South Brunswick School District

MIDDLE  SCHOOL  SCIENCE  

Parent  Guide  
                         
 
Date  of  Last  Curriculum  Revision:    August  2012  
District  Mission  
The  South  Brunswick  School  District  will  prepare  students  to  be  lifelong  learners,  critical  
thinkers,  effective  communicators  and  wise  decision  makers.    This  will  be  accomplished  
through  the  use  of  the  New  Jersey  Core  Curriculum  Content  Standards  (NJCCCS)  and/or  
the  Common  Core  State  Standards  (CCSS)  at  all  grade  levels.  The  schools  will  maintain  
an  environment  that  promotes  intellectual  challenge,  creativity,  social  and  emotional  
growth  and  the  healthy  physical  development  of  each  student.  
~Adopted  8.22.11  
 
Board  Approval  of  Science  Curriculum  
August  2016  

 
This  curriculum  is  approved  for  all  regular  education  programs  as  specified  and  for  adoption  or  adaptation  
by  all  Special  Education  Programs  in  accordance  with  Board  of  Education  Policy.  

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 Note  to  Parents  
The  curriculum  guide  you  are  about  to  enter  is  just  that,  a  guide.      
Teachers  use  this  document  to  steer  their  instruction  and  to  ensure  continuity  between  
classes  and  across  levels.    It  provides  guidance  to  the  teachers  on  what  students  need  to  
know  and  able  to  do  with  regard  to  the  learning  of  a  particular  content  area.  
 
The  curriculum  is  intentionally  written  with  some  “spaces”  in  it  so  that  teachers  can  add  
their  own  ideas  and  activities  so  that  the  world  language  classroom  is  personalized  to  
the  students.  
 
How  to  Read  the  Curriculum  Document  
Curriculum   Area  of  content  (e.g.  Science)  
Topic   Course  or  Unit  of  Study  (e.g.  Biology)  
Grade  Level   Grade  Level  Cluster  (e.g.  High  School)  or  specific  grade  level  (e.g.  
Kindergarten)  
Summary   A  brief  overview  of  the  course  or  unit  of  study.      
Rationale   A  statement  as  to  why  we  are  teaching  this  course  or  unit.  
Interdisciplinary   Which  other  areas  of  content  to  which  there  is  major  linkage.    For  example,  a  
Connections   health  education  unit  might  link  to  science,  language  arts,  social  studies,  art,  
physical  education,  etc.  
st
21  Century   How  this  course  or  unit  is  preparing  students  to  be  college  and  career  ready.    
Connections   Referred  to  as  S.A.L.T.,  each  course  or  unit  indicates  which  of  the  following  it  
is  building:  
• Skills  such  as  critical  or  creative  thinking,  collaboration,  communication,  or  
core  values  
• Awareness  such  as  global,  cross-­‐cultural  or  career.  
• Literacy  such  as  information,  media,  technology,  etc.    
• Traits  necessary  for  success  in  life  and  careers  such  as  productivity.  
Terminology   Key  vocabulary  and  terms  
Standards   Here  you  will  find  the  standards  that  this  course  or  unit  of  study  is  addressing.    
Our  curriculum  is  standards-­‐based.    The  standards  are  the  foundation  of  the  unit.      
You  can  get  more  information  on  state  standards  by  going  to  the  NJ  Department  
of  Education  at  www.state.nj.us/education/cccs  
Enduring   The  big  ideas,  concepts  or  life  lessons  that  students  walk  away  with  at  the  end  of  
Understandings   a  unit  of  study.  
Essential  Questions   Open  ended  questions  that  are  considered  throughout  the  unit  of  study.    These  
are  big,  “worthy  of  wonder”  questions  often  with  multiple  responses.  
Objectives   The  discrete  skills  and  knowledge  that  students  will  gain  during  the  unit  of  
study.  
Assessments   Assessments  (tests,  quizzes,  projects,  activities)  that  tell  us  if  the  students  grasped  
the  enduring  understandings  of  the  unit.  
Lesson  Plans  &   Scope  and  sequence  of  lessons:    how  many,  how  long  &  approximately  in  what  
Pacing   order.  
Resources   Major  resources  associated  with  the  course  or  unit.  

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 Science  Acknowledgments  
We  are  appreciative  of  the  leadership  provided  by  our  curriculum  specialists  and  the  knowledge,  
skills,  work  and  effort  of  the  teachers  who  served  on  our  curriculum  writing  teams.    In  many  
cases,  our  units  are  “home-­‐grown.”    While  aligning  with  state  and/or  national  standards,  they  
are  designed  with  the  needs  of  the  South  Brunswick  student  population  in  mind.  
 
 
 
 
 
 
Articulation  
The  Supervisors,  Specialists,  Curriculum  Chairpersons,  Technology  Staff  Developers,  Directors  
and  the  Assistant  Superintendent  for  Curriculum  and  Instruction  meet  for  articulation  at  bi-­‐
monthly  roundtables  and  ongoing  content  meetings  throughout  the  year.      
 
Among  the  topics  of  discussion  are  the  following:    curriculum  review  cycle,  curriculum  mapping,  
resources  (ordering,  budgeting,  inventory),  lesson  plans,  observation  look-­‐fors,  professional  
development,  NJ  Quality  Single  Accountability  Continuum  and  academic  achievement,  
placement,  acceleration,  enrichment,  basic  skills,  instructional  support,  technology  
proficienciences  and  content-­‐specific  technologies,  formative  and  summative  assessments,  and  
various  curriculum  tasks.  
 
Science  Curriculum  Development  Teams  comprised  of  teachers  at  every  grade  level  along  with  
representative  special  education  meet  together  throughout  the  year  as  needed.    In  a  time  
period  of  major  revision,  the  teams  will  meet  with  greater  frequency.  
 
 

 
 
 
 
The  important  thing  in  science  is  not  so  much  to  obtain  new  facts  as  to  discover  new  ways  of  
thinking  about  them.      
~William  Lawrence  Bragg  

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 Table of Contents

Topic

§ K-12 Mission Statement

§ K-12 Best Instructional Practices

§ K-12 Program Delivery

§ K-12 Resources

§ K-12 Assessment

§ K-12 Core Curriculum Content Standards

• K-12 Curriculum Maps

• Elementary School Science Matrix

• Middle School Science Matrix

• Curriculum by Grade Level
Desired Results: Standards
Enduring Understandings/Essential Questions
Knowledge and Skills
Assessments
Resources/Connections

• High School Science Matrix

For every fact there is infinity of hypotheses.

~Robert M. Pirsig
Zen and the Art of Motorcycle Maintenance

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 Overview of Science Instruction

Mission Statement
It is the intention of South Brunswick Schools to graduate all of its students with the scientific
knowledge, skills and habits of mind needed to be lifelong-learners, critical thinkers, effective
communicators and wise decision-makers. Students will develop and use the skills necessary for
full participation in a world shaped by science and technology.

Our vision is that all students will…

• Be curious about how the world works.
• Be scientifically honest, willing to reevaluate ideas when new data are presented.
• Respect the world around them and work to protect both the local and global
environment.
• Understand that science is not a static body of knowledge but is continually evolving as
new information emerges.
• Be able to evaluate scientific ideas from an historical perspective.
• Be adept in the use of electronic technology, choosing the appropriate technology for the
problems and tasks with which they are confronted.
• Be able to apply knowledge, skills, and processes from science, math, and technology to
solve complex, real-world problems.
• Be tenacious in solving problems.
• Be able to use reason and relevant data to support conclusions and opinions.
• Be able to effectively communicate scientific ideas and information orally, visually, and
in writing using a variety of medium.
• Be able to work effectively independently and interdependently to solve problems.

Best Instructional Practices in Science

Effective classroom teachers:
1. Help students develop scientific Habits of Mind.
An effective science experience will foster student’s natural curiosity about the world
around them, encourage students to be open to new ideas and promotes appropriate
skepticism.

1. Help students to use scientific thinking skills.

An essential element for a student to be a scientific investigator is knowing how to find
answers to questions. The skills of scientific inquiry include questioning, hypothesizing,
observing, experimenting, measuring, interpreting data, drawing conclusions, and
communicating findings.

2. Make science part of everyday life in the classroom.

Science isn’t a subject that just happens once or twice a week. By making materials
available, modeling scientific thinking, and responding to events that occur in the
environment, science is part of everyday life.

3. Provide materials to encourage scientific exploration.

Include materials that are interesting to explore as part of the physical environment to
create a setting in which students spontaneously ask questions and conduct both
formal and informal investigations. Displays can consist of computer programs,
videos, filmstrips, books, newspaper articles, and magazines related to particular topics,

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 creations made by children, and objects collected by the teacher or students. A tank of
fish, hermit crabs, turtles, or a frog can be a catalyst for ongoing science discussions and
observations.

4. Provide tools for scientific investigations.

An important part of science is becoming familiar with the purposeful use of tools and
beginning to recognize the way tools relate to mathematical and scientific thinking.
Some tools such as scales, measuring cups, thermometers, calculators, and rulers are for
measuring. Other tools such as magnifiers, microscopes, and cameras aid observation.

5. Serve as scientific role models.

Model scientific thinking by being observant and pointing out specific events when they
happen. For example, when water forms on a glass, you might ask, “What do you think
is happening here? What’s causing the water to form on the glass?” The goal is to
encourage children to be curious and consider cause and effect. By inviting students to
talk about their experiences or discoveries and encouraging the others to ask questions,
teachers help students think like investigators.

6. Select topics for long-term studies in science.

Students learn best by having time for extensive exploration of a few topics during the
year. It is a good idea to resist the temptation to touch briefly on many topics. Select
topics that allow students to conduct first-hand research and use scientific thinking skills.
Because you can only do so much, you will also want to consider which topics provide
natural linkages to other subjects you will be studying.

7. Have students work in a variety of settings.

The choice of settings – cooperative groups, pairs of students, individuals, and whole
groups- depends on the teacher’s objective and the specific content of the lesson.
Students should be exposed to each kind of setting throughout the year.

8. Design, develop, implement and evaluate digital-age learning experiences and

assessments.
For example, use of classroom technologies such as interactive whiteboards, projection
devices, digital hardware and software.

Program Delivery
Our Science classrooms are effective standards-based environments that foster understanding of
big ideas and help students make connections between present, past and future. Below are the
varied “Science paths” that students follow during their course of study in South Brunswick.
Elementary School:
Ø Kindergarten- The Five Senses and Our Big Backyard
Ø First Grade- Water; Forces/Pushes & Pulls; and Collecting and Examining Life
Ø Second Grade- Life Cycle of a Butterfly; Rocks & Soil; & Properties of Light
Ø Third Grade- Structures of Life; Water & Weather; & Earth, Sun and Moon
Ø Fourth Grade- Ecosystems; Matter and Energy; and Magnetism and Electricity
Ø Fifth Grade- Microworlds; Chemistry; Body Systems (joint science-health unit)

Middle School:
• Sixth Grade- Systems, Astronomy, Phylogenetics, and Geology
• Grades 7 and 8:
“A” Year: Life Systems, Chemistry, and Meterology

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 “B” Year: Physics, Genetics, and Ecology
High School:
• Core Courses (3 years of science required for graduation):
Physical & Earth Science; Physics I A (Alternative-Active), Physics I T (Traditional-
Team based; College Prep), Physics- College H (Honors)
Chemistry I (Community), Chemistry I (T), Chemistry (H)
Elementsd of Biology, Biology I, Biology (H)
• Electives; Astronomy, Science and Society, Biology II, Field Ecology and Animal
Behanior, Forensic Science, Human Anatomy and Physiology (H)
• Advanced Placement Courses (with prerequisites): AP Biology, AP Chemistry, AP
Environmental Science, AP Physics B, AP Physics C
• Note: The following courses that extende beyond AP are now in the Mathematics
Curriculum: Multivariable Calculus, Linear Algebra, Differential Equations,
Cimplex Analysis, Analysis

Resources
Elementary
Kindergarten
The Five Senses – SB District Unit
Also uses these books: Sense-Able Science, AIMS Ed. Foundation, 1994
Sense-Abilities: Fun Ways to Explore the Senses, Michelle O'Brien-Palmer, 1998
Our Big Backyard – SB District Unit

First Grade
Collecting & Examining Life – Science Companion
Investigating Water – DSMII kit
Balls and Ramps – Insights Publications
Motion – Science Companion

Second Grade
Pebbles, Sand, & Silt – FOSS kit
Rocks – Science Companion
Life Cycle of Animals – SB District Unit – STC – Life Cycle of Butterflies
Light – Science Companion

Third Grade
Structures of Life – FOSS kit
Water – FOSS kit, Weather – STC kit (Carolina)
Earth, Sun, & Moon - SB District Unit

Fourth Grade
Magnetism and Electricity – FOSS kit
Ecosystems - SB District Units, GEMS, Terrarium Habitats
Matter and Energy – FOSS kit

Fifth Grade
Microworlds – STC
Chemistry & Density– SB District Unit
Body Systems– SB District Unit

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Middle School
Sixth Grade
Prentice Hall Science Explorer Textbooks
Phylogenetics- From Bacteria to Plants
Astronomy- Astronomy
Geology- Inside Earth
FOSS Kits-
Systems- Variable, Models and Designs

Seventh-Eighth Grade
Prentice Hall Science Explorer Textbooks
Chemistry- Chemical Building Blocks and Chemical Interactions
Life Systems- Animals and Human Biology and Health
Meteorology- Weather and Climate
Ecology- Environmental Science
Genetics- Heredity: Cells and Heredity
Physics- Motion, Forces and Energy

High School
Physical & Earth Science- Science Spectrum, Holt
Physics I (A/T)- Conceptual Physics, Addison Wesley
Honors Physics- College Physics, Thomson/Brooks/Cole
AP Physics C: Mechanics- Reese, University Physics, Brooks/Cole
Chemistry I (CC)- Chemistry in the Community, American Chemical Society
Chemistry I (T)- Chemistry by Smoot etal, Glencoe/McGraw Hill
Chemistry I (T)- Chemistry by Wilbraham etal, Prentice Hall
Chemistry (H)- Introductory Chemistry: A foundation by Zumdahl/ Decoste/ Brroks/
Cole, Cengage Learning
AP Chemistry- Chemistry Principles and Reactions, Masterton & Herley
Biology I and II- The Web of Life, Addison Wesley
Honors Biology- The Web of Life, Addison Wesley
AP Biology- Biology by Campbell, Reece, Mitchell, AP edition-10th edition
AP Environmental Science- Environmental Science – Earth as a Living Planet by
Botkin and Keller
Human Anatomy & Physics- Hole's Human Anatomy & Physiology 11th edition
SAMCLA DECA- Multivariable variable calculus, Stewart Linear Algebra

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Assessment
There are multiple and varied forms of assessment at each grade level. What follows is a list of
the key assessment tools used at each level.

Assessments at the Elementary Level

§ Teacher made tests, quizzes and projects
§ Recording of observations, journal keeping, presentations
§ Performance assessments
§ End of Unit assessments
§ 4th Grade NJASK Science

Assessments at the Middle Level:

§ Teacher made tests, quizzes and projects
§ Lab reports
§ Embedded performance assessments
§ End of unit assessments
§ 8th Grade NJASK Science

Assessments at the High School Level

§ State end-of-course exam: NJ Biology Competency Test (NJBCT)
§ Teacher made tests, quizzes and projects
§ Labs- written reports (short and long form)
§ Mid Term and Final Exams
§ AP Exams

Core Curriculum Content Standards for Science

The South Brunswick Science Curriculum is aligned to the New Jersey Core Curriculum Content
Standards. These standards are addressed at every grade level, and are supported by research
findings about how students learn science. Our program is inquiry based, and learning is viewed
as an active process in which students construct their understanding of the natural world by
engaging in “hands-on” and “minds-on” experiences. Technology is embedded where
meaningful, and connections to the 21st Century Life and Career Education standards, to the
District’s core values, and to other areas of curriculum are purposely and explicitly noted.

Standard 5.1 Scientific Practices

All students will understand that science is both a body of knowledge and an evidence-based,
model-building enterprise that continually extends, refines, and revises knowledge. The four
Science Practices strands encompass the knowledge and reasoning skills that students must
acquire to be proficient in science.
A. Understand Scientific Explanations
Students understand core concepts and principles of science and use measurement
and observation tools to assist in categorizing, representing, and interpreting the
natural and designed world.
B. Generate Scientific Evidence Through Active Investigations
Students master the conceptual, mathematical, physical, and computational tools that
need to be applied when constructing and evaluating claims.
C. Reflect on Scientific Knowledge
Scientific knowledge builds on itself over time.
D. Participate Productively in Science

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 The growth of scientific knowledge involves critique and communication, which are
social practices that are governed by a core set of values and norms.

Standard 5.2 Physical Science

All students will understand that physical science principles, including fundamental ideas about
matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in
physical, living, and Earth systems science.
A. Properties of Matter
All objects and substances in the natural world are composed of matter. Matter has
two fundamental properties: matter takes up space, and matter has inertia.
B. Changes in Matter
Substances can undergo physical or chemical changes to form new substances. Each
change involves energy.
C. Forms of Energy
Knowing the characteristics of familiar forms of energy, including potential and
kinetic energy, is useful in coming to the understanding that, for the most part, the
natural world can be explained and is predictable.
D. Energy Transfer and Conservation
The conservation of energy can be demonstrated by keeping track of familiar forms
of energy as they are transferred from one object to an other.
E. Forces and Motion
It takes energy to change the motion of objects. The energy change is understood in
terms of forces.

Standard 5.3 Life Science

All students will understand that life science principles are powerful conceptual tools for making
sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural
systems arises in accordance with rules that govern the physical world, and the order of natural
systems can be modeled and predicted through the use of mathematics.
A. Organization and Development
Living organisms are composed of cellular units (structures) that carry out functions
required for life. Cellular units are composed of molecules, which also carry out
biological functions.
B. Matter and Energy Transformations
Food is required for energy and building cellular materials. Organisms in an
ecosystem have different ways of obtaining food, and some organisms obtain their
food directly from other organisms.
C. Interdependence
All animals and most plants depend on both other organisms and their environment
to meet their basic needs.
D. Heredity and Reproduction
Organisms reproduce, develop, and have predictable life cycles. Organisms contain
genetic information that influences their traits, and they pass this on to their
offspring during reproduction.
E. Evolution and Diversity
Sometimes, differences between organisms of the same kind provide advantages for
surviving and reproducing in different environments. These selective differences may
lead to dramatic changes in characteristics of organisms in a population over
extremely long periods of time.

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Standard 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.
A. Objects in the Universe
Our universe has been expanding and evolving for 13.7 billion years under the
influence of gravitational and nuclear forces. As gravity governs its expansion,
organizational patterns, and the movement of celestial bodies, nuclear forces within
stars govern its evolution through the processes of stellar birth and death. These
same processes governed the formation of our solar system 4.6 billion years ago.
B. History of Earth
From the time that Earth formed from a nebula 4.6 billion years ago, it has been
evolving as a result of geologic, biological, physical, and chemical processes.
C. Properties of Earth Materials
Earth’s composition is unique, is related to the origin of our solar system, and
provides us with the raw resources needed to sustain life.
D. Tectonics
The theory of plate tectonics provides a framework for understanding the dynamic
processes within and on Earth.
E. Energy in Earth Systems
Internal and external sources of energy drive Earth systems.
F. Climate and Weather
Earth’s weather and climate systems are the result of complex interactions between
land, ocean, ice, and atmosphere.
G. Biogeochemical Cycles
The biogeochemical cycles in the Earth systems include the flow of microscopic and
macroscopic resources from one reservoir in the hydrosphere, geosphere,
atmosphere, or biosphere to another, are driven by Earth's internal and external
sources of energy, and are impacted by human activity.

The curriculum is written in the Understanding by Design format and is based on enduring
understandings (broad concepts) with essential questions and both formative and summative
assessments.

Complete copies of the standards for science may be found at:

New Jersey Core Curriculum Standards (NJCCS)

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K-12 Curriculum Maps:
Development of science concepts over time

Through funding provided by CONNECT-ED1, curriculum developers in South Brunswick have

mapped the concepts that are studied as part of the K-12 science curriculum. Their work was
informed by that done by the American Association for the Advancement of Science (AAAS) in
its development of the Atlas of Science Literacy.

To provide context, the Atlas of Science Literacy is a compendium of conceptual maps based on
science strands. The maps show how students’ understanding of the ideas and skills leads to
literacy in science, mathematics, and technology— and shows how this development occurs over
time, from kindergarten through 12th grade. The Atlas may be accessed at the AAAS homepage:
www.project2061.org

Included in the SBSD Compendium of Science Maps are the South Brunswick School District
maps of the science learning that takes place across the K-12 grade levels. There are four maps—
each based on the New Jersey Core Curriculum Content Standards.
• Science Processes
• Earth Science
• Life Science
• Physical Science

Each map focuses on a core topic and then displays the K-12 benchmarks that are most relevant
to understanding it. The map illustrates the benchmarks along the way—each building upon that
which comes below and supporting that which comes after.

The compendium of maps can be found in the Science Companion Document.

1
Established in 2003, CONNECT-ED is a Consortium of 14 central NJ districts/ independent schools,
Rider and Princeton Universities, Raritan Valley Community College, Bristol-Myers Squibb Company, and
the National Staff Development Council (NSDC) dedicated to providing a coherent, sustained system of
professional development for K-12 teachers of science and math that models the inquiry approach to
teaching/learning, organizes content around the Big Ideas in science and math, and makes concept
connections across grade levels and among disciplines. South Brunswick is one of the fourteen districts
involved, and has been a group member since the consortium’s inception.

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 SCIENCE

CURRICULUM

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Elementary Matrix:
NJ Core Curriculum Content Standards (NJCCCS) and Essential Questions

Grade Standards & Essential Questions by Grade Level

Kindergarten Kindergarten students study life, earth and environmental sciences based on
the NJCCCS 5.1.4.A.1-A.3, 5.1.4.B.1-B.3, 5.1.4.C.1, 5.1.4.C.2, 5.1.4.D.1,
5.1.4.D.4, 5.2.2.A.1, 5.3.2.A.1, 5.3.2.B.1, 5.3.2.B.3, 5.3.2.D.2, 5.4.2.E.1,
5.4.2.F.1, 5.4.2.G.3
Ø The Five Senses (life) ~ What are the five senses and what body
parts are connected with each? How do the senses help us discover
and interact with our environment? How do the five senses work
alone and/or together?
Ø Our Big Backyard (earth/environment) ~ Where do we see/find
nature? Why is nature important to us? What cycles and patterns
do we see in nature?
First Grade First Grade students study physical and life sciences based on the NJCCCS
5.1.4.A.1-A.3, 5.1.4.B.1-B.3, 5.1.4.C.1, 5.1.4.C.2, 5.1.4.D.1, 5.1.4.D.3,
5.1.4.D.4, 5.2.2.A.1, 5.2.2.A.2, 5.2.2.E.1-E.3, 5.2.4.E.1, 5.2.4.E.2, 5.3.2.A.1,
5.3.2.B.1-B.3, 5.4.2.E.1, 5.4.2.G.1-G.3
Ø Water (physical) ~ What are the properties of water? How does
water change from one form to another? Where is water found?
Why is water important?
Ø Forces (physical) ~ How do things move? How can we change the
way things move? What evidence do we have of forces that we
cannot see?
Ø Collecting and Examining Life (life) ~ How do we know if
something is alive? What are the basic needs of living things? How
do living things change over time? What parts do animals have to
help them move, grow, breathe, eat, and sense their environment
Second Second grade students study the life, earth and physical sciences based on
Grade the NJCCCS 5.1.4.A.2, 5.1.4.A.3, 5.1.4.B.1-B.4, 5.1.4.C.1, 5.1.4.C.3,
5.1.4.D.1-D.3, 5.2.2.B.1, 5.2.2.C.1-C.3, 5.3.2.A.1, 5.3.4.A.2, 5.3.2.B.1,
5.3.2.B.2, 5.3.2.C.1-C.3, 5.3.2.D.1, 5.3.2.D.2, 5.3.4.D.1, 5.3.2.E.1, 5.3.2.E.2,
5.4.2.G.3, 5.4.4.B.1, 5.4.2.C.1, 5.4.4.C.1, 5.4.4.C.2,
Ø Life Cycle of Butterfly (life) ~ What changes do living things go
through during their lives? How do living things affect their
environment and how do changes in the environment affect living
things?
Ø Rocks & Soil (earth) ~What is the Earth made of? What makes up
land? What do the rocks and soils around us look like? Why are
rocks and minerals important resources? What is a fossil?
Ø Properties of Light (physical) ~ What is light? What are the sources
of light? How does light travel?
Third Grade Third Grade students study the life, earth and physical sciences based on the
NJCCCS 5.1.4.A.1-A.3, 5.1.4.B.1-B.4, 5.1.4.C.1-C.3, 5.1.4.D.1-D.3,
5.2.4.E.4, 5.3.4.A.1, 5.3.4.A.2, 5.3.4.B.1, 5.3.4.D.1, 5.3.4.E.1, 5.3.4.E.2,
5.4.2.A.1, 5.4.4.A.1-A.4, 5.4.4.E.1, 5.4.2.F.1, 5.4.4.F.1, 5.4.2.G.1, 5.4.2.G.2,
5.4.4.G.1-G.4
Ø Structures of Life (life) ~ What properties do all living things have
that make them similar? What properties do all living things have

14
 Grade Standards & Essential Questions by Grade Level
that make them different? How do different organisms meet their
needs for survival?
Ø Earth, Sun, and Moon (earth) ~ To what extent are the properties of
objects in our solar system predictable? What causes these patterns?
What causes day and night? What causes the moon to appear to
change shape? What are some properties of the Sun, moon and
stars?
Ø Water & Weather (physical/earth) ~ How do changes in one part of
an Earth’s system affect other parts of the system? How are weather
patterns observed, recorded, and interpreted? How does a drop of
water travel through the water cycle? How does water affect our
daily lives?
Fourth Fourth grade students study the life, earth and physical sciences based on the
Grade NJCCCS 5.1.4.A.1-A.3, 5.1.4.B.1-B.4, 5.1.4.C.1-C.3, 5.1.4.D.1-D.4,
5.2.4.A.1-A.4, 5.2.4.B.1, 5.2.4.C.1, 5.2.4.C.3, 5.2.4.C.4, 5.2.2.D.1,
5.2.4.D.1, 5.2.6.D.1, 5.2.4.E.3, 5.2.6.E.2, 5.3.2.A.1, 5.3.4.A.1, 5.3.4.A.2,
5.3.4.B.1, 5.3.2.C.1-C.3, 5.3.4.C.1, 5.3.4.C.2, 5.3.4.E.1, 5.3.4.E.2, 5.4.2.E.1,
5.4.2.G.3
Ø Ecosystems (life) ~ How do living things get energy? How do living
things depend on each other and on non-living parts of the
environment? What happens when part of an ecosystem is altered?
Ø Magnetism & Electricity (physical) ~ How do magnets work? How
does an electrical circuit (system) work? What happens if an
element is removed from a circuit (system)?
Ø Matter & Energy (physical) ~ How do we know that things have
energy? How can energy impact the state of matter? How does light
travel and behave?
Fifth Grade Fifth grade students study the life, earth and physical sciences based on the
NJCCCS 5.1.4.A.2, 5.1.4.a.3, 5.1.4.B.1, 5.1.4.B.3, 5.1.4.B.4, 5.1.4.C.2,
5.1.4.D.2, 5.1.4.D.3, 5.1.8.A.1, 5.1.8.A.2, 5.1.8.B.2, 5.1.8.B.3, 5.1.8.C.1,
5.1.8.C.2, 5.1.8.D.1-D.3, 5.2.4.A.1, 5.2.6.A.1, 5.2.6.A.3. 5.2.6.B.1,
5.3.4.A.3, 5.3.6.A.1
Ø Microworlds (life) ~ How do tools help extend our sense of sight?
What are the properties of magnifiers? How do you know that
something exists if you can’t see it?
Ø Chemistry & Density (physical) ~ How do the properties of
materials determine their use and identification? How might
properties change after a chemical reaction? How can you change
the density of an object? How do the atoms of an object effect the
state of an object? What happens when two objects try to occupy
the same space?
Ø Body Systems (life) ~ How does the human body work? What are
choices that people can make to help their body and what are
choices people can make to hurt their body?

Elementary Science Curriculum

The K- 5th grade curriculum can be found in the South Brunswick School District Elementary School
Science Curriculum Guide.

15
M
IDDLE SCHOOL SCIENCE

Overview:
After leaving the elementary program, students will continue their study of science at the middle
school. The units of study covered at each grade level are listed below, and the accompanying
curriculum matrix of standards and essential questions follows.

Sixth Grade Seventh and Eighth Grade Seventh and Eighth Grade
Systems A Year B Year
Geology Chemistry Ecology
Astronomy Life Systems Genetics
Phylogenetics Meteorology Physics

Middle School Matrix:

NJ Core Curriculum Content Standards (NJCCCS) and Essential Questions

Grade Standards & Essential Questions by Grade Level

Sixth Grade Sixth Grade students study the life, earth and physical sciences based on the following
NJCCCS:
• Scientific Practices: 5.1.8.A- 5.1.8.E
• Physical Science: 5.2.8.B.2, 5.2.6.C.1-3, 5.2.6.D.1, 5.2.8.D.1, 5.2.6.E.1, 5.2.6.E.3,
• Life Science: 5.3.6.A.2, 5.3.8.A.1, 5.3.6.B.1, 5.3.8.C.1
• Earth Science: 5.4.6.A.1-4, 5.4.8.A.1-4, 5.4.6.B.1-4, 5.4.8.B.2, 5.4.6.C.1-3,
5.4.8.C.1-2, 5.4.6.D.1-3, 5.4.8.D.1-3, 5.4.6.E.1

The Sixth Grade units of study and the related essential questions are as follows:
• Systems: Is every part of a system equally important? To what extent does
science depend upon trial and error? Does an object at rest have as much energy
as an object in motion?
• Geology: How long does change take? What can rocks tell us about the history of
the Earth? How does technology extend human senses and understanding?
• Astronomy: Why is it necessary for people to study astronomy? Could life exist
on another planet? Is all life on Earth affected by the Sun and Moon? Did stars
enhance civilization?
• Phylogenteics: What does it mean to be alive? Does every living thing have a
purpose? What role does classification play in everyday life? Do all organisms
need the same living conditions to survive?

16
 Grade Standards & Essential Questions by Grade Level

Seventh & Seventh and eighth grade students study the life, earth and physical sciences based on the
Eighth following NJCCCS:
Grade: • Scientific Practices: 5.1.8.A- 5.1.8.E
• Physical Science: 5.2.6.A.1-3, 5.2.8.A.1-7, 5.2.6.B.1, 5.2.8.B.1-2
A Year • Life Science: 5.3.6.A.1-2, 5.3.8.A.1-2, 5.3.8.B.1
• Earth Science: 5.4.6.E.1, 5.4.8.E.1, 5.4.6.F.1, 5.4.8.F.1-3, 5.4.6.G.1, 5.4.8.G.1 5.1

The seventh and eighth grade units of study and the related essential questions are as
follows:
A Year
• Chemistry: What is matter? Why is it important to classify matter? How has the
study of matter affected the quality of life on Earth? What is the difference
between physical and chemical properties? How are properties of matter, such as
density, mass, and volume measured? What role does heat energy play in the
arrangement of matter and what causes change from one state to another? How
can you use the properties of matter to distinguish one substance from another?
How does the Law of Conservation of Matter apply to physical and chemical
changes of matter? How does the current atomic model explain the interactions of
elements and the formation of compounds? How does the atomic composition of
matter influence their physical properties, chemical reactivity, and use? How are
elements arranged on the Periodic Table?
• Life Systems: What is the relationship between cells, tissues, organs, and organ
systems? How are humans more complex than other organisms, with regard to
specific body systems? How does the interdependence of body systems
contribute to an organism’s survival? What happens when part of an organism’s
internal regulation becomes faulty? How do organelles work together to meet a
cell’s needs? How are multicellular organisms more or less suitable for survival?
• Meteorology: How does the transfer of thermal radiation influence weather
conditions and/or patterns? What roles do the hydrologic cycle and ocean current
patterns play in creating weather conditions? How do interactions of various
weather variables contribute to the formation of weather conditions in a given
time and area? What are the causes of Earth’s catastrophic weather? How can the
climate of a region change over a period of time?
• Ecology: How do the goals of science compare and contrast with the goals of
technology? How and why do catastrophic events vary? How can human activity
improve the lives of generations to come? What are the challenges in obtaining
and utilizing renewable resources as opposed to non-renewable? How is the
world handling the demand for alternate energy? How is energy transferred
among organisms in a living system? How do adaptations enable organisms to
survive in their ecosystem? What are the differences between biotic and abiotic
resources in an ecosystems? In what ways do biotic organisms identify their own
niches? How do communities, habitats, ecosystems, niches and populations relate
to one another? How do the major biomes represent the climate in relation of
their geography? How do the major symbiotic relationships affect the organisms
involved? How are organisms grouped in relation to the manner by which they
obtain their energy? How do organisms adapt in order to survive? What are
limiting factors in an ecosystem? How is evolution affected when two organisms

17
Grade Standards & Essential Questions by Grade Level

share the same niche? How can human activity affect us in a food chain? How
can humans affect the balance of an ecosystem? Do humans have the right to
alter the course of nature? Are humans a selfish species?
• Genetics: How are characteristics of an organism determined? How can
mutations be both helpful and harmful? What are the fundamental building
blocks of all living things? How can we predict the probability of a trait being
inherited by an organism? How do scientists use genetics to affect the quality of
human life? How and why are we different? How can differences in the human
species affect human survival on earth? What is natural selection? How do
environmental changes influence natural selection? Is extinction of a species a
bad thing? How do we know that present day life forms are descended from past
life?
• Physics: What effect does the Sun’s energy have on the Earth? Why is
everything in the universe in motion? Why are Newton’s Laws of Motion
important in describing all motion in the universe and on Earth? How do
mathematical equations support scientific concepts?

18
S
IXTH GRADE SCIENCE

Content: 6th Grade Science

Course Description or Content Overview:

Sixth Grade students study the life, Earth, and physical sciences based on the following standards,
enduring understandings, and essential questions.

New Jersey Core Curriculum Standards (NJCCS):

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

Enduring Understandings:
Systems:
• Systems are a group of parts working together to achieve a common outcome.
• Variables are things that can be changed to affect the outcome.
• Any given outcome of a system is based upon Newton’s Laws.
Geology:
• Change is never ending.
• Rocks tell the story of our Earth.
• Technology enables us to better understand Earth’s systems and the impact of Earth’s
systems on human activity.
Astronomy:
• People explore the Solar System and space for the purpose of understanding life.
• The sun and the moon affect naturally occurring events on the Earth.
• As our technology expands so does our knowledge of the universe.
Phylogenetics:
• Organisms are grouped by similarities in structure, function and evolutionary heritage.
• A cell is the basic structure of all living things.
• Every organism serves a purpose on our Earth.

19
Essential Questions:
Systems:
• Is every part of a system equally important?
• To what extent does science depend upon trial and error?
• Does an object at rest have as much energy as an object in motion?
Geology:
• How long does change take?
• What can rocks tell us about the history of the Earth?
• How does technology extend human senses and understanding?
Astronomy:
• Why is it necessary for people to study astronomy?
• Could life exist on another planet?
• Is all life on Earth affected by the Sun and Moon?
• Did stars enhance civilizations?
Phylogenteics:
• What does it mean to be alive?
• Does every living thing have a purpose?
• What role does classification play in everyday life?
• Do all organisms need the same living conditions to survive?

Knowledge and Skills:

Knowledge: Students will know…
Systems:
• That different parts of a system work together to achieve a common goal.
• Variables can impact the outcome of an experiment.
• The conservation of energy can be demonstrated by keeping track of familiar forms of
energy as they are transferred from one object to another.
• It takes energy to change the motion of objects.
• The energy change is understood in terms of forces.
Geology:
• The Earth has been evolving as a result of geologic, biological, physical, and chemical
processes.
• How types of fossils can tell us about an area.
• The three types of rocks.
• The steps in the rock cycle and the conditions in which rocks can change.
• The types of minerals and understand their functions in our society.
• The characteristics of the Earth’s layers.
• The factors that affect the rate of weathering.
• The Earth provides us with the raw resources needed to sustain life.
• Plate tectonics help us understand what is happening inside and outside the Earth.
Astronomy:
• The Moon rotates as it revolves around the Earth once every 29 days.
• The Sun is a star.
• The Sun is the center of the Solar System. (Heliocentric)
• The eight known planets of our Solar System (Mercury, Venus, Earth, Mars, Jupiter,
Saturn, Uranus, & Neptune) and their characteristics.

20
 • Gravity is the force of attraction that holds our solar system together.
• Meteoroids, meteors, meteorites, comets, dwarf planets and asteroids are found in our
solar system.
• All parts of the solar system work together.
• Large groups of stars form galaxies.
• Stars that form a constellation are asterisms.
• Constellations are the symbolic pictures we invent and see around an asterism.
• There are five circumpolar constellations: Ursa Major, Ursa Minor, Draco, Cepheus,
Cassiopeia.
Phylogenetics:
• What it means to be alive.
• The survival needs of all living things.
• The functions of a cell’s organelles.
• The difference between unicellular and multicellular organisms.
• The difference between a prokaryote and eukaryote.
• The difference between autotrophic and heterotrophic organisms.

Skills: Students will be able to…

Systems:
• Discover the importance of accurately designing an experiment.
• Formulate a hypothesis using prior knowledge.
• Identify variables and list them from a specified system.
• Understand that variables can affect the outcome of an experiment.
• Design an experiment to test the variables from a given list.
• Construct graphs to display data.
• Understand the importance of collaboration through working with group members.
• Design a controlled experiment.
• Formulate accurate measurement techniques.
• Produce a black box system with the help of a partner.
• Evaluate a system with the intent to improve upon it.
• Hypothesize a possible solution and form an explanation in the form of a model.
• Construct models to achieve specified goals.
• Understand the terms friction and inertia and how they apply to motion.
• Apply Newton’s Laws of Motion to experimental designs.
• Understand how different circuit arrangements can affect the flow of electricity.
• Understand the difference between potential and kinetic energy.
• See how one’s perspective of motion may differ from another.
Geology:
• Analyze evidence to support arguments for the theory of plate motion.
• Locate areas that are being created and destroyed using maps and satellite images.
• Categorize the different types of weathering into mechanical or chemical.
• Illustrate the forces of erosion.
• Interpret a rock layer sequence to determine oldest/youngest layers and time periods.
• Analyze the effects of erosion on the earth’s surface.
• Explore methods people use to reduce soil erosion.
• Predict the types of ecosystems that soil samples could support based on soil properties
• Defend why a chosen area would be appropriate for a community garden.

21
 • Evaluate rock samples based on their properties.
• Illustrate the Continental Drift Theory and list evidence to support it.
• Classify mountains into 4 types based on their characteristics of formation.
• Locate the ring of fire and explain why it occurs in that area.
• Classify volcanoes based on their characteristics.
• Identify how volcanic activity affects the world.
• Define the features of a volcano.
• Rationalize why certain areas can support a population fluctuation based on its history of
geologic events.
• Complete an orienteering challenge while attending Camp Bernie or of the like.
• Observe a model of convection currents and gain an understanding of the process.
Astronomy:
• Demonstrate that the Earth is on an invisible axis that is tilted, which causes the four
seasons.
• Model how the motions of the Earth (Rotation/Revolution) cause our system of time.
• Explain that the Moon does not produce its own light and the different shapes we see in
the sky are caused from the reflection of the sun’s light hitting the Moon.
• Demonstrate that tides are caused by the gravitational pull of the Moon.
• Model how an eclipse occurs when the Moon or Earth blocks the Sun.
• Outline the growth of technology and how it impacts our knowledge of space and life.
• Compare and contrast the different types of stars.
• Explain the impact of constellations and stars on various civilizations.
• Reason why the constellations found in the Northern Sky differ from those in the
Southern Sky.
• Understand how Kepler’s Laws connect to planetary and satellite planet motions
• Explain that light comes from electromagnetic energy from the Sun.
• Demonstrate the properties of light (reflection, refraction, and absorption.)
• Explain how Newton’s Laws are demonstrated within our Solar System.
• Identify the position of the Earth during the seasons and the equinoxes/solstices.
• Construct a model of the motions of the Earth, Sun, and Moon in space.
• Collect, compare, and contrast data from different objects in the solar system.
• Predict the gravitational force between objects.
• Analyze patterns of orbital motion.
Phylogenetics:
• Classify organisms based on shared characteristics using the taxonomic levels.
• Discuss the way in which a cell functions and that all organelles must work together in
order to meet the cell’s needs.
• Compare the benefits and limitations of being a single celled organism or a multicellular
organism.
• Explain how living things depend upon one another to survive.
• Compare the characteristics of viruses to organisms, such as bacteria, to support that they
are non-living.
• Demonstrate the appropriate use of a microscope.

22
 • Apply knowledge of cell structure to describe the characteristics of bacteria (i.e., shape,
living conditions and effect on the world) and explain the similarities and differences
between eubacteria and archaebacteria.
• Apply knowledge of cell structure to describe the characteristics of protists (ie, shape,
type, and effect on the world)
• Apply knowledge of cell structure to describe the characteristics of fungi (i.e.
reproduction, roles in nature, etc.)
• Model the effect of positive and negative changes in population size on a symbiotic
pairing.
• Apply knowledge of cell structure to describe the characteristics of plants (ie. living
conditions, structure and types)
• Diagram the process of photosynthesis from what the plants must intake to the
byproducts of reaction.
• Connect that photosynthesis is a process of chemical reactions within the chloroplasts of
plant cells.
• Demonstrate that cellular respirations are a process of chemical reactions within the
mitochondria of plant cells.

Terminology:
Systems Geology Astronomy Phylogenetics

System Geology Astronomy Phylogenetics

Force Pangaea Rotation Organism
Friction Convection Revolution Cell
Pendulum Current Axis Autotroph
Cycle Convergent Force Heterotroph
Standard Boundary Gravity Classification
Variable Transform Inertia Taxonomy
Controlled Boundary Waxing Evolution
Experiment Divergent Waning Nucleus
Independent Boundary Geocentric Prokaryote
Variable Subduction Zone Heliocentric Eukaryote
Dependent Weathering Asterism Cell Wall
Variable Erosion Constellation Cell Membrane
Two-Coordinate Minerals Galaxy Cytoplasm
Graph Ribosomes
Black Box Genetic Material
Model Flagellum
Conceptual Model Binary Fission
Physical Model Hyphae
Photosynthesis
Tropism
Symbiosis

Assessments:
Formative:
• Labs
• Temperature gauges (Adjective Check-In, 3 Finger Check-In)

23
 • Breakpoints (Exit Cards, One Sentence Summary, Do Now, Higher-Order Questioning,
Quizzes)
• Student Directed (Checklists, Self-Assessment on a Rubric, Peer Evaluation, Student
Journals)
Summative:
• Unit Test
• Standardized performance assessment

21st Century Connections:

8.1 Technology: 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 Technology: All students will develop an understanding of the nature and impact of
technology, engineering, technological design, and the design world, as they relate to the
individual, global society, and the environment.
9.1 Life and Career Skills: All students will demonstrate the creative, critical thinking,
collaboration, and problem-solving skills needed to function successfully as both global citizens
and workers in diverse ethnic and organizational cultures.
9.3 Career Awareness, Exploration, and Preparation: All students will apply knowledge about
and engage in the process of career awareness, exploration, and preparation in order to navigate
the globally competitive work environment of the information age.

Character Education:
Crossroads Middle Schools core values of cooperation, assertion, responsibility, empathy, and self-
control are addressed and stressed throughout the trimester. Units focusing on character
development, setting goals and attitude will provide engaging and authentic opportunities for students
to develop and exhibit character strength.

Cross Curricular / Interdisciplinary:

• Mathematics
• Social Studies
• Language Arts (Reading, writing, listening, speaking)

Course Resources:
Technologies: Computers, printers, SMARTBoard, Document camera, On-line Textbook
Text: Prentice Hall Science Explorer- Inside Earth, Astronomy, and From Bacteria to Plants
Other: Foss Kit- Variables and Models and Designs, Star Lab, Camp Bernie

Pacing Chart:
Systems
Topic Timeframe (unit ≈ 40 days)
Newton’s Laws of Motion 3-4 Days
Swingers 3-5 Days
Planes 4-6 Days
Flippers 3-5 Days
Black Boxes 2-4 Days
Drought Stopper 1-2 Days
Hum Dinger 3-5 Days
Go-Karts 3-5 Days

24
 Assessments 2-3 Days

Geology
Topic Timeframe (unit ≈ 40 days)
Layers of the Earth 2-3 Days
Convection Currents 2-3 Day
Continental Drift 3-4 Days
Volcanoes, Mountains, Earthquakes 5-7 Days
Minerals 4-6 Days
Rocks, Rock Cycle, Rock Classification 5-7 Days
Weathering/Erosion 2-3 Days
Soil Formation/Soil Sample 3-4 Days
Assessments 3-4 Days

Astronomy
Topic Timeframe (unit ≈ 40 days)
Earth In Space 3-4 Days
Moon’s Impact on Earth 3-4 Days
Solar System Overview 7-9 Days
Sun and Light 4-6 Days
Stars & Constellations 5-7 Days
Galaxies & Universe 3-4 Days
Star Lab 2-5 Days
Assessments 2-3 Days

Phylogenetics
Topic Timeframe (unit ≈ 40 days)
Living vs Non-Living 1-2 Days
Taxonomy/Classification 2-3 Days
Microscope Intro. 1-2 Days
Bacteria 4-6 Days
Protists 5-7 Days
Fungi 4-6 Days
Plants 6-8 Days
Assessments 5-7 Days

Units of Study:
• Systems
• Geology
• Astronomy
• Phylogenetics

25
 Grade 6
Physical Science Unit Plan
SYSTEMS

Content Area: Physical Science

Unit Title: Systems
Unit Summary: Students will learn how different objects work together to achieve a common goal and
how variables can affect the outcome of a system. In addition, the outcome of any given system is based
upon the principles of Newton’s Laws.
Primary interdisciplinary connections: Math/Social Studies/Language Arts
21st century themes:

• 9.1 Life and Career Skills: All students will demonstrate the creative, critical thinking,
collaboration, and problem-solving skills needed to function successfully as both global
citizens and workers in diverse ethnic and organizational cultures.

• 9.3 Career Awareness, Exploration, and Preparation: All students will apply
knowledge about and engage in the process of career awareness, exploration, and
preparation in order to navigate the globally competitive work environment of the
information age.

Unit Rationale: The systems unit is designed to engage students in meaningful explorations that illustrate
Newton’s Law’s of motion.
Learning Targets
Standards
• 5.1 Science Practices: All students will understand that science is both a body of knowledge and
an evidence-based, model-building enterprise that continually extends, refines, and revises
knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that
students must acquire to be proficient in science.
• 5.2 Physical Science: All students 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.
Strands with Content Statements:
5.1.A Understand Scientific Explanations: Students understand core concepts and principles of science
and use measurement and observation tools to assist in categorizing, representing, and interpreting the
natural and designed world.
• Core scientific concepts and principles represent the conceptual basis for model building and
facilitate the generation of new and productive questions.
• Results of observation and measurement can be used to build conceptual-based models and to
search for core explanations.
• Predictions and explanations are revised based on systematic observations, accurate
measurements, and structured data/evidence.
5.1.B Generate Scientific Evidence Through Active Investigations: Students master the conceptual,
mathematical, physical, and computational tools that need to be applied when constructing and evaluating

26
claims.
§ Evidence is generated and evaluated as part of building and refining models and explanations.
• Mathematics and technology are used to gather, analyze, and communicate results.
• Carefully collected evidence is used to construct and defend arguments.
• Scientific reasoning is used to support scientific conclusions.
5.1.C Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
• Scientific models and understandings of fundamental concepts and principles are refined as new
evidence is considered.
• Predictions and explanations are revised to account more completely for available evidence.
• Science is a practice in which an established body of knowledge is continually revised, refined,
and extended.
5.1.D Participate Productively in Science: The growth of scientific knowledge involves critique and
communication, which are social practices that are governed by a core set of values and norms.
• Science involves practicing productive social interactions with peers, such as partner talk, whole-
group discussions, and small-group work.
• In order to determine which arguments and explanations are most persuasive, communities of
learners work collaboratively to pose, refine, and evaluate questions, investigations, models, and
theories (e.g., argumentation, representation, visualization, etc.).
• Instruments of measurement can be used to safely gather accurate information for making
scientific comparisons of objects and events.
5.2.D Energy Transfer and Conservation: The conservation of energy can be demonstrated by keeping
track of familiar forms of energy as they are transferred from one object to another.
• 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
magnetic effects in the wires.
• When energy is transferred from one system to another, the quantity of energy before transfer
equals the quantity of energy after transfer. As an object falls, its potential energy decreases as its
speed, and consequently its kinetic energy, increases. While an object is falling, some of the
object’s kinetic energy is transferred to the medium through which it falls, setting the medium into
motion and heating it.
5.2.E Forces and Motion: It takes energy to change the motion of objects. The energy change is
understood in terms of forces.
• 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.
• Friction is a force that acts to slow or stop the motion of objects.
CPI # Cumulative Progress Indicator (CPI)
5.1.8.A.1 Demonstrate understanding and use interrelationships among central scientific concepts to
revise explanations and to consider alternative explanations.
5.1.8.A.2 Use mathematical, physical, and computational tools to build conceptual-based models
and to pose theories.
5.1.8.A.3 Use scientific principles and models to frame and synthesize scientific arguments and pose
theories.
5.1.8.B.1 Design investigations and use scientific instrumentation to collect, analyze, and evaluate
evidence as part of building and revising models and explanations.
5.1.8.B.2 Gather, evaluate, and represent evidence using scientific tools, technologies, and
computational strategies.
5.1.8.B.3 Use qualitative and quantitative evidence to develop evidence-based arguments.
5.1.8.B.4 Use quality controls to examine data sets and to examine evidence as a means of

27
 generating and reviewing explanations.
5.1.8.C.1 Monitor one’s own thinking as understandings of scientific concepts are refined.
5.1.8.C.2 Revise predictions or explanations on the basis of discovering new evidence, learning
new information, or using models.
5.1.8.C.3 Generate new and productive questions to evaluate and refine core explanations.
5.1.8.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from
others’ ideas, observations, and experiences.
5.1.8.D.2 Engage in productive scientific discussion practices during conversations with peers, both
face-to-face and virtually, in the context of scientific investigations and model building.
5.1.8.D.3 Demonstrate how to safely use tools, instruments, and supplies.
5.2.6.D.1 Use simple circuits involving batteries and motors to compare and predict the current flow
with different circuit arrangements.
5.2.8.D.1 Relate the kinetic and potential energies of a roller coaster at various points on its path.
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.E.3 Demonstrate and explain the frictional force acting on an object with the use of a physical
model.
Unit Essential Questions Unit Enduring Understandings
• Is every part of a system equally important? • Systems are a group of parts working together to
• To what extent does science depend upon trial achieve a common outcome.
and error? • Variables are things that can be changed to affect
• Does an object at rest have as much energy as the outcome.
an object in motion? • Any given outcome of a system is based upon
Newton’s Laws.
Unit Objective (Learning Targets)

Students will know…

• That different parts of a system work together to achieve a common goal.
• Variables can impact the outcome of an experiment.
• The conservation of energy can be demonstrated by keeping track of familiar forms of energy as
they are transferred from one object to another.
• It takes energy to change the motion of objects.
• The energy change is understood in terms of forces.

Students will be able to…

• Discover the importance of accurately designing an experiment.
• Formulate a hypothesis using prior knowledge.
• Identify variables and list them from a specified system.
• Understand that variables can affect the outcome of an experiment.
• Design an experiment to test the variables from a given list.
• Construct graphs to display data.
• Understand the importance of collaboration through working with group members.
• Design a controlled experiment.
• Formulate accurate measurement techniques.
• Produce a black box system with the help of a partner.
• Evaluate a system with the intent to improve upon it.
• Hypothesize a possible solution and form an explanation in the form of a model.

28
 • Construct models to achieve specified goals.
• Understand the terms friction and inertia and how they apply to motion.
• Apply Newton’s Laws of Motion to experimental designs.
• Understand how different circuit arrangements can affect the flow of electricity.
• Understand the difference between potential and kinetic energy.
• See how one’s perspective of motion may differ from another.
Evidence of Learning
Summative Assessment (2 days)
• Unit Test
• Standardized Performance Assessment

Formative Assessments:
• Labs
• Temperature gauges (Adjective Check-In, 3 Finger Check-In)
• Breakpoints (Exit Cards, One Sentence Summary, Do Now, Higher-Order Questioning, Quizzes)
• Student Directed (Checklists, Self-Assessment on a Rubric, Peer Evaluation, Student Journals)
Lesson Plans & Pacing
Topic Timeframe (unit ≈ 40 days)
Newton’s Laws of Motion 3-4 Days
Swingers 3-5 Days
Planes 4-6 Days
Flippers 3-5 Days
Black Boxes 2-4 Days
Drought Stopper 1-2 Days
Hum Dinger 3-5 Days
Go-Karts 3-5 Days
Assessments 2-3 Days
Teacher Notes
Unit Resources
Variables FOSS Kit
Models and Designs FOSS Kit

29
 Grade 6
Earth Science Unit Plan
GEOLOGY

Content Area: Earth Science

Unit Title: Geology
Unit Summary: Students will learn how the relationships between processes happening internally and
externally shape our Earth.
Primary interdisciplinary connections: Social Studies
21st Century Themes:
• 9.1 Life and Career Skills: All students will demonstrate the creative, critical thinking,
collaboration, and problem-solving skills needed to function successfully as both global
citizens and workers in diverse ethnic and organizational cultures.
Unit Rationale: The geology unit is designed to engage students in demonstrations and explorations that
help promote understanding of how the Earth’s natural processes shape events on both a human and
geologic time scale.
Learning Targets
Standards
• 5.1 Science Practices: All students will understand that science is both a body of knowledge
and an evidence-based, model-building enterprise that continually extends, refines, and
revises knowledge. The four Science Practices strands encompass the knowledge and
reasoning skills that students must acquire to be proficient in science.
• 5.4 Earth Systems Science: Earth operates as a set of complex, dynamic, and interconnected
systems, and is a part of the all-encompassing system of the universe.
Strands with Content Statements:
5.1.A Understand Scientific Explanations: Students understand core concepts and principles of
science and use measurement and observation tools to assist in categorizing, representing, and interpreting
the natural and designed world.
• Core scientific concepts and principles represent the conceptual basis for model building and
facilitate the generation of new and productive questions.
• Predictions and explanations are revised based on systematic observations, accurate
measurements, and structured data/evidence.
5.1.B Generate Scientific Evidence Through Active Investigations: Students master the conceptual,
mathematical, physical, and computational tools that need to be applied when constructing and evaluating
claims.
• Evidence is generated and evaluated as part of building and refining models and explanations.
• Mathematics and technology are used to gather, analyze, and communicate results.
• Carefully collected evidence is used to construct and defend arguments.
• Scientific reasoning is used to support scientific conclusions
5.1.C Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
• Scientific models and understandings of fundamental concepts and principles are refined as
new evidence is considered.

30
 • Predictions and explanations are revised to account more completely for available evidence.
• Science is a practice in which an established body of knowledge is continually revised,
refined, and extended.
5.1.D Participate Productively in Science: The growth of scientific knowledge involves critique and
communication, which are social practices that are governed by a core set of values and norms.
• Science involves practicing productive social interactions with peers, such as partner talk,
whole-group discussions, and small-group work.
• In order to determine which arguments and explanations are most persuasive, communities of
learners work collaboratively to pose, refine, and evaluate questions, investigations, models,
and theories (e.g., argumentation, representation, visualization, etc.).
• Instruments of measurement can be used to safely gather accurate information for making
scientific comparisons of objects and events.
5.4.B History of Earth: From the time that Earth formed from a nebula 4.6 billion years ago, it has
been evolving as a result of geologic, biological, physical, and chemical processes.
• Successive layers of sedimentary rock and the fossils contained in them tell the factual story
of the age, history, changing life forms, and geology of Earth.
• Earth’s current structure has been influenced by both sporadic and gradual events. Changes
caused by earthquakes and volcanic eruptions can be observed on a human time scale, but
many geological processes, such as mountain building and the shifting of continents, are
observed on a geologic time scale.
• Moving water, wind, and ice continually shape Earth’s surface by eroding rock and soil in
some areas and depositing them in other areas.
• Erosion plays an important role in the formation of soil, but too much erosion can wash away
fertile soil from ecosystems, including farms.
• Fossils provide evidence of how life and environmental conditions have changed. The
principle of Uniformitarianism makes possible the interpretation of Earth’s history. The same
Earth processes that occurred in the past occur today.
5.4.C Properties of Earth Materials: Earth’s composition is unique, is related to the origin of our solar
system, and provides us with the raw resources needed to sustain life.
• Soil attributes/properties affect the soil’s ability to support animal life and grow plants.
• The rock cycle is a model of creation and transformation of rocks from one form
(sedimentary, igneous, or metamorphic) to another. Rock families are determined by the
origin and transformations of the rock.
• Rocks and rock formations contain evidence that tell a story about their past. The story is
dependent on the minerals, materials, tectonic conditions, and erosion forces that created
them.
• Soil consists of weathered rocks and decomposed organic material from dead plants, animals,
and bacteria. Soils are often found in layers, each having a different chemical composition
and texture.
• Physical and chemical changes take place in Earth materials when Earth features are modified
through weathering and erosion.
5.4.D. Tectonics: The theory of plate tectonics provides a framework for understanding the dynamic
processes within and on Earth. Earth’s magnetic field has north and south poles and lines of force that are
used for navigation.
• Lithospheric plates consisting of continents and ocean floors move in response to movements
in the mantle.
• Earth’s landforms are created through constructive (deposition) and destructive (erosion)

31
 processes.
• Earth has a magnetic field that is detectable at the surface with a compass.
• Earth is layered with a lithosphere, a hot, convecting mantle, and a dense, metallic core.
• Major geological events, such as earthquakes, volcanic eruptions, and mountain building,
result from the motion of plates. Sea floor spreading, revealed in mapping of the Mid-Atlantic
Ridge, and subduction zones are evidence for the theory of plate tectonics.
• Earth’s magnetic field has north and south poles and lines of force that are used for
navigation.
5.4.E. Energy in Earth Systems: Internal and external sources of energy drive Earth systems.
• The Sun is the major source of energy for circulating the atmosphere and oceans.
CPI # Cumulative Progress Indicator (CPI)
5.1.8.A.1 Demonstrate understanding and use interrelationships among central scientific concepts to
revise explanations and to consider alternative explanations.
5.1.8.A.2 Use mathematical, physical, and computational tools to build conceptual-based models
and to pose theories.
5.1.8.A.3 Use scientific principles and models to frame and synthesize scientific arguments and pose
theories.
5.1.8.B.1 Design investigations and use scientific instrumentation to collect, analyze, and evaluate
evidence as part of building and revising models and explanations.
5.1.8.B.2 Gather, evaluate, and represent evidence using scientific tools, technologies, and
computational strategies.
5.1.8.B.3 Use qualitative and quantitative evidence to develop evidence-based arguments.
5.1.8.B.4 Use quality controls to examine data sets and to examine evidence as a means of
generating and reviewing explanations.
5.2.6.C.1 Predict the path of reflected or refracted light using reflecting and refracting telescopes as
examples.
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.C.3 Relate the transfer of heat from oceans and land masses to the evolution of a hurricane.
5.1.8.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from
others’ ideas, observations, and experiences.
5.1.8.D.2 Engage in productive scientific discussion practices during conversations with peers, both
face-to-face and virtually, in the context of scientific investigations and model building.
5.1.8.D.3 Demonstrate how to safely use tools, instruments, and supplies.
5.4.6.B.1 Interpret a representation of a rock layer sequence to establish oldest and youngest layers,
geologic events, and changing life forms.
5.4.6.B.2 Examine Earth’s surface features and identify those created on a scale of human life or on
a geologic time scale.
5.4.6.B.3 Determine if landforms were created by processes of erosion (e.g., wind, water, and/or
ice) based on evidence in pictures, video, and/or maps.
5.4.6.B.4 Describe methods people use to reduce soil erosion.

5.4.8.B.2 Evaluate the appropriateness of increasing the human population in a region (e.g., barrier
islands, Pacific Northwest, Midwest United States) based on the region’s history of
catastrophic events, such as volcanic eruptions, earthquakes, and floods.
5.4.6.C.1 Predict the types of ecosystems that unknown soil samples could support based on soil
properties.

32
 5.4.6.C.2 Distinguish physical properties of sedimentary, igneous, or metamorphic rocks and explain
how one kind of rock could eventually become a different kind of rock.

5.4.6.C.3 Deduce the story of the tectonic conditions and erosion forces that created sample rocks or
rock formations.
5.4.8.C.1 Determine the chemical properties of soil samples in order to select an appropriate location
for a community garden.
5.4.8.C.2 Explain how chemical and physical mechanisms (changes) are responsible for creating a
variety of landforms.
5.4.6.D.1 Apply understanding of the motion of lithospheric plates to explain why the Pacific Rim is
referred to as the Ring of Fire.
5.4.6.D.2 Locate areas that are being created (deposition) and destroyed (erosion) using maps and
satellite images.
5.4.6.D.3 Apply knowledge of Earth’s magnetic fields to successfully complete an orienteering
challenge.
5.4.8.D.1 Model the interactions between the layers of Earth.
5.4.8.D.2 Present evidence to support arguments for the theory of plate motion.
5.4.8.D.3 Explain why geomagnetic north and geographic north are at different locations.
5.4.6.E.1 Generate a conclusion about energy transfer and circulation by observing a model of
convection currents.
Unit Essential Questions Unit Enduring Understandings
• How long does change take? • Change is never ending.
• What can rocks tell us about the history of • Rocks tell the story of our Earth.
the Earth? • Technology enables us to better understand
• How does technology extend human senses Earth’s systems and the impact of Earth’s
and understanding? systems on human activity.
Unit Objective (Learning Targets)
Students will know…
• The Earth has been evolving as a result of geologic, biological, physical, and chemical processes.
• How types of fossils can tell us about an area.
• The three types of rocks.
• The steps in the rock cycle and the conditions in which rocks can change.
• The types of minerals and understand their functions in our society.
• The characteristics of the Earth’s layers.
• The factors that affect the rate of weathering.
• The Earth provides us with the raw resources needed to sustain life.
• Plate tectonics help us understand what is happening inside and outside the Earth.
Students will be able to…
• Analyze evidence to support arguments for the theory of plate motion.
• Locate areas that are being created and destroyed using maps and satellite images.
• Categorize the different types of weathering into mechanical or chemical.
• Illustrate the forces of erosion.
• Interpret a rock layer sequence to determine oldest/youngest layers and time periods.
• Analyze the effects of erosion on the earth’s surface.

33
 •Explore methods people use to reduce soil erosion.
•Predict the types of ecosystems that soil samples could support based on soil properties
•Defend why a chosen area would be appropriate for a community garden.
•Evaluate rock samples based on their properties.
•Illustrate the Continental Drift Theory and list evidence to support it.
•Classify mountains into 4 types based on their characteristics of formation.
•Locate the ring of fire and explain why it occurs in that area.
•Classify volcanoes based on their characteristics.
•Identify how volcanic activity affects the world.
•Define the features of a volcano.
•Rationalize why certain areas can support a population fluctuation based on its history of geologic
events.
• Complete an orienteering challenge while attending Camp Bernie or of the like.
• Observe a model of convection currents and gain an understanding of the process.
Evidence of Learning
Summative Assessment (2 days) –
• Unit Test
• Standardized Performance Assessment
Formative Assessments
• Labs
• Temperature gauges (Adjective Check-In, 3 Finger Check-In)
• Breakpoints (Exit Cards, One Sentence Summary, Do Now, Higher-Order Questioning,
Quizzes)
• Student Directed (Checklists, Self-Assessment on a Rubric, Peer Evaluation, Student
Journals)
Lesson Plans & Pacing
Topic Timeframe (unit ≈ 40 days)
Layers of the Earth 2-3 Days
Convection Currents 2-3 Day
Continental Drift 3-4 Days
Volcanoes, Mountains, Earthquakes 5-7 Days
Minerals 4-6 Days
Rocks, Rock Cycle, Rock Classification 5-7 Days
Weathering/Erosion 2-3 Days
Soil Formation/Soil Sample 3-4 Days
Assessments 3-4 Days
Teacher Notes
Unit Resources
Text: Prentice Hall Science Explorer Text: Inside Earth
Camp Bernie Trip

34
 Grade 6
Earth Science Unit Plan
ASTRONOMY

Content Area: Earth Science

Unit Title: Astronomy
Unit Summary: Students will learn how the relationships between the sun, moon, stars, planets, space
debris and gravity affect the natural processes of the universe.
Primary interdisciplinary connections: Social Studies/Math
21st century themes:

9.1 Life and Career Skills: All students will demonstrate the creative, critical
thinking, collaboration, and problem-solving skills needed to function successfully as
both global citizens and workers in diverse ethnic and organizational cultures.

Unit Rationale: The astronomy unit is designed for the purpose of understanding life and to expand our
knowledge of the universe for future development of our civilization.
Learning Targets
Standards
• 5.1 Science Practices: All students will understand that science is both a body of knowledge
and an evidence-based, model-building enterprise that continually extends, refines, and
revises knowledge. The four Science Practices strands encompass the knowledge and
reasoning skills that students must acquire to be proficient in science.
• 5.2 Physical Science: Physical science principles, including fundamental ideas about matter,
energy, and motion, are powerful conceptual tools for making sense of phenomena in
physical, living, and Earth systems science.
• 5.4 Earth Systems Science: Earth operates as a set of complex, dynamic, and interconnected
systems, and is a part of the all-encompassing system of the universe.

Strands with Content Statements:

5.1.A Understand Scientific Explanations: Students understand core concepts and principles of
science and use measurement and observation tools to assist in categorizing, representing, and interpreting
the natural and designed world.
• Core scientific concepts and principles represent the conceptual basis for model building and
facilitate the generation of new and productive questions.
• Predictions and explanations are revised based on systematic observations, accurate
measurements, and structured data/evidence.
5.1.B Generate Scientific Evidence Through Active Investigations: Students master the conceptual,
mathematical, physical, and computational tools that need to be applied when constructing and evaluating
claims.
• Mathematics and technology are used to gather, analyze, and communicate results.
• Carefully collected evidence is used to construct and defend arguments.

35
5.1.C Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
• Scientific models and understandings of fundamental concepts and principles are refined as
new evidence is considered.
• Predictions and explanations are revised to account more completely for available evidence.
• Science is a practice in which an established body of knowledge is continually revised,
refined, and extended.
5.1.D Participate Productively in Science: The growth of scientific knowledge involves critique and
communication, which are social practices that are governed by a core set of values and norms.
• Science involves practicing productive social interactions with peers, such as partner talk,
whole-group discussions, and small-group work.
• In order to determine which arguments and explanations are most persuasive, communities of
learners work collaboratively to pose, refine, and evaluate questions, investigations, models,
and theories (e.g., argumentation, representation, visualization, etc.).
• Instruments of measurement can be used to safely gather accurate information for making
scientific comparisons of objects and events.
5.2.C Forms of Energy: Knowing the characteristics of familiar forms of energy, including potential
and kinetic energy, is useful in coming to the understanding that, for the most part, the natural world can
be explained and is predictable.
• Light travels in a straight line until it interacts with an object or material. Light can be
absorbed, redirected, bounced back, or allowed to pass through. The path of reflected or
refracted light can be predicted.
• 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
5.4.A Objects in the Universe: Our universe has been expanding and evolving for 13.7 billion years
under the influence of gravitational and nuclear forces. As gravity governs its expansion, organizational
patterns, and the movement of celestial bodies, nuclear forces within stars govern its evolution through the
processes of stellar birth and death. These same processes governed the formation of our solar system 4.6
billion years ago.
• The height of the path of the Sun in the sky and the length of a shadow change over the
course of a year.
• 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.
• The Sun’s gravity holds planets and other objects in the solar system in orbit, and planets’
gravity holds moons in orbit.
• The Sun is the central and most massive body in our solar system, which includes eight
planets and their moons, dwarf planets, asteroids, and comets.
• The relative positions and motions of the Sun, Earth, and Moon result in the phases of the
Moon, eclipses, and the daily and monthly cycle of tides.
• Earth’s tilt, rotation, and revolution around the Sun cause changes in the height and duration
of the Sun in the sky. These factors combine to explain the changes in the length of the day
and seasons.
• Gravitation is a universal attractive force by which objects with mass attract one another.
• The gravitational force between two objects is proportional to their masses and inversely
proportional to the square of the distance between the objects.
• The regular and predictable motion of objects in the solar system (Kepler’s Laws) is
explained by gravitational forces.
CPI # Cumulative Progress Indicator (CPI)
5.1.8.A.1 Demonstrate understanding and use interrelationships among central scientific concepts to

36
 revise explanations and to consider alternative explanations.
5.1.8.A.3 Use scientific principles and models to frame and synthesize scientific arguments and pose
theories.
5.1.8.B.2 Gather, evaluate, and represent evidence using scientific tools, technologies, and
computational strategies.
5.1.8.B.3 Use qualitative and quantitative evidence to develop evidence-based arguments.
5.1.8.B.4 Use quality controls to examine data sets and to examine evidence as a means of
generating and reviewing explanations.
5.1.8.C.1 Monitor one’s own thinking as understandings of scientific concepts are refined.
5.1.8.C.2 Revise predictions or explanations on the basis of discovering new evidence, learning
new information, or using models.
5.1.8.C.3 Generate new and productive questions to evaluate and refine core explanations.
5.1.8.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from
others’ ideas, observations, and experiences.
5.1.8.D.2 Engage in productive scientific discussion practices during conversations with peers, both
face-to-face and virtually, in the context of scientific investigations and model building.
5.1.8.D.3 Demonstrate how to safely use tools, instruments, and supplies.
5.2.6.C.1 Predict the path of reflected or refracted light using reflecting and refracting telescopes as
examples.
5.2.6.C.2 Describe how prisms can be used to demonstrate that visible light from the Sun is made up
of different colors.
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.
5.4.6.A.4 Compare and contrast the major physical characteristics (including size and scale) of solar
system objects using evidence in the form of data tables and photographs.
5.4.8.A.1 Analyze moon-phase, eclipse, and tidal data to construct models that explain how the
relative positions and motions of the Sun, Earth, and Moon cause these three phenomena.
5.4.8.A.2 Use evidence of global variations in day length, temperature, and the amount of solar
radiation striking Earth’s surface to create models that explain these phenomena and
seasons.
5.4.8.A.3 Predict how the gravitational force between two bodies would differ for bodies of different
masses or bodies that are different distances apart.
5.4.8.A.4 Analyze data regarding the motion of comets, planets, and moons to find general patterns
of orbital motion.
Unit Essential Questions Unit Enduring Understandings
• Why is it necessary for people to study • People explore the Solar System and space for the
astronomy? purpose of understanding life.
• Could life exist on another planet? • The sun and the moon affect naturally occurring
• Is all life on Earth affected by the Sun and events on the Earth.
Moon? • As our technology expands so does our knowledge
• Did stars enhance civilizations? of the universe.

37
Unit Objective (Learning Targets)

Students will know…

• The Moon rotates as it revolves around the Earth once every 29 days.
• The Sun is a star.
• The Sun is the center of the Solar System. (Heliocentric)
• The eight known planets of our Solar System (Mercury, Venus, Earth, Mars, Jupiter, Saturn,
Uranus, & Neptune) and their characteristics.
• Gravity is the force of attraction that holds our solar system together.
• Meteoroids, meteors, meteorites, comets, dwarf planets and asteroids are found in our solar
system.
• All parts of the solar system work together.
• Large groups of stars form galaxies.
• Stars that form a constellation are asterisms.
• Constellations are the symbolic pictures we invent and see around an asterism.
• There are five circumpolar constellations: Ursa Major, Ursa Minor, Draco, Cepheus,
Cassiopeia.

Students will be able to…

• Demonstrate that the Earth is on an invisible axis that is tilted, which causes the four seasons.
• Model how the motions of the Earth (Rotation/Revolution) cause our system of time.
• Explain that the Moon does not produce its own light and the different shapes we see in the sky
are caused from the reflection of the sun’s light hitting the Moon.
• Demonstrate that tides are caused by the gravitational pull of the Moon.
• Model how an eclipse occurs when the Moon or Earth blocks the Sun.
• Outline the growth of technology and how it impacts our knowledge of space and life.
• Compare and contrast the different types of stars.
• Explain the impact of constellations and stars on various civilizations.
• Reason why the constellations found in the Northern Sky differ from those in the Southern Sky.
• Understand how Kepler’s Laws connect to planetary and satellite planet motions
• Explain that light comes from electromagnetic energy from the Sun.
• Demonstrate the properties of light (reflection, refraction, and absorption.)
• Explain how Newton’s Laws are demonstrated within our Solar System.
• Identify the position of the Earth during the seasons and the equinoxes/solstices.
• Construct a model of the motions of the Earth, Sun, and Moon in space.
• Collect, compare, and contrast data from different objects in the solar system.
• Predict the gravitational force between objects.
• Analyze patterns of orbital motion.

Evidence of Learning
Summative Assessment (2 days)
• Unit Test
• Standardized performance assessment
Formative Assessments

38
 • Labs
• Temperature gauges (Adjective Check-In, 3 Finger Check-In)
• Breakpoints (Exit Cards, One Sentence Summary, Do Now, Higher-Order Questioning,
Quizzes)
• Student Directed (Checklists, Self-Assessment on a Rubric, Peer Evaluation, Student Journals)
Lesson Plans & Pacing
Topic Timeframe (unit ≈ 40 days)
Earth In Space 3-4 Days
Moon’s Impact on Earth 3-4 Days
Solar System Overview 7-9 Days
Sun and Light 4-6 Days
Stars & Constellations 5-7 Days
Galaxies & Universe 3-4 Days
Star Lab 2-5 Days
Assessments 2-3 Days
Unit Resources
Text: Prentice Hall Science Explorer Textbook: Astronomy

39
 Grade 6
Life Science Unit Plan
PHYLOGENETICS

Content Area: Life Science

Unit Title: Phylogenetics
Unit Summary: Students will learn the characteristics and needs of living organisms and how they differ.
In addition, these differences will lead students to understand the organization of current classification
systems.
Primary interdisciplinary connections: Language Arts
21st Century Themes:
• 9.1 Life and Career Skills: All students will demonstrate the creative, critical thinking,
collaboration, and problem-solving skills needed to function successfully as both global citizens
and workers in diverse ethnic and organizational cultures.
Unit Rationale:
The phylogenetics unit is designed to engage students in meaningful explorations that help identify the
basic characteristics that living things share and how organisms are categorized based on their complexity
of structure.
Learning Targets
Standards
• 5.1 Science Practices: Science is both a body of knowledge and an evidence-based, model-
building enterprise that continually extends, refines, and revises knowledge. The four Science
Practices strands encompass the knowledge and reasoning skills that students must acquire to be
proficient in science.
• 5.2 Physical Science: Physical science principles, including fundamental ideas about matter,
energy, and motion, are powerful conceptual tools for making sense of phenomena in physical,
living, and Earth systems science.
• 5.3 Life Science: 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.
Strands with Content Statements:

5.1.A Understand Scientific Explanations: Students understand core concepts and principles of science
and use measurement and observation tools to assist in categorizing, representing, and interpreting the
natural and designed world.
• Core scientific concepts and principles represent the conceptual basis for model building and
facilitate the generation of new and productive questions.
• Predictions and explanations are revised based on systematic observations, accurate
measurements, and structured data/evidence.
5.1.B Generate Scientific Evidence Through Active Investigations: Students master the conceptual,
mathematical, physical, and computational tools that need to be applied when constructing and evaluating

40
claims.
• Mathematics and technology are used to gather, analyze, and communicate results.
• Carefully collected evidence is used to construct and defend arguments.
• Scientific reasoning is used to support scientific conclusions.
5.1.C Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
• Scientific models and understandings of fundamental concepts and principles are refined as new
evidence is considered.
• Predictions and explanations are revised to account more completely for available evidence.
• Science is a practice in which an established body of knowledge is continually revised, refined,
and extended.
5.1.D Participate Productively in Science: The growth of scientific knowledge involves critique and
communication, which are social practices that are governed by a core set of values and norms.
• Science involves practicing productive social interactions with peers, such as partner talk, whole-
group discussions, and small-group work.
• In order to determine which arguments and explanations are most persuasive, communities of
learners work collaboratively to pose, refine, and evaluate questions, investigations, models, and
theories (e.g., argumentation, representation, visualization, etc.).
• Instruments of measurement can be used to safely gather accurate information for making
scientific comparisons of objects and events.
• Organisms are treated humanely, responsibly, and ethically.
5.2.B Changes in Matter: Substances can undergo physical or chemical changes to form new substances.
Each change involves energy.
• Chemical changes can occur when two substances, elements, or compounds react and produce one
or more different substances. The physical and chemical properties of the products are different
from those of the reacting substances.
5.3.A Organization and Development: Living organisms are composed of cellular units (structures) that
carry out functions required for life. Cellular units are composed of molecules, which also carry out
biological functions.
• Essential functions of plant and animal cells are carried out by organelles.
• All organisms are composed of cell(s). In multicellular organisms, specialized cells perform
specialized functions. Tissues, organs, and organ systems are composed of cells and function to
serve the needs of cells for food, air, and waste removal.
5.3.B Matter and Energy Transformations: Food is required for energy and building cellular materials.
Organisms in an ecosystem have different ways of obtaining food, and some organisms obtain their food
directly from other organisms.
• Plants are producers: They use the energy from light to make food (sugar) from carbon dioxide
and water. Plants are used as a source of food (energy) for other organisms.
5.3.C. Interdependence: All animals and most plants depend on both other organisms and their
environment to meet their basic needs.
• Symbiotic interactions among organisms of different species can be classified as:
o Producer/consumer
o Predator/prey
o Parasite/host
o Scavenger/prey
o Decomposer/prey
CPI # Cumulative Progress Indicator (CPI)

41
 5.1.8.A.1 Demonstrate understanding and use interrelationships among central scientific concepts to
revise explanations and to consider alternative explanations.
5.1.8.A.3 Use scientific principles and models to frame and synthesize scientific arguments and pose
theories.
5.1.8.B.2 Gather, evaluate, and represent evidence using scientific tools, technologies, and
computational strategies.
5.1.8.B.3 Use qualitative and quantitative evidence to develop evidence-based arguments.
5.1.8.B.4 Use quality controls to examine data sets and to examine evidence as a means of
generating and reviewing explanations.
5.1.8.C.1 Monitor one’s own thinking as understandings of scientific concepts are refined.
5.1.8.C.2 Revise predictions or explanations on the basis of discovering new evidence, learning
new information, or using models.
5.1.8.C.3 Generate new and productive questions to evaluate and refine core explanations.
5.1.8.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from
others’ ideas, observations, and experiences.
5.1.8.D.2 Engage in productive scientific discussion practices during conversations with peers, both
face-to-face and virtually, in the context of scientific investigations and model building.
5.1.8.D.3 Demonstrate how to safely use tools, instruments, and supplies.
5.1.8.D.4 Handle and treat organisms humanely, responsibly, and ethically.
5.2.8.B.2 Compare and contrast the physical properties of reactants with products after a chemical
reaction, such as those that occur during photosynthesis and cellular respiration.
5.3.6.A.2 Model and explain ways in which organelles work together to meet the cell’s needs.
5.3.8.A.1 Compare the benefits and limitations of existing as a single-celled organism and as a
multicellular organism.
5.3.6.B1 Describe the sources of the reactants of photosynthesis and trace the pathway to the
products.
5.3.8.C.1 Model the effect of positive and negative changes in population size on a symbiotic
pairing.
Unit Essential Questions Unit Enduring Understandings
• What does it mean to be alive? • Organisms are grouped by similarities in structure,
• Does every living thing have a purpose? function and evolutionary heritage.
• What role does classification play in everyday • A cell is the basic structure of all living things.
life? • Every organism serves a purpose on our Earth.
• Do all organisms need the same living
conditions to survive?
Unit Objective (Learning Targets)
Students will know…
• What it means to be alive.
• The survival needs of all living things.
• The functions of a cell’s organelles.
• The difference between unicellular and multicellular organisms.
• The difference between a prokaryote and eukaryote.
• The difference between autotrophic and heterotrophic organisms.

Students will be able to…

42
 • Classify organisms based on shared characteristics using the taxonomic levels.
• Discuss the way in which a cell functions and that all organelles must work together in order to
meet the cell’s needs.
• Compare the benefits and limitations of being a single celled organism or a multicellular
organism.
• Explain how living things depend upon one another to survive.
• Compare the characteristics of viruses to organisms, such as bacteria, to support that they are non-
living.
• Demonstrate the appropriate use of a microscope.
• Apply knowledge of cell structure to describe the characteristics of bacteria (i.e., shape, living
conditions and effect on the world) and explain the similarities and differences between eubacteria
and archaebacteria.
• Apply knowledge of cell structure to describe the characteristics of protists (ie, shape, type, and
effect on the world)
• Apply knowledge of cell structure to describe the characteristics of fungi (i.e. reproduction, roles
in nature, etc.)
• Model the effect of positive and negative changes in population size on a symbiotic pairing.
• Apply knowledge of cell structure to describe the characteristics of plants (ie. living conditions,
structure and types)
• Diagram the process of photosynthesis from what the plants must intake to the byproducts of
reaction.
• Connect that photosynthesis is a process of chemical reactions within the chloroplasts of plant
cells.
• Demonstrate that cellular respirations are a process of chemical reactions within the mitochondria
of plant cells.
Evidence of Learning
Summative Assessment (2 days)
• Unit Test
• Standardized Performance Assessment
Formative Assessments:
• Labs
• Temperature gauges (Adjective Check-In, 3 Finger Check-In)
• Breakpoints (Exit Cards, One Sentence Summary, Do Now, Higher-Order Questioning, Quizzes)
• Student Directed (Checklists, Self-Assessment on a Rubric, Peer Evaluation, Student Journals)
Lesson Plans & Pacing
Topic Timeframe (unit ≈ 40 days)
Living vs Non-Living 1-2 Days
Taxonomy/Classification 2-3 Days
Microscope Intro. 1-2 Days
Bacteria 4-6 Days
Protists 5-7 Days
Fungi 4-6 Days
Plants 6-8 Days
Assessments 5-7 Days

43
Unit Resources
Text: Prentice Hall Science Explorer Textbook: From Bacteria to Plants

44
S
EVENTH-EIGHTH GRADE SCIENCE

A YEAR
Content: 7th/8th Grade Science (A Year)

Mission:
It is the intention of South Brunswick Schools to graduate all of its students with the scientific
knowledge, skills and habits of mind needed to be life-long learners, critical thinkers, effective
communicators and wise decision-makers. Students will develop and use the skills necessary for
full participation in a world shaped by science and technology.

Our vision is that all students will...

• Be curious about how the world works.
• Be scientifically honest, willing to reevaluate ideas when new data are presented.
• Respect the world around them and work to protect both the local and global environment.
• Understand that science is not a static body of knowledge but is continually evolving as new
information emerges.
• Be able to evaluate scientific ideas from an historical perspective.
• Be adept in the use of electronic technology, choosing the appropriate technology for the
problems and tasks with which they are confronted.
• Be able to apply knowledge, skills, and processes from science, math, and technology to
solve complex, real-world problems.
• Be tenacious in solving problems.
• Be able to use reason and relevant data to support conclusions and opinions.
• Be able to effectively communicate scientific ideas and information orally, visually, and in
writing using a variety of medium.
• Be able to work effectively independently and interdependently to solve problems.

Course Description or Content Overview:

Seventh and Eighth Grade students study the life, Earth, and physical sciences based on the
following standards, enduring understandings, and essential questions.

New Jersey Core Curriculum Standards (NJCCS):

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

45
 Enduring Understandings:
Chemistry:
• Matter exists throughout our physical world.
• All substances are made of matter, which can exist as a solid, liquid, gas, or plasma and
can change from one state to another as energy changes.
• When materials interact within a closed system the total mass of the system remains the
same.
• Scientists have proposed theories on the structure of the atom which have been revised
as new evidence has been discovered.
• Matter is composed of elements that are grouped on the Periodic Table based on
similarities of properties that compose the atoms of each element.
• Substances are classified based on inherent physical and chemical properties, including
acidity and alkalinity.
• Atoms are constantly in motion, too small to be seen with a microscope and make up
elements.
• The current atomic model, which includes protons, neutrons and electrons, has
developed over time through indirect evidence collected by scientists.
• The properties of elements determine their placement on the modern Periodic Table.
Life Systems:
• Cells are organized from smallest to largest (cells, tissues, organs, organ systems,
organisms)
• Vertebrate animals are more complex than invertebrate animals.
• Organisms are grouped based upon similarity in structure and function.
• All organisms must eat, move, breathe, and reproduce in order to survive.
• Organisms are self-regulating creatures.
Meteorology:
• The Earth’s climate and weather operate as a set of complex, dynamic and
interconnected systems; some of which are cyclical in nature.
• Heat is the source of energy which drives all of the Earth’s processes.
• The Earth’s weather is a short-term condition including temperature and precipitation,
while climate is the long-term average of those factors.

Essential Questions:
Chemistry:
• What is matter?
• Why is it important to classify matter?
• How has the study of matter affected the quality of life on Earth?
• What is the difference between physical and chemical properties?
• How are properties of matter, such as density, mass, and volume measured?
• What role does heat energy play in the arrangement of matter and what causes change
from one state to another?
• How can you use the properties of matter to distinguish one substance from another?
• How does the Law of Conservation of Matter apply to physical and chemical changes of
matter?
• How does the current atomic model explain the interactions of elements and the
formation of compounds?

46
 • How does the atomic composition of matter influence their physical properties, chemical
reactivity, and use?
• How are elements arranged on the Periodic Table?
Life Systems:
• What is the relationship between cells, tissues, organs, and organ systems?
• How are humans more complex than other organisms, with regard to specific body
systems?
• How does the interdependence of body systems contribute to an organism’s survival?
• What happens when part of an organism’s internal regulation becomes faulty?
• How do organelles work together to meet a cell’s needs?
• How are multi-cellular organisms more or less suitable for survival?
Meteorology:
• How does the transfer of thermal radiation influence weather conditions and/or patterns?
• What roles do the hydrologic cycle and ocean current patterns play in creating weather
conditions?
• How do interactions of various weather variables contribute to the formation of weather
conditions in a given time and area.
• What are the causes of Earth’s catastrophic weather?
• How can the climate of a region change over a period of time?

Knowledge and Skills:

Knowledge: Students will know…

Chemistry:
• That everything in the universe is made up of matter.
• That the study of matter has impacted the quality of life on earth.
• That heat energy content is responsible for the different phases of matter.
• The difference between physical and chemical properties and changes.
• That compounds can be classified on a pH scale either acidic, neutral, or basic or any
range in between.
• That litmus and other indicators can determine the acidity or alkalinity of compounds.
• That an element is a simple substance that cannot be broken down into other substances.
• That an element is made up of only one type of atom.
• How indirect evidence has helped scientists learn about the atom.
• Atomic structure, including properties of subatomic particles.
• That chemicals combine to produce reactants and that they contain the same amount of
atoms as the original substance.
• The trends in properties based on placement on the periodic table.
• That the atomic number of an element is the number of protons in an atom’s nucleus.
• That atomic mass is the average of the number of protons and neutrons in an atom.
• That electrons are located in the electron cloud, broken down into orbitals and arranged
into energy levels.
Life Systems:
• The key organelles of a plant cell and an animal cell.
• The functions of plant cell and animal cell organelles.
• That specialized cells work together to form tissues, organs, and body systems.

47
 • That humans are more complex than other organisms, with regard to specific body
systems.
• The organisms are mostly self-regulating.
• The function of key organs in an organism.
• The interrelatedness of organ systems in an organism.

Meteorology:
• How heat is transferred in the atmosphere.
• How convection, conduction and radiation heat the earth.
• How air pressure varies with changes in temperature, humidity, and elevation.
• What time of day sea breezes and land breezes occur.
• How local and global winds differ.
• How a cloud is formed.
• The three major cloud types and what precipitation type occurs within each.
• The symbols on a weather map representing warm fronts, cold fronts, stationary fronts,
and occluded fronts.

Skills: Students will be able to…

Chemistry:
• Distinguish between mass and weight.
• Demonstrate how mass, density and volume are measured.
• State that all matter is made up of atoms and that atoms may join together to form
molecules.
• Understand that the arrangement of atoms and molecules determine the phase of matter.
• Recognize that matter can exist as a solid, liquid, gas, or plasma and can be changed
from one state to another by changes in heat energy.
• Describe the differences between physical and chemical changes and give examples of
each.
• Use an indicator to determine the pH level of a substance.
• Compare a heterogeneous mixture with a homogeneous mixture.
• Describe how to physically separate a mixture.
• Explain that solutes and solvents are the components of a solution
• Describe how heat energy impacts the solubility of a substance.
• Identify the chemical symbols for some common elements.
• Describe how a compound differs from an element.
• Represent the subatomic particles in a sketch showing their arrangement in a typical
atom.
• Introduce the modern Periodic Table as a tool for ordering the properties of elements.
• Define the terms atomic mass and atomic number.
• Compare the properties of metals, nonmetals and metalloids.
• Recognize that the current atomic model, which includes protons, neutrons and
electrons, has developed over time through indirect evidence collected by scientists.

48
 • Understand that the total amount of matter and energy remains the same in a closed
system.
Life Systems:
• Compare and contrast functions of plant and cell organelles.
• Demonstrate that similarities among organisms are found in internal anatomical
structures.
• Trace the complexity of an organism from organelle to organ system.
• Understand what it takes to keep an organism alive.
Meteorology:
• Analyze how heat circulation on Earth contributes to changes in weather.
• Analyze a weather map and forecast the weather in a given area.
• Describe how the components of the water cycle are parts of a whole that interact to
affect weather conditions.
• Describe factors leading to storms and explain the lifecycle of at least one type of storm.
• Differentiate between humidity and relative humidity.
• Determine the relationship between air masses, frontal movement, and the production of
storms.
• Describe the Coriolis effect and understand how it affects global wind movement.
• Create and correctly use instruments to measure weather-related factors such as air
temperature and pressure, wind speed and direction, relative humidity, rainfall or
snowfall.
• Explain how human activity can impact weather and climate conditions over a period of
time.

Terminology:
Chemistry Life Systems Meteorology
• Acid • Animal • Air masses
• Alkaline • Autotroph • Air pressure
• Atomic mass • Blood • Atmosphere
• Atomic number • Bones • Barometer
• Atoms • Brain • Climate
• Base • Cell membrane • Clouds
• Boiling • Cell wall • Cold air
• Chemical change • Cells • Condensation
• Chemical properties • Chloroplast • Conduction
• Chemistry • Circulatory system • Convection
• Colloid • Digestive system • Evaporation
• Combustible • Endocrine system • Fronts
• Compound • Endoplasmic reticulum • Ground water
• Condensations • Eukaryote • Hurricanes
• Density • function • Hydrological cycle
• Dmitri Mendeleev • Heart • Hygrometer
• Electron • Heterotroph • Isobars
• Electron orbital • Immune system • Isotherms
• Element • Invertebrate • Precipitation
• Evaporation • Kidneys • Radiation

49
 Chemistry Life Systems Meteorology
• Flammable • Large intestines • Rain gauge
• Gas • Lungs • Runoff
• Liquid • Lysosomes • Storms
• Mass • Mitochondria • Temperature
• Matter • Multicellular • Thermometer
• Melting • Organelle • Tornadoes
• Metal • Organism • Transpiration
• Metalloid • Organs • Warm air
• Mixture • Photosynthesis • Weather
• Neutron • Plant • Weather station
• Non-metal • Prokaryote • Wind vane
• Periodic Table of • Reproductive system
Elements • Respiratory system
• pH • Ribosomes
• Physical change • Skin
• Physical properties • Small intestines
• Plasma • Systems
• Proton • Tissue
• Solid • Unicellular
• Solubility • Vertebrate
• Solute
• Solution
• Solvent
• Sublimation
• Vaporization
• Volume

Assessments:
Formative:
• Labs
• Temperature gauges (Adjective Check-In, 3 Finger Check-In)
• Breakpoints (Exit Cards, One Sentence Summary, Do Now, Higher-Order Questioning,
Quizzes)
• Student Directed (Checklists, Self-Assessment on a Rubric, Peer Evaluation, Student
Journals)
Summative:
• Unit Test
• Standardized performance assessment

21st Century Connections:

8.1 Technology: 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 Technology: All students will develop an understanding of the nature and impact of
technology, engineering, technological design, and the design world, as they relate to the
individual, global society, and the environment.
9.1 Life and Career Skills: All students will demonstrate the creative, critical thinking,

50
 collaboration, and problem-solving skills needed to function successfully as both global citizens
and workers in diverse ethnic and organizational cultures.
9.3 Career Awareness, Exploration, and Preparation: All students will apply knowledge about
and engage in the process of career awareness, exploration, and preparation in order to navigate
the globally competitive work environment of the information age.

Character Education:
Crossroads Middle Schools core values of cooperation, assertion, responsibility, empathy, and
self-control are addressed and stressed throughout the trimester. Units focusing on character
development, setting goals and attitude will provide engaging and authentic opportunities for
students to develop and exhibit character strength.

Cross Curricular / Interdisciplinary:

Mathematics
Social Studies
Language Arts (Reading, writing, listening, speaking)

Course Resources:
Technologies: Computers, printers, SMARTBoard, Document camera, On-line Textbook
Text: Prentice Hall Science Explorer- Chemical Building Blocks, Chemical Interactions, Weather
and Climate, and Animals

Pacing Chart:
Chemistry
Topics Timeframe (unit ≈ 60 days)
Thermal radiation from the sun 2-3 days

Heating the earth 1-2 days

Weather variables (air pressure, humidity, 20-24 days

temperature, moisture, global and local winds,
clouds, water cycle)
Weather patterns (air masses, fronts, storms) 8-10 days

Predicting weather (stations, maps, recording) 8-10 days

Catastrophic weather and conditions on Earth 5-7 days
Assessments 3-4 days

Life Systems
Topic Timeframe (unit ≈ 50 days)
Quick overview of single-celled vs. multi-cellular 3-5 days
organisms (eukaryotes, prokaryotes, autotrophs,
heterotrophs)

51
 Plant and animal cell organelles (identification and 8-10 days
function)

Cells, tissues, organs, and organ systems 25-30 days

(identification and function)
(vertebrates vs. invertebrates)
(dissections)
Assessments 3-5 days

Meteorology
Topics Timeframe (unit ≈ 60 days)
Thermal radiation from the sun 2-3 days
Heating the earth 1-2 days
Weather variables (air pressure, humidity, 20-24 days
temperature, moisture, global and local winds,
clouds, water cycle)
Weather patterns (air masses, fronts, storms) 8-10 days
Predicting weather (stations, maps, recording) 8-10 days
Catastrophic weather and conditions on Earth 5-7 days
Assessments 3-4 days

Units of Study:
• Chemistry
• Life Systems
• Meteorology

52
 7th/8th Grade - A Year
Physical Science Unit Plan
CHEMISTRY

Content Area: Physical Science

Unit Title: Chemistry (A Year)
Unit Summary: All substances and objects in the natural world are made of matter. All matter has mass
and volume. Matter can appear as a solid, liquid, or gas and can undergo physical and chemical
transformations. The Periodic Table of elements classifies all elements according to their atomic structure.
Primary interdisciplinary connections: Mathematics
21st-Century Themes:
• 9.1 Life & Career Skills: All students will demonstrate the creative, critical thinking,
collaboration, and problem-solving skills needed to function successfully as both global citizens
and workers in diverse ethnic and organizational cultures.
Unit Rationale: Understanding the structure of matter allows students to understand that matter has
physical and chemical properties that allow the substance to change its’ form but not be destroyed. The
students will be able to identify an unknown substance based on data collected from the substances
physical and chemical properties.
Learning Targets
Standards
• 5.1 Science Practices: All students will understand that science is both a body of knowledge and
an evidence-based , model-building enterprise that continually extends, refines, and revises
knowledge.
• 5.2 Physical Science: All students will understand that physical science principles, including
fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making
sense of phenomena in physical, living, and Earth systems science.
Strands with Content Statements
5.1.A Understand Scientific Explanations: Students understand core concepts and principles of science
and use measurement and observation tools to assist in categorizing, representing, and interpreting the
natural and designed world.
• Core scientific concepts and principles represent the conceptual basis for model-building and
facilitate the generation of new and productive questions.
• Results of observation and measurement can be used to build conceptual-based models and
to search for core explanations.
• Predictions and explanations are revised based on systematic observations, accurate
measurements, and structured data/evidence.
5.1.B Generate Scientific Evidence Through Active Investigations: Students master the conceptual,
mathematical, physical, and computational tools that need to be applied when constructing and evaluating
claims.
• Mathematics and technology are used to gather, analyze, and communicate results.
• Carefully collected evidence is used to construct and defend arguments.
• Scientific reasoning is used to support scientific conclusions.

53
5.1.C Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
• Scientific models and understandings of fundamental concepts and principles are refined as new
evidence is considered.
• Predictions and explanations are revised to account more completely for available evidence.
• Science is a practice in which an established body of knowledge is continually revised, refined,
and extended.
5.1.D. Participate Productively in Science: The growth of scientific knowledge involves critique and
communication, which are social practices that are governed by a core set of values and norms.
• Science involves practicing productive social interactions with peers, such as partner talk, whole-
group discussions, and small-group work.
• Instruments of measurement can be used to safely gather accurate information for making
scientific comparisons of objects and events.
5.2.A Physical Science: All objects and substances in the natural world are composed of matter. Matter
has two fundamental properties: matter takes up space, and matter has inertia.
• The volume of some objects can be determined using liquid (water) displacement.
• The density of an object can be determined by its’ volume and mass.
• Pure substances have characteristic intrinsic properties, such as density, solubility, boiling point,
and melting point, all of which are independent of the amount of the sample.
• All matter is made up of atoms. Matter made of only one type of atom is called an element.
• All substances are composed of one or more of approximately 100 elements.
• Properties of solids, liquids, and gases are explained by a model of matter as composed of tiny
particles (atoms) in motion.
• The Periodic Table organizes the elements into families of elements with similar properties.
• Elements are a class of substances composed of a single type of atom. Compounds are substances
that are chemically formed and have physical and chemical properties that differ from the reacting
substances.
• Substances are classified according to their physical and chemical properties. Metals are a class of
elements that exhibit physical properties, such as conductivity, and chemical properties, such as
producing salts when combined with non-metals.
• Substances are classified according to their physical and chemical properties. Acids are a class of
compounds that exhibit common chemical properties, including a sour taste, characteristic color
changes with litmus and other acid-based indicators, and a tendency to react with bases to produce
a salt and water.
5.2.B Changes in Matter: Substances can undergo physical or chemical changes to form new substances.
Each change involves energy.
• When a new substance is made by combining two or more substances, it has properties that are
different from the original substances.
• When substances undergo chemical change, the number and kinds of atoms in the reactants are the
same as the number and kinds of atoms in the products. The mass of the reactants is the same as
the mass of the products.
• Chemical changes can occur when two substances, elements, or compounds react and produce one
or more different substances. The physical and chemical properties of the products are different
from those of the reacting substances.
CPI # Cumulative Progress Indicator (CPI)
5.1.8.A.1 Demonstrate understanding and use interrelationships among central scientific concepts to
revise explanations and to consider alternative explanations.

54
5.1.8.A.2 Use mathematical, physical, and computational tools to build conceptual-based models
and to pose theories.
5.1.8.A.3 Use scientific principles and models to frame and synthesize scientific arguments and pose
theories.
5.1.8.B.2 Gather, evaluate, and represent evidence using scientific tools, technologies, and
computational strategies.
5.1.8.B.3 Use qualitative and quantitative evidence to develop evidence-based arguments.
5.1.8.B.4 Use quality controls to examine data sets and to examine evidence as a means of
generating and reviewing explanations.
5.1.8.C.1 Monitor one’s own thinking as understandings of scientific concepts are refined.
5.1.8.C.2 Revise predictions or explanations on the basis of discovering new evidence, learning new
information, or using models.
5.1.8.C.3 Generate new and productive questions to evaluate and refine core explanations.
5.1.8.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from
others’ ideas, observations, and experiences.
5.1.8.D.3 Demonstrate how to safely use tools, instruments, and supplies.
5.2.6.A.1 Determine the volume of common objects using water displacement methods.
5.2.6.A.2 Calculate the density of objects or substances after determining volume and mass.
5.2.6.A.3 Determine the identity of an unknown substance using data about intrinsic properties.
5.2.8.A.1 Explain that all matter is made of atoms, and give examples of common elements.
5.2.8.A.2 Analyze and explain the implications of the statement “all substances are composed of
elements.”
5.2.8.A.3 Use the kinetic molecular model to predict how solids, liquids, and gases would behave
under various physical circumstances, such as heating or cooling.
5.2.8.A.4 Predict the physical and chemical properties of elements based on their positions on the
Periodic Table.
5.2.8.A.5 Identify unknown substances based on data regarding their physical and chemical
properties.
5.2.8.A.6 Determine whether a substance is a metal or nonmetal through student-designed
investigations.
5.2.8.A.7 Determine the relative acidity and reactivity of common acids, such as vinegar or cream of
tartar, through a variety of student-designed investigations.
5.2.6.B.1 Compare the properties of reactants with the properties of the products when two or more
substances are combined and react chemically.
5.2.8.B.1 Explain, using an understanding of the concept of chemical change, why the mass of
reactants and the mass of products remain constant.
5.2.8.B.2 Compare and contrast the physical properties of reactants with products after a chemical
reaction, such as those that occur with photosynthesis and cellular respiration.
Unit Essential Questions Unit Enduring Understandings
• What is matter? • Matter exists throughout our physical world.
• Why is it important to classify matter? • All substances are made of matter, which can

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• How has the study of matter affected the exist as a solid, liquid, gas, or plasma and can
quality of life on Earth? change from one state to another as energy
• What is the difference between physical and changes.
chemical properties? • When materials interact within a closed system
• How are properties of matter, such as density, the total mass of the system remains the same.
mass, and volume measured? • Scientists have proposed theories on the
• What role does heat energy play in the structure of the atom which have been revised
arrangement of matter and what causes as new evidence has been discovered.
change from one state to another? • Matter is composed of elements that are
• How can you use the properties of matter to grouped on the Periodic Table based on
distinguish one substance from another? similarities of properties that compose the atoms
• How does the Law of Conservation of Matter of each element.
apply to physical and chemical changes of • Substances are classified based on inherent
matter? physical and chemical properties, including
• How does the current atomic model explain acidity and alkalinity.
the interactions of elements and the formation • Atoms are constantly in motion, too small to be
of compounds? seen with a microscope and make up elements.
• How does the atomic composition of matter • The current atomic model, which includes
influence their physical properties, chemical protons, neutrons and electrons, has developed
reactivity, and use? over time through indirect evidence collected by
• How are elements arranged on the Periodic scientists.
Table? • The properties of elements determine their
placement on the modern Periodic Table.
Unit Objective (Learning Targets)
Students will know…
• That everything in the universe is made up of matter.
• That the study of matter has impacted the quality of life on earth.
• That heat energy content is responsible for the different phases of matter.
• The difference between physical and chemical properties and changes.
• That compounds can be classified on a pH scale either acidic, neutral, or basic or any range in
between.
• That litmus and other indicators can determine the acidity or alkalinity of compounds.
• That an element is a simple substance that cannot be broken down into other substances.
• That an element is made up of only one type of atom.
• How indirect evidence has helped scientists learn about the atom.
• Atomic structure, including properties of subatomic particles.
• That chemicals combine to produce reactants and that they contain the same amount of
atoms as the original substance.
• The trends in properties based on placement on the periodic table.
• That the atomic number of an element is the number of protons in an atom’s nucleus.
• That atomic mass is the average of the number of protons and neutrons in an atom.
• That electrons are located in the electron cloud, broken down into orbitals and arranged into
energy levels.
Students will be able to:
• Distinguish between mass and weight.
• Demonstrate how mass, density and volume are measured.
• State that all matter is made up of atoms and that atoms may join together to form molecules.

56
 •Understand that the arrangement of atoms and molecules determine the phase of matter.
•Recognize that matter can exist as a solid, liquid, gas, or plasma and can be changed from one
state to another by changes in heat energy.
• Describe the differences between physical and chemical changes and give examples of each.
• Use an indicator to determine the pH level of a substance.
• Compare a heterogeneous mixture with a homogeneous mixture.
• Describe how to physically separate a mixture.
• Explain that solutes and solvents are the components of a solution
• Describe how heat energy impacts the solubility of a substance.
• Identify the chemical symbols for some common elements.
• Describe how a compound differs from an element.
• Represent the subatomic particles in a sketch showing their arrangement in a typical atom.
• Introduce the modern Periodic Table as a tool for ordering the properties of elements.
• Define the terms atomic mass and atomic number.
• Compare the properties of metals, nonmetals and metalloids.
• Recognize that the current atomic model, which includes protons, neutrons and electrons, has
developed over time through indirect evidence collected by scientists.
• Understand that the total amount of matter and energy remains the same in a closed system.
Evidence of Learning
Summative Assessment (2 days)
• Unit Test
• Standardized performance assessment
Resources/Equipment needed:
Formative Assessments:
• Labs
• Temperature gauges (Adjective Check-In, 3 Finger Check-In)
• Breakpoints (Exit Cards, One Sentence Summary, Do Now, Higher-Order Questioning, Quizzes)
• Student Directed (Checklists, Self-Assessment on a Rubric, Peer Evaluation, Student Journals)
Lesson Plans & Pacing
Topic Timeframe (unit ≈ 57 days)
Introduction to matter: 18-20 days
Measuring matter
(mass, volume, density)

Describing matter
(elements, compounds, mixtures)
(physical properties)

Changes in matter (chemical and physical)

Changes of state (melting, freezing, evaporation, 3-5 days
vaporization, boiling, condensation, sublimation)
Chemical reactions, includes chemical properties 5-7 days
Acids, Bases, and Solutions 3-5 days
Atoms and atomic structure 8-10 days
Periodic Table 5-7 days
Assessments 2-3 days

57
Teacher Notes
Unit Resources
Text: Prentice Hall Science Explorer Textbook: Chemical Interactions and Chemical Building Blocks

58
 7th/8th Grade - A Year
Life Science Unit Plan
LIFE SYSTEMS

Unit Plan
Content Area: Life Science
Unit Title: Life Systems
Unit Summary: Organisms are composed of differentiated cells, which form and combine to make
tissues, organs, and systems.
Primary interdisciplinary connections: Language Arts and Social Studies
21st Century Themes:
• 9.3 Career Awareness, Exploration, and Preparation: All students will apply knowledge about
and engage in the process of career awareness, exploration, and preparation in order to navigate
the globally competitive work environment of the information age.
Unit Rationale: Organisms are composed of cellular units that carry out functions required for life.
Cells, tissues, and organs are structured as specialized systems to serve the needs of the organism.
Learning Targets
Standards
• 5.1 Science Practices: All students will understand that science is both a body of knowledge and
an evidence-based, model-building enterprise that continually extends, refines, and revises
knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that
students must acquire to be proficient in science.
• 5.3 Life Science: All students will understand that life science principles are powerful conceptual
tools for making sense of the complexity, diversity, and interconnectedness of life on Earth.
Order in natural systems arises in accordance with rules that govern the physical world, and the
order of natural systems can be modeled and predicted through the use of mathematics.
Strands with Content Statements:
5.1.A Understand Scientific Explanations: Students understand core concepts and principles of
science and use measurement and observation tools to assist in categorizing, representing, and interpreting
the natural and designed world.
• Core scientific concepts and principles represent the conceptual basis for model-building and
facilitate the generation of new and productive questions.
• Predictions and explanations are revised based on systematic observations, accurate
measurements, and structured data/evidence.
5.1.C Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
• Scientific models and understandings of fundamental concepts and principles are refined as new
evidence is considered.
• Predictions and explanations are revised to account more completely for available evidence.
• Science is a practice in which an established body of knowledge is continually revised, refined,
and extended.
5.1.D Participate Productively in Science: The growth of scientific knowledge involves critique and
communication, which are social practices that are governed by a core set of values and norms.

59
 • Science involves practicing productive social interactions with peers, such as partner talk, whole-
group discussions, and small-group work.
• In order to determine which arguments and explanations are most persuasive, communities of
learners work collaboratively to pose, refine, and evaluate questions, investigations, models, and
theories (e.g., argumentation, representation, visualization, etc.).
• Organisms are treated humanely, responsibly, and ethically.
5.3.A Organization and Development: Living organisms are composed of cellular units (structures)
that carry out functions required for life. Cellular units are composed of molecules, which also carry out
biological functions.
• Systems of the human body are interrelated and regulate the body’s internal environment.
• Essential functions of plant and animal cells are carried out by organelles.
• All organisms are composed of cell(s). In multicellular organisms, specialized cells perform
specialized functions. Tissues, organs, and organ systems are composed of cells and function to
serve the needs of cells for food, air, and waste removal.
• During the early development of an organism, cells differentiate and multiply to form the many
specialized cells, tissues, and organs that compose the final organism. Tissues grow through cell
division.
5.3.B Matter and Energy Transformations: Food is required for energy and building cellular
materials. Organisms in an ecosystem have different ways of obtaining food, and some organisms obtain
their food directly from other organisms.
• Food is broken down to provide energy for the work that cells do, and is a source of the molecular
building blocks from which needed materials is assembled.

CPI # Cumulative Progress Indicator (CPI)

5.1.8.A.1 Demonstrate understanding and use interrelationships among central scientific concepts to
revise explanations and to consider alternative explanations.
5.1.8.A.3 Use scientific principles and models to frame and synthesize scientific arguments and pose
theories.
5.1.8.B.2 Gather, evaluate, and represent evidence using scientific tools, technologies, and
computational strategies.
5.1.8.B.3 Use qualitative and quantitative evidence to develop evidence-based arguments.
5.1.8.B.4 Use quality controls to examine data sets and to examine evidence as a means of
generating and reviewing explanations.
5.1.8.C.1 Monitor one’s own thinking as understandings of scientific concepts are refined.
5.1.8.C.2 Revise predictions or explanations on the basis of discovering new evidence, learning new
information, or using models.
5.1.8.C.3 Generate new and productive questions to evaluate and refine core explanations.
5.1.8.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from
others’ ideas, observations, and experiences.
5.1.8.D.3 Demonstrate how to safely use tools, instruments, and supplies.
5.1.8.D.4 Handle and treat organisms humanely, responsibly, and ethically.
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.

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5.3.8.A.1 Compare the benefits and limitations of existing as a single-celled organism and as a
multi-cellular organism.
5.3.8.A.2 Relate the structures of cells, tissues, organs, and systems to their functions in supporting
life.
5.3.8.B.1 Relate the energy and nutritional needs of organisms in a variety of life stages and
situations, including stages of development and periods of maintenance.
Unit Essential Questions Unit Enduring Understandings
• What is the relationship between cells, tissues, • Cells are organized from smallest to largest (cells,
organs, and organ systems? tissues, organs, organ systems, organisms)
• How are humans more complex than other • Vertebrate animals are more complex than
species, with regard to specific body systems? invertebrate animals.
• How does the interdependence of body • Organisms are grouped based upon similarity in
systems contribute to an organism’s survival? structure and function.
• What happens when part of an organism’s
• All organisms must eat, move, breathe, and
internal regulation becomes faulty?
reproduce in order to survive.
• How do organelles work together to meet a
cell’s needs? • Organisms are self-regulating creatures.
• How are multicellular organisms more or less
suitable for survival?
Unit Objective (Learning Targets)
Students will know…
• The key organelles of a plant cell and an animal cell.
• The functions of plant cell and animal cell organelles.
• That specialized cells work together to form tissues, organs, and body systems.
• That humans are more complex than other organisms, with regard to specific body systems.
• The organisms are mostly self-regulating.
• The function of key organs in an organism.
• The interrelatedness of organ systems in an organism.
Students will be able to…
• Compare and contrast functions of plant and cell organelles.
• Demonstrate that similarities among organisms are found in internal anatomical structures.
• Trace the complexity of an organism from organelle to organ system.
• Understand what it takes to keep an organism alive.
Evidence of Learning
Summative Assessment (2 days)
• Unit Test
• Standardized performance assessment
Resources/Equipment needed:
Formative Assessments:
• Labs
• Temperature gauges (Adjective Check-In, 3 Finger Check-In)
• Breakpoints (Exit Cards, One Sentence Summary, Do Now, Higher-Order Questioning, Quizzes)
• Student Directed (Checklists, Self-Assessment on a Rubric, Peer Evaluation, Student Journals)

61
 Lesson Plans & Pacing
Topic Timeframe (unit ≈ 50 days)
Quick overview of single-celled vs. multi-cellular 3-5 days
organisms (eukaryotes, prokaryotes, autotrophs,
heterotrophs)
Plant and animal cell organelles (identification 8-10 days
and function)
Cells, tissues, organs, and organ systems 25-30 days
(identification and function)
(vertebrates vs. invertebrates)
(dissections)
Assessments 3-5 days
Teacher Notes

Unit Resources
Text: Prentice Hall Science Explorer Textbook: Animals and Human Biology and Health

62
 7th/8th Grade - A Year
Earth Science Unit Plan
METEOROLOGY

Content Area: Earth Science

Unit Title: Meteorology (A Year)
Unit Summary: Climate seems to remain about the same from year to year but is actually slowly
changing over a period of thousands, or even millions of years. Students will be able to identify daily
atmospheric conditions and predict patterns in weather that will impact daily life on Earth.
Primary interdisciplinary connections: Social Studies
21st Century themes:
• 9.1 Life & Career Skills: All students will demonstrate the creative, critical thinking,
collaboration, and problem-solving skills needed to function successfully as both global citizens
and workers in diverse ethnic and organizational cultures.

Unit Rationale: The Earth’s weather and climate systems are the result of complex interactions between
sun, land, ocean, ice and atmosphere.
Learning Targets
Standards
• 5.1 Science Practices: All students will understand that science is both a body of knowledge and
an evidence-based, model-building enterprise that continually extends, refines, and revises
knowledge. The four Science Practices strands encompass the knowledge and reasoning skills
that students must acquire to be proficient in science.
• 5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex,
dynamic, and interconnected systems, and is part of the all-encompassing system of the universe.
Strands with Content Statements:
5.1.A Understand Scientific Explanations: Students understand core concepts and principles of
science and use measurement and observation tools to assist in categorizing, representing, and interpreting
the natural and designed world.
• Core scientific concepts and principles represent the conceptual basis for model-building and
facilitate the generation of new and productive questions.
• Predictions and explanations are revised based on systematic observations, accurate
measurements, and structured data/evidence.
5.1.B Generate Scientific Evidence Through Active Investigations: Students master the conceptual,
mathematical, physical, and computational tools that need to be applied when constructing and evaluating
claims.
• Carefully collected evidence is used to construct and defend arguments.
• Scientific reasoning is used to support scientific conclusions.
5.1.C Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
• Scientific models and understandings of fundamental concepts and principles are refined as new
evidence is considered.

63
 • Predictions and explanations are revised to account more completely for available evidence.
• Science is a practice in which an established body of knowledge is continually revised, refined,
and extended.
5.1.D Participate Productively in Science: The growth of scientific knowledge involves critique and
communication, which are social practices that are governed by a core set of values and norms.
• Science involves practicing productive social interactions with peers, such as partner talk, whole-
group discussions, and small-group work.
• In order to determine which arguments and explanations are most persuasive, communities of
learners work collaboratively to pose, refine, and evaluate questions, investigations, models, and
theories (e.g., argumentation, representation, visualization, etc.).
• Organisms are treated humanely, responsibly, and ethically.
5.4.E Energy in Earth Systems: internal and external sources of energy drive Earth’s systems.
• The sun is the major source of energy for circulating the atmosphere and oceans.
• The sun provides energy for plants to grow and drives convections within the atmosphere and
oceans, producing winds, ocean currents, and the water cycle.
5.4.F Climate and Weather: Earth’s weather and climate systems are the result of complex interactions
between land, ocean, ice, and atmosphere.
• Weather is a result of short-term variations in temperature, humidity, and air pressure.
• Global patterns of atmospheric movements influence local weather.
• Climate is influenced locally and globally by atmospheric interactions with land masses and
bodies of water.
• Weather (in the short term) and climate (in the long term) involve the transfer of energy and water
in and out of the atmosphere.
5.4.G Biogeochemical Cycles: The biogeochemical cycles in the Earth’s systems include the flow of
microscopic and macroscopic resources from one reservoir in the hydrosphere, geosphere, atmosphere, or
biosphere to another, are driven by Earth’s internal and external sources of energy, and are impacted by
human activity.
• Circulation of water in marine environments is dependent on factors such as the composition of
water masses and energy from the sun or wind.
• Water in the oceans hold a large amount of heat, and therefore significantly affects the global
climate system.
CPI # Cumulative Progress Indicator (CPI)
5.1.8.A.1 Demonstrate understanding and use interrelationships among central scientific concepts to
revise explanations and to consider alternative explanations.
5.1.8.A.3 Use scientific principles and models to frame and synthesize scientific arguments and pose
theories.
5.1.8.B.3 Use qualitative and quantitative evidence to develop evidence-based arguments.
5.1.8.B.4. Use quality controls to examine data sets and to examine evidence as a means of
generating and reviewing explanations.
5.1.8.C.1 Monitor one’s own thinking as understandings of scientific concepts are refined.
5.1.8.C.2 Revise predictions or explanations on the basis of discovering new evidence, learning new
information, or using models.
5.1.8.C.3 Generate new and productive questions to evaluate and refine core explanation
5.1.8.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from

64
 others’ ideas, observations, and experiences.
5.1.8.D.2 Engage in productive scientific discussion practices during conversations with peers, both
face-to-face and virtually, in the context of scientific investigations and model-building.
5.1.8.D.3 Demonstrate how to safely use tools, instruments, and supplies.
5.1.8.D.4 Handle and treat organisms humanely, responsibly, and ethically.
5.1.8.A.1 Demonstrate understanding and use interrelationships among central scientific concepts to
revise explanations and to consider alternative explanations.
5.1.8.A.3 Use scientific principles and models to frame and synthesize scientific arguments and pose
theories.
5.4.6.E.1 Generate conclusion about energy transfer and circulation by observing a model of
convection currents.
5.4.8.E.1 Explain how energy from the sun is transformed or transferred in global wind circulation,
ocean circulation, and the water cycle.
5.4.6.F.1 Explain the interrelationships between daily temperature, air pressure, and relative
humidity data.
5.4.8.F.1 Determine the origin of local weather by exploring national and international weather
maps.
5.4.8.F.2 Explain the mechanisms that cause varying daily temperature ranges in a coastal
community and in a community located in the interior of the country.
5.4.8.F.3 Create a model of the hydrological cycle of water that focuses on the transfer of water in
and out of the atmosphere. Apply the model to different climates around the world.
5.4.6.G.1 Illustrate global winds and surface currents through the creation of a world map of global
winds and currents that explains the relationship between the two factors.
5.4.8.G.1 Represent and explain, using sea surface temperature maps, how ocean currents impact the
climate of coastal communities.
5.4.8.C.3 Earth’s atmosphere is a mixture of nitrogen, oxygen, and trace gases that include water
vapor. The atmosphere has a different physical and chemical composition at different
elevations.
Unit Essential Questions Unit Enduring Understandings
• How does the transfer of thermal radiation • The Earth’s climate and weather operate as a set of
influence weather conditions and/or patterns? complex, dynamic and interconnected systems;
• What roles do the hydrologic cycle and ocean some of which are cyclical in nature.
current patterns play in creating weather • Heat is the source of energy which drives all of the
conditions? Earth’s processes.
• How do interactions of various weather variables • The Earth’s weather is a short-term condition
contribute to the formation of weather conditions including temperature and precipitation, while
in a given time and area. climate is the long-term average of those factors.
• What are the causes of Earth’s catastrophic
weather?
• How can the climate of a region change over a
period of time?
Unit Objective (Learning Targets)
Students will know…
• How heat is transferred in the atmosphere.

65
 • How convection, conduction and radiation heat the earth.
• How air pressure varies with changes in temperature, humidity, and elevation.
• What time of day sea breezes and land breezes occur.
• How local and global winds differ.
• How a cloud is formed.
• The three major cloud types and what precipitation type occurs within each.
• The symbols on a weather map representing warm fronts, cold fronts, stationary fronts, and
occluded fronts.
Students will be able to…
• Analyze how heat circulation on Earth contributes to changes in weather.
• Analyze a weather map and forecast the weather in a given area.
• Describe how the components of the water cycle are parts of a whole that interact to affect
weather conditions.
• Describe factors leading to storms and explain the lifecycle of at least one type of storm.
• Differentiate between humidity and relative humidity.
• Determine the relationship between air masses, frontal movement, and the production of storms.
• Describe the Coriolis effect and understand how it affects global wind movement.
• Create and correctly use instruments to measure weather-related factors such as air temperature
and pressure, wind speed and direction, relative humidity, rainfall or snowfall.
• Explain how human activity can impact weather and climate conditions over a period of time.
Evidence of Learning
Summative Assessment (2 days)
• Unit Test
• Standardized Performance Assessment
Resources/Equipment needed:
Formative Assessments:
• Labs
• Temperature gauges (Adjective Check-In, 3 Finger Check-In)
• Breakpoints (Exit Cards, One Sentence Summary, Do Now, Higher-Order Questioning, Quizzes)
• Student Directed (Checklists, Self-Assessment on a Rubric, Peer Evaluation, Student Journals)
Lesson Plans & Pacing
Topics Timeframe (unit ≈ 60 days)
Thermal radiation from the sun 2-3 days
Heating the earth 1-2 days
Weather variables (air pressure, humidity, 20-24 days
temperature, moisture, global and local winds,
clouds, water cycle)
Weather patterns (air masses, fronts, storms) 8-10 days
Predicting weather (stations, maps, recording) 8-10 days
Catastrophic weather and conditions on Earth 5-7 days
Assessments 3-4 days
Teacher Notes:

66
Unit Resources
Text: Prentice Hall Science Explorer Textbook: Weather and Climate

67
S
EVENTH-EIGHTH GRADE SCIENCE

B YEAR
Content: 7th/8th Grade Science (B Year)

Mission:
It is the intention of South Brunswick Schools to graduate all of its students with the scientific
knowledge, skills and habits of mind needed to be life-long learners, critical thinkers, effective
communicators and wise decision-makers. Students will develop and use the skills necessary for
full participation in a world shaped by science and technology.

Our vision is that all students will...

Be curious about how the world works.
Be scientifically honest, willing to reevaluate ideas when new data are presented.
Respect the world around them and work to protect both the local and global environment.
Understand that science is not a static body of knowledge but is continually evolving as new
information emerges.
Be able to evaluate scientific ideas from an historical perspective.
Be adept in the use of electronic technology, choosing the appropriate technology for the
problems and tasks with which they are confronted.
Be able to apply knowledge, skills, and processes from science, math, and technology to
solve complex, real-world problems.
Be tenacious in solving problems.
Be able to use reason and relevant data to support conclusions and opinions.
Be able to effectively communicate scientific ideas and information orally, visually, and in
writing using a variety of medium.
Be able to work effectively independently and interdependently to solve problems.

Course Description or Content Overview:

Seventh and Eighth Grade students study the life, Earth, and physical sciences based on the
following standards, enduring understandings, and essential questions.

New Jersey Core Curriculum Standards (NJCCS):

5.1 Science Practices: Science is both a body of knowledge and an evidence-based, model
building enterprise that continually extends, refines, and revises knowledge. The four Science
Practices strands encompass the knowledge and reasoning skills that students must acquire to be
proficient in science.

5.2 Physical Science: Physical science principles, including fundamental ideas about matter,
energy, and motion, are powerful conceptual tools for making sense of phenomena in physical,
living, and Earth systems science.

5.3 Life Science: 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.

68
 5.4 Earth Systems Science: Earth operates as a set of complex, dynamic, and interconnected
systems, and is a part of the all-encompassing system of the universe.

Enduring Understandings:
Ecology:
• Science is concerned with understanding resources of the natural world.
• Technology is concerned with meeting human needs and/or solving human problems.
• All organisms transfer matter and convert energy from one form to another.
• Both matter and energy are necessary to build and maintain structures within the
organism.
• The structural and functional characteristics of an organism determine their continued
survival over time and under changing environmental conditions.
• The world is composed of various biomes.
• Symbiotic relationships occur between organisms in an ecosystem.
• Ecosystems are always changing.
• Human activities and interactions have altered the course of life on earth.
Genetics:
• Variation in individual organisms results from inherited genetic combinations and/or
mutations.
• Information passed from parent to offspring is coded in deoxyribonucleic acid (DNA)
molecules.
• The traits of an organism are determined by DNA, genes, and chromosomes.
• There are predictable patterns of inheritance. Asexual reproduction produces offspring
that have the same genetic code as the parent and leads to less variation in a species.
• Sexual reproduction produces offspring with a mixture of DNA increasing the genetic
variation of an organism, and therefore, the species.
• Favorable variations in organisms are naturally selected and play a role in the survival
and evolution of a species.
• Evolution of a species takes a very long time.
• Fossil evidence allows us to learn about past life and the Earth’s history. Astronomy:
• People explore the Solar System and space for the purpose of understanding life.
• The sun and the moon affect naturally occurring events on the Earth.
• As our technology expands so does our knowledge of the universe.
Physics:
• The sun’s energy travels to the Earth in waves & it arrives in many forms including light
and heat (and their respective properties).
• All things in the universe are in motion.
• Energy can change forms but is neither created nor destroyed.
• Newton’s laws explain all aspects of an object’s motion.
• Understanding how the natural world works will allow students to function as critical
thinkers in a global society.

Essential Questions:
Ecology:
• How do the goals of science compare and contrast with the goals of technology?
• How and why do catastrophic events vary?
• How can humans activity improve the lives of generations to come?

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 • What are the challenges in obtaining and utilizing renewable resources as opposed to
non-renewable?
• How is the world handling the demand for alternate energy?
• How is energy transferred among organisms in a living system?
• How do adaptations enable organisms to survive in their ecosystem?
• What are the differences between biotic and abiotic resources in an ecosystems?
• In what ways do biotic organisms identify their own niches?
• How do communities, habitats, ecosystems, niches and populations relate to one another?
• How do the major biomes represent the climate in relation of their geography?
• How do the major symbiotic relationships affect the organisms involved?
• How are organisms grouped in relation to the manner by which they obtain their energy?
• How do organisms adapt in order to survive?
• What are limiting factors in an ecosystem?
• How is evolution affected when two organisms share the same niche?
• How can human activity affect us in a food chain?
• How can humans affect the balance of an ecosystem?
• Do humans have the right to alter the course of nature?
• Are humans a selfish species?
Genetics:
• How are characteristics of an organism determined?
• How can mutations be both helpful and harmful?
• What are the fundamental building blocks of all living things?
• How can we predict the probability of a trait being inherited by an organism?
• How do scientists use genetics to affect the quality of human life?
• How and why are we different?
• How can differences in the human species affect human survival on earth?
• What is natural selection?
• How do environmental changes influence natural selection?
• Is extinction of a species a bad thing?
• How do we know that present day life forms are descended from past life?
Physics:
• What effect does the Sun’s energy have on the Earth?
• Why is everything in the universe in motion?
• Why are Newton’s Laws of Motion important in describing all motion in the universe and
on Earth?
• How do mathematical equations support scientific concepts?

Knowledge and Skills:

Knowledge: Students will know…
Ecology:
• The locations, characteristics, and distinctions of the world’s biomes.
• The difference between a food web, a food chain, and a food pyramid.
• What organisms eat to fulfill their energy requirements.
• The components of an ecosystem.
• That organisms rely on one another for survival (interdependence).
• That differences exist in natural resource management practices.

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 • That biotic and abiotic factors may negatively impact the earth.
• That the earth is a fragile ecosystem where human and natural causes can be catastrophic.
Genetics:
• That all life is related
• That the evolutionary history of organisms can be traced to the past.
• Genes are the basic units of heredity, contained on chromosomes in the DNA in the
nucleus of every cell.
• Genetic information is passed on from parent to offspring through genes found on the
chromosomes.
• Some behaviors exhibited by animals are genetically determined, while others are
learned.
• As a result of certain traits and mutations, individual organisms are more likely to survive
and produce offspring, thus passing on those traits necessary for survival and potentially
leading to variation of the species or even creation of a new species.
• That a Punnett square is a tool used to determine genetic probability.
Physics:
• That physical science is used in their everyday world.
• That the energy from the sun is created by fusion and it is the Earth’s major energy
source.
• That the Sun’s wave energy can travel through a vacuum.
• That the sun’s energy arrives as light with a range of wavelengths, including visible light,
infrared, and ultraviolet radiation.
• That the difference between electromagnetic and mechanical waves is the way it can
travel.
• The characteristics of waves and the various components that comprise a wave.
• That the seven types of EM waves are characterized by frequency, amplitude, and
wavelength.
• That the different components of the EM spectrum are used in different ways on Earth
and current technologies utilize the power of each type of wave.
• The different methods of heat transfer.
• That energy transformations occur constantly.
• The key differences between potential and kinetic energy.
• Newton’s laws.
• The roles that friction and gravity play as they act upon objects in motion.
• The Law of Conservation of Energy and how it is applied to specific situations.
• That forces have magnitude and direction.

Skills: Students will be able to…

Ecology:
• Understand that an ecosystem includes all of the living and nonliving things in the
environment.
• Explain how organisms with certain traits are more likely than others to survive and
reproduce in a particular environment.
• List the path of energy flow, starting from the sun and ending with decomposers.
• Identify the world’s major biomes and describe the climate, flora, and fauna of each.
• Realize that humans impact ecosystems in a variety of ways and for a variety of reasons.

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 • Enjoy the environment and pursue active involvement with it.
• Comprehend complex environmental topics, data and information.
• Comprehensively research an environmental topic or issue.
• Utilize environmental data in useful ways.
• Investigate local and global issues and brainstorm possible solutions.
• Adopt behaviors, practices and skills that help maintain the integrity of the environment
and sustainability.
• Differentiate between abiotic and biotic factors in the ecosystem and understand how
these factors affect life on earth.
Genetics:
• Explain how fossil evidence is used to learn about our history.
• Identify Gregor Mendel as the father of genetics.
• Explain sexual reproduction via meiosis.
• Differentiate between DNA, genes, and chromosomes.
• Compare helpful and harmful mutations.
• Visualize how incomplete dominance is a blending of alleles.
• Identify the basic unit of life on the cellular level.
• Identify the inheritance patterns of dominant and recessive traits.
• Identify the genotype and phenotype of any given trait.
• Use mathematical probability to determine the likelihood of a particular trait appearing in
an organism
• Describe the role that natural selection has played in the evolution of organisms on Earth.
• Infer that genetic variation in a population allows for the survival and evolution of the
species.
Physics:
• Explain how the useful aspects of each part of the electromagnetic spectrum impacts
daily life on Earth.
• Differentiate and explain the uses of the different methods of heat transfer.
• Apply the formulas for PE and KE to solve problems.
• Show how energy is converted back and forth between its’ potential and kinetic energies.
• Explain that the potential energy of a substance increases as its’ height and weight
increases.
• Show how energy is converted from one form to another.
• Demonstrate Newton’s laws as used in everyday life.
• Explain how forces, such as friction and gravity, impact the motion of object.
• Differentiate between speed and velocity.
• Use formulas to calculate speed, velocity, and acceleration.
• Apply the appropriate units of measure for each type of calculation.
• Explain how speed and mass are important variables when calculating momentum.

Terminology:
Ecology Genetics Physics
• Alternate energy • Adenine • Incomplete • Acceleration
• Atmosphere • Allele dominance • Amplitude
• Biome • Anaphase • Inheritance • Conduction
• Biosphere • Anther • Interphase • Convection

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 Ecology Genetics Physics
• Carbon emissions • Chromosome • Karyotype • Crest
• Commensalism Theory • Meiosis • Deceleration
• Deforestation • Chromosomes • Metaphase • Electromagnetic
• Ecosystem • Codominance • Mitosis spectrum
• Forests • Codon • Nucleotide • Energy
• Fossil fuels • Cross pollination • Offspring • Force
• Global warming • Cytokinesis • Ovary • Frequency
• Greenhouse effect • Cytosine • Ovule • Fusion
• Habitat • Diploid • Pedigree • Gravity
• Mutualism • DNA • Petal • Hertz
• Niche • Dominant • Pistil • Mechanical waves
• Ozone • Dominant • Pollen • Medium
• Parasitism • Egg cell • Pollination • Momentum
• Population • Embryo • Probability • Motion
• Renewable and • Fertilization • Prophase • Newton
nonrenewable • Filament • Protein • Radiation
resources • Filial • Punnett Square • Speed
• Symbiosis • Flower • Purebred • Transfer
• Gamete • Recessive • Trough
• Gametes • Recessive • Vacuum
• Gene • Reproduction • Velocity
• Genes • Ribose • Wave
• Genetics • Roan • Wavelength
• Germ cell • Self pollination
• Gregor Mendel • Sepal
• Guanine • Somatic
• Haploid • Sperm cell
• Heredity • Stamen
• Heterozygous • Stigma
• Homologous • Style
• Homozygous • Telophase
• Hybrid • Thymine
• Trait
• Zygote

Assessments:
Formative:
• Labs
• Temperature gauges (Adjective Check-In, 3 Finger Check-In)
• Breakpoints (Exit Cards, One Sentence Summary, Do Now, Higher-Order Questioning,
Quizzes)
• Student Directed (Checklists, Self-Assessment on a Rubric, Peer Evaluation, Student
Journals)
Summative:
• Unit Test
• Standardized performance assessment

73
21st Century Connections:
8.1 Technology: 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 Technology: All students will develop an understanding of the nature and impact of
technology, engineering, technological design, and the design world, as they relate to the
individual, global society, and the environment.
9.1 Life and Career Skills: All students will demonstrate the creative, critical thinking,
collaboration, and problem-solving skills needed to function successfully as both global citizens
and workers in diverse ethnic and organizational cultures.
9.3 Career Awareness, Exploration, and Preparation: All students will apply knowledge about
and engage in the process of career awareness, exploration, and preparation in order to navigate
the globally competitive work environment of the information age.

Character Education:
Crossroads Middle Schools core values of cooperation, assertion, responsibility, empathy, and self-
control are addressed and stressed throughout the trimester. Units focusing on character
development, setting goals and attitude will provide engaging and authentic opportunities for students
to develop and exhibit character strength.

Cross Curricular / Interdisciplinary:

• Mathematics
• Social Studies
• Language Arts (Reading, writing, listening, speaking)

Course Resources:
Technologies: Computers, printers, SMARTBoard, Document camera, On-line Textbook
Text: Prentice Hall Science Explorer- Environmental Science, Cells and Heredity, and Motion,
Forces, and Energy

Pacing Chart:

Ecology
Topic Timeframe (unit ≈ 70 days)
Population and Communities 12-14 days
(food chains, webs, symbiotic relationships)
Ecosystems and Biomes 12-14 days
(interrelationships, biomes)
Living Resources 5-7 days
(outdoor studies, trout or koi studies, earth
day/planting)
Energy Resources (renewable and nonrenewables, 30-32 days
current events, pollution, alternate energy sources)
Assessments 3-5 days

Genetics
Topic Timeframe (unit ≈ 60 days)

74
 Mendel’s work 5-8 days
(flower dissection, bean lab, Punnett Squares)
Probability 7-10 days
(dominant & recessive, phenotypes & genotypes,
incomplete & co-dominance)
Chromosomes/DNA/Genes 8-10 days
(DNA extraction, gene mutations, egg projects)
Variations in species/human inheritance 10-12 days
(multiple alleles, sex chromosomes, sex-linked
genes, karyotypes, genetic disorders/mutations)
Advances in Genetics 3-5 days
(cloning, genetic engineering)
Evidence of evolution/changes over time 8-10 days
Assessments 3-5 days

Physics
Topics Timeframe (unit ≈ 50 days)
Waves (travel, EM, characteristics) 6-8 days
Heat transfer 3-4 day
Energy (types, conversion, conservation, 10-12 days
transformations)
Motion (speed, velocity, acceleration, 10-12 days
momentum)
Newton’s Laws 8-10 days
Assessments 3-5 days

Units of Study:
• Ecology
• Genetics
• Physics

75
 7th/8th Grade – B Year
Earth Science Unit Plan
ECOLOGY

Content Area: Earth Science

Unit Title: Ecology (B Year)
Unit Summary: The structure, characteristics, and basic needs of organisms are the focus of
investigation. Diversity and interconnectedness of life on Earth is investigated by studying biomes
around the world. Location and dependence of organisms to each other within each biome will serve to
demonstrate that every organism has its own niche in the world. Earth is investigated as a place where
non-renewable resources are running scarce. It is our responsibility, as humans, to reduce our
dependence on non-renewable resources while increasing availability of renewable resources such as sun,
water, wind etc. Global warming using alternate energy sources are the goals of many PBLs within this
unit.
Primary interdisciplinary connections: social studies, math, and language arts
21st Century Themes:
• 9.3 Career Awareness, Exploration, and Preparation: All students will apply knowledge
about and engage in the process of career awareness, exploration, and preparation in order to
navigate the globally competitive work environment of the information age.
Unit Rationale: The ecology unit is designed to engage students in meaningful explorations of the
world around them. They will also learn to protect and conserve the environment.

Learning Targets
Standards
• 5.1 Science Practices: All students will understand that science is both a body of knowledge and
an evidence-based, model-building enterprise that continually extends, refines, and revises
knowledge. The four Science Practices strands encompass the knowledge and reasoning skills
that students must acquire to be proficient in science.
• 5.3 Life Science: All students will understand that life science principles are powerful conceptual
tools for making sense of the complexity, diversity, and interconnectedness of life on Earth.
Order in natural systems arises in accordance with rules that govern the physical world, and the
order of natural systems can be modeled and predicted through the use of mathematics.
• 5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex,
dynamic, and interconnected systems, and is a part of the all-encompassing system of the
universe.

Strands with Content Statements:

5.1.A Understand Scientific Explanations: Students understand core concepts and principles of
science and use measurement and observation tools to assist in categorizing, representing, and
interpreting the natural and designed world.
• Core scientific concepts and principles represent the conceptual basis for model-building and
facilitate the generation of new and productive questions.
• Predictions and explanations are revised based on systematic observations, accurate

76
 measurements, and structured data/evidence.
5.1.C Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
• Scientific models and understandings of fundamental concepts and principles are refined as new
evidence is considered.
• Predictions and explanations are revised to account more completely for available evidence.
• Science is a practice in which an established body of knowledge is continually revised, refined,
and extended.
5.1.D Participate Productively in Science: The growth of scientific knowledge involves critique and
communication, which are social practices that are governed by a core set of values and norms.
• Science involves practicing productive social interactions with peers, such as partner talk, whole-
group discussions, and small-group work.
• In order to determine which arguments and explanations are most persuasive, communities of
learners work collaboratively to pose, refine, and evaluate questions, investigations, models, and
theories (e.g., argumentation, representation, visualization, etc.).
5.3.B Matter and Energy Transformations: Food is required for energy and building cellular
materials. Organisms in an ecosystem have different ways of obtaining food, and some organisms obtain
their food directly from other organisms.
• Plants are producers: They use the energy from light to make food (sugar) from carbon dioxide
and water. Plants are used as a source of food (energy) for other organisms.
• All animals, including humans, are consumers that meet their energy needs by eating other
organisms or their products.
5.3.C Interdependence: All animals and most plants depend on both other organisms and the
environment to meet their basic needs.
• Various human activities have changed the capacity of the environment to support some life
forms.
• The number of organisms and populations an ecosystem can support depends on the biotic
resources available and on abiotic factors, such as quantities of light and water, range of
temperatures, and soil composition.
• All organisms cause changes in the ecosystem in which they live. If this change reduces another
organism’s access to resources, that organism may move to another location or die.
• Symbiotic interactions among organisms of different species can be classified as:
Producer/consumer
Predator/prey
Parasite/host
Scavenger/prey
Decomposer/prey
5.4.G Biogeochemical Cycles : The biogeochemical cycles in the Earth systems include the flow of
microscopic and macroscopic resources from one reservoir in the hydrosphere, geosphere, atmosphere, or
biosphere to another, are driven by Earth's internal and external sources of energy, and are impacted by
human activity.
• 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.
• Personal activities impact the local and global environment
• Investigations of environmental issues address underlying scientific causes and may inform
possible solutions.
CPI # Cumulative Progress Indicator (CPI)
5.1.8.A.1 Demonstrate understanding and use interrelationships among central scientific concepts to
revise explanations and to consider alternative explanations.

77
5.1.8.A.3 Use scientific principles and models to frame and synthesize scientific arguments and pose
theories.
5.1.8.C.1 Monitor one’s own thinking as understandings of scientific concepts are refined.
5.1.8.C.2 Revise predictions or explanations on the basis of discovering new evidence, learning new
information, or using models.
5.1.8.C.3 Generate new and productive questions to evaluate and refine core explanations.
5.1.8.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from
others’ ideas, observations, and experiences.
5.1.8.D.2 Engage in productive scientific discussion practices during conversations with peers, both
face-to-face and virtually, in the context of scientific investigations and model-building.
5.3.6.B.1 Describe the sources of the reactants of photosynthesis and trace the pathway to the products.
5.3.6.B.2 Illustrate the flow of energy (food) through a community.
5.3.8.B.2 Analyze the components of a consumer’s diet and trace them back to plant and plant
products.
5.3.6.C.1 Explain the impact of meeting human needs and wants on local and global environments.
5.3.6.C.2 Model the effect of positive and negative changes in population size on a symbiotic pairing.
5.3.6.C.3 Predict the impact that altering biotic and abiotic factors has on an ecosystem.
5.3.8.C.1 Describe how one population of organisms may affect other plants and/or animals in an
ecosystem.
5.4.6.G.2 Create a model of ecosystems in two different locations, and compare and contrast the living
and nonliving components.
5.4.6.G.3 Describe ways that humans can improve the health of ecosystems around the world.
5.4.8.G.2 Investigate a local or global environmental issue by defining the problem, researching the
probably causative factors, understanding the underlying science, and identifying the benefits
and risks of alternative solutions.
Unit Essential Questions Unit Enduring Understandings
• How do the goals of science compare and • Science is concerned with understanding
contrast with the goals of technology? resources of the natural world.
• How and why do catastrophic events vary? • Technology is concerned with meeting human
• How can the activities of humans improve the needs and/or solving human problems.
lives of generations to come? • All organisms transfer matter and convert
• What are the challenges in obtaining and energy from one form to another.
utilizing renewable resources as opposed to • Both matter and energy are necessary to build
non-renewable? and maintain structures within the organism.
• How is the world handling the demand for • The structural and functional characteristics of
alternate energy? an organism determine their continued survival
• How is energy transferred among organisms in over time and under changing environmental
a living system? conditions.
• How do adaptations enable organisms to • The world is composed of various biomes.
survive in their ecosystem? • Symbiotic relationships occur between
• What are the differences between biotic and organisms in an ecosystem.
abiotic resources in an ecosystem? • Ecosystems are always changing.
• In what ways do biotic organisms identify their • Human activities and interactions have altered
own niches? the course of life on earth.
• How do communities, habitats, ecosystems,
niches and populations relate to one another?

78
• How do the major biomes represent the climate
in relation of their geography?
• How do the major symbiotic relationships
affect the organisms involved?
• How are organisms grouped in relation to the
manner by which they obtain their energy?
• How do species adapt in order to survive?
• What are limiting factors in an ecosystem?
• How is evolution affected when two organisms
share the same niche?
• How can human activity affect us in a food
chain?
• How can humans affect the balance of an
ecosystem?
• Do humans have the right to alter the course of
nature?
• Are humans a selfish species?
Unit Objective (Learning Targets)
Students will know…
• The locations, characteristics, and distinctions of the world’s biomes.
• The difference between a food web, a food chain, and a food pyramid.
• What organisms eat to fulfill their energy requirements.
• The components of an ecosystem.
• That organisms rely on one another for survival (interdependence).
• That differences exist in natural resource management practices.
• That biotic and abiotic factors may negatively impact the earth.
• That the earth is a fragile ecosystem where human and natural causes can be catastrophic.

Students will be able to…

• Understand that an ecosystem includes all of the living and nonliving things in the environment.
• Explain how organisms with certain traits are more likely than others to survive and reproduce in
a particular environment.
• List the path of energy flow, starting from the sun and ending with decomposers.
• Identify the world’s major biomes and describe the climate, flora, and fauna of each.
• Realize that humans impact ecosystems in a variety of ways and for a variety of reasons.
• Enjoy the environment and pursue active involvement with it.
• Comprehend complex environmental topics, data and information.
• Comprehensively research an environmental topic or issue.
• Utilize environmental data in useful ways.
• Investigate local and global issues and brainstorm possible solutions.
• Adopt behaviors, practices and skills that help maintain the integrity of the environment and
sustainability.
• Differentiate between abiotic and biotic factors in the ecosystem and understand how these
factors affect life on earth.
Evidence of Learning
Summative Assessment (2 days)
• Unit Test
• Standardized Performance Assessment

79
Resources/Equipment needed:
Formative Assessments:
• Labs
• Temperature gauges (Adjective Check-In, 3 Finger Check-In)
• Breakpoints (Exit Cards, One Sentence Summary, Do Now, Higher-Order Questioning, Quizzes)
• Student Directed (Checklists, Self-Assessment on a Rubric, Peer Evaluation, Student Journals)
Lesson Plans & Pacing
Topic Timeframe (unit ≈ 70 days)
Population and Communities 12-14 days
(food chains, webs, symbiotic relationships)
Ecosystems and Biomes 12-14 days
(interrelationships, biomes)
Living Resources 5-7 days
(outdoor studies, trout or koi studies, earth
day/planting)
Energy Resources (renewable and 30-32 days
nonrenewable, current events, pollution,
alternate energy sources)
Assessments 3-5 days
Teacher Notes

Unit Resources
Text: Prentice Hall Science Explorer Textbook: Environmental Science

80
 7/8 Grade – B Year
Physical Science Unit Plan
PHYSICS/ENERGY

Content Area: Physical Science

Unit Title: Physics/Energy – (B Year)
Unit Summary: All students will understand that physical science principles, including fundamental ideas
about energy, and motion, are powerful conceptual tools for making sense of phenomena in the natural
world.
Primary interdisciplinary connections: mathematics and language arts
21stCentury Themes:
• 9.1 Life & Career Skills: All students will demonstrate the creative, critical thinking,
collaboration, and problem-solving skills needed to function successfully as both global
citizens and workers in diverse ethnic and organizational cultures.
Unit Rationale: Knowing the characteristics of familiar forms of energy, including potential and kinetic
energy, is useful in coming to the understanding that, for the most part, the natural world can be explained
and is predictable.
Learning Targets
Standards
• 5.1 Science Practices: All students will understand that science is both a body of knowledge and
an evidence-based, model-building enterprise that continually extends, refines, and revises
knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that
students must acquire to be proficient in science.
• 5.2 Physical Science: All students will understand that physical science principles, including
fundamental ideas about matter, energy, and motion, are powerful, conceptual tools for making
sense of phenomena in physical, living, and earth systems science.
Strands with Content Statements:
5.1.A Understand Scientific Explanations: Students understand core concepts and principles of
science and use measurement and observation tools to assist in categorizing, representing, and interpreting
the natural and designed world.
• Core scientific concepts and principles represent the conceptual basis for model-building and
facilitate the generation of new and productive questions.
• Predictions and explanations are revised based on systematic observations, accurate
measurements, and structured data/evidence.
5.1.B Generate Scientific Evidence Through Active Investigations: Students master the conceptual,
mathematical, physical, and computational tools that need to be applied when constructing and evaluating
claims.
• Carefully collected evidence is used to construct and defend arguments.
• Scientific reasoning is used to support scientific conclusions.
5.1.C Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
• Scientific models and understandings of fundamental concepts and principles are refined as new

81
 evidence is considered.
• Predictions and explanations are revised to account more completely for available evidence.
• Science is a practice in which an established body of knowledge is continually revised, refined,
and extended.
5.1.D Participate Productively in Science: The growth of scientific knowledge involves critique and
communication, which are social practices that are governed by a core set of values and norms.
• Science involves practicing productive social interactions with peers, such as partner talk, whole-
group discussions, and small-group work.
• In order to determine which arguments and explanations are most persuasive, communities of
learners work collaboratively to pose, refine, and evaluate questions, investigations, models, and
theories (e.g., argumentation, representation, visualization, etc.).
• Organisms are treated humanely, responsibly, and ethically.
5.2.C Forms of Energy: Knowing the characteristics of familiar forms of energy, including potential
and kinetic energy, is useful in coming to the understanding that, for the most part, the natural world can
be explained and is predictable.
• Energy is transferred from place to place. Light energy can be thought of as traveling in rays.
Thermal energy travels via conduction and convection.
5.2.D Energy Transfer and Conservation: The conservation of energy can be demonstrated by keeping
track of familiar forms of energy as they are transferred from one object to another.
• When energy is transferred from one system to another, the quantity of energy before transfer
equals the quantity of energy after transfer. As an object falls, its’ potential energy decreases as
its’ speed, as consequently its’ kinetic energy, increases. While an object is falling, some of the
object’s kinetic energy is transferred to the medium through which it falls, setting the medium
into motion and heating it.
• Nuclear reactions take place in the sun. In plants, light energy from the sun in transferred to
oxygen and carbon compounds, which in combination, have chemical potential energy.
(photosynthesis)
5.2.E Forces and Motion: It takes energy to change the motion of objects. The energy change is
understood in terms of forces.
• Friction is a force that acts to stop or slow the motion of objects.
• An object is in motion when its’ position is changing. The speed of an object is defined by how
far it travels divided by the amount of time it took to travel that far.
• Forces have magnitude and direction. Forces can be added. The net force on an object is the sum
of all the forces acting on the object. An object at rest will remain at rest unless acted on by an
unbalanced force. An object in motion at constant velocity will continue at the same velocity
unless acted on by an unbalanced force.
CPI # Cumulative Progress Indicator (CPI)
5.1.8.A.1 Demonstrate understanding and use interrelationships among central scientific concepts to
revise explanations and to consider alternative explanations.
5.1.8.A.3 Use scientific principles and models to frame and synthesize scientific arguments and pose
theories.
5.1.8.B.3 Use qualitative and quantitative evidence to develop evidence-based arguments.

5.1.8.B.4 Use quality controls to examine data sets and to examine evidence as a means of
generating and reviewing explanations.

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5.1.8.C.1 Monitor one’s own thinking as understandings of scientific concepts are refined.
5.1.8.C.2 Revise predictions or explanations on the basis of discovering new evidence, learning new
information, or using models.
5.1.8.C.3 Generate new and productive questions to evaluate and refine core explanation
Engage in multiple forms of discussion in order to process, make sense of, and learn from
5.1.8.D.1 others’ ideas, observations, and experiences.
5.1.8.D.2 Engage in productive scientific discussion practices during conversations with peers, both
face-to-face and virtually, in the context of scientific investigations and model-building.
5.1.8.D.3 Demonstrate how to safely use tools, instruments, and supplies.
5.1.8.D.4 Handle and treat organisms humanely, responsibly, and ethically.
5.2.8.C.2 Model and explain current technologies used to capture solar energy for the purposes of
converting it to electrical energy.
5.2.8.D.1 Related the kinetic and potential energies of a roller coaster at various points on its’ path.
5.2.8.D.2 Describe the flow of energy from the Sun to the fuel tank of an automobile.
5.2.6.E.3 Demonstrate and explain the frictional force acting on an object with the use of a physical
model.
5.2.8.E.1 Calculate the speed of an object when given distance and time.
5.2.8.E.2 Compare the motion of an object acted on by balanced forces with the motion of an object
acted on by unbalanced forces in a given, specific scenario.
Unit Essential Questions Unit Enduring Understandings
• What effect does the Sun’s energy have on the • The sun’s energy travels to the Earth in waves &
Earth? it arrives in many forms including light and heat
• Why is everything in the universe in motion? (and their respective properties).
• Why are Newton’s Laws of Motion important • All things in the universe are in motion.
in describing all motion in the universe and on • Energy can change forms but is neither created
Earth? nor destroyed.
• How does the Law of Conservation of Energy • Newton’s laws explain all aspects of an object’s
explain energy transfer and changes of energy motion.
state?
• Understanding how the natural world works will
• How do mathematical equations support allow students to function as critical thinkers in a
scientific concepts? global society.
Unit Objective (Learning Targets)
Students will know…
• That physical science is used in their everyday world.
• That the energy from the sun is created by fusion and it is the Earth’s major energy source.
• That the Sun’s wave energy can travel through a vacuum.
• That the sun’s energy arrives as light with a range of wavelengths, including visible light, infrared,
and ultraviolet radiation.
• That the difference between electromagnetic and mechanical waves is the way it can travel.
• The characteristics of waves and the various components that comprise a wave.
• That the seven types of EM waves are characterized by frequency, amplitude, and wavelength.
• That the different components of the EM spectrum are used in different ways on Earth and current

83
 technologies utilize the power of each type of wave.
• The different methods of heat transfer.
• That energy transformations occur constantly.
• The key differences between potential and kinetic energy.
• Newton’s laws.
• The roles that friction and gravity play as they act upon objects in motion.
• The Law of Conservation of Energy and how it is applied to specific situations.
• That forces have magnitude and direction.

Students will be able to…

• Explain how the useful aspects of each part of the electromagnetic spectrum impacts daily life on
Earth.
• Differentiate and explain the uses of the different methods of heat transfer.
• Apply the formulas for PE and KE to solve problems.
• Show how energy is converted back and forth between its’ potential and kinetic energies.
• Explain that the potential energy of a substance increases as its’ height and weight increases.
• Show how energy is converted from one form to another.
• Demonstrate Newton’s laws as used in everyday life.
• Explain how forces, such as friction and gravity, impact the motion of object.
• Differentiate between speed and velocity.
• Use formulas to calculate speed, velocity, and acceleration.
• Apply the appropriate units of measure for each type of calculation.
•Explain how speed and mass are important variables when calculating momentum.
Evidence of Learning
Summative Assessment (2 days)
• Unit Test
• Standardized performance assessment
Resources/Equipment needed:
Formative Assessments
• Labs
• Temperature gauges (Adjective Check-In, 3 Finger Check-In)
• Breakpoints (Exit Cards, One Sentence Summary, Do Now, Higher-Order Questioning, Quizzes)
• Student Directed (Checklists, Self-Assessment on a Rubric, Peer Evaluation, Student Journals)
Lesson Plans & Pacing
Topics Timeframe (unit ≈ 50 days)
Waves (travel, EM, characteristics) 6-8 days
Heat transfer 3-4 day
Energy (types, conversion, conservation, 10-12 days
transformations)
Motion (speed, velocity, acceleration, 10-12 days
momentum)

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Newton’s Laws 8-10 days
Assessments 3-5 days
Teacher Notes

Unit Resources
Text: Prentice Hall Science Explorer Textbook: Motion, Forces, and Energy

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 7th/8th Grade Life Science Unit Plan- B Year
GENETICS

Content Area: Life Science

Unit Title: Genetics (B Year)
Unit Summary: Students learn how traits are passed from parent to offspring and the role that these traits
play in the evolution of organisms on Earth.
Primary interdisciplinary connections: math, social studies, and language arts
21st Century Themes:
• 9.1 Life & Career Skills: All students will demonstrate the creative, critical thinking,
collaboration, and problem-solving skills needed to function successfully as both global citizens
and workers in diverse ethnic and organizational cultures.
Unit Rationale: Genetics is the scientific study of heredity. By understanding that present day life forms
are descended from the past, scientists can trace the evolutionary history of life forms on Earth. Fossil
evidence has played a huge role in understanding the Earth’s history.
Learning Targets
Standards
• 5.1 Science Practices: All students will understand that science is both a body of knowledge and
an evidence-based, model-building enterprise that continually extends, refines, and revises
knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that
students must acquire to be proficient in science.
• 5.3 Life Science: All students will understand that life science principles are powerful conceptual
tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order
in natural systems arises in accordance with rules that govern the physical world, and the order of
natural systems can be modeled and predicted through the use of mathematics
Strands with Content Statements:
5.1.A Understand Scientific Explanations: Students understand core concepts and principles of
science and use measurement and observation tools to assist in categorizing, representing, and interpreting
the natural and designed world.
• Core scientific concepts and principles represent the conceptual basis for model-building and
facilitate the generation of new and productive questions.
• Predictions and explanations are revised based on systematic observations, accurate
measurements, and structured data/evidence.
5.1.B Generate Scientific Evidence Through Active Investigations: Students master the conceptual,
mathematical, physical, and computational tools that need to be applied when constructing and evaluating
claims.
• Carefully collected evidence is used to construct and defend arguments.
• Scientific reasoning is used to support scientific conclusions.
5.1.C Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
• Scientific models and understandings of fundamental concepts and principles are refined as new
evidence is considered.
• Predictions and explanations are revised to account more completely for available evidence.

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 • Science is a practice in which an established body of knowledge is continually revised, refined,
and extended.
5.1.D Participate Productively in Science: The growth of scientific knowledge involves critique and
communication, which are social practices that are governed by a core set of values and norms.
• Science involves practicing productive social interactions with peers, such as partner talk, whole-
group discussions, and small-group work.
• In order to determine which arguments and explanations are most persuasive, communities of
learners work collaboratively to pose, refine, and evaluate questions, investigations, models, and
theories (e.g., argumentation, representation, visualization, etc.).
• Organisms are treated humanely, responsibly, and ethically.
5.3.D Heredity and Reproduction: Organisms reproduce, develop, and have predictable life cycles.
Organisms contain genetic information that influences their traits, and they pass this on to their offspring
during reproduction.
• Reproduction is essential to the continuation of every species.
• Variations exist among organisms of the same generation (e.g., siblings) and of different
generations (e.g., parent to offspring).
• Traits such as eye color in human beings or fruit/flower color in plants are inherited.
• Some organisms reproduce asexually. In these organisms, all genetic information comes from a
single parent. Some organisms reproduce sexually, through which half of the genetic information
comes from each parent.
• The unique combination of genetic material from each parent in sexually reproducing organisms
results in the potential for variation.
• Characteristics of organisms are influenced by heredity and/or their environment.
5.3.E Evolution and Diversity: Sometimes, differences between organisms of the same kind provide
advantages for surviving and reproducing in different environments. These selective differences may lead
to dramatic changes in characteristics of organisms in a population over extremely long periods of time.
• Changes in environmental conditions can affect the survival of individual organisms and entire
species.
• Individual organisms with certain traits are more likely than others to survive and have offspring
in particular environments. The advantages or disadvantages of specific characteristics can change
when the environment in which they exist changes. Extinction of a species occurs when the
environment changes and the characteristics of a species are insufficient to allow survival.
• Anatomical evidence supports evolution and provides additional detail about the sequence of
branching of various lines of descent.
CPI # Cumulative Progress Indicator (CPI)
5.1.8.A.1 Demonstrate understanding and use interrelationships among central scientific concepts to
revise explanations and to consider alternative explanations.
5.1.8.A.3 Use scientific principles and models to frame and synthesize scientific arguments and pose
theories.
5.1.8.B.3 Use qualitative and quantitative evidence to develop evidence-based arguments.

5.1.8.B.4. Use quality controls to examine data sets and to examine evidence as a means of
generating and reviewing explanations.
5.1.8.C.1 Monitor one’s own thinking as understandings of scientific concepts are refined.
5.1.8.C.2 Revise predictions or explanations on the basis of discovering new evidence, learning new
information, or using models.

87
5.1.8.C.3 Generate new and productive questions to evaluate and refine core explanation
Engage in multiple forms of discussion in order to process, make sense of, and learn from
5.1.8.D.1 others’ ideas, observations, and experiences.
5.1.8.D.2 Engage in productive scientific discussion practices during conversations with peers, both
face-to-face and virtually, in the context of scientific investigations and model-building.
5.1.8.D.3 Demonstrate how to safely use tools, instruments, and supplies.
5.1.8.D.4 Handle and treat organisms humanely, responsibly, and ethically.
5.3.6.D.1 Predict the long-term effect of interference with normal patterns of reproduction.
5.3.6.D.2 Explain how knowledge of inherited variations within and between generations is applied
to farming and animal breeding.
5.3.6.D.3 Distinguish between inherited and acquired traits/characteristics.
5.3.8.D.1 Defend the principle that, through reproduction, genetic traits are passed from one
generation to the next, using evidence collected from observations of inherited traits.
5.3.8.D.2 Explain the source of variation among siblings.
5.3.8.D.3 Describe the environmental conditions or factors that may lead to a change in a cell’s
genetic information or to an organism’s development, and how these changes are passed
on.
5.3.6.E1 Changes in environmental conditions can affect the survival of individual organisms and
entire species.
5.3.8.E1 Individual organisms with certain traits are more likely to survive and have offspring in
particular environments. The advantages or disadvantages of specific characteristics can
change when the environment in which they exist changes. Extinction of a species occurs
when the environment changes and the characteristics of a species are insufficient to allow
survival.
5.3.8.E2 Anatomical evidence supports evolution and provides detail about the sequence of
branching of various lines of descent.
Unit Essential Questions Unit Enduring Understandings

• How are characteristics of an organism • Variation in individual organisms results from

determined? inherited genetic combinations and/or mutations.
• How can mutations be both helpful and • Information passed from parent to offspring is
harmful? coded in deoxyribonucleic acid (DNA)
• What are the fundamental building blocks of molecules.
all living things? • The traits of an organism are determined by
• How can we predict the probability of a trait DNA, genes, and chromosomes.
being inherited by an organism? • There are predictable patterns of inheritance.
• How do scientists use genetics to affect the Asexual reproduction produces offspring that
quality of human life? have the same genetic code as the parent and
leads to less variation in a species.
• How and why are we different?
• Sexual reproduction produces offspring with a
• How can differences in the human species
mixture of DNA increasing the genetic variation
affect human survival on earth?
of an organism, and therefore, the species.
• What is natural selection?
• Favorable variations in organisms are naturally

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• How do environmental changes influence selected and play a role in the survival and
natural selection? evolution of a species.
• Is extinction of a species a bad thing? • Evolution of a species takes a very long time.
• How do we know that present day life forms • Fossil evidence allows us to learn about past life
are descended from past life? and the Earth’s history.
Unit Objective (Learning Targets)
Students will know…
• That all life is related
• That the evolutionary history of organisms can be traced to the past.
• Genes are the basic units of heredity, contained on chromosomes in the DNA in the nucleus of
every cell.
• Genetic information is passed on from parent to offspring through genes found on the
chromosomes.
• Some behaviors exhibited by animals are genetically determined, while others are learned.
• As a result of certain traits and mutations, individual organisms are more likely to survive and
produce offspring, thus passing on those traits necessary for survival and potentially leading to
variation of the species or even creation of a new species.
• That a Punnett square is a tool used to determine genetic probability.

Students will be able to…

• Explain how fossil evidence is used to learn about our history.
• Identify Gregor Mendel as the father of genetics.
• Explain sexual reproduction via meiosis.
• Differentiate between DNA, genes, and chromosomes.
• Compare helpful and harmful mutations.
• Visualize how incomplete dominance is a blending of alleles.
• Identify the basic unit of life on the cellular level.
• Identify the inheritance patterns of dominant and recessive traits.
• Identify the genotype and phenotype of any given trait.
• Use mathematical probability to determine the likelihood of a particular trait appearing in an
organism
• Describe the role that natural selection has played in the evolution of organisms on Earth.
• Infer that genetic variation in a population allows for the survival and evolution of the species.
•
Evidence of Learning
Summative Assessment (2 days)
• Unit Test
• Standardized performance assessment
Resources/Equipment needed:
Formative Assessments:
• Labs
• Temperature gauges (Adjective Check-In, 3 Finger Check-In)
• Breakpoints (Exit Cards, One Sentence Summary, Do Now, Higher-Order Questioning, Quizzes)
• Student Directed (Checklists, Self-Assessment on a Rubric, Peer Evaluation, Student Journals)
Lesson Plans & Pacing
Topic Timeframe (unit ≈ 60 days)

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Mendel’s work 5-8 days
(flower dissection, bean lab, Punnett Squares)
Probability 7-10 days
(dominant & recessive, phenotypes & genotypes,
incomplete & co-dominance)
Chromosomes/DNA/Genes 8-10 days
(DNA extraction, gene mutations, egg projects)
Variations in species/human inheritance 10-12 days
(multiple alleles, sex chromosomes, sex-linked
genes, karyotypes, genetic disorders/mutations)
Advances in Genetics 3-5 days
(cloning, genetic engineering)
Evidence of evolution/changes over time 8-10 days
Assessments 3-5 days
Teacher Notes

Unit Resources
Text: Prentice Hall Science Explorer Textbook: Cells and Heredity

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H
IGH SCHOOL SCIENCE

Overview:
After leaving the middle school program, students will continue their study of science at the high
school. The core units of study as well as the electives are listed below, and the accompanying
curriculum matrix of standards and essential questions for the required core course follows. Because
prerequisites also come into play in the high school program, these are listed as well.

SCIENCE COURSES

Core Content Courses

Physical and Earth Science
Physics I (A)
Physics I (T)
Physics I (H)
Chemistry I (CC)
Chemistry (T)
Chemistry (H)
Elements of Biology
Biology I
Biology I (H)

Electives
Astronomy
Biology II
Forensic Science
Field Ecology and Animal Behavior
Human Anatomy and Physiology (Honors)
Science and Society

Advanced Placement
AP Biology
AP Chemistry
AP Environmental Science
AP Physics B (Algebra Trigonometry based)
AP Physics C (Calculus based)

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High School Matrix for 9-12 Core Sequence

Science Department Philosophy

The science department is committed to helping all students develop good questioning skills
to become critical & scientific thinkers, in a safe and caring environment.

Course Standards and Enduring Understandings

Physical & Students study chemistry and physics based on the NJCCCS 5.1.A-D, 5.2.A-E, 5.4 (in
Earth Science part), 8.1 (C-F), 9.1 A, B1-2, E1, F2.

Models are a way to simplify our understanding of very complex ideas and
phenomena.
No experiment should ever be called a “failure”.
All matter has some fundamental properties like mass, charge and length.
Matter and energy cannot be created or destroyed.
Forces play an important role in any change of motion.
Biology Students study biology based on the NJCCCS 5.1.A-D, 5.3.A-E , 8.1 (C-F) 9.1 A, B1-
2, E1, F2, F6

All organisms transfer matter and convert energy from one form to another.
Both matter and energy are necessary to build and maintain structures within the
organism.
Organisms are grouped in taxonomy based upon similarity.
The structural and functional characteristics of an organism determine their continued
survival over time under changing environmental conditions.
Chemistry Students study chemistry based on the NJCCCS 5.1.A-D, 5.2.A-E, 8.1 (C-F), 9.1 A,
B1-2, E1, F2, F6.

All matter is made up of atoms in definite quantities and arrangements which

determine physical and chemical properties.
The periodic table is arranged based upon patterns that exist in the physical and
chemical properties of elements.
All changes in the properties of any substance require changes in any of the
following: temperature, pressure, concentration and/or the presence of a catalyst.
Physics Students study physics based on the NJCCCS 5.1.A-D, 5.2.B-E, 8.1 (C-F), 9.1A, B1-
2, E1, F2, F6

Any change in motion requires the presence of a net force.

Forces play an important role in the structure and properties of matter.
The total amount of mass and energy in the universe remains constant and
transformations between the two can explain many natural phenomena.

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Prerequisites

Based on the prerequisites met, students can take any of the sequences, including Honors courses.
In the sequences below, Physics or PES, Chemistry and Biology are required while other courses
are optional.

Sequencing

SEQUENCE I SEQUENCE II

For students who will be taking Minimum Grade of B in MS Algebra I

any Algebra I course in the Ninth
Grade.
9 Physical & Earth Science (PES) Physics
10 Biology [and any Science Elective- Chemistry [and Biology if so chosen]
optional]
11 Physics &/or Chemistry/Science Biology [and science elective/AP Science if
Elective/AP Science so chosen]
12 Chemistry &/or Physics/Science Science Elective/AP Science
Elective/AP Science

Minimum Course Requirements

PES Ninth Grade Placement, Concurrent enrollment in Algebra I (or higher).

Elements of Passing grade in PES and recommendation of science/special education
Biology teacher/case manager.
Biology I Passing grade in PES, OR
Completion of Physics I/Honors Physics/AP Physics B and co-enrollment
in Chemistry.
Hon. Biology 90% (83% in Honors) in English I Academic (or higher) and one of the
following:
Either 90% in PES OR
83% in Chemistry (77% in Hon. Chemistry, or co-enrollment in
Chemistry) and one of 80% in Physics I (77% in Honors college Physics
or 77% in AP Physics B).
Chemistry I CC 73% in (80% in Elements) Algebra I (or higher math), Passing grade in
PES.
Chemistry I T 83% in (93% in Elements) Algebra I OR
77% in Algebra II or 65% in Adv. Algebra II or 65% in Hon. Algebra II
Hon. Chemistry Any student who has completed middle school Algebra I or Algebra I at
the high school with:
87% or higher, and will complete one of Physics I with minimum 83% or
Hon. Physics minimum 77% or AP Physics B with minimum 73% by the
end of 9th grade OR
83% in Algebra II and one of either 90% in PES or 83% in Physics
Physics I A 73% in (83% in Elements) Algebra I & Geometry (or higher math)
Physics I T 85% in M.S. Algebra I and placement in Advanced Geometry or higher
OR 80% in Algebra I & Geometry (87% in Elements).

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 Honors (College) 87% in both Algebra I & Geometry (or higher math)
Physics
Astronomy Successful completion of two science courses

Science & Successful completion of two science courses

Society
Biology II Successful completion of Biology
Forensic Science Successful completion of Biology and Chemistry
Field Ecology & 77% in (73% in Honors) Biology I and Chemistry I
Animal Behavior
Human 80% in (77% in Honors) Biology I and Chemistry I
Anatomy &
Physiology
AP Biology 87% in (85% in Honors) Biology I, Chemistry I, Algebra II; 90% in (87%
in Honors) Sophomore or Junior English
AP Chemistry 87% in (85% in Honors) Chemistry I and Physics I or completion of AP
Physics AND
93% in Algebra II (or 90% in Advanced, 87% in Honors)
AP Environ. 83% in (80% in Honors) Biology I, Chemistry I, and Algebra II
Science
AP Physics B Rising Ninth Graders: 95% in both M. S. Algebra I & Geometry

AP Physics C 83% or greater in Physics IT, OR

87% or greater in Physics IA (75% in Honors) OR
75 % or greater in AP Physics B and a 73% or greater in Calculus, Hon.
Pre. AP Calculus, AP Calculus AB or AP Calculus BC or co-enrollment in
at least Calculus.

HS STEM Courses
Biotechnology

Course Description: Biotechnology is a semester long, lab-based course designed to introduce

students to the use of biological processes or organisms to manufacture products intended to
improve the quality of human life. Biotechnology is a recent term that applies to ancient
techniques such as brewing and selective breeding as well as to current techniques in genetic
engineering. Topics include construction of recombinant DNA, genetically modified organisms,
monoclonal antibodies, genetic testing, bioremediation, careers and ethics. Concepts will be
introduced and reinforced with a variety of experiments, activities and demonstrations. Students
will come to understand that biotechnology not only applies to their daily lives but will be
important to them in their future.

Grades will be based on activities, presentations, laboratory reports, homework quizzes and
exams. There will be a comprehensive final exam at the end of the semester. Students will be
required to upload some assignments to sites such as turnitin, edmodo and our class wiki.

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 Overview of Engineering

Description:
Overview of Engineering is a college-prep course for juniors and seniors who have an interest in
majoring in engineering at a four-year college or university. This project-based learning course
extends prior work in math, physics, and chemistry and applies it to engineering design problems
and processes. Multiple areas will be explored including, but not limited to, the traditional
disciplines of chemical, civil, electrical, and mechanical engineering. Additional design topics
include cost analysis, ethics, and communications (oral and written). The course will assist
students in making decisions on a prospective major as well as discussions on post-graduate
opportunities in the work force and graduate education.

Curriculum

The 9th - 12th grade curriculum can be found in the South Brunswick School District High School
Science Curriculum Guide.

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 DISTRICT APPENDIX
There are the various strands that cross content.

They have relevance to every curricular area and all grade levels.

The strands are interwoven into content and integrated into instruction.
They do not stand alone.

A synopsis of each strand is included in this document.

The full SBSD K-12 District Appendix, with detailed information about each strand,
can be found as a separate document.

Topics
Teaching for the 21st Century
Educational Technology Standards
21st Century Life and Career Education Skills
Character Education
Differentiation
Understanding by Design (UbD): “Reader’s Digest” Version

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Topic

Teaching  for  the  21st  Century:  

What  does  this  mean  and  how  do  you  do  it?

Students  need  to  gain  skills  that  will  enable  them  to  learn  on  their  own,  think  critically  and  creatively,  
and  apply  knowledge  to  new  situations.  An  emphasis  needs  to  be  placed  on  problem  solving,  
teamwork  skills,  global  awareness,  and  proficiency  in  using  technology.  Students  need  to  learn  to  
collaborate  and  work  on  authentic  problems  that  they  will  likely  encounter  in  their  future  careers.    
This  section  will  outline  what  this  means  and  how  you  “teach”  for  the  21st  century:    Elementary,  
Middle  and  High.

Tools  for  the  21st  Century:

Life,  Careers,  and  Digital  Environments

21st  Century  Life  and  Career  Education  Skills  and  Educational  Technology  Skills  outline  the  NJ  Core  
Curriculum  Content  Standards  for  these  areas  that  align  with  PK-­‐12  learning.  
 
These  standards  are  written  into  the  curriculum  documents  for  all  areas  of  content—English  
Language  Arts,  Mathematics,  Science,  Social  Studies,  PE/Health  Education,  Visual  Art,  Music,  World  
Language  and  Library-­‐Media.    They  are  integrated  into  curriculum  and  instruction  in  places  where  it  is  
relevant  and  meaningful  to  do  so,  and  in  ways  that  enhance  learning.    You  will  see  these  integrations  
explicitly  noted  in  the  curriculum  guides:    Elementary,  Middle  and  High.

Character  Education:
Safe  and  Caring  Learning  Communities
 
South  Brunswick  takes  an  “approach”  to  character  education  that  fosters  the  social,  emotional  and  
academic  growth  of  each  child.    The  intent  is  to  create  a  safe  and  caring  community  while  building  life  
skills  based  on  the  five  core  values  (CARES):
C      Cooperation
A      Assertion
R      Responsibility  (and  Respect)
E      Empathy
S      Self-­‐Control
 
For  over  ten  years,  the  K-­‐5  teachers  have  been  trained  in  and  have  followed  the  Responsive  
Classroom  (RC)  approach.
 
The  middle  school  teachers  have  studied  and/or  been  trained  in  the  Developmental  Designs  (DD)  
approach  to  character  education.

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The  high  school  approach  has  been  named  “Strive  for  Five”  and  includes  an  annual  theme  with  
related  activities  to  bring  Character  Education  to  the  forefront.    There  is  always  a  service-­‐learning  
project  connected  to  the  theme.    In  addition,  the  high  school  also  follows  the  Institute  of  Excellence  
and  Ethics  (IEE)  approach.    The  IEE  approach  allows  for  explicit  teaching  of  Character  Education  
through  a  series  of  multimedia  lessons  that  are  embedded  into  the  students’  schedules.    

Differentiation
 Differentiation  of  instruction  is  a  deliberate  and  conscious  method  of  planning  and  teaching  that  
provides  multiple  avenues  of  learning.    It  means  different  challenges  to  different  students.    It  is  
characterized  by  strategies  that  use  an  assessment  of  each  individual  student  for  readiness,  interest  
and  learning  style  to  modify  instruction  in  three  ways:  by  content,  process  and  product.  
 
In  this  document,  there  is  a  brief  description  of  several  approaches  and  methods  that  have  long  been  
utilized  in  South    Brunswick  to  meet  the  differentiated  needs  of  students  within  the  classroom.
· Bloom’s  Taxonomy
· Gardner’s  Multiple  Intelligences
· Learning  Styles
· Inclusion  Classrooms
· Kagan  Cooperative  Learning
· Principles  of  Differentiation
It  is  expected  that  classroom  instruction  will  be  differentiated.    This  expectation  is  predicated  upon  
the  belief  or  disposition  that  “all  students  can  learn.”

Understanding  by  Design

For   nearly   two   decades,   the   South   Brunswick   School   District   has   held   much   value   in   the  
Understanding   by   Design   (UbD)   or   Backward   Design   model   of   curriculum   writing   by   Grant   Wiggins.    
This   model   and   the   process   of   curriculum   development,   has   been   used   in   the   district   for   many   years.    
The  curriculum  template—which  was  recommended  by  the  State  of  NJ  and  adopted/adapted  by  the  
District,  includes  elements  of  the  UbD  approach.)
You  will  note  that  in  every  curricular  area,  we  begin  with  the  end  in  mind  (that  is,  the  big  idea).    
Enduring  understandings,  essential  questions  and  performance  assessments—all  based  on  standards-­‐
-­‐  are  used  in  the  process  of  curriculum  development.
With  this  being  said,  it  is  not  only  important  to  understand  the  process  of  UbD,  but  also  how  to  
implement  curriculum  designed  in  such  a  way.
A  brief  overview  of  how  to  use  Understanding  by  Design  in  delivering  curriculum  is  included  in  the  
Appendix.

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