State of New Jersey Core Curriculum Standards Passwords: Science Vocabulary

Transcription

1 CURRICULUM ASSOCIATES, Inc.

2 Language Arts Literacy Curriculum C. Decoding and Word Recognition 1. Recognize some words by sight Grade 1 D. Fluency 1. Answer questions correctly that are posed about stories read. 2. Begin to read simple text with fluency. 3. Read with fluency both fiction and nonfiction that is grade-level appropriate. E. Reading Strategies (before, during, and after reading) 1. Use prior knowledge to make sense of text. 3. Use pictures as cues to check for meaning. F. Vocabulary and Concept Development 1. Develop a vocabulary of high-frequency sight words and phonetically regular words. 3. Comprehend common and/or specific vocabulary in informational texts and literature. G. Comprehension Skills and Response to Text 1. Draw simple conclusions from information gathered from pictures, print, and people. 6. Read regularly in independent-level material Standard 3.2: Writing A. Writing as a Process 1. Begin to generate ideas for writing through talking, sharing, and drawing. 5. Increase fluency (ability to write ideas easily) to improve writing. 6. Continue to use pictures, developmental spelling or conventional text to create writing drafts. B. Writing as a Product 1. Produce finished writings to share with class and/or for publication. D. Writing Forms, Audiences, and Purposes 2. Produce a variety of writings, including stories, descriptions, and journal entries. 11/27/07 CURRICULUM ASSOCIATES, Inc Fax

3 A. Concepts About Print/Text 2. Recognize the purpose of a paragraph. Grade 2 C. Decoding and Word Recognition 3. Decode regular multisyllable words and parts of words (e.g., capital, Kalamazoo). F. Vocabulary and Concept Development 1. Develop a vocabulary of regular and irregular sight words. 2. Know and relate meanings of simple prefixes and suffixes. 5. Begin to use a grade-appropriate dictionary with assistance from teacher. G. Comprehension Skills and Response to Text 3. Make inferences and support them with textual information. 5. Respond to text by using how, why, and what-if questions. Standard 3.2: Writing A. Writing as a Process 1. Generate ideas for writing: hearing stories, recalling experiences, brainstorming, and drawing. 4. Use sentences to convey ideas in writing. B. Writing as a Product 1. Produce finished writings to share with classmates and/or for publication. 4. Write nonfiction pieces, such as letters, procedures, biographies, or simple reports. D. Writing Forms, Audiences, and Purposes 2. Generate ideas and write on topics in forms appropriate to science, social studies, or other subject areas. 3. Use writing as a tool for learning self-discovery and reflection. 4. Use reading and technology to support writing. 5. Write in a variety of simple genres to satisfy personal, academic, and social needs, such as letters, plays, procedures, biographies, or simple reports. 11/27/07 CURRICULUM ASSOCIATES, Inc Fax

4 Standard 3.1: Reading A. Concepts About Print/Text 1. Recognize that printed materials provide specific information. 3. Use a glossary or index to locate information in a text. Grade 3 C. Decoding and Word Recognition 1. Know sounds for a range of prefixes and suffixes (e.g., re-, ex-, -ment, -tion). 3. Use context to accurately read words with more than one pronunciation. D. Fluency 1. Recognize grade-level words accurately and with ease so that a text sounds like spoken language when read aloud. E. Reading Strategies (before, during, after reading) 3. Use pictures and context clues to assist with decoding of new words. F. Vocabulary and Concept Development 3. Infer word meanings from taught roots, prefixes, and suffixes. 4. Use a grade-appropriate dictionary with assistance from teacher. 5. Use pictures and context clues to assist with meaning of new words. G. Comprehension Skills and Response to Text 11. Participate in creative responses to texts (e.g., dramatizations, oral presentations). 12. Read regularly in materials appropriate for their independent reading level. 13. Read and comprehend both fiction and nonfiction that is appropriately designed for grade level. Standard 3.2: Writing A. Writing as a Process 1. Generate possible ideas for writing through recalling experiences, listening to stories, reading, brainstorming, and discussion. B. Writing as a Product 1. Write a descriptive piece, such as a description of a person, place, or object. 3. Write a nonfiction piece and/or simple informational report across the curriculum. 11/27/07 CURRICULUM ASSOCIATES, Inc Fax

5 D. Writing Forms, Audiences, and Purposes 1. Write for a variety of purposes (e.g., to inform, entertain, persuade) and audiences (e.g., self, peers, community). 3. Generate ideas for writing in a variety of situations and across the curriculum. 4. Write to express thoughts and ideas, to share experiences, and to communicate socially. 7. Respond to literature through writing to demonstrate an understanding of a text. 8. Write narrative text (e.g., realistic or humorous story). 9. Write non-fiction text (e.g., reports, procedures, letters). Grade 3 11/27/07 CURRICULUM ASSOCIATES, Inc Fax

6 Standard 3.1: Reading A. Concepts About Print/Text 3. Identify and locate features that support text meaning (e.g., maps, charts, illustrations). Grade 4 C. Decoding and Word Recognition 1. Use letter-sound correspondence and structural analysis (e.g., roots, affixes) to decode words. 2. Know and use common word families to decode unfamiliar words. E. Reading Strategies (before, during, and after reading) 1. Use knowledge of word meaning, language structure, and sound-symbol relationships to check understanding when reading. F. Vocabulary and Concept Development 1. Infer word meanings from learned roots, prefixes, and suffixes. 2. Infer specific word meanings in the context of reading passages. 4. Use a grade-appropriate dictionary (independently) to define unknown words. Standard 3.2: Writing A. Writing as a Process 1. Generate possible ideas for writing through talking, recalling experiences, hearing stories, reading, discussing models of writing, asking questions, and brainstorming. B. Writing as a Product 1. Create narrative pieces, such as memoir or personal narrative, which contain description and relate ideas, observations, or recollections of an event or experience. 2. Write informational reports across the curriculum that frame an issue or topic and draw from more than one source of information. D. Writing Forms, Audiences, and Purposes 1. Write for different purposes (e.g., to express ideas, to inform, to entertain, to respond to literature, to question, to share) and a variety of audiences (e.g., self, peers, community). 6. Respond to literature in writing to demonstrate an understanding of the text, to explore personal reactions, and to connect personal experiences with the text. 7. Write narratives that relate recollections of an event or experience and establish a setting, characters, point of view, and sequence of events. 8. Write informational reports that frame a topic, include facts and details, and draw information from several sources. 11. Demonstrate higher-order thinking skills through responses to open-ended and essay questions in content areas or as responses to literature. 11/27/07 CURRICULUM ASSOCIATES, Inc Fax

7 Standard 3.1: Reading A. Concepts About Print/Text 1. Use a text index and glossary appropriately. Grade 5 C. Decoding and Word Recognition 2. Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words. 3. Interpret new words correctly in context. F. Vocabulary and Concept Development 1. Infer word meanings from learned roots, prefixes, and suffixes. 2. Infer specific word meanings in the context of reading passages. 4. Use a grade-level appropriate dictionary independently to define unknown words. Standard 3.2: Writing A. Writing as a Process 1. Write stories with multiple paragraphs that develop a situation or plot, describe the setting, and include an ending. 2. Write informational compositions with multiple paragraphs that present important ideas, provide details, and offer a concluding paragraph. 3. Generate possible ideas for writing through listening, talking, recalling experiences, hearing stories, reading, discussing models of writing, asking questions, and brainstorming. B. Writing as a Product 2. Write a range of grade appropriate essays across curricula (e.g., persuasive, personal, descriptive, issue- based). 3. Write grade appropriate, multi-paragraph, expository pieces across curricula (e.g., problem/solution, cause/effect, hypothesis/results, feature articles, critique, research reports). D. Writing Forms, Audiences, and Purposes 1. Write for different purposes (e.g., to express ideas, inform, entertain, respond to literature, persuade, question, reflect, clarify, share) and a variety of audiences (e.g., self, peers, community). 13. Demonstrate higher-order thinking skills and writing clarity when answering open-ended and essay questions in content areas or as responses to literature. 11/27/07 CURRICULUM ASSOCIATES, Inc Fax

8 Standard 3.1: Reading A. Concepts About Print/Text 1. Use a text index and glossary independently and appropriately. Grade 6 C. Decoding and Word Recognition 2. Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words. 3. Apply knowledge of new words correctly (refer to word parts and word origin). E. Reading Strategies (before, during, and after reading) 5. Use reference aids for word meanings when reading. F. Vocabulary and Concept Development 1. Infer word meanings from learned roots, prefixes, and suffixes. 2. Infer specific word meanings in the context of reading passages. 4. Use the dictionary for a variety of purposes (e.g., definitions, word origins, parts of speech). Standard 3.2: Writing A. Writing as a Process 1. Write informational compositions of several paragraphs that engage the interest of the reader, state a clear purpose, develop the topic, and conclude with a detailed summary. 2. Generate ideas for writing through reading and making connections across the curriculum and with current events. B. Writing as a Product 2. Write a range of grade appropriate essays across curricula (e.g., persuasive, personal, descriptive, issue- based). 3. Write grade appropriate, multi-paragraph expository pieces across curricula (e.g., problem/solution, cause/effect, hypothesis/results, feature articles, critique, research reports). D. Writing Forms, Audiences, and Purposes 1. Write for different purposes (e.g., to express ideas, inform, entertain, respond to literature, persuade, question, reflect, clarify, share) and a variety of audiences (e.g., self, peers, community). 4. Organize a response that develops insight into literature by exploring personal reactions, connecting to personal experiences, and referring to the text through sustained use of examples. 5. Write narratives, establishing a plot or conflict, setting, characters, point of view, and resolution. 11. Demonstrate higher-order thinking skills and writing clarity when answering open-ended and essay questions in content areas or as responses to literature. 11/27/07 CURRICULUM ASSOCIATES, Inc Fax

9 Standard 3.1: Reading A. Concepts About Print/Text 1. Identify and use common textual features (e.g., paragraphs, topic, sentence, index, glossary, table of contents) and graphic features, (e.g., charts, maps, diagrams) to comprehend information. Grade 7 C. Decoding and Word Recognition 3. Continue to use structural analysis and context analysis to decode new words. F. Vocabulary and Concept Development 2. Clarify word meanings through the use of a word s definition, example, restatement, or contrast. 3. Clarify pronunciations, meanings, alternate word choice, parts of speech, and etymology of words using the dictionary, thesaurus, glossary, and technology resources. Standard 3.2: Writing A. Writing as a Process 1. Write stories or scripts with well-developed characters, setting, dialogue, clear conflict and resolution, and sufficient descriptive detail. 2. Write multi-paragraph compositions that have clear topic development, logical organization, effective use of detail, and variety in sentence structure. B. Writing as a Product 3. Write reports and subject-appropriate nonfiction pieces across the curriculum based on research and including citations, quotations, and a works consulted page. 4. Write a range of essays, including persuasive, speculative (picture prompt), descriptive, personal, or issue-based. D. Writing Forms, Audiences, and Purposes 1. Gather, select, and organize information appropriate to a topic, task, and audience. 3. Write responses to literature and develop insights into interpretations by connecting to personal experiences and referring to textual information. 4. Write personal narratives, short stories, memoirs, poetry and persuasive and expository text that relate clear, coherent events or situations through the use of specific details. 11/27/07 CURRICULUM ASSOCIATES, Inc Fax

10 Standard 3.1: Reading A. Concepts About Print/Text 1. Identify and use organizational structures to comprehend information. (e.g., logical order, comparison/contrast, cause/effect, chronological, sequential, procedural text). Grade 8 C. Decoding and Word Recognition 3. Continue to use structural analysis and context analysis to decode new words. F. Vocabulary and Concept Development 1. Develop and refine an extended vocabulary through listening and exposure to a variety of texts and independent reading. 2. Clarify word meanings through the use of a word s definition, example, restatement, or contrast. 3. Clarify pronunciations, meanings, alternate word choice, parts of speech, and etymology of words using the dictionary, thesaurus, glossary, and technology resources. Standard 3.2: Writing A. Writing as a Process 2. Write multi-paragraph compositions that have clear topic development, logical organization, effective use of detail, and variety in sentence structure. B. Writing as a Product 3. Write reports and subject-appropriate nonfiction pieces across the curriculum based on research and including citations, quotations, and a works cited page. 4. Write a range of essays, including persuasive, speculative (picture prompt), descriptive, personal, or issue-based. D. Writing Forms, Audiences, and Purposes 1. Gather, select, and organize the most effective information appropriate to a topic, task, and audience. 3. Write responses to literature and develop insights into interpretations by connecting to personal experiences and referring to textual information. 4. Write personal narratives, short stories, memoirs, poetry, and persuasive and expository text that relate clear, coherent events, or situations through the use of specific details. 11/27/07 CURRICULUM ASSOCIATES, Inc Fax

11 Standard 3.1: Reading F. Vocabulary and Concept Development 1. Use knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meanings of specialized vocabulary. 2. Use knowledge of root words to understand new words. 3. Apply reading vocabulary in different content areas. Grade 9-12 Standard 3.2: Writing A. Writing as a Process 1. Engage in the full writing process by writing daily and for sustained amounts of time. B. Writing as a Product 4. Write multi-paragraph, complex pieces across the curriculum using a variety of strategies to develop a central idea (e.g., causeeffect, problem/solution, hypothesis/results, rhetorical questions, parallelism). 5. Write a range of essays and expository pieces across the curriculum, such as persuasive, analytic, critique, or position paper. D. Writing Forms, Audiences, and Purposes 2. Demonstrate command of a variety of writing genres, such as: Personal narrative Research report Descriptive essay Response to literature 11/27/07 CURRICULUM ASSOCIATES, Inc Fax

12 Science Curriculum Standard 6: All students will gain an understanding of the structure, characteristics, and basic needs of organisms. Grade 4 Standards Book A Lesson Book B Lesson Book C Lesson Book D Lesson 1. Compare and contrast living and nonliving 1: Living Things 1: Living Things things. 2. Determine the basic needs of organisms. 1: Living Things 1: About Animals 2: About Plants 1: Living Things 5: Ways Living 2: Ecosystems 3: Food Chains 3. Show that living things have different levels of organization. 4. Show that plants and animals are composed of different parts serving different purposes and working together for the well-being of the organism. 2: Plants 3: Animals 1: Living Things 2: Plants 3: Animals 1: About Animals 2: About Plants 1: About Animals 2: About Plants 5. Describe life cycles of organisms. 3: How Animals Grow and Change 6. Group organisms according to the functions they serve in a food chain. Things Stay Alive 1: Living Things 4: Living Things and Their Environment 1: Cells 1: Living Things 1: Cells 2: The Life Cycle of a Plant 3: The Life Cycles of Some Animals 4: Living Things and Their Environment 3: Food Chains Standard 7: All students will investigate the diversity of life. 2. Develop a simple classification scheme for grouping organisms. 3. Recognize that individuals vary within every species. 4. Identify and describe external features of plants and animals that help them survive in varied habitats. 2: Plants 3: Animals 1: About Animals 1: Living Things 1: About Animals 2: About Plants 5: Ways Living Things Stay Alive 5: Ways Living Things Stay Alive 5: Passing on Traits 4: Adaptation 5: Passing on Traits 11/27/07 CURRICULUM ASSOCIATES, Inc Fax

13 Standard 8: All students will gain an understanding of the structure and behavior of matter. Grade 4 Standards Book A Lesson Book B Lesson Book C Lesson Book D Lesson 1. Describe and sort objects according to the 7: 9: 11: 11: materials from which they are made and their physical properties. 2. Recognize that matter can exist as a solid, liquid, or gas, and can be transformed from one state to another by heating or cooling. 7: 9: 11: 11: Standard 9: All students will gain an understanding of natural laws as they apply to motion, forces, and energy transformations. 1. Demonstrate that the motion of an object can vary in speed and direction. 8: How Things Move 10: Forces and 12: Forces and 12: Forces and 2. Demonstrate that the position and motion of an object can be changed by pushing or pulling 8: How Things Move 10: Forces and 12: Forces and 12: Forces and and that the change is related to the strength of the push or pull. 3. Recognize that some forces are invisible and 8: How Things Move 10: Forces and 12: Forces and 15: Electricity and can act at a distance. 4. Investigate sources of heat and show how heat can be transferred from one place to another. 5. Investigate sources of light and show how light behaves when it strikes different objects. 6. Demonstrate how sound can be produced by vibrating objects and how the pitch of the sound depends on the rate of vibration. 7. Demonstrate how electricity can be used to produce heat, light, and sound. 9: Heat, Light, and Sound 9: Heat, Light, and Sound 9: Heat, Light, and Sound 11: Energy 15: Heat, Light, and Sound 11: Energy 15: Heat, Light, and Sound 11: Energy 15: Heat, Light, and Sound 15: Heat, Light, and Sound Standard 10: All students will gain an understanding of the structure, dynamics, and geophysical systems of the earth. 2. Investigate materials that make up the Earth, including rocks, minerals, soils, and fossils, and how they are formed. 4: Earth 5: Rocks and Soil 6: What Earth is Made Of 3. Identify major sources and uses of water, discussing the forms in which it appears. Magnetism 13: Heat 14: Light and Sound 14: Light and Sound 13: Heat 14: Light and Sound 6: Rocks 8: Soil 4: Earth 7: Weather 9: The Water Cycle 9: The Water Cycle 11/27/07 CURRICULUM ASSOCIATES, Inc Fax

14 Standard 11: All students will gain an understanding of the origin, evolution, and structure of the universe. Grade 4 Standards Book A Lesson Book B Lesson Book C Lesson Book D Lesson 1. Observe and identify objects and their apparent motion in the day and night sky. 6: The Night Sky 8: The Solar System 10: Earth, the Moon, and the Sun 10: Earth and the Solar System 2. Relate the motions of the earth-sun-moon system to units of time (days, months, seasons, years). 8: The Solar System 10: Earth, the Moon, and the Sun Standard 12: All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. 1. Investigate the interdependence of living 1: Living Things 4: Where Plants and 4: Living Things and 2: Ecosystems things and their environment. Animals Live Their Environment 3. Recognize that natural resources are not always renewable. 6: Caring for Earth 8: Caring for the Earth 11/27/07 CURRICULUM ASSOCIATES, Inc Fax

15 Standard 6: All students will gain an understanding of the structure, characteristics, and basic needs of organisms. Grade 8 Standards Book E Book F Book G Book H 9. Recognize that complex multicellular organisms are interacting systems of cells, tissues, and organs. 1: Cells: The Building Blocks of Life 1: Cells: The Building Blocks of Life 1: Building Blocks of Life 2: Systems of the Human Body 10. Identify and describe the structure and 1: Cells: The Building 1: Cells: The Building 1: Building Blocks of function of cell parts. 11. Explain how organisms are affected by different components of an ecosystem and the flow of energy through it. 12. Illustrate and explain life cycles of organisms. Standard 7: All students will investigate the diversity of life. 5. Illustrate how the sorting and recombining of genetic material results in the potential for variation among offspring. 6. Compare and contrast acquired and inherited characteristics. 8. Discuss how changing environmental conditions can result in evolution of a species. 9. Recognize that individual organisms with certain traits are more likely to survive and have offspring. 10. Describe how information is encoded in genetic material. Blocks of Life Blocks of Life 2: Photosynthesis 4: Ecosystems 5: Food Chains and Food Webs Life 4: Nature in Balance 5: Responds to Changes in Ecosystems 1: The Life Cycle of Plants 2: Genetics 5: Adaptations 5: Genetics 2: Genetics 4: Animal Survival 4: Ecosystems 5: Adaptations 5: Responses to Changes in Ecosystems 4: Animal Survival 4: Ecosystems 5: Adaptations 5: Responses to Changes in Ecosystems 2: Genetics 4: Genetics 11/27/07 CURRICULUM ASSOCIATES, Inc Fax

16 Standard 8: All students will gain an understanding of the structure and behavior of matter. Grade 8 Standards Book E Book F Book G Book H 4. Identify characteristic properties of matter, and use one or more of those properties to separate a mixture of substances. 11: 11: Properties of 11: Properties of 5. Show how substances can react with each other to form new substances having characteristic properties different from those of the original substances. 6. Know that all matter is made up of atoms that may join together to form molecules, and that the state of matter is determined by the arrangement and motion of the atoms or molecules. 7. Explain how atoms are rearranged when substances react, but that the total number of atoms and the total mass of the newly formed substances remains the same as that of the original substances. 8. Explain that over 100 different atoms, corresponding to over 100 different elements, have been identified and can be grouped according to their similar properties. 11: 12: The Structure of 12: The Structure of 12: The Structure of 11: Properties of 12: The Structure of 12: The Structure of 11: Properties of 12: Atoms and Elements 12: Atoms and Elements 12: Atoms and Elements 11: The Structure of 11: The Structure of 13: Chemical Reactions 11: The Structure of 11: The Structure of 12: The Periodic Table of Elements 11/27/07 CURRICULUM ASSOCIATES, Inc Fax

17 Standard 9: All students will gain an understanding of natural laws as they apply to motion, forces, and energy transformations. Grade 8 Standards Book E Book F Book G Book H 8. Explain how a moving object that is not being subjected to a net force will move in a straight line at a steady speed. 13: Forces and 13: Forces and 13: Forces and 9. Show that when more than one force acts on an object at the same time, the forces can reinforce or cancel each other, producing a net force that will change the speed or direction of the object. 10. Investigate how the force of friction acts to retard motion. 11. Describe the various forms of energy, including heat, light, sound, chemical, nuclear, mechanical, and electrical energy and that energy can be transformed from one form to another. 12. Explain how heat flows through materials or across space from warmer objects to cooler ones until both objects are at the same temperature. 13. Explain that the sun is a major source of the Earth s energy and that energy is emitted in various forms, including visible light, infrared and ultraviolet radiation. 14. Show how light is reflected, refracted, or absorbed when it interacts with matter and how colors appear as a result of this interaction. 15. Show how vibrations in materials can generate waves which can transfer energy from one place to another. 13: Forces and 13: Forces and 13: Forces and 13: Forces and 13: Forces and 13: Forces and 14: Forms of Energy 15: Forms of Energy 14: Energy 14: Forms of Energy 15: Forms of Energy 14: Energy 15: Forms of Energy 14: Energy 14: Newton s Laws of 14: Newton s Laws of 14: Newton s Laws of 15: The Properties of Waves 15: The Properties of Waves 11/27/07 CURRICULUM ASSOCIATES, Inc Fax

18 Standard 10: All students will gain an understanding of the structure, dynamics, and geophysical systems of the earth. Grade 8 Standards Book E Book F Book G Book H 6. Identify the major features of the Earth s crust, the processes and events that change them, and the impact of those changes on people. 7: Earth s Surface 7: Forces That Shape Earth 7: Earth s Changing Surface 7. Identify the age of fossils, and explain how they provide evidence that life has changed through time. 8. Describe and explain the causes of the natural processes and events that shaped the Earth s surface and interior. 9. Monitor local weather conditions and changes in the atmosphere that lead to weather systems. 10. Investigate the composition, cycling, and distribution of the world s oceans and other naturally occurring sources of water. 11. Use the evidence provided by topography, fossils, rock stratification, ice cores, and radiometric data to investigate the earth s changes. 12. Use the theory of plate tectonics to explain the relationship among earthquakes, volcanoes, mid-ocean ridges, and deep sea trenches. 14. Identify and explain factors that influence water quality needed to sustain life. 6: The Structure of the Earth 7: Earth s Surface 8: Earth s Water and Atmosphere 6: The Structure of the Earth 6: Earth s Structure 7: Forces That Shape Earth 9: Weather and Climate 5: Adaptations 6: Earth s Soil and Water 7: Earth s Changing Surface 8: Earth s Water 6: Earth s Soil and Water 7: Forces That Shape Earth 7: Earth s Changing Surface 8: Protecting Earth s Resources 6: Minerals and Rocks 6: Minerals and Rocks 7: Plate Tectonics 8: Weather and Climate 7: Plate Tectonics 11/27/07 CURRICULUM ASSOCIATES, Inc Fax

19 Standard 11: All students will gain an understanding of the origin, evolution, and structure of the universe. Grade 8 Standards Book E Book F Book G Book H 4. Describe the physical characteristics of the components of the solar system, and compare the earth to other planets. 10: The Solar System and Beyond 10: The Solar System 9: Earth, the Moon, and Beyond 9: Earth and the Moon in 10: Our Solar System 5. Explain how naturally occurring events on earth are related to the positions of the sun, earth, and moon. 6. Describe the technologies used to explore the universe. 9: The of the Earth and the Moon 10: The Solar System and Beyond 10: The Solar System and Beyond 10: The Solar System 9: Earth, the Moon, and Beyond and Beyond 10: Our Solar System and Beyond Standard 12: All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. 4. Evaluate the impact of personal and societal activities on the local and global environment. 8: Protecting Earth s Resources 5. Compare and contrast practices that affect the use and management of natural resources. 8: Protecting Earth s Resources 7. Analyze the components of various ecosystems and the effects of those components on organisms. 4: Ecosystems 4: Animal Survival 4: Nature in Balance 5: Responses to Changes in Ecosystems 11/27/07 CURRICULUM ASSOCIATES, Inc Fax

20 Standard 6: All students will gain an understanding of the structure, characteristics, and basic needs of organisms. Grade 8 Standards Passwords Science Vocabulary Life Science 8. Describe and give examples of the major categories of living organisms and of 2: Organizing Living Things the characteristics shared by organisms. 9. Recognize that complex multicellular organisms are interacting systems of 1: Cells cells, tissues, and organs. 9: The Structure of Living Things 10: The Skeletal and Muscular Systems 11: The Circulatory System 12: The Digestive and Excretory Systems 13: The Nervous System 14: The Ear 15: The Eye 10. Identify and describe the structure and function of cell parts. 1: Cells 11. Explain how organisms are affected by different components of an ecosystem and the flow of energy through it. 7: Ecosystems 8: Food Chains and Food Webs Standard 7: All students will investigate the diversity of life. Grade 8 Standards Passwords Science Vocabulary Life Science 5. Illustrate how the sorting and recombining of genetic material results in the 5: Genetics potential for variation among offspring. 6. Compare and contrast acquired and inherited characteristics. 5: Genetics 7. Classify organisms by their internal and external characteristics. 2: Organizing Living Things 8. Discuss how changing environmental conditions can result in evolution of a 5: Genetics species. 9. Recognize that individual organisms with certain traits are more likely to survive and have offspring. 5: Genetics 6: Adaptations 10. Describe how information is encoded in genetic material. 5: Genetics 11/27/07 CURRICULUM ASSOCIATES, Inc Fax

21 Standard 8: All students will gain an understanding of the structure and behavior of matter. Grade 8 Standards Passwords Science Vocabulary Physical Science 4. Identify characteristic properties of matter, and use one or more of those 1: Properties and Changes of properties to separate a mixture of substances. 5. Show how substances can react with each other to form new substances 4: The Science of Chemistry having characteristic properties different from those of the original substances. 6. Know that all matter is made up of atoms that may join together to form 2: The Structure of molecules. 7. Explain how atoms are rearranged when substances react, but that the total 1: Properties and Changes of number of atoms and the total mass of the newly formed substances remains the 4: The Science of Chemistry same as that of the original substances. 8. Explain that over 100 different atoms, corresponding to over 100 different 3: The Periodic Table of Elements elements, have been identified and can be grouped according to properties. Standard 9: All students will gain an understanding of natural laws as they apply to motion, forces, and energy transformations. Grade 8 Standards Passwords Science Vocabulary Physical Science 8. Explain how a moving object that is not being subjected to a net force will move 6: and Forces in a straight line at a steady speed. 9. Show that when more than one force acts on an object at the same time, the 6: and Forces forces can reinforce or cancel each other, producing a net force. 10. Investigate how the force of friction acts to retard motion. 6: and Forces 11. Describe the various forms of energy, including heat, light, sound, chemical, 8: Forms of Energy nuclear, mechanical, and electrical energy and that energy can be transformed 10: Heat from one form to another. 11: Sound Energy 12: Light Energy 13: Electricity 14: Magnetism 15: Electric Power Production and Use 12. Explain how heat flows through materials or across space from warmer 10: Heat objects to cooler ones until both objects are at the same temperature. 13. Explain that the sun is a major source of the Earth s energy and that energy is 8: Forms of Energy emitted in various forms, including visible light, infrared and ultraviolet radiation. 14. Show how light is reflected, refracted, or absorbed when it interacts with 12: Light Energy matter and how colors appear as a result of this interaction. 15. Show how vibrations in materials can generate waves which can transfer 9: The Properties of Waves energy from one place to another. 11/27/07 CURRICULUM ASSOCIATES, Inc Fax

22 Standard 10: All students will gain an understanding of the structure, dynamics, and geophysical systems of the earth. Grade 8 Standards Passwords Science Vocabulary Earth Science 6. Identify the major features of the Earth s crust, the processes and events that 1: Earth s Structure change them, and the impact of those changes on people. 2: Earth s Moving Plates 3: Earthquakes 4: Volcanoes 7. Identify the age of fossils, and explain how they provide evidence that life has 6: Fossils changed through time. 8. Describe and explain the causes of the natural processes and events that shaped the Earth s surface and interior. 10. Investigate the composition, cycling, and distribution of the world s oceans and other naturally occurring sources of water. 11. Use the evidence provided by topography, fossils, rock stratification, ice cores, and radiometric data to investigate the earth s changes. 12. Use the theory of plate tectonics to explain the relationship among earthquakes, volcanoes, mid-ocean ridges, and deep sea trenches. 1: Earth s Structure 2: Earth s Moving Plates 3: Earthquakes 4: Volcanoes 10: Earth s Water Systems 5: Changes and Forces in the Rock Cycle 6: Fossils 2: Earth s Moving Plates 3: Earthquakes 4: Volcanoes 13. Explore how weather phenomena and human activity are interrelated. 12: Earth s Changing Weather 14. Identify and explain factors that influence water quality needed to sustain life. 10: Earth s Water Systems Standard 11: All students will gain an understanding of the origin, evolution, and structure of the universe. Grade 8 Standards Passwords Science Vocabulary Earth Science 4. Describe the physical characteristics of the components of the solar system, 13: Our Solar System and Beyond and compare the earth to other planets. 5. Explain how naturally occurring events on earth are related to the positions of 15: Earth and the Moon in the sun, earth, and moon. 6. Describe the technologies used to explore the universe. 13: Our Solar System and Beyond 11/27/07 CURRICULUM ASSOCIATES, Inc Fax

23 Standard 12: All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Grade 8 Standards Passwords Science Vocabulary Earth Science 4. Evaluate the impact of personal and societal activities on the local and global 8: Protecting Earth s Resources environment. 5. Compare and contrast practices that affect the use and management of natural 8: Protecting Earth s Resources resources. Standard 6: All students will gain an understanding of the structure, characteristics, and basic needs of organisms. Grade 12 Standards Passwords Science Vocabulary Life Science 13. Identify and describe organisms that possess characteristics of living and 2: Organizing Living Things nonliving things. 14. Identify and explain the structure and function of molecules that control 1: Cells cellular activities. 15. Explain how plants convert light energy to chemical energy. 3: Photosynthesis and Respiration 16. Describe how plants produce substances high in energy content that become 8: Food Chains and Food Webs the primary source of energy for animal life. Standard 7: All students will investigate the diversity of life. Grade 12 Standards 11. Explain how DNA can be altered by natural or artificial means to produce permanent changes in a species. 12. Explain that through evolution the Earth s present species developed from earlier distinctly different species. 13. Explain how the theory of natural selection accounts for an increase in the proportion of individuals with advantageous characteristics within a species. Passwords Science Vocabulary Life Science 5: Genetics 6: Adaptations 6: Adaptations 11/27/07 CURRICULUM ASSOCIATES, Inc Fax

24 Standard 8: All students will gain an understanding of the structure and behavior of matter. Grade 12 Standards Passwords Science Vocabulary Physical Science 9. Know that atoms consist of a nucleus surrounded by electrons, and that the 2: The Structure of arrangement of the electrons determines the chemical behavior of each element. 10. Know that the nucleus consists of protons and neutrons, and that each atom 2: The Structure of of a given element has the same number of protons but that the number of neutrons may vary. 11. Explain how atoms can form bonds to other atoms by transferring or sharing 2: The Structure of electrons. 12. Demonstrate different types of chemical reactions and the various factors 4: The Science of Chemistry affecting reaction rates. 13. Explain how the Periodic Table of Elements evolved and how it relates atomic 3: The Periodic Table of Elements structure to the physical and chemical properties of the elements. Standard 9: All students will gain an understanding of natural laws as they apply to motion, forces, and energy transformations. Grade 12 Standards Passwords Science Vocabulary Physical Science 16. Explain the mathematical relationship between the mass of an object, the 6: s and Forces unbalanced force exerted on it, and the resulting acceleration. 17. Prove that whenever one object exerts a force on another, an equal amount of 6: s and Forces force is exerted back on the first object. 18. Know that gravity is a universal force of attraction between masses that 6: s and Forces depends on the masses and the distance between them. 19. Know that electrically charged bodies can attract or repel each other with a 14: Magnetism force that depends on the size and nature of the charges and the distance between them. 22. Explain how electromagnetic waves are generated, and identify the 12: Light Energy components of the electromagnetic spectrum. 23. Explain that all energy is either kinetic or potential and that the total energy of 8: Forms of Energy the universe is constant. 11/27/07 CURRICULUM ASSOCIATES, Inc Fax

25 Standard 10: All students will gain an understanding of the structure, dynamics, and geophysical systems of the earth. Grade 12 Standards Passwords Science Vocabulary Earth Science 11. Use the evidence provided by topography, fossils, rock stratification, ice cores, 6: Fossils and radiometric data to investigate the earth s changes. 12. Use the theory of plate tectonics to explain the relationship among 2: Earth s Moving Plates earthquakes, volcanoes, mid-ocean ridges, and deep-sea trenches. 11: The Ocean Floor 13. Explore how weather phenomena and human activity are interrelated. 12: Earth s Changing Weather 14. Identify and explain factors that influence water quality needed to sustain life. 8: Protecting Earth s Resources 10: Earth s Water Systems Standard 11: All students will gain an understanding of the origin, evolution, and structure of the universe. Grade 12 Standards Passwords Science Vocabulary Earth Science 7. Construct a model that accounts for variation in the length of day and night. 15: Earth and the Moon in Standard 12: All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. Grade 12 Standards Passwords Science Vocabulary Earth Science 8. Investigate the impact of natural phenomena and physical processes, such as 3: Earthquakes earthquakes, volcanoes, forest fires, floods, and hurricanes, on the environment 4: Volcanoes of different regions of the United States and the world. 9. Use scientific, economic, and other data to assess environmental risks and 8: Protecting Earth s Resources benefits associated with human activity. 11/27/07 CURRICULUM ASSOCIATES, Inc Fax