paulsboro schools

Paulsboro Schools

Curriculum

Science

Kindergarten

2011 - 2012

* For adoption by all regular education programs Board Approved: June 2011 as specified and for adoption or adaptation by all Special Education Programs in accordance with Board of Education Policy.

Superintendent Dr. Frank Scambia, Superintendent

Board of Education

Mr. Thomas C. Ridinger, President Ms. Bonnie Eastlack, Vice President

Mrs. Barbara Dunn Mr. Louis Fabiani *

Mrs. Paula Giampola Mr. Gerald D. Hodges, Sr.

Mr. Joseph L. Lisa Mrs. Lisa L. Lorada-Shaw

Mr. Jarryd Scott, Sr. Mrs. Sharon Downs Thomas

*Greenwich Township Board of Education Representative

Curriculum Writing Team Members: Linda Smith (lead) Colleen Phifer, Susan Addes, Anita Evans

Paulsboro Public Schools Mission Statement

The mission of the Paulsboro School District is to provide each student educational opportunities to assist in attaining their full potential in a democratic society. Our instructional programs will take place in a responsive, community based school system that fosters respect among all people. Our expectation is that all students will achieve the New Jersey Core Curriculum Content Standards (NJCCCS) at every grade level.

Introduction/Philosophy: “Today more than ever before, science holds the key to our survival as a planet and our security and prosperity as a nation”(Obama, 2008) Scientific literacy assumes an increasingly important role in the context of globalization. The rapid pace of technological advance, access to an unprecedented wealth of information, and the pervasive impact of science and technology on day-to-day living require a depth of understanding that can be enhanced through quality science education. In the 2Kindergarten century, science education focuses on the practices of science that lead to a greater understand of the growing body of scientific knowledge that is required of citizens in an ever-changing world.

Educational Goals (taken from NJCCCS)

5.1 Science Practices is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. 5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science. 5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics 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.

Science Scope and Sequence Map

Big Ideas for Standard 5.1 In strand A students use science tools to measure and record observations. In Strand B students use math as computational to evaluate their claims. Strand C states that science knowledge builds on knowledge from the past and strand D states that scientists write and communicate with each other to share ideas. These things occur every time you do any science experience, so are naturally incorporated in every science lesson.

Quarter 1 Big Idea: Strand 5.1 A-D encompasses science skills that are intrinsic within every science lesson and are incorporated into all science lessons

Big Idea: 5.2 B Changes in Matter: Substances can undergo physical or chemical changes to form new substances. Each change involves energy.

Big Idea: 5.2 C Forms of Energy: Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the understanding that, for the most part, the natural world can be explained and is predictable.

Big Idea: 5.2 A Properties of Matter: All objects and substances in the natural world are composed of matter. Matter has two fundamental properties: matter takes up space, and matter has inertia

Quarter 2

Big Idea: 5.2 D Energy Transfer and Conservation : The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they are transferred from one object to another

Big Idea: 5.2 E Forces and Motion: It takes energy to change the motion of objects. The energy change is understood in terms of forces

Big Idea: 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

Big Idea: 5.3 B Matter and Energy Transformations: Food is required for energy and building cellular materials. Organisms in an ecosystem have different ways of obtaining food, and some organisms obtain their food directly from other organisms

Science

Scope and Sequence Map Page 2

Quarter 3

Big Idea: 5.3 C Interdependence : All animals and most plants depend on both other organisms and their environment to meet their basic needs.

Big Idea 5.3 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.

Big Idea: 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.

Big Idea: 5.4 A Objects in the Universe: Our universe has been expanding and evolving for 13.7 billion years under the influence of gravitational and nuclear forces. As gravity governs its expansion, organizational patterns, and the movement of celestial bodies, nuclear forces within stars govern its evolution through the processes of stellar birth and death. These same processes governed the formation of our solar system 4.6 billion years ago.

Quarter 4

Big Idea: 5.4 C Properties of Earth Materials: Earth’s composition is unique, is related to the origin of our solar system, and provides us with the raw resources needed to sustain life.

Big Idea: 5.4 E Energy in Earth Systems: Internal and external sources of energy drive Earth systems.

Big Idea: 5.4 G Biogeochemical Cycles: The biogeochemical cycles in the Earth systems include the flow of microscopic and macroscopic resources from one reservoir in the hydrosphere, geosphere, atmosphere, or biosphere to another, are driven by Earth's internal and external sources of energy, and are impacted by human activity.

Big Idea: 5.4 F Climate and Weather : Earth’s weather and climate systems are the result of complex interactions between land, ocean, ice, and atmosphere

Curriculum Management System - Big Idea 1

Subject/ Grade level Kindergarten

Objective/ Cluster Concept/ Cumulative Progress Indicators Taken from CPI’s in NJCCCS standards http://www.nj.gov/education/aps/cccs/ The student will be able to: Sort and describe objects based on the materials of which they are made and their physical properties .

Big Idea 1 A. Properties of Matter: All objects and substances in the natural world are composed of matter. Matter has two fundamental properties: matter takes up space, and matter has inertia

Topic: Physical Science: Properties of matter

Overarching Goals: 5.2 Physical Science: 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

Goal 1: . 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

Essential Questions: How do the properties of materials determine their use? Enduring Understanding: The structures of materials determine their properties Conceptual Understanding: Living and nonliving things are made of parts and can be described in terms of the materials of which they are made and their physical properties. Matter exists in several different states; the most commonly encountered are solids, liquids, and gases. Liquids take the shape of the part of the container they occupy. Solids retain their shape regardless of the container they occupy

Learning Activities:

Explore systems (in the context of parts and wholes), and develop the understanding that when parts are put together they can do things that they couldn’t do by themselves. They analyze and discuss the parts of toys, classroom objects, and objects in the outdoor world. See Science NetLinks, Exploring Parts and Wholes. http://www.sciencenetlinks.com/lessons.php?BenchmarkID=11&DocID=247

Look at a complex system when creating their own play dough by taking several parts and creating a whole. Students construct understanding that individual parts are used to make a whole. See Science NetLinks, Ready, Set, Let's Dough! It's a Matter of System.

http://www.sciencenetlinks.com/lessons.php?BenchmarkID=11&DocID=170

Explore what happens to water as it goes from solid to liquid and back again; use observation, measurement, and communication skills to describe change. See Science NetLinks, Water 1: Water and Ice. http://www.sciencenetlinks.com/lessons.php?Grade=k-2&BenchmarkID=4&DocID=0

Observe the amount of water in an open container over time, and observe the amount of water in a closed container over time. Compare and contrast the sets of observations over time. See Science NetLinks, Water 2: Disappearing Water. http://www.sciencenetlinks.com/lessons.php?DocID=168

Explore what happens to the amount of different substances as they change from a solid to a liquid or a liquid to solid. See Science NetLinks: Water 3: Melting and Freezing.

http://www.sciencenetlinks.com/lessons.php?DocID=161 Assessment Models: Observe, record, and describe the parts that make up common classroom objects using hand lenses. Use writing and drawing to communicate observations and descriptions of how parts come together to make a whole Identify all the parts and wholes they observe while eating their lunch. Identify the changes of state from liquid to gas in evaporation and gas to liquid in condensation using water as an example. Describe the changes in the properties of water as it changes from solid to gas. Additional resources:

National Science Digital Library, Science Digital Literacy Maps: The Physical Setting: Conservation of Matter. http://strandmaps.nsdl.org/?id=SMS-MAP-1332

http://www.nj.gov/education/aps/cccs/




http://www.sciencenetlinks.com/lessons.php?Grade=k-2&BenchmarkID=4&DocID=0

http://www.sciencenetlinks.com/lessons.php?DocID=168


http://strandmaps.nsdl.org/?id=SMS-MAP-1332

National Science Digital Library, Science Refreshers http://nsdl.org/refreshers/science/

See Science Curriculum Topic Study: Properties of Matter p. 171

National Science Digital Library, Science Digital Literacy Maps:

The Physical Setting: Conservation of Matter. http://strandmaps.nsdl.org/?id=SMS-MAP-1332


Science Curriculum Topic Study Properties of Matter p. 171

http://nsdl.org/refreshers/science/






Curriculum Management System – Big Idea 2


Objective/ Cluster Concept/ Cumulative Progress Indicators The student will be able to: 5.2.2.B.1 Generate accurate data and organize arguments to show that not all substances respond the same way when heated or cooled, using common materials, such as shortening or candle wax.

Big Idea 2 B. Changes in Matter: Substances can undergo physical or chemical changes to form new substances. Each change involves energy

Topic: Physical Science: Changes in Matter

Overarching Goals: 5.2 Physical Science: 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

Goal 1: Changes in Matter: Substances can undergo physical or chemical changes to form new substances. Each change involves energy.

Essential Questions: How does conservation of mass apply to the interaction of materials in a closed system? What determines the type and extent of a chemical reaction? Enduring Understanding: When materials interact within a closed system, the total mass of the system remains the same. There are several ways in which elements and/or compounds react to form new substances and each reaction involves energy. Conceptual Understanding: Some properties of matter can change as a result of processes such as heating and cooling. Not all materials respond the same way to these processes.


Observe and describe changes in the physical properties of solids and liquids after exposure to various treatments (i.e., temperature, sunlight, water).

Assessment Models: Use writing, drawing, and discussion to communicate observations, descriptions, investigations, and experiences concerning solids and liquids Additional resources:

National Science Digital Library, Science Digital Literacy Maps: The Physical Setting: Chemical Reactions http://strandmaps.nsdl.org/?id=SMS-MAP-1349


Science Curriculum Topic Study Physical Properties and Change p. 170

http://education.state.nj.us/events/






Objective/ Cluster Concept/ Cumulative Progress Indicators The student will be able to: 5.2.2.C.1 Compare, citing evidence, the heating of different colored objects placed in full sunlight. 5.2.2.C.2 Apply a variety of strategies to collect evidence that validates the principle that if there is no light, objects cannot be seen. 5.2.2.C.3 Present evidence that represents the relationship between a light source, solid object, and the resulting shadow.

Big Idea 3 5.2C Forms of Energy: Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the understanding that, for the most part, the natural world can be explained and is predictable.

Topic: Physical Science: Forms of energy

Overarching Goals: Physical Science: 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.

Goal 1: Forms of Energy: Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the understanding that, for the most part, the natural world can be explained and is predictable.

Essential Questions: How do we know that things have energy? Enduring Understanding: Energy takes many forms. These forms can be grouped into types of energy that are associated with the motion of mass (kinetic energy), and types of energy associated with the position of mass and with energy fields (potential energy). Conceptual Understanding: The Sun warms the land, air, and water. An object can be seen when light strikes it and is reflected to a viewer's eye. If there is no light, objects cannot be seen. When light strikes substances and objects through which it cannot pass, shadows result.

Learning Activities: Explore shadows using different light sources, different objects, and transparent, translucent and opaque objects Assessment Models: Identify the source of different shadows Additional resources:

National Science Digital Library, Science Digital Literacy Maps: The Physical Setting: Energy Transformations http://strandmaps.nsdl.org/?id=SMS-MAP-2071

The Physical Setting: Use of Earth’s Resources http://strandmaps.nsdl.org/?id=SMS-MAP-1699


Science Curriculum Topic Study Energy Transformation p. 213




Science Curriculum Topic Study Energy Transformation p. 213

On line light and shadow applications http://www.bbc.co.uk/schools/scienceclips/ages/7_8/light_shadows.shtml
















http://www.bbc.co.uk/schools/scienceclips/ages/7_8/light_shadows.shtml







Curriculum Management System Big Idea 4


Objective/ Cluster Concept/ Cumulative Progress Indicators The student will be able to: 5.2.2.D.1 Predict and confirm the brightness of a light, the volume of sound, or the amount of heat when given the number of batteries, or the size of batteries.

Big Idea 4 Energy Transfer and Conservation: The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they are transferred from one object to another.

Topic: (name of unit) Physical Science: Energy transfer and Conservation

Overarching Goals: 5.2 Physical Science: 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.

Goal 1: Energy Transfer and Conservation: The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they are transferred from one object to another.

Essential Questions: How can energy be transferred from one material to another? What happens to a material when energy is transferred to it? Enduring Understanding: 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 Conceptual Understanding: Batteries supply energy to produce light, sound, or heat.


List objects in the classroom and in their homes that operate on batteries. List other objects that “do work” such as an eraser and do not require batteries.

Discuss where the energy comes from.

Compare the types of batteries and the objects they power and make any conclusions about the relationship between batteries and work required.

Assessment Models: Have students create a simple circuit Additional resources:

National Science Digital Library, Science Digital Literacy Maps: The Physical Setting: Energy Transformations: http://strandmaps.nsdl.org/?id=SMS-MAP-2071

The Physical Setting: Electricity and Magnetism: http://strandmaps.nsdl.org/?id=SMS-MAP-2085


Science Curriculum Topic Study Electrical Charge and Energy p. 208









Objective/ Cluster Concept/ Cumulative Progress Indicators Taken from CPI’s in NJCCCS standards http://www.nj.gov/education/aps/cccs/ The student will be able to: Investigate and model the various ways that inanimate objects can move. Predict an object’s relative speed, path, or how far it will travel using various forces and surfaces Distinguish a force that acts by direct contact with an object (e.g., by pushing or pulling) from a force that can act without direct contact (e.g., the attraction between a magnet and a steel paper clip).

Big Idea 5 Forces and Motion: It takes energy to change the motion of objects. The energy change is understood in terms of forces.

Topic: Forces and Motion

Overarching Goals: Standard 5.2 Physical Science: 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.

Goal 1: Forces and Motion: It takes energy to change the motion of objects. The energy change is understood in terms of forces.

Essential Questions: How can energy be transferred from one material to another? What happens to a material when energy is transferred to it? Enduring Understanding: 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 A force is a push or a pull. Pushing or pulling can move an object. The speed an object moves is related to how strongly it is pushed or pulled. When an object does not move in response to a push or a pull, it is because another push or pull (friction) is being applied by the environment. Some forces act by touching, while other forces can act without touching. Conceptual Understanding: Objects can move in many different ways (fast and slow, in a straight line, in a circular path, zigzag, and back and forth).


Model different pathways of movement and have classmates describe or name the movement. Switch roles.

Identify objects that only move in one way and others that may move in many ways.

Use various toys, carts, etc. and ramps to explore speed, pathways, and forces.

Conduct on line simulations and discuss observations and conclusions. Use appropriate methods of recording data and sharing results with classmates. Simulation of forces and movement http://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement.shtml

Explore, predict and observe forces when given a variety of objects with which to interact. Assessment Models: Students explain what happens when water melts and freezes

Additional resources: National Science Digital Library, Science Digital Literacy Maps: National Science Digital Library: Laws of Motion http://strandmaps.nsdl.org/?id=SMS-MAP-1357


Science Curriculum Topic Study Describing Position and Motion p. 207

National Science Digital Library, Science Digital Literacy Maps: National Science Digital Library: Laws of Motion http://strandmaps.nsdl.org/?id=SMS-MAP-1357


Science Curriculum Topic Study Describing Position and Motion p. 207

National Science Digital Library, Science Digital Literacy Maps: National Science Digital Library: Laws of Motion http://strandmaps.nsdl.org/?id=SMS-MAP-1357




http://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement.shtml

















Objective/ Cluster Concept/ Cumulative Progress Indicators The student will be able to: 5.3.2.A.1 Group living and nonliving things according to the characteristics that they share.

Big Idea 6 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.

Topic: (name of unit) Life Science: Organization and Development

Overarching Goals: ( Life Science: 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

Goal 1: 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.

Essential Questions: What do all living things have in common? Enduring Understanding: Living organisms have a variety of observable features that enable them to obtain food and reproduce. Conceptual Understanding: Living organisms:

Exchange nutrients and water with the environment.

Reproduce. Grow and develop in a predictable manner


Sort groups of animals (mammals, birds, reptiles, etc.) and identify the specific characteristics or features used to separate the animals.

Be presented with an unfamiliar object. After thorough observation, determine whether or not the object is living, once-living or non-living using criteria (exchange, reproduction and growth/development).

Assessment Models: Provide each group of students with a toy insect, a dead insect, and a living insect. Ask students to explain how they are different from each other using the criteria for living things (gas exchange, reproduction, and growth). Each group will make a claim about each specimen, and then justify each of their claims using scientific reasoning. To show evidence of meeting this CPI, students may answer the following question:

Which of the following is one nonliving part in the habitat of a bluebird? A. Insects they eat B. Air they breathe C. Hawks that eat them D. Plants they use for nests

Additional resources:

Teachers’ Domain provides lesson plans and other multimedia resources (video clips and simulations) that support this CPI. http://www.teachersdomain.org/resource/tdc02.sci.life.colt.nonliving/

http://www.teachersdomain.org/resource/tdc02.sci.life.colt.lp_living/

http://www.teachersdomain.org/resource/tdc02.sci.life.colt.nonliving/

http://www.teachersdomain.org/resource/tdc02.sci.life.colt.lp_living/



Objective/ Cluster Concept/ Cumulative Progress Indicators Taken from CPI’s in NJCCCS standards http://www.nj.gov/education/aps/cccs/ The student will be able to: 5.3.2.B.1 Describe the requirements for the care of plants and animals related to meeting their energy needs. 5.3.2.B.2 Compare how different animals obtain food and water. 5.3.2.B.3 Explain that most plants get water from soil through their roots and gather light through their leaves.

Big Idea 7 5.3 B Matter and Energy Transformations: Food is required for energy and building cellular materials. Organisms in an ecosystem have different ways of obtaining food, and some organisms obtain their food directly from other organisms

Topic: Life Science: Matter and Energy Transformation

Overarching Goals: Life Science: 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

Goal 1: Matter and Energy Transformations: Food is required for energy and building cellular materials. Organisms in an ecosystem have different ways of obtaining food, and some organisms obtain their food directly from other organisms

Essential Questions: How is matter transformed, and energy transferred/transformed in living systems? Enduring Understanding: All organisms transfer matter and convert energy from one form to another Conceptual Understanding: A source of energy is needed for all organisms to stay alive and grow. Both plants and animals need to take in water, and animals need to take in food. Plants need light. Animals have various ways of obtaining food and water. Nearly all animals drink water or eat foods that contain water. Most plants have roots to get water and leaves to gather sunlight.

Learning Activities: Observe a variety of plants and animals (in natural settings or using digital/video) and identify the basic needs that are common to plants or animals of the same group.

Observe a variety of animals and identify how each animal obtains food and water. Identify those unique physical features (trunks, beaks, claws, etc.) or behaviors (web-building, hunting/stalking, foraging, etc.) that allow certain animals to obtain food.

Conduct a variety of experiments to determine how plants obtain water and light. Determine which conditions can affect the way plants obtain their energy needs.

Assessment Models: To show evidence of meeting this CPI, students may complete the following assessment: Students grow plants in the classroom from seeds. Record all observations, including verbal descriptions, as well as data about the height and number of leaves of each of the plants. They draw conclusions about the effects of modifying the conditions that the plants are grown under, based on evidence. To show evidence of meeting this CPI, students may answer the following question: Which of these is more important for plants than for animals in order to live?

A. Air B. Water C. Sunlight _ D. A place to live

To show evidence of meeting this CPI, students may complete the following performance assessment: Your class has been asked by the local Audubon Society to choreograph and present a unique dance illustrating how animals meet their energy needs in nature. Create costumes that highlight animals’ unique physical features (trunks, beaks, claws, etc.) and develop a dance to demonstrate those unique behaviors animals display to obtain their food. At the end of the presentation, discuss with the audience which animals were included and how they obtain food in nature. To show evidence of meeting this CPI, students may complete the following assessment: Students grow plants in the classroom from seeds. Record all observations, including their verbal descriptions, as well as data about the height and number of leaves of each of the plants. The teacher varies the conditions that the plants are grown under, including degree of exposure to light and the amount of water provided each day. Students then draw specific conclusions about the effects of these modifications based on evidence.



To show evidence of meeting this CPI, students may answer the following question: For a plant to stay alive indoors, where does it need to be placed?

A. In a dry area B. In a dark room C. On a plant stand D. Near a sunny place

Additional resources: Teachers’ Domain provides lesson plans and other multimedia resources (video clips and simulations) that support this CPI. http://www.teachersdomain.org/resource/tdc02.sci.life.colt.lp_stayalive/

Harvard-Smithsonian Center for Astrophysics’ Digital Video Library provides short video clips of classroom teachers working with students on the specific learning goals associated with this CPI. http://www.hsdvl.org/video.php?record_serial=1113

Teachers’ Domain provides lesson plans and other multimedia resources (video clips and simulations) that support this CPI. http://www.teachersdomain.org/resource/tdc02.sci.life.colt.lp_stayalive/


Harvard-Smithsonian Center for Astrophysics’ Digital Video Library provides short video clips of students discussing their scientific ideas associated with this CPI. http://www.hsdvl.org/video.php?record_serial=5

Harvard-Smithsonian Center for Astrophysics’ Digital Video Library provides short video clips of teachers describing experiments associated with this CPI. http://www.hsdvl.org/video.php?record_serial=227

http://www.teachersdomain.org/resource/tdc02.sci.life.colt.lp_stayalive/

http://www.hsdvl.org/video.php?record_serial=1113%20







Objective/ Cluster Concept/ Cumulative Progress Indicators The student will be able to: Describe the ways in which organisms interact with each other and their habitats in order to meet basic needs. Identify the characteristics of a habitat that enable the habitat to support the growth of many different plants and animals. Communicate ways that humans protect habitats and/or improve conditions for the growth of the plants and animals that live there, or ways that humans might harm habitats.

Big Idea 8 5.3C Interdependence: All animals and most plants depend on both other organisms and their environment to meet their basic needs.

Topic: Life Science Interdependence

Overarching Goals: Life Science: 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

Goal 1: Interdependence: All animals and most plants depend on both other organisms and their environment to meet their basic needs.

Essential Questions: In what ways do organisms interact within ecosystems? Enduring Understanding: All animals and most plants depend on both other organisms and their environments for their basic needs. Conceptual Understanding: Organisms interact and are interdependent in various ways; for example, they provide food and shelter to one another A habitat supports the growth of many different plants and animals by meeting their basic needs of food, water, and shelter. Humans can change natural habitats in ways that can be helpful or harmful for the plants and animals that live there.


Identify the different kinds of living things in varying environments, and determine the relationships that exist between them.

Recognize and provide examples of how living things coexist in different environments, sharing resources and space.

Describe how plants and animals interact with each other and their environment in a variety of settings by observing interactions in natural settings or through digital/video means.

Explain how human actions (both positive and negative) can affect the survival and health of plants and animals. Assessment Models: To show evidence of meeting this CPI, students may complete the following performance assessment: Your class has been asked to survey the types of plants and animals that live around the school property. Conduct a survey of the different types of plants and animals you see on a walk around the school grounds. Use your journal to document what you see (drawing pictures, collecting leaves, etc.). Pay special attention to how the different organisms interact with other living things and their environment to meet their needs (birds nesting in trees, ants collecting food, etc.). Report your findings to other students in schools around New Jersey and the rest of the world in a series of brief nature videos or podcasts (using a digital collaboration site), where each group highlights a different species on the school grounds. Students work in groups to construct a visual representation of a habitat. They identify all living organisms of the habitat, and then identify which elements (living and non-living) of the habitat provide all organisms with food, shelter and water. To show evidence of meeting this CPI, students may answer the following question: Which of these animals MOST likely made the hole in the cactus to find water? **Become a participant in the Environmental Protection Agency’s (EPA) Pick 5 for the Environment Challenge. Choose at least five actions to commit to as a class in order to protect the environment. After you change your behaviors, let others know what you committed to through Pick Five. Additional resources: Science NetLinks offers lesson plans and support materials associated with this CPI.

VoiceThread is a collaborative, multimedia slide show that holds images, documents, and videos and allows people to navigate pages and leave comments. It can be used as a resource to support the sample assessment provided with this CPI.

Science NetLinks offers lesson plans and support materials associated with this CPI. http://www.sciencenetlinks.com/lessons.cfm?DocID=440

Annenberg Media’s Teachers’ Resources offer short video courses covering essential science content for K-6 teachers. http://www.learner.org/resources/series179.html

Environmental Protection Agency’s (EPA) Pick 5 for the Environment Challenge website explains the details of the challenge

http://www.sciencenetlinks.com/lessons.cfm?DocID=440

http://voicethread.com/

http://voicethread.com/about/media/

http://voicethread.com/about/commenting/

http://www.sciencenetlinks.com/lessons.cfm?DocID=440%20

http://www.learner.org/resources/series179.html



Objective/ Cluster Concept/ Cumulative Progress Indicators The student will be able to: 5.3.2.D.1 Record the observable characteristics of plants and animals to determine the similarities and differences between parents and their offspring. 5.3.2.D.2 Determine the characteristic changes that occur during the life cycle of plants and animals by examining a variety of species and distinguish between growth and development.

Big Idea 9 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.

Topic Life Science: Heredity and Reproduction

Overarching Goals: 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

Goal 1: 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.

Essential Questions: How do organisms change as they go through their life cycle? Enduring Understanding: Organisms reproduce, develop, have predictable life cycles, and pass on some traits to their offspring Conceptual Understanding: Plants and animals often resemble their parents Organisms have predictable characteristics at different stages of development.


Identify characteristics (e.g., body coverings, beak shape, number of legs, body parts) that are passed on from parents to young.

Classify young animals based on characteristics that are passed on from parents (e.g., dogs/puppies, cats/kittens, cows/calves, chicken/chicks).

Observe a complete life cycle of an organism in the classroom by recognizing, recording and communicating changes observed in the organism over time.

Use records from their own observations to discriminate between the changes that are due to growth (size, weight, etc.) and which are due to development (structural changes).

Assessment Models: To show evidence of meeting this CPI, students may complete the following performance assessment: You are a volunteer on a farm, and the farmer needs some help trying to identify which young animals are related to which parents. The farmer has given you pictures of all the animals on the farm, and she would like you to use each animal’s distinguishing characteristics to determine the relationships. After reviewing the pictures, share your ideas with your classmates. State your claims, using the animals’ characteristics as physical evidence (markings, color, etc.) to support your claim. As a class, come to consensus about the relationships on the farm Identify which images represent changes in growth, and which images represent changes in differentiation based on images of different organisms at different stages in their life cycle. Make a claim, and support their claim using observations from the pictures. To show evidence of meeting this CPI, students may answer the following question: How will the young cardinal change as it grows up?

A. It will grow more toes. B. Its tail feathers will become shorter. C. It will grow a pointed crest. D. Its beak will become long and narrow.


Annenberg Media’s Teachers’ Resources offer short video courses covering essential science content for K-6 teachers.

http://www.learner.org/resources/series179.html?pop=yes&pid=1957



Objective/ Cluster Concept/ Cumulative Progress Indicators Taken from CPI’s in NJCCCS standards http://www.nj.gov/education/aps/cccs/ The student will be able to: 5.3.2.E.1 Describe similarities and differences in observable traits between parents and offspring. 5.3.2.E.2 Describe how similar structures found in different organisms (e.g., eyes, ears, mouths) have similar functions and enable those organisms to survive in different environments.

Big Idea 10 (from scope and sequence map) . 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

Topic: Life Science: Evolution and Diversity

Overarching Goals: 5.3 e Life Science: 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.

Goal 1: . 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

Essential Questions: In what ways are organisms of the same kind different from each other? How does this help them reproduce and survive? Enduring Understanding: Sometimes differences between organisms of the same kind give advantages in surviving and reproducing in different environments Conceptual Understanding: Variations exist within a group of the same kind of organism. Plants and animals have features that help them survive in different environments


Describe the similarities and differences between parents and offspring, such as size and color, shapes, etc. after being presented with digital images or living organisms.

Discuss and then create a graphic organizer to represent which traits are similar or different between parents and offspring.

Observe a variety of plants and animals interacting with their environment.

Journal the experience, taking note of similar structures between different organisms.

Engage in a scientific discussion, during which they explain the role of the features or traits that help the plant or animal survive.

Assessment Models: Identify any structures that are common to a number of the species after being presented with a variety of images of different species. Explain, using their own words, how each structure can help an organism survive in its habitat. Catfish have whisker-like parts around their mouths to help them feel their surroundings because they live in murky water. Which of these is a catfish? A B C D


Harvard-Smithsonian Center for Astrophysics’ Digital Video Library provides short video clips of a workshop covering content associated with this CPI.

http://www.hsdvl.org/video.php?record_serial=1691






Objective/ Cluster Concept/ Cumulative Progress Indicators The student will be able to: 5.4.2.A.1 Determine a set of general rules describing when the Sun and Moon are visible based on actual sky observations.

Big Idea 11 5.4A Objects in the Universe: Our Universe has been expanding and evolving for 13.7 billion years under the influence of gravitational and nuclear forces. As gravity governs its expansion, organizational patterns, and the movement of celestial bodies, nuclear forces within stars govern its evolution through the processes of stellar birth and death. These processes also governed the formation of our Solar System 4.6 billion years ago.

Topic: Earth Systems Science: Objects in the Universe

Overarching Goals: 5.4 Earth System Science: The Earth operates as a set of complex and dynamic interconnected systems, and is a part of the all encompassing system of the Universe

Goal 1: Objects in the Universe: Our Universe has been expanding and evolving for 13.7 billion years under the influence of gravitational and nuclear forces. As gravity governs its expansion, organizational patterns, and the movement of celestial bodies, nuclear forces within stars govern its evolution through the processes of stellar birth and death. These processes also governed the formation of our Solar System 4.6 billion years ago.

Essential Questions: To what extent are the properties of objects in our solar system predictable? What causes these patterns? Enduring Understanding: Observable, predictable patterns in the solar system occur because of gravitational interactions and energy from the Sun. Conceptual Understanding: The Sun is a star that can only be seen during the day. The Moon is not a star and can be seen sometimes at night and sometimes during the day. The Moon appears to have different shapes on different days.


Explore the belief of some students that the Moon is visible only at night and the Sun is visible only during the day.

Share and discuss observational data to determine if the Moon looks the same to students in different regions of the world as it does in the student’s home town.

Use direct observations, charts and graphs available through the media, or simulations to develop a generalized set of rules describing when the Sun and Moon are visible.

Assessment Models: To show evidence of meeting this CPI, students may answer the following questions: Students in Australia are conducting experiments to determine if the changing shape of the Moon is predictable. 1. Would you expect their data to be the same as that collected by students in New

Jersey? Explain why. 2. What are two reasons why the Moon can sometimes be seen during the day as well

as at night? Additional resources: National Science Digital Library, Science Digital Literacy Maps

Common Themes: Patterns of Change http://strandmaps.nsdl.org/?id=SMS-MAP-2436

The Physical Setting: Solar System http://strandmaps.nsdl.org/?id=SMS-MAP-1282

National Science Digital Library Science Refreshers http://nsdl.org/refreshers/science/

Science Curriculum Topic Study Seasons, p. 185, Earth, Moon, and Sun System, p. 194







Objective/ Cluster Concept/ Cumulative Progress Indicators The student will be able to: 5.4.2.C.1 Describe Earth materials using appropriate terms, such as hard, soft, dry, wet, heavy, and light.

Big Idea 12 5.4c Properties of Earth Materials: The Earth’s composition is unique, related to the origin of our solar system, and provides us with the raw resources needed to sustain life.

Topic: Earth System Science: Properties of Earth Materials

Overarching Goals: 5.4 Earth System Science: The Earth operates as a set of complex and dynamic interconnected systems, and is a part of the all encompassing system of the Universe.

Goal 1: Properties of Earth Materials: The Earth’s composition is unique, related to the origin of our solar system, and provides us with the raw resources needed to sustain life.

Essential Questions: How do Earth Systems interact to create soil? How do we use observable characteristics of Earth materials to identify different parts of the Earth System? Enduring Understanding: Soil is a product of the interactions of the Earth Systems. The Earth System includes a variety of materials in solid, liquid and gaseous form. Conceptual Understanding: Soils are made of many living and nonliving substances. The attributes and properties of soil (e.g., moisture, kind and size of particles, living/organic elements, etc.) vary depending on location.


Participate in GLOBE’s The Scoop on Soils found at: http://www.globe.gov/fsl/html/templ.cgi?EG_cloud&lang=en&nav=1

Develop systematic procedures for sampling and analyzing soils from across the community.

Investigate Soil And My Backyard found at: http://www.globe.gov/tctg/backyard.pdf?sectionId=104

Develop a simple soil classification system that can be used to categorize samples from around the globe. For teacher reference: http://www.physicalgeography.net/fundamentals/10v.html

Assessment Models: To show evidence of meeting this CPI, students may compete the following assessments: Identify two ways that dirt and soil are different. Determine the characteristics of soil that they would look for when planning a vegetable garden and explain why this information is useful. Additional resources: National Science Digital Library, Science Digital Literacy Maps

The Physical Setting: Changes in the Earth's Surface http://strandmaps.nsdl.org/?id=SMS-MAP-0048


Science Curriculum Topic Study Soil, p. 187

http://www.globe.gov/fsl/html/templ.cgi?EG_cloud&lang=en&nav=1


http://www.globe.gov/tctg/backyard.pdf?sectionId=104

http://www.globe.gov/tctg/backyard.pdf?sectionId=104

http://www.physicalgeography.net/fundamentals/10v.html






Objective/ Cluster Concept/ Cumulative Progress Indicators Taken from CPI’s in NJCCCS standards http://www.nj.gov/education/aps/cccs/ The student will be able to: 5.4.2.E.1 Describe the relationship between the Sun and plant growth.

Big Idea 13 5.4E Energy in Earth Systems: Internal and external sources of energy drive the Earth system.

Topic: Earth systems

Overarching Goals Earth System Science: The Earth operates as a set of complex and dynamic interconnected systems, and is a part of the all encompassing system of the Universe

Goal 1: Energy in Earth Systems: Internal and external sources of energy drive the Earth system.

Essential Questions: Which Earth materials change temperature the most in the sun and shade? Enduring Understanding: Earth materials absorb and reflect the sun's energy differently Conceptual Understanding: Plants need sunlight to grow.


Observe a variety of plants and animals (in natural settings or using digital/video means) and identify the basic needs that are common to plants or animals of the same group.

Conduct a variety of experiments to determine how plants obtain water and light. Determine which conditions can affect the way plants obtain their energy needs.

Assessment Models: To show evidence of meeting this CPI, students may complete the following assessment and the questions: Grow plants in the classroom from seeds. Record all of their observations, including their verbal descriptions, as well as data about the height and number of leaves of each of the plants. Vary the conditions that the plants are grown under, and draw conclusions about the effects of these modifications based on their evidence. 1. Which of these is more important for plants than for animals in order to live?

E. Air F. Water G. Sunlight _ H. A place to live

2. For a plant to stay alive indoors, where does it need to be placed? E. In a dry area F. In a dark room G. On a plant stand H. Near a sunny place




National Science Digital Library, Science Digital Literacy Maps The Living Environment: Flow of Energy in Ecosystems









Objective/ Cluster Concept/ Cumulative Progress Indicators Taken from CPI’s in NJCCCS standards http://www.nj.gov/education/aps/cccs/ The student will be able to: 5.4.2.F.1 Observe and document daily weather conditions and discuss how the weather influences your activities for the day.

Big Idea 14 5.4 F Weather and Climate: Earth’s weather and climate system are the result of complex interactions between land, ocean, ice and atmosphere.

Topic: Earth Systems Science: Weather and Climate

Overarching Goals: Earth System Science: The Earth operates as a set of complex and dynamic interconnected systems, and is a part of the all encompassing system of the Universe.

Goal 1: Weather and Climate: Earth’s weather and climate system are the result of complex interactions between land, ocean, ice and atmosphere.

Essential Questions: How do changes in one part of an Earth system affect other parts of the system? Enduring Understanding: Earth’s components form systems. These systems continually interact at different rates of time, affecting the Earth regionally and globally. Conceptual Understanding: Current weather conditions include air movement, clouds, and precipitation. Weather conditions affect our daily lives.


Participate in GLOBE’s Do you know that Clouds Have Names? found at: http://www.globe.gov/fsl/html/templ.cgi?EG_cloud&lang=en&nav=1

Play the Wild Weather Adventure game. Your weather research blimp will explore Earth and its weather. With luck, skill, and strategy, you will race other weather research blimps to be first to travel all the way around the world and win the game. You can play with your friends or by yourself with a computer opponent. http://spaceplace.nasa.gov/en/kids/goes/wwa/index.shtml

Make a Cloud Mobile: http://spaceplace.nasa.gov/en/kids/clouds/index.shtml

Use a thermometer to measure temperature in degrees Fahrenheit. Describe how hot or cold an object or weather event feels by using a thermometer.

Use a rain gauge to measure precipitation and describe how this measurement would change when frozen precipitation such as snow or ice melts.

Organize weather data on graphs and on long-term data collections charts and use this data to describe typical seasonal weather patterns. Assessment Models: Sandra and Janis were flying to New Jersey from China. They looked down as they were about to land and observed the clouds pictured below. 1. Will they need to use their umbrellas to get to their cars? Explain why or why not. source: http://spaceplace.nasa.gov Lisa and Steve are working in a community garden picking vegetables. During one of Lisa’s many breaks she noticed the clouds (shown below) growing to the west of where they are working. 2. What kind of weather can they expect in the near future? 3. How do you know? The source of this material is Windows to the Universe, at http://www.windows.ucar.edu/ at the University Corporation for Atmospheric Research (UCAR) Additional resources:

National Science Digital Library, Science Digital Literacy Maps The Physical Setting: Weather and Climate http://strandmaps.nsdl.org/?id=SMS-MAP-1698


Science Curriculum Topic Study Weather and Climate, p 191






http://spaceplace.nasa.gov/en/kids/goes/wwa/index.shtml

http://spaceplace.nasa.gov/en/kids/goes/wwa/index.shtml

http://spaceplace.nasa.gov/en/kids/clouds/index.shtml

http://spaceplace.nasa.gov/en/kids/clouds/index.shtml

http://spaceplace.nasa.gov/

http://www.windows.ucar.edu/

http://www.ucar.edu/




http://1.bp.blogspot.com/_O_n_BldttHU/Skw2elrYfmI/AAAAAAAABeQ/jTXWx27QyE0/s1600-h/cumulus+3.JPG



Objective/ Cluster Concept/ Cumulative Progress Indicators Taken from CPI’s in NJCCCS standards http://www.nj.gov/education/aps/cccs/ The student will be able to: 5.4.2.G.1 Observe and discuss evaporation and condensation. 5.4.2.G.2 Identify and use water conservation practices. 5.4.2.G.3 Identify and categorize the basic needs of living organisms as they relate to the environment. 5.4.2.G.4 Identify the natural resources used in the process of making various manufactured products.

Big Idea 15 5.4 G Biogeochemical Cycles: The biogeochemical cycles in the Earth System include the flow of microscopic and macroscopic resources from one reservoir in hydrosphere, geosphere, atmosphere, or biosphere to another, are driven by the Earth's internal and external sources of energy, and are impacted by human activity.

Topic: Earth Systems Science: Biogeochemical Cycles

Overarching Goals: Earth System Science: The Earth operates as a set of complex and dynamic interconnected systems, and is a part of the all encompassing system of the Universe.

Goal 1: Biogeochemical Cycles: The biogeochemical cycles in the Earth System include the flow of microscopic and macroscopic resources from one reservoir in hydrosphere, geosphere, atmosphere, or biosphere to another, are driven by the Earth's internal and external sources of energy, and are impacted by human activity.

Essential Questions: What is the source of the resources used to meet the basic needs of living organisms? Enduring Understanding: The Earth is a system, continuously moving resources from one part of the system to another. Conceptual Understanding: Water can disappear (evaporate) and collect (condense) on surfaces. There are many sources and uses of water. Organisms have basic needs and they meet those needs within their environment The origin of everyday manufactured products such as paper and cans can be traced back to natural resources.


Explore what happens to water as it goes from solid to liquid and back again; use observation, measurement, and communication skills to describe change. See Science NetLinks, Water 1: Water and Ice: http://www.sciencenetlinks.com/lessons.php?Grade=k-2&BenchmarkID=4&DocID=0

Observe the amount of water in an open container over time, and observe the amount of water in a closed container over time. Compare and contrast the sets of observations over time. See Science NetLinks, Water 2: Disappearing Water: http://www.sciencenetlinks.com/lessons.php?DocID=168

Explore what happens to the amount of different substances as they change from a solid to a liquid or a liquid to solid. See Science NetLinks: Water 3: Melting and Freezing: http://www.sciencenetlinks.com/lessons.php?DocID=161

Identify local sources of fresh water available for consumption.

Relate the need for water conservation to the limited fresh water supply.

Explore and measure the success of strategies for conserving water at home and at school.


Observe a variety of animals and identify how each animal meets its basic needs. Identify those unique physical features (trunks, beaks, claws, etc.) or behaviors (web-building, hunting/stalking, foraging, etc.) that allow certain animals to meet their basic needs.

Trace points of origin of a variety of resources by constructing and analyzing a product map.

Explore the change in the use of a resource over time and determine which resources are being used up more quickly now than ever before.




http://www.sciencenetlinks.com/lessons.php?Grade=k-2&BenchmarkID=4&DocID=0



Assessment Models: To show evidence of meeting this CPI, students may answer the following questions: 1. Identify the changes of state from liquid to gas in evaporation and gas to liquid in condensation using water

as an example. 2. How can a water cycle be used to explain water’s ability to disappear (evaporate) and collect (condense) on

surfaces.

Identify local sources of fresh water available for consumption.

Relate the need for water conservation to the limited fresh water supply.

Explore and measure the success of strategies for conserving water at home and at school.


Observe a variety of animals and identify how each animal meets its basic needs. Identify those unique physical features (trunks, beaks, claws, etc.) or behaviors (web-building, hunting/stalking, foraging, etc.) that allow certain animals to meet their basic needs.

Trace points of origin of a variety of resources by constructing and analyzing a product map.

Explore the change in the use of a resource over time and determine which resources are being used up more quickly now than ever before.


Up To Me For Kids offers a number of lesson plans and resources related to this CPI. http://www.up2meforkids.com.au/popup6.php?Do=ContentView&pageno=174

Teachers’ Domain provides lesson plans and other multimedia resources (video clips and simulations) that support this CPI. http://www.teachersdomain.org/resource/ess05.sci.ess.watcyc.h2otreatment/



National Geographic’s Xpeditions offers lesson plans and materials related to this CPI. http://www.nationalgeographic.com/xpeditions/lessons/16/gk2/everything.html

http://www.up2meforkids.com.au/popup6.php?Do=ContentView&pageno=174

http://www.teachersdomain.org/resource/ess05.sci.ess.watcyc.h2otreatment/



http://www.nationalgeographic.com/xpeditions/lessons/16/gk2/everything.html

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