STAFFORD TOWNSHIP SCHOOL DISTRICT Manahawkin, NJ Fifth 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: 5

Life Processes September-October

Global Interdependence November-December-January

Dynamic Earth February-March

Astronomy April

Energy, Motion & Matter May-June

Date Created:

July 2010

Board Approved on: September 23, 2010

Stafford Township School District Science Curriculum

Unit Overview

Content Area: Life Science

Unit Title: Life Processes-Body Systems and Introduction to Cells

Target Course/Grade Level: 5th

Grade

Unit Summary

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.

Primary interdisciplinary connections: Math, Language Arts, Technology, and Health

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

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

global society, and living things. 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 and Career content standards 9.1.A.B.C.D which

include creativity and innovation; critical thinking and problem solving; 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.A.1 Model the interdependence of the human body’s major systems in regulating its internal

environment.

5.3.6.A.2 Model and explain ways in which organelles work together to meet the cell’s needs.

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

Unit Essential Questions

How does scientific knowledge benefit

from shared communication with

others?

What do all living things have in

common?

Unit Enduring Understandings

Students will understand that…

Living organisms have a variety of observable features that

enable them to obtain food and reproduce.

The growth of scientific knowledge involves critique and

communication - social practices that are governed by a

core set of values and norms.

Unit Objectives

Students will know…

5.3.6.A.1

Systems of the human body are

interrelated and regulate the body’s

internal environment.

5.3.6.A.2

Essential functions of plant and animal

cells are carried out by organelles.

Unit Objectives

Students will be able to…

5.3.6.A.1

Construct conceptual models to clarify the levels

of organization for structure and function in living

things (cells, tissues, organs, organ systems). 5.3.6.A.2

Compare and contrast the types of organelles found

within plant and animal cells. Focus on how all of the

organelles, in both plants and animals, work together to

complete the essential cell functions.

Stafford Township School District Science Curriculum

Unit Overview

Content Area: Life Science

Unit Title: Life Processes- Matter and Energy Transformations: Producers, Consumers, Food Web/Chain

Target Course/Grade Level: 5th

Unit Summary

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. Plants are used as a source of food (energy) for other organisms.

Primary interdisciplinary connections: Math, Language Arts, Technology, and Health

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

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

global society, and living things.

Learning Targets

Content Standards

5.1This 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.

9.1This unit will also infuse the 21st Century Life and Career content standards 9.1.A.B.C.D which include

creativity and innovation; critical thinking and problem solving; 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.B.1 Plants are producers. They use the energy from light to make (food) sugar from

carbon dioxide and water.

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

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

an ecosystem

Technology

8.1.8.A.3 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 is matter transformed and

energy transferred/transformed in

living systems?

Unit Enduring Understandings

Students will understand that…

All organisms transfer matter and convert energy from

one form to another.

Unit Objectives

Students will know…

5.3.6.B.1

Plants are producers. 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.3

All the organisms cause changes in

the ecosystem in which they live. If

this change reduces another

organisms access to resources, that

organism may move to another

location or die.

Unit Objectives

Students will be able to…

5.3.6.B.1

Construct a simulation to explain how energy entering the

ecosystem as sunlight is transferred by producers into

chemical energy

5.3.6.B.2

Create a model food web that traces energy from light

through an ecosystem. Highlight each transfer of energy

between organisms, and discuss how the pathway may

vary within one ecosystem and between ecosystems.

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.

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 Model Food Web

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/ResourcebyContentAreaLink.aspx

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

Other resources to be determined by individual districts.

Teacher Notes:

Stafford Township School District Science Curriculum

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.

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:

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 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

5.3 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.

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.

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)

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

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

8.1.8.A.3 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.

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

monitored, maintained, and improved.

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

Unit Essential Questions

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?

Unit Enduring Understandings

Students will understand that…

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

Students will know…

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

Reproduction is essential to the

continuation of every species.

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.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

5.4.6.G.1

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.

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.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.

Stafford Township School District Science Curriculum Evidence of Learning

Suggested Formative Assessments

Teacher observations and anecdotal

records

Student responses

Completed labs

Classroom Application Documents (CADs) available

at

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

px

Science journals

District Wide Formative Assessments

Suggested Summative Assessments

Unit tests

Performance assessments

District Wide Summative Assessments

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

Language reference resources

Differentiated instruction as needed

Follow all IEP modifications/504 plan

Suggested Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher

Resources:

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

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

Other resources to be determined by individual districts.

Teacher Notes:

Stafford Township School District Science Curriculum

Unit Overview

Content Area: Earth Science

Unit Title: The Dynamic Earth/Earth System Science

Target Course/Grade Level: 5th

Unit Summary: The earth’s land features are shaped by destructive forces such as erosion and

weathering. Climate and weather directly impact the earth’s land features with variables such as

temperature, precipitation and the effects of solar and wind energy.

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 word as they relate to the individual,

global society, and the environment. 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 and Career content standards 9.1A.B.C.D which

include Creativity and Innovation; Critical thinking and problem solving; 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.

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)

5.4.6 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.1 Identify soil attributes/properties affect the soil’s ability to support life.

5.4.6. E.1 Generate a conclusion about energy transfer and circulation by observing a model of

convection currents.

5.4.6.F.1 Explain the interrelationships between daily temperature, air pressure, and relative humidity

data.

5.4.6.F.2 Create climatographs for various locations around Earth and categorize the climate based on

the yearly patterns of temperature and precipitation.

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.

Technology

8.1.8.A.3 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.

8.1.8.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.2 Explain the interdependence of a subsystem that operates as part of a system.

Unit Essential Questions

How do geologic events occurring

today provide insight to the Earth’s past

and future?

How do changes in one part of an earth

system affect other parts of the system?

What is the role of the sun in energy

transfer in the atmosphere and in the

ocean?

How do changes in one part of the Earth

system affect other parts of the system?

In what ways can Earth processes be

explained as interactions among

spheres?

Unit Enduring Understandings

Students will understand that…

geological events that are occurring on the earth today

reveal information about the earth’s past and clues to it’s

future.

Changes in one part of an Earth system will affect other

parts of the system.

the energy from the sun is transferred throughout the

oceans and atmosphere

Earth’s components form systems. These systems

continually interact at different rates of time, affecting the

Earth regionally and globally

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

Students will know…

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 B4

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 C1

Soil attributes/properties affect the

soil’s ability to support animal life

and grow plants.

5.4.6 E1

The Sun is the major source of

energy for circulating the

atmosphere and oceans. 5.4.6 F1

Weather is the result of short-term

variations in temperature,

Unit Objectives

Students will be able to…

5.4.6 B3

construct a model of running water in moving Earth

materials using a stream table with sand or other

similar materials and/or investigate the local areas for

examples of how moving water, wind and ice have

changed the area.

5.4.6 B4

-design, construct and test a model of a method to reduce

soil erosion on a small slope and/or 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.

5.4.6 C1

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

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

to analyze soil samples.

acquire soil samples from two sites and place them 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 two

sites.

5.4.6 E1

humidity, and air pressure.

5.4.6F2

Climate is the result of long-term

patterns of temperature and

precipitation

5.4.6G1

Circulation of water in marine

environments is dependent on factors

such as the composition of water

masses and energy from the Sun or

wind.

draw arrows demonstrating the circulation of ocean

currents in the ocean basins using a Mercator projection

map. Generate statements about the circulation patterns in

each ocean basin.

5.4.6 F1

-Using thermometers, psychrometers, and other

weather instruments, collect data and observations of

daily weather. Identify relationships among variables

and identify any changes that may be related to the

passing of air masses. Use digital technology to record

the data then compare their observations with students

in other schools.

Compare the above weather data to real-time data

found on a website, such as NOAA Weather. List the

possible reasons why there may be differences in the

data collected locally and that found on the website.

Using the data collected above and a real-time satellite

image of either New Jersey or the Northeast region,

forecast when the weather might be expected to

change. Support the forecast with data and

observations.

5.4.6F2

Create and analyze climatographs (graph of the

average monthly temperature and rainfall quantities

for a location) for coastal and inland locations to

identify and generalize patterns. Average monthly

data for this activity may be acquired from the Office

of the New Jersey State Climatologist's homepage.

Using yearly data from the above source, plot the

changes in precipitation and temperature over the past

30 years, and identify any changes during that time

period. Create a statement about the climate of New

Jersey, and explain why this statement is only a

generalization for the state based on the variations in

the climate across the state.

5.4.6G1

Draw arrows demonstrating 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.

Refer to CAD’s for additional instructional

guidance and sample assessments.

Stafford Township School District Science Curriculum Evidence of Learning

Suggested Formative Assessments

Teacher observation and anecdotal records

Completed labs

Written and oral Student responses

Science journals/notebooks

Refer to CAD (Classroom Applications

Document) www. njcccs.org

District Wide Formative Assessments

Suggested Summative Assessments

Unit tests

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/ResourcebyContentAreaLink.aspx

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

Other resources to be determined by individual districts

Teacher Notes:

Stafford Township School District Science Curriculum

Unit Overview

Content Area: EARTH SCIENCE

Unit Title: ASTRONOMY

Target Course/Grade Level: 5

Unit Summary The position, movements and forces of the Sun, the Earth and the Moon alone and

in relation to each other over time result in patterns and cycles.

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 universe. For further clarification see NJ World Class

Standards Introductions at www.njccs.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 infuse the four strands of the 21st Century Life and Careers 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-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.

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)

Earth Systems Science

5.4.6.A.1 Generate and analyze evidence (through simulations) that the Sun’s apparent motion across

the sky changes over the course of a year.

5.4.6.A.2 Construct and evaluate models demonstrating the rotation of Earth on its axis and the orbit of

Earth around the Sun.

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

taken away.

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.

8.1.8.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.2 Explain the interdependence of a subsystem that operates as part of a system.

Unit Essential Questions

What predictable, observable patterns

occur as a result of the interaction

between the Earth, Moon, and Sun?

What causes these patterns?

Unit Enduring Understandings

Students will understand that…

Observable, predictable patterns of movement in the Sun,

Earth, Moon system occur because of gravitational

interaction and energy from the Sun.

Unit Objectives

Students will know…

5.4.6.A.1

The height of the path of the Sun

in the sky and the length of a

shadow change over the course

of a year.

5.4.6.A.2

Earth’s position relative to the Sun,

and the rotation of Earth on its axis,

result in patterns and cycles that define

time units of days and years.

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.

Unit Objectives

Students will be able to…

5.4.6.A.1

Draw models of the sun's pathway in New Jersey

for all seasons.

Use classroom materials, such as lamps and spheres,

to create explanatory models for the variation of

shadows during the course of a year for various

locations in the Northern and Southern Hemispheres.

Identify the relationship between Sun angle and

shadows on the Earth and annual variations in

temperature in the mid-latitudes.

Analyze data on sunrise and sunset times (in terms

of length of daylight) and describe patterns. Explain

the reason for the patterns by using models or

computer simulations of the Earth and Sun.

5.4.6.A.2

Explore the question Why is there day and night?

Model how the Earth rotates on its tilted axis as it

revolves around the Sun.

Explain how the concept of time is derived from

Earth’s rotation and revolution.

5.4.6.A.3

Compare the experience of gravity on Earth with

that of the astronauts' perceived weightlessness in

space.

Use basic physical science materials, such as

washers and string, to model centripetal motion,

and collect data to assist in predicting what would

happen if gravity increased, decreased, or was

taken away.

Stafford Township School District Science Curriculum Evidence of Learning

Suggested Formative Assessments

Teacher observation

Completed Labs

Anecdotal records

Classroom Application Documents (CADs) available

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

Science journals/notebooks

Students’ responses

District Wide Formative Assessments

Suggested Summative Assessments

Unit Tests

Performance Assessments

District Wide Summative Assessments

Modifications (ELLs, Special Education, Gifted and Talented)

Culturally available texts, worksheets, CDs, and A/V materials.

Differentiated Instruction as needed.

Follow all IEP modifications/504 plan

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

See Classroom Application Documents (CADs) @

http://www.njcccs.org/ResourcebyContentAreaLink.aspx pp. 5.4.1-4

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

Other resources to be determined by individual districts

Teacher Notes:

Stafford Township School District Science Curriculum

Unit Overview

Content Area: Physical Science

Unit Title: Energy, Motion and Matter

Target Course/Grade Level: 5th

Unit Summary: This unit enables the student to explore and apply the basic understandings of motion,

visible light, volume, buoyancy, friction and electric circuits to make sense of their world.

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 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:

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, strands A-D. These strands

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

8.1- 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)

PHYSICAL SCIENCE

5.2.6.E.1 Model and explain how the description of an object’s motion from one observer’s view may

be different from a different observer’s view.

5.2.6.C.2 Describe how to prisms can be used to demonstrate that visible light from the Sun is made up

of different colors.

5.2.6.A.1 Determine the volume of common objects using water displacement methods.

5.2.6.E.4 Predict if an object will sink or float using evidence and reasoning.

5.2.6.D.1 Use simple circuits involving batteries and motors to compare and predict the current flow

with different circuit arrangements.

5.2.6.E.3 Demonstrate and explain the frictional force acting on an object with the use of a physical

model.

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.

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

Unit Essential Questions

How do the properties of materials

determine their use?

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?

How does energy affect the motion of

objects?

Unit Enduring Understandings

Students will understand that…

The structures of materials determine their properties.

Energy takes many forms.

Changes take place because of the transfer of energy.

Energy is transferred to matter through the action of

forces.

It takes energy to change the motion of objects. The

energy change is understood in terms of forces.

Unit Objectives

Students will know…

5.2.6.E.1

An object’s position can be described by

locating the object relative to other

objects or a background. The

description of an object’s motion from

one observer’s view may be different

from that reported from a different

observer’s view.

5.2.6.C.2

Visible light from the Sun is made up of

a mixture of all colors of light.

To see an object, light emitted or

reflected by that object must enter the

eye.

5.2.6.A.1

The volume of some objects can be

determined using liquid (water)

displacement.

5.2.6.E.4

Sinking and floating can be

predicted using forces that depend

on the relative densities of objects

and materials. 5.2.6.D.1

The flow of current in an electric circuit

depends upon the components of the

circuit and their arrangement, such as in

series or parallel. Electricity flowing

through an electrical circuit produces

Unit Objectives

Students will be able to…

5.2.6.E.1

Tell how the truck can look as if it is standing still

when it is really moving forward.

Explain why astronauts on the International Space

Station look down at NJ and observe that we are

rotating at a speed of almost 795 mph. Explain why

you do not feel as though you are moving at all?

5.2.6.C.2

Engage in a variety of activities designed to help

them investigate light, optics, and color.

Using Media to Explore Light and Optics

found at:

http://micro.magnet.fsu.edu/optics/activities/

students/usingmedia.html

Light, Prisms and Rainbow Connections found

at:

http://micro.magnet.fsu.edu/optics/activities/st

udents/prisms.html

Investigating the World of Colors found at:

http://micro.magnet.fsu.edu/optics/acti

vities/students/investigating.html

magnetic effects in the wires.

5.2.6.E.3

Friction is a force that acts to slow or

stop the motion of objects.

5.2.6.A.1

Make predictions about the volume of a variety of

objects, and support their predictions using

scientific reasoning.

In small groups, plan and conduct an experiment

to determine the volume of several small rocks.

Using data from their experiments, engage in a

guided discussion regarding what volume is and

how it can be determined. 5.2.6.E.4

Collect information to associate relative density

with sinking and floating.

Use the density of materials or objects to predict

sinking and floating. 5.2.6.D.1

Systematically compare circuits that can be used

to power bulbs, bells/buzzers, and small motors

with dry cells.

Relate circuits and components to symbolic

representations.

Identify and select tools and techniques for

comparing the amount of current flowing in

different parts of a circuit.

Given a diagram showing a circuit that includes

bulbs or small motors, construct a functioning

circuit matching the diagram, compare the current

flow in two parts of the circuit, and relate the

observed currents to the series/parallel

configurations in the circuit.

Engage in Changing Circuits and develop

explanations for the outcomes of the online

simulations. Resource can be found at:

http://www.bbc.co.uk/schools/ks2bitesize/s

cience/physical_processes/changing_circuit

s/play.shtml 5.2.6.E.3

Formulate a prediction and design an experiment

to examine the relationship between block weight

and the number of washers required to pull a block

across various surfaces. After performing the

experiment, graph results from a described

experiment and apply findings to a practical

situation. See PALS: Friction located at:

http://pals.sri.com/tasks/5-8/Friction/

Test the force necessary to start each of two blocks

in motion on an asphalt strip. Repeat the tests with

weight on the blocks, and with three different

asphalt strips: one dry, one wet, and one oily.

Individually, graph the group's data, and apply the

data to several different applications. See PALS:

Where the Rubber Meets the Road located at:

http://pals.sri.com/tasks/5-8/Rubber/

Use mechanical devices to measure the net force

produced by a set of forces acting in one

dimension and compare the net and individual

forces.

Measure the effect of different forces on the linear

motion of an object and use this to infer an

unknown force, such as the force of friction.

Stafford Township School District Science Curriculum Evidence of Learning

Suggested Formative Assessments

Teacher Observations and anecdotal records

Student responses

Classroom Application Documents (CAD’s)

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

Science Journal

Completed Labs

District Wide Formative Assessments

Suggested Summative Assessments

Unit Test

Performance assessment

District Wide Summative Assessments

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

Language reference resources

Differentiated Instruction as needed

Follow all IEP modifications/504 plan

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:

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.

Fifth Grade – Science Topics

September – October Life Processes

November – January

Global interdependence

February – March

Dynamic Earth

April

Astronomy

May – June

Energy, Motion, Matter

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

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.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

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/

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/

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/

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

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.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

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/

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/

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/

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 areas. • 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 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 alternate reading work. • Reduced alternative written work. • Time in school to complete.

Modifying Test

• Allow open books 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 reading level. • Break assignment into segments of shorter tasks. • Cue student by calling his/her name before asking questions. • Familiarize students 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 used during instruction. • Provide a checklist for long, detailed tasks. • Provide clear 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 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 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.