ScienceBiologyCurriculumDraft4 18 2012

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					              Keansburg School District
                    Curriculum Management System




                  Believe, Understand, and Realize Goals
                    Science: Biology – College and Career Ready (CCR)



Board Approved:


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                               Keansburg School District
                                  Curriculum System
                                        Science

                             Keansburg Public Schools

                                 Board of Education

                             Mrs. Judy Ferraro, President
                      Ms. Kimberly Kelaher-Moran, Vice President

Ms. Delores A. Bartram                                          Ms. Ann Commarato
 Ms. Ann Marie Best                                            Mr. Michael Donaldson
 Ms. Christine Blum                                               Mr. Robert Ketch

                               District Administration

                        Mr. Gerald North, Superintendent
       Dr. Thomas W. Tramaglini, Director of Curriculum, Instruction, & Funding

       Ms. Michelle Derpich, Secondary Supervisor of Curriculum & Instruction
              Dr. Brian Latwis, Supervisor of Pupil Personnel Services
       Mrs. Donna Glomb, Elementary Supervisor of Curriculum & Instruction
           Mrs. Michelle Halperin-Krain, Supervisor of Data & Assessment
                      Ms. Corey Lowell, Business Administrator

                         Curriculum Development Committee

    Steven Voehl                                                    Kerianne Ebner
   Patricia Thoma                                                   Maureen Hooker
     Lori Albert                                                   Giacinto Dagostino
  Jennifer Anderson


              Mr. R. Dennis Adams, Principal – Keansburg High School



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            Keansburg School District
               Curriculum System
                     Science


Believe, Understand, and Realize Goals
          Non-Negotiables




                                               Graduates
                                                that are
                                               prepared
                                                  and
                                                inspired
                                           to make positive
                                        contributions to society




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                                                Keansburg School District
                                                   Curriculum System
                                                         Science


                                              Mission/Vision Statement

The mission of the Keansburg School District is to ensure an optimum, safe teaching and learning environment which sets
     high expectations and enables all students to reach their maximum potential. Through a joint community-wide
         commitment, we will meet the diverse needs of our students and the challenges of a changing society.



                                                        Beliefs

We believe that:

      All children can learn.
      To meet the challenges of change, risk must be taken.
      Every student is entitled to an equal educational opportunity.
      It is our responsibility to enable students to succeed and become the best that they can be.
      All individuals should be treated with dignity and respect.
      The school system should be responsive to the diversity within our total population.
      The degree of commitment and level of involvement in the decision-making processes, from the student,
       community, home and school, will determine the quality of education.
      Decisions should be based on the needs of the students.
      Achievement will rise to the level of expectation.
      Students should be taught how to learn.
      The educational process should be a coordinated system of services and programs.




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                                                     Keansburg School District
                                                        Curriculum System
                                                              Science


                                                      Curriculum Philosophy

       The curriculum philosophy of the Keansburg School District is progressive. We embrace the high expectations of our
students and community towards success in the 21st Century and beyond. At the center of this ideal, we believe that all of our
students can be successful. The following are our core beliefs for all curricula:

All district curricula:
     Balances policy driven trends of centralization and standardization with research and what we know is good for our students.
     Balances the strong emphasis on test success and curriculum standards with how and what our students must know to be
        successful in our community.
     Embraces the reality that our students differ in the way they learn and perform, and personalizes instruction to meet the
        needs of each learner.
     Are aligned to be developmentally appropriate.
     Provides teachers the support and flexibility to be innovative and creative to meet the needs of our students.


                                                           Science Goals

To deliver a curriculum that is:

   Is rigorous, but meets the individual needs of the students, regardless of their cognitive, social or emotional needs
   Differentiated in content, process, and product as dependent of the learners in our diverse classrooms
   Geared towards high expectations
   Builds on our students’’ love of science
   Aligned to the skills and technologies associated with the 21st century
   Based on sound methodological scientific theory designed to empirically test theories and ideas
   Embraces our learning environments through various techniques, such as cooperative learning, and scaffolded curriculum
    designed to build retention of concepts over time
   Aligned to state and national standards
   Create opportunities for lifelong learning




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                                                    Keansburg School District
                                                       Curriculum System
                                                             Science

                              New Jersey Core Curriculum Content Standards for Science (2009)

5.1 Science Practices

       A. Understand Scientific Explanations
       B. Generate Scientific Evidence Through Active Investigations
       C. Reflect on Scientific Knowledge
       D. Participate Productively in Science

5.2 Physical Science

       A. Properties of Matter
       B. Changes in Matter
       C. Forms of Energy
       D. Energy Transfer and Conservation
       E. Forces and Motion

5.3 Life Science

       A. Organization and Development
       B. Matter and Energy Transformations
       C. Interdependence
       D. Heredity and Reproduction
       E. Evolution and Diversity

5.4 Earth Systems Science

       A. Objects in the Universe
       B. History of Earth
       C. Properties of Earth Materials
       D. Tectonics
       E. Energy in Earth Systems
       F. Climate and Weather
       G. Biogeochemical Cycles


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                          Keansburg School District
                             Curriculum System
                                   Science


                        Biology Scope and Sequence

                            Concepts/Big ideas

  Year        Block                                   Concepts/Big ideas
September   September     I. Organization and Development
                                   o Biochemistry
 October                           o Cellular Processes
                                   o Homeostasis
                                   o Mitosis
                                   o Gene Regulation
                                   o Organization of Living Systems
November     October      II. Matter and Energy Transformations
                                   o Biosynthesis
December                           o Energy Flow
                                   o Photosynthesis
                                   o Respiration
 January    November      III. Interdependence
                                   o Populations and Communities
February                           o Ecosystems Stability

 March      December      IV. Heredity and Reproduction
                                 o Genomes
  April                          o Gene Alterations
                                 o Sexual Reproduction
  May        January      V. Evolution and Diversity
                                o Adaptations and Character Traits
  June                          o Scientific Evidence of Evolution
                                o Diversity of Extant Organisms
                                o Mechanisms for Biological Evolution


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Keansburg School District
   Curriculum System
         Science
 Embedded-Throughout

   Science Practices
     5.1.12.A.1-3
     5.1.12.B.1-4
     5.1.12.C.1-3
     5.1.12.D.1-3




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                                                                   Keansburg School District
                                                                      Curriculum System
                                                                            Science

  Keansburg School District                     Timeline:
  Curriculum Management                         Year – September and October
  System                                        Block – September
                                                Topic(s): Organization and Development
  Subject/Grade/Level:
  Science/Biology                               Significance of Learning Goal(s):
Suggested Days of




                     Content
   Instruction




                                  Specific Learning Objective(s)                                                  Instructional Tools / Materials /
                    Standards /
                                                                                                                     Technology / Resources /
                       CPI /                                                   Suggested Activities
                                                                                                                  Assessments and Assessment
                     Essential
                                  The Students Will Be Able To:                                                               Models
                    Questions


                    CPI:          Concept(s):                      Meets Standard:
                    5.3.12.A.1    I.   Organization and               Use Mix and match cards to define and
                    5.3.12.A.2         Development                       study important vocabulary terms.
                    5.3.12.A.3         a. Biochemistry                Create a Foldable illustrating the four
                    5.3.12.A.4         b. Cellular Processes             phases of mitosis.
                    5.3.12.A.5         c. Homeostasis                 Complete the Biology Neo/LAB CD-ROM
                    5.3.12.A.6         d. Mitosis                        Series virtual lab for Homeostasis.     Typical Assessment Question(s) or
                                       e. Gene Regulation             Secret Notes                              Task(s):
                                       f. Organization of             KWL Chart
                    EQ:                    Living Systems             Anticipation Guide
                    How does
                    structure
                    relate to     SWBAT:
                    function in      Explain how multicellular
                    living            organisms maintain           Exceeds Standard:
                                      homeostasis.                     Prediction statements
                    systems
                                     Illustrate what happens
                    from the
                                      during the four phases of
                    organismal        mitosis.


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                                              Keansburg School District
                                                 Curriculum System
                                                       Science
to the             Diagram the levels of
cellular            organization from
level? (I)          simplest to most
                    complex in a many-
What are            celled organism.
the basic          Infer how most
                    eukaryotic genes are
chemical
                    regulated.
principles         Propose why enzymes
that affect         are important to living
living              things.
things? (a)

To what
extent does
the cell do
the same
things that
we do? (b)

How does
each system
contribute to
maintaining
homeostasis
in the
complete
organism?
(c)

What is the
relationship
between the
cell cycle,


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               Keansburg School District
                  Curriculum System
                        Science
mitosis, and
meiosis (d)

Why is it
possible for
a cell from
one species
to express
genes from
another
species as
in genetic
modification
of
organisms?
(e)

How could
you
compare
and contrast
the
structures
found in a
living
organism to
those found
in living
systems?(f)




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Keansburg School District
   Curriculum System
         Science




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                                                                    Keansburg School District
                                                                       Curriculum System
                                                                             Science
  Keansburg School District                      Timeline:
  Curriculum Management                          Year – November and December
  System                                         Block – October
                                                 Topic(s):
  Subject/Grade/Level:                           Matter and Energy Transformations
  Science/Biology                                Significance of Learning Goal(s):
Suggested Days of




                     Content
   Instruction




                                   Specific Learning Objective(s)                                        Instructional Tools / Materials /
                    Standards /
                                                                                                            Technology / Resources /
                       CPI /                                                     Suggested Activities
                                                                                                         Assessments and Assessment
                     Essential
                                   The Students Will Be Able To:                                                     Models
                    Questions


                    CPI:           Concept(s):                      Meets Standard:
                    5.3.12.B.1     I.    Matter and Energy          Sketching and illustrating
                    5.3.12.B.2           Transformations            Partner Reading
                    5.3.12.B.3           a. Biosynthesis            Summarize/retell
                    5.3.12.B.4           b. Energy Flow
                                         c. Photosynthesis
                    5.3.12.B.5
                                         d. Respiration
                    5.3.12.B.6                                      Exceeds Standard:                   Typical Assessment Question(s) or
                                                                                                        Task(s):
                                                                    Teach a classmate
                                   SWBAT:
                    EQ:
                                      Recite the overall
                    How is             equation for
                    matter             photosynthesis.
                    transferred       Identify factors that
                    and energy         affect the rate of
                    transferred/       photosynthesis.
                    transformed       Calculate how much
                    in living          ATP cellular respiration
                    systems? (I)       generates.
                                      Examine the flow of


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                                                Keansburg School District
                                                   Curriculum System
                                                         Science
Have cells          energy through living
always              systems.
come from          Compare the principle of
existing            biogenesis with the idea
cells? (a)          of spontaneous
                    generation.
                   Imagine the role of light
What is
                    and pigments in
energy,             photosynthesis.
where do
we find it,
how does it
change from
one form to
another, and
how does it
affect our
everyday
lives? (b)

If the sun
ceased to
shine, then
how would
this effect
plant life on
Earth? How
would this
affect
human
beings? (c)

How does
breathing air


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               Keansburg School District
                  Curriculum System
                        Science
into your
lungs differ
from
respiration
at the
cellular
level?(d)




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                                                                      Keansburg School District
                                                                         Curriculum System
                                                                               Science
  Keansburg School District                         Timeline:
  Curriculum Management System                      Year – January and February
                                                    Block – November
  Subject/Grade/Level:                              Topic(s): Interdependence
  Science/Biology
                                                    Significance of Learning Goal(s):
Suggested Days of




                                            Specific Learning
   Instruction




                        Content                                                                                     Instructional Tools / Materials /
                                              Objective(s)
                    Standards / CPI                                                                                    Technology / Resources /
                                                                                   Suggested Activities
                      / Essential                                                                                   Assessments and Assessment
                      Questions                                                                                                 Models
                                      The Students Will Be Able To:


                    CPI:              Concept(s):                       Meets Standard:
                    5.3.12.C.1        I.   Interdependence              Jeopardy “Who Wants to be a Millionaire”
                    5.3.12.C.2             a. Populations and           Concept maps
                                               Communities              Venn diagram
                                           b. Ecosystems Stability
                    EQ:
                    How are         SWBAT:                                                                         Typical Assessment Question(s) or
                    organisms          Identify the three types        Exceeds Standard:                          Task(s):
                    dependent on        of ecological pyramids.         Feedback writing
                    each other? (I)    Explain the
                                        characteristics used to
                    How could you       describe a population.
                                       Illustrate the flow of
                    describe the
                                        energy through living
                    role predation      systems.
                    and herbivory      Examine the factors that
                    play in shaping     affect population growth.
                    communities(a)     Decide the role
                                        competition plays in



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                                                 Keansburg School District
                                                    Curriculum System
                                                          Science
How would you        shaping communities.
go about            Write about how
designing and        carrying capacity relates
experiment to        to the ecosystems
show how             stability.
biotic and
abotic factors
influence
ecosystems
around the
world? (b)




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                                                                      Keansburg School District
                                                                         Curriculum System
                                                                               Science
  Keansburg School District                          Timeline:
  Curriculum Management System                       Year – March and April
                                                     Block – December
  Subject/Grade/Level:                               Topic(s): Heredity and Reproduction
  Science/Biology
                                                     Significance of Learning Goal(s):
Suggested Days of




                                              Specific Learning
   Instruction




                        Content                                                                                      Instructional Tools / Materials /
                                                Objective(s)
                    Standards / CPI                                                                                     Technology / Resources /
                                                                                    Suggested Activities
                      / Essential                                                                                    Assessments and Assessment
                      Questions                                                                                                  Models
                                       The Students Will Be Able To:


                    CPI:               Concept(s):                      Meets Standard:
                    5.3.12.D.1         I.   Heredity and                Final Countdown
                    5.3.12.D.2              Reproduction                Around the World
                    5.3.12.D.3              a. Genomes                  Four corners
                                            b. Gene Alterations
                                            c. Sexual Reproduction
                    EQ:                                                                                             Typical Assessment Question(s) or
                    How is genetic                                                                                  Task(s):
                    information      SWBAT:
                    passed through      Name the goals of the          Exceeds Standard:
                    generations? (I)     Human Genome Project           SWOT (strengths, weakness, opportunities,
                                              and explain what we       and, threats) analysis
                                              have learned so far.
                    If there was a
                                             Summarize the methods
                    mutation in the
                                              of DNA analysis.
                    genetic                  Examine the effects
                    makeup of an              mutations can have on
                    individual, what          genes.
                    could be some            Select mutations and
                    of the possible


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                                                   Keansburg School District
                                                      Curriculum System
                                                            Science
implications?(a)        compare the different
                        types of mutations.
Investigate why        Compile the advantages
puppies in a            and disadvantages of
single litter do        sexual reproduction.
not all look           Propose how offspring
                        inherit genetic material
alike.(b)
                        from both parents.
Imagine that
you are a cell
and you are
about to divide.
What is the first
thing that you
do?(c)




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                                                                       Keansburg School District
                                                                          Curriculum System
                                                                                Science
  Keansburg School District                         Timeline:
  Curriculum Management System                      Year – May and June
                                                    Block – January
  Subject/Grade/Level:                              Topic(s): Evolution and Diversity
  Science/Biology
                                                    Significance of Learning Goal(s):
Suggested Days of




                                            Specific Learning
   Instruction




                       Content                                                                              Instructional Tools / Materials /
                                              Objective(s)
                     Standards /                                                                               Technology / Resources /
                                                                                    Suggested Activities
                    CPI / Essential                                                                         Assessments and Assessment
                     Questions                                                                                          Models
                                      The Students Will Be Able To:


                    CPI:              Concept(s):                      Meets Standard:
                    5.3.12.E.1        I.   Evolution and Diversity     KWL chart
                    5.3.12.E.2             a. Adaptations and          Vocabulary matching
                    5.3.12.E.3                 Character Traits        4 Corners Activities
                    5.3.12.E.4             b. Scientific Evidence of
                                               Evolution
                    EQ:                    c. Diversity of Extant                                          Typical Assessment Question(s) or
                    How does                   Organisms                                                   Task(s):
                    natural                d. Mechanisms of
                    selection                  Biological Evolution
                    encourage
                                      SWBAT:                           Exceeds Standard:
                    inter and
                                         Give examples of what        Agree/disagree debates
                    intra-specific
                                          causes a trait to vary       Think Pair Share
                    diversity over        from one individual to
                    time? (I)             another.
                                         Describe the conditions
                    Can we use            under which natural
                    our                   selection occurs.
                    understanding


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                                                Keansburg School District
                                                   Curriculum System
                                                         Science
of the               Determine how
dynamics of           molecular evidence can
adaptive              be used to trace the
evolution to          process of evolution.
guide                Examine how fossils and
practical             the fossil record
                      document the descent of
conservation
                      modern species from
efforts? (a)          ancient ancestors.
                     Debate the current
What is your          hypothesis about
opinion on            Galapagos finch
Darwin's              speciation.
theory of            Construct a cladogram
evolution and         of chordates.
how does it
illustrate the
process of
science? (b)

What is your
opinion on the
impact that
the loss of
biodiversity
will have on
humans and
other life? (c)

How is the
overuse of
antibiotics
and hand
sanitizer


                                                                            20
                Keansburg School District
                   Curriculum System
                         Science
affecting the
rate at which
bacteria are
evolving? (d)




                                            21
                                                                   Keansburg School District
                                                                      Curriculum System
                                                                            Science
  Keansburg School District                     Timeline:
  Curriculum Management
  System                                        Topic(s):

  Subject/Grade/Level:                          Significance of Learning Goal(s):
  Science/Biology
Suggested Days of




                     Content
   Instruction




                                  Specific Learning Objective(s)                                       Instructional Tools / Materials /
                    Standards /
                                                                                                          Technology / Resources /
                       CPI /                                                   Suggested Activities
                                                                                                       Assessments and Assessment
                     Essential
                                  The Students Will Be Able To:                                                    Models
                    Questions


                    CPI:          Concept(s):                      Meets Standard:


                                  SWBAT:

                    EQ:
                                                                   Exceeds Standard:                  Typical Assessment Question(s) or
                                                                                                      Task(s):




                                                                                                                                22
                                                                   Keansburg School District
                                                                      Curriculum System
                                                                            Science
  Keansburg School District                     Timeline:
  Curriculum Management
  System                                        Topic(s):

  Subject/Grade/Level:                          Significance of Learning Goal(s):
  Science/Biology
Suggested Days of




                     Content
   Instruction




                                  Specific Learning Objective(s)                                       Instructional Tools / Materials /
                    Standards /
                                                                                                          Technology / Resources /
                       CPI /                                                   Suggested Activities
                                                                                                       Assessments and Assessment
                     Essential
                                  The Students Will Be Able To:                                                    Models
                    Questions


                    CPI:          Concept(s):                      Meets Standard:


                                  SWBAT:

                    EQ:
                                                                   Exceeds Standard:                  Typical Assessment Question(s) or
                                                                                                      Task(s):




                                                                                                                                23
                                                       Keansburg School District
                                                          Curriculum System
                                                                Science




Standard       5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based,
               model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands
               encompass the knowledge and reasoning skills that students must acquire to be proficient in science.
Strand         A. Understand Scientific Explanations: Students understand core concepts and principles of science and use
               measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed
               world.
Grade Standard                                  NJCCCS#           CPI                             Quarter Quarter Quarter Quarter
                                                                                                  I        II        III       IV
8      Core scientific concepts and             5.1.8.A.1         Demonstrate understanding
       principles represent the conceptual                        and use interrelationships
       basis for model-building and facilitate                    among central scientific
       the generation of new and productive                       concepts to revise
       questions.                                                 explanations and to consider
                                                                  alternative explanations.
8      Results of observation and               5.1.8.A.2         Use mathematical, physical,
       measurement can be used to build                           and computational tools to
       conceptual-based models and to                             build conceptual-based
       search for core explanations.                              models and to pose
                                                                  theories.
8      Predictions and explanations are         5.1.8.A.3         Use scientific principles and
       revised based on systematic                                models to frame and
       observations, accurate                                     synthesize scientific
       measurements, and structured                               arguments and pose
       data/evidence.                                             theories.
12     Mathematical, physical, and              5.1.12.A.1        Refine interrelationships
       computational tools are used to                            among concepts and
       search for and explain core scientific                     patterns of evidence found
       concepts and principles.                                   in different central scientific
                                                                  explanations.
12     Interpretation and manipulation of       5.1.12.A.2        Develop and use
       evidence-based models are used to                          mathematical, physical, and
       build and critique                                         computational tools to build

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                                                Keansburg School District
                                                   Curriculum System
                                                         Science
     arguments/explanations.                             evidence-based models and
                                                         to pose theories.
12   Revisions of predictions and        5.1.12.A.3      Use scientific principles and
     explanations are based on                           theories to build and refine
     systematic observations, accurate                   standards for data
     measurements, and structured
     data/evidence.




                                                                                         25
                                                       Keansburg School District
                                                          Curriculum System
                                                                Science




Standard       5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based,
               model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands
               encompass the knowledge and reasoning skills that students must acquire to be proficient in science.
Strand         B. Generate Scientific Evidence Through Active Investigations : Students master the conceptual, mathematical,
               physical, and computational tools that need to be applied when constructing and evaluating claims.
Grade Standard                                  NJCCCS#           CPI                             Quarter Quarter Quarter Quarter
                                                                                                  I        II        III       IV
8      Evidence is generated and evaluated 5.1.8.B.1              Design investigations and
       as part of building and refining                           use scientific
       models and explanations.                                   instrumentation to collect,
                                                                  analyze, and evaluate
                                                                  evidence as part of building
                                                                  and revising models and
                                                                  explanations.
8      Mathematics and technology are           5.1.8.B.2         Gather, evaluate, and
       used to gather, analyze, and                               represent evidence using
       communicate results.                                       scientific tools, technologies,
                                                                  and computational
                                                                  strategies.
8      Carefully collected evidence is used     5.1.8.B.3         Use qualitative and
       to construct and defend arguments.                         quantitative evidence to
                                                                  develop evidence-based
                                                                  arguments.
8      Scientific reasoning is used to          5.1.8.B.4         Use quality controls to
       support scientific conclusions.                            examine data sets and to
                                                                  examine evidence as a
                                                                  means of generating and
                                                                  reviewing explanations.
12     Logically designed investigations are 5.1.12.B.1           Design investigations,
       needed in order to generate the                            collect evidence, analyze
       evidence required to build and refine                      data, and evaluate evidence
       models and explanations.                                   to determine measures of
                                                                  central tendencies,                                               26
                                                                  causal/correlational
                                                                  relationships, and
                                                                  anomalous data.
                                                        Keansburg School District
                                                           Curriculum System
                                                                 Science
12        Mathematical tools and technology      5.1.12.B.2       Build, refine, and represent
          are used to gather, analyze, and                        evidence-based models
          communicate results.                                    using mathematical,
                                                                  physical, and computational
                                                                  tools.
12        Empirical evidence is used to          5.1.12.B.3       Revise predictions and
          construct and defend arguments.                         explanations using
                                                                  evidence, and connect
                                                                  explanations/arguments to
                                                                  established scientific
                                                                  knowledge, models, and
                                                                  theories.
12        Scientific reasoning is used to        5.1.12.B.4       Develop quality controls to
          evaluate and interpret data patterns                    examine data sets and to
          and scientific conclusions.                             examine evidence as a
                                                                  means of generating and
                                                                  reviewing explanations.




     Standard       5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-
                    based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science
                    Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in
                    science.
     Strand         C. Reflect on Scientific Knowledge : Scientific knowledge builds on itself over time.
     Grade Standard                                NJCCCS#       CPI                             Quarter Quarter Quarter Quarter
                                                                                                 I        II        III      IV
     8      Scientific models and                  5.1.8.C.1     Monitor one’s own thinking
            understandings of fundamental                        as understandings of
            concepts and principles are refined                  scientific concepts are
            as new evidence is considered.                       refined.


                                                                                                                                    27
                                                    Keansburg School District
                                                       Curriculum System
                                                             Science
8       Predictions and explanations are     5.1.8.C.2     Revise predictions or
        revised to account more completely                 explanations on the basis
        for available evidence.                            of discovering new
                                                           evidence, learning new
                                                           information, or using
                                                           models.
8       Science is a practice in which an    5.1.8.C.3     Generate new and
        established body of knowledge is                   productive questions to
        continually revised, refined, and                  evaluate and refine core
        extended.                                          explanations.
12      Refinement of understandings,        5.1.12.C.1    Reflect on and revise
        explanations, and models occurs as                 understandings as new
        new evidence is incorporated.                      evidence emerges.
12      Data and refined models are used     5.1.12.C.2    Use data representations
        to revise predictions and                          and new models to revise
        explanations.                                      predictions and
                                                           explanations.
12      Science is a practice in which an    5.1.12.C.3    Consider alternative
        established body of knowledge is                   theories to interpret and
        continually revised, refined, and                  evaluate evidence-based
        extended as new evidence                           arguments.
        emerges.




Standard      5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based,
              model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices
              strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science.
Strand        D. Participate Productively in Science: The growth of scientific knowledge involves critique and communication,
              which are social practices that are governed by a core set of values and norms.
Grade Standard                                NJCCCS#           CPI                           Quarter Quarter Quarter Quarter
                                                                                              I          II       III      IV
8      Science involves practicing            5.1.8.D.1         Engage in multiple forms
       productive social interactions with                      of discussion in order to
       peers, such as partner talk, whole-                      process, make sense of,


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     group discussions, and small-group                      and learn from others’
     work.                                                   ideas, observations, and
                                                             experiences.
8    In order to determine which           5.1.8.D.2         Engage in productive
     arguments and explanations are                          scientific discussion
     most persuasive, communities of                         practices during
     learners work collaboratively to                        conversations with peers,
     pose, refine, and evaluate                              both face-to-face and
     questions, investigations, models,                      virtually, in the context of
     and theories (e.g., argumentation,                      scientific investigations
     representation, visualization, etc.).                   and model-building.
8    Instruments of measurement can be 5.1.8.D.3             Demonstrate how to safely
     used to safely gather accurate                          use tools, instruments, and
     information for making scientific                       supplies.
     comparisons of objects and events.
8    Organisms are treated humanely,       5.1.8.D.4         Handle and treat
     responsibly, and ethically.                             organisms humanely,
                                                             responsibly, and ethically.
12   Science involves practicing            5.1.12.D.1       Engage in multiple forms
     productive social interactions with                     of discussion in order to
     peers, such as partner talk, whole-                     process, make sense of,
     group discussions, and small-group                      and learn from others’
     work.                                                   ideas, observations, and
                                                             experiences.
12   Science involves using language,       5.1.12.D.2       Represent ideas using
     both oral and written, as a tool for                    literal representations,
     making thinking public.                                 such as graphs, tables,
                                                             journals, concept maps,
                                                             and diagrams.
12   Ensure that instruments and            5.1.12.D.3       Demonstrate how to use
     specimens are properly cared for                        scientific tools and
     and that animals, when used, are                        instruments and
     treated humanely, responsibly, and                      knowledge of how to
     ethically.                                              handle animals with
                                                             respect for their safety and
                                                             welfare.


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Standard       5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about
               matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and
               Earth systems science.
Strand         A. Properties of Matter : All objects and substances in the natural world are composed of matter. Matter has two
               fundamental properties: matter takes up space, and matter has inertia.
Grade Standard                                  NJCCCS#          CPI                            Quarter Quarter Quarter Quarter
                                                                                                I          II       III       IV
6      The volume of some objects can be 5.2.6.A.1               Determine the volume of
       determined using liquid (water)                           common objects using
       displacement.                                             water displacement
                                                                 methods.
6      The density of an object can be          5.2.6.A.2        Calculate the density of
       determined from its volume and                            objects or substances after
       mass.                                                     determining volume and
                                                                 mass.
6      Pure substances have                     5.2.6.A.3        Determine the identity of
       characteristic intrinsic properties,                      an unknown substance
       such as density, solubility, boiling                      using data about intrinsic
       point, and melting point, all of which                    properties.
       are independent of the amount of
       the sample.
8      All matter is made of atoms. Matter      5.2.8.A.1        Explain that all matter is
       made of only one type of atom is                          made of atoms, and give
       called an element.                                        examples of common
                                                                 elements.
8      All substances are composed of           5.2.8.A.2        Analyze and explain the
       one or more of approximately 100                          implications of the
       elements.                                                 statement “all substances
                                                                 are composed of
                                                                 elements.”
8      Properties of solids, liquids, and       5.2.8.A.3        Use the kinetic molecular
       gases are explained by a model of                         model to predict how


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     matter as composed of tiny particles                    solids, liquids, and gases
     (atoms) in motion.                                      would behave under
                                                             various physical
                                                             circumstances, such as
                                                             heating or cooling.
8    The Periodic Table organizes the       5.2.8.A.4        Predict the physical and
     elements into families of elements                      chemical properties of
     with similar properties.                                elements based on their
                                                             positions on the Periodic
                                                             Table.
8    Elements are a class of substances     5.2.8.A.5        Identify unknown
     composed of a single kind of atom.                      substances based on data
     Compounds are substances that                           regarding their physical
     are chemically formed and have                          and chemical properties.
     physical and chemical properties
     that differ from the reacting
     substances.
8    Substances are classified according    5.2.8.A.6        Determine whether a
     to their physical and chemical                          substance is a metal or
     properties. Metals are a class of                       nonmetal through student-
     elements that exhibit physical                          designed investigations.
     properties, such as conductivity,
     and chemical properties, such as
     producing salts when combined
     with nonmetals.
8    Substances are classified according    5.2.8.A.7        Determine the relative
     to their physical and chemical                          acidity and reactivity of
     properties. Acids are a class of                        common acids, such as
     compounds that exhibit common                           vinegar or cream of tartar,
     chemical properties, including a                        through a variety of
     sour taste, characteristic color                        student-designed
     changes with litmus and other                           investigations.
     acid/base indicators, and the
     tendency to react with bases to
     produce a salt and water.
12   Electrons, protons, and neutrons       5.2.12.A.1       Use atomic models to


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     are parts of the atom and have                            predict the behaviors of
     measurable properties, including                          atoms in interactions.
     mass and, in the case of protons
     and electrons, charge. The nuclei of
     atoms are composed of protons and
     neutrons. A kind of force that is only
     evident at nuclear distances holds
     the particles of the nucleus together
     against the electrical repulsion
     between the protons.
12   Differences in the physical              5.2.12.A.2       Account for the differences
     properties of solids, liquids, and                        in the physical properties
     gases are explained by the ways in                        of solids, liquids, and
     which the atoms, ions, or molecules                       gases.
     of the substances are arranged,
     and by the strength of the forces of
     attraction between the atoms, ions,
     or molecules.
12   In the Periodic Table, elements are      5.2.12.A.3       Predict the placement of
     arranged according to the number                          unknown elements on the
     of protons (the atomic number).                           Periodic Table based on
     This organization illustrates                             their physical and chemical
     commonality and patterns of                               properties.
     physical and chemical properties
     among the elements.
12   In a neutral atom, the positively        5.2.12.A.4       Explain how the properties
     charged nucleus is surrounded by                          of isotopes, including half-
     the same number of negatively                             lives, decay modes, and
     charged electrons. Atoms of an                            nuclear resonances, lead
     element whose nuclei have different                       to useful applications of
     numbers of neutrons are called                            isotopes.
     isotopes.
12   Solids, liquids, and gases may           5.2.12.A.5       Describe the process by
     dissolve to form solutions. When                          which solutes dissolve in
     combining a solute and solvent to                         solvents.
     prepare a solution, exceeding a


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        particular concentration of solute
        will lead to precipitation of the
        solute from the solution. Dynamic
        equilibrium occurs in saturated
        solutions. Concentration of
        solutions can be calculated in terms
        of molarity, molality, and percent by
        mass.
12      Acids and bases are important in        5.2.12.A.6       Relate the pH scale to the
        numerous chemical processes that                         concentrations of various
        occur around us, from industrial to                      acids and bases.
        biological processes, from the
        laboratory to the environment.




Standard       5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about
               matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and
               Earth systems science.
Strand         B. Changes in Matter : Substances can undergo physical or chemical changes to form new substances. Each
               change involves energy.
Grade Standard                                NJCCCS#            CPI                            Quarter Quarter Quarter Quarter
                                                                                                I          II       III       IV
6      When a new substance is made by 5.2.6.B.1                 Compare the properties of
       combining two or more substances,                         reactants with the
       it has properties that are different                      properties of the products
       from the original substances.                             when two or more
                                                                 substances are combined
                                                                 and react chemically.
8      When substances undergo                5.2.8.B.1          Explain, using an
       chemical change, the number and                           understanding of the


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     kinds of atoms in the reactants are                    concept of chemical
     the same as the number and kinds                       change, why the mass of
     of atoms in the products. The mass                     reactants and the mass of
     of the reactants is the same as the                    products remain constant.
     mass of the products.
8    Chemical changes can occur when       5.2.8.B.2        Compare and contrast the
     two substances, elements, or                           physical properties of
     compounds react and produce one                        reactants with products
     or more different substances. The                      after a chemical reaction,
     physical and chemical properties of                    such as those that occur
     the products are different from                        during photosynthesis and
     those of the reacting substances.                      cellular respiration.
12   An atom’s electron configuration,     5.2.12.B.1       Model how the outermost
     particularly of the outermost                          electrons determine the
     electrons, determines how the atom                     reactivity of elements and
     interacts with other atoms.                            the nature of the chemical
     Chemical bonds are the interactions                    bonds they tend to form.
     between atoms that hold them
     together in molecules or between
     oppositely charged ions.
12   A large number of important           5.2.12.B.2       Describe oxidation and
     reactions involve the transfer of                      reduction reactions, and
     either electrons or hydrogen ions                      give examples of oxidation
     between reacting ions, molecules,                      and reduction reactions
     or atoms. In other chemical                            that have an impact on the
     reactions, atoms interact with one                     environment, such as
     another by sharing electrons to                        corrosion and the burning
     create a bond.                                         of fuel.
12   The conservation of atoms in          5.2.12.B.3       Balance chemical
     chemical reactions leads to the                        equations by applying the
     ability to calculate the mass of                       law of conservation of
     products and reactants using the                       mass.
     mole concept.




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Standard        5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas
                about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living,
                and Earth systems science.
Strand          C. Forms of Energy : Knowing the characteristics of familiar forms of energy, including potential and kinetic energy,
                is useful in coming to the understanding that, for the most part, the natural world can be explained and is predictable.
Grade Standard                                   NJCCCS#            CPI                           Quarter Quarter Quarter Quarter
                                                                                                  I         II        III       IV
6      Light travels in a straight line until it 5.2.6.C.1          Predict the path of
       interacts with an object or material.                        reflected or refracted light
       Light can be absorbed, redirected,                           using reflecting and
       bounced back, or allowed to pass                             refracting telescopes as
       through. The path of reflected or                            examples.
       refracted light can be predicted.
6      Visible light from the Sun is made        5.2.6.C.2          Describe how to prisms
       up of a mixture of all colors of light.                      can be used to
       To see an object, light emitted or                           demonstrate that visible
       reflected by that object must enter                          light from the Sun is made
       the eye.                                                     up of different colors.
6      The transfer of thermal energy by         5.2.6.C.3          Relate the transfer of heat
       conduction, convection, and                                  from oceans and land
       radiation can produce large-scale                            masses to the evolution of
       events such as those seen in                                 a hurricane.
       weather.
8      A tiny fraction of the light energy       5.2.8.C.1          Structure evidence to
       from the Sun reaches Earth. Light                            explain the relatively high
       energy from the Sun is Earth’s                               frequency of tornadoes in
       primary source of energy, heating                            “Tornado Alley.”
       Earth surfaces and providing the
       energy that results in wind, ocean
       currents, and storms.


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8    Energy is transferred from place to  5.2.8.C.2        Model and explain current
     place. Light energy can be thought                    technologies used to
     of as traveling in rays. Thermal                      capture solar energy for
     energy travels via conduction and                     the purposes of converting
     convection.                                           it to electrical energy.
12   Gas particles move independently     5.2.12.C.1       Use the kinetic molecular
     and are far apart relative to each                    theory to describe and
     other. The behavior of gases can be                   explain the properties of
     explained by the kinetic molecular                    solids, liquids, and gases.
     theory. The kinetic molecular theory
     can be used to explain the
     relationship between pressure and
     volume, volume and temperature,
     pressure and temperature, and the
     number of particles in a gas
     sample. There is a natural tendency
     for a system to move in the
     direction of disorder or entropy.
12   Heating increases the energy of the 5.2.12.C.2        Account for any trends in
     atoms composing elements and the                      the melting points and
     molecules or ions composing                           boiling points of various
     compounds. As the kinetic energy                      compounds.
     of the atoms, molecules, or ions
     increases, the temperature of the
     matter increases. Heating a pure
     solid increases the vibrational
     energy of its atoms, molecules, or
     ions. When the vibrational energy of
     the molecules of a pure substance
     becomes great enough, the solid
     melts.




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Standard        5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about
                matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and
                Earth systems science.
Strand          D. Energy Transfer and Conservation : The conservation of energy can be demonstrated by keeping track of familiar
                forms of energy as they are transferred from one object to another.
Grade Standard                                 NJCCCS#            CPI                            Quarter Quarter Quarter Quarter
                                                                                                 I          II       III       IV
6      The flow of current in an electric      5.2.6.D.1          Use simple circuits
       circuit depends upon the                                   involving batteries and
       components of the circuit and their                        motors to compare and
       arrangement, such as in series or                          predict the current flow
       parallel. Electricity flowing through                      with different circuit
       an electrical circuit produces                             arrangements.
       magnetic effects in the wires.
8      When energy is transferred from         5.2.8.D.1          Relate the kinetic and
       one system to another, the quantity                        potential energies of a
       of energy before transfer equals the                       roller coaster at various
       quantity of energy after transfer. As                      points on its path.
       an object falls, its potential energy
       decreases as its speed, and
       consequently its kinetic energy,
       increases. While an object is falling,
       some of the object’s kinetic energy
       is transferred to the medium
       through which it falls, setting the
       medium into motion and heating it.
8      Nuclear reactions take place in the     5.2.8.D.2          Describe the flow of
       Sun. In plants, light energy from the                      energy from the Sun to the
       Sun is transferred to oxygen and                           fuel tank of an automobile.
       carbon compounds, which in
       combination, have chemical
       potential energy (photosynthesis).


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12   The potential energy of an object on    5.2.12.D.1       Model the relationship
     Earth’s surface is increased when                        between the height of an
     the object’s position is changed                         object and its potential
     from one closer to Earth’s surface                       energy.
     to one farther from Earth’s surface.
12   The driving forces of chemical          5.2.12.D.2       Describe the potential
     reactions are energy and entropy.                        commercial applications of
     Chemical reactions either release                        exothermic and
     energy to the environment                                endothermic reactions.
     (exothermic) or absorb energy from
     the environment (endothermic).
12   Nuclear reactions (fission and          5.2.12.D.3       Describe the products and
     fusion) convert very small amounts                       potential applications of
     of matter into energy.                                   fission and fusion
                                                              reactions.
12   Energy may be transferred from          5.2.12.D.4       Measure quantitatively the
     one object to another during                             energy transferred
     collisions.                                              between objects during a
                                                              collision.
12   Chemical equilibrium is a dynamic       5.2.12.D.5       Model the change in rate
     process that is significant in many                      of a reaction by changing a
     systems, including biological,                           factor.
     ecological, environmental, and
     geological systems. Chemical
     reactions occur at different rates.
     Factors such as temperature,
     mixing, concentration, particle size,
     and surface area affect the rates of
     chemical reactions.




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Standard        5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about
                matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and
                Earth systems science.
Strand          E. Forces and Motion : It takes energy to change the motion of objects. The energy change is understood in terms of
                forces.
Grade Standard                                 NJCCCS#            CPI                            Quarter Quarter Quarter Quarter
                                                                                                 I          II       III       IV
6      An object’s position can be             5.2.6.E.1          Model and explain how the
       described by locating the object                           description of an object’s
       relative to other objects or a                             motion from one
       background. The description of an                          observer’s view may be
       object’s motion from one observer’s                        different from a different
       view may be different from that                            observer’s view.
       reported from a different observer’s
       view.
6      Magnetic, electrical, and               5.2.6.E.2          Describe the force
       gravitational forces can act at a                          between two magnets as
       distance.                                                  the distance between them
                                                                  is changed.
6      Friction is a force that acts to slow   5.2.6.E.3          Demonstrate and explain
       or stop the motion of objects.                             the frictional force acting
                                                                  on an object with the use
                                                                  of a physical model.
6      Sinking and floating can be             5.2.6.E.4          Predict if an object will sink
       predicted using forces that depend                         or float using evidence and
       on the relative densities of objects                       reasoning.
       and materials.
8      An object is in motion when its         5.2.8.E.1          Calculate the speed of an
       position is changing. The speed of                         object when given distance
       an object is defined by how far it                         and time.
       travels divided by the amount of
       time it took to travel that far.
8      Forces have magnitude and               5.2.8.E.2          Compare the motion of an
       direction. Forces can be added. The                        object acted on by
       net force on an object is the sum of                       balanced forces with the



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     all the forces acting on the object.                      motion of an object acted
     An object at rest will remain at rest                     on by unbalanced forces in
     unless acted on by an unbalanced                          a given specific scenario.
     force. An object in motion at
     constant velocity will continue at the
     same velocity unless acted on by
     an unbalanced force.
12   The motion of an object can be           5.2.12.E.1       Compare the calculated
     described by its position and                             and measured speed,
     velocity as functions of time and by                      average speed, and
     its average speed and average                             acceleration of an object in
     acceleration during intervals of time.                    motion, and account for
                                                               differences that may exist
                                                               between calculated and
                                                               measured values.
12   Objects undergo different kinds of       5.2.12.E.2       Compare the translational
     motion (translational, rotational, and                    and rotational motions of a
     vibrational).                                             thrown object and potential
                                                               applications of this
                                                               understanding.
12   The motion of an object changes          5.2.12.E.3       Create simple models to
     only when a net force is applied.                         demonstrate the benefits
                                                               of seatbelts using
                                                               Newton's first law of
                                                               motion.
12   The magnitude of acceleration of an      5.2.12.E.4       Measure and describe the
     object depends directly on the                            relationship between the
     strength of the net force, and                            force acting on an object
     inversely on the mass of the object.                      and the resulting
     This relationship (a=Fnet/m) is                           acceleration.
     independent of the nature of the
     force.




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Standard        5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making
                sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in
                accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted
                through the use of mathematics.
Strand          A. Organization and Development : Living organisms are composed of cellular units (structures) that carry out
                functions required for life. Cellular units are composed of molecules, which also carry out biological functions.
Grade Standard                                    NJCCCS#           CPI                           Quarter Quarter Quarter Quarter
                                                                                                  I         II         III        IV
6      Systems of the human body are              5.3.6.A.1         Model the
       interrelated and regulate the body’s                         interdependence of the
       internal environment.                                        human body’s major
                                                                    systems in regulating its
                                                                    internal environment.
6      Essential functions of plant and           5.3.6.A.2         Model and explain ways in
       animal cells are carried out by                              which organelles work
       organelles.                                                  together to meet the cell’s
                                                                    needs.
8      All organisms are composed of              5.3.8.A.1         Compare the benefits and
       cell(s). In multicellular organisms,                         limitations of existing as a
       specialized cells perform                                    single-celled organism and
       specialized functions. Tissues,                              as a multicellular
       organs, and organ systems are                                organism.
       composed of cells and function to
       serve the needs of cells for food,
       air, and waste removal.
8      During the early development of an 5.3.8.A.2                 Relate the structures of
       organism, cells differentiate and                            cells, tissues, organs, and
       multiply to form the many                                    systems to their functions
       specialized cells, tissues, and                              in supporting life.
       organs that compose the final
       organism. Tissues grow through cell
       division.


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12   Cells are made of complex              5.3.12.A.1       Represent and explain the
     molecules that consist mostly of a                      relationship between the
     few elements. Each class of                             structure and function of
     molecules has its own building                          each class of complex
     blocks and specific functions.                          molecules using a variety
                                                             of models.
12   Cellular processes are carried out     5.3.12.A.2       Demonstrate the
     by many different types of                              properties and functions of
     molecules, mostly by the group of                       enzymes by designing and
     proteins known as enzymes.                              carrying out an
                                                             experiment.
12   Cellular function is maintained        5.3.12.A.3       Predict a cell’s response in
     through the regulation of cellular                      a given set of
     processes in response to internal                       environmental conditions.
     and external environmental
     conditions.
12   Cells divide through the process of    5.3.12.A.4       Distinguish between the
     mitosis, resulting in daughter cells                    processes of cellular
     that have the same genetic                              growth (cell division) and
     composition as the original cell.                       development
                                                             (differentiation).
12   Cell differentiation is regulated      5.3.12.A.5       Describe modern
     through the expression of different                     applications of the
     genes during the development of                         regulation of cell
     complex multicellular organisms.                        differentiation and analyze
                                                             the benefits and risks (e.g.,
                                                             stem cells, sex
                                                             determination).
12   There is a relationship between the    5.3.12.A.6       Describe how a disease is
     organization of cells into tissues                      the result of a
     and the organization of tissues into                    malfunctioning system,
     organs. The structures and                              organ, and cell, and relate
     functions of organs determine their                     this to possible treatment
     relationships within body systems of                    interventions (e.g.,
     an organism.                                            diabetes, cystic fibrosis,
                                                             lactose intolerance).


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Standard       5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making
               sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in
               accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted
               through the use of mathematics.
Strand         B. Matter and Energy Transformations : Food is required for energy and building cellular materials. Organisms in an
               ecosystem have different ways of obtaining food, and some organisms obtain their food directly from other
               organisms.
Grade Standard                                 NJCCCS#            CPI                            Quarter Quarter Quarter Quarter
                                                                                                 I         II         III       IV
6      Plants are producers: They use the 5.3.6.B.1               Describe the sources of
       energy from light to make food                             the reactants of
       (sugar) from carbon dioxide and                            photosynthesis and trace
       water. Plants are used as a source                         the pathway to the
       of food (energy) for other                                 products.
       organisms.
6      All animals, including humans, are      5.3.6.B.2          Illustrate the flow of energy
       consumers that meet their energy                           (food) through a
       needs by eating other organisms or                         community.
       their products.
8      Food is broken down to provide          5.3.8.B.1          Relate the energy and
       energy for the work that cells do,                         nutritional needs of
       and is a source of the molecular                           organisms in a variety of
       building blocks from which needed                          life stages and situations,
       materials are assembled.                                   including stages of
                                                                  development and periods
                                                                  of maintenance.
8      All animals, including humans, are      5.3.8.B.2          Analyze the components
       consumers that meet their energy                           of a consumer’s diet and


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     needs by eating other organisms or                       trace them back to plants
     their products.                                          and plant products.
12   As matter cycles and energy flows       5.3.12.B.1       Cite evidence that the
     through different levels of                              transfer and transformation
     organization within living systems                       of matter and energy links
     (cells, organs, organisms,                               organisms to one another
     communities), and between living                         and to their physical
     systems and the physical                                 setting.
     environment, chemical elements
     are recombined into different
     products.
12   Each recombination of matter and        5.3.12.B.2       Use mathematical
     energy results in storage and                            formulas to justify the
     dissipation of energy into the                           concept of an efficient diet.
     environment as heat.
12   Continual input of energy from          5.3.12.B.3       Predict what would happen
     sunlight keeps matter and energy                         to an ecosystem if an
     flowing through ecosystems.                              energy source was
                                                              removed.
12   Plants have the capability to take      5.3.12.B.4       Explain how environmental
     energy from light to form sugar                          factors (such as
     molecules containing carbon,                             temperature, light intensity,
     hydrogen, and oxygen.                                    and the amount of water
                                                              available) can affect
                                                              photosynthesis as an
                                                              energy storing process.
12   In both plant and animal cells, sugar 5.3.12.B.5         Investigate and describe
     is a source of energy and can be                         the complementary
     used to make other carbon-                               relationship (cycling of
     containing (organic) molecules.                          matter and flow of energy)
                                                              between photosynthesis
                                                              and cellular respiration.
12   All organisms must break the high-      5.3.12.B.6       Explain how the process of
     energy chemical bonds in food                            cellular respiration is
     molecules during cellular respiration                    similar to the burning of
     to obtain the energy needed for life                     fossil fuels.


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        processes.




Standard       5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making
               sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in
               accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted
               through the use of mathematics.
Strand         C. Interdependence : All animals and most plants depend on both other organisms and their environment to meet
               their basic needs.
Grade Standard                                 NJCCCS#            CPI                            Quarter Quarter Quarter Quarter
                                                                                                 I         II         III       IV
4      Organisms can only survive in           5.3.4.C.1          Predict the biotic and
       environments in which their needs                          abiotic characteristics of
       are met. Within ecosystems,                                an unfamiliar organism’s
       organisms interact with and are                            habitat.
       dependent on their physical and
       living environment.
4      Some changes in ecosystems occur 5.3.4.C.2                 Explain the consequences
       slowly, while others occur rapidly.                        of rapid ecosystem change
       Changes can affect life forms,                             (e.g., flooding, wind
       including humans.                                          storms, snowfall, volcanic
                                                                  eruptions), and compare
                                                                  them to consequences of
                                                                  gradual ecosystem change
                                                                  (e.g., gradual increase or
                                                                  decrease in daily
                                                                  temperatures, change in
                                                                  yearly rainfall).
6      Various human activities have           5.3.6.C.1          Explain the impact of
       changed the capacity of the                                meeting human needs and


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    environment to support some life                         wants on local and global
    forms.                                                   environments.
6   The number of organisms and             5.3.6.C.2        Predict the impact that
    populations an ecosystem can                             altering biotic and abiotic
    support depends on the biotic                            factors has on an
    resources available and on abiotic                       ecosystem.
    factors, such as quantities of light
    and water, range of temperatures,
    and soil composition.
6   All organisms cause changes in the      5.3.6.C.3        Describe how one
    ecosystem in which they live. If this                    population of organisms
    change reduces another organism’s                        may affect other plants
    access to resources, that organism                       and/or animals in an
    may move to another location or                          ecosystem.
    die.
8   Symbiotic interactions among            5.3.8.C.1        Model the effect of positive
    organisms of different species can                       and negative changes in
    be classified as:                                        population size on a
                                                             symbiotic pairing.
          Producer/consumer



          Predator/prey



          Parasite/host



          Scavenger/prey


    Decomposer/prey


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12      Biological communities in             5.3.12.C.1        Analyze the
        ecosystems are based on stable                          interrelationships and
        interrelationships and                                  interdependencies among
        interdependence of organisms.                           different organisms, and
                                                                explain how these
                                                                relationships contribute to
                                                                the stability of the
                                                                ecosystem.
12      Stability in an ecosystem can be      5.3.12.C.2        Model how natural and
        disrupted by natural or human                           human-made changes in
        interactions.                                           the environment will affect
                                                                individual organisms and
                                                                the dynamics of
                                                                populations.




Standard       5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making
               sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in
               accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted
               through the use of mathematics.
Strand         D. Heredity and Reproduction : Organisms reproduce, develop, and have predictable life cycles. Organisms contain
               genetic information that influences their traits, and they pass this on to their offspring during reproduction.
Grade Standard                                 NJCCCS#              CPI                             Quarter Quarter Quarter Quarter
                                                                                                    I         II        III     IV
6      Reproduction is essential to the        5.3.6.D.1            Predict the long-term effect
       continuation of every species.                               of interference with normal
                                                                    patterns of reproduction.
6      Variations exist among organisms        5.3.6.D.2            Explain how knowledge of


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     of the same generation (e.g.,                              inherited variations within
     siblings) and of different                                 and between generations
     generations (e.g., parent to                               is applied to farming and
     offspring).                                                animal breeding.
6    Traits such as eye color in human         5.3.6.D.3        Distinguish between
     beings or fruit/flower color in plants                     inherited and acquired
     are inherited.                                             traits/characteristics.
8    Some organisms reproduce                  5.3.8.D.1        Defend the principle that,
     asexually. In these organisms, all                         through reproduction,
     genetic information comes from a                           genetic traits are passed
     single parent. Some organisms                              from one generation to the
     reproduce sexually, through which                          next, using evidence
     half of the genetic information                            collected from
     comes from each parent.                                    observations of inherited
                                                                traits.
8    The unique combination of genetic         5.3.8.D.2        Explain the source of
     material from each parent in                               variation among siblings.
     sexually reproducing organisms
     results in the potential for variation.
8    Characteristics of organisms are          5.3.8.D.3        Describe the
     influenced by heredity and/or their                        environmental conditions
     environment.                                               or factors that may lead to
                                                                a change in a cell’s genetic
                                                                information or to an
                                                                organism’s development,
                                                                and how these changes
                                                                are passed on.
12   Genes are segments of DNA            5.3.12.D.1            Explain the value and
     molecules located in the                                   potential applications of
     chromosome of each cell. DNA                               genome projects.
     molecules contain information that
     determines a sequence of amino
     acids, which result in specific
     proteins.
12   Inserting, deleting, or substituting 5.3.12.D.2            Predict the potential
     DNA segments can alter the genetic                         impact on an organism (no


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        code. An altered gene may be                              impact, significant impact)
        passed on to every cell that                              given a change in a
        develops from it. The resulting                           specific DNA code, and
        features may help, harm, or have                          provide specific real world
        little or no effect on the offspring’s                    examples of conditions
        success in its environment.                               caused by mutations.
12      Sorting and recombination of genes       5.3.12.D.3       Demonstrate through
        in sexual reproduction result in a                        modeling how the sorting
        great variety of possible gene                            and recombination of
        combinations in the offspring of any                      genes during sexual
        two parents.                                              reproduction has an effect
                                                                  on variation in offspring
                                                                  (meiosis, fertilization).




Standard        5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making
                sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in
                accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted
                through the use of mathematics.
Strand          E. Evolution and Diversity: : Sometimes, differences between organisms of the same kind provide advantages for
                surviving and reproducing in different environments. These selective differences may lead to dramatic changes in
                characteristics of organisms in a population over extremely long periods of time.
Grade Standard                                  NJCCCS#            CPI                            Quarter Quarter Quarter Quarter
                                                                                                  I         II         III       IV
6      Changes in environmental                 5.3.6.E.1          Describe the impact on the
       conditions can affect the survival of                       survival of species during
       individual organisms and entire                             specific times in geologic
       species.                                                    history when
                                                                   environmental conditions
                                                                   changed.
8      Individual organisms with certain        5.3.8.E.1          Organize and present
       traits are more likely than others to                       evidence to show how the
       survive and have offspring in                               extinction of a species is
       particular environments. The                                related to an inability to


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     advantages or disadvantages of                            adapt to changing
     specific characteristics can change                       environmental conditions
     when the environment in which they                        using quantitative and
     exist changes. Extinction of a                            qualitative data.
     species occurs when the
     environment changes and the
     characteristics of a species are
     insufficient to allow survival.
8    Anatomical evidence supports             5.3.8.E.2        Compare the anatomical
     evolution and provides additional                         structures of a living
     detail about the sequence of                              species with fossil records
     branching of various lines of                             to derive a line of descent.
     descent.
12   New traits may result from new           5.3.12.E.1       Account for the
     combinations of existing genes or                         appearance of a novel trait
     from mutations of genes in                                that arose in a given
     reproductive cells within a                               population.
     population.
12   Molecular evidence (e.g., DNA,           5.3.12.E.2       Estimate how closely
     protein structures, etc.)                                 related species are, based
     substantiates the anatomical                              on scientific evidence
     evidence for evolution and provides                       (e.g., anatomical
     additional detail about the sequence                      similarities, similarities of
     in which various lines of descent                         DNA base and/or amino
     branched.                                                 acid sequence).
12   The principles of evolution              5.3.12.E.3       Provide a scientific
     (including natural selection and                          explanation for the history
     common descent) provide a                                 of life on Earth using
     scientific explanation for the history                    scientific evidence (e.g.,
     of life on Earth as evidenced in the                      fossil record, DNA, protein
     fossil record and in the similarities                     structures, etc.).
     that exist within the diversity of
     existing organisms.
12   Evolution occurs as a result of a        5.3.12.E.4       Account for the evolution
     combination of the following factors:                     of a species by citing
                                                               specific evidence of


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                                                                biological mechanisms.
               Ability of a species to
                reproduce
               Genetic variability of
                offspring due to mutation
                and recombination of genes
               Finite supply of the
                resources required for life

        Natural selection, due to
        environmental pressure, of those
        organisms better able to survive
        and leave offspring




Standard        5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and
                interconnected systems, and is a part of the all-encompassing system of the universe.
Strand          A. Objects in the Universe : Our universe has been expanding and evolving for 13.7 billion years under the influence
                of gravitational and nuclear forces. As gravity governs its expansion, organizational patterns, and the movement of
                celestial bodies, nuclear forces within stars govern its evolution through the processes of stellar birth and death.
                These same processes governed the formation of our solar system 4.6 billion years ago.
Grade Standard                                   NJCCCS#           CPI                            Quarter Quarter Quarter Quarter
                                                                                                  I         II          III      IV
6      The height of the path of the Sun in 5.4.6.A.1              Generate and analyze
       the sky and the length of a shadow                          evidence (through
       change over the course of a year.                           simulations) that the Sun’s
                                                                   apparent motion across
                                                                   the sky changes over the
                                                                   course of a year.
6      Earth’s position relative to the Sun,     5.4.6.A.2         Construct and evaluate
       and the rotation of Earth on its axis,                      models demonstrating the
       result in patterns and cycles that                          rotation of Earth on its axis


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    define time units of days and years.                     and the orbit of Earth
                                                             around the Sun.
6   The Sun’s gravity holds planets and     5.4.6.A.3        Predict what would happen
    other objects in the solar system in                     to an orbiting object if
    orbit, and planets’ gravity holds                        gravity were increased,
    moons in orbit.                                          decreased, or taken away.
6   The Sun is the central and most         5.4.6.A.4        Compare and contrast the
    massive body in our solar system,                        major physical
    which includes eight planets and                         characteristics (including
    their moons, dwarf planets,                              size and scale) of solar
    asteroids, and comets.                                   system objects using
                                                             evidence in the form of
                                                             data tables and
                                                             photographs.
8   The relative positions and motions      5.4.8.A.1        Analyze moon-phase,
    of the Sun, Earth, and Moon result                       eclipse, and tidal data to
    in the phases of the Moon, eclipses,                     construct models that
    and the daily and monthly cycle of                       explain how the relative
    tides.                                                   positions and motions of
                                                             the Sun, Earth, and Moon
                                                             cause these three
                                                             phenomena.
8   Earth’s tilt, rotation, and revolution 5.4.8.A.2         Use evidence of global
    around the Sun cause changes in                          variations in day length,
    the height and duration of the Sun                       temperature, and the
    in the sky. These factors combine to                     amount of solar radiation
    explain the changes in the length of                     striking Earth’s surface to
    the day and seasons.                                     create models that explain
                                                             these phenomena and
                                                             seasons.
8   Gravitation is a universal attractive   5.4.8.A.3        Predict how the
    force by which objects with mass                         gravitational force between
    attract one another. The                                 two bodies would differ for
    gravitational force between two                          bodies of different masses
    objects is proportional to their                         or bodies that are different
    masses and inversely proportional                        distances apart.


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     to the square of the distance
     between the objects.
8    The regular and predictable motion 5.4.8.A.4             Analyze data regarding the
     of objects in the solar system                           motion of comets, planets,
     (Kepler’s Laws) is explained by                          and moons to find general
     gravitational forces.                                    patterns of orbital motion.
12   Prior to the work of 17th-century    5.4.12.A.1          Explain how new evidence
     astronomers, scientists believed the                     obtained using telescopes
     Earth was the center of the universe                     (e.g., the phases of Venus
     (geocentric model).                                      or the moons of Jupiter)
                                                              allowed 17th-century
                                                              astronomers to displace
                                                              the geocentric model of
                                                              the universe.
12   The properties and characteristics      5.4.12.A.2       Collect, analyze, and
     of solar system objects, combined                        critique evidence that
     with radioactive dating of meteorites                    supports the theory that
     and lunar samples, provide                               Earth and the rest of the
     evidence that Earth and the rest of                      solar system formed from
     the solar system formed from a                           a nebular cloud of dust
     nebular cloud of dust and gas 4.6                        and gas 4.6 billion years
     billion years ago.                                       ago.
12   Stars experience significant            5.4.12.A.3       Analyze an H-R diagram
     changes during their life cycles,                        and explain the life cycle of
     which can be illustrated with an                         stars of different masses
     Hertzsprung-Russell (H-R)                                using simple stellar
     Diagram.                                                 models.
12   The Sun is one of an estimated two      5.4.12.A.4       Analyze simulated and/or
     hundred billion stars in our Milky                       real data to estimate the
     Way galaxy, which together with                          number of stars in our
     over one hundred billion other                           galaxy and the number of
     galaxies, make up the universe.                          galaxies in our universe.
12   The Big Bang theory places the          5.4.12.A.5       Critique evidence for the
     origin of the universe at                                theory that the universe
     approximately 13.7 billion years                         evolved as it expanded
     ago. Shortly after the Big Bang,                         from a single point 13.7


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        matter (primarily hydrogen and                          billion years ago.
        helium) began to coalesce to form
        galaxies and stars.
12      According to the Big Bang theory,     5.4.12.A.6        Argue, citing evidence
        the universe has been expanding                         (e.g., Hubble Diagram),
        since its beginning, explaining the                     the theory of an expanding
        apparent movement of galaxies                           universe.
        away from one another.




Standard       5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and
               interconnected systems, and is a part of the all-encompassing system of the universe.
Strand         B. History of Earth : From the time that Earth formed from a nebula 4.6 billion years ago, it has been evolving as a
               result of geologic, biological, physical, and chemical processes.
Grade Standard                                   NJCCCS#          CPI                           Quarter Quarter Quarter Quarter
                                                                                                I        II         III       IV
6      Successive layers of sedimentary          5.4.6.B.1        Interpret a representation
       rock and the fossils contained in                          of a rock layer sequence to
       them tell the factual story of the                         establish oldest and
       age, history, changing life forms,                         youngest layers, geologic
       and geology of Earth.                                      events, and changing life
                                                                  forms.
6      Earth’s current structure has been        5.4.6.B.2        Examine Earth’s surface
       influenced by both sporadic and                            features and identify those
       gradual events. Changes caused by                          created on a scale of
       earthquakes and volcanic eruptions                         human life or on a geologic
       can be observed on a human time                            time scale.
       scale, but many geological
       processes, such as mountain
       building and the shifting of
       continents, are observed on a
       geologic time scale.


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6    Moving water, wind, and ice          5.4.6.B.3            Determine if landforms
     continually shape Earth’s surface by                      were created by processes
     eroding rock and soil in some areas                       of erosion (e.g., wind,
     and depositing them in other areas.                       water, and/or ice) based
                                                               on evidence in pictures,
                                                               video, and/or maps.
6    Erosion plays an important role in       5.4.6.B.4        Describe methods people
     the formation of soil, but too much                       use to reduce soil erosion.
     erosion can wash away fertile soil
     from ecosystems, including farms.
8    Today’s planet is very different than    5.4.8.B.1        Correlate the evolution of
     early Earth. Evidence for one-celled                      organisms and the
     forms of life (bacteria) extends back                     environmental conditions
     more than 3.5 billion years.                              on Earth as they changed
                                                               throughout geologic time.
8    Fossils provide evidence of how life     5.4.8.B.2        Evaluate the
     and environmental conditions have                         appropriateness of
     changed. The principle of                                 increasing the human
     Uniformitarianism makes possible                          population in a region
     the interpretation of Earth’s history.                    (e.g., barrier islands,
     The same Earth processes that                             Pacific Northwest, Midwest
     occurred in the past occur today.                         United States) based on
                                                               the region’s history of
                                                               catastrophic events, such
                                                               as volcanic eruptions,
                                                               earthquakes, and floods.
12   The evolution of life caused             5.4.12.B.1       Trace the evolution of our
     dramatic changes in the                                   atmosphere and relate the
     composition of Earth’s atmosphere,                        changes in rock types and
     which did not originally contain                          life forms to the evolving
     oxygen gas.                                               atmosphere.
12   Relative dating uses index fossils       5.4.12.B.2       Correlate stratigraphic
     and stratigraphic sequences to                            columns from various
     determine the sequence of geologic                        locations by using index
     events.                                                   fossils and other dating
                                                               techniques.


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12      Absolute dating, using radioactive     5.4.12.B.3       Account for the evolution
        isotopes in rocks, makes it possible                    of species by citing
        to determine how many years ago a                       specific absolute-dating
        given rock sample formed.                               evidence of fossil samples.




Standard        5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and
                interconnected systems, and is a part of the all-encompassing system of the universe.
Strand          C. Properties of Earth Materials : Earth’s composition is unique, is related to the origin of our solar system, and
                provides us with the raw resources needed to sustain life.
Grade Standard                                  NJCCCS#            CPI                            Quarter Quarter Quarter Quarter
                                                                                                  I          II         III       IV
6      Soil attributes/properties affect the    5.4.6.C.1          Predict the types of
       soil’s ability to support animal life                       ecosystems that unknown
       and grow plants.                                            soil samples could support
                                                                   based on soil properties.
6      The rock cycle is a model of             5.4.6.C.2          Distinguish physical
       creation and transformation of rocks                        properties of sedimentary,
       from one form (sedimentary,                                 igneous, or metamorphic
       igneous, or metamorphic) to                                 rocks and explain how one
       another. Rock families are                                  kind of rock could
       determined by the origin and                                eventually become a
       transformations of the rock.                                different kind of rock.
6      Rocks and rock formations contain        5.4.6.C.3          Deduce the story of the
       evidence that tell a story about their                      tectonic conditions and
       past. The story is dependent on the                         erosion forces that created
       minerals, materials, tectonic                               sample rocks or rock
       conditions, and erosion forces that                         formations.
       created them.
8      Soil consists of weathered rocks         5.4.8.C.1          Determine the chemical
       and decomposed organic material                             properties of soil samples
       from dead plants, animals, and                              in order to select an


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       bacteria. Soils are often found in                         appropriate location for a
       layers, each having a different                            community garden.
       chemical composition and texture.
8      Physical and chemical changes             5.4.8.C.2        Explain how chemical and
       take place in Earth materials when                         physical mechanisms
       Earth features are modified through                        (changes) are responsible
       weathering and erosion.                                    for creating a variety of
                                                                  landforms.
8      Earth’s atmosphere is a mixture of        5.4.8.C.3        Model the vertical structure
       nitrogen, oxygen, and trace gases                          of the atmosphere using
       that include water vapor. The                              information from active
       atmosphere has a different physical                        and passive remote-
       and chemical composition at                                sensing tools (e.g.,
       different elevations.                                      satellites, balloons, and/or
                                                                  ground-based sensors) in
                                                                  the analysis.
12     Soils are at the interface of the         5.4.12.C.1       Model the
       Earth systems, linking together the                        interrelationships among
       biosphere, geosphere, atmosphere,                          the spheres in the Earth
       and hydrosphere.                                           systems by creating a flow
                                                                  chart.
12     The chemical and physical                 5.4.12.C.2       Analyze the vertical
       properties of the vertical structure of                    structure of Earth’s
       the atmosphere support life on                             atmosphere, and account
       Earth.                                                     for the global, regional,
                                                                  and local variations of
                                                                  these characteristics and
                                                                  their impact on life.




Standard      5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and
              interconnected systems, and is a part of the all-encompassing system of the universe.


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Strand        D. Tectonics : The theory of plate tectonics provides a framework for understanding the dynamic processes within
              and on Earth.
Grade Standard                               NJCCCS#            CPI                         Quarter Quarter Quarter Quarter
                                                                                            I         II        III      IV
6     Lithospheric plates consisting of      5.4.6.D.1          Apply understanding of the
      continents and ocean floors move in                       motion of lithospheric
      response to movements in the                              plates to explain why the
      mantle.                                                   Pacific Rim is referred to
                                                                as the Ring of Fire.
6     Earth’s landforms are created          5.4.6.D.2          Locate areas that are
      through constructive (deposition)                         being created (deposition)
      and destructive (erosion)                                 and destroyed (erosion)
      processes.                                                using maps and satellite
                                                                images.
6     Earth has a magnetic field that is     5.4.6.D.3          Apply knowledge of
      detectable at the surface with a                          Earth’s magnetic fields to
      compass.                                                  successfully complete an
                                                                orienteering challenge.
8     Earth is layered with a lithosphere,   5.4.8.D.1          Model the interactions
      a hot, convecting mantle, and a                           between the layers of
      dense, metallic core.                                     Earth.
8     Major geological events, such as       5.4.8.D.2          Present evidence to
      earthquakes, volcanic eruptions,                          support arguments for the
      and mountain building, result from                        theory of plate motion.
      the motion of plates. Sea floor
      spreading, revealed in mapping of
      the Mid-Atlantic Ridge, and
      subduction zones are evidence for
      the theory of plate tectonics.
8     Earth’s magnetic field has north and 5.4.8.D.3            Explain why geomagnetic
      south poles and lines of force that                       north and geographic north
      are used for navigation.                                  are at different locations.
12    Convection currents in the upper       5.4.12.D.1         Explain the mechanisms
      mantle drive plate motion. Plates                         for plate motions using
      are pushed apart at spreading                             earthquake data,



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        zones and pulled down into the                         mathematics, and
        crust at subduction zones.                             conceptual models.
12      Evidence from lava flows and          5.4.12.D.2       Calculate the average rate
        ocean-floor rocks shows that                           of seafloor spreading using
        Earth’s magnetic field reverses                        archived geomagnetic-
        (North – South) over geologic time.                    reversals data.




Standard       5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and
               interconnected systems, and is a part of the all-encompassing system of the universe.
Strand         E. Energy in Earth Systems : Internal and external sources of energy drive Earth systems.
Grade Standard                               NJCCCS#              CPI                         Quarter Quarter Quarter Quarter
                                                                                              I         II        III      IV
6      The Sun is the major source of        5.4.6.E.1            Generate a conclusion
       energy for circulating the                                 about energy transfer and
       atmosphere and oceans.                                     circulation by observing a
                                                                  model of convection
                                                                  currents.
8      The Sun provides energy for plants 5.4.8.E.1               Explain how energy from
       to grow and drives convection                              the Sun is transformed or
       within the atmosphere and oceans,                          transferred in global wind
       producing winds, ocean currents,                           circulation, ocean
       and the water cycle.                                       circulation, and the water
                                                                  cycle.
12     The Sun is the major external         5.4.12.E.1           Model and explain the
       source of energy for Earth’s global                        physical science principles
       energy budget.                                             that account for the global
                                                                  energy budget.
12     Earth systems have internal and       5.4.12.E.2           Predict what the impact on
       external sources of energy, both of                        biogeochemical systems
       which create heat.                                         would be if there were an
                                                                  increase or decrease in


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                                                              internal and external
                                                              energy.




Standard       5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and
               interconnected systems, and is a part of the all-encompassing system of the universe.
Strand         F. Climate and Weather : Earth’s weather and climate systems are the result of complex interactions between land,
               ocean, ice, and atmosphere.
Grade Standard                               NJCCCS#              CPI                        Quarter Quarter Quarter Quarter
                                                                                             I          II        III      IV
6      Weather is the result of short-term   5.4.6.F.1            Explain the
       variations in temperature, humidity,                       interrelationships between
       and air pressure.                                          daily temperature, air
                                                                  pressure, and relative
                                                                  humidity data.
6      Climate is the result of long-term    5.4.6.F.2            Create climatographs for
       patterns of temperature and                                various locations around
       precipitation.                                             Earth and categorize the
                                                                  climate based on the
                                                                  yearly patterns of
                                                                  temperature and
                                                                  precipitation.
8      Global patterns of atmospheric        5.4.8.F.1            Determine the origin of
       movement influence local weather.                          local weather by exploring
                                                                  national and international
                                                                  weather maps.
8      Climate is influenced locally and     5.4.8.F.2            Explain the mechanisms
       globally by atmospheric interactions                       that cause varying daily
       with land masses and bodies of                             temperature ranges in a
       water.                                                     coastal community and in
                                                                  a community located in the
                                                                  interior of the country.


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8    Weather (in the short term) and          5.4.8.F.3        Create a model of the
     climate (in the long term) involve                        hydrologic cycle that
     the transfer of energy and water in                       focuses on the transfer of
     and out of the atmosphere.                                water in and out of the
                                                               atmosphere. Apply the
                                                               model to different climates
                                                               around the world.
12   Global climate differences result        5.4.12.F.1       Explain that it is warmer in
     from the uneven heating of Earth’s                        summer and colder in
     surface by the Sun. Seasonal                              winter for people in New
     climate variations are due to the tilt                    Jersey because the
     of Earth’s axis with respect to the                       intensity of sunlight is
     plane of Earth’s nearly circular orbit                    greater and the days are
     around the Sun.                                           longer in summer than in
                                                               winter. Connect these
                                                               seasonal changes in
                                                               sunlight to the tilt of Earth’s
                                                               axis with respect to the
                                                               plane of its orbit around
                                                               the Sun.
12   Climate is determined by energy          5.4.12.F.2       Explain how the climate in
     transfer from the Sun at and near                         regions throughout the
     Earth’s surface. This energy                              world is affected by
     transfer is influenced by dynamic                         seasonal weather patterns,
     processes, such as cloud cover and                        as well as other factors,
     Earth’s rotation, as well as static                       such as the addition of
     conditions, such as proximity to                          greenhouse gases to the
     mountain ranges and the ocean.                            atmosphere and proximity
     Human activities, such as the                             to mountain ranges and to
     burning of fossil fuels, also affect                      the ocean.
     the global climate.
12   Earth’s radiation budget varies          5.4.12.F.3       Explain variations in the
     globally, but is balanced. Earth’s                        global energy budget and
     hydrologic cycle is complex and                           hydrologic cycle at the
     varies globally, regionally, and                          local, regional, and global
     locally.                                                  scales.


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Standard       5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and
               interconnected systems, and is a part of the all-encompassing system of the universe.
Strand         G. Biogeochemical Cycles : The biogeochemical cycles in the Earth systems include the flow of microscopic and
               macroscopic resources from one reservoir in the hydrosphere, geosphere, atmosphere, or biosphere to another, are
               driven by Earth's internal and external sources of energy, and are impacted by human activity.
Grade Standard                                 NJCCCS#            CPI                         Quarter Quarter Quarter Quarter
                                                                                              I         II        III      IV
6      Circulation of water in marine          5.4.6.G.1          Illustrate global winds and
       environments is dependent on                               surface currents through
       factors such as the composition of                         the creation of a world
       water masses and energy from the                           map of global winds and
       Sun or wind.                                               currents that explains the
                                                                  relationship between the
                                                                  two factors.
6      An ecosystem includes all of the        5.4.6.G.2          Create a model of
       plant and animal populations and                           ecosystems in two
       nonliving resources in a given area.                       different locations, and
       Organisms interact with each other                         compare and contrast the
       and with other components of an                            living and nonliving
       ecosystem.                                                 components.
6      Personal activities impact the local    5.4.6.G.3          Describe ways that
       and global environment.                                    humans can improve the
                                                                  health of ecosystems
                                                                  around the world.
8      Water in the oceans holds a large       5.4.8.G.1          Represent and explain,
       amount of heat, and therefore                              using sea surface
       significantly affects the global                           temperature maps, how
       climate system.                                            ocean currents impact the
                                                                  climate of coastal
                                                                  communities.
8      Investigations of environmental         5.4.8.G.2          Investigate a local or
       issues address underlying scientific                       global environmental issue


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     causes and may inform possible                           by defining the problem,
     solutions.                                               researching possible
                                                              causative factors,
                                                              understanding the
                                                              underlying science, and
                                                              evaluating the benefits and
                                                              risks of alternative
                                                              solutions.
12   Natural and human-made                  5.4.12.G.1       Analyze and explain the
     chemicals circulate with water in the                    sources and impact of a
     hydrologic cycle.                                        specific industry on a large
                                                              body of water (e.g.,
                                                              Delaware or Chesapeake
                                                              Bay).
12   Natural ecosystems provide an           5.4.12.G.2       Explain the unintended
     array of basic functions that affect                     consequences of
     humans. These functions include                          harvesting natural
     maintenance of the quality of the                        resources from an
     atmosphere, generation of soils,                         ecosystem.
     control of the hydrologic cycle,
     disposal of wastes, and recycling of
     nutrients.
12   Movement of matter through Earth’s      5.4.12.G.3       Demonstrate, using
     system is driven by Earth’s internal                     models, how internal and
     and external sources of energy and                       external sources of energy
     results in changes in the physical                       drive the hydrologic,
     and chemical properties of the                           carbon, nitrogen,
     matter.                                                  phosphorus, sulfur, and
                                                              oxygen cycles.
12   Natural and human activities impact     5.4.12.G.4       Compare over time the
     the cycling of matter and the flow of                    impact of human activity
     energy through ecosystems.                               on the cycling of matter
                                                              and energy through
                                                              ecosystems.
12   Human activities have changed           5.4.12.G.5       Assess (using maps, local
     Earth’s land, oceans, and                                planning documents, and


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     atmosphere, as well as its                              historical records) how the
     populations of plant and animal                         natural environment has
     species.                                                changed since humans
                                                             have inhabited the region.
12   Scientific, economic, and other data   5.4.12.G.6       Assess (using scientific,
     can assist in assessing                                 economic, and other data)
     environmental risks and benefits                        the potential environmental
     associated with societal activity.                      impact of large-scale
                                                             adoption of emerging
                                                             technologies (e.g., wind
                                                             farming, harnessing
                                                             geothermal energy).
12   Earth is a system in which chemical    5.4.12.G.7       Relate information to
     elements exist in fixed amounts and                     detailed models of the
     move through the solid Earth,                           hydrologic, carbon,
     oceans, atmosphere, and living                          nitrogen, phosphorus,
     things as part of geochemical                           sulfur, and oxygen cycles,
     cycles.                                                 identifying major sources,
                                                             sinks, fluxes, and
                                                             residence times.




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