Grade 2 Science Curriculum

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Grade 2 Science Curriculum Powered By Docstoc
					                                            Grade 2

                                    Science Curriculum

      As the science curriculum spirals through second grade, students are again exposed to
scientific principles in the areas of Life, Earth, and Physical Science. In the midst of these
content areas of science, students need to be developing problem solving, decision making, and
inquiry skills Students need to learn how to classify, collect and record data, form hypotheses,
generalize, manipulate materials, chose and use scientific instruments, question, use mathematics,
observe, and predict.

      The study of science in second grade is designed to provide students with a safe, hands-on
inquiry-based program. In addition to the activities, students will also have opportunities to
develop an understanding of how various people of varying cultures have contributed, and still do
contribute, to the advancement of science and technology.,

     Environmental studies will help the student develop an understanding of the environment as a
system of interdependent components affected by human activity. Students will understand the
importance of conservation and personal responsibilities to care for the earth.
                                                                           GRADE 2
        Objectives          NJCCS Alignment    Some Suggested Teaching Strategies/Activities    Some Suggested Assessments



SCIENTIFIC PROCESSES

  Develop problem-solving,       5.1 – 5.10          This should be on-going and infused into
  decision making, and inquiry                       group as well as independent activities.
  skills, reflected by
  formulating usable questions                  SKILL STATEMENTS:
  and hypotheses, planning                      A student should be able to:                         Observations of pupils
  experiments, conducting                       * Classify – Arrange and distribute                  during individual and group
  systematic observations,                      objects, events, or information in groups            work activities to ascertain
  interpreting and analyzing                    according to some method or system.                  the status of their ability
  data, drawing conclusions,                    * Collect and Record Data – Collect                  to explain and model their
  and communicating results.                    information about objects and events                 own scientific thinking.
  Raise questions about the      5.1.4A.1       related to a specific situation and record
  world around them and be                      them in some way such as a journal, on a
  willing to seek answers                       table, list, graph.
  through making careful                        * Communicate – Exchange information
  observations and                              through a variety of medium such as                  Periodically make
  experimentation.                              writing, speaking, listening, performing, and        observations and record
  Know that when solving a       5.1.4A.4       illustrating                                         the degree of
  problem it is important to                    * Construct models – Display information             understanding exhibited on
  plan and get ideas and help                   by means of graphic illustrations, including         a checklist.
  from other people.                            concept maps, analogies, or other multi-
                                                sensory representation.
                                                * Formulate hypotheses – Construct a
                                                statement that is tentative and testable
                                                about what is thought likely to be true,
                                                based on reasoning.



                                              2-2
          Objectives             NJCCS Alignment    Some Suggested Teaching Strategies/Activities    Some Suggested Assessments



   Recognize that conducting          5.1.4C.1       * Generalize – Draw general conclusions
   science activities requires                       from particulars.                                    Teacher may periodically
   an awareness of potential                         * Infer – Draw a conclusion based on                 hold classroom discussions
   hazards and the need for                          reasoning to explain an observation.                 to determine the progress
   safe practices.                                   * Interpret data – Analyze data by                   of each student.
   Understand and practice            5.1.4C.2       determining patterns or relationships in
   safety procedures for                             data; data may be presented in the form of
   conducting science                                tables, graphs, diagrams, and concept maps.
   investigations.                                   * Judge reasonableness – decide whether a
                                                     measurement or answer makes sense.
                                                     * Manipulate Materials - Handle or treat
                                                     materials and equipment skillfully and
                                                     effectively; perform acts that replicate
                                                     demonstrated symbols, patterns, or
                                                     procedures
                                                     * Observe – Become aware of an object or
                                                     event by using any of the senses to identify
                                                     properties.
                                                     * Predict – Make a forecast of future
                                                     events or conditions expected to exist.
                                                     * Question – Express curiosity as a
                                                     testable question.
                                                     *Use Mathematics – Apply grade level
                                                     appropriate mathematics and rules.
SCIENCE AND SOCIETY
   Develop an understanding of        5.2                 This should be on-going and infused into        Observations of pupils
   how people of various                                  group as well as independent activities.        during individual and group



                                                   2-3
          Objectives             NJCCS Alignment    Some Suggested Teaching Strategies/Activities    Some Suggested Assessments



   cultures have contributed to                                                                           work activities to ascertain
   the advancement of science                                                                             the status of their ability
   and technology, and how                                                                                to explain their
   major discoveries and                                                                                  understanding and model
   events have advanced                                                                                   their own scientific
   science and technology.                                                                                thinking.

   Hear, read, write, and talk        5.2.4B.1            Teacher may read stories to students            Teacher may question
   about scientists and                                   about scientists from history or from           students to reinforce the
   inventors in historical                                different parts of the world.                   concept that scientists are
   context.                                                                                               affected by the times in
                                                                                                          which they live.
MATHEMATICAL
APPLICATIONS
   Integrate mathematics as a         5.3                 This should be on-going and infused into        Observations of pupils
   tool for problem solving in                            group as well as independent activities.        during individual and group
   science, and as a means of                                                                             work activities to ascertain
   expressing and/or modeling                                                                             the status of their ability
   scientific thought.                                                                                    to explain their
                                                                                                          understanding and
                                                                                                          transference of
                                                                                                          mathematical applications
                                                                                                          and model their own
                                                                                                          scientific thinking.

   Compare actual                     5.3                 Teacher may model the practice of               Teacher may monitor and
   measurements to estimates                              estimation followed by an actual                guide students during this



                                                   2-4
      Objectives           NJCCS Alignment    Some Suggested Teaching Strategies/Activities   Some Suggested Assessments



using standard measures.                            measurement for students. Teacher              activity and assess each
                                                    may then have students follow suit.            student for understanding
                                                                                                   of the concept.

Use age appropriate             5.3                 Teacher shall supply students with age         Teacher may monitor
measuring tools.                                    appropriate measuring devices for use          students for the
                                                    in group and individual activities.            appropriate use of
                                                                                                   measuring devices.

Use mathematical skills and     5.3                 Teacher may play games with students           Teacher may monitor,
concepts in ordering,                               to accustom them in the understanding          assess, and reinforce
identifying, measuring, and                         of ordering, measuring and describing.         students as necessary.
describing.                                         Students may be asked to count off in
                                                    line. Students may be given a specific
                                                    number and asked to line up in that
                                                    order. Students may be grouped in
                                                    teams for measuring. Students may be
                                                    asked to describe the appropriate unit
                                                    of measurement to be used.

 Use age appropriate            5.3                 Teacher may present students with              Teacher may assess,
mathematical skills and                             simple charts and tables and ask               monitor, and reinforce
concepts to represent and                           students to interpret the data.                students as necessary.
interpret data from tables
and charts.




                                             2-5
          Objectives           NJCCS Alignment    Some Suggested Teaching Strategies/Activities    Some Suggested Assessments




NATURE AND PROCESS OF
TECHNOLOGY
   Develop a conceptual             5.1 – 5.10          This should be on-going and infused into        Observations of pupils
   understanding of the nature                          group as well as independent activities.        during individual and group
   and process of technology.                                                                           work activities to ascertain
                                                                                                        the status of their ability
                                                                                                        to explain how technology is
                                                                                                        infused in the world and to
                                                                                                        model their own scientific
                                                                                                        thinking.

   Select and use simple tools      5.4.2B.1            Teacher may set out a grouping of               Teacher may assess
   and materials to complete a                          simple tools on a table and ask students        student choices and
   task.                                                to choose the appropriate tool to               monitor and guide students
                                                        complete a specific task. This can be           as necessary.
                                                        done as a game.

   Make a plan to design a          5.4.2C.1            Teacher may model and then students             Teacher may monitor
   solution to a problem.                               may be challenged to design a solution          students and guide
                                                        to a problem. For example, teacher              students. Teacher may
                                                        may ask students how to open a can of           assess student
                                                        soup. Students may go through all of            understanding of the
                                                        the steps in the process.                       concept.

   Describe a toy or another        5.4.2C.2            Students may be challenged to think of          Teacher may assess


                                                 2-6
        Objectives          NJCCS Alignment    Some Suggested Teaching Strategies/Activities   Some Suggested Assessments



  familiar object as a system                        their choice from a table of toys with         student performance and
  with parts that work                               movable parts. Teacher may then ask            guide as necessary.
  together.                                          students to describe how the toy works
                                                     and then give a demonstration.
CHARACTERISTICS OF LIFE          5.5                 Utilization of M.A.R.E. project, Sandy         Classroom observations –
                                                     Beaches, will provide students with an         you can gain insight into
                                                     opportunity to gain an understanding of        your student’s learning by
                                                     the characteristics, needs, and habitat        observing how they use the
                                                     of life on sandy beaches.                      scientific processes, plan
                                                                                                    investigations, collect and
                                                                                                    record information, and
                                                                                                    carefully select and use
                                                                                                    appropriate tools.

  Differentiate between the      5.5.4A.2            Whole group activity: Display a picture        Teacher may assess and
  needs of plants and those of                       of an animal and a plant. Have students        reinforce student
  animals.                                           discuss the animal or plant needs and          responses.
                                                     discuss how those needs are met.
                                                     Review definition of a habitat.

                                                NOTE: Make sure students understand
                                                that different habitats meet the needs of
                                                different plants and animals.

  Investigate the basic needs    5.5.2A              Teacher may provide students with a            Teacher may assess
  of humans and other                                grouping of life necessities for plants        student understanding of
  organisms.                                         and animals and another grouping of            the concept.



                                              2-7
      Objectives          NJCCS Alignment    Some Suggested Teaching Strategies/Activities     Some Suggested Assessments



                                                   plants and animals. Students may
                                                   choose a plant or animal from the
                                                   organism group and then choose the
                                                   appropriate necessities from the
                                                   necessity group.

Students will recognize that   5.5                 Provide opportunities for children to            Teacher may assess
animals and plants are                             understand the differences between               students during hands-on
classified by physical                             mammals, birds, amphibians, and                  activities and guide them as
characteristics.                                   reptiles.                                        necessary.
                                                   Use charts, graphs, and pictures to              Teacher may have students
                                                   have children group animals on large             play games to assess their
                                                   floor maps by physical characteristics.          individual progress.
                                                   This could also be accomplished by
                                                   allowing small groups of children to sort
                                                   models of animals.

Students will recognize that 5.5                   Students can design a display to                 Assess comprehension by
animals live where conditions                      demonstrate animal adaptations.                  reviewing the display of
meet their needs.                                  Provide students with simple drawings            animal adaptations.
                                                   of land or water animals. Discuss how            Assess student’s
                                                   animals are specifically adapted to live         understanding of animal
                                                   in their environments. Challenge                 adaptations by having them
                                                   students to describe animal adaptations          draw or cut out a picture of
                                                   that these animals would need to make            a familiar animal and write
                                                   in order to live in the other habitat.           labels for those parts of
                                                   Prepare a graphic organizer - List               the animal that represent



                                            2-8
      Objectives            NJCCS Alignment    Some Suggested Teaching Strategies/Activities     Some Suggested Assessments



                                                     animal adaptations, describing the               adaptations.
                                                     term, indicating an example, and tell            Observations of pupils
                                                     how it helps the animal.                         during individual and group
                                                     Allow students build dioramas or draw            work activities to ascertain
                                                     representations of habitats to include           the status of their ability
                                                     elements needed for animals’ survival.           to explain and model their
                                                                                                      own scientific thinking.

Develop an understanding of      5.5                 Divide the class into small groups and           Teacher may determine
animal and growth and                                assign each group either plants,                 student ability to
change.                                              animals, or people. Tell students to             understand the maturing
Recognize that humans and        5.5.2C.1            make puppets for a puppet show to                process in plants and
other organisms resemble                             demonstrate how things grow. Remind              animals by creating and
their parents.                                       students to make a puppet for each               using a rubric to assess
                                                     stage of growth. Students may make               student performance.
                                                     other “props” indicating the things need
                                                     to live. Students can write scripts and
                                                     put on puppet shows demonstrating
                                                     concepts learned.

Understand life cycles of        5.5                 After checking with other grade levels           Assess comprehension of
animals.                                             to avoid duplication, use mealworm,              concept by allowing student
                                                     butterfly, frog, plant, ladybug, moth, or        to tell, dramatize, write, or
                                                     chicken etc. to observe needs of living          illustrate the various
                                                     animals and life cycle.                          stages in the life cycle.
                                                     As part of the study of the life cycle,          Assess student
                                                     allow students opportunities to discuss          understanding of life cycle



                                              2-9
      Objectives          NJCCS Alignment    Some Suggested Teaching Strategies/Activities    Some Suggested Assessments



                                                   the various stages, making comparisons          by allowing them to
                                                   to human stages of life, noting that            sequence, number, or
                                                   humans and other organisms resemble             illustrate pictures of the
                                                   their parents                                   various stages of the life
                                                   Use graphic organizer, flow chart, to           cycle studied.
                                                   illustrate life cycle.                          Periodically make
                                                   Provide students with long strips of tag        observations and record
                                                   board and tape. Have them tape the              the degree of
                                                   ends of tag board to make a ring.               understanding exhibited on
                                                   After drawing pictures on index cards           a checklist
                                                   to show parts of life cycle, attach
                                                   cards to strip with string. Attach
                                                   string at top of ring to display as
                                                   mobiles.

Recognize that some kinds      5.5.2B.2       NOTE: See fossils/dinosaurs in Earth                 Teacher may assess
of organisms that once lived                  science section.                                     student participation in
on earth have completely                          Teacher may read students stories                group discussion for
disappeared.                                      about dinosaurs, or other extinct                understanding of the
                                                  organisms, and discuss with students.            concept presented.

Develop an understanding of    5.5                 Provide demonstrations and/or inquiry           Teacher may determine
plant growth and plant life                        activities so that students are able to         student understanding by
cycles.                                            identify what plants need to grow.              asking students questions
                                                   Students may plant a seed in a glass            during class discussions and
                                                   container so they may watch it develop.         activities.
                                                   To assist students in learning that



                                            2-10
Objectives   NJCCS Alignment    Some Suggested Teaching Strategies/Activities     Some Suggested Assessments



                                      plants respond to gravity, allow
                                      students to have a clear plastic cup half
                                      full of damp cotton and three corn
                                      kernels. Have students position each
                                      kernel upside down.
                                      Allow student to observe, illustrate and
                                      label parts of plants.
                                      Provide student with several types of
                                      fruits with seeds and allow students to
                                      remove and count the seeds. Graph
                                      results. Use mathematical sentences to
                                      indicate which have > or < seeds.

                                      Provide hands-on activities so that              Students may cut out
                                      students are able to see, sort, and              various leaves and place the
                                      classify leaves by common attributes.            name of the tree on the
                                                                                       leaf. The leaves may then
                                 Books for Students:                                   be displayed around the
                                 * Amazing Animal Babies - Eyewitness                  classroom.
                                 Series
                                 * Crinkleroot’s Guide to Knowing Birds by
                                 Jim Arnosky
                                     * Do You Know the Difference? By
                                     Andrea and Michael Bischoff-Miersch
                                 * From Seed to Plant by Gail Gibbons
                                 * The Life and Times of the Apple by
                                 Charles Micucci



                               2-11
       Objectives         NJCCS Alignment    Some Suggested Teaching Strategies/Activities     Some Suggested Assessments



                                              * The Lotus Seed by Sherry Garland
                                              * Nature in our Backyard by Susan Lang
                                              * Animals in Winter by Henrietta Bancroft
                                              * Animals of the Oceans by Stephen
                                              Savage
                                              * Around the Pond by Ann Cooper
                                              * Desert Voices by Byrd Baylor
                                              * U Nearer Nature by Jim Arnosky
                                              * A Prickly Problem by Ragnhild Scamell

Recognize how germs spread     5.5                 Invite school nurse or contact Warren            Assess student
illness.                                           Hospital and ask for a volunteer from            understanding of how
                                                   the Speakers’ Bureau to visit classroom          germs spread by rating
                                                   to discuss personal hygiene and good             projects and/or allowing
                                                   nutrition. Discuss need for hand                 them to retell and explain
                                                   washing and covering of mouth in                 concepts learned verbally
                                                   regard to slowing down the spread of             or in writing.
                                                   germs.
                                                   Using videos, guest speakers, and
                                                   children’s books, provide students with
                                                   opportunities to learn how germs
                                                   spread illness, how illnesses spread, and
                                                   how to prevent the spread of illnesses.

Understand the need for        5.5                 Create a Word Wall, either                       Assess student
personal good nutrition and                        alphabetically or categorically.                 understanding of the need
healthy personal hygiene                           Children can make word picture cards             for good personal hygiene



                                            2-12
          Objectives     NJCCS Alignment    Some Suggested Teaching Strategies/Activities     Some Suggested Assessments



habits.                                           for own use.                                     habits, by rating projects
                                                                                                   and/or allowing them to
                                                                                                   retell and explain concepts
                                                                                                   learned verbally or in
                                                                                                   writing.

Learn reading skills and      5.1 – 5.10          Develop reading skills in the teaching of            Periodically make
strategies that will assist                       science. Remember to preview or set                  observations and record
the learner as he/she reads                       purpose, use KWL charts, build                       the degree of
non-fiction or content area                       vocabulary – use science words to work               understanding exhibited
books.                                            on encoding skills, syllabication,                   on a checklist.
                                                  alphabetizing, writing, etc.
                                                  Develop concepts of print by using
                                                  overheads. Reinforce that sentences
                                                  start with capitals and end with
                                                  punctuation marks.

                                             NOTE: Provide opportunities to link
                                             science with math by describing and sorting
                                             by attributes, measuring growth with a
                                             growth chart, counting plant or animal
                                             types, Measuring how high, finding
                                             symmetry, comparing animal parts.

                                             NOTE: Use graphic organizers, i.e.: flow
                                             charts and webs, to build, summarize, and
                                             reinforce lesson concepts.



                                           2-13
Objectives   NJCCS Alignment    Some Suggested Teaching Strategies/Activities    Some Suggested Assessments




                                 NOTE: To assist in development of oral
                                 language, teacher may ask students to
                                 identify an animal or plant, describe and
                                 act out its movements, and tell what each
                                 needs for survival.

                                      Provide opportunities for students to           Periodically make
                                      make science journals in which to write         observations and record
                                      or draw their observations.                     the degree of
                                                                                      understanding exhibited on
                                      Students may make vocabulary cards              a checklist.
                                      and use to create own graphic
                                      organizers.

                                      Class experiments may be conducted
                                      using one of the following strategies;
                                      [1] Independent Inquiry – Provided
                                      instructions and assign specific inquiry
                                      activity; [2] Guided Inquiry – Students
                                      perform inquiry activity with modeling
                                      and guidance from teacher; [3]
                                      Structured Inquiry – Step by step                   Review work samples
                                      directions from teacher or teacher
                                      demonstration – only with class
                                      discussion.




                               2-14
          Objectives        NJCCS Alignment    Some Suggested Teaching Strategies/Activities     Some Suggested Assessments



                                                     Teach scientific method in a natural,
                                                     logical, progressive manner. In daily
                                                     activities or learning centers, model for
                                                     students how to observe and ask a
                                                     question, form a hypothesis, test the
                                                     hypothesis, and draw conclusions from
                                                     the results.
CHEMISTRY
   Gain an understanding of      5.1, 5.3,      NOTE: Place these items in your Ongoing               Teacher may monitor and
   the structure and behavior    5.6            Activity Center:                                      guide students in the use of
   of matter.                                   * Clay, construction paper, rocks, bubble             the center while assessing
                                                mix, chenille sticks, rocks                           student development.
                                                * Scissors, markers, crayons, paints, glue,
                                                measuring cups, spoons, balance
                                                * Magnifying glasses, pencils, sketch paper

                                                Label the area: HOW CAN YOU CHANGE
                                                IT? Allow time for students to think of
                                                ways these types of matter can be
                                                changed.



   Observe that water can be a 5.6.2A.3              Provide opportunities for students to            Assess student’s
   solid or liquid and can                           observe and measure matter, and to               understanding of matter by
   change from one state to                          understand cause and effect in regard            making a “Matter” booklet
   another.                                          to matter.                                       in which students define
                                                                                                      matter and properties as



                                              2-15
       Objectives             NJCCS Alignment    Some Suggested Teaching Strategies/Activities     Some Suggested Assessments



                                                  NOTE: Historical connection: Encourage                well as provide examples of
                                                  students to research people in science who            all three states of matter.
                                                  studied matter, such as: Albert Einstein,
                                                  Marie Curie, and Leonardo DaVinci. Provide
                                                  children’s books on these scientists in an
                                                  area labeled “Science Hall of Fame”

Observe that water can             5.6                 Provide activities that allow students to        Assess student’s ability to
 be a solid, liquid or gas.                            experiment with three of the four                identify the special
                                                       states of matter and to discover the             properties of solids, liquids,
                                                       properties of each.                              and gasses by offering the
                                                                                                        option to retell the key
                                                  Books for Students:                                   concepts orally or in
                                                  * Air is All Around You by Franklyn M.                writing.
                                                  Branley
                                                  * A Drop of Water by Walter Wick
                                                  * Solids, Liquids, and Gasses by Louise
                                                  Osbourne
                                                  * Stone Soup: An Old Tale by Marcia
                                                  Brown

                                                       Create a Word Wall, either
                                                       alphabetically or categorically.
                                                       Children can make word picture cards
                                                       for own use.

Use magnifiers to observe          5.6.2A.2            Develop reading skills in the teaching of        Teacher may monitor and



                                                2-16
      Objectives        NJCCS Alignment    Some Suggested Teaching Strategies/Activities   Some Suggested Assessments



materials, then draw and                         science. Remember to preview or set            guide students in their
describe what more can be                        purpose, use KWL charts, build                 development and assess
seen using tools.                                vocabulary – use science words to work         their individual progress.
                                                 on encoding skills, syllabication,
                                                 alphabetizing, writing, etc.

                                                 Develop concepts of print by using             Informal assessments
                                                 overheads. Reinforce that sentences            through classroom
                                                 start with capitals and end with               observations allow teachers
                                                 punctuation marks.                             to encourage students to
                                                                                                ask questions as they read.
                                                                                                Note whether the question
                                            NOTE: Provide opportunities to link                 relates to the information
                                            science with math by describing and sorting         in the lesson and whether
                                            by attributes, measuring growth with a              they follow a logical
                                            growth chart, counting plant or animal              sequence.
                                            types, Measuring how high, finding
                                            symmetry, comparing animal parts.

                                            NOTE: Use graphic organizers, i.e.: flow
                                            charts and webs, to build, summarize, and
                                            reinforce lesson concepts.

                                            NOTE: To assist in development of oral
                                            language, teacher may ask students to
                                            identify an animal or plant, describe and
                                            act out its movements, and tell what each



                                          2-17
       Objectives          NJCCS Alignment    Some Suggested Teaching Strategies/Activities     Some Suggested Assessments



                                               needs for survival.

                                                    Provide opportunities for students to
                                                    make science journals in which to write
                                                    or draw their observations.

                                                    Students may make vocabulary cards               Periodically make
                                                    and use to create own graphic                    observations and record
                                                    organizers.                                      the degree of
                                                                                                     understanding exhibited on
                                                                                                     a checklist

Sort objects according to       5.6.2A.1            Class experiments may be conducted
the materials from which                            using one of the following strategies:
they are made or on their                           [1] Independent Inquiry – Provided
physical properties, and give                       instructions and assign specific inquiry
a rationale for the sorting.                        activity; [2] Guided Inquiry – Students
                                                    perform inquiry activity with modeling           Review work samples
                                                    and guidance from teacher; [3]
                                                    Structured Inquiry – Step by step
                                                    directions from teacher or teacher
                                                    demonstration – only with class
                                                    discussion.

                                                    Teach scientific method in a natural,
                                                    logical, progressive manner. In daily
                                                    activities or learning centers, model for



                                             2-18
          Objectives          NJCCS Alignment    Some Suggested Teaching Strategies/Activities     Some Suggested Assessments



                                                       students how to observe and ask a
                                                       question, form a hypothesis, test the
                                                       hypothesis, and draw conclusions from
                                                       the results.

   Learn reading strategies and 5.1 – 5.10             Students may be provided with books              Teacher may assess
   skills that will assist in the                      as an adjunct to their class work and            student progress while
   comprehension of non-                               then prepare a report for the class.             students present their
   fiction and content area                                                                             reports.
   material.
                                                       Students may prepare a drawing of a              Allow students to
                                                       scientific book read and present it to           demonstrate knowledge
                                                       the class.                                       gained through explanations
                                                                                                        of student-made
                                                                                                        illustrations, diagrams,
                                                                                                        models, experiments etc.
PHYSICS
   Gain an understanding of        5.7                 Provide activities that allow students to        Assess student’s
   natural laws as they apply to                       observe and infer that a force is                understanding of pushes
   motion, forces, and energy                          something that pushes or pulls an                and pulls by having them
   transformations.                                    object to make it move.                          work in pairs to identify
                                                                                                        the forces they use to
   Distinguish among the           5.7                 Used a can opener and a pencil                   move things in the
   different ways objects can                          sharpener to demonstrate that                    classroom. As students
   move.                                               sometimes both a push and a pull are             work together, observe how
                                                       used to make something move.                     they interact. Note
                                                                                                        whether they are sharing



                                                2-19
       Objectives           NJCCS Alignment    Some Suggested Teaching Strategies/Activities      Some Suggested Assessments



                                                                                                       tasks equally.

Distinguish between the          5.7.2A.1            Provide opportunities for students to             Ongoing questioning and
different ways objects can                           work in small groups to apply their               monitoring of students as
move; i.e.: fast and slow,                           understanding of how of how objects               they work in small groups
straight line, circular path,                        change direction.                                 or participate in the larger
back and forth.                                                                                        classroom projects.




Show that the position and       5.7.2A.2            Have students summarize concepts                  Use a rubric or checklist to
motion of an object can be                           learned by filling in a graphic organizer.        rate student presentation
changed by pushing or                                                                                  of concepts learned.
pulling the object.

Demonstrate that sound can       5.7.2B.1            Display pictures of things that make              Allow students to
be produced by vibrating                             sounds, such as various kinds of musical          demonstrate their
objects.                                             instruments, different kinds of animals,          knowledge by completing a
                                                     and machines. Allow students to name,             graphic organizer that
                                                     describe, or mimic the sounds each                covers the concepts being
                                                     make.                                             addressed.

                                                     Allow students to work in pairs to                Assess student knowledge
                                                     investigate and experiment how to                 of key concepts by having
                                                     make sounds using a flexible ruler or a           students work in pairs to
                                                     pencil, an empty glass bottle, and a              observe sounds in the
                                                     glass container half filled with water.           classroom. Ask them to



                                              2-20
Objectives   NJCCS Alignment    Some Suggested Teaching Strategies/Activities   Some Suggested Assessments



                                                                                     describe how the sounds
                                                                                     are alike and/or different.

                                      When discussing vibrations and sound,          Allow students to invent
                                      bring in the skill of cause and effect.        and illustrate their own
                                                                                     instrument. They must
                                                                                     indicate how it produces
                                                                                     sound ( wind , stringed, or
                                                                                     percussion instrument)

                                      Health connection - Review where vocal         Assess student grasp of
                                      cords are located and how they work.           concepts through careful
                                      Have students try to say something             monitoring of classroom
                                      when breathing in and then try again           activities and interaction
                                      when breathing out. Allow students to          during lessons.
                                      hypothesize why there is a difference.
                                      Lead discussion so that students
                                      understand that the vocal cords are
                                      designed to vibrate only in one
                                      direction – when air is breathed out.

                                      This is an excellent time to have your         Periodically make
                                      district nurse or speech/language              observations and record
                                      therapist speak with students on the           the degree of
                                      topic of how sounds are made by the            understanding exhibited on
                                      human body. In addition, the                   a checklist
                                      instrumental band teacher is also an



                               2-21
Objectives   NJCCS Alignment    Some Suggested Teaching Strategies/Activities   Some Suggested Assessments



                                      excellent resource.

                                 NOTE: Address misconception that
                                 sounds will occur in outer space. Remind
                                 students that for sound to be heard, the
                                 sound vibrations must have air or some
                                 other matter through which to travel. You           Review student work
                                 can not hear sounds in outer space because          samples
                                 there is no air or matter to carry the sound
                                 vibrations. Allow students to speculate on
                                 how astronauts are able to talk to each
                                 other in outer space.

                                      Provide students with various hands-on         Periodically make
                                      experiences and demonstrations to              observations and record
                                      develop an understanding of the                the degree of
                                      sources of light and shadows.                  understanding exhibited on
                                                                                     a checklist
                                 Children’s Books:
                                 * Motion by Rozanne Lanczak
                                 * Balloons and Other Fun Things by Richard
                                 Scarry
                                 * Magnets and Sparks by Wendy Magwick
                                 * Mr.Fixit’s Magnet Machine by Richard
                                 Scary

                                      Create a Word Wall, either                     Review student work



                               2-22
Objectives   NJCCS Alignment    Some Suggested Teaching Strategies/Activities     Some Suggested Assessments



                                      alphabetically or categorically.                 samples.
                                      Children can make word picture cards
                                      for own use.

                                      Develop reading skills in the teaching of        Use questioning of students
                                      science. Remember to preview or set              to see what conclusions
                                      purpose, use KWL charts, build                   they have drawn. Lead
                                      vocabulary – use science words to work           them to make inferences
                                      on encoding skills, syllabication,               based on facts.
                                      alphabetizing, writing, etc.

                                      Develop concepts of print by using               Teacher may constantly
                                      overheads. Reinforce that sentences              reinforce, guide and
                                      start with capitals and end with                 monitor students while
                                      punctuation marks.                               assessing progress.

                                 NOTE: Provide opportunities to link
                                 science with math by describing and sorting
                                 by attributes, measuring growth with a
                                 growth chart, counting plant or animal
                                 types, Measuring how high, finding
                                 symmetry, comparing animal parts.

                                 NOTE: Use graphic organizers, i.e.: flow
                                 charts and webs, to build, summarize, and
                                 reinforce lesson concepts.




                               2-23
Objectives   NJCCS Alignment    Some Suggested Teaching Strategies/Activities    Some Suggested Assessments



                                 NOTE: To assist in development of oral
                                 language, teacher may ask students to
                                 identify an animal or plant, describe and
                                 act out its movements, and tell what each
                                 needs for survival.

                                      Provide opportunities for students to           Teacher may monitor, guide
                                      make science journals in which to write         and reinforce students
                                      or draw their observations.                     while assessing student
                                                                                      progress.

                                      Students may make vocabulary cards              Teacher may monitor, guide
                                      and use to create own graphic                   and reinforce students
                                      organizers.                                     while assessing student
                                                                                      progress.



                                      Class experiments may be conducted              Teacher may monitor, guide
                                      using one of the following strategies:          and reinforce students
                                      [1] Independent Inquiry – Provided              while assessing student
                                      instructions and assign specific inquiry        progress.
                                      activity; [2] Guided Inquiry – Students
                                      perform inquiry activity with modeling
                                      and guidance from teacher; [3]
                                      Structured Inquiry – Step by step
                                      directions from teacher or teacher
                                      demonstration – only with class



                               2-24
          Objectives        NJCCS Alignment    Some Suggested Teaching Strategies/Activities     Some Suggested Assessments



                                                     discussion.

                                                     Teach scientific method in a natural,            Teacher may monitor, guide
                                                     logical, progressive manner. In daily            and reinforce students
                                                     activities or learning centers, model for        while assessing student
                                                     students how to observe and ask a                progress.
                                                     question, form a hypothesis, test the
                                                     hypothesis, and draw conclusions from
                                                     the results.
EARTH SCIENCE
   Gain an understanding of     5.8                  Utilization of M.A.R.E. project, Sandy           Assess student
   the structure, dynamics, and                      Beaches, will provide students with an           understanding by
   geophysical systems of the                        opportunity to gain an understanding of          observation of participation
   earth.                                            the characteristics, needs, and habitat          and review of work samples
                                                     of life on sandy beaches                         throughout project.

   Describe daily and seasonal   5.8.2B.4            Students may make drawings of the                Teacher may assess each
   changes and patterns in the                       seasons and different times of days for          student’s drawing and
   weather.                                          display. Before displaying, each                 presentation for
                                                     student may explain the drawing.                 understanding of the
                                                                                                      concept.

   Observe, record, and          5.8                 Allow each child to design own chart to          Teacher observation of
   compare weather over a                            chart the weather for a week. Share              accuracy of chart and
   period of time.                                   student’s observations at the end of             student ability to follow
                                                     each day.                                        directions and transfer
                                                                                                      knowledge presented in



                                              2-25
      Objectives         NJCCS Alignment    Some Suggested Teaching Strategies/Activities   Some Suggested Assessments



                                             NOTE: Cultural connection – Discuss                 lesson.
                                             weather in different places and relate to
                                             the shape and position of the earth in
                                             relationship to the sun If interested
                                             children may want to draw pictures of If
                                             other places around the world and make a
                                             booklet.

Identify ways that weather    5.8.2B.4            Teacher may read books to students             Assess student responses
changes from season to                            and students may make drawings of              or explanations or accuracy
season.                                           what kinds of clothing they wear in            in an effort to ascertain
                                                  different seasons. When drawings are           knowledge gained.
                                                  completed, students may present their
                                                  drawings to the class for discussion.

                                                  Watch the Eye Witness For Children
                                                  Video on weather. This is a good
                                                  introduction to the weather
                                                  instruments and how they work.

Recognize that water can      5.8.2B.2            Use graphic organizer such as web or           Provide students with the
disappear [evaporate] and                         flow chart to help children summarize          option of retelling key
collect on cold surfaces                          what they know about how the water             concepts in this lesson
[condense].                                       cycle works.                                   orally or in writing. Some
Understand that heat          5.8.2B              Students may make drawings to                  students prefer to
causes water to evaporate.                        describe the water cycle and then              demonstrate an
Describe the water cycle      5.8.2B.2            explain their drawings to the class.           understanding of the water



                                           2-26
       Objectives          NJCCS Alignment    Some Suggested Teaching Strategies/Activities   Some Suggested Assessments



including how water gets                                                                           cycle by drawing a
into the air.                                                                                      flowchart or diagram to
                                                                                                   show the steps in the
                                                                                                   process.

Understand how to read a        5.8.2B              Have students read the temperature on          Teacher may monitor,
thermometer.                                        the thermometer outside daily. Use             reinforce and guide
Accurately read                 5.8.2B              measurements to construct math                 students while making
temperature on                                      problems. Allow students to predict            assessments about student
thermometer in both F and                           the temperature for the next day.              progress.
C scales.

Identify tools used to          5.8.2B              Teacher may ask a meteorologist to             Students may make
measure weather conditions.                         bring in some weather measuring tools          drawings of the various
                                                    and demonstrate their use to the class.        tools and then explain their
                                                                                                   drawings to the class.

Identify 3 types of clouds.     5.8.2B              In a whole class situation, use a K W L        Assess student project for
                                                    chart to motivate students toward the          accuracy in understanding
                                                    topic of clouds.                               concepts being taught.

                                                    Art projects using cotton, rice, water         Teacher may review and
                                                    colors or other mediums may be used to         assess student
                                                    create illustrations of each type of           representations of clouds
                                                    cloud.                                         to correct any incorrect
                                                                                                   annotations.
                                               Books for Children:



                                             2-27
       Objectives          NJCCS Alignment    Some Suggested Teaching Strategies/Activities   Some Suggested Assessments



                                               * The Big Storm by Bruce Hissock
                                               * Cloudy With A Chance of Meatballs by
                                               Judith Barrett
                                               * Weather Forecasting by Gail Gibbons
                                               * When the Wind Stops by Charlotte
                                               Zolotow

Recognize that some kinds       5.5.2B.2            Through research and discussion, lead          Periodically make
of organisms that once lived                        students to the conclusion that                observations and record
on earth have completely                            although dinosaurs became extinct a            the degree of
disappeared.                                        long time ago, some of them have               understanding exhibited on
                                                    characteristics similar to animals that        a checklist.
                                                    are alive today.

Recognize that fossils          5.8.4A.3            Using plaster of Paris, students can           Review student work
provide evidence about the                          make cast fossils to better understand         samples.
plants and animals that lived                       how fossils are formed
long ago and the nature of
the environment at that                             Allow students to compare imprints of          Ask student to model or
time.                                               hands to lead to inferences of size of         explain why and how
                                                    people. Lead students to conclusion            knowledge gained can be
                                                    that fossil footprints, as well as             used.
                                                    skeletal remains, give clues about the
                                                    size of animals.

 Compare the                    5.8                 Allow students to compare the shapes           Teacher may observe
characteristics of different                        of teeth that are good for grinding            students during classroom



                                             2-28
       Objectives          NJCCS Alignment    Some Suggested Teaching Strategies/Activities     Some Suggested Assessments



types of dinosaurs.                                 plants or chewing meat. Lead them to             discussion to assess
                                                    the conclusion that teeth give clues to          student understanding of
                                                    the diet of the animal.                          the concepts presented.

Compare dinosaurs with          5.8                 Teacher may present students with                Teacher may guide, monitor
living animals.                                     pictures of dinosaurs and then lead              and assess students during
                                                    students in a discussion to compare the          discussion.
                                                    dinosaurs with other animals.

Conclude that some animals      5.5, 5.8,           Teacher may introduce students to the            Teacher may guide, monitor
alive today are in danger of    5.10                concept of the endangered species and            and assess students during
becoming extinct.                                   discuss what will happen to these plants         discussion.
                                                    and animals without intervention.

                                                    Create a Word Wall, either                       Teacher may assess
                                                    alphabetically or categorically.                 student skills using the
                                                    Children can make word picture cards             word wall and making
                                                    for own use.                                     picture cards.



                                                    Develop reading skills in the teaching of        Periodically make
                                                    science. Remember to preview or set              observations and record
                                                    purpose, use KWL charts, build                   the degree of
                                                    vocabulary – use science words to work           understanding exhibited on
                                                    on encoding skills, syllabication,               a checklist
                                                    alphabetizing, writing, etc.




                                             2-29
Objectives   NJCCS Alignment    Some Suggested Teaching Strategies/Activities   Some Suggested Assessments



                                      Develop concepts of print by using             This cross-curricular
                                      overheads. Reinforce that sentences            activity shall be ongoing
                                      start with capitals and end with               and infused into all
                                      punctuation marks.                             activities. Students may be
                                                                                     monitored when writing
                                                                                     science that all rules are
                                 NOTE: Provide opportunities to link                 appropriately used.
                                 science with math by describing and sorting
                                 by attributes, measuring growth with a
                                 growth chart, counting plant or animal
                                 types, Measuring how high, finding                  Periodically make
                                 symmetry, comparing animal parts.                   observations and record
                                                                                     the degree of
                                 NOTE: Use graphic organizers, i.e.: flow            understanding exhibited on
                                 charts and webs, to build, summarize, and           a checklist.
                                 reinforce lesson concepts.

                                 NOTE: To assist in development of oral
                                 language, teacher may ask students to
                                 identify an animal or plant, describe and
                                 act out its movements, and tell what each
                                 needs for survival.

                                      Provide opportunities for students to          Teacher may periodically
                                      make science journals in which to write        collect and assess student
                                      or draw their observations.                    journals.




                               2-30
          Objectives            NJCCS Alignment    Some Suggested Teaching Strategies/Activities     Some Suggested Assessments



                                                         Students may make vocabulary cards               Teacher may collect and
                                                         and use to create own graphic                    review student graphic
                                                         organizers.                                      organizers.

                                                         Class experiments may be conducted               Teacher may monitor, guide
                                                         using one of the following strategies:           and assess students during
                                                         [1] Independent Inquiry – Provided               classroom experimentation.
                                                         instructions and assign specific inquiry
                                                         activity; [2] Guided Inquiry – Students
                                                         perform inquiry activity with modeling
                                                         and guidance from teacher; [3]
                                                         Structured Inquiry – Step by step
                                                         directions from teacher or teacher
                                                         demonstration – only with class
                                                         discussion.

                                                         Teach scientific method in a natural,            Teacher may monitor,
                                                         logical, progressive manner. In daily            reinforce and assess
                                                         activities or learning centers, model for        students as they develop
                                                         students how to observe and ask a                their scientific thinking
                                                         question, form a hypothesis, test the            skills.
                                                         hypothesis, and draw conclusions from
                                                         the results.
ASTRONOMY AND SPACE
   Gain an understanding of          5.9                Place these items in your learning                Monitor and observe
   the origin, evolution, and                           center area:                                      student independent
   structure of the universe.                       *pictures of objects in the night sky, such           activities at the learning



                                                  2-31
       Objectives            NJCCS Alignment    Some Suggested Teaching Strategies/Activities    Some Suggested Assessments



                                                 as moon, planets, stars - NASA is a good             center – ask student
                                                 source for outstanding photos                        informal questions to
                                                 *scissors, construction paper, markers,              assess student’s focus and
                                                 crayons, star stickers, small Styrofoam              learning.
                                                 balls
                                                 *books ( see suggested list at end of this
                                                 section)



Recognize that the sun            5.9.2A.1            Teacher may discuss the difference              Teacher may guide and
supplies light and heat to                            between day and night and ask students          assess student comments.
the Earth.                                            to think about the differences between
                                                      night and day.

Understand that the sun is a 5.9                      After discussing that the sun is a star,        Use a rubric or checklist to
star.                                                 brainstorm ways people use energy               rate student presentation
                                                      from the sun. Chart responses.                  of concepts learned.

                                                      Math connection- have students find
                                                      the average seasonal temperatures in            Assess student’s
                                                      our area of the Earth. Record these             understanding of what
                                                      measures on a bar graph. (Use                   causes day and night by
                                                      classroom almanac or on-line weather            having students recall key
                                                      website as a source.                            concepts from the
                                                                                                      lesson(s). They can tell,
                                                      Art connection – Have students make             draw, or act out how the
                                                      sun prints or solar prints. Discuss what        Earth rotates and how the



                                               2-32
       Objectives             NJCCS Alignment    Some Suggested Teaching Strategies/Activities    Some Suggested Assessments



                                                       happened and why it happened.                   sun provides light and heat.

Identify the causes of the         5.9                 Teacher may model the causes of                 Teacher may monitor, guide
seasons on Earth.                                      seasons on earth by using a globe and a         and assess students as they
                                                       light source. Students may then, in             orally relate the
                                                       small groups, repeat the demonstration          information presented.
                                                       and explain to the class what is
                                                       happening.

Observe the patterns of day 5.9.2A.2                   Use a working model of the sun, moon,           Allow students to
and night and the                                      and earth to demonstrate revolving and          demonstrate their
movements of the shadows                               rotating; illustrating how day and night        knowledge by completing a
of an object on the Earth.                             occur.                                          graphic organizer that
                                                                                                       covers the concepts being
                                                                                                       addressed.

Understand why the sun is          5.9.2B.1            This activity simulates day and night           Pair students and allow
visible during the day and                             and demonstrates the effects of                 them to take on the role of
the moon is visible day and                            sunlight on Earth. Using small building         the earth and the sun –
night.                                                 blocks, students create a model of              demonstrating day and
                                                       their home, school, street, or                  night. Add a third student
                                                       neighborhood. The include buildings,            to act as the moon. Assess
                                                       plants, people, and animals. To simulate        student understanding
                                                       daytime, students shine flashlights on          through observation of
                                                       the block model. The move the                   actions and descriptions.
                                                       appropriate pieces to depict actions of
                                                       living things during daytime. They              Allow students to verbally



                                                2-33
       Objectives          NJCCS Alignment    Some Suggested Teaching Strategies/Activities     Some Suggested Assessments



                                                    should notice that the “sun” is giving           explain the objective and
                                                    off light and should be able to identify         outcome of class or student
                                                    its effects on the town. Turn off                activities.
                                                    flashlights to simulate nighttime. Ask
                                                    students to explain what changes take
                                                    place in nighttime.

                                                    Using flashlights and models, provide a          Teacher monitoring of
                                                    hands-on activity where students can             student activity to ensure
                                                    make and describe different shadows.             that students are following
                                                                                                     directions, and to assess
                                                    Using a flowerpot and a long stick,              student understanding of
                                                    students can create a sun clock. Put             the process as well as of
                                                    the long stick securely in the flowerpot.        the science concept.
                                                    Place the pot outside in the sunlight.
                                                    During the course of the day, watch
                                                    the shadow of the stick move along the
                                                    rim of the pot.

Observe that stars are          5.9.2C.1            Resource for finding out more about              Allow students to
many, scattered, and                                the night sky - Smithsonian website.             illustrate, retell, or act out
different in brightness.                                                                             what they have learned on
                                                                                                     the website.

Observe that the position       5.9.2C.2            On site possible resource: STAR LAB –            Ongoing monitoring of
of the stars with respect to                        contact Mrs. Lois Spangler at Central            group work to ensure total
each other [constellations]                         School in the Great Meadows Regional             participation and accurate



                                             2-34
       Objectives   NJCCS Alignment    Some Suggested Teaching Strategies/Activities   Some Suggested Assessments



is unchanging.                               School District. She is the coordinator        interpretation of concept.
                                             for the STAR LAB for our county.
                                             Math connection – To estimate the
                                             number of stars, show students photos
                                             of the Milky Way. First, have them
                                             predict how many stars there are.
                                             Then, have students estimate by
                                             dividing the photo into eight sections.
                                             Students should then attempt to count
                                             the approximate number of starts in
                                             one section. Add that number 8 times
                                             to find the estimate for the whole
                                             picture.

                                             Historical/Literature connection- Read         Students may act out or
                                             and discuss The Drinking Gourd or any          draw pictures of what they
                                             other children’s book that addresses           have learned for
                                             the use of the North Star and                  presentation to the class.
                                             constellations in the times of the
                                             Underground Railroad. Discuss Harriet
                                             Tubman.

                                             Drama Link – Read some Greek, Roman,           Teacher may assess
                                             or Native American myths that offer            student presentations for
                                             explanations about the various                 accuracy and understanding
                                             constellations. Allow students to work         of the concept.
                                             in groups to develop their own script



                                      2-35
       Objectives             NJCCS Alignment    Some Suggested Teaching Strategies/Activities     Some Suggested Assessments



                                                       for one of the myths and to later
                                                       dramatize it for the class.

                                                       Allow students to make “star cups” –             Assess student
                                                       Have students use a pencil point to              understanding by allowing
                                                       poke holes for stars. Ask them to try            students to diagram or
                                                       to make the holes in some pattern. In a          demonstrate their star cup.
                                                       darkened room, shine flashlights
                                                       through the cups. Allow students to
                                                       name their constellations. Writing
                                                       activity – allow student to make up a
                                                       story about their constellation.

Learn reading skills and           5.1 – 5.10          Create a Word Wall, either                       Periodically make
strategies that will assist                            alphabetically or categorically.                 observations and record
the learner in the reading                             Children can make word picture cards             the degree of
and comprehension of non-                              for own use.                                     understanding exhibited on
fiction and content area                                                                                a checklist.
reading.
                                                       Develop reading skills in the teaching of        Review work samples.
                                                       science. Remember to preview or set              Assess student ability to
                                                       purpose, use KWL charts, build                   verbalize using appropriate
                                                       vocabulary – use science words to work           scientific terminology.
                                                       on encoding skills, syllabication,
                                                       alphabetizing, writing, etc.

                                                       Develop concepts of print by using               Teacher may monitor and



                                                2-36
Objectives   NJCCS Alignment    Some Suggested Teaching Strategies/Activities   Some Suggested Assessments



                                      overheads. Reinforce that sentences            guide students while
                                      start with capitals and end with               assessing each student’s
                                      punctuation marks.                             ability to use proper
                                                                                     grammar when constructing
                                 NOTE: Provide opportunities to link                 sentences to explain their
                                 science with math by describing and sorting         science.
                                 by attributes, measuring growth with a
                                 growth chart, counting plant or animal
                                 types, Measuring how high, finding
                                 symmetry, comparing animal parts.

                                 NOTE: Use graphic organizers, i.e.: flow
                                 charts and webs, to build, summarize, and
                                 reinforce lesson concepts.

                                 NOTE: To assist in development of oral
                                 language, teacher may ask students to
                                 identify an animal or plant, describe and
                                 act out its movements, and tell what each
                                 needs for survival.

                                      Provide opportunities for students to          Teacher may periodically
                                      make science journals in which to write        collect and assess entries
                                      or draw their observations.                    in each student’s science
                                                                                     journal.

                                      Students may make vocabulary cards             Teacher may collect



                               2-37
Objectives   NJCCS Alignment    Some Suggested Teaching Strategies/Activities     Some Suggested Assessments



                                      and use to create own graphic                    graphic organizers for
                                      organizers.                                      assessment.

                                      Class experiments may be conducted               Ongoing questioning by
                                      using one of the following strategies:           teacher that focuses on
                                      [1] Independent Inquiry – Provided               determining the
                                      instructions and assign specific inquiry         reasonableness of student
                                      activity; [2] Guided Inquiry – Students          responses and hypotheses.
                                      perform inquiry activity with modeling
                                      and guidance from teacher; [3]
                                      Structured Inquiry – Step by step
                                      directions from teacher or teacher
                                      demonstration – only with class
                                      discussion.

                                      Teach scientific method in a natural,            Ongoing questioning by
                                      logical, progressive manner. In daily            teacher that focuses on
                                      activities or learning centers, model for        determining the
                                      students how to observe and ask a                reasonableness of student
                                      question, form a hypothesis, test the            responses and hypotheses.
                                      hypothesis, and draw conclusions from
                                      the results.

                                      Books for Students:

                                 * The Magic Schoolhouse Lost in the Solar
                                 System by Joanna Cole



                               2-38
          Objectives        NJCCS Alignment    Some Suggested Teaching Strategies/Activities    Some Suggested Assessments



                                                * How Many Stars in the Sky by Lenny
                                                Hort
                                                * What Makes Day and Night by Franklyn
                                                M. Branley
                                                * Energy From the Sun by Allan Fowler
                                                * The Moon by Marc Singer
                                                * Does the Moon Change Shape? by Melish
                                                Goldshen
ENVIRONMENTAL STUDIES                               Place these things in your Learning              Teacher may assess
   Develop an understanding of   5.10               Activity Center                                  student use of the learning
   the environment as a system                  * Terrarium with plants                              center by questioning the
   of interdependent                            * aquarium with plants or fish                       student.
   components affected by                       * animal with appropriate habitat
   human activity and natural                   * paper, pencils, crayons, markers
   phenomena.                                   * pictures of animals and various habitats
                                                * yarn, construction paper, glue
                                                * Books (see suggested books at end of this
                                                section).

   Understand and associate      5.10.2A.1           Prepare a chart; label each section with        Teacher may monitor and
   organism’s basic needs and                        various habitats - Brainstorm with class        guide students while
   how they meet those needs                         as to what animals and plants are               assessing student
   within their immediate                            located in these habitats.                      understanding of the
   surroundings.                                                                                     concept.

   Identify various needs of     5.10.2B.1           Teacher may prepare cutouts of various          Teacher may monitor and
   humans that are supplied by                       necessities for human life, both natural        guide students while



                                              2-39
       Objectives             NJCCS Alignment    Some Suggested Teaching Strategies/Activities    Some Suggested Assessments



the natural or constructed                             and those created for use, and                  assessing selections made.
environment.                                           students may tell the teacher which
                                                       ones are necessary for life. Teacher
                                                       may then create a collage out of the
                                                       items correctly selected.

Know the importance of             5.10                Brainstorm ways people can change a             Teacher may guide and
conservation.                                          habitat (lead discussion to include             monitor students while
                                                       farming, building etc). Make a chart of         assessing student
                                                       cause and effects. Use graphic                  responses.
                                                       organizers to organize data. Be certain
                                                       to include information on how pollution
                                                       (caused by people) changes the
                                                       environment.

Understand the importance          5.10                Brainstorm ways students can take               Teacher may assess
of reusing and recycling.                              personal responsibility in conservation.        student posters,
                                                       Allow students to make posters, audio           commercials and/or letters
Have an understanding of           5.10                or video commercials, or letters to the         to the editor for content.
personal responsibility and                            editor in regard to their ideas about
opportunities to care for                              conservation.
the earth.
                                                       Allow students to bring reusable items          Teacher may assess
                                                       from home (such as paper towel tubes,           student plans and ingenuity
                                                       empty cereal boxes, clean food tubs,            of their creations.
                                                       etc.) In pairs, allow students to make a        Students may be
                                                       plan to reuse the items to build                questioned as they present



                                                2-40
Objectives   NJCCS Alignment    Some Suggested Teaching Strategies/Activities     Some Suggested Assessments



                                      something new. Students are to list              their projects.
                                      the steps in their plan before they
                                      make the new object.

                                      Provide opportunities for students to            Teacher may assess
                                      read, share, illustrate, and write               student writings for
                                      narratives or poetry about                       content and understanding
                                      environmental issues.                            of the concept presented.

                                      Provide hands-on activities in regard to         During hands-on activities,
                                      solutions to local environmental issues.         students may be monitored
                                      (Litter walks, recycling campaigns,              and guided while being
                                      posters, video or audio commercials              assessed.
                                      promoting personal responsibility etc.)

                                      Contact Merrill Creek attn Jane Bullis           Teacher may assess
                                      regarding student visitations or school          students while at Merrill
                                      on-site talks by field botanists. Merrill        Creek, or during the
                                      Creek is an outstanding opportunity for          presentation by a
                                      students to observe a number of                  representative, for
                                      different habitats while also viewing            understanding of the
                                      the effects of man-made engineering.             concepts presented.

                                      Provide opportunities for students to            Teacher may collect and
                                      make science journals in which to write          review student journals for
                                      or draw their observations                       progress and
                                                                                       understanding.



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       Objectives             NJCCS Alignment    Some Suggested Teaching Strategies/Activities     Some Suggested Assessments



                                                      Books for Students:
                                                   Come a Tide by George Ella Lyon
                                                  * Galimoto – by Karen Lynn Williams
                                                  * The Great Trash Bash by Loreen Leedy
                                                  * Just a Dream by Chris Van Allsburg
                                                  * Less is More by Alison Klassen
                                                  * The Summer Sands by Sherry Garland

Learn reading skills and           5.1 – 5.10          Create a Word Wall, either                       Teacher may assess
strategies that will assist                            alphabetically or categorically.                 student participation in the
the learner in the reading                             Children can make word picture cards             creation of the word wall
and comprehension of non-                              for own use.                                     and review student-created
fiction and content area                                                                                word picture cards.
reading.
                                                       Develop reading skills in the teaching of        Teacher may monitor
                                                       science. Remember to preview or set              students throughout the
                                                       purpose, use KWL charts, build                   term to assess each
                                                       vocabulary – use science words to work           student’s skill development.
                                                       on encoding skills, syllabication,
                                                       alphabetizing, writing, etc.
                                                       Develop concepts of print by using
                                                       overheads. Reinforce that sentences              Teacher may constantly
                                                       start with capitals and end with                 monitor and guide students
                                                       punctuation marks.                               as they develop their
                                                                                                        writing skills.
                                                  NOTE: Provide opportunities to link
                                                  science with math by describing and sorting



                                                2-42
       Objectives             NJCCS Alignment    Some Suggested Teaching Strategies/Activities    Some Suggested Assessments



                                                  by attributes, measuring growth with a
                                                  growth chart, counting plant or animal
                                                  types, Measuring how high, finding
                                                  symmetry, comparing animal parts.

                                                  NOTE: Use graphic organizers, i.e.: flow
                                                  charts and webs, to build, summarize, and
                                                  reinforce lesson concepts.

                                                  NOTE: To assist in development of oral
                                                  language, teacher may ask students to
                                                  identify an animal or plant, describe and
                                                  act out its movements, and tell what each
                                                  needs for survival.

                                                       Provide opportunities for students to           Teacher may collect and
                                                       make science journals in which to write         review student journals for
                                                       or draw their observations.                     assessment.

                                                       Students may make vocabulary cards              Teacher may collect
                                                       and use to create own graphic                   graphic organizers for
                                                       organizers.                                     assessment.

Learn science skills and           5.10                Class experiments may be conducted              Teacher may monitor, guide
strategies that will assist                            using one of the following strategies:          and prompt students while
the learner in                                         [1] Independent Inquiry – Provided              assessing their level of skill
comprehension and                                      instructions and assign specific inquiry        development.



                                                2-43
       Objectives           NJCCS Alignment    Some Suggested Teaching Strategies/Activities     Some Suggested Assessments



application of scientific                            activity; [2] Guided Inquiry – Students
principles.                                          perform inquiry activity with modeling
                                                     and guidance from teacher; [3]
                                                     Structured Inquiry – Step by step
                                                     directions from teacher or teacher
                                                     demonstration – only with class
                                                     discussion.

                                                     Teach scientific method in a natural,            Teacher may monitor, guide
                                                     logical, progressive manner. In daily            and prompt students while
                                                     activities or learning centers, model for        assessing their level of skill
                                                     students how to observe and ask a                development.
                                                     question, form a hypothesis, test the
                                                     hypothesis, and draw conclusions from
                                                     the results.




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