HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: Science
Unit Title: Properties of Matter: Apples (September)
Target Course/Grade Level: Grade 1
School: ECEC
UNIT SUMMARY
Living and nonliving things are made of parts and can be described in terms of the
materials of which they are made and their physical properties.
21st Century Skills: Critical thinking and problem solving; Communication;
Collaboration; Creativity and Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy
STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative Progress
Indicator (CPI):
5.2.2.A.1
Sort and describe objects based on the materials of which they are made and their
physical properties
5.2.2.A. 2
Identify common objects as solids, liquids, or gases.
Unit Essential Questions:
How do the properties of materials determine their use?
Unit Enduring Understandings:
The structures of materials determine their properties.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …





Describe the parts of an apple
Identify the life cycle of an apple
Extrapolate information from a diagram
Identify changes of state (using various forms of an apple ie. Solid, liquid, gas)
Identify all the parts and wholes they observe while eating their lunch.
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Formative Assessments:
Hands-On Activities: Explore systems (in the context of parts and wholes),
and develop the understanding that when parts are put together they can do things
that they couldn’t do by themselves. They analyze and discuss the parts of toys,
classroom objects, and objects in the outdoor world. See Science NetLinks,
Exploring Parts and Wholes.
http://www.sciencenetlinks.com/lessons.php?BenchmarkID=11&DocID=247
Student Self-Assessment and Reflection:
Language Arts/Writer’s Workshop Connection: (Unit 1)
 Ask and answer questions about key details in a text read aloud or through other
media.
 Describe people, places, things and events with relevant details, expressing
ideas and feelings clearly.
 Add drawings or other visual displays to descriptions when appropriate to clarify
ideas.
Math Connection: Survey the class to determine the types of apples students prefer.
Count responses in doubles.
Behavior Plan Connection:
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
 Renzulli Learning: __________________________________________

BrainPOP Jr. ______________________________________________

Streaming Videos __________________________________________

Leveled Readers: __________________________________________

Writer’s Workshop Literature: _________________________________

Weekly Readers


Interactive Weekly Reader
Other:
Instructional Guidelines: Aligning Learning Activities
WHERETO

Where is the unit headed?
Comment:

Hook the learner with engaging work.
Comment:

Equip for understanding, experience and explore the big ideas.
Comment:

Rethink opinions, revise ideas and work.
Comment:

Evaluate your work and adjust as needed.
Comment:

Tailor the work to reflect individual needs, interests, and styles.
Comment:

Organize the work flow to maximize in-depth understanding and success at
the summative tasks.
Comment:
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: Science
Unit Title: Climate and Weather: Hurricanes (September)
Target Course/Grade Level: Grade 1
School: ECEC
UNIT SUMMARY
Current weather conditions include air movement, clouds, and precipitation. Weather
conditions affect our daily lives.
21st Century Skills: Critical thinking and problem solving; Communication;
Collaboration; Creativity and Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy
STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative Progress
Indicator (CPI):
5.4.2.F.1
Observe and document daily weather conditions and discuss how the weather
influences your activities for the day.
Unit Essential Questions:
How do changes in one part of an Earth system affect other parts of the system?
Unit Enduring Understandings:
Earth’s components form systems. These systems continually interact at different rates
of time, affecting the Earth regionally and globally.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …




Describe daily weather using descriptive language.
Use a thermometer to measure temperature in degrees Fahrenheit. Describe
how hot or cold an object or weather event feels by using a thermometer.
Organize weather data on graphs and on long-term data collections charts and
use this data to describe typical seasonal weather patterns.
Identify types of weather associated with various cloud formations
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Formative Assessments:
Hands-On Activities: (from NJDOE site)
Participate in GLOBE’s Do you know that Clouds Have Names? found at:
http://www.globe.gov/fsl/html/templ.cgi?EG_cloud&lang=en&nav=1
Play the Wild Weather Adventure game. Your weather research blimp will explore Earth and
its weather. With luck, skill, and strategy, you will race other weather research blimps to be first
to travel all the way around the world and win the game. You can play with your friends or by
yourself with a computer opponent. http://spaceplace.nasa.gov/en/kids/goes/wwa/index.shtml
Make a Cloud Mobile: http://spaceplace.nasa.gov/en/kids/clouds/index.shtml
Student Self-Assessment and Reflection:
Language Arts/Writer’s Workshop Connection: (Unit 1)
 Ask and answer questions about key details in a text read aloud or through other
media.
 Describe people, places, things and events with relevant details, expressing
ideas and feelings clearly.
 Add drawings or other visual displays to descriptions when appropriate to clarify
ideas.
Math Connection: Graph weather patterns, daily temperature, etc. Use the
thermometer to skip count by 2’s, 5’s, and 10’s.
Behavior Plan Connection:
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
 Renzulli Learning: __________________________________________

BrainPOP Jr. ______________________________________________

Streaming Videos __________________________________________

Leveled Readers: __________________________________________

Writer’s Workshop Literature: _________________________________

Weekly Readers


Interactive Weekly Reader
Other:
Instructional Guidelines: Aligning Learning Activities
WHERETO

Where is the unit headed?
Comment:

Hook the learner with engaging work.
Comment:

Equip for understanding, experience and explore the big ideas.
Comment:

Rethink opinions, revise ideas and work.
Comment:

Evaluate your work and adjust as needed.
Comment:

Tailor the work to reflect individual needs, interests, and styles.
Comment:

Organize the work flow to maximize in-depth understanding and success at
the summative tasks.
Comment:
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: Science
Unit Title: Matter and Energy Transformations: Pumpkins (October)
Target Course/Grade Level: Grade 1
School: ECEC
UNIT SUMMARY
Living organisms:
 Exchange nutrients and water with the environment.
 Reproduce.
 Grow and develop in a predictable manner.
A source of energy is needed for all organisms to stay alive and grow. Both plants and
animals need to take in water, and animals need to take in food. Plants need light.
21st Century Skills: Critical thinking and problem solving; Communication;
Collaboration; Creativity and Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy
STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative Progress
Indicator (CPI):
5.3.2.A.1
Group living and nonliving things according to the characteristics that they share.
5.3.2.B.1
Describe the requirements for the care of plants and animals related to meeting their
energy needs.
Unit Essential Questions:
What do all living things have in common?
How is matter transformed, and energy transferred/transformed in living systems?
Unit Enduring Understandings:
Living organisms have a variety of observable features that enable them to obtain food
and reproduce.
All organisms transfer matter and convert energy from one form to another.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …




Identify characteristics of living and non-living objects.
Classify objects as living and non-living.
Identify basic needs of plants.
Explain the life cycle of plants.
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Formative Assessments:



Hands-On Activities: Observe a variety of plants and animals (in natural
settings or using digital/video) and identify the basic needs that are common to
plants or animals of the same group. Teachers’ Domain provides lesson plans and
other multimedia resources (video clips and simulations) that support this CPI.
http://www.teachersdomain.org/resource/tdc02.sci.life.colt.lp_stayalive/
Harvard-Smithsonian Center for Astrophysics’ Digital Video Library provides short
video clips of classroom teachers working with students on the specific learning
goals associated with this CPI.
http://www.hsdvl.org/video.php?record_serial=1113
Student Self-Assessment and Reflection:
Language Arts/Writer’s Workshop Connection:
Math Connection:
Behavior Plan Connection:
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
 Renzulli Learning: __________________________________________

BrainPOP Jr. ______________________________________________

Streaming Videos __________________________________________

Leveled Readers: __________________________________________

Writer’s Workshop Literature: _________________________________

Weekly Readers


Interactive Weekly Reader
Other:
Instructional Guidelines: Aligning Learning Activities
WHERETO

Where is the unit headed?
Comment:

Hook the learner with engaging work.

Comment:
Equip for understanding, experience and explore the big ideas.
Comment:

Rethink opinions, revise ideas and work.
Comment:

Evaluate your work and adjust as needed.
Comment:

Tailor the work to reflect individual needs, interests, and styles.
Comment:

Organize the work flow to maximize in-depth understanding and success at
the summative tasks.
Comment:
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: Science
Unit Title: Organization and Development: Spiders (October)
Target Course/Grade Level: Grade 1
School: ECEC
UNIT SUMMARY
Living organisms:
 Exchange nutrients and water with the environment.
 Reproduce.
 Grow and develop in a predictable manner.
21st Century Skills: Critical thinking and problem solving; Communication;
Collaboration; Creativity and Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy
STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative Progress
Indicator (CPI):
5.3.2.A.1
Group living and nonliving things according to the characteristics that they share.
Unit Essential Questions:
What do all living things have in common?
Unit Enduring Understandings:
Living organisms have a variety of observable features that enable them to obtain food
and reproduce.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …

Sort groups of animals (insects and spiders) and identify the specific characteristics
or features used to separate the organisms.
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Formative Assessments:
Hands-On Activities: Provide each group of students with a toy insect, a
dead insect, and a living insect. Ask students to explain how they are different from
each other using the criteria for living things (gas exchange, reproduction, and growth).
Each group will make a claim about each specimen, and then justify each of their claims
using scientific reasoning.
Student Self-Assessment and Reflection:
Language Arts/Writer’s Workshop Connection:
Math Connection:
Behavior Plan Connection:
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
 Renzulli Learning: __________________________________________

BrainPOP Jr. ______________________________________________

Streaming Videos __________________________________________

Leveled Readers: __________________________________________

Writer’s Workshop Literature: _________________________________

Weekly Readers


Interactive Weekly Reader
Other:
Instructional Guidelines: Aligning Learning Activities
WHERETO

Where is the unit headed?
Comment:

Hook the learner with engaging work.

Comment:
Equip for understanding, experience and explore the big ideas.
Comment:

Rethink opinions, revise ideas and work.
Comment:

Evaluate your work and adjust as needed.
Comment:

Tailor the work to reflect individual needs, interests, and styles.
Comment:

Organize the work flow to maximize in-depth understanding and success at
the summative tasks.
Comment:
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: Science
Unit Title:
Matter and
(November/December)
Energy
Transformations:
Animals
in
Winter
Target Course/Grade Level: Grade 1
School: ECEC
UNIT SUMMARY
A source of energy is needed for all organisms to stay alive and grow. Both plants and
animals need to take in water, and animals need to take in food. Animals have various
ways of obtaining food and water. Nearly all animals drink water or eat foods that
contain water.
21st Century Skills: Critical thinking and problem solving; Communication;
Collaboration; Creativity and Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy
STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative Progress
Indicator (CPI):
5.3.2.B.1
Describe the requirements for the care of plants and animals related to meeting their
energy needs.
5.3.2.B.2
Compare how different animals obtain food and water.
Unit Essential Questions:
How is matter transformed, and energy transferred/transformed in living systems?
What are the basic needs that are common to plants or animals of the same group?
What are unique physical features (trunks, beaks, claws, etc.) or behaviors (web-
building, hunting/stalking, foraging, etc.) that allow certain animals to obtain food.
Unit Enduring Understandings:
All organisms transfer matter and convert energy from one form to another.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …


Observe a variety of animals (in natural settings or using digital/video) and identify
the basic needs that are common to animals of the same group.
Observe a variety of animals and identify how each animal obtains food and water.
Identify those unique physical features (trunks, beaks, claws, etc.) or behaviors
(web-building, hunting/stalking, foraging, etc.) that allow certain animals to obtain
food.
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Formative Assessments:

Hands-On Activities: Teachers’ Domain provides lesson plans and other
multimedia resources (video clips and simulations) that support this CPI.
http://www.teachersdomain.org/resource/tdc02.sci.life.colt.nonliving/
http://www.teachersdomain.org/resource/tdc02.sci.life.colt.lp_living/
Student Self-Assessment and Reflection:
Language Arts/Writer’s Workshop Connection:
Math Connection: Students compare how animals get food using a chart.
Behavior Plan Connection:
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:

Renzulli Learning: __________________________________________

BrainPOP Jr. ______________________________________________

Streaming Videos __________________________________________

Leveled Readers: __________________________________________

Writer’s Workshop Literature: _________________________________

Weekly Readers


Interactive Weekly Reader
Other:
Instructional Guidelines: Aligning Learning Activities
WHERETO

Where is the unit headed?
Comment:

Hook the learner with engaging work.
Comment:

Equip for understanding, experience and explore the big ideas.
Comment:

Rethink opinions, revise ideas and work.
Comment:

Evaluate your work and adjust as needed.
Comment:

Tailor the work to reflect individual needs, interests, and styles.
Comment:

Organize the work flow to maximize in-depth understanding and success at
the summative tasks.
Comment:
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: Science
Unit Title: Interdependence: Animals and the Snow (January)
Target Course/Grade Level: Grade 1
School: ECEC
UNIT SUMMARY
All animals and most plants depend on both other organisms and their environments for
their basic needs.
Organisms interact and are interdependent in various ways; for example, they provide
food and shelter to one another.
21st Century Skills: Critical thinking and problem solving; Communication;
Collaboration; Creativity and Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy
STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative Progress
Indicator (CPI):
5.3.2.C.1
Describe the ways in which organisms interact with each other and their habitats in
order to meet basic needs.
Unit Essential Questions:
In what ways do organisms interact within ecosystems?
Unit Enduring Understandings:
All animals and most plants depend on both other organisms and their environments for
their basic needs.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …

Identify the different kinds of living things in varying environments, and determine
the relationships that exist between them.

Recognize and provide examples of how living things coexist in different
environments, sharing resources and space.
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Formative Assessments:
Hands-On Activities: Your class has been asked to survey the types of
plants and animals that live around the school property. Conduct a survey of the
different types of plants and animals you see on a walk around the school grounds. Use
your journal to document what you see (drawing pictures, collecting leaves, etc.).


Science NetLinks offers lesson plans and support materials associated with this CPI.
VoiceThread is a collaborative, multimedia slide show that holds images,
documents, and videos and allows people to navigate pages and leave comments. It
can be used as a resource to support the sample assessment provided with this
CPI.
Student Self-Assessment and Reflection:
Language Arts/Writer’s Workshop Connection:
Math Connection:
Behavior Plan Connection:
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:

Renzulli Learning: __________________________________________

BrainPOP Jr. ______________________________________________

Streaming Videos __________________________________________

Leveled Readers: __________________________________________

Writer’s Workshop Literature: _________________________________

Weekly Readers


Interactive Weekly Reader
Other:
Instructional Guidelines: Aligning Learning Activities
WHERETO

Where is the unit headed?
Comment:

Hook the learner with engaging work.
Comment:

Equip for understanding, experience and explore the big ideas.
Comment:

Rethink opinions, revise ideas and work.
Comment:

Evaluate your work and adjust as needed.
Comment:

Tailor the work to reflect individual needs, interests, and styles.
Comment:

Organize the work flow to maximize in-depth understanding and success at
the summative tasks.
Comment:
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: Science
Unit Title: Interdependence : Animal Habitats (March)
Target Course/Grade Level: Grade 1
School: ECEC
UNIT SUMMARY
A habitat supports the growth of many different plants and animals by meeting their
basic needs of food, water, and shelter.
21st Century Skills: Critical thinking and problem solving; Communication;
Collaboration; Creativity and Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy
STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative Progress
Indicator (CPI):
5.3.2.C.2
Identify the characteristics of a habitat that enable the habitat to support the growth of
many different plants and animals.
Unit Essential Questions:
In what ways do organisms interact within ecosystems?
Unit Enduring Understandings:
All animals and most plants depend on both other organisms and their environments for
their basic needs.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …

Describe how plants and animals interact with each other and their environment in
a variety of settings by observing interactions in natural settings or through
digital/video means.
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Formative Assessments:
Hands-On Activities: Students work in groups to construct a visual
representation of a habitat. They identify all living organisms of the habitat, and then
identify which elements (living and non-living) of the habitat provide all organisms with
food, shelter and water.


Science NetLinks offers lesson plans and support materials associated with this CPI.
http://www.sciencenetlinks.com/lessons.cfm?DocID=440
Annenberg Media’s Teachers’ Resources offer short video courses covering
essential science content for K-6 teachers.
http://www.learner.org/resources/series179.html
Student Self-Assessment and Reflection:
Language Arts/Writer’s Workshop Connection:
Math Connection:
Behavior Plan Connection:
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:

Renzulli Learning: __________________________________________

BrainPOP Jr. ______________________________________________

Streaming Videos __________________________________________

Leveled Readers: __________________________________________

Writer’s Workshop Literature: _________________________________

Weekly Readers


Interactive Weekly Reader
Other:
Instructional Guidelines: Aligning Learning Activities
WHERETO

Where is the unit headed?
Comment:

Hook the learner with engaging work.
Comment:

Equip for understanding, experience and explore the big ideas.
Comment:

Rethink opinions, revise ideas and work.
Comment:

Evaluate your work and adjust as needed.
Comment:

Tailor the work to reflect individual needs, interests, and styles.
Comment:

Organize the work flow to maximize in-depth understanding and success at
the summative tasks.
Comment:
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: Science
Unit Title: Interdependence: Animal Helpers (March)
Target Course/Grade Level: Grade 1
School: ECEC
UNIT SUMMARY
All animals and most plants depend on both other organisms and their environment to
meet their basic needs.
Organisms interact and are interdependent in various ways; for example, they provide
food and shelter to one another.
21st Century Skills: Critical thinking and problem solving; Communication;
Collaboration; Creativity and Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy
STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative Progress
Indicator (CPI):
5.3.2.C.1
Describe the ways in which organisms interact with each other and their habitats in
order to meet basic needs.
Unit Essential Questions:
In what ways do organisms interact within ecosystems?
Unit Enduring Understandings:
All animals and most plants depend on both other organisms and their environments for
their basic needs.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …

Identify the different kinds of living things in varying environments, and determine
the relationships that exist between them.

Recognize and provide examples of how living things coexist in different
environments, sharing resources and space.
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Formative Assessments:


Hands-On Activities:
Science NetLinks offers lesson plans and support materials associated with this CPI.
VoiceThread is a collaborative, multimedia slide show that holds images,
documents, and videos and allows people to navigate pages and leave comments. It
can be used as a resource to support the sample assessment provided with this
CPI.
Student Self-Assessment and Reflection:
Language Arts/Writer’s Workshop Connection:
Math Connection:
Behavior Plan Connection:
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
 Renzulli Learning: __________________________________________

BrainPOP Jr. ______________________________________________

Streaming Videos __________________________________________

Leveled Readers: __________________________________________

Writer’s Workshop Literature: _________________________________

Weekly Readers


Interactive Weekly Reader
Other:
Instructional Guidelines: Aligning Learning Activities
WHERETO

Where is the unit headed?
Comment:

Hook the learner with engaging work.
Comment:

Equip for understanding, experience and explore the big ideas.
Comment:

Rethink opinions, revise ideas and work.
Comment:

Evaluate your work and adjust as needed.
Comment:

Tailor the work to reflect individual needs, interests, and styles.
Comment:

Organize the work flow to maximize in-depth understanding and success at
the summative tasks.
Comment
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: Science
Unit Title: Matter and Energy Transformations: National Nutrition Month (March)
Target Course/Grade Level: Grade 1
School: ECEC
UNIT SUMMARY
A source of energy is needed for all organisms to stay alive and grow. Both plants and
animals need to take in water, and animals need to take in food. Plants need light.
21st Century Skills: Critical thinking and problem solving; Communication;
Collaboration; Creativity and Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy
STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative Progress
Indicator (CPI):
5.3.2.B.1
Describe the requirements for the care of plants and animals related to meeting their
energy needs.
Unit Essential Questions:
How is matter transformed, and energy transferred/transformed in living systems?
Unit Enduring Understandings:
All organisms transfer matter and convert energy from one form to another.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …

Identify the basic needs that are common to animals of the same group.
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Formative Assessments:
Hands-On Activities: Students will compare and contrast their diets with the
recommended nutritional guidelines. Students should construct a graph to indicate the
types of foods that they eat.
Student Self-Assessment and Reflection:
Language Arts/Writer’s Workshop Connection:
Math Connection: graphing skills
Behavior Plan Connection:
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
 Renzulli Learning: __________________________________________

BrainPOP Jr. ______________________________________________

Streaming Videos __________________________________________

Leveled Readers: __________________________________________

Writer’s Workshop Literature: _________________________________

Weekly Readers


Interactive Weekly Reader
Other:
Instructional Guidelines: Aligning Learning Activities
WHERETO

Where is the unit headed?
Comment:

Hook the learner with engaging work.
Comment:

Equip for understanding, experience and explore the big ideas.
Comment:

Rethink opinions, revise ideas and work.
Comment:

Evaluate your work and adjust as needed.
Comment:

Tailor the work to reflect individual needs, interests, and styles.
Comment:

Organize the work flow to maximize in-depth understanding and success at
the summative tasks.
Comment:
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: Science
Unit Title: Heredity and Reproduction: Animals from Eggs (April)
Target Course/Grade Level: Grade 1
School: ECEC
UNIT SUMMARY
Organisms reproduce, develop, and have predictable life cycles. Organisms contain
genetic information that influences their traits, and they pass this on to their offspring
during reproduction.
Plants and animals often resemble their parents.
Organisms have predictable characteristics at different stages of development.
Sometimes, differences between organisms of the same kind provide advantages for
surviving and reproducing in different environments. These selective differences may
lead to dramatic changes in characteristics of organisms in a population over extremely
long periods of time.
Variations exist within a group of the same kind of organism.
21st Century Skills: Critical thinking and problem solving; Communication;
Collaboration; Creativity and Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy
STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative Progress
Indicator (CPI):
5.3.2.D.1
Record the observable characteristics of plants and animals to determine the similarities
and differences between parents and their offspring.
5.3.2.D.2
Determine the characteristic changes that occur during the life cycle of plants and
animals by examining a variety of species and distinguish between growth and
development.
5.3.2.E.1
Describe similarities and differences in observable traits between parents and offspring.
Unit Essential Questions:
How do organisms change as they go through their life cycle?
In what ways are organisms of the same kind different from each other?
How does this help them reproduce and survive?
Unit Enduring Understandings:
Organisms reproduce, develop, have predictable life cycles, and pass on some traits to
their offspring.
Sometimes differences between organisms of the same kind give advantages in
surviving and reproducing in different environments.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …

Identify characteristics (e.g., body coverings, beak shape, number of legs, body
parts) that are passed on from parents to young.

Classify young animals based on characteristics that are passed on from parents
(e.g., dogs/puppies, cats/kittens, cows/calves, chicken/chicks).

Observe a complete life cycle of an organism in the classroom by recognizing,
recording and communicating changes observed in the organism over time.

Use records from their own observations to discriminate between the changes that
are due to growth (size, weight, etc.) and which are due to development (structural
changes).

Describe the similarities and differences between parents and offspring, such as
size and color, shapes, etc. after being presented with digital images or living
organisms.

Discuss and then create a graphic organizer to represent which traits are similar
or different between parents and offspring
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Formative Assessments:
Hands-On Activities:
You are a volunteer on a farm, and the farmer needs some help trying to identify which
young animals are related to which parents. The farmer has given you pictures of all the
animals on the farm, and she would like you to use each animal’s distinguishing
characteristics to determine the relationships. After reviewing the pictures, share your
ideas with your classmates. State your claims, using the animals’ characteristics as
physical evidence (markings, color, etc.) to support your claim. As a class, come to
consensus about the relationships on the farm.

Annenberg Media’s Teachers’ Resources offer short video courses covering
essential science content for K-6 teachers.
Identify which images represent changes in growth, and which images represent
changes in differentiation based on images of different organisms at different stages in
their life cycle. Make a claim, and support their claim using observations from the
pictures.
Explain, in your own words, how you can tell if two animals are related.

Harvard-Smithsonian Center for Astrophysics’ Digital Video Library provides short
video clips of a workshop covering content associated with this CPI.
http://www.hsdvl.org/video.php?record_serial=1691
Student Self-Assessment and Reflection:
Language Arts/Writer’s Workshop Connection:
Math Connection:
Behavior Plan Connection:
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
 Renzulli Learning: __________________________________________

BrainPOP Jr. ______________________________________________

Streaming Videos __________________________________________

Leveled Readers: __________________________________________

Writer’s Workshop Literature: _________________________________

Weekly Readers


Interactive Weekly Reader
Other:
Instructional Guidelines: Aligning Learning Activities
WHERETO

Where is the unit headed?
Comment:

Hook the learner with engaging work.
Comment:

Equip for understanding, experience and explore the big ideas.
Comment:

Rethink opinions, revise ideas and work.
Comment:

Evaluate your work and adjust as needed.
Comment:

Tailor the work to reflect individual needs, interests, and styles.
Comment:

Organize the work flow to maximize in-depth understanding and success at
the summative tasks.
Comment:
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: Science
Unit Title: Changes is Matter: Inventions (April)
Target Course/Grade Level: Grade 1
School: ECEC
UNIT SUMMARY
Building and refining models and explanations requires generation and evaluation of
evidence.
Tools and technology are used to gather, analyze, and communicate results.
21st Century Skills: Critical thinking and problem solving; Communication;
Collaboration; Creativity and Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy
STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative Progress
Indicator (CPI):
5.1.4.B.1
Design and follow simple plans using systematic observations to explore questions and
predictions.
5.1.4.B.2
Measure, gather, evaluate, and share evidence using tools and technologies.
Unit Essential Questions:
What constitutes useful scientific evidence?
Unit Enduring Understandings:
Evidence is used for building, refining, and/or critiquing scientific explanations.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …


Organize the data logically so that it may be used to answer questions or validate
predictions.
Use tools of data analysis to organize and represent data.
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Formative Assessments:
Hands-On Activities: Look at inventions and discuss how they have made
their lives easier. Develop bar graphs using time on task with and without the invention.
Student Self-Assessment and Reflection:
Language Arts/Writer’s Workshop Connection:
Math Connection: graphing skills
Behavior Plan Connection:
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
 Renzulli Learning: __________________________________________

BrainPOP Jr. ______________________________________________

Streaming Videos __________________________________________

Leveled Readers: __________________________________________

Writer’s Workshop Literature: _________________________________

Weekly Readers


Interactive Weekly Reader
Other:
Instructional Guidelines: Aligning Learning Activities
WHERETO

Where is the unit headed?
Comment:

Hook the learner with engaging work.
Comment:

Equip for understanding, experience and explore the big ideas.
Comment:

Rethink opinions, revise ideas and work.
Comment:

Evaluate your work and adjust as needed.
Comment:

Tailor the work to reflect individual needs, interests, and styles.
Comment:

Organize the work flow to maximize in-depth understanding and success at
the summative tasks.
Comment:
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: Science
Unit Title: Biochemical Cycles: Rain (April)
Target Course/Grade Level: Grade 1
School: ECEC
UNIT SUMMARY
Water can disappear (evaporate) and collect (condense) on surfaces.
There are many sources and uses of water.
21st Century Skills: Critical thinking and problem solving; Communication;
Collaboration; Creativity and Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy
STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative Progress
Indicator (CPI):
5.4.2.G.1
Observe and discuss evaporation and condensation.
5.4.2.G.2
Identify and use water conservation practices.
Unit Essential Questions:
What is the source of the resources used to meet the basic needs of living organisms?
Unit Enduring Understandings:
The Earth is a system, continuously moving resources from one part of the system to
another.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …

Using the water cycle explain water’s ability to disappear (evaporate) and collect
(condense) on surfaces.

Identify local sources of fresh water available for consumption.

Relate the need for water conservation to the limited fresh water supply.

Explore and measure the success of strategies for conserving water at home and
at school.
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Formative Assessments:


Hands-On Activities:
Observe the amount of water in an open container over time, and observe the
amount of water in a closed container over time. Compare and contrast the sets
of observations over time. See Science NetLinks, Water 2: Disappearing Water:
http://www.sciencenetlinks.com/lessons.php?DocID=168
Your classroom (or school) has committed to reducing its use of water by the end
of the year. First, you must conduct a water audit to determine your current water
use. As a class, research and discuss different strategies to conserve water.
Begin practicing those behaviors and strategies, and conduct regular audits
(always recording your findings) to determine your impact.
Resources
 National Science Digital Library, Science Digital Literacy Maps
The Physical Setting: Weather and Climate
http://strandmaps.nsdl.org/?id=SMS-MAP-1698
 National Science Digital Library, Science Refreshers
http://nsdl.org/refreshers/science/
 Up To Me For Kids offers a number of lesson plans and resources related to this
CPI.
http://www.up2meforkids.com.au/popup6.php?Do=ContentView&pageno=174
Student Self-Assessment and Reflection:
Language Arts/Writer’s Workshop Connection:
Math Connection:
Behavior Plan Connection:
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
 Renzulli Learning: __________________________________________

BrainPOP Jr. ______________________________________________

Streaming Videos __________________________________________

Leveled Readers: __________________________________________

Writer’s Workshop Literature: _________________________________

Weekly Readers


Interactive Weekly Reader
Other:
Instructional Guidelines: Aligning Learning Activities
WHERETO

Where is the unit headed?
Comment:

Hook the learner with engaging work.
Comment:

Equip for understanding, experience and explore the big ideas.
Comment:

Rethink opinions, revise ideas and work.
Comment:

Evaluate your work and adjust as needed.
Comment:

Tailor the work to reflect individual needs, interests, and styles.
Comment:

Organize the work flow to maximize in-depth understanding and success at
the summative tasks.
Comment:
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: Science
Unit Title: Evolution and Diversity: Earth Day (April)
Target Course/Grade Level: Grade 1
School: ECEC
UNIT SUMMARY
Plants and animals have features that help them survive in different environments.
21st Century Skills: Critical thinking and problem solving; Communication;
Collaboration; Creativity and Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy
STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative Progress
Indicator (CPI):
5.3.2.E.2
Describe how similar structures found in different organisms (e.g., eyes, ears, mouths)
have similar functions and enable those organisms to survive in different environments.
Unit Essential Questions:
In what ways are organisms of the same kind different from each other?
How does this help them reproduce and survive?
Unit Enduring Understandings:
Sometimes differences between organisms of the same kind give advantages in
surviving and reproducing in different environments.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …

Observe a variety of plants and animals interacting with their environment.

Engage in a scientific discussion, during which they explain the role of the features
or traits that help the plant or animal survive.
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Formative Assessments:
Hands-On Activities: Identify any structures that are common to a number of
the species after being presented with a variety of images of different species. Explain,
using their own words, how each structure can help an organism survive in its habitat.

Harvard-Smithsonian Center for Astrophysics’ Digital Video Library provides short
video clips of classroom teachers working with students on the specific learning
goals associated with this CPI.
Student Self-Assessment and Reflection:
Language Arts/Writer’s Workshop Connection:
Math Connection:
Behavior Plan Connection:
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
 Renzulli Learning: __________________________________________

BrainPOP Jr. ______________________________________________

Streaming Videos __________________________________________

Leveled Readers: __________________________________________

Writer’s Workshop Literature: _________________________________

Weekly Readers


Interactive Weekly Reader
Other:
Instructional Guidelines: Aligning Learning Activities
WHERETO

Where is the unit headed?
Comment:

Hook the learner with engaging work.
Comment:

Equip for understanding, experience and explore the big ideas.
Comment:

Rethink opinions, revise ideas and work.
Comment:

Evaluate your work and adjust as needed.
Comment:

Tailor the work to reflect individual needs, interests, and styles.
Comment:

Organize the work flow to maximize in-depth understanding and success at
the summative tasks.
Comment:
HAMMONTON PUBLIC SCHOOLS
CURRICULUM PROJECT
Creating a Student-Centered Classroom
Content Area: Science
Unit Title: Evolution and Diversity: Insects (May)
Target Course/Grade Level: Grade 1
School: ECEC
UNIT SUMMARY
Plants and animals have features that help them survive in different environments.
21st Century Skills: Critical thinking and problem solving; Communication;
Collaboration; Creativity and Innovation
21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy
STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative Progress
Indicator (CPI):
5.3.2.E.2
Describe how similar structures found in different organisms (e.g., eyes, ears, mouths)
have similar functions and enable those organisms to survive in different environments.
Unit Essential Questions:
In what ways are organisms of the same kind different from each other?
How does this help them reproduce and survive?
Unit Enduring Understandings:
Sometimes differences between organisms of the same kind give advantages in
surviving and reproducing in different environments.
Key Knowledge and Skills students will acquire as a result of this unit:
Students will be able to …

Engage in a scientific discussion, during which they explain the role of the features
or traits that help the organism survive.
STAGE TWO: EVIDENCE OF LEARNING
Summative Assessment:
Formative Assessments:
Hands-On Activities: Compare and contrast characteristics of different
insects and how their differences allow them to survive. Review Spiders from previous
lesson.
Student Self-Assessment and Reflection:
Language Arts/Writer’s Workshop Connection:
Math Connection:
Behavior Plan Connection:
STAGE THREE: THE LEARNING PLAN
Sequence of teaching and learning experiences
Unit Resources:
 Renzulli Learning: __________________________________________

BrainPOP Jr. ______________________________________________

Streaming Videos __________________________________________

Leveled Readers: __________________________________________

Writer’s Workshop Literature: _________________________________

Weekly Readers


Interactive Weekly Reader
Other:
Instructional Guidelines: Aligning Learning Activities
WHERETO

Where is the unit headed?
Comment:

Hook the learner with engaging work.
Comment:

Equip for understanding, experience and explore the big ideas.
Comment:

Rethink opinions, revise ideas and work.
Comment:

Evaluate your work and adjust as needed.
Comment:

Tailor the work to reflect individual needs, interests, and styles.
Comment:

Organize the work flow to maximize in-depth understanding and success at
the summative tasks.
Comment: