NORTH WARREN CLUSTER
SCIENCE
CURRICULUM
K-8
Revised 2010-2011
NORTH WARREN CLUSTER:
BLAIRSTOWN, FRELINGHUYSEN, AND KNOWLTON
ELEMENTARY SCHOOLS
NORTH WARREN MIDDLE SCHOOL
Committee:
Jennifer Pillion
Patti Tirone
William Stark
Robin Randolph
Blairstown
Blairstown
Blairstown
Frelinghuysen
Pete DeRiso
Cynthia Chipko
Christine Erickson
Stephen Straub
North Warren Middle School
North Warren Middle School
North Warren Middle School
North Warren Middle School
Kimberley Harrington
Robert Dally
Naomi Francis
Charlene Harer
Curriculum Coordinator
Knowlton
Knowlton
Knowlton
SCIENCE
TABLE OF CONTENTS
Pages
Introduction
3
K-2
4 - 30
3-4
31 - 59
5-6
60 - 79
7-8
80 - 103
Overview of the NJ
Core Curriculum Content Standards
104
2
INTRODUCTION
“From now on we live in a world where man has walked on the Moon. It's not a
miracle; we just decided to go.”
Astronaut Jim Lovell (played by Tom Hanks in Apollo 13)
Scientific literacy assumes an increasingly important role in the context of globalization.
The rapid pace of technological advances, access to an unprecedented wealth of
information, and the pervasive impact of science and technology on day-to-day living
require a depth of understanding that can be enhanced through quality science education.
In the 21st century, science education focuses on the practices of science that lead to a
greater understanding of the growing body of scientific knowledge that is required of
citizens in an ever-changing world.
Mission: It is the mission of the North Warren Cluster Schools K-8 science program to
provide our students with worthwhile, consistent learning experiences which will form a
foundation for life-long ability to function effectively and creatively in the 21 st Century.
Science helps us to understand the natural world around us, improves our quality of life and
provides the keys to solve the problems of our time – whether disease, famine or pollution –
science empowers us to understand the root causes and formulate solutions. Our program
seeks to blend scientific knowledge and processes which will awaken in students a sense of
wonder, excitement, and intellectual power.
Vision: The schools within our cluster will partner to provide an exceptional
science education in a safe and nurturing environment. Together we will foster
the development of creative thinking, problem solving, respect for individual
differences, and high ethical standards.
“Science is... one of the great human endeavors to be ranked with arts and religion as
the guide and expression of man's fearless quest for truth.”
Sir Richard Arman Gregor
All students engage in science experiences that promote the ability to ask, find, or
determine answers to questions derived from natural curiosity about everyday things and
occurrences. The underpinning of the revised standards lies in the premise that science is
experienced as an active process in which inquiry is central to learning and in which
students engage in observation, inference, and experimentation on an ongoing basis, rather
than as an isolated process.
When engaging in inquiry, students describe objects and events, ask questions, construct
explanations, test those explanations against current scientific knowledge, and
communicate their ideas to others in their community and around the world. Through the
Scientific Process, they actively develop their understanding of science by identifying their
assumptions, using critical and logical thinking, to prove their hypotheses while considering
alternative explanations.
3
SCIENCE CURRICULUM
K-2
4
Subject: Science
Content
Essential
Questions
NJCCCS
Grade: K-2
Scientific Practice
1. How do scientists use tools to interpret the natural world?
5.1.A
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Skills/
Proficiencies
Suggested
Activities
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Use science materials and activities for investigations.
Demonstrate the fundamental concepts in the physical, life, and earth systems
sciences and their interrelationships.
Design questions, models, and explanations using outcomes of investigations.
Utilize scientific facts, measurements, observations, and patterns in nature to
build and critique scientific arguments.
Hand lens investigations
Thermometer to measure and record weather
Ruler-calculating amount of rain
Clock and stopwatch to measure speed
Computer to research and view
Yard and meter stick
Tape measure
Rulers
Simple machines
Life cycle charts
Magnets
Batteries/light bulbs
Wind- up toys and push toys
Seeds and plants
KWL charts
Hypothesis and prediction charts
Scientific handbook - students compose handbook of scientific method after
viewing BrainPOP Junior movie.
5
Assessments/
Performance
Indicators
Benchmark
Assessment
Resources/
Materials
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Teacher observation
Charts
Tests and quizzes
Labs
Scientific handbook
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Students will be able to perform experiments using scientific tools.
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United Streaming-Discovery Education
Smart Notebook
www.brainpopjr.com
Aesop’s The Crow and the Pitcher by Stephany Gwyn Brown
What is a Scientist? By Barbara Lehn
Snowflake Bentley by Jacqueline Briggs Martin
www.funology.com
www.extremescience.com
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Lab illustrations and labeling
KWL chart
Teacher oral questions and student
responses
Activity outcomes: projects,
stories, journals, reports,
presentations
6
Subject: Science
Content
Essential
Questions
NJCCCS
Grade: K-2
Scientific Practice
1. How do scientists generate evidence through investigation?
5.1.B
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Skills/
Proficiencies
Suggested
Activities
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Observe, question, predict, and investigate materials, objects, and phenomena
during indoor and outdoor classroom activities.
Apply basic science terms and topic-related science vocabulary.
Identify and use basic tools and technology to extend exploration in conjunction
with science investigations.
Design and follow simple plans using observations to explore questions and
predictions.
Measure, gather, evaluate, and share evidence using tools and technologies.
Formulate explanations from evidence.
Justify explanations with reasonable and logical information.
Observe environment/surroundings throughout the day.
Use open ended questions to explain the world around us.
Make predictions-written, verbal.
Use scientific tools for investigations.
Manipulate objects and scientific phenomena inside and outside the classroom.
Demonstrate or teach others how to use science tools with a movie or
demonstration.
Use technology to explore investigations further. Look up findings on-line and
compare them to classroom findings.
Plan out hypotheses orally and in writing from observation notes in science
notebook.
Utilize the KWL chart throughout each unit.
Use Venn diagrams, flip charts, posters, graphs and tally records.
Explain orally what has been learned.
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Teacher observation
Charts
Tests and quizzes
Labs
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Assessments/
Performance
Indicators
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Journal entries
KWL chart
Group work
Activity outcomes: projects,
stories, journals, reports,
presentations
7
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Benchmark
Assessment
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Students will be able to gather information using observations, predictions,
measurements, questions, and investigations.
Students will be able to present and justify explanations with logical information.
Resources/
Materials
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United Streaming/Discovery Education
www.brainpopjr.com
You Can Use a Magnifying Glass by Wiley Blevins
Talley O’Malley by Stuart J. Murphy
Lemonade for Sale by Stuart J. Murphy
www.funology.com
www.extremescience.com
8
Subject: Science
Content
Essential
Questions
NJCCCS
Skills/
Proficiencies
Suggested
Activities
Assessments/
Performance
Indicators
Benchmark
Assessment
Resources/
Materials
Grade: K-2
Scientific Practice
1. How do scientists communicate information gathered from investigations?
5.1.C
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Discuss, share and reflect observations, questions, predictions and or conclusions.
Revise predictions or explanations on the basis of learning new information.
Present evidence to interpret and/ or predict cause and affect outcomes of
investigation.
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Discussing, sharing observations and investigating - partners/groups/individuals.
Show and tell of discovery.
Focus on inquiry skills (flipchart).
Think, pair, share activities.
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Teacher observation
Charts
Journal entries
KWL
Lab sheets
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Students will be able to present information gathered from experiments.
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Discovery Education
www.brainpopjr.com
www.primarygames.com (science)
Pictures From Our Vacation by Lynne Rae Perkins
Same Old Horse by Stuart J. Murphy
www.funology.com
www.extremescience.com
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Think, pair, share activity outcomes
Skill specific rubrics for teacher
observations
Charts
Activity outcomes: projects,
stories, journals, reports,
presentations
9
Subject: Science
Content
Essential
Questions
NJCCCS
Skills/
Proficiencies
Suggested
Activities
Assessments/
Performance
Indicators
Benchmark
Assessment
Resources/
Materials
Grade: K-2
Scientific Practice
1. How do scientists apply information gathered from investigations?
2. How do scientists conduct investigations safely?
5.1.D
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Analyze and discuss data collected, models and theories.
Demonstrate how to safely use tools, instruments, and supplies.
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Emphasize following directions and science safety - think ahead, be neat, be
careful, do not eat or drink things
Match safety symbol to meaning.
Record safety rules in small groups - bring together and create a class list.
Write and illustrate observations in journals for discussion.
Create and decorate folders to collect and record data of specific activities for
each unit.
Observe safety lab skills demonstrated by 5th or 6th grade buddies.
Create a Scientific Safety Handbook (with buddies).
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Teacher observation
Tests and quizzes
Journal Entries
Posters
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Students will be able to conduct experiments using safety rules.
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www.brainpopjr.com
www.primarygames.com
Discovery Education
www.extremescience.com
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Science Safety Handbook
Symbol matching
Activity outcomes: projects,
stories, journals, reports,
presentations
10
Subject: Science
Content
Essential
Questions
NJCCCS
Grade: K-2
Physical Science-Matter
1. How do scientists explain the properties and changes of the state of matter?
5.2.A, 5.2.B
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Skills/
Proficiencies
Suggested
Activities
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Categorize objects and materials from the environment based on size, shape,
color, texture and weight.
Examine changes in liquids and solids when heated or cooled.
Organize data to show not all substances respond the same way when heated or
cooled.
Sort objects in specific units (i.e. rocks) by size, shape, color, texture.
Use various objects to sort (sink/float) - water table exploration.
Use balloons to discover air takes the shape of a container. Insert a balloon into
an empty water bottle. Blow up the balloon - discover that balloon will not blow
up - air takes up the space in the water bottle.
Create a book using magazines to sort and classify pictures – solid, liquid, and
gas.
Sort unseen objects in a sensory box using the sense of touch.
Make pudding - mixing solid and liquid - using cooling.
Make pancakes - mixing solid and liquid - using heat.
Observe melting ice cubes and illustrate – solid turning to liquid.
Create a poster with characteristics of solids, liquids, and gases.
Use balance scale to determine mass of matter.
Compare equal amounts of liquids in various shaped containers to explore
volume. Have students predict which container holds the most liquid.
Collect snow and observe different stages of matter. Observe what could be
hidden in the snow (dirt).
Sequence movable parts of the water cycle using a Smartboard.
Use a mirror and a light to demonstrate reflection/refraction when studying heat
and light.
Sort pictures of solids, liquids, and gases on a bulletin board.
11
Assessments/
Performance
Indicators
Benchmark
Assessment
Resources/
Materials
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Teacher observation
Labs
Tests/quizzes
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Students will be able to compare and contrast properties of matter based on their
characteristics.
Students will be able to explain the changes in the state of matter.
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Teacher questions and student
responses – rubric
Lab reports
Activity outcomes: projects,
stories, journals, reports,
presentations
Smarttech.com
Brainpop - water cycle, solids and liquids
Mushroom in the Rain by Mirra Ginsburg
Sink or Float by Leslie Fox
Solids and Liquids by David Glover
Paper, Paper Everywhere by Gail Gibbons
A Raindrop Hit My Nose by Ray Butrum
What is the world Made Of? All about Solids, Liquids, and Gases by Kathleeen
Weidner Zoehfeld
www.funology.com
www.extremescience.com
12
Subject: Science
Content
Essential
Questions
NJCCCS
Grade: K-2
Physical Science - Energy
1. How do scientists use forms of energy to explain phenomena of the physical
earth?
5.2 C 5.2 D 5.2 E
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Skills/
Proficiencies
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Suggested
Activities
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Compare, investigate, and cite evidence of sound, heat, and light energy using one
or more of the senses.
Present evidence that represents the relationship between a light source, solid
object, and the resulting shadow.
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.
Investigate and model how and why things move.
Predict an object’s relative speed, path, or how far it will travel using various
forces and surfaces.
Analyze a force that acts by direct contact with an object verses a force that can
act without direct contact (magnet).
Use a groundhog (paper) model to record shadows at various times of the day.
Trace shadows with a partner using chalk.
Place light-weight objects on a CD player. Predict what will happen. Use with
various weights and sounds.
Allow students to predict and explore musical instruments. Compare pitch and
tone.
Use flashlights to observe the spectrum of light (rainbow).
Show and tell with battery operated objects.
Race magnets. The same poles repel. Use this knowledge to push magnets in a
race.
Use magnets to predict and determine if a variety of objects are magnetic and
identify their strength (how many paper clips it will pick up).
Use balls and cars on an incline, rug, and other smooth and rough surfaces.
Discuss the outcomes.
Use water in glasses to hear pitches/tones.
Hold timed running races with a stop watch using various paths, straight/curved.
Make a diorama and use magnets to move characters.
Sort pictures of push and pull in a science center.
Make a magnet by rubbing a magnet and a paper clip together.
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Assessments/
Performance
Indicators
Benchmark
Assessment
Resources/
Materials
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Teacher observation
Lab worksheets
Individual/group presentations
Tests and quizzes
Diorama
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Tracing shadows
Sound activity
Flashlight activity
Show & Tell – batteries
Force activity
Magnet activity
Lab – magnets, sound, groundhog
shadow activity
 Diorama magnets
Observe - sound and light activity, magnet and force activity (rubric).
Individual/group presentations.
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United Streaming/Discovery Education
Jeff’s Magnets by Madge Alley
Magnets by Rena Kirkpatrick
Experiments with Magnets by Helen J. Challand
What Magnets Can Do by Allan Fowler
Push it or Pull It by Rozanne Lanczak Williams
Mrs. Toggle’s Zipper by Robin Pulver
Forces and Movement by Peter D. Riley
Inclined Planes by Michael S. Dahl
The Science Book of Motion by Neil Ardley
Wheels and Axles by Michael S. Dahl
The Wheeling and Whirling Around Book by Judy Hindley
The Wheels on the Bus by Maryann Kovalski
www.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.shtml
www.firstschoolyears.com/science/forces/forces.html
www.brainpopjr.com
www.funology.com
14
Subject: Science
Grade: K-2
Life Science
Content
Essential
Questions
NJCCCS
1. What characteristics determine living vs. nonliving organisms?
2. How do plants and animals meet their basic needs in their natural habitats?
5.3 A 5.3 B
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Skills/
Proficiencies
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Suggested
Activities
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Group living and nonliving things according to the characteristics they share.
Describe the requirements for the care of plants and animals related to meeting
their needs.
Compare how different plants and animals obtain food and water.
Class trip to Space Farms/Lehigh Valley Zoo.
Use magazine pictures to sort living/nonliving to make a bulletin board.
Read Dan’s Pet or Velveteen Rabbit - discuss, share own pet’s picture then
journal write about how to care for a pet.
Explore the care needs of plants and trees such as where to obtain food and
water.
Read Red-eyed Tree Frog. Compare how plants and animals obtain food and
water in the rainforest vs. the desert.
Design a plant and animal mural.
Use all senses except sight to discover the identity of a food.
Make predictions and observe living/nonliving objects. Compare and contrast.
For example: a mealworm eats and moves but a rock does not.
Compare various living/nonliving objects using a Venn diagram.
Compare various plants and their parts. Discover many different plants have the
same parts.
Discover plants need light, air, water, and soil to grow.
Read Planting a Rainbow. After soaking a seed, dissect to observe, illustrate
and label the parts of a seed.
Walk outside to discover animals in your neighborhood and discuss the many
ways their habitats meet their needs.
Class pets
Build and label a model of an insect using egg cartons, pipe cleaners and paper
(paint).
Examine the parts inside a seed with a magnifying glass.
15
Assessments/
Performance
Indicators
Benchmark
Assessment
Resources/
Materials
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Teacher observation
Journal entries
Worksheets
Lab worksheets
Charts
Tests and quizzes
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Observe - oral response to teacher
generated questions, sorting
pictures, plant parts, mural
 Venn diagram – living/nonliving
objects
 Plant chart
 Model of insect
Students will be able to compare and contrast living and nonliving.
Students will be able to explain how plants and animals meet their basic needs
in their habitats.
Dan’s Pet by Alma Fior Ada
Red-eyed Tree Frog by Joy Cowley
My Five Senses by Margaret Miller
Stop Look and Listen by Sarah A. Williamson
Velveteen Rabbit by Margery Williams
Living or Nonliving by C. E. Bear
How Do Plants Get Food by Meish Goldish
The Flower: An Ecology Story book by Chris Baines
Planting a Rainbow by Lois Ehlert
Smartboard
United Streaming/Discovery Education
www.brainpopjr.com
www.funology.com
www.enature.com
www.extremescience.com
16
Subject: Science
Content
Essential
Questions
NJCCCS
Grade: K-2
Life Science - Interdependence
1. How do plants and animals depend on each other to survive?
2. How and why can humans protect our Earth?
5.3 C
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Skills/
Proficiencies
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Suggested
Activities
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Describe how plants and animals interact with each other and their habitats in
order to meet basic needs
Investigate ways that humans protect/improve/harm habitat conditions affecting
the growth of the plants and animals that live there
Research rainforest animals and write a report. Suggested questions to explore:
Where does the animal live? What does it eat? What are the typical activities of
the animal?
Create a rainforest dictionary.
Research current events which illustrate harmful effects of humans on the earth.
Make a poster illustrating the reduce, reuse, and recycle model.
Discuss Recycle Sam with a buddy class
Build a terrarium with dirt, plants, and worms - real and/or edible.
Use a craft stick, Velcro (as seed) and cotton ball (as animal) to discover how
seeds stick to animal.
Use picture cards/Mimio to classify products people use in different ways, make
sure to include those made from plants and those made from animals.
Pretend to be a baleen whale. Students each receive a cup of water with
sprinkles in it. They drink and pretend to be a whale by spitting out the water
and swallowing the sprinkles (krill).
Explore how birds stay warm. Use feathers and water. Make predictions.
Discover, illustrate and label what happens when water drips onto a feather.
Match pictures of animals and their habitats.
Assemble a food chain web.
Make a habitat diorama or poster.
Build a robot using recycled materials.
Make a bulletin board of materials that can be recycled
Using garbage from lunch, identify items that can be recycled.
Create a recycling word bank.
Make a recycled bird feeder.
Make an accordion book of materials to recycle.
Create a food chain puzzle.
Create a book of endangered animals and record how humans harm their
existence.
17
Assessments/
Performance
Indicators
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The Great Kapok Tree by Lynne Cherry
Who Eats What by Patricia Lauber
Cactus Hotel by Brenda Z. Guiberson
Be a Friend to Trees by Patricia Lauber
The Goat in the Rug by Charles L. Blood and Martin Link
The Rose in My Garden by Arnold Lobel
The Tiny Seed by Eric Carle
Wonderful Worms by Linda Glaser
The Lorax by Dr. Seuss
www.abpischools.org.uk/activescience/module2/group4.html
United Streaming/Discovery Education
www.brainpopjr.com
www.funology.com
www.enature.com
www.extremescience.com
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Benchmark
Assessment
Resources/
Materials
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Observe – seed activity, rain forest
report, terrarium, classifying
pictures, bird activity
 Labs – bird activity, seed
 Project – reports, posters, robot
book, bulletin board, food chain
puzzle
Students will be able to describe the ways in which plants and animals interact
with each other and their habitats in order to meet basic needs.
Students will be able to explain why it is important to protect the earth.
Teacher observation
Posters
Webs/Puzzles
Charts
Projects
Journal entries
18
Subject: Science
Content
Grade: K-2
Life Science - Heredity/Evolution
1. How do living things grow and develop?
Essential
Questions
2. Why do parents and their offspring have similarities and differences?
3. How does adaptation help plants and animals survive in different environments?
NJCCCS
5.3D 5.3E
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Skills/
Proficiencies
Suggested
Activities
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Observe and record characteristic changes of living things over time (including
the cycles of change).
Compare the similarities and differences between parents and their offspring.
Describe how plants and animals have features to help them survive in different
environments.
Collect monarch caterpillars and observe life cycle.
Hatch eggs in incubator.
Play hide and seek with stuffed animals. Discuss camouflage.
Use magazines/Mimio pictures of young animals and their adult counterparts to
compare likes and differences.
Sequence life cycle cards
Create a camouflage mural of “I Spy.” Can you find the…?
Investigate how birds’ beaks help them survive in different environments. Use
2 spoons attached by a rubber band (as a beak) and tweezers (as a different kind
of beak). Have students try using these different “beaks” to pick up various
objects.
Investigate teeth by having children use a mirror to observe and record the teeth
used for biting vs. chewing.
Paint fish on a stuffed paper bag. Use glitter, glue pens and sequins to highlight
scales and gills.
Acting out traits of a given animal, students learn about adaptation. Discuss
survival skills.
Use the website www.ecokids.com to play a game about adaptation.
19
Assessments/
Performance
Indicators
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Teacher observations
Journal entries
Sequence life cycle
Lab worksheet
Tests and quizzes
Projects
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Benchmark
Assessment
Resources/
Materials
Hide and seek-camouflage
Life cycle
Pantomime – traits and guess
animal
Observe – butterfly life cycle,
sequence cards, I Spy Game
Projects – adaptation activity,
magazine picture sort
Lab – bird beak activity, adaptation
activity
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Students will be able describe how living things grow and develop.
Students will be able to match pictures of parents to offspring.
Students will be able to describe how living things adapt to their environment.
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Fox by Mary Ling
Frogs by Gail Gibbons
From Caterpillar to Butterfly by Deborah Heligham
How Animals Care for Their Babies by Roger B. Hirschland
The Insect Book: A Basic Guide to the Collection and Care of Common
Insects for Young Children by Connie Zakowski
Insect Metamorphosis: From Egg to Adult by Ron and Nancy Good
United Streaming/Discovery Education
www.brainpopjr.com
www.funology.com
www.enature.com
www.extremescience.com
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20
Subject: Science
Content
Essential
Questions
NJCCCS
Grade: K-2
Earth Science - Universe
1. How does the rotation of the earth cause day and night?
5.4 A

Assemble a set of general rules describing when the sun and moon are visible
based on actual sky observations.

Use a flashlight (as unmovable sun) and a globe to show the earth’s rotation
around the sun. Explain to students when the earth rotates it changes from day to
night.
Record the time of sunrise and sunset in a journal.
Hold a pajama day and discuss what causes night and do nighttime activities
throughout the day.
Illustrate and record the moon’s shape and time of visibility for an entire month as
a home project.
Skills/
Proficiencies
Suggested
Activities



Assessments/
Performance
Indicators





Teacher observation
Projects
Record sunrise and sunset
Tests and quizzes
Journal




Students will be able to explain when sun and moon are visible.









At Night by Dr. Seuss
The Sun is Always Shining Somewhere by Allan Fowler
Why do we have Day and Night by Anthony Lewis
What Makes Day and Night by Franklyn Branley
Day and Night by Henry Pluckrose
www.brainpopjr.com
www.extremescience.com
www.billnye.com
www.funology.com
Sunrise/sunset journal
Moon home project
Sun observation reports
Benchmark
Assessment
Resources/
Materials
21
Subject: Science
Content
Essential
Questions
NJCCCS
Grade: K-2
Earth Science - History of Earth
1. How do fossils provide evidence of their original habitat?
5.4 B

Categorize observations of fossils from long ago to determine if the
animals/plants lived on land or sea.






Make fossil imprints in sand and Plaster of Paris.
Make fossil imprints in clay.
Make leaf rubbings.
View fossils using a magnifying glass.
Sort findings in a sand center fossil dig according to where they lived.
Use pictures of land and sea animals to compare/contrast in order to determine
environment.
Create edible fossils using jello and gummy, fruit snacks in clear cups or ice
cube containers.
Skills/
Proficiencies
Suggested
Activities

Assessments/
Performance
Indicators



Teacher observation
Picture sort
Tests and quizzes

Students will be able to distinguish between land and sea animals using pictures,
fossils, and imprints.




Fossils Tell of Long Ago by Aliki
Fossils-DK Eyewitness Book by Dr. Paul D. Taylor
Fossils-Smithsonian Hand book by Cyril Walker
Fossil Factory: A Kid’s Guide to Digging up Dinosaurs, Exploring Evolution
by Niles Eldredge
www.nationalgeographic.com/littlekids
www.primarygames.com (science)
www.brainpopjr.com
www.funology.com
Benchmark
Assessment
Resources/
Materials





Observe imprints, leaf rubbings,
fossil dig
22
Subject: Science
Content
Essential
Questions
NJCCCS
Grade: K-2
Earth Science - Properties of Earth
1. What are the properties of Earth’s materials?
5.4 C

Explore and describe characteristics/concepts of soil, rocks, water, and air using
appropriate terms, such as hard, soft, dry, wet, heavy, and light.







Model the earth’s layers using clay, rock, etc.
Use a chocolate chip cookie and a toothpick to show mining.
Examine soil and its ability to hold water.
Sort and classify rocks by color, size, shape, texture.
Use ultra violet light to view glowing rocks.
View stone or mud houses built in other cultures - Google mud house to view.
Invite other students to a rock swap. Help them design an invitation and write
about the swap after the event.
Use pebbles to design a picture and paint (Sylvester and the Magic Pebble).
Make a model of the earth’s layers using edible materials - ex.-pudding.
Collect air in plastic bags and seal shut. Discuss.
Change salt water into fresh by means of evaporation. Discuss the water change
as water condenses it changes into fresh water.
Change fresh water into salt water. Dissolve salt in fresh water. Ask students if
the look or smell of the water has changed.
Experiment with parachutes and air in physical education class.
Make kites. Write in a journal and illustrate about the process of making the
kite. Discuss what lifts the kite.
Create a science picture dictionary.
Use a straw to blow a cotton ball in a race. Discuss how air is involved.
Skills/
Proficiencies
Suggested
Activities



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23


Assessments/
Performance
Indicators





Benchmark
Assessment
Resources/
Materials












Teacher observation
 Observe-earth’s layers, cotton ball
race, teacher generated questions,
Group discussion using scientific
rock swap
classification terms (size, shape,
color, texture)
 Journal-kite activity
Journal entry
 Lab – make salt and fresh water,
examine soil, cotton ball race, air
Picture dictionary
in a bag, earth’s layers, make kites
Sort/classify pictures
Lab
Students will be able to describe properties of earth’s materials using scientific
terms.
A Log’s Life by Wendy Pfeffer
Everybody Needs a Rock by Byrd Baylor
Jack’s Garden by Henry Cole
Under the Ground by Pascale DeBourgoing
Wildfires by Seymour Simon
Sylvester and the Magic Pebble by William Steig
The Magic School Bus on the Ocean Floor by Joanna Cole
I Wonder Why the Sea is Salty and Other questions about the Oceans by Anita
Ganeri
The Magic School Bus at the Water Works b y Joanna Cole
Pond Year by Kathryn Lasky
The Science Book of Air by Neil Ardley
www.funology.com
24
Subject: Science
Content
Essential
Questions
NJCCCS
Grade: K-2
Earth Science - Energy in Earth Systems
1. How is sunlight useful?
5.4 E

Explore and describe the effects of sunlight on living and nonliving things.





Grow plants in dark and light - compare, contrast and record findings.
Discuss shadows. Use Groundhog Day to begin discussion and view website.
Study sunlight in each season and its effects on living things.
Observe pictures of shadows and describe position of sun.
Read The Puddle, on plastic plate make a puddle of water and use a crayon to
draw around it. Let the sun shine on puddle to observe how the sun evaporates
the water.
Create a season booklet illustrating the effects of the seasons around us .warmth, growth of plants, light.
Draw a picture in the light/then have students close eyes to draw the same
picture. Compare pictures for discussion on light.
Divide the class into 4 groups to experiment with how colors can help keep you
cool. Each group has a thermometer and 4-colored paper pockets - red, black,
yellow, and white. Place thermometer in a paper pocket (in sunlight) - record
starting temperature, wait 30 seconds and record temperature change then
repeat. Students should observe black as the hottest, then red, then yellow and
white as coolest.
Using a large bowl of ice water, students submerge hands using various
fabrics/materials to help protect against cold and record their observations. This
could also be done using a thermometer and students recording the temperature.
Discuss.
Light and temperature experiment - use a lamp and thermometer to record
temperature of object in light at various time intervals.
Skills/
Proficiencies
Suggested
Activities





25
Assessments/
Performance
Indicators




Teacher observation
Illustrations
Season booklet
Journal entries


Observe-plant growth, shadow
discussion,
 Puddle evaporation
 Draw-color fade, light vs. dark
picture
Students will be able to describe and illustrate how sunlight is useful.







Guess Whose Shadow? by Stephen R. Swinburne
www.punxsutawneyphil.com
www.sciencekids.co.nz/gamesactivities/lightshadows.html
The Puddle by David McPhail
How Do Plants Get Food? By Meish Goldish
www.billnye.com
www.funology.com
Benchmark
Assessment
Resources/
Materials
26
Subject: Science
Content
Essential
Questions
NJCCCS
Grade: K-2
Earth Science - Climate and Weather
1. Why is it important to know the weather conditions?
5.4 F

Observe and record daily weather conditions and discuss how the weather
influences activities for the day.







Graph daily weather using pictograph.
Make wind socks and observe how the wind blows in different directions.
Create a booklet about the seasons with magazine pictures and facts.
Draw and label tree in different seasons.
Using the weather bear, clothe according to weather.
Discuss the sailors’ saying - Red sky at night, sailor’s delight.
Compare temperature from the previous day - warmer or colder? And by how
much?
Using primary games website –dress the animal according to weather.
Display pictures of seasonal weather conditions as well as clothing for each
season on a bulletin board.
Hold a season’s parade. Divide class into 4 groups - seasons; each group is
responsible for clothing for that season. Have them create songs, cheers or skits
for that season. Invite other classes to view.
Use a thermometer to measure indoor and outdoor temperatures.
Write a weather poem about different weather conditions.
Rub a balloon on hair to make static. Students use sense of sight to view static.
Discuss how this relates to lightning.
Create a tornado using 2 plastic water bottles (3/4 full) taped together. Spin the
bottles to show the motion of tornado.
Skills/
Proficiencies
Suggested
Activities







27
Assessments/
Performance
Indicators





Weather graph
Labs
Season booklet
Teacher observation
Weather poem

Students will be able to identify various weather conditions and how it
influences activities.








Weather Words and What they Mean by Gail Gibbons
Feel the wind by Arthur Dorros
Weekly Readers
Thunder Cake by Patricia Polacco
Weather Forecasting by Gail Gibbons
www.primarygames.com (science)
www.brainpopjr.com
www.funology.com
Benchmark
Assessment
Resources/
Materials


Labs-temperature
Observation-teacher generated
questions, lightning rub, tornado
activity, seasons parade
28
Subject: Science
Content
Grade: K-2
Earth Science - Biogeochemical Cycles
1. Why is it important to our environment to conserve and recycle?
Essential
Questions
2. How does the water cycle impact our environment?
3. How do natural resources provide products for our use?
NJCCCS
Skills/
Proficiencies
5.4G





Suggested
Activities







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
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


Investigate benefits of conservation, recycling and respect for the environment.
Observe and discuss evaporation and condensation.
Identify and use water conservation practices.
Identify and categorize the basic needs of living organisms within their
environment.
Identify the natural resources used in the process of making various
manufactured products.
Label a water cycle diagram.
Experiment with evaporation/condensation using a lid vs. no lid.
Use shaving cream to represent various clouds.
Blow paint with a straw to create various clouds.
Make paper.
Weave yarn into cloth.
Recycle Sam with buddy class
Read and discuss The Lorax.
Read poetry related to trees and Arbor Day.
Using recycled materials, build a robot (could be an at-home project).
Create a flip book illustrating the journey from pollination to the product we eat.
Examples: bee, identify basic needs of a bee within its hive OR an ant identify basic needs of ant within the colony.
Watch “A Bug’s Life.” Write a journal entry summarizing the basic needs of
ants and their jobs.
Create reuse, recycle and reduce posters showing ways to respect the
environment.
Discuss how jewelry is made (gold and diamonds).
Making houses using natural resources.
Making magnets – lodestone found in the ground.
Dye shirts with soil – using natural crayons made by soil.
Painting with soil or watered down crushed chalk.
29
Assessments/
Performance
Indicators
Benchmark
Assessment
Resources/
Materials










Teacher observation
 Observe-weaving, creating clouds,
lab, teacher generated questions
Tests and quizzes
 Diagrams – water cycle
Projects
 Posters – respecting environment
Diagrams
RRR
Posters
 Projects – build a robot, flipbook,
Evaporation lab
making houses, tie dye shirts
Bug’s Life journal entry
Students will be able to explain why it is important to recycle, reuse, and reduce.
Students will be able to label and describe the water cycle.
Students will be able to identify natural resources and their use.




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



It Looked Like Spilled Milk by Charles Greenshaw
The Cloud Book by Tomie de Paola
Cloudy with a Chance of Meatballs by Judy Barrett
Earth’s Resources by Sue Barraclough
Earth’s Natural Resources by Amy Bauman
Natural and Human-Made by Lindeen and Carol K.
Water by Christen Ditchfield
Oil by Christen Ditchfield
Fighting for the Forest by Gloria Rand
www.arborday.org
Dr. Dirt website
www.funology.com
30
SCIENCE CURRICULUM
3-4
31
Subject: Science
Content
Essential
Questions
NJCCCS
Grade: 3-4
Scientific Explanation
1. How do all of Earth’s systems depend on each other?
2. How do we explain our findings for investigations and experiments?
5.1.A

Skills/
Proficiencies




Investigate scientific objects, materials, activities, and longer-term experiments in
progress.
Demonstrate interrelationships among fundamental concepts in the physical, life,
and earth systems.
Utilize outcomes of investigations to build and refine questions, models, and
explanations.
Utilize scientific facts, measurements, observations, and patterns in nature to
build and critique arguments.
Conduct experiments for individual units noted in each core standard.
Use manipulatives such as cookies, crackers, flashlights, magnets, batteries,
paper, etc. to complete investigations or activities.
Use Oreo cookies or Ritz crackers and cheese to show moon phases.
Utilize a flashlight, a dark shirt, and the student’s head to demonstrate night and
day.
Use magnets to demonstrate gravitational pull/ force.
Take class trips.
Use technology.
Read text and scientific literature.








Quizzes
Teacher observations
Projects/ rubric
Charts
Notebook definitions
Grade completed flashcards
Journal entrees
Kid-watching



Suggested
Activities
Assessments/
Performance
Indicators








Grade written observations and
findings
Grade illustrations based on
manipulative usage on a Rubric
Moon phases quiz
Magnet journal grade
32
Benchmark
Assessment
Resources/
Materials

Students will be able to choose two of Earth’s systems, such as the rock cycle and
the water cycle, and draw and label each cycle, and explain, in paragraph form,
how they interrelate.

Students will be able to present findings for investigations orally or in journal
form.









Brainpop.com: use bar graph paper template to demonstrate activity findings
Pie graph template – paper or on-line version
Models of Earth, the moon, solar system
Flashcards – concentration games
Inflatable planetarium
http://eo.ucar.edu/kids/green/cycles1.htm, Earth’s systems site
www.extremescience.com
www.youtube.com/watch
V=RMINSD7MmT4 (use this site to watch the 1st landing on the moon)
33
Subject: Science
Content
Essential
Questions
NJCCCS
Grade: 3-4
Scientific Evidence
1. How do we demonstrate or prove our findings in scientific activities?
2. How does technology help us obtain more information for our investigations?
5.1.B

Skills/
Proficiencies




Suggested
Activities












Observe, question, predict, and investigate, with materials, objects, and
phenomena during indoor and outdoor classroom activities and during any longerterm projects.
Vocalize basic science terms and topic-related science vocabulary.
Demonstrate how basic tools and technology extend exploration in conjunction
with investigations.
Design simple plans from observations in order to explore questions and
predictions.
Measure, gather, evaluate, and share evidence using science tools and
technologies.
Justify explanations with reasonable and logical arguments.
Observe nature throughout the day.
Question everything.
Predict orally and in writing.
Investigate in real world settings.
Manipulate objects and scientific phenomena inside and outside the classroom.
Demonstrate or teach others how to use science tools with a student produced
Power Point, movie, or demonstration.
Use technology to explore investigations further. Look up findings on-line and
compare them to classroom findings.
Plan out hypotheses orally and in writing from observation notes in science
notebook.
Utilize the KWL chart throughout each unit.
Use Venn Diagrams, T-charts, and flip charts.
Practice explaining orally what has been learned orally.
34
Assessments/
Performance
Indicators
Benchmark
Assessment
Resources/
Materials









Tests
Quizzes
Teacher observations
Projects/ rubric
Charts
Notebook definitions
Completed flashcards
Journal entrees
Kid-watching



Students will be able to use the scientific method to prove their findings in
scientific activities.



Nature log/Journal grade
Evaluate predictions from writings
with a rubric
Demonstration Rubric / Teaching
Others Rubric
Technology findings that were
typed or hand-written
KWL chart for completion and at
least a certain amount of items in it

Students will be able to utilize the internet, Smartboard, or Mimio and approved
sites in order to obtain current information for investigations.
Paper, journals
Computers
Internet access
Smartboard
Mimio
KWL charts
T charts
Flip charts
35
Subject: Science
Content
Essential
Questions
NJCCCS
Grade: 3-4
Scientific Reflections
1. How can you teach others what you’ve learned in the experiments?
5.1.C

Skills/
Proficiencies
Suggested
Activities
Assessments/
Performance
Indicators
Benchmark
Assessment
Resources/
Materials




Communicate orally with others to share observations, make predictions, and
develop conclusions.
Monitor and reflect upon learning new information, then present evidence or
explanations.
Study the observations and share them orally with a buddy from class.
Think about changes or new understandings to original hypotheses orally and in
journaling.
Make predictions in groups by passing around an index card or piece of paper.
Have everyone add personal predictions or thoughts and then share them with the
whole class.






Teacher observations
 Oral Presentation Rubric
Projects/ rubric
 Self Presentation Rubric
Charts
 Group Presentation Rubric
Completed flashcards
Kid-watching
Students will be able to reteach information they’ve learned to new students or
younger students.
 Students will be able to model conclusions they’ve made orally with peers.
 Students will be able to create illustrations such as charts or posters in order to
teach others what they’ve learned.
 Students will be able to reflect orally and in writing about new information,
through use of a KWL chart.
Oak tag, paper, pencils, crayons
Journals
Flashcard templates
36
Subject: Science
Content
Grade: 3-4
Science Practices
1. How can you explain in writing what you’ve learned during science activities?
Essential
Questions
NJCCCS
Skills/
Proficiencies
Suggested
Activities
2. How can you participate actively in science each day?
3. Why is it important to share ideas while we complete investigations in science
class?
5.1.D








Assessments/
Performance
Indicators






Represent observations and work through drawing, recording data, and writing.
Participate actively in discussions about data and questions.
Collaborate to pose, refine, and evaluate questions, investigations, models, and
theories.
Demonstrate how to use lab tools in an effective and safe manner by listing rules,
defining rules, displaying charts, and modeling safe procedures.
Summarize what has been learned daily in journal.
Write Fact Fries or notes on daily learning. (Ex. Write 1-2 facts learned daily on
a French fry shaped paper with lines. Keep them until the end of the unit, and
then share them. Some extended facts could become extra credit on a written
assessment later.)
Practice group work by reminding students how to work together and NOT
independently at these specified times. Discuss how to take turns, wait for the
slowest learner, etc.
Create rules for specific experiments and activities throughout the school year –
review them often.
Teacher observations
Projects/ rubric
Notebook definitions
Completed flashcards
Journal entrees
Kid-watching





Journal graded for content and
sentence structure.
Fact fries graded for having at least
a certain amount of facts, and for
using sentences.
Self Assessment Rubrics for group
work
Group Assessment Rubrics for
group work
Posters of rules graded
37
Benchmark
Assessment
Resources/
Materials

Students will be able to journal daily about information learned.

Students will be able to participate in many ways, through speaking, acting,
investigating, miming, and teaching.

Students will be able to verbalize what they are investigating throughout each
class.
Journal
Fact fry sheets for listing facts learned on any given day
Paper
Paper bags for storing Fact Fries or note cards
Poster paper
http://www.centralischool.ca/~bestpractice/exit/process.html, info. for exit slips
38
Subject: Science
Content
Essential
Questions
NJCCCS
Grade: 3-4
Changes in Matter
1. How do scientists predict changes in matter?
5.2.B, 5.2.C, 5.2.D

Skills/
Proficiencies






Suggested
Activities








Explore, predict changes, and generate data when liquids and solids are
combined, heated, or cooled.
Investigate and compare sound, heat, and light energy through one or more of the
senses.
Present evidence that represents the relationship between a light source, a solid
object, and the resulting shadow.
Compare, draw, and label various forms of energy, and their transfer through
different substances.
Predict and confirm the brightness of a light, the volume of sound, or the amount
of heat produced when given a certain number of batteries or a different size of
batteries.
Construct an electric circuit by completing a closed loop that includes wires, a
battery, and at least one other electrical component to produce an observable
change.
Observe and predict changes when liquids and solids are combined, heated, or
cooled.
Use as many senses as you can to describe sound, heat, and light.
Observe own shadow and any one tree’s shadow two or three times a day. Draw
illustrations and explain the changes noted.
Present a Shadow Show for another class by collecting toys that move and writing
an action story about them. Use flashlights and a light-colored sheet as the back
screen. Once finished acting out the show, ask the audience to describe the forces
that moved the toys and how shadows were formed in the show.
Write a hypothesis about what will happen when items chosen by the class are
rubbed together.
Discuss thermal energy and thermal clothing is worn in the winter. Find out what
kinds of items get hot and what items almost never get hot through thermal
energy (sun).
Demonstrate use of tools for measuring temperature (on Internet or with
classroom thermometers). Explore ways to produce heat energy by using
different temperatures of water.
Make a Heat/Thermal Energy/Temperature Graphic Organizer.
Study Ferriers. Blacksmiths who make horseshoes are called ferriers, which is
derived from the Latin word for “iron.” Ferriers first heat the iron until it is red
hot. He/she uses tongs to remove it from the forge and hammer it into the shape
of an anvil. Learn more about this practice and discuss the thermal energy.
39


Suggested
Activities
(cont.)


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








Use 3 aluminum pie pans per table group, one with cold water, one with warm
water, and one with fairly hot water (still okay to place hands in, though). Have a
volunteer place both hands in the warm water for one minute. After drying hands,
place one hand in the cool water and the other in the hot water. Share
observations orally.
Write a story about a day without thermal energy. Share your story with a child
in a younger grade.
Provide index cards for each student, list cause on one side and effect on the
other. Discuss why liquid inside a thermometer goes up and down. Make
statements orally, hold up card to share if you believe a fact is a cause or effect.
Make hot cocoa. Students bring in their own mugs for a day, generally when it’s
cold out, and they discuss why their hands can be warmed by contact with the
outside of the mug, and reason why heat travels.
List 3-4 questions for the school nurse or a local nurse or doctor to answer about
fever. If a visit the nurse or doctor is not possible, locate answers on-line.
Create a delivery box that retains thermal energy for a particular item. Bring it in
and present an explanation.
Experiment with insulators. Is wool or sand a better insulator? Stuff a can with
wool socks. Cut a small hole in the middle of the lid for the thermometer. Make
sure the thermometer is surrounded by wool. Read and record temp. after 5 min.
Warm the outside of the can with a hair dryer. Record new temp. Repeat with
sand in the can rather than socks. Discuss and compare results.
Provide a light bulb holder with bulb, 3 index cards, ruler, pencil, clay. Observe
that light travels in straight lines.
Use a small mirror, water, clear container, and flashlight. Conclude that white
light is made up of many colors mixed together.
Locate rainbows in puddles, windshields, and glass.
Create a model of a Fun House Mirror to review concave and convex reflections.
Use clear bowl and small toys to experiment with bending light. Fill water
halfway up the toy in the bowl. If the toy looks broken, the light isn’t bending.
Experiment with light travelling through transparent, translucent and opaque
materials. Create a mural of magazine pictures for each type of material, show
headings.
Write a comparison for how a building looks in a puddle that is rippling vs. when
it is smooth.
Discuss how George Washington Carver made colors of dye from different kinds
of plants. Read about it on-line. Then, compare to how crayons are made today,
perhaps in the Crayola Factory in Easton, PA.
Examine and manipulate classroom prisms.
Host a painting lesson. Students learn about mixing colors and note the change.
Make a timeline showing the history of lenses, microscope invention, telescope
invention, bifocals invention, laser invention, and the date the first telephone
message was sent over the transatlantic.
Make a periscope to use reflected light to gather an image - perhaps, use this as a
unit project.
Show refraction by moving the eye, coin with water in the jar, and without water
in it.
40
Assessments/
Performance
Indicators









Tests
Quizzes
Teacher observations
Projects/ rubric
Charts
Notebook definitions
Completed flashcards
Journal entrees
Kid-watching











Benchmark
Assessment
Resources/
Materials
Sense poem
Shadow illustrations
Shadow Show: Grade questions
asked after play presentation.
Heat/Thermal Energy/Temperature:
Rubric
Thermal Energy story
Energy test
Thermal Energy box project
Fun House mirror project
History of Optics Timeline: Grade
for correct sequencing
Art – Mixing Colors: Bulletin
Board or portfolio grade
Students will be able to use prior knowledge in order to hypothesize orally, in
writing, and through illustrations, what they think will happen to matter when it is
heated, cooled, or combined with other matter.
Ice, water, heating unit such as a hot pot, Bunsen burner
Heat source, flashlight, Internet sounds, DVD player, radio
Thermometers, beakers, measuring cups
Blacksmith or Ferrier to come visit our grade
School nurse – fever interview
Concave and convex mirrors
George Washington Carver web site
History of Optics on-line
http://www.gardenofpraise.com/matter.htm, states of matter song
41
Subject: Science
Content
Grade: 3-4
Forces and Motion
1. Why is force necessary to create motion?
Essential
Questions
2. How do scientists explain a force that acts without direct contact?
3. Why is the force of gravity important on Earth?
NJCCCS
5.2.E


Skills/
Proficiencies





Suggested
Activities





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
Investigate how animate and inanimate objects can move.
Predict an object’s relative speed, path, or how far it will travel using various
forces and surfaces.
Compare a force that acts by direct contact with an object that acts without direct
contact.
Model how motion is a change in position over a period of time and force is
something that changes the speed and/or direction of motion.
Investigate and categorize materials based on their interactions with magnets.
Summarize, construct, and generalize rules for the effect that the force of gravity
has on different objects.
Use a spring scale, 2 pieces of string, and things to pull or push to demonstrate
how forces are measured.
Push desks without allowing them to move and then push them so they do move.
Discuss.
Play Tug-of-War in the classroom, record when work was used and when work
wasn’t. Explain. Use Work = Force X Distance.
Create different surfaces for toy cars to travel on. Predict the path each surface
will allow each car to travel. Which surface will slow the car’s speed down the
most? Try it and see.
Go on-line and look up friction for roller coasters and amusement park rides.
Draw or create a model of a ride for our class. Share it and discuss where the
friction lies.
Use a bar magnet and compass, which always points to the North Pole. Observe
when the needle of the compass moves. It should be when the magnet draws
near.
Observe how same magnet forces repel.
Gravity Game/ Gravity Launch:
http://www.sciencenetlinks.com/interactives/gravity.html
Gravity Power Point to Introduce Gravity: http://science.pppst.com/gravity.html
http://science.pppst.com/motion.html
Roller Coaster Physics site
www.learner.org/interactives/parkphysics/index.html
Energy Kids website: Use this to find out more about energy basics, forms of
42
Suggested
Activities
(cont.)
Assessments/
Performance
Indicators
Benchmark
Assessment
Resources/
Materials



energy, energy calculators, etc.
http://tonto.eia.doe.gov/kids/energy.cfm?page=about_home-basics
Play force and motion Jeopardy game
View and discuss Bill Nye Experiments through DVD or on-line, or Discovery
Education by looking up his name












Tests
 Vocabulary quiz for force terms
Quizzes
 Friction drawing
Teacher observations
 Force and motion test
Projects/ rubric
 Magnet test
Charts
 Illustrations of magnets and
location of where positive and
Notebook definitions
negative poles occur.
Grade completed flashcards
Journal entrees
Kid-watching
Students will be able to explain force and motion.
Students will be able to explain that some forces can act without direct contact.
Students will be able to view a video of astronauts working in space without
gravity in order to explain why the force of gravity on Earth is important.



Brainpop.com
Bill Nye Experiments through DVD or on-line, or Discovery Education
Energy Kids Website:
http://tonto.eia.doe.gov/kids/energy.cfm?page=about_home-basics
Roller Coaster Physics: www.learner.org/interactives/parkphysics/index.html
Force Power Point Presentations to view: http://science.pppst.com/motion.html
Gravity Launch Game:
http://www.sciencenetlinks.com/interactives/gravity.html
Gravity Power Point for Introduction: http://science.pppst.com/gravity.html
What Magnets can Do, by Allan Fowler
Magnets and Springs Game:
http://www.sciencekids.co.nz/gamesactivities/magnetssprings.html
Rope
http://www.sciencekids.co.nz/experiments.html
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43
Subject: Science
Content
Essential
Questions
NJCCCS
Grade: 3-4
Organisms related to health
1. Why are the interactions of body systems important for carrying out everyday life
activities?
2. Why do scientists compare and contrast structures in various organisms?
5.3.A

Skills/
Proficiencies





Suggested
Activities

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


Investigate and compare the basic physical characteristics of plants, humans, and
other animals.
Observe and group similarities and differences in the needs of various living
things, and differences between living and nonliving things.
Develop and use evidence-based criteria to determine if an unfamiliar object is
living or nonliving.
Compare and contrast structures that have similar functions in various organisms,
and explain how those functions may be carried out by structures that have
different physical appearances.
Describe the interactions of body systems involved in carrying out everyday life
activities.
Grow kidney and corn seedlings with soil-filled coffee filters and clear cups.
Compare physical characteristics.
Create models of human body systems.
Create poetry describing physical characteristics of humans.
Make a Needs/Wants T-chart for humans.
Make Venn diagrams to compare living and nonliving things.
Write clues for an unfamiliar object that you draw, perhaps an alien, new plant or
animal species, or an unknown rock or mineral. State your clues so the class can
determine whether your unfamiliar object is living or nonliving.
Write and sing a rap song explaining how different body systems interact. Ex. 1:
A pet’s eyes look at food making it salivate. Ex. 2: The smell of something
amazing causes one’s stomach to growl.
44
Assessments/
Performance
Indicators
Benchmark
Assessment
Resources/
Materials









Tests
Quizzes
Teacher observations
Projects/ rubric
Charts
Notebook definitions
Completed flashcards
Journal entrees
Kid-watching



Students will be able to write and sing a rap song to explain how different body
systems interact.

Students will be able to compare and contrast structures in their bodies to similar
structures in an animal of their choice using a Venn diagram.



Kidney and corn seedling journals.
Models of body systems including
labels and written facts.
Describe Humans Poetry
T-charts
Living/Nonliving –Oral
Presentation
Brainpop.com
United Streaming
Google.com
Youtube.com
Kidskonnect.com
Smarttech.com
http://www.rockingham.k12.va.us/resources/elementary/kscience.htm
http://www.sciencekids.co.nz/experiments.html
kidney and corn seeds, cups, soil, coffee filters
45
Subject: Science
Content
Essential
Questions
NJCCCS
Grade: 3-4
Matter/Energy Transformations
1. How does setting affect the type of food available to the organisms in that
particular environment?
5.3.B

Distinguish sources of energy (food) in a variety of settings.

Write the process of photosynthesis as a recipe, listing the important ingredients,
first, then the directions for a green plant to make its own food.
Choose a wild animal and find out how it uses its environment to make/locate its
own food.
Create a mural showing different sources of food grown and animals raised in a
rural area.
Take pictures of different food sources found in suburbs. Share your project
orally and/or create a collage.
Compare and contrast urban and rural sources of energy.
Explore matter using http://www.chem4kids.com/files/matter_intro.html
Grow several types of plants in different environments. (Closet, by window, with
water, without water, etc.). Record data.
Grow a plant in a sealed box, cut a hole in one spot, and observe/record if plant
grows toward the light source.
Skills/
Proficiencies
Suggested
Activities


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
Assessments/
Performance
Indicators









Tests
Quizzes
Teacher observations
Projects/ rubric
Charts
Notebook definitions
Grade completed flashcards
Journal entrees
Kid-watching





Photosynthesis recipe
Animals Manufacturing Food
Project
Rural Community Mural
Suburban Collage
Urban/Rural Community Venn
Diagram or T-chart
46

Students will be able to create a suburban picture project collage in order to
present it orally, demonstrating understanding of how the setting affects the type
of food available to an organism in a particular environment.







Matter: http://www.chem4kids.com/files/matter_intro.html
Photosynthesis: Changing Sunlight into Food, Bobbie Kalman
The Magic School Bus Gets Planted, by Ronnie Krauss
The Magic School Bus Goes to Seed video, United Streaming
Discovery Education
Brainpop.com
Where does the food in your fridge come from?: helping to explain food sources,
by Ronne Randall
Matter, by Heather Miller
http://www.sciencekids.co.nz/experiments.html
Benchmark
Assessment
Resources/
Materials


47
Subject: Science
Content
Grade: 3-4
Interdependence
1. How do organisms interact with their ever-changing habitats, biomes, or
ecosystems?
Essential
Questions
2. Why do different habitats enable and support growth of different plants and
animals?
3. How do habitats react to human interference or intervention?
NJCCCS
5.3.C


Skills/
Proficiencies




Suggested
Activities


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
Observe and describe how natural habitats provide for the basic needs of plants and
animals with respect to shelter, food, and water, and how the organisms interact
with their habitats.
Identify the characteristics of a habitat that enable it to support the growth of many
different plants and animals.
Communicate ways that humans protect and/or harm the growth of plants or
animals that live in a habitat. (Pollution/conservation)
Explain the consequences of a rapid ecosystem change with the consequences of a
gradual ecosystem change.
Keep a mum in the dark and a mum in the light. Which of the plant’s basic needs
are met? Which aren’t? Why?
Choose favorite 4 animals in Mexico. Create fun fact cards for them, explaining
how each animal’s basic needs are met.
Identify the characteristics of a habitat that allow it to support the growth of many
different plants and animals. Use Internet, magazine, and hand drawn pictures.
Create reduce, reuse, recycle poster.
Make a Top 5 List of ways humans harm conditions for the growth of plants and
animals.
Find out why if our ecosystem changes too much, Earth may not support life. We
look to the moon as one possibility. Use internet.
Create models of a fire, volcano, flood, mudslide, and tornado.
View video clip on rapid ecosystem changes and how animals adapt to them.
Use this site to read and discuss how animals adapt after a fire:
http://www.windowsintowonderland.org/fire/teachers/fireadaptations.htm
Find out what happens to animals when oil is spilled. Follow the directions on:
http://tlc.howstuffworks.com/family/environmental-activities2.htm, you will need
Ziploc baggies, cotton balls, water, and oil.
Create models of erosion, weathering, and creep to show slow ecosystem changes.
View and discuss the effects of erosion on this site:
http://www.rockingham.k12.va.us/resources/elementary/2science.htm#7powerpoin
ts
48
 View habitat Power Point and discuss different habitats seen, perhaps in a zoo, or
outside own house, or while on a vacation.
http://www.cape.k12.mo.us/blanchard/hicks/Teacher%20Pages/Habitats_files/frame.htm
Suggested
Activities
(cont.)
Assessments/
Performance
Indicators
Benchmark
Assessment
Resources/
Materials









Tests
Quizzes
Teacher observations
Projects/ rubric
Charts
Notebook definitions
Grade completed flashcards
Journal entrees
Kid-watching










Students will be able to draw pictures to explain the results of the Plant Habitat
Experiment in order to show how organisms interact with their ever-changing
habitats, biomes, or ecosystems.

Students will be able to create fun fact cards for basic needs of plants and animals
in different habitats in order to demonstrate how different habitats support different
plants and animals.

Students will be able to read a current event in which humans harmed the
conditions for the growth of a plant or an animal in order to write a Top 5 List that
will be evaluated for content.
Habitat Power Point Rubric
Slow Ecosystem Models
Oil Spill Journal
Rapid Ecosystem Changes Journal
Force test
Force vocabulary quiz
Reduce, Reuse, Recycle Poster
Town Collage
Basic Needs Fun Fact Cards
Habitat Power Point:
http://www.cape.k12.mo.us/blanchard/hicks/Teacher%20Pages/Habitats_files/frame.htm
Erosion:
http://www.rockingham.k12.va.us/resources/elementary/2science.htm#7powerpoints
Oil Spills:
http://tlc.howstuffworks.com/family/environmental-activities2.htm
Animal Adaptation with Fire:
http://www.windowsintowonderland.org/fire/teachers/fireadaptations.htm
Great experiments found here:
http://www.sciencekids.co.nz/experiments.html
Colorful adaptation site:
http://www.mbgnet.net/bioplants/adapt.html
49
Subject: Science
Content
Essential
Questions
NJCCCS
Grade: 3-4
Heredity/Reproduction
1. How do cycles of change affect living things?
2. What changes occur during the life cycle of a seed or bean plant?
5.3.D

Skills/
Proficiencies





Suggested
Activities







Assessments/
Performance
Indicators





Observe and record physical characteristics and changes over time, and cycles of
change that affect living things.
Determine the physical characteristics and changes that occur during the life cycle
of a plant or animal by examining a variety of species.
Make plant cycle observations with seedlings we grow in class.
Create seed comparison chart for monocot and dicot seeds.
Compare water cycles with and without pollution.
Use this game to demonstrate the path of a water droplet in the water cycle.
http://kids.earth.nasa.gov/droplet.html
Use interactive climate maps to visualize weather in different locations around the
world over
time:http://www.classzone.com/books/earth_science/terc/content/visualizations/es2
103/es2103page01.cfm?chapter_no=21
Use The Great Plant Escape has different games and activities to illustrate plant
growth, parts of plants we eat, etc. Use this site:
http://urbanext.illinois.edu/gpe/case1/activities.html
Bring in caterpillars, milkweed, take observation notes, and discuss findings while
learning about the life cycle of a butterfly.
Raise tadpoles, read stories about growth for household pets, draw lifecycles as
they occur.
Construct line graphs to share results for cycle experiments.
Read Who Eats What?: Food Chains and Food Webs, by Patricia Lauber and Holly
Keller. Discussion and journaling assignment.
Read and interpret From Seed to Plant, by Gail Gibbons. Complete flower flipbook
with jobs of plant parts afterward. See attached documentation.
Teacher observations
 Plant Cycle Observation Rubric
Projects/rubrics
 Water cycle test
Charts
 Plant test
Exit Slips
 Life Cycle Rubric
Kid watching
 Flower Flipbook Rubric
50
Benchmark
Assessment
Resources/
Materials

Students will be able to graph the cycles of change of at least 3 different living
things.

Students will be able to plant bean and corn seeds, take pictures of them at different
stages of their life cycles, and create a Power Point showing and explaining the life
cycle of their seedlings.


From Seed to Plant, by Gail Gibbons
Who Eats What?: Food Chains and Food Webs, by Patricia Lauber and Holly
Keller
The Great Plant Escape: http://urbanext.illinois.edu/gpe/case1/activities.html
http://www.classzone.com/books/earth_science/terc/content/visualizations/es2103/e
s2103page01.cfm?chapter_no=21
http://kids.earth
http://www.sciencekids.co.nz/experiments.htmlhttp://kids.earth.




51
Subject: Science
Content
Essential
Questions
NJCCCS
Grade: 3-4
Evolution/Diversity
1. Why do parents and their offspring have similarities and differences?
2. How does adaptation increase chance of survival?
5.3.E

Skills/
Proficiencies




Suggested
Activities

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
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
Compare and contrast similarities and differences in observable traits between
parents and offspring.
Describe how similar structures found in different organisms have similar functions
and enable those organisms to survive in different environments.
Model an adaptation of a species that would increase its chances of survival, should
the environment become wetter, dryer, warmer, or colder over time.
Evaluate similar populations in an ecosystem with regard to their abilities to thrive
and grow.
Compare and contrast similarities and differences in observable traits between
parents and children.
Sing the Photosynthesis Song which can be found online.
http://www.youtube.com/watch?v=tSHmwIZ9FNw
Then, describe how plants make their own food and get water by drawing a diagram
or writing a recipe for photosynthesis.
Describe how plants make their own food and get water.
Make a poster to show a pretend adaptation for an animal or plant of choice that
would increase its chance of survival. Explain it to class.
Compare populations of cacti and reptiles that live in a desert in Mexico to
populations of maple trees and moose that live in Canada. (Plants and animals from
any two places studied can be used for this activity.)
Compare and contrast similarities and differences in observable traits using
parent/child and self/sibling.
Choose an age appropriate human body part (feet, hands, ears, heart) and compare
it with the same part from an animal of your choice. Write a summary or complete
a comparison chart such as a Venn diagram.
Describe, in writing, how a human heart and a particular animal’s heart have similar
functions.
Choose a body part of a favorite animal and determine why it is necessary. Ex.
Long ears for a rabbit, webbed feet for a duck, long neck for a giraffe.
Choose a place such as the rainforest, or even Antarctica. Choose two populations
of critters to study and compare. Write a report, create a poster, or make a Power
Point from data.
Heredity/Observable Traits website:
http://learn.genetics.utah.edu/content/begin/traits/
52

Suggested
Activities
(cont.)
Assessments/
Performance
Indicators











Benchmark
Assessment
Resources/
Materials
Use this site to show the pictures. Have the children stand up and act out the traits
that they can do. Discuss why everyone does not have the exact same traits.
http://learn.genetics.utah.edu/content/begin/traits/activities/pdfs/Traits%20Trivia_P
ublic.pdf
Play adaptations game. www.ecokids.com is a helpful website
Tests
 Traits web
Quizzes
 Photosynthesis recipe
Teacher
 Adaptation poster
observations
 Summaries
Projects/ rubric
 Reports
Charts
 Heredity test
Notebook
 Flipbook
definitions
 Oral presentation
Grade completed
flashcards
Journal entrees
Kid-watching
Students will be able to explain their self/sibling Venn diagram or the parent/child
Venn diagram, which will be graded with an oral presentation rubric.

Students will be able to construct a flipbook demonstrating one particular animal’s
adaptation to its environment, and share in a small group orally.


http://learn.genetics.utah.edu/content/begin/traits/
http://learn.genetics.utah.edu/content/begin/traits/activities/pdfs/Traits%20Trivia_P
ublic.pdf
www.ecokids.com
Power Point
http://www.youtube.com/watch?v=tSHmwIZ9FNw (for photosynthesis song)
Interactive Venn diagrams on smart.com




53
Subject: Science
Content
Grade: 3-4
Universe
1. How do scientists explain the relationship between the rotation and revolution of
the moon around the Earth?
Essential
Questions
2. How could you demonstrate the relationship between the planets, dwarf planets,
moons, asteroids, and the sun in our solar system?
3. Why are the sun and moon visible in different times and locations?
NJCCCS
5.4.A

Skills/
Proficiencies




Suggested
Activities








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


Determine a general description of when the sun and moon are visible based on
observations.
Formulate a general description of the apparent daily motion of the sun based on
shadow observations, and how those observations could be used to tell the time of
day.
Identify patterns of the moon’s appearance and make predictions about its future
appearances based on observations.
Model and explain the rotation and revolution of the moon around the Earth.
Demonstrate relationship between the planets, dwarf planets, moons, asteroids,
and the sun in our solar system.
Use 4 Oreo cookies (or peanut butter crackers) to make the 8 moon phases.
Make a Flip Book illustrating the moon phases.
Make a moon cycle illustrated spinner.
Assign jobs for each student, work on the playground to become planets, sun,
moon, etc. and practice rotating and revolving simultaneously.
Demonstrate constellations and movement of the moon using a portable
planetarium (Fairview Lake – Star Lab).
Visit a local planetarium – ESU or CCM have effective programs.
Trace the shadow of the sun using a sundial. Repeat two or three times
throughout the day. Discuss the movement of the Earth, and its rotation.
Use a flashlight, hand mirror, and dark t-shirt in order to show the moon is
reflected sunlight.
Observe the stars 4-5 times this month, draw them on dark construction paper,
note if they change, and describe shapes you see. (Home Project)
Moonconnection.com – great site for moon phases and why we only see one side
of the moon. Be sure to play “Ring around the Rosy” to show this kinesthetically.
NASA website: http://www.nasa.gov/audience/forstudents/k-4/index.html, great
for playing games on the solar system such as “Rocket Builder,” “Roving on
Mars,” plus many others.
youtube.com, look up moon phases, you will find several video clips showing
them and explaining them.
54

Star Child website for the solar system. It has vocabulary as well as detailed
pictures. http://starchild.gsfc.nasa.gov











Tests
 Cookie moon phases
Quizzes
 Flipbook for moon phases
Teacher observations
 Moon cycle illustrated spinner
Projects/ rubric
 Planetarium class trip summary
Charts
 Sundial Rubric or written test.
Notebook definitions
 Star charts
Grade completed flashcards
 Power Point construction rubric
Journal entrees
Kid-watching
Create a Power Point
Students will be able to demonstrate by acting out the movements of the sun,
moon, and Earth during both rotation and revolution.

Students will be able to construct a model of the solar system from household
materials in order to explain the sizes and relationship between the planets.

Students will be able to complete a graph over time to develop conclusions, orally
and in writing, explaining why the sun and moon are visible during the day and at
night sometimes.






http://starchild.gsfc.nasa.gov
NASA website: http://www.nasa.gov/audience/forstudents/k-4/index.html
youtube.com
moonconnection.com
area Planetariums (ESU, CCM, Raritan Valley Community College)
www.funology.com
Suggested
Activities
(cont.)
Assessments/
Performance
Indicators
Benchmark
Assessment
Resources/
Materials
55
Subject: Science
Content
Grade: 3-4
Earth’s History
1. Why is it important to observe and note changing events in the geological history of the
Earth?
Essential
Questions
2. Why is the oldest layer of rock closest to the Earth’s core?
3. How do manmade changes to the Earth compare with geological changes?
4. How does the Earth change with regard to weathering, erosion, volcanoes, and
mountain formation?
NJCCCS
5.4.B

Skills/
Proficiencies



Suggested
Activities










Observe and gather data from fossils to determine whether each is terrestrial or marine
in origin.
Interpret a layered rock representation in order to establish the oldest and youngest
layers, geological events, plate tectonics, and changing life forms.
Examine Earth’s surface features and identify those created on a scale of human life or
on a geologic time scale.
Find out more about sedimentary, metamorphic, and igneous rocks by scratching them
and keeping a table.
Read and summarize how the layers of Earth form in: The Magic School Bus, Inside
the Earth’s Core, by J. Cole
Read and discuss The Magic School Bus, Inside the Earth by Joanna Cole and Bruce
Degen.
Read and interpret Let’s Go Rock Collecting, by Roma Gans and Holly Keller.
Create 3 Layered Clay Mountains. Draw conclusions about how mountains form.
Show how erosion occurs with aluminum foil pans, different types of soil, and water
poured from a watering can.
Construct fossil imprints with seashells and 3 layers of different colored clay. Take
shells out, place them in the center of the rug, and have students locate which shells
made each fossil. Discuss how scientists know how fossils are made.
Use this site to find out ways to make 3 types of delicious rocks! Edible Rocks website:
http://www.chariho.k12.ri.us/curriculum/MISmart/rocks/edible.html
How Rocks Form website: http://www.rocksforkids.com/RFK/howrocks.html
Rocksforkids.com is a great site in which students can find out more about their favorite
rocks.
Soil Analysis: Create different layers of soil with sand, leaves, sticks, potting soil, etc.
Identify layers and explain how they change over time.
56
Assessments/
Performance
Indicators









Tests
Quizzes
Teacher observations
Projects/ rubric
Charts
Notebook definitions
Grade completed flashcards
Journal entrees
Kid-watching

Students will be able to create a project showing how a landform is made and display it
in a place with a summary so others can learn about how slowly or quickly landforms
change.

Students will be able to write a summary about The Magic School Bus Inside the Earth
in order to explain why the oldest layer of Earth is closest to its core.

Students will be able to create a bi-fold or tri-fold project comparing human and
geological changes to the Earth’s surface.

Students will be able to display weathering, erosion, volcanoes, and mountain formation
by creating interactive projects showing their changes that others can observe and try
out.















http://www.rockingham.k12.va.us/resources/elementary/2science.htm#7powerpoints
http://www.windowsintowonderland.org/fire/teachers/fireadaptations.htm
http://tlc.howstuffworks.com/family/environmental-activities2.htm
United Streaming
http://www.rocksforkids.com/RFK/howrocks.html
Rocksforkids.com
http://www.chariho.k12.ri.us/curriculum/MISmart/rocks/edible.html
Let’s Go Rock Collecting, by Roma Gans and Holly Keller
Sample rock collections
Scratch test kits and mirrors
The Magic School Bus Inside the Earth (Magic School Bus Series) by Joanna Cole
The Magic School Bus Rocks and Rolls video
The Magic School Bus Inside the Earth video
http://www.childrensmuseum.org/geomysteries/floatingrock/a1.html
www.funology.com
Benchmark
Assessment
Resources/
Materials
Resources/
Materials
(cont.)





After reading literature, journal
summary
Clay mountain
Hypothesis/findings notes
Class discussion
After viewing a video clip, journal
about important facts, or material
learned
57
Subject: Science
Content
Grade: 3-4
Earth’s Operations
1. How can you explain the effects of sunlight on living and nonliving things?
Essential
Questions
2. How does the water cycle affect our daily weather and climate?
3. Why should we respect our environment, recycle, and conserve?
NJCCCS
5.4.C.1, 5.4.C.2, 5.4.E.1, 5.4.F.1, 5.4.G.1, 5.4.G.2

Skills/
Proficiencies














Suggested
Activities





Explore and describe characteristics of/and concepts about soil, rocks, water, and
air.
Describe the attributes and properties of Earth’s materials such as soil, using
terms such as hard, soft, dry, wet, heavy, and light; create a model to show how
soil is formed.
Categorize unknown samples as either rocks or minerals.
Explain the effects of sunlight on living and nonliving things.
Describe the relationship between the sun and plant growth.
Predict temperature changes of Earth’s materials, such as water, soil, and sand,
when placed in the sun or in the shade.
Observe, record, and document daily weather conditions such as cloud patterns,
precipitation, and temperature and discuss how the weather influences daily
activities.
Collect data from weather with basic weather instruments and identify patterns
observed.
Demonstrate how to conserve water, recycle, and respect our environment.
Observe and discuss evaporation and condensation and how clouds form.
Categorize and list the basic needs of living organisms.
Explain the natural resources used in the process of making various manufactured
products.
Categorize clouds by the conditions that form precipitation.
Trace the path a drop of water might follow through the water cycle and model
how the properties change.
Use 3 plants, one in the closet with water, one with light and no water, and one in
light with water, record observations daily for a week or longer.
Observe, record, and document daily weather conditions such as cloud patterns,
precipitation, and temperature and discuss how the weather influences daily
activities.
Create basic weather instruments – find how to online. Use them to identify
patterns over time.
Construct a water cycle wheel.
Study cloud formation.
Trace the path of a drop of water. Use a blank cycle template.
58


Suggested
Activities
(cont.)




Assessments/
Performance
Indicators
Benchmark
Assessment
Resources/
Materials
Explain how natural resources are used in making paper, cans, bags, etc.
Make a faucet drip. Measure the amount that dripped after 1, 5, and 10 minutes.
Explain why we need to conserve.
Compare weather in different areas over time. In math, collect date of high and
low temperatures over a month or the school year, and graph data.
Use plastic jar, water, clay, and awl; to show how pressure forces water up a
straw. It will not push the water up the straw if the cap is sealed.
Save aluminum cans, record the weight of the cans, create a bar graph per child,
and per classroom for assessment.
Create robots out of bottles and items that should be recycled. Write a paragraph
explaining how and which items should be reused.







Tests
Quizzes
Teacher observations
Projects/ rubric
Charts
Notebook definitions
Grade completed flashcards








Students will be able to present an oral project on the effects of sunlight on living
and nonliving things.

Students will be able to create a water cycle project and graph over time in order
to demonstrate how the water cycle works as well as how the weather cycle
affects weather and climate.

Students will be able to construct a recycle robot or poster project in order to
explain why recycling and conserving are important to the environment.








Internet: Weather over time
Water cycle wheel
Cloud formation
Trace the path of the drop of water
Anemometer, thermometer, barometer
Balance scale
Brainpop.com
www.extremescience.com
Plant experiment observation chart
Weather chart
Weather instrument construction
Cloud formation
Natural Resources Cartoon
Weather over time graphs
Recycle robots
59
SCIENCE CURRICULUM
5-6
60
Subject: Science
Content
Essential
Questions
NJCCCS
Grade: 5-6
Scientific Explanation
1. How can scientific explanations illustrate our natural and designed world?
5.1.A; 1-3

Skills/
Proficiencies
Suggested
Activities






Demonstrate understanding and use interrelationships among central scientific
concepts to revise explanations and consider alternative explanations.
Utilize mathematical, physical, and computational tools to build conceptual-based
models and to pose theories.
Implement scientific principles and models to frame and synthesize scientific
arguments and pose theories.
Identify mixtures and how they can be changed.
Model radioactive decay using pennies.
Model creation of the Grand Canyon using sand and clay.
Use sonar-indicator tools to measure various depths of ocean topography.
Teacher and/or publisher tests
Saturated mixture lab report
Quizzes
Radioactive decay penny model
Teacher observations
Teacher oral questions and student responses
Assessments/
Laboratory reports
3-D model of ocean floor
Performance Projects/ models
Indicators Discussion: questions/answers
Articulation with resource room
teacher
 Students will be able to identify the effects of erosion and deposition of earth
materials and their effects on man-made structures.
Benchmark
Assessment
61
Resources/
Materials










Harcourt Science, 2000
Macmillan: A Science Place
Windows On Science, Optical Data
Corp., 1989
Science Court; Tom Snyder
Productions
o Life Science-Living; NonLiving
o Matter-Absorption of Light
o Electricity-circuit
Videos
o Mr. Wizard
NASA
o www.nasa.gov
Public Broadcasting System
o www.pbs.org
o deltaeducation.com
United Streaming
Merrill Science, 1989
Full Option Science
System®(FOSS®)
o FOSSWEB® Resources
 www.lhsfoss.org









Biomes
o mbgnet.net
Bill Nye, the Science Guy
o www.billnye.com
eNature
o www.eNature.com
Exploratorium
o www.exploratorium.edu
Extreme Science
o www.extremescience.com
Funology.com
o www.funology.com
Galileo Project
o www.jpl.nana.gov/galileo/
National Science Teachers Association
o www.nsta.org
Periodic Table of the Elements
o www.chemsoc.org/viselements
62
Subject: Science
Content
Active Investigations
Essential
Questions
NJCCCS
Grade: 5-6
1. How does the scientific method generate various explanations of scientific
investigations?
5.1.B; 1-4

Skills/
Proficiencies



Suggested
Activities








Assessments/
Performance
Indicators

Benchmark
Assessment
Resources/
Materials




Design investigations and use scientific instrumentation to collect, analyze, and
evaluate evidence as part of building and revising models and explanations.
 Gather, evaluate, and represent evidence using scientific tools, technologies, and
computational strategies.
 Apply qualitative and quantitative evidence to develop evidence-based
arguments.
 Use quality controls to examine data sets and to examine evidence as a means of
generating and reviewing explanations.
Use an indicator to determine whether a solution is an acid or a base.
Learn to identify substances as lipids such as butter, vegetable oil, and Crisco.
Make a generator. Students use materials: copper wire, magnets and galvanometer
to create a generator.
Evaluate evidence by observing and recording differences in the outcome of the
investigation using variable and control groups.
Teacher and/or publisher tests
 Acid/base lab report
Quizzes
 Laboratory observations
Teacher observations
 Oral questions and student responses
Laboratory reports
 Generator performance rubric
Projects/ models
 Skills checklist
Discussion: questions/answers
Articulation with resource room
teacher
Students will be able to define identify specific variables and controls in a
laboratory investigation.
Harcourt Science, 2000
Macmillan: A Science Place
Windows On Science, Optical Data
Corp., 1989
Science Court; Tom Snyder
Productions



Biomes
o mbgnet.net
Bill Nye, the Science Guy
o www.billnye.com
eNature
o www.eNature.com
63
Resources/
Materials
(cont.)






o Life Science-Living; NonLiving
o Matter-Absorption of Light
o Electricity-circuit
Videos
o Mr. Wizard
NASA
o www.nasa.gov
Public Broadcasting System
o www.pbs.org
o deltaeducation.com
United Streaming
Merrill Science, 1989
Full Option Science
System®(FOSS®)
o FOSSWEB® Resources
 www.lhsfoss.org






Exploratorium
o www.exploratorium.edu
Extreme Science
o www.extremescience.com
Funology.com
o www.funology.com
Galileo Project
o www.jpl.nana.gov/galileo/
National Science Teachers Association
o www.nsta.org
Periodic Table of the Elements
o www.chemsoc.org/viselements
64
Subject: Science
Content
Knowledge
Essential
Questions
NJCCCS
Skills/
Proficiencies
Grade: 5-6
1. How can hypothetical methods be used to incorporate the details of scientific
knowledge?
5.1.C; 1-3



Monitor one’s own thinking as understandings of scientific concepts are refined.
Revise predictions or explanations on the basis of discovering new evidence, learning
new information, or using models.
Generate new and productive questions to evaluate and refine core explanations.

Suggested
Activities





Create conceptual and physical models, test, redesign-retest to complete a go-cart
that moves.
Model a chain reaction with dominoes.
Make models of the geological layers of the earth.
Using flour, water and golf balls create model of moon’s craters.
Use potted plants, clean, and polluted water to simulate wetland water filtering.
Monitor current events. Students take pictures, find articles from electronic and
non-electronic resources and explain the changes.
o Oil vs. gas heat
o Gas vs. hybrid cars
o Solar energy






Assessments/
Performance
Indicators

Teacher and/or publisher tests
 Water filtering lab report
Teacher observations
 Teacher oral questions and student
responses
Laboratory reports
 Concept specific quizzes
Projects/ models
 Chain reaction model
Discussion: questions/answers
 Moon crater model
Articulation with resource room
teacher
 Current science event oral presentation
Students will be able to design and build a working model.
Benchmark
Assessment
65
Resources/
Materials










Harcourt Science, 2000
Macmillan: A Science Place
Windows On Science, Optical Data
Corp., 1989
Science Court; Tom Snyder
Productions
o Life Science-Living; NonLiving
o Matter-Absorption of Light
o Electricity-circuit
Videos
o Mr. Wizard
NASA
o www.nasa.gov
Public Broadcasting System
o www.pbs.org
o deltaeducation.com
United Streaming
Merrill Science, 1989
Full Option Science
System®(FOSS®)
o FOSSWEB® Resources
 www.lhsfoss.org









Biomes
o mbgnet.net
Bill Nye, the Science Guy
o www.billnye.com
eNature
o www.eNature.com
Exploratorium
o www.exploratorium.edu
Extreme Science
o www.extremescience.com
Funology.com
o www.funology.com
Galileo Project
o www.jpl.nana.gov/galileo/
National Science Teachers Association
o www.nsta.org
Periodic Table of the Elements
o www.chemsoc.org/viselements
66
Subject: Science
Content
Grade: 5-6
Reasoning
Essential
Questions
NJCCCS
1. Which logical and sequential methods can be used to recognize scientific
reasoning?
5.1.D; 1-4


Skills/
Proficiencies





Suggested
Activities










Assessments/
Performance
Indicators

Benchmark
Assessment


Engage in multiple forms of discussion in order to process, make sense of, and
learn from other’s ideas, observations, and experiences.
Engage in productive scientific discussion practices during conversations with
peers, both face-to-face and virtually, in the context of scientific investigations
and model-building.
Demonstrate how to safely use tools, instruments, and supplies.
Handle and treat organisms humanely, responsibly, and ethically.
Use carbon to determine age. Students convert fractions to percents.
Observe live specimens of hydra to learn about symbiosis.
Test ways to increase the strength of an electromagnetic circuit by increasing
coils of wire, by using larger/more dry cell).
Test ways to increase the strength of an electromagnetic circuit by increasing the
amount of conducting material.
Demonstrate that friction produces heat by rubbing hands together.
Create 2 situations for 2 of the same objects brought from home such as one plant
in soil and the other in sand. Students observe and record the results using the
scientific method as a guide.
Teacher and/or publisher tests
 Heat/friction demonstration
Quizzes
 Lab report – hydra observations
Teacher observations
 Carbon dating quiz
Laboratory reports
 Model of an electromagnet
Projects/ models
Discussion: questions/answers
Articulation with resource room
teacher
Students will be able to use the scientific method to conduct a performance-based
investigation.
Harcourt Science, 2000
Macmillan: A Science Place

Biomes
o mbgnet.net
67
Resources/
Materials








Windows On Science, Optical Data
Corp., 1989
Science Court; Tom Snyder
Productions
o Life Science-Living; NonLiving
o Matter-Absorption of Light
o Electricity-circuit
Videos
o Mr. Wizard
NASA
o www.nasa.gov
Public Broadcasting System
o www.pbs.org
o deltaeducation.com
United Streaming
Merrill Science, 1989
Full Option Science
System®(FOSS®)
o FOSSWEB® Resources
 www.lhsfoss.org








Bill Nye, the Science Guy
o www.billnye.com
eNature
o www.eNature.com
Exploratorium
o www.exploratorium.edu
Extreme Science
o www.extremescience.com
Funology.com
o www.funology.com
Galileo Project
o www.jpl.nana.gov/galileo/
National Science Teachers
Association
o www.nsta.org
Periodic Table of the Elements
www.chemsoc.org/viselements
68
Subject: Science
Content
Essential
Questions
NJCCCS
Skills/
Proficiencies
Suggested
Activities
Grade: 5-6
Properties of Matter
1. How can the properties of matter be identified?
5.2.A; 1-4



Determine the volume of common objects using water displacement methods.
Calculate the density of objects or substances after determining volume and mass.
Determine the identity of an unknown substance using data about intrinsic
properties.
 Compare the properties of reactants with the properties of the products when two
or more substances are combined and react chemically.
Scientific investigations observing and demonstrating mass, volume and density:




Compare densities of different liquids.
Make a saturated solution. Students find out how much salt will dissolve in water.
Identify the properties of elements and classify.
Determine whether temperature affects the movement of molecules by measuring
and comparing the temperatures of water in the 3 physical states.
Scientific investigations involving chemical analysis and comparison of data results:








Observe and record properties of unpopped kernels. Heat kernels, observe and
record property changes.
Identify the mystery chemical, through saturation, unknown substance from
information provided.
Compare properties of compounds using various acids and bases and litmus paper
as indicator.
Observe chemical changes from combining 2 or more chemicals.
Observe how increasing the surface area of a substance (by dissolving whole and
crushed antacid tablets) speeds up a chemical reaction.
Use different size containers to fill and demonstrate volume
Use math text books to tie in measurement and volume.
Demonstrate chemical reaction. Teacher shows reaction of baking soda and
vinegar. Students make hypothesis about properties of baking soda and vinegar.
69
Assessments/
Performance
Indicators






Teacher and/or publisher tests
Teacher observations
Laboratory reports
Projects/ models
Discussion: questions/answers
Articulation with resource room
teacher






Students will be able to identify the properties of three samples of matter.


Mystery chemical lab report
Properties of matter quiz
Chemical reaction lab report
Matter unit test
Current science event oral
presentation
Element mobile
Element word activity
Benchmark
Assessment
Resources/
Materials










Harcourt Science, 2000
Macmillan: A Science Place
Windows On Science, Optical Data
Corp., 1989
Science Court; Tom Snyder
Productions
o Life Science-Living; NonLiving
o Matter-Absorption of Light
o Electricity-circuit
Videos
o Mr. Wizard
NASA
o www.nasa.gov
Public Broadcasting System
o www.pbs.org
o deltaeducation.com
United Streaming
Merrill Science, 1989
Full Option Science System®(FOSS®)
o FOSSWEB® Resources
 www.lhsfoss.org









Biomes
o mbgnet.net
Bill Nye, the Science Guy
o www.billnye.com
eNature
o www.eNature.com
Exploratorium
o www.exploratorium.edu
Extreme Science
o www.extremescience.com
Funology.com
o www.funology.com
Galileo Project
o www.jpl.nana.gov/galileo/
National Science Teachers
Association
o www.nsta.org
Periodic Table of the Elements
www.chemsoc.org/viselements
70
Subject: Science
Content
Essential
Questions
NJCCCS
Grade: 5-6
Energy
1. Which methods of scientific discovery can be used to investigate the various forms
of energy?
5.2.B

Skills/
Proficiencies






Suggested
Activities







Predict the path of reflected or refracted light using reflecting and refracting
telescopes as examples.
Describe how two prisms can be used to demonstrate visible light from the sun is
made up of different colors.
Relate the transfer of heat from oceans and land masses to the evolution of a
hurricane.
Use simple circuits involving batteries and motors to compare and predict the
current flow with different circuit arrangements.
Model and explain how the description of an object’s motion from one observer’s
view may be different from another observer’s view.
Describe the force between two magnets as the distance between them is changed.
Demonstrate and explain the frictional force acting on an object with the use of a
physical model.
Observe and describe the action of waves from the motion of cork on water.
Demonstrate that sound waves travel through a medium like string.
Use flashlights to investigate how light travels.
Demonstrate how colors of light are absorbed or reflected using various colored
cellophane and a flashlight.
Compare thermal to chemical energy by using baking soda and vinegar reactions
and thermometers.
Use batteries and wire to create series and parallel circuits.
Make a compass and observe how a magnetized needle can act as a compass.
71







Assessments/
Performance
Indicators


Benchmark
Assessment
Resources/
Materials










Teacher and/or publisher tests
 Thermal/chemical lab report
Quizzes
 Teacher oral questions and student
responses
Teacher observations
 Student demonstration of string
Laboratory reports
telephone
Projects/ models
 Properties of light quiz
Discussion: questions/answers
 Energy unit test
Articulation with resource room
teacher
Students will be able to identify series and parallel circuits.
Students will be able to identify 2 types of mechanical waves and 2 types of
electromagnetic waves.
Harcourt Science, 2000
Macmillan: A Science Place
Windows On Science, Optical Data
Corp., 1989
Science Court; Tom Snyder
Productions
o Life Science-Living; NonLiving
o Matter-Absorption of Light
o Electricity-circuit
Videos
o Mr. Wizard
NASA
o www.nasa.gov
Public Broadcasting System
o www.pbs.org
o deltaeducation.com
United Streaming
Merrill Science, 1989
Full Option Science System®(FOSS®)
o FOSSWEB® Resources
 www.lhsfoss.org









Biomes
o mbgnet.net
Bill Nye, the Science Guy
o www.billnye.com
eNature
o www.eNature.com
Exploratorium
o www.exploratorium.edu
Extreme Science
o www.extremescience.com
Funology.com
o www.funology.com
Galileo Project
o www.jpl.nana.gov/galileo/
National Science Teachers
Association
o www.nsta.org
Periodic Table of the Elements
www.chemsoc.org/viselements
72
Subject: Science
Content
Essential
Questions
NJCCCS
Grade: 5-6
Organisms
1. How do various methods determine the interdependence of living organisms upon
the global environment?
5.3.A

Skills/
Proficiencies










Suggested
Activities






Model the interdependence of the human body’s major systems in regulating its
internal environment.
Model and explain ways in which organelles work together to meet the cell’s
needs.
Describe the sources of the reactants of photosynthesis and trace the pathway to
the products.
Illustrate the flow of energy (food) through a community.
Explain the impact of meeting human needs and wants on local and global
environments.
Predict the impact altering biotic and abiotic factors has on an ecosystem.
Describe how one population of organisms may affect other plants and/or animals
in an ecosystem.
Predict the long term effect of interference with normal patterns of reproduction.
Explain how knowledge of inherited variations within and between generations is
applied to farming and animal breeding.
Distinguish between inherited and acquired traits/characteristics.
Describe the impact on the survival of species during specific times in geologic
history when environmental conditions changed.
Participate in ecological field trip to Merrill Creek Reservoir or Fairview Lake.
Investigate decomposition of synthetic and natural materials in three different
types of soil.
Investigate structure and function of cells, tissues, organs and organ systems by
using microscopes and prepared slides.
Investigate genetic inheritance, genotypic and phenotypic traits. Research may
include genetic disorders.
Observe how sunlight affects the number and variety of organisms living in an
area. Students observe and record types and population numbers of organisms in a
one-square meter playground ecosystem.
Research biomes.
73
Assessments/
Performance
Indicators
Benchmark
Assessment
Resources/
Materials

















Teacher and/or publisher tests
Quizzes
Teacher observations
Laboratory reports
Projects/ models
Discussion: questions/answers
Articulation with resource room
teacher

Students will be able to illustrate and identify a food web in any of the six land or
three water ecosystems.
Harcourt Science, 2000
Macmillan: A Science Place
Windows On Science, Optical Data
Corp., 1989
Science Court; Tom Snyder
Productions
o Life Science-Living; NonLiving
o Matter-Absorption of Light
o Electricity-circuit
Videos
o Mr. Wizard
NASA
o www.nasa.gov
Public Broadcasting System
o www.pbs.org
o deltaeducation.com
United Streaming
Merrill Science, 1989
Full Option Science System®(FOSS®)
o FOSSWEB® Resources
 www.lhsfoss.org















Skeleton reconstruction
Graph of predator/prey populations
Discussion of species survival after
geologic changes
Cell chapter test
Oral presentation on decomposers
niche
Animal or plant cell model
Biomes
o mbgnet.net
Bill Nye, the Science Guy
o www.billnye.com
eNature
o www.eNature.com
Exploratorium
o www.exploratorium.edu
Extreme Science
o www.extremescience.com
Funology.com
o www.funology.com
Galileo Project
o www.jpl.nana.gov/galileo/
National Science Teachers
Association
o www.nsta.org
Periodic Table of the Elements
www.chemsoc.org/viselements
74
Subject: Science
Content
Essential
Questions
NJCCCS
Grade: 5-6
The Universe
1. How do the laws of gravity and motion demonstrate the Earth and sun’s
relationship?
5.4.A; 1-4

Skills/
Proficiencies




Suggested
Activities




Assessments/
Performance
Indicators







Generate and analyze evidence through simulations that the sun’s apparent motion
across the sky changes over the course of a year.
Construct and evaluate models demonstrating the rotation of Earth on its axis and
the orbit of Earth around the sun.
Predict what would happen to an orbiting object if gravity were increased,
decreased, or taken away.
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.
Use internet resources to compare and contrast planets, gases and substances
including their composition by creating a present power point presentation on the
planets.
Compare the motion of Earth and moon relative to the sun by modeling an Earth,
moon, sun demonstration on the playground.
Model solar and lunar eclipses using Styrofoam spheres and a flashlight.
Create a parallax shift in order to understand what it looks like and what causes it
by performing an experiment using thumbs and a dot on the blackboard. Students
will be able to observe the shift with this simple experiment.
Explore why planets stay in orbit by observing a teacher demonstration involving
spinning a soft ball on a string and then releasing it.
Teacher and/or publisher tests
Quizzes
Teacher observations
Laboratory reports
Projects/ models
Discussion: questions/answers
Articulation with resource room
teacher




Student demonstration of sun, earth,
moon system
Universe unit test
Solar system model
Data table of physical characteristics
of solar system
75

Benchmark
Assessment
Resources/
Materials










Students will be able to demonstrate the orbits and relationship among the sun,
Earth, and moon.
Harcourt Science, 2000
Macmillan: A Science Place
Windows On Science, Optical Data
Corp., 1989
Science Court; Tom Snyder
Productions
o Life Science-Living; NonLiving
o Matter-Absorption of Light
o Electricity-circuit
Videos
o Mr. Wizard
NASA
o www.nasa.gov
Public Broadcasting System
o www.pbs.org
o deltaeducation.com
United Streaming
Merrill Science, 1989
Full Option Science System®(FOSS®)
o FOSSWEB® Resources
 www.lhsfoss.org









Biomes
o mbgnet.net
Bill Nye, the Science Guy
o www.billnye.com
eNature
o www.eNature.com
Exploratorium
o www.exploratorium.edu
Extreme Science
o www.extremescience.com
Funology.com
o www.funology.com
Galileo Project
o www.jpl.nana.gov/galileo/
National Science Teachers
Association
o www.nsta.org
Periodic Table of the Elements
www.chemsoc.org/viselements
76
Subject: Science Check skills and activities with teachers
Content
Essential
Questions
NJCCCS
Dynamics of Earth
1. How are the various systems used to determine the geological dynamics of the
Earth?
5.4.B; 1-16

Skills/
Proficiencies
Grade: 5-6
















Interpret a representation of a rock layer sequence to establish oldest and youngest
layers, geologic events, and changing life forms.
Examine Earth’s surface features and identify those created on a scale of human
life or on a geologic time scale.
Determine if landforms were created by processes of erosions (e.g., wind, water,
and /or ice) based on evidence in pictures, video, and/or maps.
Describe methods people use to reduce soil erosion.
Predict the types of ecosystems that unknown soil samples could support based
soil properties.
Distinguish physical properties of sedimentary, igneous, or metamorphic rocks
and 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 or rock formations.
Apply understanding of the motion of lithospheric plates to explain why the
Pacific Rim is referred to as the Ring of Fire.
Locate areas that are being created and destroyed, using maps and satellite images.
Apply knowledge of Earth’s magnetic fields to successfully complete an
orienteering challenge.
Generate a conclusion about energy transfer and circulation by observing a model
of convection currents.
Explain the interrelationships between daily temperature, air pressure, and relative
humidity data.
Create climatographs for various locations around Earth and categorize the climate
based on the yearly patterns of temperature and precipitation.
Illustrate global winds and surface currents through the creation of a world map of
global winds and currents that explain the relationship between the two factors.
Create a model of ecosystems in two different locations, and compare and contrast
the living and nonliving components.
Describe ways that humans can improve the health of ecosystems around the
world.
How Water Changes Earth’s Surface: Students explore landform changes by wind,
water and ice using a stream table.
77

Suggested
Activities















Assessments/
Performance
Indicators

Model changes in tectonic plate positions by using modeling clay, plastic straw
and metric ruler.
Explore rocks and the rock cycle: “Types of Igneous Rock”, “Stream Erosion”,
“Changes in Rock”, and “Classification of Rocks. Students investigate the three
major classifications of rocks: igneous, metamorphic, and sedimentary by
recording observations of three rock samples.
Observe how temperature changes with height and surface material.
Use current weather conditions to compare climates in two cities.
Conduct an investigation to discover what happens in a landfill through the
decomposition of synthetic and natural materials in 3 types of soil.
Conduct an investigation to discover how waste water can be cleaned by packing 4
different layers of soil into a plastic container and observing the colored water
movement through the soil layers.
Explore and understand the main characteristics, organisms, and climates of
biomes and the differences among them using the internet to create a Power Point
presentation.
Discover how thermal and heat energy are related by recording laboratory
observations of 4 heated materials of different compositions.
Measure heat flow. Students observe the flow of heat. They track heat flow using
room-temperature water, warm water, and cool water.
Teacher and/or publisher tests
 Changing energy demonstration
Quizzes
 Weather journal
Teacher observations
 Biome chapter test
Laboratory reports
 Tectonic plate model
Projects/ models
 Cleaned waste water lab report
Discussion: questions/answers
 Earth material chapter test
Articulation with resource room
teacher
Students will be able to display characteristics of the three types of Earth’s rocks.
Benchmark
Assessment
Resources/
Materials






Harcourt Science, 2000
Macmillan: A Science Place
Windows On Science, Optical Data
Corp., 1989
Science Court; Tom Snyder
Productions
o Life Science-Living; NonLiving
o Matter-Absorption of Light
o Electricity-circuit
Videos
o Mr. Wizard
NASA







Biomes
o mbgnet.net
Bill Nye, the Science Guy
o www.billnye.com
eNature
o www.eNature.com
Exploratorium
o www.exploratorium.edu
Extreme Science
o www.extremescience.com
Funology.com
o www.funology.com
Galileo Project
78
Resources/
Materials
(cont.)




o www.nasa.gov
Public Broadcasting System
o www.pbs.org
o deltaeducation.com
United Streaming
Merrill Science, 1989
Full Option Science System®(FOSS®)
o FOSSWEB® Resources
 www.lhsfoss.org


o www.jpl.nana.gov/galileo/
National Science Teachers
Association
o www.nsta.org
Periodic Table of the Elements
www.chemsoc.org/viselements
79
SCIENCE CURRICULUM
7-8
80
Subject: Science
Content
Grade: 7-8
5.1.A Scientific Explanations
1. How does science explain the natural world?
2. How do scientists interpret/analyze the natural world?
Essential
Questions
3. How does science use tools in experiments?
4. Why is the International System of Units an integral part of science?
5. How do scientists exhibit safe procedures?
NJCCCS
Skills/
Proficiencies
Suggested
Activities
1.1, 3.2, 3.3, 4.1, 4.5, 6.3, 9.2




Demonstrate safe lab practices.
Investigate the scientific method.
Integrate inquiry into science.
Discover use and value of the Metric System.
Laboratory experiments in…..
 Metric Lab
 Minty Fresh Lab
 M&M Lab Activity
 Safety Posters
 Safety Demonstrations (safety shower, eyewash, and fire extinguisher)
 Metric Conversion Rulers
 Paper Airplanes Lab Activity
 Grass Seed Lab
 Hand Bone Measurement Lab
 Metric Conversion Worksheets
 Create Your Own Unit of Measurement Activity
 Scientific Tools Demonstration
 Temperature Conversion Activity
 Baffle Boxes
 Study Stans- Vocabulary
 Mobius Lab
 Pollution Demonstration
 Textbook Reinforcement Worksheets
 Mass of Air Activity
 Lab Safety Rap on youtube.com
81
Assessments/
Performance
Indicators
Benchmark
Assessment
Resources/
Materials




Tests
Quizzes
Teacher observation
Projects/rubrics

Students will be able to explain how scientists use tools to analyze and interpret
the natural world.
Students will be able to utilize the International System of Units.
Students will be able to exhibit safety procedures during experimental
investigations.













Metrics conversion quiz
Temperature conversion quiz
Scientific methods quiz
Metric/temperature conversion test
Laboratory write-up
Laboratory write-up rubric
Laboratory observations
Lab safety quiz
Lab safety contract
Lab safety test
Teacher oral questions and student
responses
Holt, Rinehart and Winston Physical Science (out of print)
Holt, Rinehart and Winston Life Science
CD’s and DVD’s
Teacher provided materials (communication)
Teacher produced interactive labs
Moodle- NWR courses online teacher pages
Internet Resources:
 Teachersdomain.com
 Nsdl.org
 Nasa.gov
 Exchange.Smarttech.com
 Pbs.org
 Teachertube.com
 Youtube.com
 Middleschoolscience.net
 Pppst.com
 Phet.colorado.edu
 Physicsclassroom.com
 Quarked.org












Sciencespot.net
Iptv.org
Periodicvideos.com
Forensics.rice.edu
Freerice.com
Ssd.jpl.nasa.gov
Edheads.org
Exploratorium.edu
Brainpop.com
Biology-online.org
Biology4kids.com
Dnaftb.org
82
Subject: Science
Content
Essential
Questions
Grade: 7-8
5.1B Active Investigations
1. How do scientists design investigations and use scientific instrumentation to
collect, analyze, and evaluate evidence as part of building and revising models
and explanations?
2. How do scientists gather, evaluate, and represent evidence using scientific
tools, technologies, and computational strategies?
3. How do scientists use qualitative and quantitative evidence to develop
evidence-based arguments?
NJCCCS
Skills/
Proficiencies
Suggested
Activities
1.1, 1.2, 1.4, 3.1, 3.2, 3.3, 4.1, 4.4, 4.5, 6.3, 9.2




Construct a model demonstrating the structure of a body.
Devise an experiment utilizing scientific tools.
Interpret and evaluate graphs/data.
Evaluate experimental data to substantiate a hypothesis.














How to Form a Good Hypothesis Activity
How to Write a Good Conclusion Activity
Scientific Tools Worksheets/Demonstrations
Scientific Models Examples/Demonstrations
Balloon Demonstration Lab Activity
Lab Write-up Format
Lab Write-up in Computer Lab with step by step procedures
Popcorn Lab
Jelly and Fluff Activity (Specific Procedures)
Eggciting Experiment Project
Does It All Add Up? Lab
Layered Solution Lab
X-ray Technology Demonstration
Grass Seed Lab
83
Assessments/
Performance
Indicators
Benchmark
Assessment
Resources/
Materials




Tests
Quizzes
Teacher observation
Projects/rubrics




Students will be able to design an investigation and use scientific instruments to
gather, evaluate and represent scientific data.

Students will be able to use qualitative and quantitative evidence to support
scientific arguments.


Laboratory write-ups
Laboratory write-up rubric
Teacher oral questions and student
responses
Scientific model quiz
Scientific tools quiz
Holt, Rinehart and Winston Physical Science (out of print)
Holt, Rinehart and Winston Life Science
CD’s and DVD’s
Teacher provided materials (communication)
Teacher produced interactive labs
Moodle- NWR courses online teacher pages
Internet Resources:
 Teachersdomain.com
 Nsdl.org
 Nasa.gov
 Exchange.Smarttech.com
 Pbs.org
 Teachertube.com
 Youtube.com
 Middleschoolscience.net
 Pppst.com
 Phet.colorado.edu
 Physicsclassroom.com
 Quarked.org












Sciencespot.net
Iptv.org
Periodicvideos.com
Forensics.rice.edu
Freerice.com
Ssd.jpl.nasa.gov
Edheads.org
Exploratorium.edu
Brainpop.com
Biology-online.org
Biology4kids.com
Dnaftb.org
84
Subject: Science
Content
Grade: 7-8
5.1C Knowledge
1. In what ways do scientists monitor thinking as understanding of scientific
concepts?
Essential
Questions
2. How do scientists revise predictions or explanations on the basis of discovering
new evidence, learning new information, or using models?
3. In what ways do scientists generate new and productive questions to evaluate and
refine core explanations?
NJCCCS
Skills/
Proficiencies
Suggested
Activities
1.1, 1.2, 1.4, 3.1, 3.2, 3.3, 4.1, 4.4, 4.5, 6.3, 9.2











Monitor understanding of scientific concepts.
Make predictions based on new evidence and information using models.
Form explanations on the basis of discovering new evidence and learning new
information.
Generate new and productive questions through inquiry and research to refine
core explanations.
Think, Pair, Share Activities (Environmental Solutions, Gregor Mendel)
Tap-Backs (small group quick check within a large group setting)
Lab Write-up Format
Lab Write-up in computer lab with step by step procedures
Edible 3-D Cell Project
Comparison of Cell to Nonliving Object (Activity) (ex. Cell to Car)
Pringle Project
** Suggestive Activities listed in 5.1A and 5.1B can also be utilized**
85
Assessments/
Performance
Indicators




Tests
Quizzes
Teacher observation
Projects/rubrics








Benchmark
Assessment
Resources/
Materials

Pringle project
Laboratory write-ups
Laboratory write-up rubric
Edible 3-D cell requirements
Teacher oral questions and student
responses
Comparison cell activity
Student self-assessment
Concept specific quizzes
Students will be able to use the scientific methods to revise predictions and
generate new and productive questions when discovering new evidence or
formulating new models. (i.e. Conceptual, physical, mathematical)
Holt, Rinehart and Winston Physical Science (out of print)
Holt, Rinehart and Winston Life Science
CD’s and DVD’s
Teacher provided materials (communication)
Teacher produced interactive labs
Moodle- NWR courses online teacher pages
Internet Resources:
 Teachersdomain.com
 Nsdl.org
 Nasa.gov
 Exchange.Smarttech.com
 Pbs.org
 Teachertube.com
 Youtube.com
 Middleschoolscience.net
 Pppst.com
 Phet.colorado.edu
 Physicsclassroom.com
 Quarked.org












Sciencespot.net
Iptv.org
Periodicvideos.com
Forensics.rice.edu
Freerice.com
Ssd.jpl.nasa.gov
Edheads.org
Exploratorium.edu
Brainpop.com
Biology-online.org
Biology4kids.com
Dnaftb.org
86
Subject: Science
Content
Essential
Questions
NJCCCS
Grade: 7-8
5.1D Reasoning
1. How do scientists engage multiple forms of discussion in order to process ideas,
observations, and experiences?
2. In what ways do scientists engage in productive scientific investigations and
model building?
3.1, 3.2, 3.3, 3.4, 4.5, 6.3, 9.2

Skills/
Proficiencies
Suggested
Activities

Promote discussions to process ideas, evaluate observations and relate
experiences.
Engage in productive scientific investigations and model building.









Classroom discussions and debates. (Moon landing- hoax or truth?)
Express thoughts via journal writing.
Think, Pair, Share Activities (Environmental solutions, Gregor Mendel)
Tap-Backs (small group quick check within a large group setting)
Science in the News (Current Events)
Comparison of Cell to Nonliving Object Activity (ex. Cell to Car)
Pringle Project
Eggciting Experiment Lab
Catapult Project
** Suggestive Activities listed in 5.1A and 5.1B can also be utilized**
Assessments/
Performance
Indicators




Tests
Quizzes
Teacher observation
Projects/rubrics











Pringle Project Scoring
Laboratory Write-ups
Laboratory Write-up Rubric
Edible 3-D cell
Teacher oral questions and student
responses
Comparison cell activity
Student self-assessment
Concept specific quizzes
Debate
Eggciting Experiment
Catapult project and laboratory
calculations and data
87
Benchmark
Assessment
Resources/
Materials

Students will be able to engage in productive scientific investigations and
discussions to process ideas, observations and experiences.
(ie. Lab write-ups, in-class performances, model building)
Holt, Rinehart and Winston Physical Science (out of print)
Holt, Rinehart and Winston Life Science
CD’s and DVD’s
Teacher provided materials (communication)
Teacher produced interactive labs
Moodle- NWR courses online teacher pages
Internet Resources:
 Teachersdomain.com
 Nsdl.org
 Nasa.gov
 Exchange.Smarttech.com
 Pbs.org
 Teachertube.com
 Youtube.com
 Middleschoolscience.net
 Pppst.com
 Phet.colorado.edu
 Physicsclassroom.com
 Quarked.org












Sciencespot.net
Iptv.org
Periodicvideos.com
Forensics.rice.edu
Freerice.com
Ssd.jpl.nasa.gov
Edheads.org
Exploratorium.edu
Brainpop.com
Biology-online.org
Biology4kids.com
Dnaftb.org
88
Subject: Science
Content
Grade: 7-8
5.2A Properties of Matter
1. How do scientists explain that all matter is made of atoms?
2. How do scientists analyze and explain the implications of the statement “all
substances are composed of elements?”
Essential
Questions
3. How do scientists use the kinetic molecular model to predict how solids, liquids,
and gases would behave under various physical circumstances, such as heating
or cooling?
4. How do scientists predict the physical and chemical properties of elements based
on their positions on the Periodic Table?
5. How do scientists identify unknown substances based on data regarding their
physical and chemical properties?
6. How do scientists determine whether a substance is a metal, nonmetal or
metalloid?
NJCCCS
1.2, 3.1, 3.2, 3.4, 4.1, 4.2, 4.5, 6.3, 9.2


Skills/
Proficiencies

Explain all matter is made of atoms and give examples of common elements.
Analyze and explain the implications of the statement “all substances are
composed of elements?”
Utilize the kinetic molecular model to depict how solids, liquids, and gases will
behave under various physical circumstances, such as heating or cooling.
Distinguish the physical and chemical properties of elements based on their
positions on the Periodic Table.
Identify unknown substances based on data regarding their physical and chemical
properties
Assess whether a substance is a metal or nonmetal.










Adopt an Element Project
Elementary Element Storybook Project
Solids, Liquids, Gases Flipbooks
Energy Transfer Flow-Chart (exothermic and endothermic)
Boyle’s and Charles’s Law Demonstrations
Happy/Sad Ball Lab
Chemical/Physical Properties Lab Activity (Sugar, Flour, Baking Soda)
Elemental Symbols Game (80 Most Common Elements Memorized)
Density Cube Lab
Volumania Lab



Suggested
Activities
89
Suggested
Activities
(cont.)
Assessments/
Performance
Indicators














Slime Lab Activity
Flaming Vapor Ramp Demonstration
Model of an Atom (pipe cleaners, cotton balls and hole punches)
Rutherford’s Gold Foil Demonstration
Atomic Theory Timeline
Meet the Atoms Family (Song)
The Element Song by Tom Lehrer
Nano scale on pbs.org
Atomic Musical Chairs
Mentos and Soda Lab
Dry Ice Demonstration
Solute vs. Solvent (Sugar Cube Demonstration)
Black Light Demonstration for Properties of Matter
Physical vs. Chemical Properties Bulletin Board Activity




Tests
Quizzes
Teacher observation
Projects/rubrics









Students will be able to explain that all matter is made of atoms and determine
whether a substance is a metal, nonmetal, or metalloid by its position on the
Periodic Table.

Students will be able to describe the kinetic molecular theory and predict how
solids, liquids and gases react at different temperatures and pressures.

Students will be able to identify unknown substances based on their physical and
chemical properties.
Benchmark
Assessment
Resources/
Materials
Lab Write-up Rubric (ie.
Happy/Sad Lab)
Solid, Liquid, Gas Quiz
Solid, Liquid, Gas Test
Endo and Exothermic Energy
Changes Quiz
Adopt an Element
Elementary Element Storybook
Chemical/Physical Properties of
Matter Quiz
Chemical/Physical Properties of
Matter Test
Holt, Rinehart and Winston Physical Science (out of print)
Holt, Rinehart and Winston Life Science
CD’s and DVD’s
Teacher provided materials (communication)
Teacher produced interactive labs
Moodle- NWR courses online teacher pages
90
Resources/
Materials
(cont.)
Internet Resources:
 Teachersdomain.com
 Nsdl.org
 Nasa.gov
 Exchange.Smarttech.com
 Pbs.org
 Teachertube.com
 Youtube.com
 Middleschoolscience.net
 Pppst.com
 Phet.colorado.edu
 Physicsclassroom.com
 Quarked.org












Sciencespot.net
Iptv.org
Periodicvideos.com
Forensics.rice.edu
Freerice.com
Ssd.jpl.nasa.gov
Edheads.org
Exploratorium.edu
Brainpop.com
Biology-online.org
Biology4kids.com
Dnaftb.org
91
Subject: Science
Content
Grade: 7-8
5.2B, 5.2C, 5.2D, 5.2E Changes in Matter involving Motion and Energy
1. Explain, using an understanding of the concept of chemical change, why the mass
of reactants and the mass of products remain constant after a chemical reaction?
2. Why do the physical properties of reactants and products differ during a
chemical change?
Essential
Questions
3. How is energy transferred from place to place?
4. What are the different forms of energy and how are they transferred from one
object to another?
5. How do scientists use Newton’s Three Laws of Motion to determine how objects
move within our universe?
NJCCCS
Skills/
Proficiencies
1.1, 3.2, 3.3, 4.1, 4.5, 6.3, 9.2










Suggested
Activities









Apply the conservation of mass to photosynthesis and cellar respiration.
Identify the physical and chemical properties of matter.
Determine the product and reactant in a chemical equation.
Justify and explain the conservation of mass.
Discover how light energy from the sun results in weather patterns such as wind,
ocean currents, and storms.
Model and explain current technologies used to capture solar energy for the
purposes of converting it to electrical energy.
Relate kinetic and potential energies on a parabolic path.
Describe the flow of energy from the sun and how it affects all living organisms
and interactions on Earth.
Calculate the speed of an object when given distance and time.
Compare the motion of an object acted on by balanced forces with the motion of
an object acted on by unbalanced forces in a given specific scenario.
Conservation of Energy
Magic Law Lab
Calculate Potential, Mechanical, Kinetic, and Gravitational Energy
Energy Conversions Drawings
Nuclear Reactor Simulation Website phet.colorado.edu
Tuning Forks Activity (Kazoo, tambourine)
Hair Dryer Demonstration (electrical energy- heat energy)
Catapult Project (Speed, Velocity, Acceleration)
Rubber Band Airplanes
92
Suggested
Activities
(cont.)
Assessments/
Performance
Indicators











Roller Coaster Simulation (in computer lab)
Energy Conversion Demonstration
Radiometer Demonstration
Friction on an Incline Plane Demonstration
Perpetual Motion Machine (drinking bird)
Compare Advantage and Disadvantages of Renewable Energy
Videos
Balancing equations worksheets
Racing Cars for Speed Activity
Comic Strip describing Newton’s 3 Laws of Motion
Cells in Action Lab




Tests
Quizzes
Teacher observation
Projects/rubrics








Benchmark
Assessment
Lab Write-up Rubric (i.e. Catapult
Lab)
Section Quizzes following textbook
chapters
Energy Conversion Quiz
Directed Reading packets
(textbook)
Speed, Velocity, Acceleration Test
Newton’s Laws of Motion Quiz
Comic Strip Activity
Newton’s Laws of Motion Test

Students will be able to identify the difference between physical and chemical
changes and explain how the Law of Conservation of Mass affects the products of
those changes.

Students will be able to recite Newton’s Three Laws of Motion and apply them to
real world examples.

Students will be able to define and discuss the different form of energy and
explain how energy is transferred from place to place.
93
Resources/
Materials
Resources/
Materials
(cont.)
Holt, Rinehart and Winston Physical Science (out of print)
Holt, Rinehart and Winston Life Science
CD’s and DVD’s
Teacher provided materials (communication)
Teacher produced interactive labs
Moodle- NWR courses online teacher pages
Internet Resources:
 Teachersdomain.com
 Nsdl.org
 Nasa.gov
 Exchange.Smarttech.com
 Pbs.org
 Teachertube.com
 Youtube.com
 Middleschoolscience.net
 Pppst.com
 Phet.colorado.edu
 Physicsclassroom.com
 Quarked.org












Sciencespot.net
Iptv.org
Periodicvideos.com
Forensics.rice.edu
Freerice.com
Ssd.jpl.nasa.gov
Edheads.org
Exploratorium.edu
Brainpop.com
Biology-online.org
Biology4kids.com
Dnaftb.org
94
Subject: Science
Content
Grade: 7-8
5.3A Organisms
1. What are the basic units of all living organisms and what specialized functions do
each unit perform?
2. What are the characteristics and requirements to ensure survival of all living
organisms?
3. How do scientists compare the benefits and limitations of existence as a single-celled
organism versus a multi-cellular organism?
Essential
Questions
4. How is food obtained, processed and used to perform all the metabolic activities of
the cell?
5. How do scientists categorize and classify organisms?
6. How are symbiotic interactions classified?
7. How do scientists differentiate between asexual and sexual reproduction?
8. How do scientists explain heredity?
9. What are traits and characteristics that ensure the survival of organisms and/or their
offspring in their environment and explain how the extinction of a species can be
directly related to environmental changes?
10. Explain how scientists use anatomical evidence and the fossil record to support
evolution?
NJCCCS
1.1, 3.2, 3.3, 4.1, 4.5, 6.3, 9.2

Skills/
Proficiencies







Compare the benefits and limitations of existing as a single-celled organism and
as a multi-cellular organism.
Relate the structures of cells, tissues, organs, and systems to their functions in
supporting life.
Recognize how the development of an organism begins with the formation of
specialized cells that ultimately compose the entire organism.
Compare and contrast mitosis and meiosis.
Analyze the components of a consumer’s diet and trace them back to plants and
plant products.
Model the effect of positive and negative changes in population size based on
symbiotic relationships.
Examine the source of variation among siblings.
Explain how organisms are influenced by heredity and/or their environment.
95
Skills/
Proficiencies
(cont.)
Suggested
Activities


Infer how environmental conditions may lead to a change in a cell’s genetic
information and how these changes are passed on.
Use qualitative and quantitative data to show how the extinction of a species can
occur.
 Organism Structure Pyramid (Cells through organism)
 DNA Origami
 Mitosis and Meiosis Comparison Posters
 Punnett Squares
 Predator/Prey, “Oh, Deer” Activity
 “Lights On!” Light Stimulus Activity
 Bacteria Colony Demonstration (swab common surfaces and grow bacteria on
nutrient rich agar plates)
 Make a Bumper Sticker to thank the sun
 Microscope laboratories and investigations
 Cheek Cell Analysis/laboratory
 Class Trait Inventory
 Genetic Probability/Ratio Exercise (flipping a coin)
 Dominant/Recessive Traits Activity by wearing various supplied colored
clothing
 DNA Pea Extraction
 A Tight-Fit Demonstration – how a coiling a rubber band mimics DNA
configuration in a nucleus
 Create a skit to imitate protein synthesis
 Camouflage Experiment to demonstrate mimicry
 Lab-Aids – Fossil Identification Kit
 Survival of the Chocolates: students design an experiment to demonstrate
which aspect of M&M’s might allow them to survive the best
 Create a Fossil
 Demonstration: Classifying Shoes
 Pond Water (“Water Wigglers”)
 Plant Identification Activity
 Egg Carton/ Rice Activity to demonstrate population growth versus food
supply (Malthus’s description of unlimited population growth)
 Beyond Galapagos – Darwin video
 Frog dissection
 Five Senses Lab
 Dichotomous Keys- use to identify trees and insects
96
Assessments/
Performance
Indicators
Benchmark
Assessment




Tests
Quizzes
Teacher observation
Projects/rubrics










Students will be able to identify the basic units of all living organisms and what
specialized functions each unit performs.

Students will be able to classify organisms and analyze the characteristics that
ensure the survival of all living things.

Students will be able to compare both benefits and limitations of existence as a
single-celled organism and as a multi-celled organism.

Students will be able to classify symbiotic interactions to infer how food is
attained, processed and used to perform all the metabolic activities of the cell.

Students will be able to explain inheritable characteristics and differentiate
between sexual and asexual reproduction.

Students will be able to express the idea that environmental change is directly
related to species extinction and explain the use of anatomical evidence and the
fossil record to support the theory of evolution.
Laboratory reports
Section quizzes
Performance
Exhibition
Project
Model
Problem based activities
Posters
Written assessment – Section based
directed reading handouts; section
review exercises; written section
summaries; vocabulary
97
Resources/
Materials
Holt, Rinehart and Winston Physical Science (out of print)
Holt, Rinehart and Winston Life Science
CD’s and DVD’s
Teacher provided materials (communication)
Teacher produced interactive labs
Moodle- NWR courses online teacher pages
Internet Resources:
 Teachersdomain.com
 Nsdl.org
 Nasa.gov
 Exchange.Smarttech.com
 Pbs.org
 Teachertube.com
 Youtube.com
 Middleschoolscience.net
 Pppst.com
 Phet.colorado.edu
 Physicsclassroom.com
 Quarked.org












Sciencespot.net
Iptv.org
Periodicvideos.com
Forensics.rice.edu
Freerice.com
Ssd.jpl.nasa.gov
Edheads.org
Exploratorium.edu
Brainpop.com
Biology-online.org
Biology4kids.com
Dnaftb.org
98
Subject: Science
Content
Grade: 7-8
5.4A The Universe
1. How do scientists explain the relative positions and motions of the sun, Earth, and
moon?
Essential
Questions
2. How does the revolution around the sun and rotation on axis determine the length
of day and year of planetary objects?
3. How do scientists use the Universal Law of Gravitation to explain the attractive
forces of objects found in our universe?
4. How does Kepler’s Laws, pertaining to gravitational forces, predict the motion of
objects in our solar system?
5. How do scientists speculate the origin of our universe?
NJCCCS
1.2, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.5, 6.3

Skills/
Proficiencies




Suggested
Activities









Analyze moon-phase, eclipse, and tidal data to construct models that explain how
the relative positions and motions of the sun, Earth, and moon cause these three
phenomena.
Use evidence of global variation in day length, temperature, and the amount of
solar radiation striking Earth’s surface to create models that explain these
phenomena and seasons.
Predict how the gravitational force between two bodies would differ for bodies of
different masses or bodies that are different distances apart.
Analyze data regarding the motion of comets, planets, and moons to find general
patterns of orbital motion.
The Universe (History Channel Videos)
- The Giant Planet
- The Big Bang Theory
- The Moon
- Inner and Outer Planets
Age/Weight Lab on Other Planets
Scale Model of the Solar System
Orbiting Activity
Man on the Moon (Nasa Video)
Moon Landing Truth or Hoax Debate
Dwarf Planet Activity
Solar System Flipbook with basic facts on each planet
Lunar/Solar Eclipse Demonstration
Lunar Survival Activity
99
Suggested
Activities
(cont.)
Assessments/
Performance
Indicators
Benchmark
Assessment
Resources/
Materials



Astro Bingo
Astronomical Units Demonstration
Magnetosphere/Northern Lights Demonstration




Tests
Quizzes
Teacher observation
Projects/rubrics

Students will be able to speculate the origin of the universe and how the Universal
Law of Gravitation is applied to planetary objects and forces within that universe.

Students will be able to describe and explain the origin or our solar system and
the planetary motion of the sun, Earth and moon.






Lab Write-up Rubric (ie.
Age/Weight Lab)
Planetary Quiz
Solar System Test
Moon Quiz
Debate Rubric
Worksheets based off information
in Videos
Holt, Rinehart and Winston Physical Science (out of print)
Holt, Rinehart and Winston Life Science
CD’s and DVD’s
Teacher provided materials (communication)
Teacher produced interactive labs
Moodle- NWR courses online teacher pages
Internet Resources:
 Teachersdomain.com
 Nsdl.org
 Nasa.gov
 Exchange.Smarttech.com
 Pbs.org
 Teachertube.com
 Youtube.com
 Middleschoolscience.net
 Pppst.com
 Phet.colorado.edu
 Physicsclassroom.com
 Quarked.org












Sciencespot.net
Iptv.org
Periodicvideos.com
Forensics.rice.edu
Freerice.com
Ssd.jpl.nasa.gov
Edheads.org
Exploratorium.edu
Brainpop.com
Biology-online.org
Biology4kids.com
Dnaftb.org
100
Subject: Science
Content
Grade: 7-8
5.4B, 5.4C, 5.4D, 5.4E Dynamics/Earth
1. How do scientists correlate the evolution of organisms and the environmental
conditions on Earth as they changed throughout geologic time?
2. How do scientists use fossil evidence to explain how Earth’s processes that
occurred in the past are present today?
3. How do scientists identify decomposing organic and inorganic material having a
different chemical composition and texture?
4. How do scientists explain the modification of Earth’s features?
Essential
Questions
5. Why does the atmosphere have different physical and chemical compositions at
different elevations?
6. How are major geological events related to the movement of the Earth’s tectonic
plates?
7. What are the layers of the Earth and how are they affected by temperature?
8. How is the Earth’s magnetosphere used as a navigation tool as well as a
protective shield?
9. How does energy from the sun aid in wind, water and ocean circulation?
10. How do meteorologists determine the weather?
11. How do short-term and long-term weather involve the transfer of energy and
water in an out of the atmosphere?
12. How does the ocean temperature affect our planet’s climate?
13. How can we utilize other resources for energy?
NJCCCS
1.2, 3.1, 3.2, 3.3, 6.3, 6.4


Skills/
Proficiencies



Discuss and analyze evidence that supports life began 3.5 billion years ago.
Examine catastrophic events, such as volcanic eruptions, earthquake, floods and
how life is reestablished after such events.
Determine the properties of organic and inorganic matter.
Explain how chemical and physical mechanisms (changes) are responsible for
creating a variety of landforms.
Model the vertical structure of the atmosphere using active and passive remote101




sensing tools (e.g., satellites, balloons, and/or ground based sensors).
Discuss the composition of our Earth’s atmosphere in comparison to the
atmospheres of other planets in our solar system.
Model the interactions between the layers of the Earth.
Present evidence to support arguments for the theory of plate tectonics.
Demonstrate the use of force lines.
Differentiate the difference between geomagnetic and geographic north.
Explain how energy from the sun is transformed and transferred in wind
circulation, ocean circulation and the water cycle.
Determine the origin of local weather by exploring the national and international
weather maps.
Explain how daily temperatures can vary depending on your geographic region.
Create a model of the hydrologic cycle and apply to different climates.
Discuss how ocean currents affect the climate of coastal communities.
Analyze the risks and benefits of alternative energy sources.























Layers of the Earth Diagram
Lightning Video
Natural Disasters Video
Global Warming Activity
Making a Compass Laboratory Activity
Create a Diagram of the Earth’s Atmosphere
Model of the Hydrologic Cycle
Water Cycle Chart
Risks/Benefits of Alternative Energy Table
Magnets Lab on Force Lines
Pangea Puzzle
Volcano Eruption Demonstration
Galapagos Video (Charles Darwin)
Charting the Journey of the HMS Beagle
Hawaiian Islands and Plate Tectonics Diagram/Demonstration
Cloud Project
Tornado Formation (Twister Movie)
Research Paper utilizing alternate forms of energy
Analyzing Fossil Evidence
Population Growth vs. Food Supply/ Rice Activity
Coloring Sheet (Diagram of Earth, Finches beaks)
Foam Blocks Demonstrate Earth’s layers (constructive and destructive forces)
Web-quest on alternate energy sources




Tests
Quizzes
Teacher observation
Projects/rubrics

Skills/
Proficiencies
(cont.)






Suggested
Activities
Assessments/
Performance
Indicators






Lab Write-up Rubric (ie. Global
Warming Activity)
Earth and Plate Tectonics Test
Darwin Quiz
Evolution Test
Worksheets based off information
in videos
Cloud Rubric
102
Benchmark
Assessment
Resources/
Materials

Students will be able to explain and identify the gravitational and magnetic forces
working within and around our Earth.

Students will be able to propose the differences between organic and inorganic
material and how fossil evidence is used to determine the age of Earth.

Students will be able to determine how meteorologists predict weather systems
and how Earth’s inner movement leads to landform creation and natural disasters.
Holt, Rinehart and Winston Physical Science (out of print)
Holt, Rinehart and Winston Life Science
CD’s and DVD’s
Teacher provided materials (communication)
Teacher produced interactive labs
Moodle- NWR courses online teacher pages
Internet Resources:
 Teachersdomain.com
 Nsdl.org
 Nasa.gov
 Exchange.Smarttech.com
 Pbs.org
 Teachertube.com
 Youtube.com
 Middleschoolscience.net
 Pppst.com
 Phet.colorado.edu
 Physicsclassroom.com
 Quarked.org












Sciencespot.net
Iptv.org
Periodicvideos.com
Forensics.rice.edu
Freerice.com
Ssd.jpl.nasa.gov
Edheads.org
Exploratorium.edu
Brainpop.com
Biology-online.org
Biology4kids.com
Dnaftb.org
103
OVERVIEW OF THE 2009 NJCCCS
VISUAL AND PERFORMING ARTS
1.1 The Creative Process
1.2 History of the Arts and Culture
1.3 Performance
1.4 Aesthetic Responses and Critique Methodologies
HEALTH AND PHYSICAL EDUCATION
2.1 Wellness
2.2 Integrated Skills
2.3 Drugs and Medicine
2.4 Human Relationships and Sexuality
2.5 Motor Skill Development
2.6 Fitness
LANGUAGE ARTS LITERACY (2004 Standards)
3.1 Reading
3.2 Writing
3.3 Speaking
3.4 Listening
3.5 Viewing and Media Literacy
MATHEMATICS (2004 Standards)
4.1 Number and Numerical Operations
4.2 Geometry and Measurement
4.3 Patterns and Algebra
4.4 Data Analysis
4.5 Mathematical Processes
SCIENCE
5.1
5.2
5.3
5.4
Science Practices
Physical Science
Life Science
Earth Systems Science
SOCIAL STUDIES
6.1 US History: America in the World
6.2 World History/Global Studies (Grades 5-12 only)
6.3 Active Citizenship in the 21st Century
WORLD LANGUAGES
7.1 World Languages
TECHNOLOGY
8.1 Educational Technology
8.2 Technology Education, Engineering, and Design
21ST CENTURY LIFE AND CAREERS
9.1 21st Century Life and Career Skills
9.2 Personal Financial Literacy
9.3 Career Awareness, Exploration, and Preparation
9.4 Career and Technology Education
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