Bedminster Township School District
Grade 6 Science Curriculum
The alignment of the Grade 6 Science curriculum is in compliance with the
State Board adopted 2009 New Jersey Core Curriculum Content Standards
for implementation September 1, 2012.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Curriculum Document
Content Area: Science
Course Title: 6th Grade Science
Grade Level: 6th Grade
Inside Earth’s Surface
40 block periods
Earth’s Changing Surface
41 block periods
Date Created:
Summer 2010
Created by: Carl Hazen, Laura Schechter, and Robyn Seid
Board Approved on:
November 18, 2010
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Science
Unit Title: Inside Earth’s Surface
Target Course/Grade Level: Science/Grade 6
Unit Summary
Students are introduced to Earth’s inner structure and events that take place within and on Earth’s surface.
Areas of focus include plate tectonics, earthquakes, volcanoes, rocks, and minerals.
Primary interdisciplinary connections:
Math – analyzing data, graphing, measurement
Reading/Language Arts – reading writing and communicating findings
Social Studies- historical and social implications
Technology
21st century themes: Global Awareness
Unit Rationale
Through the study of the multifaceted, dynamic, and interconnected systems beneath the Earth’s crust,
students will begin to understand the vast complexities that make up our Earth. Students must understand
that from the time that Earth formed, 4.6 billion years ago, it has been evolving as a result of geologic,
biological, physical, and chemical processes and it continues to evolve. Understanding the theory of plate
tectonics provides a framework for appreciating the dynamic processes within and on Earth. In order to
prepare for and react to natural catastrophes students need to understand that internal and external sources
of energy may cause earthquakes, volcanoes, and other phenomenon of the Earth.
Learning Targets
Standards
5.1 Science Practices: All students will understand that science is both a body of knowledge and an
evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The
four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to
be proficient in science.
A. Understand Scientific Explanations: Students understand core concepts and principles of
science and use measurement and observation tools to assist in categorizing, representing, and
interpreting the natural and designed world.
B. Generate Scientific Evidence Through Active Investigations: Students master the n
conceptual, mathematical, physical, and computational tools that need to be applied when
constructing and evaluating claims.
C. Reflect on Scientific Knowledge : Scientific knowledge builds on itself over time.
D. Participate Productively in Science : The growth of scientific knowledge involves
critique and communication, which are social practices that are governed by a core set of
values and norms.
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.
B. Changes in Matter: Substances can undergo physical or chemical changes to form new substances.
Each change involves energy.
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
C. Forms of Energy: Knowing the characteristics of familiar forms of energy, including potential and
kinetic energy, is useful in coming to the understanding that, for the most part, the natural world can be
explained and is predictable.
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.
B. History of Earth : From the time that Earth formed from a nebula 4.6 billion years ago, it has been
evolving as a result of geologic, biological, physical, and chemical processes.
C. Properties of Earth Materials : Earth’s composition is unique, is related to the origin of our solar
system, and provides us with the raw resources needed to sustain life.
D. Tectonics : The theory of plate tectonics provides a framework for understanding the dynamic
processes within and on Earth.
E. Energy in Earth Systems : Internal and external sources of energy drive Earth systems.
G. Biogeochemical Cycles : The biogeochemical cycles in the Earth systems include the flow of
microscopic and macroscopic resources from one reservoir in the hydrosphere, geosphere, atmosphere,
or biosphere to another, are driven by Earth's internal and external sources of energy, and are impacted
by human activity.
Content Statements
 When a new substance is made by combining two or more substances, it has properties
that are different from the original substances.
 The transfer of thermal energy by conduction, convection, and radiation can produce
large-scale events such as those seen in weather.
 Fossils provide evidence of how life and environmental conditions have changed. The
principle of Uniformitarianism makes possible the interpretation of Earth’s history. The
same Earth processes that occurred in the past occur today.
 The rock cycle is a model of creation and transformation of rocks from one form
(sedimentary, igneous, or metamorphic) to another. Rock families are determined by the
origin and transformations of the rock.
 Rocks and rock formations contain evidence that tell a story about their past. The story
is dependent on the minerals, materials, tectonic conditions, and erosion forces that
created them.
 Lithospheric plates consisting of continents and ocean floors move in response to
movements in the mantle.
 Earth is layered with a lithosphere, a hot, convecting mantle, and a dense, metallic core.
 Major geological events, such as earthquakes, volcanic eruptions, and mountain
building, result from the motion of plates. Sea floor spreading, revealed in mapping of
the Mid-Atlantic Ridge, and subduction zones are evidence for the theory of plate
tectonics.
 Earth has a magnetic field that is detectable at the surface with a compass.
 Earth’s magnetic field has north and south poles and lines of force that are used for
navigation.
 The Sun is the major source of energy for circulating the atmosphere and oceans.
 Investigations of environmental issues address underlying scientific causes and may
inform possible solutions.
CPI #
Cumulative Progress Indicator (CPI)
Compare the properties of reactants with the properties of the products when two or
5.2.6.B.1
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
more substances are combined and react chemically.
Relate the transfer of heat from oceans and land masses to the evolution of a hurricane.
5.2.6.C.3
Evaluate the appropriateness of increasing the human population in a region (e.g., barrier
5.4.8.B.2
islands, Pacific Northwest, Midwest United States) based on the region’s history of
catastrophic events, such as volcanic eruptions, earthquakes, and floods.
Distinguish physical properties of sedimentary, igneous, or metamorphic rocks and
5.4.6.C.2
explain how one kind of rock could eventually become a different kind of rock.
Deduce the story of the tectonic conditions and erosion forces that created sample rocks
5.4.6.C.3
or rock formations.
Apply understanding of the motion of lithospheric plates to explain why the Pacific Rim
5.4.6.D.1
is referred to as the Ring of Fire.
Model the interactions between the layers of Earth.
5.4.8.D.1
Present evidence to support arguments for the theory of plate motion.
5.4.8.D.2
Apply knowledge of Earth’s magnetic fields to successfully complete an orienteering
5.4.6.D.3
challenge.
Explain why geomagnetic north and geographic north are at different locations.
5.4.8.D.3
Generate a conclusion about energy transfer and circulation by observing a model of
5.4.6.E.1
convection currents.
Investigate a local or global environmental issue by defining the problem, researching
5.4.8.G.2
possible causative factors, understanding the underlying science, and evaluating the
benefits and risks of alternative solutions
Unit Essential Questions
Unit Enduring Understandings
 How does understanding the properties of
 Earth systems can be broken down into individual
materials beneath the Earth’s surface and the
components which have observable measurable
physical laws that govern behavior lead to
properties.
prediction of Earth events?
 Earth’s components form systems. These systems
 How do changes in one part of an Earth
continually interact at different rates of time affecting
system below the surface affect other parts of
the Earth regionally and globally.
the system?
 Technology enables us to better understand Earth’s
 How does technology extend human senses
systems and the impact of Earth’s systems on human
and understanding of Earth?
activity.
Unit Learning Targets
Students will ...
 Identify the characteristics of Earth’s crust, mantle, and core
 Explain how heat is transferred- conduction, convection, and radiation
 Explain how heat transfer can produce large weather events
 Identify what causes convection currents
 List the evidence used by Alfred Wegener to support his theory about the continents
 List the evidence for sea-floor spreading
 Explain the theory of plate tectonics
 Explain how stress in the crust changes Earth’s surface
 Identify the land features the result from plate movement
 Describe how the energy of an earthquake travels through Earth
 Identify where Earth’s volcanic regions are located and explain why they are found there
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS


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Explain what happens when a volcano erupts
Explain how a mixture of gases and pressure can create different types of volcanic eruptions.
Explain how minerals are identified
Explain how minerals form
Identify and describe the three major groups of rocks
Describe the rock cycle
Explain the role of plate tectonics in the rock cycle
Evidence of Learning
Summative Assessment
 Chapter 1 Test- Plate Tectonics
 Chapter 2 Test- Earthquakes
 Viscosity Lab Report
 Volcanic Eruption Lab Report
 Chapter 3 Test- Volcanoes
 Mineral Identification Lab
 Chapter 4 Test- Minerals
 Comparing igneous, metamorphic, and sedimentary rocks Lab
 Rock Brochures
 Chapter 5 Test- Rocks
Equipment needed:
Teacher Resources:
Lessons 1-7 Chapter 1
http://www.quia.com/rr/38064.html
http://www.purposegames.com/game/1364
http://phschool.com/webcodes10/index.cfm?wcprefix=cfd&wcsuffix=1012&area=view&x=0&y=0
http://education.sdsc.edu/optiputer/flash/convection.htm
http://www.sd5.k12.mt.us/glaciereft/pangea.htm
http://www.enchantedlearning.com/subjects/astronomy/planets/earth/Continents.shtml
http://phschool.com/webcodes10/index.cfm?wcprefix=cfd&wcsuffix=1014&area=view&x=0&y=0
http://www.uwsp.edu/geo/faculty/ritter/glossary/S_U/sea_flr_spread.html
http://docs.google.com/viewer?a=v&q=cache:tFmAY0XFCkUJ:usd388.k12.ks.us/highschool/faculty/davi
d_wildeman/Science%2520Lessons/Middle%2520School%2520Science/Inside%2520Earth/Plate%2520T
ectonics/Sea%2520Floor%2520Spreading%2520Lab.pdf+sea+floor+spreading+lab&hl=en&gl=us&pid=b
l&srcid=ADGEESjnwr4Jqtnd244XYGteKbysJ83ayvNdn79b4E7kfypGfKEnTUL26YCPwjIDckl9dEdBK9PUAyFydWD7bxPzyZj8DIau
v4OIMSGVARDKCmKARIisEHh9vV_5QGjPDRBk5Rd1Sbr&sig=AHIEtbT_app3l_kezVsMGZRWBm
chrp6i1A
http://phschool.com/webcodes10/index.cfm?wcprefix=cfp&wcsuffix=1015&area=view&x=0&y=0
http://www.kidsgeo.com/geology-for-kids/0043-plate-tectonics.php
Lessons 8-13 Chapter 2
http://www.weatherwizkids.com/weather-earthquake.htm
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
http://phschool.com/webcodes10/index.cfm?wcprefix=cfp&wcsuffix=1022&area=view&x=0&y=0
http://science.howstuffworks.com/nature/natural-disasters/earthquake4.htm
http://www.exploratorium.edu/faultline/great/index.html
http://www.wwnorton.com/college/geo/egeo/flash/8_3.swf
http://www.planetdiary.com/background/eartacti.html
http://www.youtube.com/watch?v=4Y-62Ti5_6s
http://www.youtube.com/watch?v=KLZFlnND0hA
Lessons 14-19 Chapter 3
http://www.planetdiary.com/background/eartacti.html
http://www.brighthub.com/education/k-12/articles/69426.aspx
http://www.youtube.com/watch?v=eoPz5O6_-d0
http://www.youtube.com/watch?v=iyIV5fd1Aww
http://phschool.com/webcodes10/index.cfm?wcprefix=cfp&wcsuffix=1033&area=view&x=0&y=0
http://kids.discovery.com/games/pompeii/pompeii.html
http://www.youtube.com/watch?v=bgRnVhbfIKQ
http://www.youtube.com/watch?v=W-daow-LojM&feature=related
Lessons 20-24 Chapter 4
http://phschool.com/webcodes10/index.cfm?wcprefix=cfp&wcsuffix=1041&area=view&x=0&y=0
http://geology.about.com/od/mineral_ident/ss/beginminident.htm
http://www.brainpop.com/science/earthsystem/mineralidentification/
http://phschool.com/webcodes10/index.cfm?wcprefix=cfd&wcsuffix=1042&area=view&x=0&y=0
Lessons 25-33 Chapter 5
http://phschool.com/webcodes10/index.cfm?wcprefix=cfd&wcsuffix=1051&area=view&x=0&y=0
http://www.historyforkids.org/scienceforkids/geology/rocks/igneous/
http://www.historyforkids.org/scienceforkids/geology/rocks/sedimentary/index.htm
http://www.planetdiary.com/background/faunacti2.html
http://www.historyforkids.org/scienceforkids/geology/rocks/metamorphic/index.htm
http://www.kidsgeo.com/geology-games/rocks-game.php
http://www.open2.net/sciencetechnologynature/worldaroundus/geologytooklit/rocktypes_embedded.html
http://phschool.com/webcodes10/index.cfm?wcprefix=cfp&wcsuffix=1056&area=view&x=0&y=0
http://docs.google.com/viewer?a=v&q=cache:ivbESfia7h4J:geologyonline.museum.state.il.us/tools/lesson
s/6.4/lesson.pdf+rock+cycle+game&hl=en&gl=us&pid=bl&srcid=ADGEESi_lnVN3pTrO83uy6n0TzGC
0TPM2sR1OcXUmWk2IdD5TtJfqmT8LvUCViswPcOXwBoEuM11mh2NxAU3pRD_ZujFka1xeaZXuo
BdfvDOMWY6AYUeWspOIq0YCbPHGiOKkibQbAu&sig=AHIEtbQzKxTABrhS2B9Q2lNKSrl_65wWFg
Formative Assessments
 Model of Earth’s Layers
 Convection, conduction, and radiation
demonstrations and observations
 Pangaea mapping activity
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Mapping Earthquakes and Volcanoes
Chapter 3 Quiz- Volcanoes
Crystal Solutions
A Mouthful of Minerals Lab
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
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Modeling Sea-Floor Spreading Activity
Chapter 1 Quiz- Plate Tectonics
Model of 3 Faults Activity
Locating the Epicenter Activity
Earthquake Safety Poster and Essay
Chapter 2 Quiz- Earthquakes
Science Journal
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Volcanic Eruption Lab
Cookie Mining Activity
Identifying Igneous Rocks Activity
Identifying Sedimentary Rocks Activity
A Sequined Rock Activity (Metamorphic)
Chapter 5 Quiz- Rocks
Exit Slips
Homework
Lesson Plans
Lesson
Lesson 1
Earth’s Interior
Lesson 2
Convection and the Mantle
Lesson 3
Drifting Continents
Lesson 4
Sea-Floor Spreading
Lesson 5
The Theory of Plate Tectonics
Lesson 6
Review
Lesson 7
Chapter 1 Test
Lesson 8
Forces in Earth’s Crust
Lesson 9
Earthquakes and Seismic Waves
Lesson 10
Monitoring Earthquakes
Lesson 11
Earthquake Safety
Lesson 12
Review
Lesson 13
Chapter 2 Test
Lesson 14
Volcanoes and Plate Tectonics
Lesson 15
Properties of Magma
Lesson 16
Volcanic Eruptions
Lesson 17
Volcanic Landforms
Lesson 18
Review
Lesson 19
Timeframe
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Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Chapter 3 Test
Lesson 20
2 Blocks
Properties of Minerals
Lesson 21
1 Block
How Minerals Form
Lesson 22
1 Block
Using Mineral Resources
Lesson 23
1 Block
Review
Lesson 24
1 Block
Test
Lesson 25
2 Blocks
Classifying Rocks
Lesson 26
1 Block
Igneous Rocks
Lesson 27
1 Block
Sedimentary Rocks
Lesson 28
1 Block
Rocks from Reefs
Lesson 29
1 Block
Metamorphic Rocks
Lesson 30
1 Block
Mystery Rocks
Lesson 31
2 Blocks
The Rock Cycle
Lesson 32
1 Block
Review
Lesson 33
1 Block
Chapter 5 Test
Teacher Notes:
 Students have the misconception that Earth has been the same way for billions of years (the
same landforms, oceans, rivers, valleys, plateaus, etc). They have a difficult time
understanding that our Earth is an ongoing changing surface.
 Some of the activities in the unit may call for the use of hydrochloric acid, it is recommended
that teachers use it instead of the students as a demonstration tool.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
Prentice Hall Science Explorer
http://www.phschool.com/science/
National Science Teacher Association
www.nsta.org
New Jersey Core Curriculum Content Standards
http://www.state.nj.us/education/aps/cccs/science/
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
New Jersey Science Teacher Association
www.njsta.org
ExamView Test Generator
http://www.formativeassessments.com/formative/examview/index.htm
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Unit Overview
Content Area: Science
Unit Title: Earth’s Changing Surface
Target Course/Grade Level: Science/Grade 6
Unit Summary
Students are introduced to the phenomena that shape our Earth’s surface. Areas of focus include erosion,
geologic time, maps, weathering, soil formation, and deposition.
Primary interdisciplinary connections:
Math – analyzing data, graphing, measurement
Reading/Language Arts– reading writing and communicating findings
Social Studies- Historical and social implications
Technology
21st century themes: Global Awareness
Unit Rationale
Through the study of the multifaceted, dynamic, and interconnected systems on the Earth’s crust,
students will begin to understand the vast complexities that make up our Earth’s surface.
Students must understand that from the time that Earth formed, 4.6 billion years ago, it has been
evolving as a result of geologic, biological, physical, and chemical processes and it continues to
evolve. Understanding weathering, erosion, and soil formation provides a framework for
appreciating the dynamic processes on the Earth. In order to understand the interconnected
processes that have produced our current conditions, students need to understand that internal and
external sources of energy have created our planet’s surface in its present form.
Learning Targets
Standards
5.1 Science Practices: All students will understand that science is both a body of knowledge and an
evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The
four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to
be proficient in science.
A. Understand Scientific Explanations: Students understand core concepts and principles of science
and use measurement and observation tools to assist in categorizing, representing, and interpreting the
natural and designed world.
B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual,
mathematical, physical, and computational tools that need to be applied when constructing and
evaluating claims.
C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
D. Participate Productively in Science: The growth of scientific knowledge involves critique and
communication, which are social practices that are governed by a core set of values and norms.
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.
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
E. Evolution and Diversity: Sometimes, differences between organisms of the same kind provide
advantages for surviving and reproducing in different environments. These selective differences may
lead to dramatic changes in characteristics of organisms in a population over extremely long periods of
time.
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.
B. History of Earth : From the time that Earth formed from a nebula 4.6 billion years ago, it has been
evolving as a result of geologic, biological, physical, and chemical processes.
C. Properties of Earth Materials: Earth’s composition is unique, is related to the origin of our solar
system, and provides us with the raw resources needed to sustain life.
D. Tectonics: The theory of plate tectonics provides a framework for understanding the dynamic
processes within and on Earth.
E. Energy in Earth Systems: Internal and external sources of energy drive Earth systems.
G. Biogeochemical Cycles: The biogeochemical cycles in the Earth systems include the flow of
microscopic and macroscopic resources from one reservoir in the hydrosphere, geosphere, atmosphere,
or biosphere to another, are driven by Earth's internal and external sources of energy, and are impacted
by human activity.
Content Statements
 Changes in environmental conditions can affect the survival of individual organisms and
entire species.
 Anatomical evidence supports evolution and provides additional detail about the sequence of
branching of various lines of descent.
 Successive layers of sedimentary rock and the fossils contained in them tell the factual story of
the age, history, changing life forms, and geology of Earth.
 Today’s planet is very different than early Earth. Evidence for one-celled forms of life
(bacteria) extends back more than 3.5 billion years.
 Earth’s current structure has been influenced by both sporadic and gradual events. Changes
caused by earthquakes and volcanic eruptions can be observed on a human time scale, but
many geological processes, such as mountain building and the shifting of continents, are
observed on a geologic time scale.
 Moving water, wind, and ice continually shape Earth’s surface by eroding rock and soil in
some areas and depositing them in other areas.
 Erosion plays an important role in the formation of soil, but too much erosion can wash away
fertile soil from ecosystems, including farms.
 Soil attributes/properties affect the soil’s ability to support animal life and grow plants.
 Soil consists of weathered rocks and decomposed organic material from dead plants, animals,
and bacteria. Soils are often found in layers, each having a different chemical composition and
texture.
 Physical and chemical changes take place in Earth materials when Earth features are modified
through weathering and erosion.
 Rocks and rock formations contain evidence that tell a story about their past. The story is
dependent on the minerals, materials, tectonic conditions, and erosion forces that created
them.
 Earth’s landforms are created through constructive (deposition) and destructive (erosion)
processes.
 Circulation of water in marine environments is dependent on factors such as the composition
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
of water masses and energy from the sun or wind.
CPI #
Cumulative Progress Indicator (CPI)
Describe the impact on the survival of species during specific times in geologic history
when environmental conditions changed.
Compare the anatomical structures of a living species with fossil records to derive a line
5.3.8.E.2
of descent.
Interpret a representation of a rock layer sequence to establish oldest and youngest
5.4.6.B.1
layers, geologic events, and changing life forms.
Correlate the evolution of organisms and the environmental conditions on Earth as they
5.4.8.B.1
changed throughout geologic time.
Examine Earth’s surface features and identify those created on a scale of human life or
5.4.6.B.2
on a geologic time scale.
Determine if landforms were created by processes of erosion (e.g., wind, water, and/or
5.4.6.B.3
ice) based on evidence in pictures, video, and/or maps.
Describe methods people use to reduce soil erosion.
5.4.6.B.4
Predict the types of ecosystems that unknown soil samples could support based on soil
5.4.6.C.1
properties.
Determine the chemical properties of soil samples in order to select an appropriate
5.4.8.C.1
location for a community garden.
Explain how chemical and physical mechanisms (changes) are responsible for creating a
5.4.8.C.2
variety of landforms.
Deduce the story of the tectonic conditions and erosion forces that created sample rocks
5.4.6.C.3
or rock formations.
Locate areas that are being created (deposition) and destroyed (erosion) using maps and
5.4.6.D.2
satellite images.
Illustrate global winds and surface currents through the creation of a world map of
5.4.6.G.1
global winds and currents that explains the relationship between the two factors.
Unit Essential Questions
Unit Enduring Understandings
 How does understanding the properties
 Earth systems can be broken down into individual
components which have observable measurable properties.
of Earth materials and the physical laws
 Earth’s components form systems. These systems
that govern behavior lead to prediction
continually interact at different rates of time affecting the
of Earth events?
Earth regionally and globally.
 How do changes in one part of an Earth
 Technology enables us to better understand Earth’s
system affect other parts of the system?
systems and the impact of Earth’s systems on human
 How does technology extend human senses
activity.
and understanding of Earth?
Unit Learning Targets
Students will ...
 Explain what the topography of an area includes
 Identify latitude and longitude as reference lines that help locate points on Earth
 Explain how a topographic map is read
 Explain how weathering and erosion affect Earth’s surface
 Identify what causes mechanical and chemical weathering
 Describe the composition of soil, and explain how it forms
5.3.6.E.1
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
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Explain why soil is a valuable resource
Identify ways that soil can be conserved
Describe the processes that wear down and build up Earth’s surface
Identify the main agents of erosion
Describe how the agents of erosion shape the land
Describe the features formed by erosion
Describe the features formed by deposition
Explain how fossils form
Describe what fossils tell about organisms and environments of the past
State the law of superposition
Explain why the geologic time scale is used to show Earth’s history
Explain how Earth’s physical features developed during Precambrian Time
Describe the major events in each of the eras of Earth’s history
Identify what causes surface currents, and explain how surface currents affect climate
Evidence of Learning
Summative Assessment
 Chapter 1 Test- Mapping Earth’s Surface
 Chalk and Vinegar Weathering Lab Report
 Chapter 2 Test- Weathering and Soil Formation
 Erosion Lab Report
 Chapter 3 Test- Erosion and Deposition
 Chapter 4 Test- A Trip Through Geologic Time
Equipment needed:
Teacher Resources:
Lessons 1-6 Chapter 1
http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g2_u2/index.html
http://www.kidsgeo.com/geography-games/latitude-longitude-map-game.php
http://phschool.com/webcodes10/index.cfm?wcprefix=cfd&wcsuffix=2013&area=view&x=0&y=0
http://phschool.com/webcodes10/index.cfm?wcprefix=cfp&wcsuffix=2014&area=view&x=0&y=0
http://www.sheppardsoftware.com/web_games.htm
Lessons 7-11 Chapter 2
http://phschool.com/webcodes10/index.cfm?wcprefix=cfp&wcsuffix=2022&area=view&x=0&y=0
http://www.glencoe.com/sites/common_assets/science/virtual_labs/E06/E06.html
http://www3.interscience.wiley.com:8100/legacy/college/strahler/0471238007/animations/ch21_animatio
ns/animation1.html
http://www.brainpop.com/science/earthsystem/soil/
Lessons 12-19 Chapter 3
http://phschool.com/webcodes10/index.cfm?wcprefix=cfp&wcsuffix=2031&area=view&x=0&y=0
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
http://www.planetdiary.com/background/flooacti.html
http://www.youtube.com/watch?v=w40JgaKNihY
http://www.youtube.com/watch?v=W4KWxglDL3o&feature=related
http://www.brainpop.com/science/earthsystem/erosion/
http://www.sciencereviewgames.com/srg/games/gong.php?id=18
Lessons 20-27 Chapter 4
http://phschool.com/webcodes10/index.cfm?wcprefix=cfp&wcsuffix=2042&area=view&x=0&y=0
http://phschool.com/webcodes10/index.cfm?wcprefix=cfd&wcsuffix=2044&area=view&x=0&y=0
http://www.nationalgeographic.com/seamonsters/virtualdig/
http://www.abc.net.au/beasts/fossilfun/
http://www.brainpop.com/technology/scienceandindustry/carbondating/
http://docs.google.com/viewer?a=v&q=cache:QmNVpwHKCEJ:cmsweb1.loudoun.k12.va.us/51520825113447333/lib/51520825113447333/half_life_of_skittl
es.pdf+half+life+skittles&hl=en&gl=us&pid=bl&srcid=ADGEESgZRsOjDfODBhL5aYAQIqwhcjYf_U
VMLzOC_JuHumq56YZEDyFxI3IUDMk3pDhTEveBJHFrr7uiyis5p8_48c03ICUAgr4jgiHkjQxIyESrTFwvfsE8IQxG_nOhDmTKWMZek3d&sig=AHIEtbQ3Zf04TH8qC5gPPiRh
5F_Pp3LHlw
http://www.ucmp.berkeley.edu/education/explotime.html
Formative Assessments
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Landform Postcard
Battleship- Latitude and Longitude Game
Creating Topographic Maps Activity- Clay
Chapter 1 Quiz- Mapping Earth’s Surface
Online Weathering Lab
Science Journal
Weathering Activity (antacid tablets)
Dust Bowl- Public Service Announcement
Picture Glossary
Sediment Deposition Activity
Erosion Activity (Bar of soap)
Modeling Wind Erosion Activity
Lesson Plans
Lesson
Lesson 1
Exploring Earth’s
Surface
Lesson 2
Models of Earth
Lesson 3
Maps and Computers
Lesson 4
Topographic Maps
Timeframe
2 Blocks
1 Block
1 Block
2 Blocks
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Lesson 5
Review
Lesson 6
Chapter 1 Test
Lesson 7
Rocks and Weathering
Lesson 8
How Soil Forms
Lesson 9
Soil Conservation
Lesson 10
Review
Lesson 11
Chapter 2 Test
Lesson 12
Changing Earth’s
Surface
Lesson 13
Water Erosion
Lesson 14
The Force of Moving
Water
Lesson 15
Glaciers
Lesson 16
Waves
Lesson 17
Wind
Lesson 18
Review
Lesson 19
Chapter 3 Test
Lesson 20
Fossils
Lesson 21
The Relative Age of
Rocks
Lesson 22
Radioactive Dating
Lesson 23
The Geologic Time
Scale
Lesson 24
Early Earth
Lesson 25
Eras of Earth’s History
Lesson 26
Review
1 Block
1 Block
2 Blocks
2 Blocks
2 Block
1 Block
1 Block
1 Block
2 Blocks
1-2 Blocks
1-2 Blocks
1-2 Blocks
1-2 Blocks
1 Block
1 Block
2 Block
1 Block
1 Block
2 Blocks
2 Blocks
2 Blocks
1 Block
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey Core Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS
Lesson 27
1 Block
Chapter 4 Test
Teacher Notes:
 Students often have trouble comprehending the process of radioactive dating and radioactive
decay. Be sure to reinforce this concept. More time may be necessary to comprehend this topic.
 Students often misconstrue weathering and erosion. Reinforce the fact that weathering breaks
down the materials and erosion carries them from one place to the other.
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
Prentice Hall Science Explorer
http://www.phschool.com/science/
National Science Teacher Association
www.nsta.org
New Jersey Core Curriculum Content Standards
http://www.state.nj.us/education/aps/cccs/science/
New Jersey Science Teacher Association
www.njsta.org
ExamView Test Generator
http://www.formativeassessments.com/formative/examview/index.htm
Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards,
in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.