rochelle park science curriculum guide k-8

ROCHELLE PARK SCIENCE CURRICULUM GUIDE K-8

TABLE OF CONTENTS

Science Curriculum Objectives

Grade 6 ......................................................................................................02-11

Grade 7 ......................................................................................................12-18

Grade 8 ......................................................................................................19-24

**Modeled from Northern Valley Schools Consortium 2011 K-8 Science Curriculum Guide

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SCOPE AND SEQUENCE SUMMARY CHART

Grade 6

Standards used in Grade 6

5.1 Science Practices

5.2 Physical Science

5.3 Life Science

5.4 Earth Systems Science

Properties of Matter (A)

Changes in Matter (B)

Forms of Energy (C)

History of the Earth (B)

Properties of Earth Materials (C)

Tectonics (D) Energy in Earth

Systems (E) Climate and Weather

(F) Biogiochemical

Cycles (G)

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Grade 6 A. SCIENTIFIC PROCESSES Essential Questions:

1. What is the nature of science? 2. How does the scientific process relate to the nature of science? 3. How are scientific processes useful to me? 4. How do we “know”?

BIG IDEAS/ENDURING UNDERSTANDINGS: 1. Scientific investigations usually involve the collection of relevant data, use of logical

reasoning, and application of imagination in devising hypotheses & explanations to make sense of the collected data.

2. Scientific knowledge is subject to modification as new information challenges the prevailing theories and as a new theory leads to looking at old observations in a new way.

3. Some matters cannot be examined usefully in a scientific way. Among them are matters that by their nature cannot be tested against observations.

OBJECTIVES (Suggested time frame: 4-6 weeks & embedded throughout year) NEW JERSEY

STANDARDS1. Identify science as a a) body of knowledge, b) a set of

methods/processes, and c) a way of knowing. 5.1.8.A.1

2. Distinguish between observation and inference. 5.1.8.A.1; 5.1.8.A.2; 5.1.8.A.3

3. Discuss and distinguish between scientific laws and scientific theories. (5.1.8.A.1) (5.1.8.A.3)

4. Formulate a scientific law and theory based on observation and inference.

5.1.8.A.1

5. Support inferences based on evidence. (5.1.8.A.2) (5.1.8.A.3) (5.1.8.B.3)

6. Discuss bias. 5.4.6.C.3 7. Understand even scientific “constants” are subject to change with new

data or more precise techniques. (5.1.8.A.2) (5.1.8.A.3)

8. Demonstrate how to safely use how to use tools, instruments, and supplies.

5.1.8.D.3

Key Vocabulary: Science, observation, inference, scientific law, scientific theory, perspective, experimental setup, hypothesis, variable, constant, control, conclusion, bias, data, evidence, ethical values Suggested Resources:

1. Earth Science Success for Grades 6-9 Oates-Bockenstedt & Oates, Michael (NSTA Press, 2008)

2. Estimating with Metrics Lab (Oates, 43) 3. Don’t confuse Mass & Volume (Haysom, 197)

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B. SCIENTIFIC MEASUREMENT Essential Questions:

1. 1. Why do we (scientists) measure? 2. How is measurement related to scientific processes?

BIG IDEAS/ENDURING UNDERSTANDINGS: 1. Measurement is used to quantify observations and assist in categorizing, representing,

and interpreting the natural and designed world. 2. Standardization of measurement allows for understanding by a larger audience.

OBJECTIVES (Suggested time frame: 2-4 weeks) NEW JERSEY

STANDARDS1. Discuss why people and scientists measure. (5.1.A.8.1) (5.1.8.A.2) 2. Discuss how standardization affects communication and how the

scientific community standardizes measurement. (5.1.A.8.1) (5.1.8.A.2)

3. Define key vocabulary. (5.1.A.8.1) (5.1.8.A.2) 4. Practice measuring length, volume, and mass. (5.1.A.8.1) (5.1.8.A.2) 5. Distinguish between mass and weight. (5.1.A.8.1) (5.1.8.A.2) 6. Recognize appropriate scale unit and variety (mass: length, liter:

volume, gram: mass) for specific objects. (5.1.A.8.1) (5.1.8.A.2)

Key Vocabulary: Metrics system, SI, meter, liter, gram, Celsius scale, basic metric prefixes, time, length, width, depth, height, volume, mass, weight, water displacement, balance, graduated cylinder, beaker, temperature, boiling point, freezing point, cubic centimeter (cm3).

Suggested Resources:

1. Earth Science Success for Grades 6-9 Oates-Bockenstedt & Oates, Michael (NSTA Press, 2008)

2. Estimating with Metrics Lab (Oates, 43) 3. Don’t confuse Mass & Volume (Haysom, 197) 4. Generating Discourse with Cookie & Doughnut Investigations, Plankis, Vowell, &

Ramsey. Science Scope: 35:1, p.38-41.(NSTA, 2011)

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C. DENSITY Essential Questions:

1. How do mass and volume relate? 2. How do floating and sinking relate to density?

BIG IDEAS/ENDURING UNDERSTANDINGS: 1. Density relates mass and volume. 2. Floating and sinking occur due to relative densities.


STANDARDS1. Observe floating and sinking. (5.2.6.A.1)

(5.2.6.A.3) 2. Manipulate objects to change their capacity to float or sink. (5.2.6.A.3)

Key Vocabulary: Density, mass, volume, buoyancy, float, sink, liter, gram, milliliter, cubic centimeter, grams per milliliter Suggested Resources:

1. Sinking Film Canisters (Oates, 220) 2. Barging Down the River (Oates, 230) 3. Float a Boat (Haysom, 195) 4. Don’t Confuse Mass and Volume (Haysom, 197) 5. Why Does It Float? (Haysom, 199) 6. Building a Raft (Haysom, 201)

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D. UNIVERSE Essential Questions:

1. What are the components of the Universe? 2. What methods are we using to discover the Universe?

Big Ideas/Enduring Understandings: 1. Our Universe has been expanding and evolving for 13.7 billion years. 2. A few fundamental principles govern our Universe.

OBJECTIVES (Suggested time frame: 4-6 weeks) NEW JERSEY STANDARDS

1. Describe the Big Bang Theory and relate it to the formation of the Universe.

(5.4.6.A.3)

2. Recognize and classify galaxies. (5.4.6.A.3) 3. Explore relationships of star properties using the Hertzsprung-

Russell Diagram. (5.4.6.A.4)

4. Describe the life cycles of stars. (5.4.8.A.3) 5. Describe the structure of the Sun as a star. (5.2.8.D.2) 6. Construct a spectroscope to analyze spectra emitted by different

light sources. (5.2.6.C.1) (5.2.6.C.2)

Key Vocabulary: Star, nebula, sun, constellation, light year, magnitude, spiral, elliptical, irregular, photosphere, chromosphere, corona, sun spot, CME, spectroscope, star life cycle, black hole, Hertzsprung-Russell Diagram, galaxy, super giant, white dwarf, neutron star, Big Bang Theory, nuclear fusion


1. Glencoe Earth Science Textbook 2. Plot Hertzsprung-Russell Diagram (NASA resources) 3. Journey to a Black Hole website 4. Grouping Galaxies (NASA website, solar physics) 5. Spectroscope Lab (NASA resources) 6. GRASP reading/writing strategy (NSTA)

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E. THE SOLAR SYSTEM Essential Questions:

1. How did our Solar System form? 2. How big is our Solar System? 3. What are the characteristics of different planets in our Solar System?

Big Ideas/Enduring Understandings: 1. The Solar System formed and has been evolving for about 5 billion years. 2. The Solar System is vast. 3. Planets have unique characteristics, including their orbits.


STANDARDS1. Describe the nebular theory and the formation of the Solar System. (5.4.6.A.3) (5.4.8.A.3) 2. Describe the major characteristics of the planets, moons, asteroids,

comets, and meteoroids in the Solar System including their orbits.(5.4.6.A.3) (5.4.8.A.4) (5.2.6.E.2)

3. Create a scale model of the Solar System to explore the relative sizes and distances between the sun and planets.

(5.4.6.A.4) (5.2.6.E.1)

Key Vocabulary: Solar System, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto, Comet, Meteor/Meteorite/Meteoroid, Asteroid, Orbit, Nebular Theory, Atmosphere, Moon


1. Glencoe Earth Science Textbook 2. Toilet Paper Solar System Model Activity 3. “A Traveler’s Guide to the Planets” (National Geographic) 4. RAN Chart (Reality Checks Stead, T.)

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F. THE SUN-EARTH-MOON SYSTEM Essential Questions:

1. What causes the Sun, Earth, and Moon to interact? 2. How do the Sun, Earth, and Moon interact? 3. What are the effects of the Sun, Earth, and Moon interacting?

Big Ideas/Enduring Understandings: 1. The motions of the Sun, Earth, and Moon create various periodic conditions on Earth,

including days, years, seasons, tides, and the moon cycle. 2. Gravity, inertia, and the characteristics of each body influence the interactions of the

Sun, Earth, and Moon. OBJECTIVES (Suggested time frame: 2-4 weeks) NEW JERSEY

STANDARDS1. Describe the characteristics of the Sun, Earth, and Moon. (5.4.6.A.1) (5.4.6.A.2)

(5.4.6.D.3) (5.4.8.D.3) 2. Identify the interactions among the Sun, Earth, and Moon. (5.4.6.A.1) (5.4.6.A.2)

3. Discuss laws and theories behind the Sun-Earth-Moon interaction. (5.4.8.A.3) 4. Relate Earth’s rotation, revolution, and tilt to the day/night, year,

and seasons. (5.4.8.A.3)

5. Track the nightly illumination or the moon to identify and predict the phases of the moon cycle.

(5.4.8.A.1)

6. Use objects to model the moon phases and eclipses. (5.4.8.A.1)

Key Vocabulary: Axis, rotation, revolution, ellipse, solstice, equinox, moon phase, new moon, waxing, full moon, first quarter, last (third) quarter, half moon, waning, gibbous, crescent, solar eclipse, lunar eclipse, partial eclipse, total eclipse, umbra, penumbra, maria, impact basin, crater, tide, apogee, perigee, gravity, inertia


1. Glencoe Earth Science Textbook 2. “Earth Rotation & Revolution around a Moving Sun” (Kurdstan Planetarium) 3. “Physical Science 9.2b—Rotation & Revolution” (Owens, Derek) 4. “Bill Nye The Science Guy: Moon Phases” 5. “Current Moon Phase” (Google Apps) 6. Moon Phases and Eclipses Lab Activity (Glencoe)

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G. EARTH’S ATMOSPHERE Essential Questions:

1. What is Earth’s atmosphere like? 2. How do the characteristics of Earth’s atmosphere influence its weather? 3. How to the characteristics of the atmosphere influence life on Earth?

Big Ideas/Enduring Understandings: 1. Earth has a unique atmosphere that influences the planet’s weather and helps support life. OBJECTIVES (Suggested time frame: 3-5 weeks) NEW JERSEY

STANDARDS1. Describe Earth’s early atmosphere and the processes that changed it

over time. (5.4.8.C.3) (5.4.12.C.2)

2. Recognize that the sun is a major source of the Earth’s energy and that solar energy includes visible, infrared and ultraviolet radiation; explain how solar energy can be converted into electrical energy.

5.2.8.C.1

3. Identify the composition and structure of Earth’s atmosphere. 5.4.8.C.3 4. Compare and identify trends between the various layers of the atmosphere.

(5.4.8.C.3)

5. Describe what happens to the energy Earth receives from the Sun. (5.4.6.E.1) (5.4.8.E.1)

6. Compare/contrast and identify real-world examples of conduction, convection, and radiation.

(5.4.8.E.1)

7. Investigate and understand forms of energy and how energy is transferred and transformed.

5.2.8.D.2

8. Explain convection currents and how they cause wind in the atmosphere.

(5.4.8.A.3)

9. Explain the water cycle. (5.4.8.F.3) Key Vocabulary: Atmosphere, troposphere, stratosphere, mesosphere ionosphere, exosphere, thermosphere, ozone layer, ultraviolet radiation, chlorofluorocarbon, conduction, convection, radiation, hydrosphere, condensation, evaporation, precipitation, collection, Coriolis effect, jet stream, (air) pressure, density, convection current, wind, global wind, local wind, land breeze, sea breeze


5. Glencoe Earth Science Textbook 6. Air Has Mass Lab Activity 7. Modeling the Coriolis Effect Activity 8. Global winds map activity 9. “Temperature Differences, Pressure, and Circulation” (Lessons From Weather Camp,

NOAA-CREST) 10. “Modeling Evaporation/Condensation” (Lessons From Weather Camp, NOAA-CREST) 11. Mini Water Cycle Lab Activity 12. Stop Faking It! Air, Water, & Weather (Robertson, William C., NSTA Press, 2005.) 13. www.nova.com

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H. WEATHER Essential Questions:

1. What factors interact to cause weather? 2. How do meteorologists interpret weather data to predict weather forecasts?

Big Ideas/Enduring Understandings: 1. Various factors interact to cause weather on Earth including heat energy, air pressure, winds, and moisture.


STANDARDS 1. Identify the factors that interact to cause weather. (5.4.6.F.1)

(5.4.8.F.1) (5.4.8.F.3)

2. Monitor daily weather conditions to identify weather factors and trends. (5.4.6.F.1)

(5.4.8.F.1) (5.4.8.F.3)

3. Identify and describe different types of clouds. (5.4.6.F.1) 4. Identify and describe how 4 different types of precipitation develop. (5.4.8.E.1) 5. Describe different types of fronts and their affects on weather patterns. (5.4.6.F.1)

(5.4.8.F.1) 6. Identify and explain how different types of severe weather

(thunderstorms, tornadoes, blizzards, and hurricanes) develop. (5.4.8.G.1)

7. Explain how weather forecasts are made. (5.4.6.F.1) (5.4.8.F.1) (5.4.8.F.3)

Key Vocabulary: Weather, humidity, relative humidity, dew point, fog, precipitation, rain, hail, sleet, snow air mass, front, occluded, maritime, continental, tropical, polar, tornado, hurricane, blizzard, meteorologist, isotherm, isobar, wind, cloud, cumulus, stratus, cirrus, nimbus, thunderstorm, thunder, lightning, thermometer, barometer, anemometer, air pressure, convection current


1. Glencoe Earth Science Textbook 2. www.wunderground.com 3. Cloud Painting 4. www.noaa.com 5. Stop Faking It! Air, Water, & Weather (Robertson, W., NSTA Press: 2005.) 6. Drawing Isotherms Activity

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I. STRUCTURE AND MOVEMENT OF THE EARTH Essential Questions:

3. What forces shape the Earth? 4. How does Earth’s surface change over time? 5. How do we know about the structure and movement of the Earth?

Big Ideas/Enduring Understandings: 4. Earth’s internal forces influence changes in its structure. 5. Theories about Earth’s interior structure and movement are deduced from observational

evidence. OBJECTIVES (Suggested time frame: 4-6 weeks) NEW JERSEY

STANDARDS1. Describe and relate Continental Drift, Seafloor Spreading, and

Plate Tectonics and identify evidence supporting each. (5.4.8.D.2) (5.4.8.D.1)

2. Compare and contrast different types of plate boundaries. (5.4.6.D.1) 3. Recognize features caused by tectonic plate movements. (5.4.6.D.2) (5.4.6.B.2) 4. Identify and explain how the Earth’s crust is deformed. (5.4.6.D.2) 5. Explain what happens during an earthquake and how earthquakes

are detected. (5.4.12.D.1)

6. Relate magma composition to the magnitude of a volcanic eruption.

(5.4.8.D.2)

7. Compare the different types of lava and volcanic particles. (5.4.8.D.2) 8. Classify the 3 types of volcanoes. (5.4.8.D.2) 9. Identify the locations of major zones of earthquake and volcanic activity.

(5.4.6.D.1) (5.4.8.D.2)

Key Vocabulary: Continental drift, Pangaea, seafloor spreading, plate tectonics, plate, lithosphere, asthenosphere, convection current, crust, mantle, outer core, inner core, stress, deformation, compression, tension, shearing, fracture, fault, normal fault, reverse fault, strike-slip fault, fault-block mountain, folded mountains, anticline, syncline, fold, seismograph, earthquake, tsunami, focus, epicenter, seismic wave, primary (P) wave, secondary (S) wave, surface wave, seismologist, Richter scale, magma, lava, aa, pahoehoe, volcano, cinder cone, shield, composite, Ring of Fire, fossil, divergent boundary, convergent boundary, transform boundary, subduction, elastic limit, caldera


14. Glencoe Earth Science Textbook 15. Epicenter Location Lab Activity (Glencoe) 16. www.usgs.gov 17. IRIS seismic monitor (www.iris.edu/dms/seismon.htm) 18. Bill Nye The Science Guy: Volcanoes

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Grade 7




5.3 Life Science


Understanding Scientific Explanation (A)

Generate Scientific Evidence Through Active Investigation (B)

Reflect on Scientific Knowledge (C)

Participate Productively in Science (D)

Organization and Development (A)

Matter and Energy Transformation (B)

Interdependence (C)

Heredity and Reproduction (D)

Evolution and Diversity (E)

Biogiochemical Cycles (G)

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Grade 7

A. Science Practices Goal(s): 1.Develop problem solving, decision-making and inquiry skills.

2. Understand and practice safety procedures for conducting scientific investigations. 3. Recognize that science encompasses the understanding and use of key concepts and

principles for individual and social purposes. 4. Understand that technology is the application of scientific principles.

OBJECTIVES: (4-6 weeks - Embedded throughout the year) NEW JERSEY STANDARDS

1. Recognize and use the scientific method to formulate scientific questions, interpret data and draw conclusions. (Steps of the Scientific Method: Ask a question/state a problem, Form a hypothesis, Test the hypothesis, Record and analyze the results, Draw/form conclusions, and Communicate the results)

9.2.8.A.1 5.1.8.A.1-3; B.2-4 8.C. 1-3

2. Conduct a controlled experiment and note which variables should be kept constant. (variable, controlled experiment, factors, experimental group, control group)

5.1.8.B.1-4

3. Compare and contrast science and technology, illustrating similarities and differences between these two human endeavors. (tools vs. scientific method)

8.2.8.A.1-5

4. Demonstrate proper safety procedures during laboratory activities. 9.2.8.A.1-3 5.1.8.D.3,4

5. Identify the parts of a compound microscope. 6. Operate a compound microscope. 5.1.8.D.3 7. Demonstrate the proper use of lab equipment. (compound

microscope, slide, cover slip, staining wet mount, dry mount) 5.1.8.D.3

Suggested Resources & Activities: How to use a microscope lab activity Scientific Method Lab activity How to make a wet mount – demonstration/lab activity Using a microscope – Microscope Mania http://sciencespot.net/Pages/classbio.htm;#micro National Science Teachers Association www.nsta.org Science Spot – Resources for all areas: www.sciencespot.net Microscope specimens www.cellsalive.com

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B. Evolution, Diversity, Interdependence Essential Questions: 1. How have living things changed over time? 2. What processes have caused living things to change over time? OBJECTIVES (Suggested time frame: 5-7 weeks) NEW JERSEY

STANDARDS 1. Recognize the sun as the main source of energy. 2. Examine how organisms interact with other components of an

ecosystem. (food chain, food web, producer, consumer, predator, prey, parasite, host, scavenger, decomposer, symbiotic relationships – mutualism, parasitism, commensalism)

5.3.8.B.1,2; 8.B.2; 8.C.1

3. Analyze the effect of positive and negative changes in population size on a symbiotic pairing. (predator/prey relationship)

5.3.8.C.1

4. Describe the effect of natural selection, adaptations, genetic variations, and environmental conditions on the evolution or extinction of organisms.

5.3.8.E.1 5.3.8.D.3

5. Discuss the impact of environmental issues on an ecosystem such as forest fires, floods, hurricanes. (ecological succession)

5.4.8.G.2

Suggested Resources & Activities Food Chain/Food Web activity Science Spot – Resources for all areas: www.sciencespot.net Videos – Origins (PBS) Relate to current events Explorelearning.com (Gizmos) Subscription Needed – has lessons in all areas of life science

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C. Organization and Development, Matter and Energy Transformation Essential Questions: 1. What characteristics do living things have in common? 2. How do living things meet the needs for survival? OBJECTIVES (Suggested time frame: 2-3 weeks) NEW JERSEY

STANDARDS 1. Identify and discuss the characteristics and needs of living things.

a. Characteristics: have DNA, made of cells, use energy, sense and respond to change, reproduce, can grow and develop.

b. Needs: air, water, food, habitat. (cells, tissues, organs, organ systems, organism, asexual & sexual reproduction)

5.3.8.A.1,2; 8.D.1

2. Describe the basic chemical building blocks of cells. (proteins, carbohydrates, lipids, phospholipids, nucleic acids, DNA, ATP)

5.3.8.B.1

3. Classify nonliving and living things based on the characteristics needed for life.

5.3.8.A.1,2; 8.D.1

Suggested Resources & Activities: Design a living thing Starch/Lipid Lab Stimulus/Response Lab Science Spot – resources for all areas : www.sciencespot.net

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D. Organization and Development Essential Questions: 1. How are simple cells different and the same as complex cells? 2. How are the processes of living cells similar to multicellular organisms? 3. How do cells grow and reproduce? OBJECTIVES (Suggested time frame: 6-8 weeks) NEW JERSEY

STANDARDS1. Differentiate between the structure of eukaryotic and prokaryotic cells. 5.3.8.A.1 2. Compare and contrast the structure and function of plant and animal cells.

(ribosomes, nucleus, mitochondria, endoplasmic reticulum, cell membrane, chloroplast, chlorophyll, cytoplasm, nucleolus, lysosomes, Golgi complex/apparatus, vacuole, cell wall, and DNA)

5.3.6.A.2

3. Explain methods of transporting substances in and out of cells to get energy for life processes. (diffusion, osmosis, passive transport, active transport, endocytosis, exocytosis, cellular respiration, photosynthesis, oxygen, water, carbon dioxide, wastes, nutrients).

5.3.8.A.1

4. Describe and relate the processes of photosynthesis and cellular respiration at the cellular level. Emphasize the recycling of products. Apply this to plants and animals, focusing on the human body. (mitochondria, chloroplast, chlorophyll, oxygen, carbon dioxide, glucose, water, light energy)

5.3.8.A.1,2

5. Describe how cells replace themselves through the process of mitosis. 5.3.8.A.2 Suggested Resources & Activities: Onion Skin Lab Osmosis and Diffusion demo/lab Make animal & plant cell models Create stories/songs for cell structures Yeast/Fermentation lab/demo Animal/Plant Cell Lab Cell Models www.cellsalive.com Science Spot – resources for all areas : www.sciencespot.net

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E. Evolution and Diversity Goal: Classify organisms by comparing external and internal characteristics. Essential Questions: 1. What does it mean to classify living things? 2. How do you determine standard grouping of classification? 3. Why do scientists classify living things? 4. What adaptations do each group of organisms have that help it survive in its habitat? OBJECTIVES (Suggested time frame: 10-12 weeks) NEW JERSEY

STANDARDS 1. Identify the six kingdoms of living things: Archaebacteria (Archaea), Eubacteria

(Bacteria), Protista, Plantae, Fungi, and Animalia.5.3.8

2. Describe the characteristics of the six kingdoms. a. Compare the benefits and limitations of existing as a single-celled organism

and as a multicellular organism. (autotrophic, heterotrophic, prokaryotic, eukaryotic)

5.3.8.A.1

3. Compare and contrast the external and internal characteristics of organisms within each kingdom to demonstrate how traits can influence the survival of organisms. Recognize the structural differences between the following:

a. Archaebacteria (Archaea) and Eubacteria (Bacteria) b. Plant-like, animal-like, and fungus-like protists. c. Types of fungi. d. Types of plants (vascular and non-vascular plants, seed and seedless plants,

angiosperms and gymnosperms.) e. Invertebrate groups (phyla): Porifera, Cnidaria, Nematoda, Platyhelminthes,

Annelida, Mollusca, Arthropoda, and Echinodermata. f. Chordate group (Phylum): Fish, Amphibia, Reptilia, Aves, and Mammalia.

Emphasize that humans are chordates. (endotherm, ectotherm, endoskeleton, exoskeleton, gills, lungs, vascular tissue)

5.3.8.E.1,2 5.1.8.D.4

Suggested Resources & Activities: Observations of organisms within all 6 kingdoms Protist Observation Mushroom Dissection/Spore Print Activity Yeast/Fermentation demo/lab Classification Project Classification of Animals Project Kingdom Characteristics Project Animal Dissection Flower Dissection Ward’s Ready Slides – Popular Protist Ready Slides: www.wardsci.com Protist Park: http://www.funsci.com/fun3_en/protists/entrance.htm Various Animal Dissections: www.froguts.com Science Spot – Resources for all areas: www.sciencespot.net

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F. Heredity and Reproduction Essential Questions: 1. How do principles of heredity explain the diversity of life on earth? 2. What outcome of the scientific process has led to the theory of Evolution of Species? OBJECTIVES (Suggested time frame: 3-4 weeks) NEW JERSEY

STANDARDS1. Discuss how Mendel’s experiments led to an understanding of modern day genetics.

5.3.8

2. Use Punnett Squares to explain various inheritance patterns. (genotype, phenotype, dominant, recessive, incomplete dominance, sex-linked)

5.3.8.D.1,2

3. Explain the cause and effect of mutations. 5.3.8.D.3 4.Analyze the purpose and the end products of mitosis and meiosis. (cell division, sexual reproduction, asexual reproduction, number of chromosomes,

and number of cells)

5.3.8.D.1

Suggested Resources & Activities: Design a Creature lab SpongeBob Genetics Mitosis/Meiosis flip book Genes & Heredity: Learn.genetics.utah.edu Science Spot – resources for all areas: www.sciencespot.net Videos – Mitosis/Meiosis

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Grade 8




5.3 Life Science


Understanding Scientific Explanation (A)

Generate Scientific Evidence Through Active Investigation (B)

Reflect on Scientific Knowledge (C)

● Participate Productively in Science (D)

● Properties of Matter (A)

● Changes in Matter (B)

● Forms of Energy (C)

● Energy Transfer and Conservation (D)

Forces and Motion (E)

Heredity and Reproduction (D)

Objects in the Universe (A)

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Grade 8

A. Scientific Processes Goal: Develop problem solving, decision making and inquiry skills. Essential Questions: 1. How does sound scientific process and accurate measurement lead to a better understanding of our

environment? OBJECTIVES

NEW JERSEYSTANDARDS

1. Identify scientific questions that can be answered through experimentation.2. Form a hypothesis based on prior knowledge and observations. 3. Design and conduct investigations. 4. Identify the independent and dependent variables as well as the factors which

must be kept constant. 5. Represent data using tables and graphs. (May be computer generated) 6. Draw appropriate conclusions based on experimental results. 7. Communicate experimental findings. 8. Recognize the importance of replication of experimental procedures.

5.1.8.B.1-4

B. Scientific Safety Goal: Understand and practice safety procedures for conducting scientific investigations. 1. Demonstrate proper safety procedures during scientific investigations.2. Demonstrate appropriate use of laboratory equipment.

5.1.8.C.1,2; 8.D.3

C. Scientific Measurement Goal: Integrate math as a tool for problem-solving in science and as a means of expressing scientific

relationships and events. 1. Express quantities using appropriate metric units.2. Utilize dimensional analysis (factor unit label method) to convert from

fundamental to derivative units. 3. Recognize that the precision of a measurement will be limited by the capabilities

of the instrument.

5.1.8.B.2

D. Scientific Literacy Goal: Recognize that science encompasses the understanding and use of key concepts and principles for

individual and social purposes. 1. Evaluate strengths and weaknesses of scientific claims. 5.1.8.B.4 2. Recognize that curiosity, skepticism, open-mindedness, and honesty are

attributes of scientists. 5.1.8.D.2

3. Discuss current events in science. 5.1.8.D.1 E. Cultural Contributions Goal: Recognize the historical origins of scientific theories.1. Recognize that scientific contributions are made by men and women from many

different cultures and time periods. 5.1.8.D.1

2. Know that scientists work together to solve problems. 5.1.8.D.1 Suggested Strategies and Resources: Sponge Bob Safety http://sciencespot.net/Pages/classgen.html#Anchor1 Fun with Dimensional Analysis http://www.alysion.org/dimensional/fun.htm Creature Seekers http://www.nytimes.com/learning/teachers/lessons/20051004tuesday.html?searchpv=learning_lessons Can Scientists Discover a Limit to Discovery? http://www.nytimes.com/learning/teachers/lessons/19981110tuesday.html?searchpv=learning_lessons Antacid Tablet Race http://www.grc.nasa.gov/WWW/K-12/TRC/Rockets/antacid.html Metric Conversion Worksheets e-lesson

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G. Chemistry: Structure and Properties of Matter Goals: 1. Recognize the similarities, differences and interdependencies of particles. 2. Describe the characteristics and properties of matter and demonstrate how substances can be

combined or separated. Essential Questions: 1. Using the reasoning of chemistry why can’t matter be created or destroyed? 2. Why are atoms considered the basic units of matter? 3. How are atoms similar and why are they different? OBJECTIVES

NEW

JERSEY STANDARDS

1. Explain how all matter is made of atoms. 5.2.8.A.1 2. Investigate the modern and historical models of atomic structure including the

contributions of Democritus, Lavosier, Dalton, Thomson, Chadwick, Rutherford, and Bohr.

5.1.8.A.1; 8.C.3

3. Identify the charge and relative mass of three subatomic particles: proton, neutron, and electron.

5.2.8; 5.3.8

4. Recognize that phase of matter is determined by arrangement and motion of atoms and compounds and is related to the energy of the system.

5.1.8.A.2 5.2.8.A.3

5. Recognize that Boyle’s Law and Charles’s Law describe the behavior of gases. 6. Distinguish between graphic representations of Boyle’s and Charles’s Law. 5.3.8.D.1,2 7. Recognize that matter can be classified as elements, compounds, and mixtures.

Mixtures can separated by physical properties. Distinguish between heterogeneous and homogeneous mixtures (solution, colloid). Note factors that affect solubility.

5.1.8.A.1 5.2.8.A.5

8. Explain how elements can be represented by chemical symbols, and compounds can be represented by chemical formulas.

5.2.8; 5.3.8

9. Understand that matter can be described by its chemical (reactivity, combustibility, acidity, basicity) and physical properties (mass, weight, volume, solubility, density, color, shape, odor, melting point, boiling point)

5.2.8.A.6

10. Recognize that some properties are characteristic and do not depend on the size of the sample. (Intensive and extensive properties)

5.2.6.A.3

11. Find the mass and volume of substances and calculate their densities. 5.2.6.A.2

12. Recognize that all substances are composed of one or more of the approximately100 naturally occurring elements.

5.2.8.A.2

13. Investigate and understand the organization of the periodic table of elements to obtain information including symbols, atomic mass, groups and periods.

5.2.8.

14. Classify elements as metals, nonmetals, and metalloids. 5.2.8.A.3 15. Understand that the Periodic Table organizes the elements into families of elements

with similar properties. Use the periodic table to predict chemical bonding. 5.2.8.A.4

16. Recognize that the number of valence electrons determines an element’s chemical properties and reactivity.

5.2.8.

51

Chemistry – Continued OBJECTIVES

NEW JERSEY STANDARDS

17. Compare and contrast the properties of ionic and covalent compounds. 18. Understand that compounds can be classified as acids and bases. 5.2.8.A.7 19. Analyze and classify the pH of a solution. 5.2.8.A.7 20. Define isotope and calculate atomic mass. 5.2.8. Chemical Reactions Goal: Explain how in a closed system, when materials react with each other, many changes can take

place, but in every case, the total amount of matter afterwards is the same as before. 1. Recognize that substances can combine chemically to form new substances with

chemical and physical properties different from the original substances. Use chemical equations to demonstrate chemical reactions.

5.2.8.A.5; 8.B.2

3. Distinguish between graphic representations of exothermic and endothermic reactions.

5.2.8.

4. Recognize factors that affect the rate of a chemical reaction. 5.2.8. 5. Balance a chemical equation to demonstrate the Law of Conservation of Mass. 5.2.8.B.1 6. Classify a chemical reaction as a synthesis, decomposition, single replacement or

double replacement. 5.2.8.

Suggested Strategies and Resources: Lab: Create an Atomic Model Lab: Compare the standard atom to its isotopic model Lab: Saturated Salt Solutions Lab: A Hot and Cool Pack http://www.middleschoolscience.com/balance.html Balancing Chemical Equations http://funbasedlearning.com/chemistry/chembalancer/default.htm http://dbhs.wvusd.k12.ca.us/webdocs/Equations/Equations.html Balancing Equations and Reaction Types http://www.nclark.net/ChemicalReactions Chemical Equations Resources http://www.alka-seltzer.com/as/experiment/student_experiment.htm AlkaSeltzer Experiments/Demo http://chemistry.about.com/od/chemistryexperiments/a/aa062204a.htm Baggie Chemistry http://www.miamisci.org/af/sln/ Miami Museum of Science http://education.jlab.org/atomtour/index.htm Jefferson Lab- atoms http://www.chem4kids.com/files/elem_pertable.html Chem for Kids Periodic Table http://education.jlab.org/itselemental/index.html Jefferson Lab- periodic Table http://www.webelements.com/ Webelements Periodic Table http://www.funbrain.com/cgi-bin/pt.cgi Funbrain- Periodic Table Game http://www.privatehand.com/flash/elements.html Elements Song http://www.westcler.org/gh/farrellchris/SciSongs/Artist%20-%20Mendeleev.mp3 Mendeleev song http://www.sciencenetlinks.comlessons.cfm?DocID=167 Science Net Links-Temperature Changes Everything Videos: Bill Nye’s 100 Greatest Discoveries in Chemistry: The Periodic Table: UnitedStreaming Video Science Spot- Chemistry Lessons

52

H. Physics Energy Goal: Demonstrate an understanding of the various forms of energy includingtheir transformations and

interactions with matter. Essential Questions: 1. How can the statement, energy cannot be created or destroyed, be explained? 2. How can the effects of energy be described? OBJECTIVES

NEW JERSEYSTANDARDS

1. Recognize that the sun is a major source of the Earth’s energy and that solar energy includes visible, infrared and ultraviolet radiation; explain how solar energy can be converted into electrical energy.

5.2.8.C.1

Investigate and understand forms of energy and how energy is transferred and transformed.

5.2.8.D.2

1. Describe the various forms of energy including heat, light, sound, chemical, mechanical and electrical and how energy transforms from one form to another. (Law of Conservation of Energy)

5.2.8.D.1

2. Know that in any energy conversion, some of the energy is lost to the environment as heat.

5.2.8.D.1

3. Describe the interrelationship between kinetic and potential energy. (ex. rollercoaster)

5.2.8.D.1

4. Describe how heat can be conducted through materials or transferred across space by radiation, and how if the material is a fluid, convection currents may aid the transfer of heat.

5.2.8.C.2

5. Convert measurements between Fahrenheit and Celsius. 6. Understand the concept of absolute zero. 7. Describe the role of energy in phase changes. 5.1.8.A.3 8. Interpret graphic representations of state changes. 9. Distinguish between heat and temperature. 10. Explain the relationship between heat capacity and specific heat of a

substance.

11. Calculate heat capacity. Motion and Forces Goal: Demonstrate and explain how the motion of an object is affected by one or more forces. 1. Apply the concepts of speed, velocity and acceleration when describing

motion. 5.2.8.E.1

2. Design a device (car, rocket, paper airplane, roller coaster, etc.); obtain quantitative measurements of its motion; determine if the design could be altered to improve the outcome.

5.1.8.A.3; 8.B.3; 8.C.1-3

53

Motion and Forces - Continued

OBJECTIVES

NEW JERSEY STANDARDS

1. Predict how friction will affect the motion of an object. 5.2.8.E.2 3. Identify situations that illustrate Newton’s Laws of Motion. 5.2.8.E.2 4. Use Newton’s second law of motion to relate force, mass and acceleration. 5.2.8.E.2 5. Calculate net force. 5.2.8.E.2 6. Distinguish between the effect of balanced and unbalanced forces on motion. 5.2.8.E.2 7. Distinguish between mass and weight.

8. Recognize that gravitational attraction depends on combined mass and distance between objects.

5.4.8.A.3

11. Understand how Kepler’s Laws describe orbital motion and can explained by gravitational forces.

5.4.8.A.3

Suggested Strategies and Resources: http://www.sciencenetlinks.comlessons.cfm?DocID=182 http://www.sciencenetlinks.comlessons.cfm?DocID=421 Sensing the Invisible: The Herschel Experiment http://www.sciencenetlinks.comlessons.cfm?DocID=187 http://science.hq.nasa.gov/kids/imagers/teachersite/wavstown.pdf Wavestown http://www.sciencenetlinks.comlessons.cfm?DocID=153 Converting Energy http://www.sciencenetlinks.comlessons.cfm?DocID=401 Thermochemistry http://www.pbs.org/wgbh/nova/zero/ PBS film: Absolute Zero http://world.std.com/~bostonhb/docs/winterclosthes.html Dressing for Outdoor Activity http://news.nationalgeograhic.com/news/2005/09/0901_050901_firewalking.html National Geographic: Why Firewalking Doesn’t Burn Imax Film: Everest

rochelle park science curriculum guide k-8

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