carrying Out
Investigations

MS-PS3-3. Apply scientific principles
to design, construct, and test a
device that either minimizes or
maximizes thermal energy transfer.
MS-PS3-5. Construct, use, and
present arguments to support the
claim that when the kinetic energy
of an object changes, energy is
transferred to or from the object.
Plan an investigation
individually and collaboratively,
and in the design: identify
independent and dependent
variables and controls, what
tools are needed to do the
gathering, how measurements
will be recorded, and how many
data are needed to support a
claim. (MS-PS2-2)
Disciplinary Core Ideas

PS2.B: Types of Interactions

The gravitational force of Earth
acting on an object near Earth’s
surface pulls that object toward
the planet’s center. (5-PS2-1)

Gravitational forces are always
attractive. There is a
gravitational force between any
two masses, but it is very small
except when one or both of the
objects have large mass—e.g.,
Earth and the sun. (MS-PS2-4)
Analyzing and Interpreting Data

Construct and interpret
graphical displays of data to
identify linear and nonlinear
relationships. (MS-PS3-1)
Developing and Using Models

Develop a model to describe
unobservable mechanisms. (MSPS3-2)
Constructing Explanations and
Designing Solutions

Apply scientific ideas or
principles to design an object,
tool, process or system. (MSPS2-1), (MS-PS3-3)
All positions of objects and the
directions of forces and motions
must be described in an
arbitrarily chosen reference
frame and arbitrarily chosen
units of size. In order to share
information with other people,
these choices must also be
shared. (MS-PS2-2)
PS3.A: Definitions of Energy

Motion energy is properly called
kinetic energy; it is proportional
to the mass of the moving
object and grows with the
square of its speed. (MS-PS3-1)
Cross-Cutting Concepts
Systems and System Models

Models can be used to
represent systems and their
interactions—such as inputs,
processes and outputs—and
energy and matter flows within
systems. (MS-PS2-1),(MS-PS2-4),
(MS-PS3-2)
Stability and Change

Explanations of stability and
change in natural or designed
systems can be constructed by
examining the changes over
time and forces at different
scales. (MS-PS2-2)
Energy and Matter

Energy may take different forms
(e.g. energy in fields, thermal
energy, energy of motion). (MSPS3-5)

The transfer of energy can be
tracked as energy flows through
a designed or natural system.
(MS-PS3-3)
83
NJCCCS
Cumulative Progress Indicators
NGSSS
Performance Expectations
Science and Engineering Practices
---------------------------Connections to Nature of Science
Disciplinary Core Ideas
Cross-Cutting Concepts

A system of objects may also
contain stored (potential)
energy, depending on their
relative positions. (MS-PS3-2)
---------------------------Connections to Engineering,
Technology, and Applications of
Science

Temperature is a measure of
the average kinetic energy of
particles of matter. The
relationship between the
temperature and the total
energy of a system depends on
the types, states, and amounts
of matter present. (MS-PS3-3)
Influence of Science, Engineering,
and Technology on Society and the
Natural World
Scientific Knowledge is Based on
Empirical Evidence

Science knowledge is based
upon logical and conceptual
connections between evidence
and explanations. (MS-PS22),(MS-PS2-4),(MS-PS3-5)
PS3.B: Conservation of Energy and
Energy Transfer

When the motion energy of an
object changes, there is
inevitably some other change in
energy at the same time. (MSPS3-5)

Energy is spontaneously
transferred out of hotter regions
or objects and into colder ones.
(MS-PS3-3)

The uses of technologies and
any limitations on their use are
driven by individual or societal
needs, desires, and values; by
the findings of scientific
research; and by differences in
such factors as climate, natural
resources, and economic
conditions. (MS-PS2-1)
PS3.C: Relationship Between
Energy and Forces

When two objects interact, each
one exerts a force on the other
that can cause energy to be
transferred to or from the
object. (MS-PS3-2)
84
NJCCCS
Cumulative Progress Indicators
NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
ETS1.A: Defining and Delimiting an
Engineering Problem

The more precisely a design
task’s criteria and constraints
can be defined, the more likely
it is that the designed solution
will be successful. Specification
of constraints includes
consideration of scientific
principles and other relevant
knowledge that is likely to limit
possible solutions. (secondary to
MS-PS3-3)
ETS1.B: Developing Possible
Solutions

A solution needs to be tested,
and then modified on the basis
of the test results in order to
improve it. There are systematic
processes for evaluating
solutions with respect to how
well they meet criteria and
constraints of a problem.
(secondary to MS-PS3-3)
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85
Grade Level: 7
Content Area: Earth Systems Science
Module/Unit: Planetary Science
Unit Summary: Planetary Science emphasizes the use of knowledge and evidence to construct explanations for the structures and motions of objects in the Solar System. Students will
investigate the kinds and numbers of objects in the cosmos, the composition of objects, and the motions and interactions of the objects with one another. [NJCCCS 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.]
Essential Questions

What predictable, observable patterns occur as a result of the interaction between the
Earth, Moon, and Sun?
 How do geologic events occurring today provide insight Earth’s past?
 What causes these patterns?
 How do changes in one part of an Earth system affect other parts of the system?
 How do the acceleration and force due to gravity depend on the radius and mass of the
 What is the role of the sun in energy transfer in the atmosphere and in the oceans?
planet?
NJCCCS
NGSSS
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
Cumulative Progress Indicators
Performance Expectations
5.4.8.A.1. Analyze moon-phase,
MS-ESS1-1. Develop and use a
Developing and Using Models
ESS1.A: The Universe and Its Stars
Patterns
eclipse, and tidal data to construct
model of the Earth-sun-moon
 Develop and use a model to
 Patterns of the apparent motion  Patterns can be used to identify
models that explain how the
system to describe the cyclic
describe phenomena. (MS-ESS1of the sun, the moon, and stars
cause-and-effect relationships.
relative positions and motions of
patterns of lunar phases, eclipses of
1),(MS-ESS1-2), (MS-ESS2in the sky can be observed,
(MS-ESS1-1)
the Sun, Earth, and Moon cause
the sun and moon, and seasons.
1),(MS-ESS2-6)
described, predicted, and
 Patterns in rates of change and
these three phenomena.
MS-ESS1-2. Develop and use a
explained with models. (MS Develop a model to describe
other numerical relationships
5.4.8.A.2. Use evidence of global
model to describe the role of
ESS1-1)
unobservable mechanisms. (MScan provide information about
variations in day length,
gravity in the motions within
ESS2-4)
natural systems. (MS-ESS2-3)
 Earth and its solar system are
temperature, and the amount of
galaxies and the solar system.
Analyzing and Interpreting Data
part of the Milky Way galaxy,
Scale, Proportion, and Quantity
solar radiation striking Earth’s
MS-ESS1-3. Analyze and interpret
which is one of many galaxies in
 Analyze and interpret data to
 Time, space, and energy
surface to create models that
data to determine scale properties
the universe. (MS-ESS1-2)
determine similarities and
phenomena can be observed at
explain these phenomena and
of objects in the solar system.
ESS1.B: Earth and the Solar System
differences in findings. (MSvarious scales using models to
seasons.
MS-ESS1-4. Construct a scientific
ESS1-3)
study systems that are too large
 The solar system consists of the
5.4.8.A.3. Predict how the
explanation based on evidence from
or too small. (MS-ESS1-3),(MSsun and a collection of objects,
 Analyze and interpret data to
gravitational force between two
rock strata for how the geologic
ESS1-4), (MS-ESS2-2)
including planets, their moons,
provide evidence for
bodies would differ for bodies of
time scale is used to organize
and asteroids that are held in
phenomena. (MS-ESS2-3)
different masses or bodies that are Earth's 4.6-billion-year-old history.
orbit around the sun by its
different distances apart.
gravitational pull on them. (MSESS1-2),(MS-ESS1-3)
86
NJCCCS
Cumulative Progress Indicators
5.4.8.A.4. Analyze data regarding
the motion of comets, planets, and
moons to find general patterns of
orbital motion.
NGSSS
Performance Expectations
MS-ESS2-1. Develop a model to
describe the cycling of Earth's
materials and the flow of energy
that drives this process.
5.4.8.B.1. Correlate the evolution of
organisms and the environmental
conditions on Earth as they changed
throughout geologic time.
MS-ESS2-2. Construct an
explanation based on evidence for
how geoscience processes have
changed Earth's surface at varying
time and spatial scales.
5.4.8.C.3. Model the vertical
structure of the atmosphere using
information from active and passive
remote-sensing tools (e.g.,
satellites, balloons, and/or groundbased sensors) in the analysis.
MS-ESS2-3. Analyze and interpret
data on the distribution of fossils
and rocks, continental shapes, and
seafloor structures to provide
evidence of the past plate motions.
5.4.8.E.1. Explain how energy from
the Sun is transformed or
transferred in global wind
circulation, ocean circulation, and
the water cycle.
MS-ESS2-4. Develop a model to
describe the cycling of water
through Earth's systems driven by
energy from the sun and the force
of gravity.
5.4.8.F.1. Determine the origin of
local weather by exploring national
and international weather maps.
MS-ESS2-5. Collect data to provide
evidence for how the motions and
complex interactions of air masses
results in changes in weather
conditions.
5.4.8.F.2. Explain the mechanisms
that cause varying daily
temperature ranges in a coastal
community and in a community
located in the interior of the
country.
MS-ESS2-6. Develop and use a
model to describe how unequal
heating and rotation of the Earth
cause patterns of atmospheric and
oceanic circulation that determine
regional climates.
Science and Engineering Practices
Constructing Explanations and
Designing Solutions

Disciplinary Core Ideas

Construct a scientific
explanation based on valid and
reliable evidence obtained from
sources (including the students’
own experiments) and the
assumption that theories and
laws that describe the natural
world operate today as they did
in the past and will continue to
do so in the future. (MS-ESS1-4), 
(MS-ESS2-2)
Planning and Carrying Out
Investigations
This model of the solar system
can explain eclipses of the sun
and the moon. Earth’s spin axis
is fixed in direction over the
short-term but tilted relative to
its orbit around the sun. The
seasons are a result of that tilt
and are caused by the
differential intensity of sunlight
on different areas of Earth
across the year. (MS-ESS1-1)
The solar system appears to
have formed from a disk of dust
and gas, drawn together by
gravity. (MS-ESS1-2)
ESS1.C: The History of Planet Earth
Collect data to produce data to
serve as the basis for evidence
 The geologic time scale
to answer scientific questions or
interpreted from rock strata
test design solutions under a
provides a way to organize
range of conditions. (MS-ESS2-5)
Earth’s history. Analyses of rock
strata and the fossil record
---------------------------provide only relative dates, not
Connections to Nature of Science
an absolute scale. (MS-ESS1-4)
Scientific Knowledge is Open to
 Tectonic processes continually
Revision in Light of New Evidence
generate new ocean sea floor at

Science findings are frequently
revised and/or reinterpreted based
on new evidence. (MS-ESS2-3)
ridges and destroy old sea floor
at trenches. (secondary to MSESS2-3)
Cross-Cutting Concepts
Systems and System Models

Models can be used to
represent systems and their
interactions - such as inputs,
processes and outputs—and
energy, matter, and information
flows within systems. (MS-ESS12), (MS-ESS2-6)
Cause and Effect

Cause and effect relationships
may be used to predict
phenomena in natural or
designed systems. (MS-ESS2-5)
Energy and Matter

Within a natural or designed
system, the transfer of energy
drives the motion and/or cycling
of matter. (MS-ESS2-4)
Stability and Change

Explanations of stability and
change in natural or designed
systems can be constructed by
examining the changes over
time and processes at different
scales, including the atomic
scale. (MS-ESS2-1)
87
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Cumulative Progress Indicators
5.4.8.F.3. Create a model of the
hydrologic cycle that focuses on the
transfer of water in and out of the
atmosphere. Apply the model to
different climates around the world.
NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas
ESS2.A: Earth’s Materials and
Systems


All Earth processes are the
result of energy flowing and
matter cycling within and
among the planet’s systems.
This energy is derived from the
sun and Earth’s hot interior. The
energy that flows and matter
that cycles produce chemical
and physical changes in Earth’s
materials and living organisms.
(MS-ESS2-1)
The planet’s systems interact
over scales that range from
microscopic to global in size,
and they operate over fractions
of a second to billions of years.
These interactions have shaped
Earth’s history and will
determine its future. (MS-ESS22)
Cross-Cutting Concepts
--------------------------Connections to Engineering,
Technology, and Applications of
Science
Interdependence of Science,
Engineering, and Technology

Engineering advances have led
to important discoveries in
virtually every field of science
and scientific discoveries have
led to the development of entire
industries and engineered
systems. (MS-ESS1-3)
---------------------------Connections to Nature of Science
Scientific Knowledge Assumes an
Order and Consistency in Natural
Systems

Science assumes that objects
and events in natural systems
occur in consistent patterns that
are understandable through
measurement and observation.
(MS-ESS1-1),(MS-ESS1-2)
88
NJCCCS
Cumulative Progress Indicators
NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
ESS2.B: Plate Tectonics and LargeScale System Interactions

Maps of ancient land and water
patterns, based on
investigations of rocks and
fossils, make clear how Earth’s
plates have moved great
distances, collided, and spread
apart. (MS-ESS2-3)
ESS2.C: The Roles of Water in
Earth's Surface Processes

Water continually cycles among
land, ocean, and atmosphere via
transpiration, evaporation,
condensation and
crystallization, and
precipitation, as well as downhill
flows on land. (MS-ESS2-4)

The complex patterns of the
changes and the movement of
water in the atmosphere,
determined by winds,
landforms, and ocean
temperatures and currents, are
major determinants of local
weather patterns. (MS-ESS2-5)

Global movements of water and
its changes in form are
propelled by sunlight and
gravity. (MS-ESS2-4)
89
NJCCCS
Cumulative Progress Indicators
NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas

Variations in density due to
variations in temperature and
salinity drive a global pattern of
interconnected ocean currents.
(MS-ESS2-6)

Water’s movements—both on
the land and underground—
cause weathering and erosion,
which change the land’s surface
features and create
underground formations. (MSESS2-2)
Cross-Cutting Concepts
ESS2.D: Weather and Climate

Weather and climate are
influenced by interactions
involving sunlight, the ocean,
the atmosphere, ice, landforms,
and living things. These
interactions vary with latitude,
altitude, and local and regional
geography, all of which can
affect oceanic and atmospheric
flow patterns. (MS-ESS2-6)

Because these patterns are so
complex, weather can only be
predicted probabilistically. (MSESS2-5)
90
NJCCCS
Cumulative Progress Indicators
NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas

Cross-Cutting Concepts
The ocean exerts a major
influence on weather and
climate by absorbing energy
from the sun, releasing it over
time, and globally redistributing
it through ocean currents. (MSESS2-6)
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91
th
8 Grade
Science Curriculum Overview
Module/Unit
Content Area
Crazy Traits
Life Science
Experimenting with Mixtures,
Compounds, and Elements
(Formerly Properties of Matter)
Physical Science
Earth History
Earth Systems Science
Key Core Concept(s)
 Heredity and Reproduction
 Evolution and Diversity
 Properties of Matter
 Changes in Matter




History of Earth
Properties of Earth Materials
Tectonics
Biogeochemical Cycles
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92
Grade Level: 8
Content Area: Life Science
Module/Unit: Crazy Traits
Unit Summary: Crazy Traits contains a variety of hands-on investigations designed to help students learn important science concepts related to genetics and evolution. Students will practice
skills such as problem-solving, critical thinking, and collaborative learning through inquiry-based instruction. [NJCCCS 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.]
Essential Questions





How do organisms change as they go through their life cycle?
What factors contribute to an organism’s heredity?
How do adaptations help an organism survive in its environment?
How does the environment influence adaptations?
In what ways are organisms of the same kind different from each other?
NJCCCS
NGSSS
Cumulative Progress Indicators
Performance Expectations
5.3.8.D.2. Explain the source of
MS-LS3-1. Develop and use a model
variation among siblings.
to describe why structural changes
to genes (mutations) located on
5.3.8.D.3. Describe the
environmental conditions or factors chromosomes may affect proteins
that may lead to a change in a cell’s and may result in harmful,
beneficial, or neutral effects to the
genetic information or to an
structure and function of the
organism’s development, and how
organism.
these changes are passed on.
5.3.8.E.1. Organize and present
evidence to show how the
extinction of a species is related to
an inability to adapt to changing
environmental conditions using
quantitative and qualitative data.
MS-LS3-2. Develop and use a model
to describe why asexual
reproduction results in offspring
with identical genetic information
and sexual reproduction results in
offspring with genetic variation.



How do differences in traits for the same kind of organisms help them survive and
reproduce?
What natural events might cause an organism to move to a new environment?
What evidence can be used to establish a line of decent to a living species by examining
fossil records?
Science and Engineering Practices
Developing and Using Models

Develop and use a model to
describe phenomena. (MS-LS31),(MS-LS3-2)
Using Mathematics and
Computational Thinking

Use mathematical
representations to support
scientific conclusions and design
solutions. (MS-LS4-6)
Disciplinary Core Ideas
LS1.B: Growth and Development of
Organisms

Organisms reproduce, either
sexually or asexually, and
transfer their genetic
information to their offspring.
(secondary to MS-LS3-2)
Cross-Cutting Concepts
Cause and Effect

Cause and effect relationships
may be used to predict
phenomena in natural or
designed systems. (MS-LS3-2)

Phenomena may have more
than one cause, and some cause
and effect relationships in
systems can only be described
using probability. (MS-LS4-4),
(MS-LS4-6)
5.3.8.E.2. Compare the anatomical
structures of a living species with
fossil records to derive a line of
descent.
93
NJCCCS
Cumulative Progress Indicators
NGSSS
Performance Expectations
MS-LS4-2. Apply scientific ideas to
construct an explanation for the
anatomical similarities and
differences among modern
organisms and between modern
and fossil organisms to infer
evolutionary relationships.
MS-LS4-4. Construct an explanation
based on evidence that describes
how genetic variations of traits in a
population increase some
individuals’ probability of surviving
and reproducing in a specific
environment.
MS-LS4-6. Use mathematical
representations to support
explanations of how natural
selection may lead to increases and
decreases of specific traits in
populations over time.
Science and Engineering Practices
Constructing Explanations and
Designing Solutions

Apply scientific ideas to
construct an explanation for
real-world phenomena,
examples, or events. (MS-LS4-2)

Construct an explanation that
includes qualitative or
quantitative relationships
between variables that describe
phenomena. (MS-LS4-4)
Disciplinary Core Ideas
LS3.A: Inheritance of Traits
Cross-Cutting Concepts
Structure and Function

Genes are located in the
 Complex and microscopic
chromosomes of cells, with each
structures and systems can be
chromosome pair containing
visualized, modeled, and used to
two variants of each of many
describe how their function
distinct genes. Each distinct
depends on the relationships
gene chiefly controls the
among its parts, therefore
production of specific proteins,
complex natural
which in turn affects the traits
structures/systems can be
of the individual. Changes
analyzed to determine how they
(mutations) to genes can result
function. (MS-LS3-1)
in changes to proteins, which
Patterns
can affect the structures and
 Patterns can be used to identify
functions of the organism and
cause and effect relationships.
thereby change traits. (MS-LS3(MS-LS4-2)
1)

Variations of inherited traits
between parent and offspring
arise from genetic differences
that result from the subset of
chromosomes (and therefore
genes) inherited. (MS-LS3-2)
---------------------------Connections to Nature of Science
Scientific Knowledge Assumes an
Order and Consistency in Natural
Systems

Science assumes that objects
and events in natural systems
occur in consistent patterns that
are understandable through
measurement and observation.
(MS-LS4-2)
94
NJCCCS
Cumulative Progress Indicators
NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
LS3.B: Variation of Traits

In sexually reproducing
organisms, each parent
contributes half of the genes
acquired (at random) by the
offspring. Individuals have two
of each chromosome and hence
two alleles of each gene, one
acquired from each parent.
These versions may be identical
or may differ from each other.
(MS-LS3-2)

In addition to variations that
arise from sexual reproduction,
genetic information can be
altered because of mutations.
Though rare, mutations may
result in changes to the
structure and function of
proteins. Some changes are
beneficial, others harmful, and
some neutral to the organism.
(MS-LS3-1)
95
NJCCCS
Cumulative Progress Indicators
NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
LS4.A: Evidence of Common
Ancestry and Diversity

Anatomical similarities and
differences between various
organisms living today and
between them and organisms in
the fossil record, enable the
reconstruction of evolutionary
history and the inference of
lines of evolutionary descent.
(MS-LS4-2)
LS4.B: Natural Selection

Natural selection leads to the
predominance of certain traits
in a population, and the
suppression of others. (MS-LS44)
96
NJCCCS
Cumulative Progress Indicators
NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
LS4.C: Adaptation

Adaptation by natural selection
acting over generations is one
important process by which
species change over time in
response to changes in
environmental conditions. Traits
that support successful survival
and reproduction in the new
environment become more
common; those that do not
become less common. Thus, the
distribution of traits in a
population changes. (MS-LS4-6)
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97
Grade Level: 8
Content Area: Physical Science
Module/Unit: Experimenting with Mixtures, Compounds, and Elements
Unit Summary: Experimenting with Mixtures, Compounds, and Elements focuses on building an understanding of the physical and chemical properties that distinguish these three types of
matter. The unit builds upon students’ awareness, from previous study, od some of the physical properties of a substance and some of its defining characteristics. In this unit, students
investigate how such properties can be used to separate mixtures or how additional energy (in the form of heat or electricity) is needed to separate compounds. They examine elements and
discover that elements can combine to form compounds but cannot be further separated into different components. Students engage in a series of inquiries designed to develop their
understanding of the types of matter. Each lesson builds on skills, concepts, and experiences from previous lessons. [NJCCCS 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.]
Essential Questions








How do the properties of materials determine their use?
How do the properties of a compound compare to the properties of the elements that
combined to form the compound?
What is the atomic theory of matter?
What information about each element is provided in the Periodic Table of the Elements?
What effects can be observed when substances are heated or cooled?
How happens when substances goes through phase changes?
What effects can be observed when substances are heated or cooled?
How happens when substances goes through phase changes?
NJCCCS
Cumulative Progress Indicators
5.2.8.A.1. Explain that all matter is
made of atoms, and give examples
of common elements.
5.2.8.A.2. Analyze and explain the
implications of the statement “all
substances are composed of
elements”.
NGSSS
Performance Expectations
MS-PS1-1. Develop models to
describe the atomic composition of
simple molecules and extended
structures.
MS-PS1-2. Analyze and interpret
data on the properties of
substances before and after the
substances interact to determine if
a chemical reaction has occurred.







What are the physical and chemical properties of the elements based on their positions on
the Periodic Table?
How do the elements differ in reactivity based upon their positions on the Periodic Table?
What are the identities of unknown substances based upon data regarding their physical
and chemical properties?
What are the effects of acids on other substances?
How does conservation of mass apply to the interaction of materials in a closed system?
What is different about the physical and chemical properties of the reactants compared to
the products in chemical reactions?
What are some methods that can be used to prevent corrosion?
Science and Engineering Practices
Developing and Using Models


Develop a model to predict
and/or describe phenomena.
(MS-PS1-1),(MS-PS1-4)
Develop a model to describe
unobservable mechanisms. (MSPS1-5)
Disciplinary Core Ideas
PS1.A: Structure and Properties of
Matter

Substances are made from
different types of atoms, which
combine with one another in
various ways. Atoms form
molecules that range in size
from two to thousands of
atoms. (MS-PS1-1)
Cross-Cutting Concepts
Patterns

Macroscopic patterns are
related to the nature of
microscopic and atomic-level
structure. (MS-PS1-2)
Cause and Effect

Cause and effect relationships
may be used to predict
phenomena in natural or
designed systems. (MS-PS1-4)
98
NJCCCS
Cumulative Progress Indicators
5.2.8.A.3. Use the kinetic molecular
model to predict how solids, liquids,
and gases would behave under
various physical circumstances,
such as heating or cooling.
NGSSS
Performance Expectations
MS-PS1-3. Gather and make sense
of information to describe that
synthetic materials come from
natural resources and impact
society.
5.2.8.A.4. Predict the physical and
chemical properties of elements
based on their positions on the
Periodic Table.
MS-PS1-4. Develop a model that
predicts and describes changes in
particle motion, temperature, and
state of a pure substance when
thermal energy is added or
removed.
5.2.8.A.5. Identify unknown
substances based on data regarding
their physical and chemical
properties.
5.2.8.A.6. Determine whether a
substance is a metal or nonmetal
through student-designed
investigations.
5.2.8.A.7. Determine the relative
acidity and reactivity of common
acids, such as vinegar or cream of
tartar, through a variety of studentdesigned investigations.
5.2.8.B.1. Explain using an
understanding of the concept of
chemical change, why the mass of
reactants and the mass of products
remain constant.
Science and Engineering Practices
Analyzing and Interpreting Data

Undertake a design project,
engaging in the design cycle, to
construct and/or implement a
solution that meets specific
design criteria and constraints.
(MS-PS1-6)
MS-PS1-5. Develop and use a model
to describe how the total number of
atoms does not change in a
Obtaining, Evaluating, and
chemical reaction and thus mass is
Communicating Information
conserved.

MS-PS1-6. Undertake a design
project to construct, test, and
modify a device that either releases
or absorbs thermal energy by
chemical processes.

Analyze and interpret data to
determine similarities and
differences in findings. (MS-PS12)
Constructing Explanations and
Designing Solutions

Disciplinary Core Ideas


Gather, read, and synthesize
information from multiple
appropriate sources and assess
the credibility, accuracy, and
possible bias of each publication 
and methods used, and describe
how they are supported or now
supported by evidence. (MS-PS13)

Each pure substance has
characteristic physical and
chemical properties (for any
bulk quantity under given
conditions) that can be used to
identify it. (MS-PS1-2),(MS-PS13)
Gases and liquids are made of
molecules or inert atoms that
are moving about relative to
each other. (MS-PS1-4)
In a liquid, the molecules are
constantly in contact with
others; in a gas, they are widely
spaced except when they
happen to collide. In a solid,
atoms are closely spaced and
may vibrate in position but do
not change relative locations.
(MS-PS1-4)
Solids may be formed from
molecules, or they may be
extended structures with
repeating subunits (e.g.,
crystals). (MS-PS1-1)
Cross-Cutting Concepts
Scale, Proportion, and Quantity

Time, space, and energy
phenomena can be observed at
various scales using models to
study systems that are too large
or too small. (MS-PS1-1)
Energy and Matter

Matter is conserved because
atoms are conserved in physical
and chemical processes. (MSPS1-5)

The transfer of energy can be
tracked as energy flows through
a designed or natural system.
(MS-PS1-6)
Structure and Function

Structures can be designed to
serve particular functions by
taking into account properties
of different materials, and how
materials can be shaped and
used. (MS-PS1-3)
The changes of state that occur
with variations in temperature
or pressure can be described
and predicted using these
models of matter. (MS-PS1-4)
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5.2.8.B.2. Compare and contrast
the physical properties of reactants
with products after a chemical
reaction, such as those that occur
during photosynthesis and cellular
respiration.
NGSSS
Performance Expectations
Science and Engineering Practices
---------------------------Connections to Nature of Science
Disciplinary Core Ideas
PS1.B: Chemical Reactions

Scientific Knowledge is Based on
Empirical Evidence

Science knowledge is based upon
logical and conceptual
connections between evidence
and explanations. (MS-PS1-2)
Science Models, Laws, Mechanisms,
and Theories Explain Natural
Phenomena
Laws are regularities or
mathematical descriptions of natural
phenomena. (MS-PS1-5)


Substances react chemically in
characteristic ways. In a
chemical process, the atoms
that make up the original
substances are regrouped into
different molecules, and these
new substances have different
properties from those of the
reactants. (MS-PS1-2),(MS-PS13),(MS-PS1-5)
Cross-Cutting Concepts
---------------------------Connections to Engineering,
Technology, and Applications of
Science
Interdependence of Science,
Engineering, and Technology

Engineering advances have led
to important discoveries in
virtually every field of science,
and scientific discoveries have
led to the development of entire
industries and engineered
systems. (MS-PS1-3)
The total number of each type
of atom is conserved, and thus
the mass does not change. (MS- Influence of Science, Engineering
PS1-5)
and Technology on Society and the
Natural World
Some chemical reactions
release energy, others store
 The uses of technologies and
energy. (MS-PS1-6)
any limitation on their use are
driven by individual or societal
needs, desires, and values; by
the findings of scientific
research; and by differences in
such factors as climate, natural
resources, and economic
conditions. Thus technology use
varies from region to region and
over time. (MS-PS1-3)
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NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
PS3.A: Definitions of Energy

The term “heat” as used in
everyday language refers both
to thermal energy (the motion
of atoms or molecules within a
substance) and the transfer of
that thermal energy from one
object to another. In science,
heat is used only for this
second meaning; it refers to the
energy transferred due to the
temperature difference
between two objects.
(secondary to MS-PS1-4)
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NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas

Cross-Cutting Concepts
The temperature of a system is
proportional to the average
internal kinetic energy and
potential energy per atom or
molecule (whichever is the
appropriate building block for
the system’s material). The
details of that relationship
depend on the type of atom or
molecule and the interactions
among the atoms in the
material. Temperature is not a
direct measure of a system's
total thermal energy. The total
thermal energy (sometimes
called the total internal energy)
of a system depends jointly on
the temperature, the total
number of atoms in the system,
and the state of the material.
(secondary to MS-PS1-4)
ETS1.B: Developing Possible
Solutions

A solution needs to be tested,
and then modified on the basis
of the test results, in order to
improve it. (secondary to MSPS1-6)
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NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
ETS1.C: Optimizing the Design
Solution

Although one design may not
perform the best across all
tests, identifying the
characteristics of the design
that performed the best in each
test can provide useful
information for the redesign
process - that is, some of the
characteristics may be
incorporated into the new
design. (secondary to MS-PS16)

The iterative process of testing
the most promising solutions
and modifying what is
proposed on the basis of the
test results leads to greater
refinement and ultimately to an
optimal solution. (secondary to
MS-PS1-6)
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Grade Level: 8
Content Area: Earth Systems Science
Module/Unit: Earth History
Unit Summary: Earth History provides students with the opportunity to exercise their inferential thinking as they grapple with the earth’s processes and systems that have operated over
geological time. Students make observations and conduct investigations that involve constructing and using conceptual models. The unit emphasizes the use of knowledge and evidence to
construct explanations about the processes and systems that have operated over geological time. Through their study of Earth history, students should become more confident in their ability
to ask good questions and to recognize and use evidence from the rocks to come up with explanations of past environments. [NJCCCS 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.]
Essential Questions


How do we know that things have energy?
 What is the physical and chemical composition of soil?
What is the cause and effect relationship between thermal energy from the sun and global  How do large scale commercial farming practices compare and contrast with those
weather patterns?
implemented by organic farmers?
 What environmental conditions exist is a city that will cause temperatures to be different
 What effects do humans have on soil erosion?
from its surrounding suburbs?
 To what extent does the exchange of energy within the Earth drive geologic events on the
 How do geologic events occurring today provide insight Earth’s past?
surface?
 What factors should be considered when humans select a region to live?
 What evidence in terms of geological events support the theory of plate tectonics?
 What evidence is provided by fossils in terms of environmental conditions and
 What factors are involved in accurately reading a compass to determine true north?
evolutionary changes?
 What events have caused changes in Earth’s geomagnetic poles?
 What processes change the features of Earth’s landscapes and landforms?
 How do changes in one part of the Earth system affect other parts of the system and in
 How do changes in one part of an Earth system affect other parts of the system?
what ways can Earth processes be explained as interactions among spheres?
NJCCCS
NGSSS
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
Cumulative Progress Indicators
Performance Expectations
5.2.8.C.1. Structure evidence to
MS-ESS1-4. Construct a scientific
Developing and Using Models
ESS1.C: The History of Planet Earth Patterns
explain the relatively high frequency explanation based on evidence from
 Develop and use a model to
 The geologic time scale
 Patterns in rates of change and
of tornadoes in “Tornado Alley.”
rock strata for how the geologic
describe phenomena. (MS-ESS2interpreted from rock strata
other numerical relationships
time
scale
is
used
to
organize
5.4.8.B.1. Correlate the evolution of
1),(MS-ESS2-6)
provides a way to organize
can provide information about
Earth's 4.6-billion-year-old history.
organisms and the environmental
Earth’s history. Analyses of rock
natural systems. (MS-ESS2-3)
 Develop a model to describe
conditions on Earth as they changed MS-ESS2-1. Develop a model to
strata and the fossil record
unobservable mechanisms. (MS Graphs, charts, and images can
throughout geologic time.
describe the cycling of Earth's
provide only relative dates, not
ESS2-4)
be used to identify patterns in
materials and the flow of energy
an absolute scale. (MS-ESS1-4)
data. (MS-ESS3-2)
that drives this process.
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5.4.8.B.2. Evaluate the
appropriateness of increasing the
human population in a region (e.g.,
barrier islands, pacific northwest,
Midwest United States) based on
the region's history of catastrophic
events such as volcanic eruptions,
earthquakes, and floods.
5.4.8.C.1. Determine the chemical
properties of soil samples in order
to select an appropriate location for
a community garden.
5.4.8.C.2. Explain how chemical and
physical mechanisms (changes) are
responsible for creating a variety of
landforms.
NGSSS
Performance Expectations
MS-ESS2-2. Construct an
explanation based on evidence for
how geoscience processes have
changed Earth's surface at varying
time and spatial scales.
MS-ESS2-3. Analyze and interpret
data on the distribution of fossils
and rocks, continental shapes, and
seafloor structures to provide
evidence of the past plate motions.
MS-ESS2-4. Develop a model to
describe the cycling of water
through Earth's systems driven by
energy from the sun and the force
of gravity.
MS-ESS2-5. Collect data to provide
5.4.8.D.1. Model the interactions
evidence for how the motions and
between the layers of the Earth.
complex interactions of air masses
results in changes in weather
5.4.8.D.2. Present evidence to
support arguments for the theory of conditions.
plate motion.
MS-ESS2-6. Develop and use a
5.4.8.D.3. Explain why geomagnetic model to describe how unequal
heating and rotation of the Earth
north and geographic north are at
cause patterns of atmospheric and
different locations.
oceanic circulation that determine
5.4.8.G.1. Investigations of
regional climates.
environmental issues address
underlying scientific causes and
may inform possible solutions.
Science and Engineering Practices
Analyzing and Interpreting Data

Analyze and interpret data to
determine similarities and
differences in findings. (MSESS3-2)

Analyze and interpret data to
provide evidence for
phenomena. (MS-ESS2-3)
Disciplinary Core Ideas



Construct a scientific
explanation based on valid and
reliable evidence obtained from
sources (including the students’
own experiments) and the
assumption that theories and
laws that describe the natural
world operate today as they did 
in the past and will continue to
do so in the future. (MS-ESS1-4),
(MS-ESS2-2),(MS-ESS3-1)
Apply scientific principles to
design an object, tool, process
or system. (MS-ESS3-3)
Scale, Proportion, and Quantity

ESS2.A: Earth’s Materials and
Systems
Constructing Explanations and
Designing Solutions

Tectonic processes continually
generate new ocean sea floor at
ridges and destroy old sea floor
at trenches. (secondary to MSESS2-3)
Cross-Cutting Concepts
All Earth processes are the
result of energy flowing and
matter cycling within and
among the planet’s systems.
This energy is derived from the
sun and Earth’s hot interior. The
energy that flows and matter
that cycles produce chemical
and physical changes in Earth’s
materials and living organisms.
(MS-ESS2-1)
The planet’s systems interact
over scales that range from
microscopic to global in size,
and they operate over fractions
of a second to billions of years.
These interactions have shaped
Earth’s history and will
determine its future. (MS-ESS22)
Time, space, and energy
phenomena can be observed at
various scales using models to
study systems that are too large
or too small. (MS-ESS1-4), (MSESS2-2)
Systems and System Models

Models can be used to
represent systems and their
interactions - such as inputs,
processes and outputs—and
energy, matter, and information
flows within systems. (MS-ESS26)
Cause and Effect

Cause and effect relationships
may be used to predict
phenomena in natural or
designed systems. (MS-ESS2-5),
(MS-ESS3-1),(MS-ESS3-4)

Relationships can be classified
as causal or correlational, and
correlation does not necessarily
imply causation. (MS-ESS3-3)
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5.4.8.G.2. Investigate a local or
global environmental issue by
defining the problem, researching
possible causative factors,
understanding the underlying
science, and evaluating the benefits
and risks of alternative solutions.
NGSSS
Performance Expectations
MS-ESS3-1. Construct a scientific
explanation based on evidence for
how the uneven distributions of
Earth's mineral, energy, and
groundwater resources are the
result of past and current
geoscience processes.
MS-ESS3-2. Analyze and interpret
data on natural hazards to forecast
future catastrophic events and
inform the development of
technologies to mitigate their
effects.
Science and Engineering Practices
Planning and Carrying Out
Investigations

Disciplinary Core Ideas
ESS2.B: Plate Tectonics and LargeScale System Interactions
Collect data to produce data to

serve as the basis for evidence
to answer scientific questions or
test design solutions under a
range of conditions. (MS-ESS2-5)
Asking Questions and Defining
Problems

Ask questions to identify and
clarify evidence of an argument.
(MS-ESS3-5)

---------------------------Connections to Nature of Science
Scientific Knowledge is Open to
Revision in Light of New Evidence

Science findings are frequently
revised and/or reinterpreted
based on new evidence. (MSESS2-3)
Energy and Matter


Within a natural or designed
system, the transfer of energy
drives the motion and/or cycling
of matter. (MS-ESS2-4)
Stability and Change

ESS2.C: The Roles of Water in
Earth's Surface Processes
Engaging in Argument from
MS-ESS3-3. Apply scientific
Evidence
principles to design a method for
monitoring and minimizing a human  Construct an oral and written
impact on the environment.
argument supported by
empirical evidence and scientific
MS-ESS3-4. Construct an argument
reasoning to support or refute
supported by evidence for how

an explanation or a model for a
increases in human population and
phenomenon or a solution to a
per-capital consumption of natural
problem. (MS-ESS3-4)
resources impact Earth's systems.
MS-ESS3-5. Ask questions to clarify
evidence of the factors that have
caused the rise in global
temperatures over the past century.
Maps of ancient land and water
patterns, based on
investigations of rocks and
fossils, make clear how Earth’s
plates have moved great
distances, collided, and spread
apart. (MS-ESS2-3)
Cross-Cutting Concepts
Water continually cycles among
land, ocean, and atmosphere via
transpiration, evaporation,

condensation and
crystallization, and
precipitation, as well as downhill
flows on land. (MS-ESS2-4)
Explanations of stability and
change in natural or designed
systems can be constructed by
examining the changes over
time and processes at different
scales, including the atomic
scale. (MS-ESS2-1)
Stability might be disturbed
either by sudden events or
gradual changes that
accumulate over time. (MSESS3-5)
The complex patterns of the
changes and the movement of
water in the atmosphere,
determined by winds,
landforms, and ocean
temperatures and currents, are
major determinants of local
weather patterns. (MS-ESS2-5)
Global movements of water and
its changes in form are
propelled by sunlight and
gravity. (MS-ESS2-4)
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NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas


Variations in density due to
variations in temperature and
salinity drive a global pattern of
interconnected ocean currents.
(MS-ESS2-6)
Water’s movements—both on
the land and underground—
cause weathering and erosion,
which change the land’s surface
features and create
underground formations. (MSESS2-2)
Cross-Cutting Concepts
---------------------------Connections to Engineering,
Technology, and
Applications of Science
Influence of Science, Engineering,
and Technology on Society and the
Natural World

All human activity draws on
natural resources and has both
short and long-term
consequences, positive as well
as negative, for the health of
people and the natural
environment. (MS-ESS3-1),(MSESS3-4)

The uses of technologies and
any limitations on their use are
driven by individual or societal
needs, desires, and values; by
the findings of scientific
research; and by differences in
such factors as climate, natural
resources, and economic
conditions. Thus technology use
varies from region to region and
over time. (MS-ESS3-2),(MSESS3-3)
ESS2.D: Weather and Climate


Weather and climate are
influenced by interactions
involving sunlight, the ocean,
the atmosphere, ice, landforms,
and living things. These
interactions vary with latitude,
altitude, and local and regional
geography, all of which can
affect oceanic and atmospheric
flow patterns. (MS-ESS2-6)
Because these patterns are so
complex, weather can only be
predicted probabilistically. (MSESS2-5)
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NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas

The ocean exerts a major
influence on weather and
climate by absorbing energy
from the sun, releasing it over
time, and globally redistributing
it through ocean currents. (MSESS2-6)
ESS3.A: Natural Resources

Humans depend on Earth’s land,
ocean, atmosphere, and
biosphere for many different
resources. Minerals, fresh
water, and biosphere resources
are limited, and many are not
renewable or replaceable over
human lifetimes. These
resources are distributed
unevenly around the planet as a
result of past geologic
processes. (MS-ESS3-1)
Cross-Cutting Concepts
---------------------------Connections to Nature of Science
Science Addresses Questions About
the Natural and Material World

Scientific knowledge can
describe the consequences of
actions but does not necessarily
prescribe the decisions that
society takes. (MS-ESS3-4)
ESS3.B: Natural Hazards

Mapping the history of natural
hazards in a region, combined
with an understanding of
related geologic forces can help
forecast the locations and
likelihoods of future events.
(MS-ESS3-2)
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NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
ESS3.C: Human Impacts on Earth
Systems

Human activities have
significantly altered the
biosphere, sometimes damaging
or destroying natural habitats
and causing the extinction of
other species. But changes to
Earth’s environments can have
different impacts (negative and
positive) for different living
things. (MS-ESS3-3)

Typically as human populations
and per-capita consumption of
natural resources increase, so
do the negative impacts on
Earth unless the activities and
technologies involved are
engineered otherwise. (MSESS3-3),(MS-ESS3-4)
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NGSSS
Performance Expectations
Science and Engineering Practices
Disciplinary Core Ideas
Cross-Cutting Concepts
ESS3.D: Global Climate Change

Human activities, such as the
release of greenhouse gases
from burning fossil fuels, are
major factors in the current rise
in Earth’s mean surface
temperature (global warming).
Reducing the level of climate
change and reducing human
vulnerability to whatever
climate changes do occur
depend on the understanding of
climate science, engineering
capabilities, and other kinds of
knowledge, such as
understanding of human
behavior and on applying that
knowledge wisely in decisions
and activities. (MS-ESS3-5)
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