East Hanover Township Public Schools Science Curriculum. Grades 6-8

Transcription

1 East Hanover Township Public Schools Science Curriculum Based on the 2009 New Jersey Core Curriculum Content Standards Grades 6-8 Written by: C. Odell, K. Pomerance (6 th ) J. Michalski (7 th ), and K. Lauritsen (8 th ) Board of Education Approval: April 11, 2011

2 Grade 6 Science Curriculum Team Cynthia Odell Kimberly Pomerance

3 East Hanover Township Public Schools Science Curriculum This Science Curriculum is supported by the following textbook series: MacMillan McGraw-Hill: Science New Jersey, In addition to the science series, numerous media resources including SMART Board presentations and other technological media enrich the learning for students.

4 Sixth Grade Earth Science Curriculum Table of Contents I. Introduction to Scientific Method a. Scientific Method / Process / Lab Writing II. Earth-Moon System a. Tools of Astronomers b. Earth and the Sun c. The Moon in Motion III. The Solar System and Beyond a. The Inner Solar System b. The Outer Solar System c. Stars d. Galaxies and Beyond IV. Earth s Moving Crust a. Moving Plates/Plate Tectonics b. Earthquakes c. Volcanoes V. How Earth Changes Over Time a. Making Mountains and Soil b. Erosion and Deposition c. The Rock Cycle d. Geologic Time i. Four Geologic Eras ii. Fossils VI. Weather and Climate a. Earth s Atmosphere b. Weather c. Climate

5 Grade: 6 th Grade Topic One: Scientific Method / Process / Lab Writing Objective NJCCCS Suggested Materials & Length of Study/ Resources/ Technology for Unit ALW describe methods of modern scientific problem solving ALW demonstrate use of the Scientific Method ALW experiment using demonstrated lab safety procedure ALW apply Scientific Method in lab report writing 5.1. A Understand Scientific Explanations. Demonstrate understanding and use interrelationships among central scientific concepts to revise explanations and to consider alternative explanations. Use mathematical, physical, and computational tools to build conceptual-based models and to pose theories Use scientific principles and models to frame and synthesize scientific arguments and pose theories B Generate Scientific Evidence Through Active Investigations. Design investigations and use scientific instrumentation to collect, analyze, and evaluate evidence as part of building and revising models and explanations. Gather, evaluate, and represent evidence suing scientific tools, technologies and computational Suggested length of study: One week Classroom text and workbooks Discussion questions Lab activities with necessary hands-on materials Telescopes Visuals via SmartBoard Graphic organizers Models Lesson/chapter reviews Suggested Benchmarks / Assessments for Unit Cross-curricular activities Interpretation of data charts, tables and graphics Short answer/open-ended essay questions Historic/cultural connections Current events Homework assignments Quizzes Lab Reports Writing in the content area Portfolios Teacher-directed, Student-created projects Chapter tests

6 strategies. Use qualitative and quantitative evidence to develop evidence-based arguments. Use quality controls to examine data sets and to examine evidence as a means of generating and reviewing strategies. 5.1.C Reflect on Scientific Knowledge Monitor one s own thinking as understandings of scientific concepts are refined. Revise predictions or explanations on the basis of discovering new evidence, learning new information or using models. Generate new and productive questions to evaluate and refine core explanations. 5.1.D Participate Productively in Science Engage in multiple forms of discussion in order to process, make sense of, and learn from others ideas, observations, and experiences.

7 Engage in productive scientific discussion practices during conversations with peers, both factto-face and virtually, in the context of scientific investigations and model-building. Demonstrate how to safely use tools, instruments, and supplies.

8 Grade: 6 th Grade Topic Two: Tools of Astronomers Objective NJCCCS Suggested Materials & Length of Study/ Resources/ Technology for Unit 5.2.C Know characteristics of Suggested length of study: familiar forms of energy One week ALW explore the different methods of learning about a planet. ALW explain what astronomers study and their scientific method ALW describe light and telescopes ALW describe the requirements and goals of space travel Illustrate and explain what happens when light travels from air into water. Predict the path of reflected or refracted light using reflecting and refracting telescopes as examples. Describe how prisms can be used to demonstrate that visible light from the Sun is made up of different colors. Classroom text and workbooks Discussion questions Lab activities with necessary hands-on materials Telescopes Visuals via SmartBoard Graphic organizers Models Lesson/chapter reviews Suggested Benchmarks / Assessments for Unit Cross-curricular activities Interpretation of data charts, tables and graphics Short answer/open-ended essay questions Historic/cultural connections Current events Homework assignments Quizzes Lab Reports Writing in the content area Portfolios Teacher-directed, Student-created projects Chapter tests

9 Grade: 6 th Grade Topic Three: Earth and the Sun Objective NJCCCS Suggested Materials & Length of Study/ Resources/ Technology for Unit 5.4.A Objects in the Universe ALW explore how shadows on Earth change with the Sun s position ALW describe Earth s rotation and its consequences ALW describe Earth s revolution and the cause of the seasons ALW explain how the Sun is Earth s energy source Formulate a general description of the daily motion of the Sun across the sky based on shadow observations. Explain how shadows could be used to tell the time of the day. Generate a model with explanatory value that explains both why objects roll down ramps as well as why the Moon orbits Earth Generate and analyze evidence (through simulations) that the Sun s apparent motion across the sky changes over the course of the year. Construct and evaluate models demonstrating the rotation of Earth on its axis and the orbit of Earth around the Sun. Predict what would happen to an orbiting object if gravity were increased, decreased, or taken away. Use evidence of global variations in day length, temperature, and the amount of solar radiation striking Earth s surface to create models that explain these phenomena and seasons. Explain how new evidence obtained using telescopes (e.g., the phases of Venus or the moons of Jupiter) allowed 17 th -century astronomers to displace the geocentric model of the universe. Suggested length of study: One week Classroom text and workbooks Discussion questions Lab activities with necessary hands-on materials Telescopes Visuals via SmartBoard Graphic organizers Models Lesson/chapter reviews Suggested Benchmarks / Assessments for Unit Cross-curricular activities Interpretation of data charts, tables and graphics Short answer/open-ended essay questions Historic/cultural connections Current events Homework assignments Quizzes Lab Reports Writing in the content area Portfolios Teacher-directed, Student-created/ Projects Chapter Tests

10 Grade: 6 th Grade Topic Four: The Moon in Motion Objective NJCCCS Suggested Materials & Length of Study/ Resources/ Technology for Unit ALW explore and explain the phases of the moon ALW describe and explain the eclipses ALW describe what tides are ALW describe surface features of the moon 5.4.A Objects in the Universe Identify patterns of the Moon s appearance and make predictions about its future appearance based on observational data Analyze moon-phase, eclipse, and tidal data to construct models that explain how the relative positions and motions of the Sun, Earth, and Moon cause these three phenomena. Suggested length of study: One week Classroom text and workbooks Discussion questions Lab activities with necessary hands-on materials Telescopes Visuals via SmartBoard Graphic organizers Models Lesson/chapter reviews Suggested Benchmarks / Assessments for Unit Cross-curricular activities Interpretation of data charts, tables and graphics Short answer/open-ended essay questions Historic/cultural connections Current events Homework assignments Quizzes Lab Reports Writing in the content area Portfolios Teacher-directed, Student-created projects Chapter tests

11 Grade: 6 th Grade Topic Five: The Inner Solar System Objective NJCCCS Suggested Materials & Length of Study/ Resources/ Technology for Unit ALW explore how to distinguish a planet from a star ALW compare and contrast the inner planets ALW explain what an asteroid is 5.4.A Objects in the Universe Analyze and evaluate evidence in the form of data tables and photographs to categorize and relate solar system objects (e.g., planets, dwarf planets, moons, asteroids, and comets). Predict what would happen to an orbiting object if gravity were increased, decreased, or taken away. Compare and contrast the major physical characteristics (including size and scale) of solar system objects using evidence in the form of data tables and photographs. Suggested length of study: One week Classroom text and workbooks Discussion questions Lab activities with necessary hands-on materials Telescopes Visuals via SmartBoard Graphic organizers Models Lesson/chapter reviews Suggested Benchmarks / Assessments for Unit Cross-curricular activities Interpretation of data charts, tables and graphics Short answer/open-ended essay questions Historic/cultural connections Current events Homework assignments Quizzes Lab Reports Writing in the content area Portfolios Teacher-directed, Student-created projects Chapter tests

12 Grade: 6 th Grade Topic Six: The Outer Solar System Objective NJCCCS Suggested Materials & Length of Study/ Resources/ Technology for Unit 5.4.A Objects in the Universe ALW explore the relative distances of the planets from the Sun ALW compare and contrast the outer planets ALW explain what comets and meteoroids are ALW describe the moons of Jupiter Analyze and evaluate evidence in the form of data tables and photographs to categorize and relate solar system objects (e.g., planets, dwarf planets, moons, asteroids, and comets). Predict what would happen to an orbiting object if gravity were increased, decreased, or taken away. Compare and contrast the major physical characteristics (including size and scale) of solar system objects using evidence in the form of data tables and photographs Analyze data regarding the motion of comets, planets, and moons to find general patterns of orbital motion Suggested length of study: One week Classroom text and workbooks Discussion questions Lab activities with necessary hands-on materials Telescopes Visuals via SmartBoard Graphic organizers Models Lesson/chapter reviews Suggested Benchmarks / Assessments for Unit Cross-curricular activities Interpretation of data charts, tables and graphics Short answer/open-ended essay questions Historic/cultural connections Current events Homework assignments Quizzes Lab Reports Writing in the content area Portfolios Teacher-directed, Student-created projects Chapter tests

13 Grade: 6 th Grade Topic Seven: Stars Objective NJCCCS Suggested Materials & Length of Study/ Resources/ Technology for Unit 5.4.A Objects in the Universe ALW explore the difference between real and apparent star distance ALW describe properties of stars ALW describe the stages of a star s life cycle ALW describe properties of the Sun Predict what would happen to an orbiting object if gravity were increased, decreased, or taken away. Compare and contrast the major physical characteristics (including size and scale) of solar system objects using evidence in the form of data tables and photographs Analyze an H-R diagram and explain the life cycle of stars of different masses using simple stellar models. Analyze simulated and/or real data to estimate the number of stars in our galaxy and the number of galaxies in our universe. Critique evidence for the theory that the universe evolved as it expanded from a single point 13.7 billion years ago. Argue, citing evidence (e.g., Hubble Diagram), the theory of an expanding universe. Suggested length of study: One week Classroom text and workbooks Discussion questions Lab activities with necessary hands-on materials Telescopes Visuals via SmartBoard Graphic organizers Models Lesson/chapter reviews Suggested Benchmarks / Assessments for Unit Cross-curricular activities Interpretation of data charts, tables and graphics Short answer/open-ended essay questions Historic/cultural connections Current events Homework assignments Quizzes Lab Reports Writing in the content area Portfolios Teacher-directed, Student-created projects Chapter tests

14 Grade: 6 th Grade Topic Eight: Galaxies and Beyond Objective NJCCCS Suggested Materials & Length of Study/ Resources/ Technology for Unit 5.4.A Objects in the Universe ALW explore how galaxies are classified ALW describe the Milky Way and the other galaxies ALW describe the evolution of the universe and its contents ALW describe ongoing research such as quasars Explain how new evidence obtained using telescopes (e.g., the phases of Venus or the moons of Jupiter) allowed 17 th century astronomers to displace the geocentric model of the universe Collect, analyze, and critique evidence that supports the theory that Earth and the rest of the solar system formed from a nebular cloud of dust and gas 4.6 billion years ago. Analyze simulated and/or real data to estimate the number of stars in our galaxy and the number of galaxies in our universe. Critique evidence for the theory that the universe evolved as it expanded from a single point 13.7 billion years ago. Argue, citing evidence (e.g., Hubble Diagram), the theory of an expanding universe. Suggested length of study: One week Classroom text and workbooks Discussion questions Lab activities with necessary hands-on materials Telescopes Visuals via SmartBoard Graphic organizers Models Lesson/chapter reviews Suggested Benchmarks / Assessments for Unit Cross-curricular activities Interpretation of data charts, tables and graphics Short answer/open-ended essay questions Historic/cultural connections Current events Homework assignments Quizzes Lab Reports Writing in the content area Portfolios Teacher-directed, Student-created projects Chapter tests

15 Grade: 6 th Grade Topic Nine: Moving Plates Objective NJCCCS Suggested Materials & Length of Study/ Resources/ Technology for Unit 5.2.C Forms of Energy ALW Explore finding patterns in coastlines of continents ALW evaluate continental drift and seafloor spreading ALW compare plate tectonics with other theories of crustal motion ALW explain how plate tectonics unifies theories of crustal motion Draw and label, diagrams showing several ways that energy can be transferred from one place to another. 5.2.D Energy Transfer Measure quantitatively the energy transferred between objects during a collision 5.4.D Tectonics Apply understanding of the motion of lithospheric plates to explain why the Pacific Rim is referred to as the Ring of Fire Locate areas that are being created (deposition) and destroyed (erosion) using maps and satellite images. Apply knowledge of Earth s magnetic fields to successfully complete an orienteering challenge. Model the interactions between the layers of Earth. Suggested length of study: Three weeks Classroom text and workbooks Discussion questions Lab activities with necessary hands-on materials Telescopes Visuals via SmartBoard Graphic organizers Models Lesson/chapter reviews Suggested Benchmarks / Assessments for Unit Cross-curricular activities Interpretation of data charts, tables and graphics Short answer/open-ended essay questions Historic/cultural connections Current events Homework assignments Quizzes Lab Reports Writing in the content area Portfolios Teacher-directed, Student-created projects Chapter tests

16 Present evidence to support arguments for the theory of plate motion. Explain why geomagnetic north and geographic north are at different locations. Explain the mechanisms for plate motions using earthquake data, mathematics, and conceptual models. Calculate the average rate of seafloor spreading using archived geomagnetic-reversals data.

17 Grade: 6 th Grade Topic Ten: Earthquakes Objective NJCCCS Suggested Materials & Length of Study/ Resources/ Technology for Unit 5.4.D Tectonics ALW explore patterns to the location of earthquakes ALW describe what earthquakes are ALW explain what seismic waves can tell about earthquakes ALW describe how to prepare for and predict earthquakes Apply understanding of the motion of lithospheric plates to explain why the Pacific Rim is referred to as the Ring of Fire Locate areas that are being created (deposition) and destroyed (erosion) using maps and satellite images. Apply knowledge of Earth s magnetic fields to successfully complete an orienteering challenge. Model the interactions between the layers of Earth. Present evidence to support arguments for the theory of plate motion. Explain why geomagnetic north and geographic north are at different locations. Explain the mechanisms for plate motions using earthquake data, mathematics, and conceptual models. Calculate the average rate of seafloor spreading using archived geomagnetic-reversals data. Suggested length of study: Three weeks Classroom text and workbooks Discussion questions Lab activities with necessary hands-on materials Telescopes Visuals via SmartBoard Graphic organizers Models Lesson/chapter reviews Suggested Benchmarks / Assessments for Unit Cross-curricular activities Interpretation of data charts, tables and graphics Short answer/open-ended essay questions Historic/cultural connections Current events Homework assignments Quizzes Lab Reports Writing in the content area Portfolios Teacher-directed, Student-created projects Chapter tests

18 Grade: 6 th Grade Topic Eleven: Volcanoes Objective NJCCCS Suggested Materials & Length of Study/ Resources/ Technology for Unit ALW explore patterns in the location of volcanoes ALW relate volcanoes and plate tectonics ALW compare and contrast three kinds of volcanoes ALW describe volcanic features 5.4.D Tectonics Apply understanding of the motion of lithospheric plates to explain why the Pacific Rim is referred to as the Ring of Fire Locate areas that are being created (deposition) and destroyed (erosion) using maps and satellite images. Apply knowledge of Earth s magnetic fields to successfully complete an orienteering challenge. Model the interactions between the layers of Earth. Present evidence to support arguments for the theory of plate motion. Explain why geomagnetic north and geographic north are at different locations. Explain the mechanisms for plate motions using earthquake data, mathematics, and conceptual models. Calculate the average rate of seafloor spreading using archived geomagneticreversals data. Suggested length of study: Three weeks Classroom text and workbooks Discussion questions Lab activities with necessary hands-on materials Telescopes Visuals via SmartBoard Graphic organizers Models Lesson/chapter reviews Suggested Benchmarks / Assessments for Unit Cross-curricular activities Interpretation of data charts, tables and graphics Short answer/open-ended essay questions Historic/cultural connections Current events Homework assignments Quizzes Lab Reports Writing in the content area Portfolios Teacher-directed, Student-created projects Chapter tests

19 Grade: 6 th Grade Topic Twelve: Making Mountains and Soil Objective NJCCCS Suggested Materials & Length of Study/ Resources/ Technology for Unit 5.4.B History of Earth ALW explore what produces mountains ALW identify the forces that make and shape landforms ALW compare and contrast kinds of weathering ALW explain how soil is produced and is transported Examine Earth s surface features and identify those created on a scale of human life or on a geologic time scale Determine if landforms were created by processes of erosion (e.g., wind, water, and/or ice) based on evidence in pictures, video, and/or maps Describe methods people use to reduce soil erosion. 5.4.C Properties of Earth Materials Create a model to represent how soil is formed. Categorize unknown samples as either rocks or minerals. Predict the types of ecosystems that unknown soil samples could support based on soil properties. Determine the chemical properties of soil samples in order to select an appropriate location for a community garden. Explain how chemical and physical mechanisms (changes) are responsible for creating a variety of Suggested length of study: Two weeks Classroom text and workbooks Discussion questions Lab activities with necessary hands-on materials Telescopes Visuals via SmartBoard Graphic organizers Models Lesson/chapter reviews Suggested Benchmarks / Assessments for Unit Cross-curricular activities Interpretation of data charts, tables and graphics Short answer/open-ended essay questions Historic/cultural connections Current events Homework assignments Quizzes Lab Reports Writing in the content area Portfolios Teacher-directed, Student-created projects Chapter tests

20 landforms. 5.4.D Tectonics Locate areas that are being created (deposition) and destroyed (erosion) using maps and satellite Present evidence to support arguments for the theory of plate motion.

21 Grade: 6 th Grade Topic Thirteen: Erosion and Deposition Objective NJCCCS Suggested Materials & Length of Study/ Resources/ Technology for Unit 5.4.B History of Earth ALW explore why sediment moves down hill ALW explain how erosion and deposition work with gravity and wind ALW describe how running water changes the land ALW describe how glaciers change the land Determine if landforms were created by processes of erosion (e.g., wind, water, and/or ice) based on evidence in pictures, video, and/or maps. Describe methods people use to reduce soil erosion. 5.4.C Properties of Earth Explain how chemical and physical mechanisms (changes) are responsible for creating a variety of landforms. 5.4.D Tectonics Locate areas that are being created (deposition) and destroyed (erosion) using maps and satellite images. Suggested length of study: Two weeks Classroom text and workbooks Discussion questions Lab activities with necessary hands-on materials Telescopes Visuals via SmartBoard Graphic organizers Models Lesson/chapter reviews Suggested Benchmarks / Assessments for Unit Cross-curricular activities Interpretation of data charts, tables and graphics Short answer/open-ended essay questions Historic/cultural connections Current events Homework assignments Quizzes Lab Reports Writing in the content area Portfolios Teacher-directed, Student-created projects Chapter tests

22 Grade: 6 th Grade Topic Fourteen: The Rock Cycle Objective NJCCCS Suggested Materials & Length of Study/ Resources/ Technology for Unit 5.4.B History of Earth ALW explore how to tell types of rocks apart ALW identify ways of recognizing minerals and rocks ALW identify examples of rocks that form from sediment and from other rocks ALW trace pathways of change in the rock cycle Interpret a representation of a rock layer sequence to establish oldest and youngest layers, geologic events and changing life forms Determine if landforms were created by processes of erosion (e.g., wind, water, and/or ice) based on evidence in pictures, video, and/or maps. 5.4.C Properties of Earth Materials Categorize unknown samples as either rock or minerals. Distinguish physical properties of sedimentary, igneous, or metamorphic rocks and explain how one kind of rock could eventually become a different kind of rock. Deduce the story of the tectonic conditions and erosion forces that created sample rocks or rock formation. Suggested length of study: Two weeks Classroom text and workbooks Discussion questions Lab activities with necessary hands-on materials Telescopes Visuals via SmartBoard Graphic organizers Models Lesson/chapter reviews Suggested Benchmarks / Assessments for Unit Cross-curricular activities Interpretation of data charts, tables and graphics Short answer/open-ended essay questions Historic/cultural connections Current events Homework assignments Quizzes Lab Reports Writing in the content area Portfolios Teacher-directed, Student-created projects Chapter tests

23 Grade: 6 th Grade Topic Fifteen: Geologic Time Objective NJCCCS Suggested Materials & Length of Study/ Resources/ Technology for Unit 5.4.B History of Earth ALW explore ways to determine relative age ALW describe what a rock s position and fossil content can reveal ALW describe how half-life is used to determine absolute age ALW compare and contrast the four geologic eras Use data gathered from observations of fossils to argue whether a given fossil is terrestrial or marine in origin Interpret a representation of a rock layer sequence to establish oldest and youngest layers, geologic events, and changing life forms. Examine Earth s surface features and identify those created on a scale of human life or on a geologic time scale. Correlate the evolution of organisms and the environmental conditions on Earth as they changed throughout geologic time. Evaluate the appropriateness of increasing the human population in a region (e.g., barrier islands, Pacific Northwest, Midwest United States) based on the region s history of catastrophic events, such as volcanic eruptions, earthquakes, and floods. Correlate stratigraphic columns from various locations by using index fossils and other dating techniques. Account for the evolution of species by citing specific absolute-dating evidence of fossil samples. Suggested length of study: Three weeks Classroom text and workbooks Discussion questions Lab activities with necessary hands-on materials Telescopes Visuals via SmartBoard Graphic organizers Models Lesson/chapter reviews Suggested Benchmarks / Assessments for Unit Cross-curricular activities Interpretation of data charts, tables and graphics Short answer/open-ended essay questions Historic/cultural connections Current events Homework assignments Quizzes Lab Reports Writing in the content area Portfolios Teacher-directed, Student-created projects Chapter tests

24 Grade: 6 th Grade Topic Sixteen: Earth s Atmosphere Objective NJCCCS Suggested Materials & Length of Study/ Resources/ Technology for Unit 5.2.C Forms of Energy ALW describe Earth s atmosphere ALW examine energy transfers in the atmosphere ALW analyze the relationship between air currents and Earth ALW identify the human impact on air quality and ways to monitor air quality standards Draw and label diagrams showing several ways that energy can be transferred from one place to another Relate the transfer of heat from oceans and land masses to the evolution of a hurricane. Structure evidence to explain the relatively high frequency of tornadoes in Tornado Alley 5.4.C Properties of Earth Materials Suggested length of study: Three weeks Classroom text and workbooks Discussion questions Lab activities with necessary hands-on materials Telescopes Visuals via SmartBoard Graphic organizers Models Lesson/chapter reviews Suggested Benchmarks / Assessments for Unit Model the vertical structure of the atmosphere using information from active and passive remote-sensing tools (e.g., satellites, balloons, and/or ground-based sensors) in the analysis Analyze the vertical structure of Earth s atmosphere, and account for the global, regional, and local variations of these characteristics and their impact on life. 5.4.E Energy in Earth Systems Cross-curricular activities Interpretation of data charts, tables and graphics Short answer/open-ended essay questions Historic/cultural connections Current events Homework assignments Quizzes Lab Reports Writing in the content area Portfolios Teacher-directed, Student-created projects Chapter tests Generate a conclusion about energy transfer and circulation by observing

25 a model of convection currents. Explain how energy from the Sun is transformed or transferred in global wind circulation, ocean circulation, and the water cycle. 5.4.G Biogeochemical Cycles Illustrate global winds and surface currents through the creation of world map of global winds and currents that explain the relationship between the two factors.

26 Grade: 6 th Grade Topic Seventeen: Weather Objective NJCCCS Suggested Materials & Length of Study/ Resources/ Technology for Unit 5.4.F Climate and Weather ALW describe weather and its relationship to the water cycle ALW classify pressure systems and weather patterns ALW identify instruments and computer models used to measure and predict weather Identify patterns in data collected from basic weather instruments. Explain the interrelationships between daily temperature, air pressure, and relative humidity data. Create climatographs for various locations around Earth and categorize the climate based on the yearly patterns of temperature and precipitation. Determine the origin of local weather by exploring national and international weather maps. Explain the mechanisms that cause varying daily temperature ranges in a costal community and in a community located in the interior of the country. Create a model of the hydrologic cycle that focuses on the transfer of water in and out of the atmosphere. Apply the model to different climates around the world. Explain that it is warmer in summer and colder in winter for people in New Jersey because the intensity of sunlight is greater and the days are longer in summer than in winter. Connect these seasonal changes in sunlight to the tilt of Earth s axis with respect to the plain of its orbit Suggested length of study: Three weeks Classroom text and workbooks Discussion questions Lab activities with necessary hands-on materials Telescopes Visuals via SmartBoard Graphic organizers Models Lesson/chapter reviews Suggested Benchmarks / Assessments for Unit Cross-curricular activities Interpretation of data charts, tables and graphics Short answer/open-ended essay questions Historic/cultural connections Current events Homework assignments Quizzes Lab Reports Writing in the content area Portfolios Teacher-directed, Student-created projects Chapter tests

27 around the Sun. 5.4.G Biogeochemical Cycles Explain how clouds form. Observe daily cloud patterns, types of precipitation, and temperature, and categorize the clouds by the conditions that form precipitation Illustrate global winds and surface currents through the creation of a world map of global winds and currents that explain the relationship between the two factors.

28 Grade: 6 th Grade Topic Eighteen: Climate Objective NJCCCS Suggested Materials & Length of Study/ Resources/ Technology for Unit 5.4.F Climate and Weather ALW compare and contrast various climates ALW explain the variables that affect climate cycles ALW predict future climate change related to current human activities Explain the interrelationships between daily temperature, air pressure, and relative humidity data. Create climatographs for various locations around Earth and categorize the climate based on the yearly patterns of temperature and precipitation Determine the origin of local weather by exploring national and international weather maps. Explain the mechanisms that cause varying daily temperature ranges in coastal community and in a community located in the interior of the country Create a model of the hydrologic cycle that focuses on the transfer of water in and out of the atmosphere. Apply the model to different climates around the world. Explain that it is warmer in summer and colder in winter for people in New Jersey because the intensity of sunlight is greater and the days are longer in summer than in winter. Connect these seasonal changes in sunlight to the tilt of Earth s axis with respect to the plain of its orbit around the Sun. Explain how the climate in regions Suggested length of study: Three weeks Classroom text and workbooks Discussion questions Lab activities with necessary hands-on materials Telescopes Visuals via SmartBoard Graphic organizers Models Lesson/chapter reviews Suggested Benchmarks / Assessments for Unit Cross-curricular activities Interpretation of data charts, tables and graphics Short answer/open-ended essay questions Historic/cultural connections Current events Homework assignments Quizzes Lab Reports Writing in the content area Portfolios Teacher-directed, Student-created projects Chapter tests

29 throughout the world is affected by seasonal weather patterns, as well as other factors, such as the addition of greenhouse gases to the atmosphere and proximity to mountain ranges and to the ocean 5.4.G Biogeochemical Cycles Represent and explain, using sea surface temperature maps, how ocean currents impact the climate of coastal communities. Investigate a local or global environmental issue by defining the problem, researching possible causative factors, understanding the underlying science, and evaluating the benefits and risks of alternative solutions

30 Grade: 7, Life Science Topic One: Characteristics of Living Things Students will be able to: Objective NJCCCS Suggested Materials & Length of Study/Resources/Technology for Unit 1. Understand the characteristics that all living things have in common. 2. Understand the four essential needs of living things. 5.3.A. Organization and Development Living organisms are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of molecules, which also carry out biological functions. ** A B. Matter and Energy Transformation Food is required for energy and building cellular materials. Organisms in an ecosystem have different ways of obtaining food, and some organisms obtain their food directly from other organisms. ** B.1 ** B.2 ** see note below Suggested Length of Study: 1-2 class periods at start of school year Suggested Resources: Discussion, class notes, audiovisual materials. Suggested Benchmarks/Assessments for Unit Demonstration of student knowledge through: Oral question-answer sessions Open discussion Written quiz ** NOTE: This first topic requires 1-2 class periods to accommodate. NJCCCS are recorded which are below 7th grade level. This is merely to indicate NJCCCS that are re-addressed by portions of the 7th grade curriculum. These areas are not being taught and assessed below 7th grade level, but rather are being reviewed in preparation for moving on to further, grade-appropriate, material. These early topics have no parallel NJCCCS at the higher grade levels, but still need a brief review before commencing with the course.

31 Grade: 7, Life Science Topic Two: Scientific Method East Hanover Science Curriculum Objective NJCCCS Suggested Materials & Length of Study/Resources/Technology for Unit Students will be able to: 1. Understand the significance of, and steps to, modern scientific problem-solving. 2. Distinguish between science and pseudoscience. 5.1.A. Understand Scientific Explanations. Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world A A A B. Generate Scientific Evidence Through Active Investigations. Suggested Length of Study: 3 to 4 weeks (September) Suggested Resources: Discussion, class notes, audiovisual materials Experimental exercise with lab report. Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims B B B B C. Reflect on Scientific Knowledge Scientific knowledge builds on itself over time C C C D. Participate Productively in Science The growth of scientific knowledge involves critique and communication which are social practices that are governed by a core set of values and norms. Suggested Benchmarks/Assessments for Unit Demonstration of student knowledge through: Oral question-answer sessions Open discussion Written quiz Experimental exercise and written lab report Lab report requires mathematical calculations and interpretation, and an introduction that involves rough draft and revisions D D D.3

32 Grade: 7, Life Science Topic Three: Ecology and Ecosystems Students will be able to: Objective NJCCCS Suggested Materials & Length of Study/Resources/Technology for Unit 1. Understand the principle of energy transformation in ecosystems. 2. Understand the roles and interrelationships between organisms occupying different trophic levels in an ecosystem. 5.3.B. Matter and Energy Transformation Food is required for energy and building cellular materials. Organisms in an ecosystem have different ways of obtaining food, and some organisms obtain their food directly from other organisms B B B B B C. Interdependence Suggested Length of Study: 4 to 6 weeks (October-November) Suggested Resources: Discussion, class notes, graphic organizers, audiovisual materials Student poster project (food web of a randomly-chosen ecosystem). All animals and most plants depend on both other organisms and their environment to meet their basic needs C C C C C C G Earth Systems/Biogeochemical Cycles The biogeochemical cycles in the Earth systems include the flow of microscopic and macroscopic resources from one reservoir in the hydrosphere, geosphere, atmosphere, or biosphere to another, are driven the Earth s internal and external sources of energy, and are impacted by human activity G G.2 Suggested Benchmarks/Assessments for Unit Demonstration of student knowledge through: Oral question-answer sessions Open discussion Written quiz Student food web poster project Ecosystem project involves artwork and creative initiative. Students must choose graphic symbolism for various roles in their ecosystem and devise educationally effective ways of displaying a detailed concept in graphic form.

33 Grade: 7, Life Science Topic Four: Cell Biology & Compound Microscope Students will be able to: Objective NJCCCS Suggested Materials & Length of Study/Resources/Technology for Unit 1. Understand the structure and functions of various organelles of a eukaryotic cell. 2. Understand the functions of all parts of the compound microscope, and be able to demonstrate their use with fluency. 5.3.A. Organization and Development Living organisms are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of molecules, which also carry out biological functions A A A B. Generate Evidence Through Active Investigations Suggested Length of Study: 4 to 5 weeks (December-January) Suggested Resources: Discussion, class notes, graphic organizers, work with microscope, practice with laboratory illustration. Student project (comparing a living cell to an analogous working system, like a sports team or a town) Suggested Benchmarks/Assessments for Unit Demonstration of student knowledge through: Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims B D. Participate Productively in Science The growth of scientific knowledge involves critique and communication which are social practices that are governed by a core set of values and norms D D.4 (if live microorganisms are used) Oral question-answer sessions Open discussion Written quiz Student cell project Microscope practical Lab illustrations Students' innate artistic skill levels are enhanced by emphasizing patience and persistence to produce quality work within limited timeframe. Math skills are exercised in estimating cell size based on proportion of field of view as seen through microscope. Cell as a System project involves artwork and/or computer presentation, and creative initiative. Students develop an original analogy to teach the functions of different parts of a cell, and devise educationally-effective ways of displaying a multifaceted concept in graphic form.

34 Grade: 7, Life Science Topic Five: Cell Division and Genetics Students will be able to: Objective NJCCCS Suggested Materials & Length of Study/Resources/Technology for Unit 1. Understand the structure and functions of various organelles involved in Mitosis and Meiosis. 2. Understand the elements and significance of the phases of Mitosis and Meiosis. 3. Read and interpret Karyotypes to identify gender and chromosomal disorders. 4. Understand the concepts of genetics and inheritance. 5. Use mathematical models to predict the outcome of various genetic crosses. 5.3.A. Organization and Development Living organisms are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of molecules, which also carry out biological functions A A A D. Heredity and Reproduction. Organisms reproduce, develop, and have predictable life cycles. Organisms contain genetic information that influences their traits, and they pass this on to their offspring during reproduction D D D D D D D D D.3 Suggested Length of Study: 7 to 8 weeks (January-February) Suggested Resources: Discussion, class notes, graphic organizers, karyotyping materials, worksheets with genetics problems, audiovisual presentations. Suggested Benchmarks/Assessments for Unit Demonstration of student knowledge through: Oral question-answer sessions Practice problems Open discussion Genetics problem worksheets Written quizzes Mathematical skills are exercised throughout the genetics unit, to calculate probabilities of different genetic outcomes based on parental traits.

35 Grade: 7, Life Science Topic Six: Evolution and Diversity East Hanover Science Curriculum Students will be able to: Objective NJCCCS Suggested Materials & Length of Study/Resources/Technology for Unit 1. Understand the principles of Natural Selection and be able to interpret data to identify different patterns of evolution. 2. Understand various categories of evidence for evolution, along with the scientific reasons for accepting this evidence. 5.3.E. Evolution and Diversity Sometimes, differences between organisms of the same kind provide advantages for surviving and reproducing in different environments. These selective differences may lead to dramatic changes in characteristics of organisms in a population over extremely long periods of time E E E E E C. Reflect on Scientific Knowledge Suggested Length of Study: 4 to 5 weeks (March-April) Suggested Resources: Discussion, class notes, graphic organizers, audiovisual presentations. Lab exercise: Population Change through Selection Suggested Benchmarks/Assessments for Unit Scientific knowledge builds on itself over time C C C.3 Demonstration of student knowledge through: Oral question-answer sessions Open discussion Lab exercise Written quizzes Interpretation of graphs is used to determine patterns of natural selection based on collected data.

36 Grade: 7, Life Science Topic Seven: Human Body Systems East Hanover Science Curriculum Students will be able to: Objective NJCCCS Suggested Materials & Length of Study/Resources/Technology for Unit 1. Understand the organization of the human body. 2. Understand the major body systems, and health issues relating to each. 5.3.A. Organization and Development Living organisms are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of molecules, which also carry out biological functions A A A A.1 Suggested Length of Study: 6 to 7 weeks (May-June) Suggested Resources: Discussion, class notes, graphic organizers, human anatomy diagrams, audiovisual presentations. Suggested Benchmarks/Assessments for Unit Demonstration of student knowledge through: Oral question-answer sessions Open discussion Labeled diagrams Written quizzes

37 8 th Grade Physical Science Table of Contents I. Scientific Method A. Process/Inquiry B. Measurement C. Safety II. Matter and Its Properties A. Physical Properties and Changes B. Chemical Properties and Changes C. States of Matter 1. solids and liquids 2. gas laws III. Introduction to Atoms A. History of Atomic Theory B. Parts of an Atom IV. The Periodic Table A. Organization B. Groups and Characteristics C. Trends and Patterns V. Interactions of Matter A. Chemical Bonds 1. ionic bonds 2. covalent bonds 3. metallic bonds B. Chemical Reactions VI. Electricity A. Electric Charge B. Current, Voltage, Resistance C. Electric Power and Electrical Energy VII. Matter in Motion A. Speed, Velocity and Acceleration B. Forces C. Friction D. Gravity VIII. Forces in Motion A. Falling Objects B. Laws of Motion C. Momentum VIIII. Energy and Energy Resources A. Energy and Work B. Types of Energy C. Energy Resources D. Roller Coasters X. Waves and Light A. Electric and Magnetic Waves B. Speed of Light C. Ways to move and see light

38 **For all Topics: 5.1.A. Understand Scientific Explanations A A A.3 East Hanover Science Curriculum - 8 th Grade 5.1.B. Generate Scientific Evidence Through Active Investigations B B B B C. Reflect on Scientific Knowledge C C C D. Participate Productively in Science D D D D.4 **NOTE: Grade 4 standards covered are concepts used and built upon within the unit. Grade 12 standards are concepts that are introduced and covered in concrete ways to reach the thinking of 8 th grade students. East Hanover Science Curriculum, Grades 6-8 Page 38

39 Grade: 8, Physical Science Topic One: Scientific Method Objective NJCCCS Suggested Materials/Resources/Technology for Unit Students will be able to: 1. Identify the process and apply the scientific method during scientific inquiry and discussions. 2. Demonstrate effective scientific habits by creating scientific labs and questions and completing experiments safely and critically. 3. Identify and accurately use models and measurement tools by collecting data and analyzing the use of each type of scientific tool. 5.1.A Scientific Practices: Understand Scientific Explanations Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, represent, and interpreting the natural and designed world A.2, A B Scientific Practices: Generate Scientific Evidence Through Active Investigations Students will master the conceptual, mathematical, physical, and computational tells that need to applied when constructing and evaluating claims B D Scientific Practices: Participate Productively in Science The growth of scientific knowledge involves critique and communication, which are socal practices that are governed by core set of values and norms D.3 Suggested Length of Study September Suggested Resources HOLT: Physical Science textbook (chapter 1) Lab materials Smart Board Measurement tools Suggested Benchmarks /Assessments for Unit Demonstration of student knowledge through: Directed Reading Labs Reinforcement worksheets Vocabulary quiz Chapter assessment Do Nows Teacher observation/discussion/question and answer Students will write a WANTED poster, organizing information of famous and not-so-famous scientists (LA and art) Students will read and organize facts throughout the chapter (LA) East Hanover Science Curriculum, Grades 6-8 Page 39

40 Grade: 8, Physical Science Topic Two: Matter and Its Properties Objective NJCCCS Suggested Materials/Resources/Technology for Unit Students will be able to: 1. Identify matter based on its physical and chemical properties by identifying and discussing properties and characteristics of different objects. 2. Compare measurement properties of matter by calculating and analyzing the volume and density of objects and matter. 3. Apply their knowledge of physical and chemical changes by accurately observing and identifying and classify physical and chemical changes based on observations. 4. Compare the three states of matter by their characteristic properties by analyzing the behavior of their particles. 5. Predict the behavior of gases by predicting, observing, manipulating and analyzing different demonstrations and simulations based on pressure, volume and temperature. 6. Determine that adding energy or decreasing energy will cause a change in state by manipulating a simulation and experimenting/ observing/analyzing data A Physical Science: Properties of Matter All objects and substances in the natural world are composed of matter. Matter has two fundamental properties: matter takes up space, and matter has inertia A.1, A.2, A.3, A B Physical Science: Changes in Matter Substances can undergo physical or chemical changes to form new substances. Each change involves energy B.1, B E Physical Science: Physical Science: Forces and Motion It takes energy to change the motion of objects. The energy change is understood in terms of forces E.4 Suggested Length of Study September/October Suggested Resources HOLT: Physical Science textbook (chapters 2 and 3) Lab materials class notes and in-class activities teacher demonstrations Smart Board Suggested Benchmarks /Assessments for Unit Demonstration of student knowledge through: Math Practice: Density and Volume In-class review assessment comparing physical and chemical changes. Labs (2) Vocabulary Quizzes 2-Chapter assessment Do Nows Teacher observation/discussion/question and answer Students will focus on adjectives to describe matter (LA). Students will read and organize facts throughout the chapter (LA) East Hanover Science Curriculum, Grades 6-8 Page 40