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STAFFORD TOWNSHIP SCHOOL DISTRICT Manahawkin, NJ Sixth Grade

Science Curriculum

“Aligned to the CCCS 2009”

This Curriculum is reviewed and updated annually as needed

This Curriculum was approved at the Board of Education Meeting August 16, 2012, January 3, 2013, January 6, 2014, January 7, 2015

Mission Stafford Township School District, together with parents/guardians and community, shall provide a secure, nurturing environment that promotes a positive self-image through solid educational achievements that promote attainment of the core curriculum content standards and promotes behavior enabling our students to become life-long learners in a technological society Philosophy The purpose of the Stafford Township School District Science Curriculum is to develop scientific understanding and civic efficacy (the readiness and willingness to assume citizenship responsibilities and to make informed and reasoned decisions for the public good as citizens). The New Jersey Core Curriculum Content Standards for Science reflect the belief that all students can and must learn enough science to assume their role as concerned citizens, equipped with necessary information and decision-making skills.

The need for scientific literacy in today's increasingly technological world, for fundamental reforms in how science is taught, and for established standards in science education are by now well known and documented. Presidential appeals for excellence, combined with expressions of concern from scientists and educators, have led to national, state, and local initiatives. New Jersey is host to an impressive array of scientific and technological industries, and should play a leadership role in the development and implementation of standards for the teaching and learning of science.

Promoting and respecting individual student growth, the science program recognizes that: • Students gain an understanding and appreciation of science and its impact on daily life. • Develop critical thinking skills which enable them to function as lifelong learners and to

examine and evaluate issues of importance to all Americans. • Acquire basic literacy in the core disciplines of science and have the understandings needed to

apply this knowledge to their lives as citizens. • Understand science as the context for future environmental awareness. • Participate in activities that enhance the common good and increase the general welfare.

As a result, teachers in the Stafford Township School District have clear responsibilities to help all children think, read, write, listen, and speak. Therefore, they will:

• Have high expectations for all students. • Promote the teaching of critical thinking. • Value the needs of students as key elements in instructional planning. • Provide adequate resources for children to explore the content area. • Relate current events as needed to enhance content area instruction. • Communicate regularly and clearly with parents/guardians and encourage them to be a part of

the learning process. • Teach the full spectrum of science outlined by the provided strands.

NJ World Class Standards New Jersey Core Curriculum Content Standards and Common Core Standards

In 2009 New Jersey’s Core Curriculum Content Standards were revised for Visual & Performing Arts, Health & Physical Education, Science, Social Studies, World Languages, Technology, and 21st Century Life and Careers. In 2010 New Jersey adopted the Common Core Standards for English/Language Arts and Mathematics. The revised standards align with the knowledge and skills needed by all students for post-secondary opportunities, which may encompass: four-year college, community college, technical training, military service, direct entry into the workplace, and an array of future careers—including some that are just being envisioned and others that are currently unforeseen. In addition, the standards by necessity reflect a framework for teaching and learning that responds to the needs of 21st-century digital learners by incorporating the 'new literacies' required in an innovation economy: the ability to effectively access, evaluate, and synthesize vast amounts of information; to apply knowledge and skills to personal, workplace, and global challenges; to work collaboratively in cross-cultural settings; to solve problems creatively; and to act ethically as citizens of the world community. These 21st-century student outcomes require a deeper understanding of academic content at much higher levels than ever before. The revised standards facilitate this in-depth learning in all content areas through the systematic and transparent integration of 21st-century knowledge, skills, and themes; global perspectives; cross content connections; and technology. Consequently, successful implementation of the revised standards requires rethinking of traditional curricular and assessment approaches, as well as the creation of 21st-century learning environments in which teachers and students work across and beyond traditional disciplines and boundaries as engaged co-learners, critical and creative thinkers, and problem solvers. -Source: http://www.njcccs.org

About the Common Core Standards… In 2009, 48 states, 2 territories and the District of Columbia signed a memorandum of agreement with the National Governors Association (NGA) and Council of Chief State School Officers (CCSSO), committing to a state-led process – the Common Core State Standards Initiative (CCSSI). On June 2, 2010, the Common Core State Standards for English Language Arts/Literacy and Mathematics (CCSS) were released. Building on the strength of current state standards, the CCSS are designed to be focused, coherent, clear and rigorous; internationally benchmarked; anchored in college and career readiness; and evidence and research based. Created by teachers, parents, education experts, and other from across the country, the Common Core Standards provide clear, consistent expectations for what students should be learning at each grade in order to be prepared for college and career.

Ocean County Science Curriculum

Aligned to the 2009 Standards Ocean County School Districts have a Curriculum Council that is comprised of Curriculum Directors and Administrators that meet on a regular basis to discuss state mandates and initiates. This Council works together to understand the state’s new mandates and how best to implement these initiatives. When New Jersey adopted the Common Core Standards, school districts were faced with the expensive task of updating their current curriculum to the new Common Core Standards. The Ocean County Curriculum Council came up with the idea for all school districts in Ocean County to pull their resources and work together to look at the Common Core Standards and together write a county curriculum that addresses the new standards. Over the summer of 2010, teachers and administrators from most of the school districts in Ocean County met over several weeks to develop the County Science Curriculum document. After the County Curriculum team wrote the document, each school district took the document, added in the resources and materials that were specific to their own district, and then had the document approved by their board of education.

Stafford Township School District Science Curriculum

Content Area: Science

Course Title: General Science Grade Level: 6th

Life Processes September-October

Global Interdependence November-December-January

Dynamic Earth February- March

Astronomy April

Energy, Matter and Motion May-June

Date Created:

July 2010

Board Approved on:


Unit Overview

Content Area: Life Science

Unit Title: Life Processes- Genetics and Reproduction, Evolution and Diversity

Target Course/Grade Level: 6th

Unit Summary

Organisms reproduce, develop, and have predictable life cycles. Organisms contain genetic

information that influences their traits, and they pass this on to their offspring during

reproduction. These selective differences may lead to dramatic changes in characteristics of

organisms in a population over long periods of time.

Primary interdisciplinary connections: Math, Language Arts, Technology

21st century themes: All students will develop an understanding of the nature and impact of

technology, engineering, technological design, and the designed world, as they relate to the

individual, global society, and genetics . For further clarification see NJ World Class Standards

Introductions at www.njcccs.org.

Learning Targets

Content Standards

5.1 This unit will infuse the four strands of the Science Practices Standard 5.1. These include

understanding scientific explanations; generating scientific evidence through active investigation;

reflecting on scientific knowledge; and participating productively in science.

9.1 This unit will also infuse the 21st Century Life & Careers standard 9.1 A.B.C.D. These strands

include: Critical Thinking and Problem Solving; Creativity and Innovation; Collaboration, Teamwork and

Leadership and Cross Cultural Understanding and Interpersonal Communication

5.3 All Students will understand that life science principles are powerful conceptual tools for making sense

of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in

accordance with rules that govern the physical world, and the order of natural systems can be modeled and

predicted through the use of mathematics.

8.1- All students will use digital tools to access, manage, evaluate, and synthesize information in order to

solve problems individually and collaboratively and to create and communicate knowledge

8.2- All students will develop an understanding of the nature and impact of technology, engineering,

technological design, and the designed world, as they relate to the individual, global society, and

environment

CPI # Cumulative Progress Indicator (CPI)

5.3.6.D.1 Predict the long-term effect of interference with normal patterns of reproduction.

5.3.6.D.2 Explain how knowledge of inherited variations within and between generations is

applied to farming and animal breeding.

5.3.6.D.3 Distinguish between inherited and acquired traits/characteristics.

5.3.6.E.1 Describe the impact on the survival of species during specific times in geologic

history when environmental conditions changed.

Technology

8.1.8.A3 Create a multimedia presentation including sound and images.

8.1.8.A.5

Select and use appropriate tools and digital resources to accomplish a variety of tasks

and to solve problems.

8.1.8.D.1 Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security,

and cyber ethics.

8.2.8.G.2 Explain the interdependence of a subsystem that operates as part of a system.

Unit Essential Questions

How do organisms change as they

go through their life cycle?

In what ways are organisms of the same

kind different from each other?

How does this help them reproduce and

survive?

Unit Enduring Understandings

Students will understand that…

Organisms reproduce, develop, have predictable life cycles,

and pass on some traits to their offspring.

Sometimes differences between organisms of the same kind

give advantages in surviving and reproducing in different

environments.

Unit Objectives

Students will know…

5.3.6.D.1

Reproduction is essential to the

continuation of every species.

5.3.6.D.2

Variations exist among organisms of the

same generation (e.g., siblings) and of

different generations (e.g., parent to

offspring).

5.3.6.D.3

Traits such as eye color in human

beings or fruit/flower color in plants are

inherited.

5.3.6.E.1

Changes in environmental conditions

can affect the survival of individual

organisms and entire species.

Unit Objectives

Students will be able to…

5.3.6.D.1

Use authentic data to determine the trends in population

numbers, and consider the specific reasons for the

decline in these populations.

5.3.6.D.2

Explain how given traits can be achieved (and can

occur in higher frequencies) by selective breeding.

5.3.6.D.3

Monitor the different variations found among

organisms of the same kind (color, size, etc.).

5.3.6.E.1

Explain how the extinction of a species occurs when the

environment changes and the adaptation of a species is

insufficient to allow for its survival.

Stafford Township School District Science Curriculum Evidence of Learning

Formative Assessments

Teacher observation and anecdotal records

Completed labs

Written and oral student responses

Science journals/notebooks

Refer to CAD www.njcccs.org

District Wide Formative Assessments

Summative Assessments

Student Created Models

Unit Test

District Wide Summative Assessments

Modifications (ELLs, Special Education, Gifted and Talented)

Language appropriate text, CD’s, video and A/V materials

Provide higher level projects/tasks/resources

Differentiated instruction

Follow all IEP modifications/504 plan

Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources:

http://www.njcccs.org/ResourceContentAreaLink.aspx

http://www.njcccs.org/TechnologyToolbox.aspx

Other resources to be determined by individual districts.

Teacher Notes:

http://www.njcccs.org/

http://www.njcccs.org/ResourceContentAreaLink.aspx

http://www.njccs.org/TechnologyToolbox.aspx


Unit Overview

Content Area: Life Science/ Earth Systems Science

Unit Title: Global Interdependence

Target Course/Grade Level: 6th Grade

Unit Summary

Living organisms are dependent upon environmental factors in their unique biomes. Adaptation to their

ecosystems – including food and shelter resources, as well as physical and predatory needs – ensures the

continuation and advancement of the species.

Primary interdisciplinary connections: Math, Language Arts, and Technology

21st century themes:

All students will develop an understanding of the nature and impact of technology, engineering,

technological design, and the designed world as they relate to the individual, global society and the

environment and ecosystems. For further clarification see NJ World Class Standards Introductions

at www.njcccs.org

Topics to consider include preservation vs. extinction of species; consumption and depletion of natural

resources; the continued evolution of a species; cross-breeding of species to develop new species;

adaptation to changing habitats; and alternative energies & depletion of current energy resources.

Learning Targets

Content Standards

5.1 This unit will infuse the four strands of the Science Practices Standard 5.1. These include:



9.1 This unit will also infuse the 21st Century Life and Career Standard 9.1, strands A-D. These

include: Critical Thinking and Problem Solving; Creativity and Innovation; Collaboration,

Teamwork, and Leadership; and Cross-Cultural Understanding and Interpersonal

Communication.





5.4 All students will understand that Earth operates as a set of complex, dynamic, and interconnected

systems, and is a part of the all-encompassing system of the universe.





environment


LIFE SCIENCE

5.3.6.B.1 Describe the sources of the reactants of photosynthesis and trace the pathway to the products.

5.3.6.B.2 Illustrate the flow of energy (food) through a community.

5.3.6.C.1 Explain the impact of meeting human needs and wants on local and global environments.

5.3.6.C.2 Predict the impact that altering biotic and abiotic factors has on an ecosystem.

5.3.6.C.3 Describe how one population of organisms may affect other plants and/or animals in an

ecosystem.


5.3.6.E.1 Describe the impact on the survival of species during specific times in geologic history when

environmental conditions changed.

EARTH SYSTEM SCIENCE

5.4.6.C.1 Predict the types of ecosystems that unknown soil samples could support based on soil

properties.

5.4.6.G.2 Create a model of ecosystems in two different locations, and compare and contrast

the living and nonliving components.

5.4.6.G.3 Describe ways that humans can improve the health of ecosystems around the world.

TECHNOLOGY

8.1.8.A.3 Create a multimedia presentation including sound and images.

8.1.8.A.4 Generate a spreadsheet to calculate, graph, and present information.

8.1.8.A.5 Select and use appropriate tools and digital resources to accomplish a variety of tasks and to

solve problems.


and cyber ethics.

8.1.8.D.2 Summarize the application of fair use and Creative Commons guidelines.

8.1.8.D.3 Demonstrate how information on a controversial issue may be biased.

8.2.8.F.2 Explain how the resources and processes used in the production of a current technological

product can be modified to have a more positive impact on the environment (e.g., by using

recycled metals, alternate energy sources) and the economy.

8.2.8.G.1 Explain why human-designed systems, products, and environments need to be constantly

monitored, maintained, and improved.



How is matter transformed, and

energy transferred/transformed in

living systems?

In what ways do organisms interact

within ecosystems?

How do organisms change as they

go through their life cycle?

In what ways are organisms of the

same kind different from each other?

How does this help organisms

reproduce and survive?

How do changes in one part of an

earth system affect other parts of the

system?

How do changes in one part of the

earth system affect other parts of the



All organisms transfer matter and convert energy from

one form to another.

All animals and most plants depend on other

organisms and their environments for their basic

needs.

Organisms reproduce, develop, have predictable life

cycles, and pass on some traits to their offspring.

Sometimes differences between organisms of the same

kind give advantages in surviving and reproducing in

different environments.

Changes to Earth’s ecosystems have an immediate and

long-term impact on multiple organisms and environments.

Earth’s components form systems that have cycles and

patterns that allow us to make predictions. These systems

continually interact at different rates of time, affecting the

Earth locally and globally.

http://www.njcccs.org/Search.aspx


system and in what ways can Earth

processes be explained as

interactions among spheres?

Unit Objectives


5.3.6.B.1

Plants are producers: They use the

energy from light to make food

(sugar) from carbon dioxide and

water. Plants are used as a source of

food (energy) for other organisms.

5.3.6.B.2

All animals, including humans, are

consumers that meet their energy

needs by eating other organisms or

their products.

5.3.6.C.1

Various human activities have

changed the capacity of the

environment to support some life

forms.

5.3.6.C.2

The number of organisms and

populations an ecosystem can

support depends on the biotic

resources available and on abiotic

factors, such as quantities of light

and water, range of temperatures,

and soil composition.

5.3.6.C.3

All organisms cause changes in the

ecosystem in which they live. If this

change reduces another organism’s

access to resources, that organism

may move to another location or

die.

5.3.6.D.1



5.3.6.E.1

Changes in environmental

conditions can affect the survival of

individual organisms and entire

species.

5.4.6.C.1

Soil attributes/properties affect the

soil’s ability to support animal life

and grow plants.

Unit Objectives


5.3.6.B.1

Construct a digital simulation to explain how energy

entering the ecosystem as sunlight is transferred by

producers into chemical energy through photosynthesis.

5.3.6.B.2

Create a video podcast or mini-documentary to

demonstrate how individuals and groups of organisms

interact with each other and their environment based on

energy flow

5.3.6.C.1

Distinguish between natural (wildfire, flood, and

drought) and man-made changes (forest clear cutting,

input of pollutants, filling in of marshland) to an

ecosystem and discuss how these changes affect the

balance of an ecosystem.

Research and participate in local projects where

humans are changing the environment to ensure a

species’ survival.

5.3.6.C.2

Cite evidence to support the idea that when the

environment changes, some plants and animals survive

and reproduce, and others die or move to other

locations.

Analyze the changes that occur (e.g., adaptations of

plants and animals) in species of organisms as a result of

the changes in Earth’s physical environment over long

periods of time.

5.3.6.C.3

Explain why moving organisms from their native

ecosystem to a new ecosystem may upset the balance of

the new ecosystem.

5.3.6.D.1

Research populations of animals that have been hunted

or exploited over time.

Use authentic data to determine the trends in population

numbers, and consider the specific reasons for the decline

in these populations.

5.3.6.E.1

Explain how the extinction of a species occurs when the

environment changes and the adaptation of a species is

insufficient to allow for its survival.

Use evidence from the fossil record to develop and

explain their ideas.

5.4.6.C.1

5.4.6.G.2

An ecosystem includes all of the

plant and animal populations and

nonliving resources in a given area.

Organisms interact with each other

and with other components of an

ecosystem.

5.4.6.G.3

Personal activities impact the local

and global environment.

Dig a soil profile at least through the top 2 or 3 soil

horizons and observe the characteristics of the layers as

a way to identify how soil forms.

Select and use appropriate instruments (e.g., hand

lens/magnifier, droppers, funnels, filter paper, sieves) to

analyze soil samples.

Investigate two local open spaces covered in leaf debris.

Mark off a 1 meter square and make observations about

the types and quantities of life living in the square.

In the squares created above, acquire a soil sample from

below all the organic matter and place it in a jar with

some water. Shake the jar and allow the sediments to

settle over a couple of days. Determine the percentage of

sand silt and clay in the entire samples. Discuss the

differences in the soil from the two sites.

5.4.6.G.2

Visit an outdoor natural area and create an ecosystem

model that includes all the living and non-living

components. Label and identify the relationships among

the biotic and abiotic resources that contribute to meeting

the basic needs of organisms in that ecosystem. Repeat

this activity for a second location and compare the two

models.

Remove an abiotic (non-living) resource from the above

model, and infer the consequences of this removal.

5.4.6.G.3

Investigate the cost (water usage and/or carbon footprint)

of a can of soda, bottle of water, or other common

product. Create a multimedia presentation to share the

findings with peers.

Investigate the origins of your favorite fruits and

vegetables. What are the potential benefits and

drawbacks of buying locally (within 100 miles) grown

produce?

Interview at least one farmer, gardener, horticulturist,

nursery employee, agricultural extension agent, or other

people involved in agriculture. Ask questions about: the

types of crops grown; any chemicals or pesticides used

and for what purpose; their application and precautions;

and if any alternatives to these chemicals exist. After the

interviews, compile the information into a graphic

organizer. Each group investigates one or two chemicals

to determine what the chemical is usually used for, who

typically uses it, if it requires a license for use, how long

it persists in the environment, if it is approved by the

EPA, if alternatives exist, and if there are consequences

related to over use of this chemical.


Suggested Formative Assessments

Teacher observations and anecdotal

records

Student responses

Completed labs

Classroom Application Documents (CADs) available

athttp://www.njcccs.org/ResourcebyContentAreaLink.as

px

Science journals


Suggested Summative Assessments

Unit tests

Performance assessments


Suggested Modifications (ELLs, Special Education, Gifted and Talented)

Language reference resources

Differentiated instruction as needed



Suggested Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher

Resources:

http://www.njcccs.org/ResourcebyContentAreaLink.aspx



Teacher Notes:






Unit Overview

Content Area: Science-Life Science/Earth Systems

Unit Title: Global Interdependence

Target Course/Grade Level: 5th Grade

Unit Summary

Living organisms are dependent upon environmental factors in their unique biomes. Adaptation to their

ecosystems – including food and shelter resources, as well as physical and predatory needs – ensures the

continuation and advancement of the species.




technological design, and the designed world as they relate to the individual, global society and the

environment and ecosystems. For further clarification see NJ World Class Standards Introductions

at www.njcccs.org

Topics to consider include preservation vs. extinction of species; consumption and depletion of natural

resources; the continued evolution of a species; cross-breeding of species to develop new species;

adaptation to changing habitats; and alternative energies & depletion of current energy resources.

Learning Targets

Content Standards






Teamwork, and Leadership; and Cross-Cultural Understanding and Interpersonal Communication





5.4 All students will understand that Earth operates as a set of complex, dynamic, and interconnected

systems, and is a part of the all-encompassing system of the universe.





environment


LIFE SCIENCE

5.3.6.C.3 Describe how one population of organisms may affect other plants and/or animals in an

ecosystem.


5.3.6.E.1 Describe the impact on the survival of species during specific times in geologic history when

environmental conditions changed.

5.4.6.G.1 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.

5.4.6.G.2 Create a model of ecosystems in two different locations, and compare and contrast the living

and nonliving components.

EARTH SYSTEM SCIENCE

5.4.6.G.3 Describe ways that humans can improve the health of ecosystems around the world.

TECHNOLOGY



solve problems.


and cyber ethics.

8.1.8.D.2 Summarize the application of fair use and Creative Commons guidelines.


8.2.8.G.1 Explain why human-designed systems, products, and environments need to be constantly

monitored, maintained, and improved.



How does scientific knowledge benefit,

deepen, and broaden from scientists

sharing and debating ideas and

information with peers?

In what ways do organisms interact within

ecosystems?

In what ways are organisms of the same

kind different from each other? How does

this help them reproduce and survive?

How do changes in one part of the earth’s

system affect other parts of the system?

And in what ways can earth processes be

explained as interactions among spheres?



The growth of scientific knowledge involves critique and

communication – social practices that are governed by a

core set of values and norms.

All animals and most plants depend on other organisms

and their environments for their basic needs.

Sometimes differences between organisms of the same

kind give advantages in surviving and reproducing in

different environments.

Earth’s components form systems that have cycles and

patterns that allow us to make predictions. These systems

continually interact at different rates of time affecting the

earth locally and globally.

Unit Objectives


5.3.6.C.3

All organisms cause changes in the

ecosystems in which they live. These

changes could affect the survival or

migration of another organism.

5.3.6.D.1



5.3.6.E.1

Changes in environmental conditions

can affect the survival of individual

organisms and entire species.

5.4.6.G.1

Unit Objectives


5.3.6.C.3

Explain why moving organisms from their native

ecosystem to a new ecosystem may upset the

balance of the new ecosystem.

5.3.6.D.1

Research populations of animals that have been

hunted or exploited over time.

Use authentic data to determine the trends in

population numbers, and consider the specific

reasons for the decline in these populations.

5.3.6.E.1

Explain how the extinction of a species occurs

when the environment changes and the



Circulation of water in marine

environments is dependent on

factors such as the composition of

water masses and energy from the

Sun or wind.

5.4.6.G.2

An ecosystem includes all of the

plant and animal populations and

nonliving resources in a given area.

Organisms interact with each other

and with other components of an

ecosystem.

5.4.6.G.3

Personal activities impact the local

and global environment.

adaptation of a species is insufficient to allow for

its survival.

Use evidence from the fossil record to develop and

explain their ideas.

5.4.6.G.1

Demonstrates the circulation of ocean currents in

the ocean basins using a Mercator projection map.

Use the color red for warm water arrows, and the

color blue for cold water arrows. Generate

statements about the circulation patterns in each

ocean basin as related to the temperature of the

water, solar energy and wind patterns.

Confirm the results of the above activity with

satellite images of sea surface temperature and

wind vectors.

Identify the current found in the Atlantic Ocean

off the coast of New Jersey, and identify where it

came from and where it is going.

5.4.6.G.2

Visit an outdoor natural area and create an

ecosystem model that includes all the living and

non-living components. Label and identify the

relationships among the biotic and abiotic

resources that contribute to meeting the basic

needs of organisms in that ecosystem. Repeat this

activity for a second location and compare the two

models.

Remove an abiotic (non-living) resource from the

above model, and infer the consequences of this

removal.

5.4.6.G.3

Investigate the cost (water usage and/or carbon

footprint) of a can of soda, bottle of water, or other

common product. Create a multimedia

presentation to share the findings with peers.

Investigate the origins of your favorite fruits and

vegetables. What are the potential benefits and

drawbacks of buying locally (within 100 miles)

grown produce?

Interview at least one farmer, gardener,

horticulturist, nursery employee, agricultural

extension agent, or other people involved in

agriculture. Ask questions about: the types of

crops grown; any chemicals or pesticides used and

for what purpose; their application and

precautions; and if any alternatives to these

chemicals exist. After the interviews, compile the

information into a graphic organizer. Each group

investigates one or two chemicals to determine

what the chemical is usually used for, who

typically uses it, if it requires a license for use,

how long it persists in the environment, if it is

approved by the EPA, if alternatives exist, and if

there are consequences related to over use of this

chemical.

Groups create podcasts of the information they

gathered and share it with the community. In the

podcasts, they discuss: if the chemical is harmful

to the environment; if any farmers are using

alternatives; if a gardener/farmer can be successful

without pesticides; what might happen if some of

these chemicals were to wash into streams; lakes

or groundwater, what impacts pesticide use might

have on fish, wildlife or humans; and how people

can reduce the harmful impacts of pesticides.




records

Student responses

Completed labs


at

http://www.njcccs.org/ResourcebyContentAreaLink.as

px

Science journals



Unit tests








Resources:




Teacher Notes:






Unit Overview

Content Area: Earth Science

Unit Title: Dynamic Earth/Earth System Science


Unit Summary

The Earth since its formation 4.6 billion years ago has been evolving as a result of geologic, biological,

physical and chemical processes. It’s composition is unique, related to the origin of our solar system and

provides us with resources needed to sustain life.

The Theory of Plate Tectonics provides a framework for understanding the dynamic processes within and

on the Earth.

Primary interdisciplinary connections: Math, Language Arts, Social Studies and Technology



individual, global society, and the universe. For further clarification see NJ World Class

Standards Introductions at www.njcccs.org.

Learning Targets

Content Standards

5.1This unit will infuse the four strands of the Science Practices Standard 5.1. These include:



9.1This unit will also infuse the 21st Century Life & Careers standard 9.1, strands A-D. These strands


Leadership and Cross Cultural Understanding and Interpersonal Communication

5.4- Earth Systems Science: All Students will understand that Earth operates as a set of complex,

dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe





environment


5.4.6.B.1 Interpret a representation of a rock layer sequence to establish oldest and youngest layers,

geologic events, and changing life forms

5.4.6.B.2 Examine Earth’s surface features and identify those created on a scale of human life or on a

geologic time scale

5.4.6.B.3 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.

5.4.6.B.4 Describe methods people use to reduce soil erosion

5.4.6.C.2 Distinguish physical properties of sedimentary, igneous, or metamorphic rocks and explain

how one kind of rock could eventually become a different kind of rock.

5.4.6.C.3 Deduce the story of the tectonic conditions and erosion forces that created sample rocks or

rock formations.

5.4.6.D.1 Apply understanding of the motion of lithospheric plates to explain why the Pacific

Rim is referred to as the Ring of Fire.

5.4.6.D.2 Locate areas that are being created (deposition) and destroyed (erosion) using maps

and satellite images

5.4.6.D.3 Apply knowledge of Earth’s magnetic fields to successfully complete an orienteering

challenge

Technology


8.1.8.A.5 Select and use appropriate tools and digital resources to accomplish a variety of tasks


8.1.8.D.1 Model appropriate online behaviors related to cyber safety, cyber bullying, cyber

security, and cyber ethics.


8.1.8.E.1 Gather and analyze findings using data collection technology to produce a possible

solution for a content-related or real-world problem.

8.2.8.B.2 Identify the design constraints and trade-offs involved in designing a prototype (e.g.,

how the prototype might fail and how it might be improved) by completing a design

problem and reporting results in a multimedia presentation.

8.2.8.F.2 Explain how the resources and processes used in the production of a current

technological product can be modified to have a more positive impact on the

environment (e.g., by using recycled metals, alternate energy sources) and the

economy.



How do geological events occurring

today provide insight into Earth’s

past?

How do changes in one part of an

Earth system affect other parts of the

system?

To what extent does the exchange of

energy within the Earth drive

geologic events on the surface?



Geologic events occurring on the Earth today reveal

information about the Earth’s past and provide clues to its

future

Earth’s systems are interdependent and changes in one will

affect another.

Energy flow and movement of material from the Earth’s

interior causes geologic events on the Earth’s surface.

Unit Objectives


5.4.6.B 1

That successive layers of sedimentary

rock ad the fossils contained in them

tell the factual story of the age,

history, changing life forms, and

geology of Earth

5.4.6.B.2

Earth’s current structure has been

influenced by both sporadic and

gradual events. Changes caused by

earthquakes and volcanic eruptions

can be observed on a human time

scale, but many geological processes,

such as mountain building and the

shifting of continents, are observed on

Unit Objectives


5.4.6.B.1

Observe the sediment types and sizes in samples of

sedimentary rocks using hand lenses, and infer the

environment and origin in which these sediments

accumulated.

Identify the oldest and youngest layers in a sequence of

sedimentary rocks using the principle of superposition

5.4.6.B.2

Plot earthquake and volcanic eruption data from the

past 25 years (available online from the USGS or the

Global Volcanism Network or on a world map) and

assess for patterns in volcanism and earthquakes

Using images and data, classify volcanoes by their

characteristics, and provide global examples including

information on their latest eruption and resulting

a geologic time scale.

5.4.6.B.3

Moving water, wind, and ice

continually shape Earth’s surface by

eroding rock and soil in some areas

and depositing them in other areas.

5.4.6.B.4

Erosion plays an important role in the

formation of soil, but too much

erosion can wash away fertile soil

from ecosystems, including farms.

5.4.6.C.2

The rock cycle is a model of creation

and transformation of rocks from one

form (sedimentary, igneous, or

metamorphic) to another. Rock

families are determined by the origin

and transformations of the rock.

5.4.6.C.3

Rocks and rock formations contain

evidence that tell a story about their

past. The story is dependent on the

minerals, materials, tectonic

conditions, and erosion forces that

created them

5.4.6.D.1

Lithospheric plates consisting of

continents and ocean floors move in

response to movements in the mantle.

5.4.6.D.2

Earth’s landforms are created

through constructive (deposition)

and destructive (erosion)

processes.

5.4.6.D.3

Earth has a magnetic field that is

detectable at the surface with a

compass.

destruction

Using images of landforms and examples of the

destructive forces of earthquakes, volcanoes, and

landslides, classify the images into sporadic and gradual

events. In the case of the landforms, infer which Earth

processes created those landforms

5.4.6.B.3

Construct a model of the role of running water in

moving Earth materials using a stream table with sand

or other similar materials. Repeat this modeling

process to demonstrate how glaciers can change the

landscape, and how wave action can move sand on

beaches

Investigate the local area for examples of how moving

water, wind, and ice have changed the area using

research from the NJ Geologic Survey or NJ

Department of Environmental Protection.

5.4.6.B.4

Design, construct, and test a model of a method to

reduce soil erosion on a small slope. Cite the strengths

and limitations in applying this model to a large scale

farm.

5.4.6.C.2

Use hand samples of igneous, metamorphic, and

sedimentary rocks and classify them by each family,

within each family, and by characteristics.

Describe the various origins of each family of rocks

using the observed characteristics in the above activity

Draw a model of the rock cycle that demonstrates the

mechanisms behind how each family of rock can

eventually become a different kind of rock. Identify the

strengths and limitations of the model

Note: Memorization of the names of a variety of rock

samples is NOT the intent of this cumulative progress

indicator. Rather, students should be able to use

observations and a conceptual understanding of the

processes at play in the rock cycle to classify unknown

samples.

5.4.6.C.3

Place rocks with their location of origin in order to add

detail to the story of their origin building on the

students’ abilities to classify unknown samples (see

5.4.6.C.2). For example, different types of volcanic

eruptions will produce different types of extrusive

igneous rocks with very different characteristics, such

as glassy, vesicular, and fine grained

5.4.6.D.1

Create a model of a convection current using a large

clear container filled with water, heat lamp, food

coloring, hot water, and cold water. Pour the hot and

cold water samples to demonstrate the circulation of

warm water moving to cooler locations and cold water

sinking. Assess and revise the model.

Using models of the Earth's interior, apply the above

process to the movement of the asthenosphere and the

resultant movement of the lithospheric plates above the

asthenosphere. Prepare a statement about the

mechanism behind the movement of the lithospheric

plate.

Using a map of the major and minor lithospheric plates,

recognize that the plates are composed of oceanic and

continental crust having different characteristics. Using

the mechanism identified in the above activity, apply

the movement of these plates in creating the high

concentration of earthquakes, and volcanic eruptions

around the Pacific Plate.

5.4.6.D.2

Collect images of volcanoes, faults, various mountain

ranges, stream valleys, and eroded landforms such as

those found in the Southwest United States, glacial

landscapes, and beaches. Classify these images by the

constructive or destructive processes that created them.

5.4.6.D.3

Use a compass to follow a set of directions.

Create an orienteering challenge on school grounds or

in a local park. See Orienteering located at:

http://www.4orienteering.com/course_setup/

Note: Orienteering courses present a variety of safety

issues that need to be considered when selecting an

appropriate location for an orienteering course.

Note: Students should be engaged in developing

strategies for managing risks associated with their

unique course. The risks may include, but are not

limited to: flora, fauna, weather, topography, and

human activities.

Students create and participate in a Geocaching event.

See Geocaching - The Official Global GPS Cache Hunt

Site located at: http://www.geocaching.com/



http://www.geocaching.com/

http://www.geocaching.com/


Formative Assessments

Teacher Observations and anecdotal records

Student responses

Classroom Application Documents (CAD’s)


Science Journal

Completed Labs


Summative Assessments

Unit Test

Performance assessment


Modifications (ELLs, Special Education, Gifted and Talented)


Differentiated Instruction as needed



Classroom Application Documents (CAD’s) www.njcccs.org

Resources by Content: http://www.njcccs.org/ResourcebyContentAreaLink.aspx

Technology Tool Box: http://www.njcccs.org/TechnologyToolbox.asp

Other resources to be determined by individual districts

Teacher Notes:




http://www.njcccs.org/TechnologyToolbox.asp


Unit Overview

Content Area: Earth Science

Unit Title: Astronomy


Unit Summary: The Sun is the central and most massive body in our solar system, which

includes eight planets and their moons, dwarf planets, asteroids, and comets. Gravity controls the

planets and other objects in orbit within our universe.

Primary interdisciplinary connections: Math, Language Arts and Technology



individual, global society, and the universe. For further clarification see NJ World Class

Standards Introductions at www.njcccs.org.

Learning Targets

Content Standards

5.1- This unit will infuse the four strands of the Science Practices Standard 5.1. These include:



9.1- This unit will also infuse the 21st Century Life & Careers standard 9.1, strands A-D. These strands


Leadership and Cross Cultural Understanding and Interpersonal Communication.

5.4- Earth Systems Science: All Students will understand that Earth operates as a set of complex,

dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe.





environment


Earth Systems Science

5.4.6.A.3 Predict what would happen to an orbiting object if gravity were increased, decreased, or

taken away.

5.4.6.A.4 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.

Technology


8.1.8.A.5 Select and use appropriate tools and digital resources to accomplish a variety of tasks


8.1.4.C.1 Engage in online discussions with learners in the United States or from other

countries to understand their perspectives on a global problem or issue.


and cyber ethics.

8.2.8.A.1 Explain the impact of globalization on the development of a technological system

over time.

8.2.8.B.2 Identify the design constraints and trade-offs involved in designing a prototype (e.g.,

how the prototype might fail and how it might be improved) by completing a design

problem and reporting results in a multimedia presentation.

8.1.8.E.1 Gather and analyze findings using data collection technology to produce a possible

solution for a content-related or real-world problem.

8.2.8.B.3 Solve a science-based design challenge and build a prototype using science and math

principles throughout the design process.

8.2.8.G.1 Explain why human-designed systems, products, and environments need to be

constantly monitored, maintained, and improved.



What predictable, observable patterns

occur as a result of the interaction

between the Earth, Moon, and Sun?

What causes these patterns?



Observable, predictable patterns of movement in the Sun,

Earth, Moon system occur because of gravitational

interaction and energy from the Sun.

NOTE: Students at this level should be focusing on

conceptual understandings only. Quantitative

exploration of Gravity will be studied at a higher

grade level.

Unit Objectives


5.4.6.A.3

The Sun’s gravity holds planets and

other objects in the solar system in

orbit, and planets’ gravity holds

moons in orbit.

5.4.6.A.4

The Sun is the central and most

massive body in our solar system,

which includes eight planets and their

moons, dwarf planets, asteroids, and

comets.

NOTE: Students should be

focusing on the patterns in the

characteristics rather than on

memorizing specific details about

each object in the solar system.

Unit Objectives


5.4.6.A.3

Model the relationships (basic Newtonian mechanics)

between the orbiting motions of the planets around the

Sun, and moons around the planets.

5.4.6.A.4

Create two scale models of the solar system- one for size

of objects, and one for distance to the sun. Discuss the

complications in making one model for both size and

distance.

Use online resources, such as those from NASA, to

develop a table of comparing characteristics of the

planets. Use the details of this table to define the

patterns in the characteristics of objects in the solar

system.

Using a variety of resources (e.g., NASA photographs,

computer simulations), create tables and charts that allow

for easy comparison of the physical properties of planets

(e.g., distance from the Sun, size, temperature,

composition, surface features).



Teacher Observations and anecdotal records

Student responses

Classroom Application Documents (CAD’s)


Science Journal

Completed Labs



Unit Test

Performance assessment




Differentiated Instruction as needed


Suggested Curriculum development Resources/Instructional Materials/Equipment Needed Teacher

Resources:

Classroom Application Documents (CAD’s) www.njcccs.org

Resources by Content: http://www.njcccs.org/ResourcebyContentAreaLink.aspx

Technology Tool Box: http://www.njcccs.org/TechnologyToolbox.asp

Other resources to be determined by individual districts

Teacher Notes:




http://www.njcccs.org/TechnologyToolbox.asp


Unit Overview

Content Area: Physical Science

Unit Title: Energy, Matter and Motion


Unit Summary

Matter and energy take many forms. Investigations explore the relationships between matter and energy,

and invite the student to observe the changes that take place through the interaction of chemicals and the

transfer of energy. Properties of each determine how they are used in the real world.




technological design, and the designed world as they relate to the individual, global society and energy,

matter, and motion. For further clarification see NJ World Class Standards Introductions at

www.njcccs.org.

Learning Targets

Content Standards






Teamwork, and Leadership; and Cross-Cultural Understanding and Interpersonal

Communication.

5.2 All students will understand that physical science principles, including fundamental ideas

about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena

in physical, living, and Earth systems science.

8.1All students will use digital tools to access, manage, evaluate, and synthesize information in order to


8.2All students will develop an understanding of the nature and impact of technology, engineering,


environment


PHYSICAL SCIENCE

5.2.6.A.2 Calculate the density of objects or substances after determining volume and mass.

5.2.6.A.3 Determine the identity of an unknown substance using data about intrinsic properties.

5.2.6.B.1 Compare the properties of reactants with the properties of the products when two or more

substances are combined and react chemically.

5.2.6.C.1 Predict the path of reflected or refracted light using reflecting and refracting telescopes as

examples.

5.2.6.C.3 Relate the transfer of heat from oceans and land masses to the evolution of a hurricane.

5.2.6.E.2 Describe the force between two magnets as the distance between them is changed.

TECHNOLOGY

8.1.8.A3 Create a multimedia presentation including sound and images.


solve problems.


and cyber ethics.

8.1.8.E.1 Gather and analyze findings using data collection technology to produce a possible solution

for a content-related or real-world problem.



How do the properties of materials

determine their use?

How does conservation of mass

apply to the interaction of materials

in a closed system?

How do we know that things have

energy?

How can energy be transferred from

one material to another?

What happens to a material when

energy is transferred to it?



The structures of materials determine their properties.

When materials interact within a closed system, the

total mass of the system remains the same.

Energy takes many forms.

Changes take place because of the transfer of energy.

Energy is transferred to matter through the action of

forces.

Different forces are responsible for the transfer of the

different forms of energy.

Unit Objectives


5.2.6.A.2

The density of an object can be

determined from its volume and

mass.

5.2.6.A.3

Pure substances have characteristic

intrinsic properties, such as

density, solubility, boiling point,

and melting point, all of which are

independent of the amount of the

sample.

5.2.6.B.1

When a new substance is made by

combining two or more

substances, it has properties that

are different from the original

substances.

Unit Objectives


5.2.6.A.2

Conduct simple explorations of floating and sinking.

They first classify a group of common objects by a

characteristic of their own choosing.

After making their predictions as a group, break into

small groups to design an experiment to test their

predictions.

Calculate the densities of regular and irregular

shaped objects, including water, by taking mass and

volume measurements.

5.2.6.A.3

Conduct laboratory investigations to investigate and

identify properties of pure substances including

density, solubility, boiling point and melting point.

Identify constituents of various pure materials or

objects using a number of standard laboratory

techniques (heating, cooling, dissolving, etc.).

5.2.6.B.1

Engage in a challenge to determine if they can make

a solution change.

5.2.6.C.1

Use a microcomputer connected to a light sensor and

temperature probe to explore the reflection and


http://www.sciencenter.org/chemistry/d/changingcolors.pdf

http://serc.carleton.edu/introgeo/teachingwdata/examples/RefAbsLght.html

5.2.6.C.1

Light travels in a straight line until

it interacts with an object or

material. Light can be absorbed,

redirected, bounced back, or

allowed to pass through. The path

of reflected or refracted light can

be predicted.

5.2.6.C.3

The transfer of thermal energy by

conduction, convection, and

radiation can produce large-scale

events such as those seen in

weather.

5.2.6.E.2

Magnetic, electrical, and

gravitational forces can act at a

distance.

absorption of radiation for different surfaces.

Engage in a variety of activities designed to help

students investigate light, optics, and color.

5.2.6.C.3

Design an experiment that controls the movement of

heat to prevent unwanted changes in materials and

requires basic understandings about thermodynamics.

Interact with online simulations such as Gizmo’s

Heat Transfer and Conduction. Examine the transfer

of heat energy through a material and explore how

the temperature difference affects the rate of heat

transfer.

Collect real-time observations and data to relate

conduction, convection and radiation phenomena to

the evolution of a hurricane. Share and discuss with

the rest of class.

5.2.6.E.2

Make qualitative observations of the electrostatic

force between two small objects as the distance

between them is changed.

Make measurements of the force between magnets

as a function of distance (for example, use small

circular magnets with a hole that are slid over a

vertical dowel or pencil).

From online or multimedia resources, find

information that is used with presentation software

to prepare a description of how the force of gravity

between two objects varies with distance.

Plan and carry out an investigation to measure the

force between two magnets as the distance between

them is changed.

http://micro.magnet.fsu.edu/optics/activities/students/index.html

http://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=388

http://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=388




records

Student responses

Completed labs


at

http://www.njcccs.org/ResourcebyContentAreaLink.as

px

Science journals




Unit tests







Resources:





Teacher Notes:





Stafford Township School District Grade Level Expectations and Pacing Guides

After our district participated in creating the Ocean County Mathematics Curriculum we shared the document with our staff. The County Curriculum addresses the Common Core Standards and had an enormous amount of resources for our staff to use, but still did not give teachers a clear understanding of how to implement the standards in their classrooms. Over the 2011-12 School Year, we looked at the materials and resources that we have available in Stafford, and worked with teachers to create grade level expectations and pacing guides. These documents outline what teachers need to cover in specific grade levels and timeframes. The purpose is to create consistency within a grade level to ensure that all students at a specific grade level will be exposed to specific skills, strategies, expectations, and assignments.

Sixth Grade – Science Topics

September – October Life Processes

November – January

Global interdependence

February – March

Dynamic Earth

April

Astronomy

May – June

Energy, Motion, Matter

http://www.google.com/imgres?imgurl=http://math.phillipmartin.info/life_processes.gif&imgrefurl=http://math.phillipmartin.info/math_measuring.htm&h=648&w=491&sz=76&tbnid=Gm5T_naevwOBDM:&tbnh=90&tbnw=68&prev=/search?q=life+processes+clip+art&tbm=isch&tbo=u&zoom=1&q=life+processes+clip+art&usg=__LO7u9opngNQeK-D1Q-jn9_k5rVA=&docid=8xBe5bytmwKLWM&hl=en&sa=X&ei=wuthUJrTI-W10QHY9YGwBQ&ved=0CCUQ9QEwAQ&dur=3727

http://www.google.com/imgres?imgurl=http://www.clipartheaven.com/clipart/education_&_schools/cartoons/globe.gif&imgrefurl=http://www.clipartheaven.com/show/clipart/education_&_schools/cartoons/globe-gif.html&h=588&w=463&sz=11&tbnid=y7eKi7MWx5I0uM:&tbnh=90&tbnw=71&prev=/search?q=globe+clip+art&tbm=isch&tbo=u&zoom=1&q=globe+clip+art&usg=__C_0heYAeWY3y4VnEPIw8eaW57YA=&docid=yAbLXp_gK3a2zM&hl=en&sa=X&ei=8OthUNzONKT30gGI4YCwDA&sqi=2&ved=0CCgQ9QEwAg&dur=736

http://www.google.com/imgres?imgurl=http://www.freeclipartnow.com/d/21646-6/Globe.jpg&imgrefurl=http://www.freeclipartnow.com/geography/earth/&h=199&w=200&sz=8&tbnid=Oj3lAgRN1IsO-M:&tbnh=90&tbnw=90&prev=/search?q=earth+clip+art&tbm=isch&tbo=u&zoom=1&q=earth+clip+art&usg=__zuBNMYB7h1uWx7la6hdZqp4rBgM=&docid=7UtoMCwq_B1UTM&hl=en&sa=X&ei=CuxhUMWKIMen0AHSkYCwCg&ved=0CCgQ9QEwAw&dur=494

http://www.google.com/imgres?imgurl=http://www.camphighland.net/clipart/astronomy.gif&imgrefurl=http://www.camphighland.net/teachers_evening.html&h=208&w=250&sz=4&tbnid=Hjg7OSpzeUN3MM:&tbnh=90&tbnw=108&prev=/search?q=astronomy+clipart&tbm=isch&tbo=u&zoom=1&q=astronomy+clipart&usg=__eBDtlt-9cOtULDnDzQ22SxZOxJg=&docid=x6tmURlgwYZ4HM&hl=en&sa=X&ei=IexhUNqRO-Hv0gG4xoGYBw&sqi=2&ved=0CCgQ9QEwAw&dur=659

Benchmark Assessment:

• Offer reasons for their findings and consider reasons suggested by others. • Seek better reasons for believing something other than “Everybody knows that …” or “I just

know” and discount such reasons when given by others. • Support their reasoning statements with facts found in books, articles, and electronic

resources, identify the sources used, and expect others to do the same. • Keep notebooks that describe observations (plants, class pets, aquarium, playground, etc.).

Students should be able to distinguish observation from ideas and speculations about what is being observed. Students’ notes should be clear and comprehensive enough that they understand the concept.

• Unit tests generated by teacher using ExamView Test Generator. • In addition, a journal will be kept throughout the year. Students will record information after the

completion of each lab period. Technology:

• United Streaming- http://streaming.discoveryeducation.com/index.cfm • Mad Science- http://www.madsci.org/ • MARE homepage- http://www.lawrencehallofscience.org/mare/ • Houghton-Mifflin science homepage- http://www.educationplace.biz/kids/hmsc/

Additional Resources: http://www.state.nj.us/education/njpep/classroom/classroom_resources/science/index.html Multi-media: United Streaming (download videos, lesson plans, activities, assessments) http://www.unitedstreaming.com/ Books: Simple Machines

o The inclined plane o Machines and movement o Projects with machines o Amazing flying machines o Machines o Megamachines o Extreme machines in space o Extreme machines in the air o Gear up! Marvelous machine projects

Solar System

o Solar system o Earth and beyond o The planets o What’s above the sky? A book about the planets o Across the solar system o The solar system o A Day in Space o Astronomy Today o Exploring your Solar System o A book about planets and stars

http://streaming.discoveryeducation.com/index.cfm

http://www.madsci.org/

http://www.lawrencehallofscience.org/mare/

http://www.educationplace.biz/kids/hmsc/

http://www.state.nj.us/education/njpep/classroom/classroom_resources/science/index.html

http://www.unitedstreaming.com/

o All About Space o A Day in Space o A book about planets and stars o Asteroids and Meteorites o Space Exploration o The Moon o Mars the Red Planet o First Encyclopedia of Our World o The Red Planet o The Incredible Journey to the Planets o Neptune o Mercury o Venus o Mars o Jupiter o Saturn

Weather/Water Cycle

o Weather o Weather: the hands on approach to geography o Weather signs o Studying weather o The weather and us o Clouds o Weather: air masses, clouds, rainfall, storms, weather maps, climate

Plants/Carnivorous plants

o Growing plants o How plants grow o Nature’s wild

Soil

o Soil o Earth

Wetlands

o Wetlands o The Wetlands o America’s Wetlands o Here is the wetland o Life in a wetland o Squish!: a wetland walk o Swamps o Wetland Biome

Rocks & Minerals o Rocks, gems, and minerals: a guide to familiar minerals, gems, ores, and

rocks o Igneous rocks o Metamorphic rocks o Sedimentary rocks o Crystals

Electricity & Magnetism o Electricity o Batteries and magnets o Zap it!: exciting electricity activities o Electricity and electrical safety o Electricity and magnetism o Magnets

Mammals/Vertebrates o Amazing mammals o Oceans: looking at beaches and coral reefs, tides and currents, sea

mammals and fish, seaweed and other ocean wonders o Mammals: Desert Animals o Mammals: First Field Guide o The Prairie o Whales, dolphins and other marine mammals o National Audubon Society Field Guide to North American Mammals o Birds, Mammals, & Reptiles of the Galapagos Islands

Fish o The ocean alphabet book o Fish o Oceans: looking at beaches and coral reefs, tides and currents, sea

mammals and fish, seaweed and other ocean wonders o Fascinating facts about the seashore o International wildlife encyclopedia

Birds o Birds o Amazing tropical birds o Penguins o Owls o Amazing birds of prey o Amazing birds o Birds of the world o Herons o Birds: First Field Guide o Owls and Other Birds of Prey o Penguins and Other Flightless Birds o Firefly Encyclopedia of Birds

Food Chains/Food Webs o Food Chains & Webs o Food Chains The Unending Cycle o Food Chains in a Forest Habitat o Food Chains in a Meadow Habitat o Food Chains in a Pond Habitat o Food Chains in a Desert Habitat o Food Chains in a Backyard Habitat

Kelp Forest o Exploring saltwater habitats o Life of the Kelp Forest Under the Sea o Kelp Forests o Kelp o Life in a Kelp Forest

Forces of Nature o Earthquakes o Volcanoes o Volcano! o Tsunamis

Invertebrates o Insects and other invertebrates o Amazing insects o Easy answers to first questions about animals o National Audubon Society field guide to North American insects and spiders o Bees, wasps, and ants o A field guide to insects: America north of Mexico o Insects o Insects and spiders o Insects: a guide to familiar American insects: 225 species in full color

Websites: Simple Machines http://www.thetech.org/education/downloads/dconline/motionCommotion_2003.pdf#search=%22allintext%3A%20force%2C%20level%20%26%20fulcrum%2C%20wheel%20%26%20axel%2C%20pulleys%2C%20inclined%20planes%2C%20and%20wedges%22 http://www.edheads.org/activities/simple-machines/index.htm http://www.wbra.org/html/edserv/ntti/2005Lessons/Ive_Got_The_Power.pdf#search=%22allintext%3A%20force%2C%20level%20%26%20fulcrum%2C%20wheel%20%26%20axel%2C%20pulleys%2C%20inclined%20planes%2C%20and%20wedges%22 Solar System http://www.jpl.nasa.gov/solar_system/planets/planets_index.html http://www.astronomy.com/asy/default.aspx?c=ss&id=76 http://www.phy6.org/stargaze/Secliptc.htm http://pdsmaps.wr.usgs.gov/maps.html http://bill.nineplanets.org/arnett.html Weather/Water Cycle http://www.auf.asn.au/meteorology/section3.html http://www.intellicast.com/DrDewpoint/wx101/0599Clouds/

http://www.thetech.org/education/downloads/dconline/motionCommotion_2003.pdf#search=%22allintext%3A%20force%2C%20level%20%26%20fulcrum%2C%20wheel%20%26%20axel%2C%20pulleys%2C%20inclined%20planes%2C%20and%20wedges%22



http://www.edheads.org/activities/simple-machines/index.htm

http://www.wbra.org/html/edserv/ntti/2005Lessons/Ive_Got_The_Power.pdf#search=%22allintext%3A%20force%2C%20level%20%26%20fulcrum%2C%20wheel%20%26%20axel%2C%20pulleys%2C%20inclined%20planes%2C%20and%20wedges%22



http://www.jpl.nasa.gov/solar_system/planets/planets_index.html

http://www.astronomy.com/asy/default.aspx?c=ss&id=76

http://www.phy6.org/stargaze/Secliptc.htm

http://pdsmaps.wr.usgs.gov/maps.html

http://bill.nineplanets.org/arnett.html

http://www.auf.asn.au/meteorology/section3.html

http://www.intellicast.com/DrDewpoint/wx101/0599Clouds/

http://www.colby.edu/cpse/equipment2/highclouds/cycle.jpg color picture of water cycle http://ww2010.atmos.uiuc.edu/%28Gh%29/guides/mtr/cld/cldtyp/home.rxml cloud types http://ga.water.usgs.gov/edu/watercyclecondensation.html http://spaceplace.nasa.gov/en/educators/posters/ Classification http://www.fi.edu/tfi/units/life/classify/classify.html http://www.hhmi.org/coolscience/critters/critters.html http://www.wgn.net/~fabio/gallery/nudibranch-santa-barbara-janolus.htm http://en.wikipedia.org/wiki/Scientific_classification http://school.discovery.com/lessonplans/programs/animaladaptations/ Plants http://www.urbanext.uiuc.edu/gpe/case4/c4facts1a.html http://www.bbc.co.uk/schools/scienceclips/ages/9_10/life_cycles.shtml http://home.cogeco.ca/~rayser3/flower.txt http://herbarium.usu.edu/fungi/FunFacts/factindx.htm Soil Types http://www.urbanext.uiuc.edu/gpe/case2/c2facts2.html http://library.thinkquest.org/J003195F/soil.htm http://landscaping.about.com/cs/cheaplandscaping1/f/three_soils.htm http://www.historyforkids.org/learn/environment/soiltypes.htm http://school.discovery.com/schooladventures/soil/down_dirty.html Wetlands http://www.epa.gov/owow/wetlands/ http://www.wetland.org/wowteacher.html http://www.epa.gov/owow/wetlands/education/ http://edtech.kennesaw.edu/web/wetlands.html

http://www.colby.edu/cpse/equipment2/highclouds/cycle.jpg

http://ww2010.atmos.uiuc.edu/%28Gh%29/guides/mtr/cld/cldtyp/home.rxml

http://ga.water.usgs.gov/edu/watercyclecondensation.html

http://spaceplace.nasa.gov/en/educators/posters/

http://www.fi.edu/tfi/units/life/classify/classify.html

http://www.hhmi.org/coolscience/critters/critters.html

http://www.wgn.net/~fabio/gallery/nudibranch-santa-barbara-janolus.htm

http://en.wikipedia.org/wiki/Scientific_classification

http://school.discovery.com/lessonplans/programs/animaladaptations/

http://www.urbanext.uiuc.edu/gpe/case4/c4facts1a.html

http://www.bbc.co.uk/schools/scienceclips/ages/9_10/life_cycles.shtml

http://home.cogeco.ca/~rayser3/flower.txt

http://herbarium.usu.edu/fungi/FunFacts/factindx.htm

http://www.urbanext.uiuc.edu/gpe/case2/c2facts2.html

http://library.thinkquest.org/J003195F/soil.htm

http://landscaping.about.com/cs/cheaplandscaping1/f/three_soils.htm

http://www.historyforkids.org/learn/environment/soiltypes.htm

http://school.discovery.com/schooladventures/soil/down_dirty.html

http://www.epa.gov/owow/wetlands/

http://www.wetland.org/wowteacher.html

http://www.epa.gov/owow/wetlands/education/

http://edtech.kennesaw.edu/web/wetlands.html

Clams http://biog-101-104.bio.cornell.edu/bioG101_104/tutorials/animals/clam.html http://sps.k12.ar.us/massengale/clam_dissection.htm Rocks & Minerals http://www.casdn.neu.edu/~geology/department/staff/colgan/iceland/rocks.htm http://www.cobweb.net/%7Ebug2/rock2.htm http://www.ivyhall.district96.k12.il.us/4th/KKhp/RocksandMinerals/rocks.html http://www.cdli.ca/CITE/rocks_general.htm http://mineral.galleries.com/minerals/by_name.htm Weathering and Erosion http://www2.nature.nps.gov/GEOLOGY/usgsnps/misc/gweaero.html http://www.usoe.k12.ut.us/curr/science/sciber00/8th/earth/sciber/weather.htm http://www.kn.pacbell.com/wired/fil/pages/listweatherist.html Electricity http://scifiles.larc.nasa.gov/text/kids/Problem_Board/problems/electricity/circuits2.html http://www.pge.com/microsite/PGE_dgz/wires/concepts.html http://iss.cet.edu/electricity/pages/a14.xml http://www.eduref.org/Virtual/Lessons/Science/Physics/PHS0066.html http://www.qsl.net/ae9k/circuits.htm http://www.bbc.co.uk/schools/revisewise/science/materials/07c_act.shtml http://www.thetech.org/exhibits/online/topics/13a_flash.html http://regentsprep.org/Regents/physics/phys03/ainsvscon/default.htm http://www.quia.com/servlets/quia.activities.common.ActivityPlayer?AP_rand=1508864117&AP_activityType=14&AP_urlId=25645&AP_continuePlay=true&id=25645 http://www.hammerzone.com/archives/science/Elec/basic2.html Magnets http://micro.magnet.fsu.edu/electromag/java/magneticlines/

http://biog-101-104.bio.cornell.edu/bioG101_104/tutorials/animals/clam.html

http://sps.k12.ar.us/massengale/clam_dissection.htm

http://www.casdn.neu.edu/~geology/department/staff/colgan/iceland/rocks.htm

http://www.cobweb.net/~bug2/rock2.htm

http://www.ivyhall.district96.k12.il.us/4th/KKhp/RocksandMinerals/rocks.html

http://www.cdli.ca/CITE/rocks_general.htm

http://mineral.galleries.com/minerals/by_name.htm

http://www2.nature.nps.gov/GEOLOGY/usgsnps/misc/gweaero.html

http://www.usoe.k12.ut.us/curr/science/sciber00/8th/earth/sciber/weather.htm

http://www.kn.pacbell.com/wired/fil/pages/listweatherist.html

http://scifiles.larc.nasa.gov/text/kids/Problem_Board/problems/electricity/circuits2.html

http://www.pge.com/microsite/PGE_dgz/wires/concepts.html

http://iss.cet.edu/electricity/pages/a14.xml

http://www.eduref.org/Virtual/Lessons/Science/Physics/PHS0066.html

http://www.qsl.net/ae9k/circuits.htm

http://www.bbc.co.uk/schools/revisewise/science/materials/07c_act.shtml

http://www.thetech.org/exhibits/online/topics/13a_flash.html

http://regentsprep.org/Regents/physics/phys03/ainsvscon/default.htm

http://www.quia.com/servlets/quia.activities.common.ActivityPlayer?AP_rand=1508864117&AP_activityType=14&AP_urlId=25645&AP_continuePlay=true&id=25645

http://www.quia.com/servlets/quia.activities.common.ActivityPlayer?AP_rand=1508864117&AP_activityType=14&AP_urlId=25645&AP_continuePlay=true&id=25645

http://www.hammerzone.com/archives/science/Elec/basic2.html

http://micro.magnet.fsu.edu/electromag/java/magneticlines/

Vertebrates http://www.kidport.com/REFLIB/Science/Animals/AnimalIndexV.htm http://www.cccoe.k12.ca.us/bats/likeyou/body.htm http://falcon.jmu.edu/~ramseyil/dolphins.htm http://falcon.jmu.edu/~ramseyil/vertebrates.htm http://www.miseagrant.umich.edu/flow/U3/U3-L1.html http://www.starfish.govt.nz/science/facts/fact-fish-chars.htm http://www.enchantedlearning.com/subjects/fish/printouts/Fishcoloring.shtml http://216.168.47.67/cis-fishnet/Crest/CR16.htm http://www.factmonster.com/ipka/A0854907.html http://www.idptv.state.id.us/dialogue4kids/season7/fish/facts.html http://allaboutfrogs.org/weird/general/longevity.html http://www.kiddyhouse.com/Themes/frogs/frogs.html Food Chains & Food Webs http://www.emints.org/ethemes/resources/S00000328.shtml http://www.vtaide.com/png/foodchains.htm http://ecokids.earthday.ca/pub/eco_info/topics/frogs/chain_reaction/index.cfm http://www.conservancy.co.uk/learn/wildlife/foodchains.htm http://www.edhelper.com/AnimalReadingComprehension_94_1.html Kelp Forest http://www.mbayaq.org/efc/kelp.asp http://life.bio.sunysb.edu/marinebio/kelpforest.html http://www.montereybay.noaa.gov/sitechar/kelp.html http://inchinapinch.com/hab_pgs/marine/kelp/kelp.htm http://www.nationalgeographic.com/monterey/ax/primary_fs.html http://www.habitat.adfg.state.ak.us/geninfo/kbrr/coolkbayinfo/kbec_cd/html/ecosys/estuarin/kelpbed.htm http://www.lawrencehallofscience.org/mare/oiresources/curriculum/kelp/

http://www.kidport.com/REFLIB/Science/Animals/AnimalIndexV.htm

http://www.cccoe.k12.ca.us/bats/likeyou/body.htm

http://falcon.jmu.edu/~ramseyil/dolphins.htm

http://falcon.jmu.edu/~ramseyil/vertebrates.htm

http://www.miseagrant.umich.edu/flow/U3/U3-L1.html

http://www.starfish.govt.nz/science/facts/fact-fish-chars.htm

http://www.enchantedlearning.com/subjects/fish/printouts/Fishcoloring.shtml

http://216.168.47.67/cis-fishnet/Crest/CR16.htm

http://www.factmonster.com/ipka/A0854907.html

http://www.idptv.state.id.us/dialogue4kids/season7/fish/facts.html

http://allaboutfrogs.org/weird/general/longevity.html

http://www.kiddyhouse.com/Themes/frogs/frogs.html

http://www.emints.org/ethemes/resources/S00000328.shtml

http://www.vtaide.com/png/foodchains.htm

http://ecokids.earthday.ca/pub/eco_info/topics/frogs/chain_reaction/index.cfm

http://www.conservancy.co.uk/learn/wildlife/foodchains.htm

http://www.edhelper.com/AnimalReadingComprehension_94_1.html

http://www.mbayaq.org/efc/kelp.asp

http://life.bio.sunysb.edu/marinebio/kelpforest.html

http://www.montereybay.noaa.gov/sitechar/kelp.html

http://inchinapinch.com/hab_pgs/marine/kelp/kelp.htm

http://www.nationalgeographic.com/monterey/ax/primary_fs.html

http://www.habitat.adfg.state.ak.us/geninfo/kbrr/coolkbayinfo/kbec_cd/html/ecosys/estuarin/kelpbed.htm

http://www.habitat.adfg.state.ak.us/geninfo/kbrr/coolkbayinfo/kbec_cd/html/ecosys/estuarin/kelpbed.htm

http://www.lawrencehallofscience.org/mare/oiresources/curriculum/kelp/

MARE http://www.lawrencehallofscience.org/mare/ homepage for MARE Forces of Nature http://www.nationalgeographic.com/forcesofnature/interactive/index.html?section=h Invertebrates http://www.fieldmuseum.org/undergroundadventure/teachers/field_guide.shtml Miscellaneous Science Sites http://www.madsci.org/

http://www.lawrencehallofscience.org/mare/

http://www.nationalgeographic.com/forcesofnature/interactive/index.html?section=h

http://www.fieldmuseum.org/undergroundadventure/teachers/field_guide.shtml

http://www.madsci.org/

Calculator

• Tape recorder/CD player • Slant board. • Special pens, pencils and paper. • Computer. • FM Systems. • Communication board/augmentative communication devices.

Class Work Curricular Procedures

• Allow additional time to complete work. • Assist in organizing materials. • Cue students attention. • Functional or practical emphasis (specify in IEP). • Limit oral reading unless student volunteers. • Modify reading assignments. • Modify writing requirements. • Ongoing monitoring of work produced during class. • Peer tutoring or partner learning. • Preferential seating. • Provide alternate content objectives (specify in IEP). • Provide copies of class notes. • Provide organizational aids (folders, schedules). • Provide repetition/practice. • Provide student a daily schedule /established routine. • Provide study guides. • Reading assistance in content area. • Reduce content objectives. • Reduce length/number of written assignments. • Review, restate, and repeat directions. • Simplify verbal/written directions. • State expectations clearly. • Teach to learner’s auditory style. • Teach to learner’s multi-sensory style. • Teach to learner’s visual style.

Facilitating Appropriate Behavior

• Assign activities which require some movement. • Avoid the use of confrontational techniques. • Consistently enforce school rules. • Designate a “time-out” location within the classroom. • Encourage student to accept responsibility for behavior. • Ignore minor annoying behaviors. • Involve parents to coordinate approach. • Minimize situations that the student may perceive as embarrassing. • Monitor levels of tolerance and be mindful of signs of frustration. • Provide clear and concise classroom expectation and consequences. • Provide student with alternative. • Reinforce student for appropriate behaviors. • Speak privately, without the audience of peers, to student about inappropriate behavior. • Use praise generously. • Check for student behavior plan.

Homework

• Homework assignment book checked by special education mainstream teacher(s) and parent/guardian daily.

• Reduce length of assignments. • Reduced alternative reading work. • Reduced alternative written work. • Time in school to complete.

Modifying Test

• Allow open book tests/open note tests (circle). • Allow student to edit a “first draft” on essay questions and grade final edited copy. • Allow student to give answers orally. • Allow student to type. • Allow student to make corrections on returned tests for additional credit. • Allow test to be given by special education teacher. • Allow use of instructional aids (calculator, computer, etc.). • Improve font/spatial organization of test. • Math tools for tests (fact chart, number line calculator). • Minimize essay questions. • Modify test format. • Modify content of the test. • Retake failed tests using alternative strategies. • Test only on key concepts. • Time of test determined by instructor. • Use word banks.

Modifying the Environment

• Frequently check the organization of the student’s notebook. • Help keep the student’s work area free of unnecessary materials. • Monitor the student’s use of his/her assignment sheet. • Provide a specific place for turning in completed assignments. • Provide opportunities for movement/activity change. • Seat student in an area free of distractions. • Use checklists to help the student get organized. • Use preferential seating. • Use study carrels.

Modifying the Grading

• Allow for spelling errors. • Grade determined through collaboration of general/special education teacher. • Modify homework/class work expectations.

Modifying the Presentation of Materials

• Assign tasks at an appropriate level. • Break assignment into segments of shorter tasks. • Cue student by calling his/her name before asking questions. • Familiarize student with any new vocabulary before beginning the lesson. • Frequently check on progress of independent work. • Give additional presentations by varying the methods using repetition, simpler explanations,

more examples and modeling. • Give written directions to supplement verbal directions. • Highlight important concepts to be learned in text of material. • Monitor the student’s comprehension of language during the instruction. • Provide a checklist for long, detailed tasks. • Provide clear and well defined worksheets. • Provide clear, concise directions and concrete examples for homework/class work

assignments. • Provide due date on written assignments. • Provide graph paper for math computation. • Reduce the number of concepts presented at one time. • Student qualifies for Books on Tape. • Use concrete examples of concepts before teaching the abstract. • Utilize manipulative, hands on activities. • Utilize visual aids such as charts and graphs.

Instructional Strategies and Techniques that Address Learning Style

• Multi-sensory approach • Stress visual presentation • Stress auditory presentation. • Modify written expectations. • Provide positive reinforcement. • Provide support/encouragement. • Provide structured environment. • Set clear limits and consequences. • Use concrete examples. • Simplify directions. • Provide repetition and practice. • Allow frequent activity changes. • Provide small group instruction. • Reduce work increments. • Set short-term goals. • Preferential seating. • Use study carrels to increase concentration. • Seat in area of minimal distraction. • Model skills/techniques to be mastered. • Have student repeat directions. • Utilize peer buddy as needed.

Science Curriculum - Stafford Township School District › cms › lib › NJ01001734... · Health...

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