Archdiocese of Newark Science Curriculum Guidelines · PDF fileArchdiocese of Newark Science...

Archdiocese of NewarkScience Curriculum Guidelines 2006

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Archdiocese of Newark Science Curriculum Committee

The Archdiocese of Newark Science Curriculum Committee was formed during the Fall of 2004 for the purpose of revising guidelinesfor the Science Curriculum. Resources, including but not limited to curriculum guidelines from the Dioceses of Camden, Metuchen,Paterson and Trenton, the New Jersey Core Curriculum Standards, New Jersey Science Curriculum Framework and the CatholicChurch’s social teachings, were utilized. The guidelines, designed to fit the needs of the students of the Archdiocese of Newark, werecarefully considered by a group of elementary teachers and administrators from all four counties. In revising these guidelines, ourcharge was to:

Incorporate the social teachings of the Catholic Church Include technology ideas in topic, method and/or assessment Provide a variety of assessment techniques Integrate Science into other disciplines

With the adoption of these guidelines, Science education will be more consistent throughout the Catholic schools within theArchdiocese. In meeting the challenges of the 21st Century, it is our hope that this document will aide in the continuation of theCatholic mission and enhance academic excellence in our schools.

Science Curriculum Committee MembersSr. Louise Cababe, OP

Assistant Superintendent for Curriculum & TestingOffice of the Superintendent, Newark, New Jersey

Joanne Cavera, TeacherSt. Joseph Regional High School

Montvale, New Jersey

Gloria CastucciDirector of Early Childhood Education

Aquinas Academy Early Childhood CenterLivingston, New Jersey

Jeanette Di Stefano, Teacher (7, 8)St. Francis Xavier

Newark, New Jersey

Ursula Rucki, Teacher (3)St. Cassian Schoool

Upper Montclair, New Jersey

Anton Tarabocchia, Teacher (4-8)Our Lady of CzestochowaJersey City, New Jersey

Robert Zaccone, Teacher (6, 7, 8)Most Sacred Heart of Jesus

Wallington New Jersey

Sr. Lois Zampese, MPF, PrincipalOur Lady of Mount Virgin

Middlesex, New JerseyFormerly Principal of Good Shepherd,

Nutley New Jersey

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Table of Contents

PageArchdiocese of Newark

Science Curriculum Committee Members ...................... iTable of Contents ................................................................ iiPreface ............................................................................... iiiMission Statement ................................................................ 1Goals ................................................................................... 1General Objectives for Curriculum Development ................. 2Catholic Social Teachings .................................................... 4Catechesis on Creation ......................................................... 6New Jersey Science

Core Curriculum Content Standards ............................... 7

Science Curriculum Philosophy .......................................... 10

Introduction to Science Curriculum .................................... 11Format ............................................................................... 11The Scientific Method ........................................................ 12

Scientific Process andMathematical Application ..............................................14

Grade 1 ........................................................................1 of 10Grade 2 ........................................................................1 of 11Grade 3 ........................................................................1 of 16Grade 4 ........................................................................1 of 17

Grade 5 ........................................................................1 of 13

Grade 6 ....................................................................... 1 of 13Grade 7 ....................................................................... 1 of 15Grade 8 ....................................................................... 1 of 16

Teacher Supplement (TS)Page

Graphic Organizers ...................................................... TS - 1Suggested Literature Grades 1-8 ................................... TS - 8

Science Books withCatholic/Christian Themes .....................................TS - 17

Web Sites .................................................................... TS -19General Instructional Strategies ...................................TS - 25

Essential Features of ClassroomInquiry and Their Variations ..................................TS - 29

Science Communication Skills ....................................TS - 30Assessment Strategies ................................................. TS - 31Science Fair Guidelines............................................... TS - 33Suggested Procedures for a Science Project .................TS - 34Science Project Check List ..........................................TS - 35Evaluation Checklist for Science Series .......................TS - 36Science Field Trip Suggestions ....................................TS - 39National Education

Technology Standards for Students ........................TS - 41

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Preface

Jesus Christ and His Good News is the basis of the Catholic/Christian school curriculum through whichall other curricula spring and flow. A developmentally appropriate curriculum for students is designedso as to be appropriate for the age span of children within the group, with attention to the differentlevels and learning styles of the students.

Curriculum guides, unlike well-defined programs, are written with the understanding that there isresponsibility for decision-making on the part of the teachers. Curriculum guides provide a framework,not a daily plan for instruction. Since teachers are responsible for the scope of any curriculum contentduring a given school year, they must also be the final determiners of the sequence of content and skills,the use of instructional strategies, and the degree of content detail.

Given the nature of the actual classroom, certain factors will drive these choices: student need, studentdevelopmental level, and realistic time limitations. Teachers are encouraged to integrate curriculum inorder to maximize instructional time and to facilitate the transfer of skills and understanding.

Curriculum guides are written in a spiraling framework articulated from the primary grades throughgrade eight. Learning builds upon previous knowledge and skills, which are repeated and reinforced toensure mastery learning. As a result, it is impossible to expect that everything contained within anycurriculum guide will be taught in the same sequence, style, and depth each year. Teachers need theflexibility to make choices to ensure that the student needs are met and that the scope of the curriculumis addressed.

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Mission Statement

The Roman Catholic Elementary Schools of the Archdiocese of Newarkhave as their mission the quality education of youth in a faith based Catholic environment.

These schools strive to enable their students to become upright citizens who embrace Catholic traditions, values and ethics.

Each student completing 8th grade will: Know, love, and serve God Develop a spiritual life of prayer and worship Know the church and the teachings of Christ Love and respect self as well as one’s neighbor Demonstrate faith based moral values and service Value lifelong learning Celebrate diversity amongst peoples Assume a positive, active role in a democratic society Show respect for nature and the arts

Goals

Each student completing 8th grade will demonstrate: Attitudes, beliefs, and values which are in accord with the teachings of Christ and the Roman Catholic Church Ability to read, write, and compute in readiness for high school learning Basic knowledge and thinking skills in the academic disciplines Ability to use technology proficiently and wisely Skills and attitudes necessary for positive contribution in a democratic society Critical thinking and problem solving abilities in real life situations A sense of physical and mental well-being, emotional sensitivity, and realistic sense of self and others An appreciation for skills necessary for success in the workplace Ability to respect and cooperate with all people especially those of diverse backgrounds

Curiosity and love for learning

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General Objectives for Curriculum DevelopmentIn the Five Arch/dioceses in New Jersey

We commit to the following expectations:

That at all grade levels students: Think creatively, critically, logically, analytically, and ethically Express ideas orally and in writing using correct terminology Apply techniques to real world situations, identifying and solving problems within the situation Recognize learning is woven into their everyday lives and that an understanding of this is important to functioning in

today’s world Engage in learning activities, willingly take risks and demonstrate confidence in their skills Utilize technology appropriately Recognize the importance of life long learning

That all teachers:

Use professional and instructional resources appropriate to the teaching/learning process that will prepare them to live andwork in the challenging world of the third millennium

Use technology and manipulatives as a integral part of both instructional and assessment activities Apply a variety of strategies which reflect Catholic values and beliefs Use a variety of formal and informal assessments Provide varied learning situations such as small group, whole group, cooperative and peer leadership Be skilled and/or certified in their discipline Collaborate with their colleagues to ensure the continuum of learning Use arch/diocesan curriculum guidelines Participate in professional development Who serve as coordinators/department chairs hold regularly scheduled meetings throughout the year to facilitate

communication among teachers and analyze student progress

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General Objectives for Curriculum Development (Cont’d)

That all administrators:

Provide an environment that reflects Catholic values and beliefs

Ensure articulation between elementary and high school teachers during the school year

Develop a plan for monitoring and regularly assessing the curriculum program

Monitor instruction and evaluation through regular classroom observations and review of lesson plans

Communicate periodically to parents the goals, objectives, and outcomes of the school’s curriculum

Provide curriculum guidelines at the local level and encourage their use in the development of lesson plans

That all appropriate Arch/diocesan personnel:

Provide the vision for curriculum

Initiate, develop, and implement curriculum guidelines in collaboration with Catholic school administrators and teachers

Offer professional development and disseminate information regarding other available opportunities and resources forteachers and administrators

Act as liaisons with national and state departments of education regarding curriculum

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Catholic Social Teachings

In June 1998 the National Conference of Catholic Bishops/United States Catholic Conference approved “Sharing Catholic SocialTeaching: Challenges and Directions.” The Church’s social teaching provides a treasure of wisdom, based in scripture and articulatedthrough a tradition of papal encyclicals, conciliar documents, and Episcopal statements. Included here are summary excerpts of theseven major themes woven into that document. The Roman Numerals are used to identify which theme is being referred to in theArchdiocese of Newark Science Curriculum Guidelines. The theme is a suggestion and is introduced by the teacher throughdiscussion. The teacher is encouraged to integrate Catholic faith and Gospel values at other instances when appropriate.

I. Life and Dignity of the Human PersonIn a world warped by materialism and declining respect for human life, the Catholic Church proclaims that human life is sacredand that the dignity of human person is the foundation of a moral vision for society. Our belief in the sanctity of human life andthe inherent dignity of the human person is the foundation of all the principles of our social teachings. In our society, human lifeis under direct attack from abortion and assisted suicide. The value of human life is being threatened by increasing use of thedeath penalty. The dignity of life is undermined when the creation of human life is reduced to the manufacture of a product, as inhuman cloning or proposals for genetic engineering to create “perfect” human beings. We believe that every person is precious,that people are more important than things, and that the measure of every institution is whether it threatens or enhances the lifeand dignity of the human person.

II. Call to Family Community and ParticipationIn a global culture driven by excessive individualism, our tradition proclaims that the person is not only sacred but also social.How we organize our society-in economics and politics, in law and policy-directly affects human dignity and the capacity ofindividuals to grow in community. The family is the central social institution that must be supported and strengthened, notundermined. While our society often exalts in individualism, the Catholic tradition teaches that human beings grow and achievefulfillment in community. We believe people have a right and a duty to participate in society, seeking together the commongood and well-being of all, especially the poor and vulnerable. Our Church teaches that the role of government and otherinstitutions is to protect human life and human dignity and promote the common good.

III. Right and ResponsibilitiesIn a world where some speak mostly of “rights” and other mostly of “responsibilities,” the Catholic tradition teaches that humandignity can be protected and a health community can be achieved only if human rights are protected and responsibilities are met.Therefore, every person has a fundamental right to life and a right to those things required for human decency. Corresponding tothese rights are duties and responsibilities-to one another, to our families, and to the larger society. While public debate in ournation is often divided between those who focus on personal responsibility and those who focus on social responsibilities, ourtradition insists that both are necessary.

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Catholic Social Teachings (Cont’d)

IV. Option for the Poor and VulnerableIn a world characterized by growing prosperity for some and pervasive poverty for others, Catholic teaching proclaims that abasic moral test is how our most vulnerable members are faring. In a society marred by deepening divisions between rich andpoor, our tradition recalls the story of the Last Judgment (Mt. 25:31-46) and instructs us to put the needs of the poor andvulnerable first.

V. The Dignity of Work and the Rights of WorkersIn a marketplace where too often the quarterly bottom line takes precedence over the rights of workers, we believe that theeconomy must serve people, not the other way around. Work is more than a way to make a living; it is a form of continuingparticipation in God’s creation. If the dignity of work is to be protected, then the basic rights of workers must be respected-theright to productive work, to decent and fair wages, to organize and join unions, to private property, and to economic initiative.Respecting these rights promotes an economy that protects human life, defends human rights, and advances the well being of all.

VI. SolidarityOur culture is tempted to turn inward, becoming indifferent and sometimes isolationist in the face of internationalresponsibilities. Catholic Social Teaching proclaims that we are our brothers [and sisters] keepers, wherever they live. We areone human family, whatever our national, racial, ethnic, economic, and ideological differences. Learning to practice the virtue ofsolidarity means learning that “loving our neighbor” has global dimensions in an interdependent world. This virtue wasdescribed by John Paul II as “a firm and persevering determination to commit oneself to the common good; that is to say to thegood of all and of each individual, because we are all really responsible for all” (Sollicitudo Rei Socialis, no. 38).

VII. Care for God’s CreationOn a planet conflicted over environmental issues, the Catholic Tradition insists that we show our respect for the Creator by ourstewardship of creation. Care for the earth is not just an Earth Day slogan, it is a requirement of our faith. We are called toprotect the people and the planet, living our faith in relationship with all of God’s creation. This environmental challenge hasfundamental moral and ethical dimensions that cannot be ignored.

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I. Catechesis on Creation

283 The question about the origins of the world and of men has been the object of many scientific studies, which have splendidlyenriched our knowledge of the age and dimensions of the cosmos, the development of life forms and the appearance of man.These discoveries invite us to even greater admiration for the greatness of the Creator, prompting us to give him thanks for allhis works and for the understanding and wisdom he gives to scholars and researchers. With Solomon they can say: “ It is hewho gave me unerring knowledge of what exists, to know the structure of the world and the activity of the elements… forwisdom, the fashioner of all things, taught me.” Wisdom 7:17-22

284 The great interest accorded to these studies is strongly stimulated by a question of another order, which goes beyond theproper domain of the natural sciences. It is not only a question of knowing when and how the universe arose physically, orwhen man appeared, but rather of discovering the meaning of such an origin: is the universe governed by chance, blind fate,anonymous necessity, or by a transcendent, intelligent and good Being called “God”? And if the world does come fromGod’s wisdom and goodness, why is there evil? Where does it come form? Who is responsible for it? Is there any liberationfrom it?

285 Since the beginning the Christian faith has been challenged by responses to the question of origins that differ from its own.Ancient religions and cultures produced many myths concerning origins. Some philosophers have said that everything isGod, that the world is God, or that the development of the world is the development of God (Pantheism). Others have saidthat the world is a necessary emanation arising from God and returning to him. Still others have affirmed the existence oftwo eternal principles, Good and Evil, Light and Darkness, locked in permanent conflict (Dualism, Manichaeism). Accordingto some of these concepts, the world (at least the physical world) is evil, the product of a fall, and is thus to be rejected or leftbehind (Gnosticism). Some admit that the world was made by God, but as by a watchmaker who, once he has made a watch,abandons it to itself (Deism). Finally, others reject any transcendent origin for the world, but see it as merely the interplay ofmatter that has always existed (Materialism). All these attempts bear witness to the permanence and universality of thequestion of origins. This inquiry is distinctively human.

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New Jersey Science Core Curriculum Content Standards

Standard 5.1 (Scientific Processes) All students will developproblem-solving, decision-making and inquiry skills,reflected by formulating usable questions and hypotheses,planning experiments, conducting systematic observations,interpreting and analyzing data, drawing conclusions, andcommunicating results.

Descriptive Statement: Students best learn science by doing.Science is not merely a collection of facts and theories but aprocess, a way of thinking about and investigating the world inwhich we live. This standard addresses those skills that areused by scientists as they discover and explain the physicaluniverse-skills that are an essential and ongoing part oflearning science.

Scientific ProcessesHabits of MindInquiry and Problem SolvingSafety

Standard 5.2 (Science and Society) All students will developan understanding of how people of various cultures havecontributed to the advancement of science and technology,and how major discoveries and events have advancedscience and technology.

Descriptive Statement: Science is a human endeavorinvolving successes and failures, trials and tribulations.Students should know that great numbers of people from manycultures have contributed to our understanding of science andthat science has a rich and fascinating history. This standardencourages students to learn about the people and events thathave shaped or revolutionized important scientific theories andconcepts.

Science and SocietyCultural ContributionsHistorical

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Science Standards (Cont’d)

Standard 5.3 (Mathematical Applications) All students willintegrate mathematics as a tool for problem solving inscience, and as a means of expressing and/or modelingscientific theories.

Descriptive Statement: Science cannot be practiced orlearned without appreciation of the role of mathematics indiscovering and expressing natural laws. This standardrecognizes the need for students to fully integrate mathematicsskills with their learning of science.

Mathematical ApplicationsNumerical OperationsGeometry and MeasurementPatterns and AlgebraData Analysis and Probability

Standard 5.4 (Nature and Process of Technology) Allstudents will understand the interrelationships betweenscience and technology and develop a conceptualunderstanding of the nature and process of technology.

Descriptive Statement: This standard focuses on developingstudents’ understanding of the interrelationship betweenscience and technology. It introduces students to and expandstheir understanding of the nature of technology. In addition, itintroduces and develops students’ abilities and technologicaldesign including experiences in predicting, decision-making,critical thinking, and problem solving.

Nature and Process of TechnologyScience and TechnologyNature of TechnologyTechnological Design

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Standard 5.5 (Life Science) All students will gain anunderstanding of the structure, characteristics, and basicneed of organisms and will investigate the diversity of life.

Descriptive Statement: The study of science must include thediversity, complexity, and interdependence of life on Earth.Students should know how organisms evolve, reproduce, andadapt to their environments,

Life ScienceMatter, Energy, and Organization in Living SystemsDiversity and Biological EvolutionReproduction and Heredity

Standard 5.6 (Physical Science - Chemistry) All studentswill gain an understanding of the structure and behavior ofmatter.

Descriptive Statement: Exploring the nature of matter andenergy is essential to an understanding of physical universe.This standard leads students from their experiences with thestates and properties of matter to the development of models ofthe atom and the underlying principles of chemistry.

Physical Science- ChemistryStructure and Properties of MatterChemical Reactions

Standard 5.7 (Physical Science - Physics) All students willintegrate mathematics as a tool for problem solving inscience, and as a means of expressing and/or modelingscientific theories.

Descriptive Statement: Basic principles of physics emerge inthis standard, where the study of force and motion leadsstudents to the concept of energy. All forms of energy areintroduced and investigated, and principles of transformationand laws of conservation are developed.

Physical Science - PhysicsMotion and ForcesEnergy Transformations

Standard 5.8 (Earth Science) All students will gain anunderstanding of the structure and behavior of matter.

Descriptive Statement: The study of science should include astudy of the planet Earth and its relationship to the rest of theuniverse. This standard describes what students should knowabout the composition of the Earth and the forces that shape it.

Earth ScienceEarth’s Properties and MaterialsAtmosphere and WeatherProcesses that Shape the EarthHow We Study the Earth

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Standard 5.9 (Astronomy and Space Science) All studentswill gain an understanding of the origin, evolution, andstructure of the universe.

Descriptive Statement: The study of science should include astudy of the planet Earth and its relationship to the rest of theuniverse. This standard describes what students should knowabout astronomy and space science.

Astronomy and Space ScienceEarth, Moon, Sun SystemSolar SystemStarsGalaxies and Universe

Standard 5.10 (Environmental Studies) All students willdevelop an understanding of the environment as a systemof interdependent components affected by human activityand natural phenomena.

Descriptive Statement: Creating an awareness of the need toprotect, conserve, and preserve natural resources is a goal ofscience education. This standard calls for students to developknowledge of environmental issues, including management ofnatural resources, production and use of energy, wastemanagement, and the interdependence of ecosystems.

Environmental StudiesNatural Systems and InteractionsHuman Interactions and Impact

Science Curriculum Philosophy

A strong science program will produce confident problem-solvers who value the importance, and application of science in their lives.Collaboration, variety, and opportunity are the cornerstones on which curriculum is built in order that students will develop a lifelongappreciation of mathematics and become productive members of society bringing Catholic/Christian values to their world.

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Introduction to Science Curriculum

The Archdiocese of Newark Science Curriculum Guidelines have been written to include the New Jersey Core Curriculum ContentStandards for Science infused with the values and beliefs of our Catholic teaching (CT). These are incorporated within all grades.

The Science Curriculum Guidelines encompasses the skills necessary for learners to effectively use the Scientific Method of problemsolving. Computer, calculator, audiovisual media and the use of other technologies are integrated throughout the Guidelines to reflecttoday’s technological world.

The Guidelines are based on professional research, National and State Standards and the cognitive development of students at eachage level; thus, the topics assigned to each grade must be followed.

Format

The first column, “Outcomes”, contains the topics, which are deliberately delineated in broad terms. These MINIMUM topic areasprovide the opportunity for each school to expand the curriculum based on the needs of their students, available science equipmentand local school schedules.

Science vocabulary is printed in bold indicating that students are to master and memorize the concept and the word.

The second column, “Assessment”, provides the student’s knowledge and comprehension of a variety of assessment strategies ofcontent and skill mastery. The assessment activities listed are suggestions provided for the teacher’s convenience.

The third column, “Suggested Strategies”, contains ideas to aid the teacher in presenting the lesson. These options allow eachteacher to also implement textbook suggestions, local resources and favorite activities. Catholic Christian values can be found in bolditalics and are designated by “CT” and Roman Numerals (CT, I:), Scripture passages, abbreviations or articles from the Catechism ofthe Catholic Church.

The fourth column, Science Process Skills and Mathematical Applications, lists the core content skills found in New JerseyStandards Core Curriculum Content for Science Standards 5.1 and 5.3. Short phrases found on page 14 are used to indicate theseskills and applications. Science Process Skills and Mathematic Applications are an essential and ongoing part of science and must beintegrated when learning science. This column correlates these skills with each standard.

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The Scientific Method

The scientific method permeates all areas of the science curriculum. Although not all students become scientists, they derive greatsatisfaction by engaging in scientific investigations. They enjoy performing as a scientist. Children by nature are innately curious.This curiosity needs to be channeled through investigative activities that allow students to develop their higher level thinking skillsand increase their involvement in hands-on experiences. The scientific method allows students to creatively investigate a problem. Ineffect the student plays the major role in learning, while the teacher guides the inquiry process. The scientific method of problemsolving is a step-by-step approach that investigates and explains. The scientist uses the following steps:

1. Purpose – What to investigate?1. Keep the topic under investigation specific2. Find sufficient information3. Express topic clearly

2. Research – Gather information about the topicStudents should use a wide variety of materials to gather information. This will enable the learner to form a hypothesis and make areasonable prediction about the outcome of his/her investigation.

3. Hypothesis – Express the topic in the “if . . . then” formatIncluded components are:

1. The essence of the experiment2. Items to be measured3. Conditions4. Expected result

4. Experiment – Test hypothesis to confirm or disprove1. Control Conditions – the constant does not change2. Dependent variable – variable that is measured during the experiment3. Independent variable – variable that changes during the experiment4. Set a length of time5. Use trial and error6. Repeat results so they may be verified7. Measure carefully

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The Scientific Method (Cont’d)

5. Analysis – Observe the experiment and record pertinent data.A logbook should be kept to record observations. Included in the log are:

1. Collected data2. Observations made during the experiment

a. Procedureb. Construct data tablesc. List materialsd. Analyze datae. Information from the experimentf. List errors or problems – make correctionsg. Tentative conclusion(s)

6. Conclusions – State what was learned1. Did the results of the experiment confirm or deny the predictions2. Are there any unanswered questions3. Are there any changes that could be made4. Are there any new questions or ideas as a result of the study

Communicate– Present findings in oral or written form using:1. Charts2. Diagrams3. Graphs4. Debriefing sessions5. Oral/ written reports6. Drawings

Note: Numbers 1, 2, 3, 4, 5, and 6 should be followed when writing a Lab Report

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Standard 5.1 and 5.3 Scientific Processes and Mathematical Applications

Standard 5.1 (Scientific Processes) All students will develop problem-solving decision-making and inquiry skills, reflected byformulating usable questions and hypotheses, planning experiments, conducting systematic observations,interpreting and analyzing data, drawing conclusions, and communicating results.

Standard 5.3 (Mathematical Applications) All students will integrate mathematics as a tool for problem solving in science, andas a means of expressing and /or modeling scientific theories.

The Scientific Processes and Mathematical Applications must be incorporated within every grade level and science topic. The shortphrases below are found in the fourth column throughout the Guidelines. Although they are abbreviated they identify major conceptsthat are integral to any science curriculum. The fourth column suggestions are not meant to limit the teacher from incorporating otherprocesses and applications into a Science lesson.

Scientific Process

Exhibit curiosity Practice safety Draw conclusionsIdentify problems Exhibit open-mindedness Solve problemsQuestion Observe Recognize the necessity of replicationPredict Identify evidence CommunicateIdentify evidence Collect data Distinguish fact from speculationEstablish controlled conditions Record data CollaborateExhibit honesty Organize data Solicit help from othersExperiment Analyze data Use tools/technologiesConduct science activities Exhibit skepticism

Evaluate data

Mathematical Applications

Estimate Use tables and graphs Interpret tables and graphsMeasure Construct graphs Analyze spreadsheets andExpress quantities Use means, median and modes to database applicationsSelect and use measuring instruments analyze Use equations to express physicalRecord measured quantities Order by magnitude relationshipsPerform computations

Grade 1 - Page 1 of 10

Standard 5.2 (Science and Society) All students will develop an understanding of how people of various cultures havecontributed to the advancement of science and technology, and how major discoveries and events haveadvanced science and technology.

Cultural Contributions

Outcomes Assessment Suggested StrategiesScience Process Skills andMathematical Applications

Students will:

Describe how scienceand technologycontributes to solvingproblems.

Students will:

Draw a storyboard that illustrates howan invention helps a person to solve aproblem.

Lead a discussion about inventions thathelped people communicate and howthey contributed to solving problemse.g., telephone, radio, television.

CT, II: Integrate how the use oftechnology should promote thecommon good.

Exhibit curiosityIdentify problemIdentify evidencePredictCommunicate

Historical PerspectivesIdentify scientist andinventors throughouthistory.

Draw a picture of the person andinvention that the story was about.

Students listen to biographies ofscientists and inventors e.g., ThomasEdison, Alexander Graham Bell orWright Brothers. Afterwards, discussthe accomplishments of other prominentscientists or inventers.

CT, VI: Inventors/inventions shouldbenefit humankind.

Exhibit curiosityCollect, Organize,

Record, Analyzedata

Communicate

5.2 Science and Society


Standard 5.4 (Nature and Process of Technology) All students will understand the interrelationships between science andtechnology and develop a conceptual understanding of the nature and process of technology.

Nature of Technology


Students will:

Select and use materials tocomplete a task.

Students will:

Be assigned a task and chooseappropriate materials to complete it.

Students assemble a bridge usinglarge and small blocks.

CT, V: Recognize/respect value ofwork.

Identify problemQuestionPredictDraw conclusions

Technological DesignDesign a solution to aproblem.

Describe a toy as a systemwith parts that worktogether.

Be assigned a problem and design asolution.

Demonstrate and describe how theparts of a toy work together.

Students investigate and determinewhat is needed to balance a seesaw.

Using a toy fire truck, identifymovable parts and describe theactions of each part.

Exhibit curiositySolve problemsIdentify patternsCommunicateDemonstrate

5.4 Nature and Process of Technology


Standard 5.5 (Characteristics of Life) All students will gain an understanding of structure, characteristics and basic needs oforganisms and will investigate the diversity of Life.

Matter, Energy, and Organization in Living Systems


Students will:

Compare and contrast theessential characteristics thatdistinguish living from non-living things.

Students will:

Identify/name some living and non-living things.

Observe and describe characteristicsof living and non-living things.

Draw a picture of a living and non-living thing.

Students compare a live fish with atoy fish and describe differences andsimilarities.

CT, VII: Include in a discussion,all things are created by God andwe are to take care of God’screations.

Students, with guidance from theteacher, create a “learning wall”with pictures, names and photos ofliving things that include plants andanimals.

ObserveIdentifyClassifyCollect, Organize,

Record, Analyzedata

CommunicateWork cooperatively

Describe the basic needs ofhumans.

Write about it in their journal usingthe recorded list.

Students discuss and teacher recordsa list of basic needs of living things.

5.5 Characteristics of Life


Standard 5.5 (Cont’d)Diversity and Biological Evolution


Students will:

Recognize plants and animalsas living things.

Students will:

Name some plants and animals anddescribe the traits of living/non-livingthings.

Students imagine themselves in aforest; name plants and animals,determine what is living/non-living.

Describe some variedhabitats of different animals.

Draw a picture of a garden habitat fora rabbit and explain role of eachorganism.

Students, with teacher’s guidance,create a model of a garden habitatfor a rabbit.

ObserveCollect, Organize,

Record, Analyzedata

Solve problemsCommunicate

Recognize that someorganisms that once lived onearth have disappeared, havebecome extinct.

Define and name some extinctorganisms.

Give a possible reason for extinction.

Teacher defines and studentsidentify extinct organisms andconstruct relevant wall chart ofpictures.

Students read books/watch videosabout dinosaurs.

CT, VII Include in the discussionthat we are responsible and havestewardship to care for all of God’screations.

Model

Reproduction and HeredityRecognize that humansresemble their parents anddescribe the ways theyresemble one another.

List and describe ways they resembletheir parents.

Students match pictures of adultanimals with their baby and identifybaby animals by name.

In cooperative groups, studentsmake a list of similarities betweenself and parents. Students draw apicture of their families.

Read books of animals and theirbabies. Describe similarities.

Work cooperativelyObserveCollect, Organize,

Record, Analyzedata

Communicate



Standard 5.6 (Physical Science - Chemistry) All students will gain an understanding of the structure and behavior of matter.

Structure and Properties of Matter

Outcome Assessment Suggested StrategiesScience Process Skills andMathematical Applications

Students will:

Sort objects according to thematerial from which they aremade or their physical properties,and give a rationale for sorting.

Students will:

Create a class chart or graph thatillustrates the properties of thegiven objects.

Students are given an assortmentof buttons, beads and feathers tosort according to physicalproperties e.g., texture, shape,size, color etc.

Identify problemsIdentify evidenceCollect, Organize,

Record, Analyze dataUse tables and graphsCommunicate

Use magnifiers to observematerials, and describe what morecan be seen.

Explain what they see after usingthe magnifier.

Students use a magnifier toobserve leaves and their details.

CT, VII: Include in discussionGod’s gift of the beauty ofnature.

ObserveExhibit curiosityIdentify evidence

5.6 Chemistry


Standard 5.7 (Physical Science - Physics) All students will gain an understanding of natural laws as they apply to motion,forces and energy transformations.

Motion and Forces


Students will:

Recognize and demonstratehow push and pull force canmove objects.

Students will:

Use a pushcart to give each other aride demonstrating push and pullforce.

Model the concept using a toy truck orcar to demonstrate speed and direction.

Practice safetyExhibit curiosityConduct science

activitiesDemonstrateExperiment

Recognize and demonstrateobjects moving in differentways: Fast and slow In a straight line In a circular path Back and forth

Use a toy truck or car to exhibit anunderstanding of fast, slow,straight, in a circle, back and forth.

Draw a picture of the finish lineand discuss the events that led tothe outcome.

Students listen to the fable “Tortoiseand the Hare.”

Model

Energy TransformationStudents will:

Create different sounds andvibrations using a varietyof objects.

Students will:

Identify low, medium, and loudsounds produced by variousinstruments/objects, with eyesclosed.

Create vibrations to make low,medium and loud sounds.

Students use different musicalinstruments or objects to producesounds. Integrate with Archdiocese ofNewark Visual and Performing ArtsCurriculum Guidelines, pp. 30-33.

Exhibit curiosityPredictConduct science

activitiesDemonstrateIdentify evidence

5.7 Physics


Standard 5.8 (Earth Science) All students will gain an understanding of the structure, dynamics and geophysical systems ofthe Earth.

Earth’s Properties and Materials


Students will:

Identify the Earth as beingmade up of rocks andminerals.

Students will:

Be given samples and classify themaccording to soil, sand, natural andman-made rocks.

Students observe and examineteacher provided samples of rock,soil and sand.

Practice safetyExhibit curiosityIdentify evidence

Distinguish between rocks(natural) and non-rocks(cement, macadam).

Identify rocks and non-rocks bysorting.

During a nature walk studentsgather specimens.

Collect, Organize,Record, Analyze data

Atmosphere and WeatherRecognize that water candisappear (evaporate) andcollect on cold surfaces(condense).

Draw a cartoon strip that illustrates thelab demonstration and write a sentenceabout the results.

Students observe a demonstrationof water evaporating andcondensing.

Practice safety

Observe and record weatherconditions e.g., cold, warm,hot, sunny, cloudy and rainyaround their school.

Take turns placing pictures of dailyweather conditions on classroomcalendar.

Keep a daily calendar for a monthto record weather conditions.

Describe and illustrateseasonal changes in theweather and how peoplerespond to variousconditions.

In small groups make a shoeboxillustrating different seasons and howpeople dress accordingly.

Read various books on seasonalchanges.

Exhibit curiosityQuestioningPredictingIdentifying evidenceCollect, Organize,

Record, Analyze data

5.8 Earth Science


Standard 5.9 (Astronomy and Space Science) All students will gain an understanding of the origin, evolution, and structure ofthe universe.

Earth, Moon and Sun Systems

Outcomes Assessment Suggested StrategiesScience Process Skills and

Mathematical ApplicationsStudents will:

Identify the Sun as a starsupplying light and heat tothe earth.

Students will:

Name the Sun as a star.

Write a sentence and draw a pictureof the Sun heating and lighting theearth.

Explain the Sun is a star and displayvarious pictures of the Sun heatingand lighting the Earth.

IdentifyObserveCommunicate

Recognize the differencebetween day and night.

Draw a night time and daytime scene. Class discusses day and nightactivities and how they differ.

CT, VII: Raise awareness that Sunand stars are part of God’s creation.

Solar SystemRecognize that the Sun isseen during the day and themoon at night.

In cooperative groups, create postersin two sections showing daytime Sunand moon at night.

(Integrate with Visual andPerforming Arts Curriculum p. 101)

Show pictures and lead a classdiscussion about Sun and moon asthey appear at different hours of theday.

CT, VII: Raise awareness that Sunand stars are part of God’s creation.


Record, Analyzedata

Identify pattern

5.9 Astronomy and Space Science


Standard 5.9 (Cont’d)

Stars


Students will:

Observe that stars arescattered throughout the skyand have different degreesof brightness.

Students will:

Draw a picture of a night sky.

(Integrate with Visual andPerforming Arts Curriculum p.101)

Ask students to describe a night skyand then show pictures of a night skyand constellations.

Sing: “Twinkle, Twinkle Little Star.”

CT, VII: Raise awareness that thestars are part of God’s creation.

Exhibit curiosity

Observe



Standard 5.10 (Environmental Studies) All students will develop an understanding of the environment as a system ofinterdependent components affected by human activity and natural phenomena.

Natural Systems and Interactions


Students will:

Identify organisms’ basicneeds.

Associate organisms’ basicneeds with how they meetthose needs within theirsurroundings.

Students will:

Using their shoebox animal habitat,explain how an animal meets its basicneeds.

With guidance of teacher, studentsmake their own shoebox animalhabitat that supports the animal’sneeds.

CT VII: Discuss the need to carefor God’s creation.

Identify problemsExhibit curiosityQuestionPredictIdentify evidenceDraw conclusionsCommunicate

Human Interactions and ImpactIdentify various needs ofhumans that are supplied bythe natural or constructedenvironment.

Using pictures, make a collage ofhuman’s basic needs of food, shelterand clothing.

Identify the various issues describedin the stories then create and designalternative solutions.

With teacher’s assistance, studentsdiscuss the importance of food,shelter and clothing.

Students listen to or read literaturewith environmental themes anddiscuss causes and effects betweenactivities of people and the positiveand negative effects on theenvironment and/or naturalresources.

The Wump World by Bill Peet, TheLorax by Dr. Suess, The Giving Treeby Shel Silverstein, The Kapok Treeby Lynne Cherry, Brother Eagle,Sister Sky by Susan Jefferies


Exhibit open-mindedness

Exhibit curiosityIdentify problemsQuestionPredictIdentify evidenceDraw conclusionsCommunicateSolve problems

5.10 Environmental Studies



Cultural ContributionsCore Content Assessment Suggested Strategies Science Process Skills and


Describe how scienceand technologycontribute to solvingproblems.

Students will:

Draw a picture of an invention anddescribe how it helps solve a problem.

Students listen/read about inventionsthat help people and teacher leads aclass discussion about how inventionssolve problems.


Identify problemsExhibit curiosityCollect, Organize,

Record, Analyzedata

Communicate

Historical PerspectivesIdentify scientists andinventors throughouthistory.

In small groups create a diorama aboutan inventor or scientist that showshis/her invention or discovery.

Students read biographies of scientistsor inventors and teacher leads adiscussion about what theyaccomplished e.g., Benjamin Franklin,Henry Ford, Johannes Gutenberg etc.

Exhibit openmindedness

Collect, Organize,Record, Analyzedata

Draw conclusionsCommunicate




Nature of Technology


Students will:

Select materials and usesimple tools to complete atask.

Students will:

Complete a task using simple tools. With proper supervision, students usetools (screwdrivers, pliers andhammers) to perform a variety oftasks.

Practice safetyObserveDemonstrateExperiment

Technological DesignFormulate a plan to solve aproblem.

Write an explanation of how theysolved the problem.

Students devise a means ofmeasuring their desks using variousitems e.g., toothpicks, paper clips etc.

Estimate and measureresults


Record, Analyzedata

Draw conclusions

Describe a familiar objectas a system with parts thatwork together.

Identifying the parts in an object thatwork together as a system and draw aflow chart of the process.

Students observe the internal parts ofa piano as it is being played and statethe function of each part.

CT, II: Include in discussion thatindividuals are part of communitye.g., family, school, church.

DemonstrateCommunicateExpress quantities






Students will:

Compare and contrastessential characteristics thatdistinguish living things fromnon-living things.

Students will:

Create a chart that describes the traitsof living things.

Correctly categorize items fromexploratory walk as living or non-living.

Record their observations in picturelogs and/or journals.

During outdoor exploratory walk,students look for and collect bothliving and non-living things. Use amagnifying glass to observe itemscollected. Describe items and drawone of each type.

CT I, VII: Include in a discussionall things were made by Godwhether living or non-living and weare to take care of God’s creations.

Practice safetyObserveIdentifyCollect, Organize,

Record, Analyzedata

ClassifyCommunicateWork cooperatively

Identify the basic needs ofhumans and other organisms.

Make inferences about needs oforganisms in terrarium/aquarium.

Compare and contrast needs ofhumans with those of otherorganisms.

Students, with teacher assistance,setup an aquarium or terrarium inwhich various plants and animalslive. They observe and record dataweekly, then analyze the data.

PredictCollect, Organize,

Record, Analyzedata

Draw conclusions

Distinguish between plantand animal.

Define plant/animal and describe thetraits of each.

Create a collage of animals and acollage of plants.

Lead the class in a brainstormsession where students describetraits of plants/animals.

Construct a picture/word walldepicting traits of plants/animals.




Diversity and Biological Evolution

Outcomes Assessment Suggested StrategiesScience Process SkillsandMathematicalApplications

Students will:

Recognize that differenttypes of plants and animalslive in different parts of theworld and that camouflagerelates to survival.

Students will:

Construct a diorama of animalsand plants in a specific habitat e.g.,forest, ocean, desert etc.

Students watch videos of plants andanimals in various parts of the world,then develop a chart listing traits of thehabitat and name organisms found there.Using the chart they compare andcontrast traits.

Students name plants found in the forestand those found in a desert and compareand contrast them.

CT, I: Explain that all the variousplants and animals are part of God’sCreation, including humans and aremade in the image and likeness of God.


Record, Analyzedata

Solve problemsIdentify and describe someorganisms that once lived onEarth that have completelydisappeared: extinctorganisms.

Write a report about dinosaurs.Use information researched;include pictures, drawings withlabels, size, food etc.

Students read books, watch videos,conduct internet research on dinosaurs.

Students research endangered species.Choose a specific species and follow itsprogress.

CT, VII: In a discussion emphasizethat we have a stewardship to care forGod’s creations.

Compare and contrast animals of todaywith those that are extinct.



Standard 5.5 (Cont’d)Diversity and Biological Evolution (Cont’d)

Reproduction and HeredityStudents will:

Recognize that humans andother organisms resembletheir parents and givedescriptions of theresemblance.

Students will:

Collect family pictures thatdemonstrate similarities amongmembers.

Students read books; watchDVD/videos of animals and theiroffspring. Compare and contrasttraits of adults and offspring.

Collect pictures of adult animals andtheir offspring. Prepare apicture/word wall that pairs thecorrect adult with its offspring andthe correct name.

Collect, Record,Organize,

Analyze data





Core Content Assessment Suggested StrategiesScience Process Skills andMathematical Applications

Students will:

Use magnifiers to observematerials, and describe what canbe seen more clearly.

Students will:

Describe what they observedduring a class discussion andindividually draw a picture of themagnified soil.

Students use a magnifier toobserve samples of soil anddiscuss with a partner what theyobserve.

Practice safetyObserve that water can be a liquidor a solid and can change fromone form to the other.

Individually draw a storyboard ofwhat occurred.

Students pour water into an icetray and freeze it, then take theice and place it in the Sun. Theyare to predict the outcome anddiscuss results with a partner.

Read Bartholomew and theOctober Sky by Dr. Seuss.

ObserveExhibit curiosityIdentify evidenceCommunicate

PredictExperimentCollect, Organize,

Record, Analyze dataDraw conclusionsCommunicate

5.6 Chemistry



Motion and Forces


Students will:

Recognize and demonstratehow objects are moved ornot moved by a force.

Students will:

Apply different amounts of forceto move toy cars that are at variousdistances from the finish line.Explain process.

Using toy cars in a race, studentsinvestigate the application of differentamounts of force. Teacher leadsstudents to discover concept.

Recognize and demonstratethat moving an objectdepends on the amount offorce applied.

Recognize and demonstratehow a push and/or a pull canchange the position anddirection, and motion of amoving object.

Create a bulletin board display thatillustrates the classification ofeveryday objects that can move orcannot move, or that can only gofast, slow, straight, in a circle, orback and forth.

Students collect pictures of objects inmotion of various forms and speedsand explain to the class how theyclassified each.

Practice safetyDemonstrateCommunicateMeasureEstimate

Identify the invisible forceof gravity.

Observe falling paper and explainto the class why some fall atdifferent speeds due to gravity.

Students drop paper in various formssuch as flat, crumpled into a ball, andfolded. Teacher elicits from the classconcepts about gravity.

Exhibit curiosityDemonstrateObserveCommunicate

5.7 Physics



Energy Transformation


Students will:

Recognize that energy canexist in the form of sound.

Students will:

Illustrate on paper the vibrations ofrice grains producing low, mediumand loud sounds.

Students place some rice grains on adrum and beat the drum to producelow, medium, and loud sounds whileobserving vibrating energy making thegrains bounce.

Exhibit curiosityPredictIdentify evidenceCollect, Organize,

Record, Analyze dataCommunicateDraw conclusions

Demonstrate how sound canbe produced by vibratingobjects.

Create and record the sounds thatGod may have heard during eachday of creation; then asbackground to the Story ofCreation as it is read again use therecording.

Students take turns reading Bibleselections of the Story of Creation andplace fingers on their vocal cords tofeel the vibrations as they speak.

Teacher reads the story of creation.

CT, I: Raise awareness that our bodiesare wonderfully created and gifts fromGod.

DemonstrateIdentify patterns

5.7 Physics




Students will:

Describe rock, soil, sand andclay. Identify the materialsthat make up the Earthincluding rocks, mineralsand soil.

Students will:

Be given a list of appropriate words.Write a description of each sample.

Provide samples of each materialand students name characteristics ofeach substance.

Practice safetyExhibit curiosityIdentify evidenceCommunicate

Analyze the composition ofsoil as being made up of bothliving and non-livingmaterials.

Be given a sample to write asimplified lab report.

In cooperative groups, students areled by the teacher to collect samplesof soil. Then using magnifyingglasses, identify the living and non-living materials.

Atmosphere and WaterExplain heat, evaporation,water vapor, condensation,solid, liquid and gas.

Using new terms draw and label asolid, liquid and gas.

Demonstrate the various states ofwater. Students then discuss theproperties of water and memorizedefinition of terms provided byteacher.

Demonstrate

Identify various sources anduses of water.

Distinguish between and identifymajor sources of fresh and saltwaterthen create a collage showing the usesof each.

Draw or bring in pictures of howwater is used in their lives.

Students examine teacher providedpictures and predict where the twowater types come from and how theyare used.

Exhibit curiosityObservePredictCollect, Organize,

Record, Analyze data

5.8 Earth Science

Standard 5.8 (Earth Science) All students will gain an understanding of the structure, dynamics, and geophysical systems of theEarth.





Students will:

Describe how rotation ofthe Earth causes day andnight.

Students will:

Act out the concept of rotation byusing a globe and themselves.

Students with the assistance of theteacher demonstrate rotation of Earthcausing day and night.

Practice safetyExhibit curiosityObserveCollect, Organize,

Record, Analyzedata

Observe the movement ofshadows on the Earthduring the course of the day.

With teacher assistance, discuss chalkdiagrams.

During morning and afternoon,students observe and trace eachother’s shadow on the ground withchalk.

Solar SystemRecognize that the Earth isone of many planets thatorbit the Sun, and it is thirdfrom the Sun.

Design and construct a diorama ofplanets.

Students view video of Solar System.Teacher leads class discussion.

CT VII: Raise awareness that SolarSystem and stars are part of God’screation.


Record, Analyzedata

Conduct scienceactivity

StarsObserve the position of thestars as unchanging anddescribe majorconstellations e.g., Big andLittle Dipper.

Make a model of a constellation bypoking holes through black paper andbacking it with yellow, blue, white orred paper.

Use reference books and websites toshow pictures of constellations.

Practice safetyIdentifyObserveCollect, Organize,

Record, Analyzedata






Students will:

Show how organisms’ basicneeds are met within theirsurroundings.

Students will:

Illustrate and label a model of ananimal habitat.

After viewing a nature video,students discuss how each habitatmeets the animals’ basic needs.

CT, VII: Discuss the need to carefor God’s creation.

Identify problemsQuestionPredictIdentify evidenceExhibit open-

mindednessModel

Human Interactions and ImpactIdentify various needs ofhumans that are supplied bythe natural or constructedenvironment.

Write a poem about the topic. Lead a class discussion about whatpeople need in order to survivefocusing on food, water and shelter.

CT, IV: Raise awareness that thepoor are in need of the basics oflife.

QuestionExhibit open-mindednessIdentify problemsPredictIdentify evidenceCollect, Organize,

Record, Analyzedata

Draw conclusions



Standard 5.2 (Science and Society) All students will develop an understanding of how people of various cultures havecontributed to the advancement of science and technology and how major discoveries and events haveadvanced science and technology.



Students will:

Describe how peoplefrom different cultureshave contributed toscience and technology.

Students will:

Design a bulletin board display of theinventions that came from a particularculture.

Students research inventions bydifferent cultures e.g., Chinese inventionof the umbrella, kite, compassetc.



Exhibit curiosityDistinguish fact from

speculationCollect, Organize,

Record, Analyzedata

Communicate

Historical PerspectivesHear, read, write andtalk about scientists andinventors in historicalcontext.

Give an oral presentation to the classabout a scientist or inventor.

After students read biographies ofscientists and inventors, teacher leads adiscussion about what theyaccomplished e.g., George WashingtonCarver, Leonardo DaVinci, MadameCurie.




Record, Analyzedata

Communicate




Science and Technology


Students will:

Distinguish betweennaturally occurringsolutions and those ofhuman design to solveproblems.

Students will:

In a paragraph, compare and contrastnatural and human-made solutions toproblems.

Lead a discussion about variousweather conditions and techniquesused to predict and prepare foroccurrences.

CT, IV: Global adverse weatheraffects the poor.

Exhibit curiosityPredictExhibit open-

mindednessCommunicate

Nature of TechnologyDemonstrate howmeasuring instruments areused to gather information.

Use instruments to gather data bymeasuring things around theclassroom, e.g., measure a table.

Working in small groups, studentsexplore measuring tools (ruler,thermometer, magnifying glass,protractor etc.) to determine function.

DemonstrateExhibit curiosityEstimateSelect and use

measuringinstruments

Record measuredquantities

MeasureUse Tables andGraphs

Technological DesignDescribe a product ordevice in terms of its use.

In pairs, explain how a product ordevice solves a problem or meetsneeds.

After being given a variety ofproducts, students observe,investigate and discuss the purposeand use of each.

Exhibit curiosityIdentify problemsQuestionPredictCommunicate



Matter, Energy and Organization in Living Systems


Students will:

Differentiate between theneeds of plants and those ofanimals.

Students will:

Complete a Venn diagram illustratingthe basic needs of plants and animals.

In an informative essay explain, therole of various organisms in a foodchain/food web.

Students recall the basic needs ofplants and animals and incooperative groups create indexcards listing basic needs of plants(one per card) and basic needs ofanimals (one per card). Sort cardsaccording to basic needs of animalsonly, basic needs of plants only andbasic needs shared by both.

Match pictures of plants and animalswith their specific habitat.

Express quantitiesObserveIdentifyClassify

Students raise a small organism,mealworm (fruit fly) or cricket.Observe and record animal’sbehavior.

Students raise mold in a sealedplastic bag. Observe and recordfavorable conditions for moldgrowth. Compare rates of growth,duration of growth under varyingconditions.

PredictCollect, Organize,

Record, Analyzedata


Standard 5.5 (Characteristics of Life) All students will gain an understanding of structure characteristics and basic needs oforganisms and will investigate the diversity of Life.



Matter, Energy and Organization in Living Systems (Cont’d)


Students will:

Identify the roles thatorganisms may serve ina food chain/food web.

Students will:

Using a labeled diagram, illustratethe relationship among organisms invarious food chains and explain therole of different organisms in a foodchain/web.

Set up aquarium/terrarium. Observe thefood chains regularly. Record changes indiversity and size of populations.

Students prepare index cards with name ofone plant/animal printed on each. Eachstudent picks a card. Students toss differentcolor balls of yarn to students whorepresent the organism they can feed.Actual food chains and webs becomevisible as yarn balls are passed fromorganism to organism. Use number of linksformed to determine the importance of theorganism in the chain/web. Predict whatwill occur as organisms are randomlyselected for extinction.

Practice safetyExpress quantitiesObserveIdentify evidenceClassifyPredictApplyCollect, Organize,

Record, Analyzedata

Students construct a “Food ChainMobile” and identify the role of eachorganism, as producers, consumersor decomposers.

Prepare a Hay Infusion (put pond water inan open jar and add dried grass or hay). Letstand 3 – 4 days. Students prepare wetmount slide of infusion. Observe undermicroscope. Describe and draw organismsviewed. (Seewww.pocketscope.com/support/slides/hayInFusion.php)

Teacher guides students to discover thevarious organisms in food chains and foodwebs and explains interactions amongthem.






Students will:

Recognize similarities amongorganisms.

Develop a simpleclassification scheme forgrouping organisms.

Students will:

Be given two specific flowers,compare and contrast characteristics.

Make a collage that contrast traits ofvertebrates and invertebrates.

Using a graphic organizer compareand contrast traits of earthworm andfrog.

Draw, describe and place leaves intogroups and explain criteria forgrouping.

Students collect flowers of variousplants and sort each according tosimilarities.

Develop a “Word Wall” to listsimilarities among animals.

Define vertebrates andinvertebrates, describe traits andgive examples of each.

Students collect a variety of leavesand compare color, shape, veinpatterns and size.

Practice safetyObserveIdentify evidenceCollect, Organize,

Record, Analyzedata





Reproduction and Heredity


Students will:

Identify different stages inthe lives of variousorganisms.

Students will:

Draw a labeled diagram of the lifecycle of a butterfly.

Tell the story of the events in the lifecycle of a butterfly at each stage, asthough the butterfly were telling thestory (personification).

Draw and label each stage of thebean’s growth.

Students use AV or software toobserve development and growth ofa butterfly from egg to adult.

Construct a set of flash cards of thestages in a butterfly’s life cycle.

Research how life begins for somepet animals (kitten, puppy, calfetc.)and explain how each grows intoadulthood.

Read: The Very Hungry Caterpillarby Eric Carle.

Compare and contrast traits ofstudents as babies and as thirdgraders, using pictures of students.

Germinate lima beans seeds onpaper towels. Record data in sciencejournal.

CT, II: Grow flowers from seeds indecorated pots and give away toshut-ins, as part of the call toparticipate in community.

PredictMeasureCollect, Organize,

Record, Analyzedata

Communicate






Students will:

Sort materials based on physicalcharacteristics that can be seen byusing magnification.

Students will:

Create a chart illustrating theobserved characteristics and awritten explanation of the criteriathey used to sort the fabric.

Students examine under amagnifier, various fabrics andsort according to weave size andtype of thread.

Use tables and graphsObservePredict

Observe that water can be a liquida solid or a gas and can changefrom one form to the other byheating or cooling.

Write an informative essay aboutthe procedure and results.

By boiling water, teacherdemonstrates how liquids changeinto gas. After water cools,students make ice by placing theliquid into the freezer.

Practice safetyCollect, Organize,

Record, Analyze dataDraw Conclusions

Observe that not all materialsrespond in the same way whenexposed to similar conditions.

Create a bulletin board thatillustrates their findings.

Students are given containers ofwater and are to predict andobserve results when assortedmaterials are immersed e.g.,sugar, rocks, oil, sponge, soil etc.

Chemical ReactionsCombine two or more materialsand observe that the new materialmay have properties that aredifferent from the originalmaterials.

Create a poster that lists, comparesand contrasts the properties offlour, water and paste.

Students combine flour and waterto create paste and teacher leads aclass discussion about similaritiesand differences among flour,water and paste. Integrate withan art activity.

Exhibit curiosityObservePredictConduct science

activitiesCommunicate

5.6 Chemistry



Motion and Forces


Students will:

Identify, predict, measureand compare how force,including balanced andunbalanced forces, canaffect an object’s motion,speed and direction.

Students will:

Plan, illustrate and explain ways toplay a tug of war game in which:One team wins and the other loses

thus illustrating an unbalancedforce.

Neither team wins illustrating abalanced force.

Students play a tug of war game andteacher elicits from students conceptsof balanced and unbalanced forces.

Define, observe and identifythe invisible forces thataffect the movement of anobject such as:

Magnetism Collect, record and classify objectsthat are magnetic or non-magnetic.

Using magnets students investigatepicking up different objects.

Buoyancy Collect, record and classify objectsthat do or do not float.

Using various objects studentsinvestigate those that do or do not float.

Gravity Measure the speed of differentforms of falling paper due togravity.

Drop paper in various forms e.g., flat,folded and crumpled into a ball.

Practice safetyIdentify problemsPredictDemonstrateExhibit open-

mindednessExperimentObserveIdentify evidenceCollect, Organize,

Record, Analyze dataDraw conclusionsCommunicateMeasure

5.7 Physics




Students will:

Define and identify heatenergy from a variety ofsources.

Students will:

Classify everyday objects thatproduce heat directly or indirectlyas a by-product.

Students rub hands together to produceheat.

They collect pictures of objects thatgive off heat.

Identify and explain howheat energy is transferredfrom one place to another.

Create a step-by-step sequencechart of the heat transfer process.

Use a heat source to heat milk to makehot chocolate for students to drink andlead a discussion about the process ofheat transfer. (Check for allergies.)

Practice safetyObserveIdentify evidenceCollect, Organize,

Record, Analyze dataCommunicate

Explain and give examplesof how heat changes objects.

Describe the heat transfer processby creating a cartoon strip wherethe egg is a main character.

Teacher uses a heat source to cook anegg.

Observe light energy froma variety of sources.

Classify the pictures collectedaccording to objects that producetheir own light or reflect light.

With teacher guidance, studentsbrainstorm the difference betweenilluminated and luminous objects.Students collect pictures of objects thatgive off their own light or reflect light.

5.7 Physics


Energy Transformation (cont’d)


Students will:

Describe how light energybehaves when it strikesdifferent objects:transparent, translucent,or opaque.

Students will:

Collect examples and classify intotransparent, translucent, or opaquematerials.

Mix liquids that will demonstratetheir ability to reflect, transmit, orabsorb different amounts of light.

Write a short story about theirsilhouette entitled, “Me and MyShadow”.

Demonstrates objects that aretransparent, translucent or opaque.Students identify and collect suchobjects.

Teacher establishes a center withoverhead projector for students tocreate and trace their shadow (opaque).

Exhibit curiosity

ModelPractice safetyConduct science

activitiesUse tools/technologiesCollect, Record,

Analyze data.Draw conclusions

Distinguish how sound isproduced by differentobjects as they vibrate.

Use the hand-made instruments todemonstrate intensity and pitch.

Distinguish between loudand soft volumes, high andlow pitches.

After class discussion about how soundis produced, students make string, windand/or percussion instruments.Integrate with Archdiocese of NewarkVisual and Performing ArtsCurriculum Guidelines pp. 38, 39, 43,and 47.

5.7 Physics




Students will:

Observe that most rocks andsoils are made of severalsubstances or minerals.Define: rock, soil, fossil, silt

Students will:

Sort rocks and soils by substance andmineral content. Compare thecomposition of different types of soil.Sort by color, texture, moistureabsorption and function by creatingdata table.

Provide a variety of samples anddemonstrates ways of sorting.

Exhibit curiosityObserve, Collect,

Record, Organizedata

Communicate

Recite definitions of each to a partnerand identify a sample of the substance.

Provide samples of substances anddefinitions to be memorized.

Observe that the properties ofsoils vary from place to placeand will affect the soil’sability to support life.

Students are provided a sample of alab report to complete, that includes agraph showing the growth rate of eachseedling.

Students are given various types ofsoil in which to plant seeds. Theyexamine and record the propertiesof the soil, measure the amount ofseedling growth for three weeksand record data. Students discussfactors in the soil that may haveinfluenced the growth of theseedlings.

Exhibit curiosityObserve, Collect

Organize and Recorddata

CommunicateUse tables and graphs

Express quantitiesSelect, and usemeasuring instruments


5.8 Earth Sciences

Standard 5.8 (Earth Science) All students will gain an understanding of the structure, dynamics, and geophysical systems ofthe Earth.


Atmosphere and Water


Students will:

Recognize that air is asubstance that surrounds us,takes up space, and movesaround us as wind.

Students will:

Write an informative paragraph aboutthe concepts related to air.

Students listen to Aesop’s Fable,“The North Wind and the Sun.”Students, with the assistance of theteacher, relate it to the content.

Exhibit curiosityObservePredict

Recognize that most ofEarth’s surface is covered bywater and identify thecharacteristics of: oceans,seas, rivers, lakes, glaciersand underground watersources.

Participate in a teacher created gameof “Jeopardy”, that uses requiredterms.

Provides definitions of terms andstudents observe pictures of each.

Identify the three states ofmatter, solid, liquid and gas.

Observe when waterevaporates and changes intowater vapor, condenses andfreezes.

Use provided sample to write a labreport.

Define evaporation, vapor,condensation and freezing point.Describe characteristics.

Establish controlledconditions

Conduct scienceactivities



CommunicateDraw conclusions

Observe weather changes andpatterns by measurablequantities e.g., temperature,wind speed, wind directionand amounts ofprecipitation.

Create an illustrated weather journalthat includes all weather changes asdescribed by the daily weather report.

Students observe weatherconditions, listen to daily weatherreport, and take turns recordinginformation.

Express quantitiesIdentify patterns

5.8 Earth Sciences


Processes that Shape the Earth


Students will:

Recognize that some changesof the Earth’s surface are dueto slow processes, e.g.,erosion and weathering; andsome are due to rapidchanges, e.g., landslides,volcanic eruptions,earthquakes.

Students will:

Make a classification chart of rocksthat have been exposed to weathering

Students view pictures of erosion asseen in National Parks and otherlocations around the world.

QuestionPredictIdentify evidenceUse tables and graphs

Recognize changes to theEarth’s surface caused bymoving water, wind and ice.

How We Study the EarthUse maps to locate andidentify physical features onthe Earth.

Design a map of a real or imaginedplace, identifying various physicalfeatures in a map key.

Students observe various types ofmaps and with teacher guidance,identify features of the Earth’ssurface.


Record, Analyzedata

Construct, graphs

5.8 Earth Science


Standard 5.9 (Astronomy and Space Science) All students will gain an understanding of the origin, evolution and structure ofthe universe.



Students will:

Understand the tilt of theEarth and rotation on itsaxis causes day and night.

Students will:

Draw and label a diagram to explainthe causes of day and night.

Students with the assistance of theteacher demonstrate the causes of dayand night using a globe andflashlight.

Exhibit curiosityObserveModelDraw conclusions

Observe what the moonlooks like and describe thevarious phases.

Draw and label a diagram to explainthe four phases of the moon.

Students with guidance of teachermove a ball around a flashlightdemonstrating phases of the moon.


Illustrate

Solar SystemIdentify all the planets ofthe Solar System and theirrespective orbit around theSun.

Construct a model of a planet and useit to give an oral presentation.

Using computers and libraryresources, teacher assists students inresearching the planets in our SolarSystem.

CT, VII: Raise awareness that starsand Solar System are part of God’screation. Encourage appreciation ofits structure and order in relation toGod’s creation.

ObserveModelCollect, Organize,

Record, Analyzedata

QuestionCommunicate

StarsObserve that stars aredifferent in brightness, sizeand color.

Write a story with various charactersthat compare the features of stars.

Use different size flashlights andcolored cellophane to demonstratebrightness, size and color.


Record, Analyzedata

Communicate



Galaxies and Universe


Students will:

Recognize that images canbe magnified throughbinoculars and telescopes toenhance details of distantobjects.

Students will:

Write an informative two-paragraphessay comparing the magnificationcapabilities of binoculars andtelescopes.

Students use a hand lens andbinoculars to compare magnification.Teacher discusses and shows picturesof different telescopes, e.g., Hubble orplanetarium.

Students participate in a teacher-organized trip to a planetarium and afollow up session.

Exhibit curiosityPredictObserveIdentity evidence


Communicate

Select and usemeasuringinstruments






Students will:

Differentiate between naturalresources that are renewableand non-renewable.

Students will:

Use a graphic organizer (Venndiagram) to compare and contrastrenewable and non-renewableresources.

Explains the classification of naturalrenewable and non-renewableresources.

CT, VII: Raise awareness of theneed to preserve and conserveresources.

QuestionIdentify evidenceCollect, Organize,

Record, Analyze,Evaluate data

Use tables and graphs

Human Interactions and ImpactExplain how meeting humanrequirements affects theenvironment.

Define and provide examplesof:ConservationRecycleReduceReusePollution

Draw/create a flow chart that reflectsthe life cycle and uses of a tree.

Write a narrative from the viewpointof a natural or human-made productdescribing what happens to it whenpeople use it.

Graph the amount of water, plastic,and paper used within a week by thefamily, then present and discussfindings.

Students brainstorm the manyproducts made of wood or areotherwise derived from trees. Theyresearch the types of products madeof wood, and then bring in somesamples. Teacher leads a discussionabout how these products affect theenvironment.

Provide definition of conservation,recycle, reduce, reuse, and pollution.Students brainstorm items thatwould be examples of each.


Exhibit curiosityCommunicateCollect, Record,

Organize, Analyze,Evaluate data

Draw conclusionsSolve problemsUse tables, andgraphs


Grade 4- Page 1 of 17




Students will:

Describe how peoplefrom different cultureshave made and continueto contribute to scienceand technology.

Students will:

Construct a museum display ordiorama of inventions that originatedfrom a particular culture.

In cooperative groups, students researchinventions by different cultures e.g.,Egyptians’ construction of the pyramids,Native Americans’ development ofkayak, canoe and toboggan.




Record, Analyzedata

CollaborateCommunicate

Historical PerspectivesStudents will:

Hear, read, write andtalk about scientists andinventors in historicalcontext.

Students will:

In costume, role-play aninventor/scientist and present amonologue of his/her life andaccomplishments.

After students watch a video or readbiographies of scientists and inventors,the teacher leads a discussion about theiraccomplishments e.g., Louis Pasteur,Alexander Fleming, Alfred Nobel, EliWhitney, Emily Roebling.




Record, Analyzedata

Communicate






Students will:

Distinguish betweennatural phenomena andtechnological interventionsto solve problems.

Students will:

Illustrate examples of naturalphenomenon and technologicalinterventions used to solve theproblem.

In cooperative groups, studentsinvestigate the problem of floodingand explain how the use oftechnological interventions (dams,sewer systems, dredging etc.) solvethe problem.

CT, III, IV: Government’sresponsibility for protecting allmembers of society.

Exhibit curiosityIdentify problemIdentify evidenceCollect, Organize,

Record, Analyzedata

Draw conclusionsSolve problemsCommunicate

Nature of TechnologyStudents will:

Demonstrate howmeasuring instruments areused to gather informationin order to design thingsthat work.

Students will:

Use wood, paper, string, rulers andweights to make a kite.

Students investigate and use variousinstruments to measure properties ofmatter that are used to design thingsthat work. Design a kite using wood,paper and string.

DemonstratePredictExperimentCollect, Organize,

Record, Analyzedata


EstimateMeasureExpress quantities




Technological Design


Students will:

Choose materials mostsuitable to make simplemechanical constructions.

Students will:

Use a variety of materials to build abridge that will hold items of variousweights e.g., pennies, paper clips, etc.

Write a report about the bridge and theresults.

Display samples of different bridgedesigns and lead a discussion abouttheir construction.

Exhibit curiosityPredictExperiment



Collaborate

Measure

Express quantities

Use the design process toidentify a problem, look forideas, develop and sharesolutions.

In a cooperative group, design aprocess that develops ideas and testthe solutions to a problem.

Present open-ended question to besolved and model one of them for theclass.







Students will:

Contrast the needs of plantsand those of animals.

Students will:

Create a comic book to illustrateneeds of plants and animals.

Students research the living andnon-living factors that affect the lifeof an animal and a plant. Recordneeds of earthworms, frogs, treesand grass.

CT, VII: Discuss the need to carefor God’s plants and animals.

ObservePredictIdentify evidence

Recognize that plants andanimals are composed ofdifferent parts that performdifferent functions and worktogether for the well being ofthe organism.

(Cont’d on next page)

Create a PowerPoint presentation toidentify the different parts of plants,explain their functions and how theywork together.

Identify and state the function ofplant parts and explain how each isimportant for the plant’s survival.Observe the major plant parts with amagnifying glass. Draw and labelparts of a plant.

Observe a Gladiolus withmicroscope, identify, draw and labelparts. Place a white Carnation in aclear container with food coloringand H20. Predict and observe resultsafter 1 – 2 days. Collect and recorddata. Draw inferences. Place anotherCarnation in clear water. Predict,observe and record data. Drawinferences.


CommunicateExperiment

Measure


Use tools/technologies




Matter, Energy, and Organization in Living Systems (Cont’d)


Students will:

(Cont’d from previouspage)

Explain various processes ofenergy production e.g.,cellular respiration andphotosynthesis.

Students will:

Create a PowerPoint presentation toidentify the different parts of animals,explain their functions and how theywork together.

Use a graphic organizer to compareand contrast plant and animal partsand functions of each.

Draw a descriptive diagram of eachprocess; include materials andproducts needed at the end of theprocess.

Identify the function of animal partsand explain how each part isimportant for animals to survive.Compare and contrast plants andanimal parts and functions of each.

Construct flashcards for each stageof cellular respiration andphotosynthesis. Identify materialsneeded and products produced foreach process.

ObserveIdentify evidencePredictCollect, Organize,

Record, Analyzedata

Communicate

Measure


Use tool/technologies






Students will:

Develop a simpleclassification scheme forgrouping organisms e.g.,genus species.

Students will:

Use computer software to create adescriptive diagram and explain howto sort a specific group of organisms.

Provide students with definitions ofgenus and species.

List, compare and contrast traits ofamphibians and reptiles.

Compare and contrast traits of fishand birds.

Design flash cards of plant/animaltraits of various genus and species.

CollaborateObserveCollect, Organize,

Record, Analyzedata

Recognize that individualsvary within every species,including humans.

In cooperative groups, collectmagazine pictures of human faces,sort by trait. Report findings to class.

Collect magazine pictures of oneplant/animal type; compare andcontrast traits. Group according toone trait.

Observe traits of family membersand record results: hair color, eyeshape/color, earlobe, height, weight,etc.

Draw conclusionsUse tools/technologiesCommunicate






Students will:

Identify and illustratedifferent stages in the lives ofvarious organisms.

Students will:

Prepare a lab report on seed growthinvestigation.

Construct a three-dimensional modelof the life cycle of a frog.

Choose an organism not studied inclass; illustrate and explain thedifferent stages in its life cycle.

Students observe growth of a plantfrom seed to seedling to adult plante.g., lima bean or lentil. Record data,analysis and inferences in sciencejournal.

Students discover or teacherexplains the different stages in thelife cycle of a frog.

QuestionPredictExperimentObserve/InvestigateCollect, Organize,

Record, Analyzedata


Measure








Students will:

Observe and recognize that water,as an example of matter, can existas a solid, liquid or gas, and canbe transformed from one state toanother by heating or cooling.

Students weigh an ice cube,observe ice cube melting intowater, then weigh the liquid.Teacher demonstrates howboiling water changes into a gas.

Students will:

Using teacher provided templatewrite a lab report.

Students place water in a tray andfreeze it, then record how long ittakes to become ice; afterwardsrecord how long the ice takes tomelt when placed in the shade orsun.

ObservePredict

Measure

Use measuringinstruments


Draw conclusions


Compare and contrast the waydifferent materials respond tosimilar conditions.

Create a data table comparing thetime each substance takes tochange state, then compare withprevious water experiment.

Students observe the melting andfreezing of chocolate, butter, icecream and record the amount oftime it takes the materials tochange state at room temperature.

Practice safety


5.6 Chemistry



Chemical Reactions


Students will:

Combine two or more materialsand show that the new materialmay have properties that aredifferent from the originalmaterials.

Students will:

Using teacher provided template,write a lab report of the activity.

Students in cooperative groupsare given various substances tomix together, observe and recordsimilarities and differences ofthe substances and mixtures e.g.,sugar and salt; sand and sugar;Kool Aide and coffee grinds.

CT, II: Include in thediscussion the importance ofindividual’s contribution to thewhole.

CollaborateExhibit curiosityConduct science

activitiesObservePredictExperimentCollect, Organize,


5. 6 Chemistry


Standard 5.7 (Physical Science - Physics) All students will gain an understanding of natural laws as they apply to motion forcesand energy transformations.

Motion and Forces


Students will:

Investigate how force canchange the speed,position, direction, andmotion of a movingobject.

Observe and explainfriction as a force thatcan retard motion.

Examine forces that areinvisible and act at adistance e.g., magnetism,gravity, static electricityand buoyancy

Students will:

Measure, record and analyze therelationships between the speed ofmarbles and height of ramps.

Predict, test, measure and explainthe least amount of force needed fora block to overcome static, slidingand rolling friction.

Measure, record and chart findingsthat illustrate the Earth’s gravity as itpulls various objects.

Use two balloons on a string, rubone and observe an electric force(static electricity) as it pulls towardthe other. Repeat, rubbing bothballoons. Measure and recordfindings

Each student designs a shape withaluminum foil. Test if it will hold apenny in water. Add a penny, one ata time, and compare for buoyancy.Chart results.

Students set up ramps of differentheights and record the speed of marblestraveling down a ramp then determinemean, median and mode.

Students pull a block over smooth,rough, slippery and rolling surfaces toovercome the three forms of friction.Teacher elicits from students conceptsabout friction.

Students use two bar magnets placedon lined paper to observe and recordthe push and pull force on each other.

Measure the time it takes for a piece ofpaper to fall from a given height. Firstuse a flat piece, next crumple it andthen compare the times. Repeat theprocess from different heights.

Demonstrate static electricity byrubbing a plastic tube (straw) in one’shair then pass tube over confetti.

Students float various objects andshapes to test the idea of buoyancy.

Practice safetyIdentify problemsPredictExperimentObserve Collect,

Organize, Record,Analyze, Evaluate data

Perform computationsDraw conclusionsCommunicateMeasureUse mean, median andmode to analyzeRecord measuredquantities

5.7 Physics


Standard 5.7 (Cont’d)Energy Transformation


Students will:

Describe light as the visiblepart of the spectrum.

Students will:

Illustrate and label the colors ofthe spectrum according to theirwavelength size.

Use a prism to separate sunlight intothe colors of the spectrum.

Describe how light behaveswhen it strikes differentobjects.

Create a table in which to recordthe number of wax papers neededto block the visibility of each fontsize and explain the chart to theclass.

Write a lab report using theScientific Method Format.

1. Create a paper with the letters of thealphabet written on it. Write one letteracross each line. Increase the font sizeas you go from one letter to the other.

2. Place “clear plastic wrap” over thepaper to demonstrate how light goesthrough transparent materials.

3. Place increasing numbers of waxpaper over the different sized fonts todemonstrate how light behaves as itgoes through translucent materials.

4. Keep adding layers of wax paperover the fonts until none are seenthrough the wax paper demonstratinghow light behaves when it hits opaqueobjects.

5. Predict the number of wax paperlayers needed to block light from goingthrough the wax paper making itimpossible to read each particular fontsize.

6. Record results.

Exhibit curiosity

Predict,

Conduct scienceactivitiesObserve, Collect,

Record, Analyze dataDraw conclusions

Estimate

Construct graphs

Use and interprettables and graphs

Express quantities

5.7 Physics


Standard 5.7 (Cont’d)Energy Transformation (cont’d)


Students will:

Use devices that show howelectricity is transformed toproduce heat, light, soundand magnetic effects.

Students will:

Classify common householdappliances according to whichones give off heat, light, sound andmagnetic effects.

Write an essay about ways theirlives would change if there wereno electricity available to them.

Students identify and collect picturesof common appliances that useelectricity as a power source to giveoff heat, light, sound and magneticeffects.

Produce sound by vibratingobjects.

Produce loud/soft volumesand high/low pitch.

Investigate how soundtravels differently throughdifferent objects, mediums.

Use a Venn diagram to compareand contrast the various types ofsound produced.

Communicate findings in a labreport using the Scientific MethodFormat.

Students1. Tie a string to a fork and strike iton the edge of a table, note the soundproduced and describe.

2. Press the string to their ears andstrike the fork against the table, notethe sound produced and describe.

3. Use different objects and repeatsteps 1 and 2 above to demonstratedifferent results, volume and pitch.Describe results.

Exhibit curiosityPredictExperimentCollect, Organize,


ClassifyConduct science

activities

Construct graphs

5.7 Physics





Students will:

Recognize how fossilsprovide evidence and helpto interpret the nature ofthe environment of plantsand animals that livedlong ago.

Students will:

Be given a fossil and from it predictwhat the creature may have lookedlike alive and draw it in itsenvironment.

Describes the characteristics ofthe major geologic time periods.

Explain and demonstrate fossilformation.

ObserveCollect, Organize, Record,Analyze data

PredictDraw conclusionCommunicateDemonstrateConduct science activitiesSelect and use

measuring instrumentsRecord measured quantities

Atmosphere and WaterObserve that rain, snowand other forms ofprecipitation come fromclouds, but that not allclouds produceprecipitation.

Role-play a cloud and create amonologue, which will identify thecharacteristics of their type of cloudand its ability to produce rain orsnow. Create a game matchingpictures of clouds and characteristicsof precipitation.

Students are given a web search,which will provide informationabout precipitation and clouds.

Select and use measuringinstruments

Record measured quantitiesUse tools/technologiesDemonstrateObserve,

Recognize that clouds andfog are made of tinydroplets of water andpossibly tiny particles ofice.

Write a lab report using ScientificMethod Format.

Demonstrate cloud formation bydoing the experiment of buildinga cloud chamber. (Use hot H20,ice and bottle)

Collect, Organize, Record,Analyze data

PredictEstablish controlled

conditionsExperimentIdentify evidenceDraw conclusionCommunicate

5.8 Earth Science


Standard 5.7 (Cont’d)Processes that Shape the Earth


Students will:

Recognize that some changesof the Earth’s surface are dueto slow processes such aserosion and weathering, andsome changes are due torapid changes such aslandslides, volcaniceruptions and earthquakes.

Students will:

Define erosion, weathering,landslides, volcanic eruptions,earthquakes and tsunami.

Perform lab experiment and write alab report using the ScientificMethod Format.

Provide sources for definitions.

Explain how the processes ofweathering and erosion shape theland by providing students withmaterials to demonstrate erosionprocesses with wind, water and ice.

Exhibit curiosityIdentify problemQuestionPredictIdentify evidenceEstablish controlled

conditionsExperimentConduct science

activitiesEstimateMeasureObserveCollect, Organize,

Record, Analyze dataDraw conclusions

How We Study the EarthStudents will:

Use maps to locate andidentify physical features onthe Earth.

Students will:

In pairs, be assigned an area of theEarth. Identify and describe thephysical features of it, then give anoral presentation about what waslearned.

Provide students with topographicalcontour maps. Guide a classdiscussion about the physicalfeatures of the Earth.

ObserveIdentify evidence


CommunicateCollaborate

5.8 Earth Science





Students will:

Know that the Earth’srelative position to the Sunaccounts for the seasons.

Students will:

In pairs, make a model thatdemonstrates how the tilt of theEarth’s axis and revolution aroundthe sun is the cause of seasons.

Students, with teacher guidance, use aglobe and lamp to show how theEarth’s tilt on its axis and revolutionaround the sun causes seasons.

CT, VII: Include in a discussion anappreciation for the change ofseasons and its structure and order inrelation to God’s creation.

CollaborateDemonstrateObserve


Communicate

Recognize that as the Moonrevolves around the Earth,the Sun’s light producesdifferent phases of theMoon.

Construct calendars with Moonphases.

Write a myth to explain why theMoon has phases.

Distribute cutout pictures of thephases of the moon and have studentspaste them in correct sequence andlabel.

Solar SystemRecognize that some planetshave satellites or moons andthat Earth has one Moon.

List the planets from least to greatestby number of moons. Graph results.

In small groups, students research thenumber of moons for each planet.

CollaborateCollect, Organize,

Record, Analyzedata

CommunicateConstruct graphsOrder by magnitudeIdentify patterns



Standard 5.9 (cont’d)Stars


Students will:

Identify various stars anddescribe them according tobrightness, size and color.

Students will:

Design a brochure describing a tripthrough the universe. Name andwrite about five stars.

Name and describe most prominentstars in the universe.

IdentifyIdentify variousconstellations and the starsthey contain e.g., NorthStar, Big Dipper, etc.

Create a poster of a knownconstellation with star stickers anddesign an original constellation.

Identify with pictures the mostcommon constellations.


Communicate

Galaxies and UniverseObserve and record shortand long-term changes inthe night sky.

Use a bulletin board display toillustrate changes that are seen in thenight sky during various seasons.

Students observe teacher providedpictures taken over a period of a yeardemonstrating changes in the nightsky during various seasons.

CollaborateCollect, Organize,

Record dataObserveCommunicateDemonstrate






Students will:

Differentiate between naturalresources that are renewableand non-renewable.

Students will:

Write an informative essay aboutNew Jersey’s natural, renewable andnon-renewable resources.

Students use various local sources ofinformation and a Web Quest toresearch New Jersey’s resources.


Identify problemsCollect, Organize,

Record, Analyzedata


Human Interactions and ImpactAnalyze how meeting humanrequirements affects variousecosystems.

Evaluate the impact ofpersonal activities on thelocal environment.

Create a television commercialpersuading the public andgovernment officials to conservewater and protect the Passaic,Hackensack and Hudson Rivers, etc.

Construct a graph showing results oftracking lunch waste over a period.

Over a period, measure the waterfrom a dripping faucet and monitorwhat is poured down the sink drain.Monitor discharges from companiesalong waterways.

Students track amount of wasteproduced during lunchtime for oneweek or month.

Lead a discussion of the impact onthe environment.


Identify problems andevidence




Construct graphs


Grade 5 Page 1 of 13

Standard 5.2 (Science and Society) All students will develop an understanding of how people of various cultures havecontributed to the advancement of science and technology, and how major discoveries and events have advancedscience and technology.



Describe how peoplefrom different cultureshave made and continueto contribute to scienceand technology.

Students will:

Create a PowerPoint presentationabout the inventions and culturesthey researched.

Students in cooperative groups researchinventions by different cultures e.g.,Arabic number system, English knittingmachine, Dutch windmills etc.

CT, II: Integrate how the use oftechnology should promote the commongood.


speculationCollect, Record,

Organize dataCollaborateCommunicate

Use tools/technology

Historical PerspectivesHear, read, write andtalk about scientistsand inventors inhistorical context.

Produce a television show thatportrays the life andinventions/discoveries of a scientistor inventor.

Using a Web Quest, students researchscientists and inventors assigned bythe teacher e.g., Garrtett Morgan,Granville T. Woods, Mary Walton,Sarah Mather, Robert Goddard, LewisBraille.



speculationCollect, Record, Organize

dataCommunicate







Students will:

Identify and define thebasic components of atechnological system:

input process output feedback

Students will:

Create a flow chart that illustrates howa calculator or computer works andexplain it using correct terminology.

Students explore a diagram of thestructure of a calculator; identifyparts and their functions.

Exhibit curiosityCommunicateObserve





Matter, Energy, and Organization in Living System (Cont’d)


Students will:

Describe the basic structuresand functions of the majorsystems of the human bodyincluding, but not limited to:

Digestive SystemCirculatory SystemRespiratory SystemNervous SystemSkeletal SystemMuscular SystemReproductive System

Students will:

Create posters/charts of individualsystems of the human body, labeleach part and describe its function.

Construct a model of the human bodywith major systems and all organs.

Write a song or poem to helpmemorize the organ systems, theirparts and functions.

Students use web searches(www.fossweb.com), DVDs, videosand books to research the humanbody’s systems, their main parts andfunctions.

ObservePredictExperimentIdentify evidenceCollect, Record,

Organize, Analyzedata

(Continued on page 4.)

Students locate their pulse points,count and record pulse rate at restand after exercise. Also notebreathing rate during rest andexercise time. Record results inscience journal. Graph mean,median and mode.

CT, VII: Discuss with students thatas God’s creation, we must care forour body and keep it in good health.

Read The Magic School Bus in theHuman Body by Joanne Cole.

Draw conclusionsModelUse tools/technologiesCommunicate





Matter, Energy, and Organization in Living System (Cont’d)


(Continued from page 3.)

Students will:

Construct a crossword puzzle and itsanswer key using all pertinentvocabulary words for each system.

Test students’ hearing from differentpositions to determine when thebody detects the direction of sound.

Examine optical illusions todetermine what colors seem to causethe eye confusion and to understandthat eye and brain must worktogether.

Students determine their skin’ssensitivity to touch by usingtoothpicks at varying points ofcontact on their body.

Students discuss heartbeat and howpulse is created. Take own pulse atcarotid artery (neck) by countingnumber of beats in 15 seconds undervarying conditions: seated at rest,standing, after jogging in place for 3minutes. Students determine factorsthat change heart rate. Graph mean,median and mode of resultsobtained.

Practice safetyObservePredictExperimentIdentify evidenceCollect, Record,


Draw conclusionsModelUse tools/technologiesCommunicate


Use mean, medianand mode to analyze

Construct graphs






Students will:

Explain how systems of thehuman body are interrelatedand regulate the body’sinternal environment.

Students will:

Prepare a two-dimensional model ofan organ system.

Draw a comic strip to explain theimportance of each organ to itssystem and of each system to theorganism.

Research anatomy and physiology ofthe human body using Web Quest,DVDs, videos and books for eachorgan system.

Exhibit curiosityExhibit open-

mindednessModelCollect, Record,


Communicate







Students will:

Describe and give examples ofthe major categories oforganisms and of thecharacteristics shared byorganisms.

Students will:

List and describe the major traitsused in grouping organisms.

In cooperative groups, identify thefive kingdoms of organisms andlist their traits on separate indexcards.

Students take field trip to designatedsite, collect as many living items astime allows.

CT, VII: Emphasize the need to begood stewards of God’s creation.

Report their findings by writing aninformative essay.

Using a Web Quest and printedresources, research the history oftaxonomy and the scientists whomade important contributions to thisscience.

CT, I: Discuss Catholic Teachingsand evolution; refer to Catechismof the Catholic Church #283, 284,285.

Write the complete classification ofsome common plants and animalsand that of humans.

In cooperative groups, subdividekingdom into: phylum, class, order,family, genus and species.

Collect, Record,Organize, Analyzedata

ObserveIdentify evidenceClassify

Measure








Students will:

Describe and illustrate the lifecycle of humans.

Students will:

Prepare a relief poster of the birdlife cycle.

Prepare a relief poster of the lifecycle of humans.

Compare the life cycle of a birdwith the human life cycle.

Students with assistance of theteacher are to explore life cycle of abird. Diagram and describe eachstage of bird development.

Explore the life cycle of humansusing Web Quest.

Diagram and describe each stage ofhuman development.

CT, I: Discuss the value of humanlife.

ObserveResearchIdentifyCollect, Organize,

Record, Analyzedata

ModelDraw conclusions


Communicate






Students will:

Recognize that about 100different elements have beenidentified and most materials onEarth are made of a few of them.

Students will:

Create a table and sort materialsby common elements.

C H OSugar Sugar Sugar

Water WaterGlycerol Glycerol Glycerol

Students are given, to observe,five or more common materialsof the Earth. Teacher explainstheir chemical composition andequation.

CT, VII: Include in thediscussion, the responsible useof natural resources manner.

Observe and demonstrate thatequal volumes of differentsubstances usually have differentmasses.

Write a lab report using ScientificMethod Format.

Students measure and weighcommon materials e.g., sand,soil, oil, water and cotton.

Describe the properties ofmixtures and solutions.

Give oral report of findings to theclass.

Students are divided into twogroups to observe and record thecharacteristics of a mixture or asolution. One group is given aparty mix then they are to sort it,the other a drink mix and waterto make a solution.

ObservePredictCollect, Record,Organize, analyze dataDraw conclusions


Identify patterns

Measure




5.6 Chemistry



Chemical Reactions


Students will:

Combine two or more materialsand show that the new materialmay have properties that aredifferent from the originalmaterial.

Students will:

In cooperative groups, create astoryboard illustrating that theobjects have changed form.

Demonstrates chemical changeand elicits from students what achemical change is and presentsevidence that it occurs e.g., burn apiece of paper, cook an egg, addyeast to water, milk to vinegar.

Practice safetyObservePredictCollect, Record, Organize

Analyze dataDraw conclusionsCommunicateCollaborate

5.6 Chemistry


Motion and Forces


Students will:

Recognize that an object inmotion can have its speeddecreased or stopped by aforce such as friction.

Identify the factors thatdetermine the friction forcebetween two surfaces.

Students will:

Measure, record, graph andcommunicate data results obtainedfrom different runways and theireffect on a toy car’s speed.

With teacher supervision studentsset up a ramp with a runway ofdifferent materials. Theyinvestigate the different materials’friction force on the speed of a toycar.

Recognize that friction suchas air resistance is a factorthat affects motion of fallingobjects.

Design, build, and race differentwingspan paper airplanes. Recordand identify how the application ofair resistance makes specificplanes fly the farthest distance.

Students design and build paperairplanes with different wingspans.They apply air resistance to test thedistance and performance.

Practice safetyIdentify problemsQuestionPredictCollaborateExperimentModelConduct science activities

Select and use measuringinstruments


Communicate

5.7 Physics





Students will:

Identify sound as a form ofenergy caused by thevibration of variousmaterials.

Students will:

Record the wave patternsproduced by each differentvibration.

Half fill a flat glass container withwater and place it on an overheadprojector. Project wave vibrationsas one walks around the room, asone stamps feet, etc.

Conduct science activitiesObserveCollect, Record, Organize,

Analyze dataCommunicateCollaborateDemonstrate

Demonstrate vibrationstransferring energy from oneplace to another.

Draw blueprints of their stringtelephone designs and explainhow sound waves are produced,transported, and heard through it.

Construct a string telephone thatworks.

Identify problemsSolve problemsDraw conclusions

Explain how circuits allowelectricity to flow through aclosed circuit and notthrough an open circuit.

Compare and contrast aseries circuit and a parallelcircuit.

Diagram or sketch a series circuitand a parallel circuit

Connect each student by tying yarnaround their waist to demonstrateelectric circuit by passing a ball tothe next student. Starting from theteacher who will represent thebattery (source of the electricity).Use same activity demonstratingseries and parallel circuit.

Identify patterns

5.7Physics




Students will:

Describe and illustrate thewater cycle.

Students will:

Construct a model of the water cycleand identify the conditions that affectit.

Students view a video of the watercycle and discuss the process.

ModelExhibit curiosityObserveDraw conclusionCommunicate

Processes that Shape the EarthStudents will:

Describe the rock cycle, theforces that change rocks andthe changes that occur.

Students will:

Investigate and describe igneous,sedimentary and metamorphic rocksby observing rock specimens. Create adata table that compares and contraststheir features.

Students, with teacher supervision,compare and classify samples ofrocks by their physical properties.

Practice safetyExhibit curiosityObserveIdentify evidenceClassifyDraw conclusionsUse tables or graphs

How We Study the EarthStudents will:

Utilize various tools such asmap projections andtopographical maps tointerpret features of theEarth’s surface.

Students will:

Define map projections andtopography using provided maps andworksheets. Identify the equator andthe prime meridian then explain howlatitude and longitude are used tolocate points on Earth’s surface.

Provide various maps and tools tohelp students identify anddetermine map projections andtopographical features.

ObserveIdentify evidenceCollect, Organize,


Identify patternsCommunicateUse tables and graphs

5.8 Earth Science

Standard 5.8 (Earth Science) All students will gain an understanding of the structure, dynamics, and geophysical systems ofthe earth.


Standard 5.10 (Environmental Studies) All students will develop an understanding of the environment as a system ofinterdependent components affected by Human activity and natural phenomena.



Students will:

Explain how organismsinteract with othercomponents of an ecosystem.

Students will:

In cooperative groups, create abulletin board display showingvarious organisms interacting withinecosystem components.

Students tour and participate in aMeadowlands ecotour followed byclass discussions regarding theirobservations of how organismsinteract within the ecosystem.


Practice safetyExhibit curiosityObserveIdentify evidenceCollect, Record,


Draw conclusionCollaborateCommunicateModel

Human Interactions and ImpactStudents will:

Describe the effect of humanactivities on variousecosystems.

Students will:

Create a television documentary thatexplains how human activities affectthe water cycle e.g., car pollution, oilspills, sewage, etc.

Students review H20 cycle and usingWeb Quest, newspapers or magazinediscover how pollution affects cleanH20.

CT II, VI, VII: Raise awareness ofthe need to locally and globallyparticipate in society in order topromote the common good and careof God’s creation.

Exhibit curiosityObserveIdentify evidenceCollect, Record,


Draw conclusionsCollaborateCommunicateUse tools/technology






Students will:

Describe how peoplefrom different cultureshave made and continueto make contributions toscience and technology.

Students will:

Write a magazine article aboutinventions that originated from theculture researched.

Using a Web Quest, students researchinventions and scientific discoveriesoriginating from different cultures. Seehttp://www.krysstal.com/inventions_08.html





Record, Analyzedata

Communicate

Use tools/ technology

Historical PerspectivesHear, read, write andtalk about scientists andinventors in historicalcontext.

Write the scientist or inventor’sresume.

Using the Internet and other references,students research the life andaccomplishments of scientist orinventors chosen from a teacherprepared list.http://inventors.about.com



speculationCollect, Record,


Communicate







Students will:

Identify a technologicalproblem and describe thecriteria and constraints thatare addressed in solving theproblem.

Students will:

Use a PowerPoint presentation todemonstrate their findings to a groupof adults e.g., senior citizens or HomeSchool members.

Students work in cooperative groupsusing Web Quests to research variousproducts that kill bacteria.

CT, I, II: Technology and medicaladvancements should be used toprotect life and promote the commongood.

Collect, Record,Organize, Record,Analyze data

CollaborateCommunicateIdentify evidenceDraw conclusionsExhibit skepticism







Students will:

Identify and describe thestructure and function ofcells and cell parts.

Students will:

Construct a three-dimensional modelof a plant and/or animal cell.

Prepare wet mount microscope slidesof cells.

Role-play various cell structures andcreate a skit that explains thefunctions of each.

Use microviewers, photomicrographsand other technology to research cellstructure and function.

Prepare slides of cheek cells, onionskin cells, elodea plant cells andobserve under low/high power of amicroscope. Describe, draw and labeleach cell type. (Seehttp://science.exeter.edu/jeksfrom/web/CELLS/Elodea.html)

Identify, draw and state function(s) ofplant and animal cell organelles.

Compare and contrast structures ofplant cells with those of animal cells.

ObserveCollect, Record,


Draw conclusionsCommunicateCollaborate







Students will:

Compare and contrastacquired and inheritedcharacteristics in humansand other species.

Students will:

Prepare then present an oral andwritten report that includesdistinction between acquired andinherited traits, examples of each inhumans and other species andgraphed results of the family survey.

Write a report on an aspect ofgenetics.

Research and distinguish betweenacquired and inherited traits and giveexamples of each in humans and inother species. Survey family membersfor presence of inherited traits e.g.,dimples, earlobes and tongue rolling.

CT, I: Include in a discussion theuniqueness of each person, thesanctity of human life and the dignityof each individual.

Research the history of genetics andthe work of Gregor Mendel.Trace evolutionary history of humans.


Draw conclusionsCommunicateUse tools/technologyDistinguish fact from

speculationIdentify evidence






Students will:

Summarize and illustratethe life cycle of humans.

Describe life cycles oforganisms other thanhumans.

Students will:

List, illustrate and describe the stagesin the human life cycle.

Devise a table using computersoftware to compare and contrast lifecycles of the mealworm (fruit fly),bird, frog and human.

Draw a sequence of flash cards thatshow the stages in the life cycle ofthree different organisms. Includesimilarities and differences.

Review life cycle of humans;identify and describe the stages ofgrowth.

Observe mealworms (fruit flies) toinvestigate life cycles. Recordobservations and draw labeleddiagrams to show changes.Compare/contrast lifecycle ofmealworm (fruit fly) with that ofother organisms.

Explore how genetics can explainvariations in organisms.

Discuss evolution and CatholicTeachings; refer to Catechism ofthe Catholic Church #283, 284,285.

Practice safetyCollaborateExhibit open-mindednessPredictObserveExperiment


Solicit help from othersCollect, Record,


Draw conclusionsExhibit honestyRecognize necessity of

replicationUse tools/technologiesCommunicate






Students will: Students will:

Describe the properties ofmixtures and solutions, includingconcentration and saturation.

Write a lab report using ScientificMethod Format and present an oralreport of their findings to the class.

In cooperative groups, studentsare given 50 ml. of water andone of the following: salt, sugaror drink mix. They are togradually add measured amountsof their substance, identify andrecord when solution becomessaturated.

Describe typical physicalproperties of matter e.g., boilingpoint, melting point andsolubility. Observe andrecognize that a property isindependent of the amount ofsample.

Create a comic strip illustrating theresults of the demonstration thatincludes mastery of the conceptsof each term.

Demonstrate boiling point,melting point and solubility of asubstance and show that aproperty is independent of theamount of sample.

In cooperative groups, studentsperform a series of experimentsdemonstrating properties ofmixtures, solutions e.g.,concentration, saturation.

Practice safetyCollaborateExhibit open-

mindednessPredictObserveExperiment


Solicit help from othersCollect, Record,


Draw conclusionsExhibit honestyRecognize necessity of

replicationUse tools/technologiesCommunicateUse tables and graphsIdentify patternsMeasureUse measuring

instrumentsRecord measured

quantities

5.6 Chemistry



Chemical Reactions


Students will:

Observe and recognize evidenceof a chemical change.

Students will:

Present their findings to the classand individually complete a labreport using Scientific MethodFormat.

Students, in cooperative groups,are given substances to combineand are to record theirobservations e.g., baking sodaand vinegar, rice and iodine,Jell-O and instant pudding.

Practice safetyExhibit curiosityCollaborateObservePredictCollect, Record,


Exhibit honestyDraw conclusionsCommunicate

5.6 Chemistry


Standard 5.7 (Physical Science – Physics) All students will gain an understanding of natural laws as they apply to motion,forces and energy transformations.

Motion and Forces


Students will:

State and apply Newton’sFirst Law of Motion, theLaw of Inertia.

State and apply Newton’sSecond Law of Motionexplaining how friction andmass are related toacceleration.

Students will:

Record results in a table andexplain.

Predict, test, measure, record, andcommunicate how an increase inmass (using clay to double andtriple the mass of the toy car) willaffect the:

1. Height of the ramp to startthe toy car moving

2. Amount of force needed tomove the car

3. Acceleration of the car


Students place coins of increasingmass on top of an index card andflick the card to observe inertia.

Students, with teacher assistance,raise a ramp until a toy car starts tomove down the ramp.

CollaborateExhibit curiosityPredictIdentify evidenceExperimentObserveMeasureCollect, Record, Organize,

Analyze dataUse tables and graphsDraw conclusionsCommunicateExhibit honestyDemonstrate

5.7 Physics



Motion and Forces (Cont’d)


Students will:

State and apply Newton’sThird Law of Motion(action and reaction).

Recognize that every objectexerts a gravitational forceon every other object,depending on their massand distance from eachother.

Students will:

Demonstrate Newton’s Law ofAction and Reaction by designingand testing a balloon apparatusthat will fly the fastest, in astraight line, and with the leasteffect from air resistance.

Communicate findings in a labreport using the Scientific MethodFormat.

Create a poster that illustratesgravitational forces.

Students take turns blowing up aballoon and releasing it, observingthe direction the neck of the balloonis facing and the zigzag path theballoon travels.

Demonstrate the effects of gravityusing different size balls asrepresentations of planets.

Exhibit curiosityPredictIdentify evidenceExperimentEstablish controlled

conditionsObserveMeasureCollect, Record, Organize,

Analyze dataUse tables and graphsAnalyze dataDraw conclusionsCommunicateCollaborateModelDemonstrateSolicit help from others

5.7 Physics





Students will:

Record the temperature every twominutes of the ice water before,during and after the investigation.Observe and sketch the speed andpattern the rice grains take as theyare lifted and moved in the heatedwater.1. If the same number of ice

cubes were added to the boiledwater, predict what wouldhappen.

2. Test the new hypothesis.3. Create a graph to illustrate

their findings.

Demonstrate how heat energymoves from the heat source byheating brown rice in ice water.Students observe how heat energylifts and moves the rice grains.

Students will:

Recognize heat as a form ofenergy that moves fromwarmer objects to coolerobjects.

Describe how conduction,convection, and radiationtransfer heat from one placeto another.

Students write an informationalessay explaining the demonstration

Students hold a pinwheel over alight source that gives off heatenergy, thus observing how heatspins the wheel.

Explain sound as a form ofenergy that travels throughmatter as waves.

1. Label the transverse andlongitudinal waves on anillustrated diagram.

2. Explain how each wave carriesenergy from one place toanother.

Students, with teacher assistance,use a slinky toy to demonstratetransverse and longitudinal waves.

Practice safetyExhibit curiosityPredictEstimateRecord measured quantitiesConduct science activitiesConstruct graphsCommunicateCollaborateDemonstrateObserveIdentify evidenceCollect, Organize, Record,

Analyze dataDraw conclusions

5.7 Physics



Energy Transformation (Cont’d)


Students will:

Explain how the speed ofsound changes in differentmaterials.

Explain how frequency andpitch are related.

Students will:

Create a table in which to recordthe trials, finger positions,vibration speed (very slow,medium, very fast etc.) and thehighness or lowness of each sounde.g., low, medium, high etc.

Students place and hold a plasticruler that is extended 5 cm. off thetable with their finger at the 10 cm.Mark, then flick the ruler withanother finger. Listen to the soundit makes as it vibrates. Repeat withthe ruler extending off the table atthe 6 cm., 7 cm., 8 cm. and 9 cm.marks.

Exhibit curiosityObservePredictCollect, Organize, Record,

Analyze dataRecord/measure quantities

Use mean, median andmode to analyze data


Draw conclusionsCommunicateSolicit help from others

Explain how circuits allowelectricity to flow through aclosed circuit and notthrough an open circuit.

Compare and contrast aseries circuit and a parallelcircuit.

Successfully build series andparallel circuits, then use a Venndiagram to compare/contrast seriesand parallel circuits.

In cooperative groups studentsbuild a series circuit and a parallelcircuit. Groups then compare andcontrast their constructions.

Solve problemsRecognize the necessity of

replicationExhibit honesty

5.7 Physics




Students will:

Describe the composition,circulation, and distributionof the world’s oceans,estuaries and marineenvironments.

Students will:

Define estuary and marineenvironment.

Create two dioramas, one thatillustrates an estuary and the other amarine environment.

Students view a video about oceanand marine environments.

Exhibit curiosityQuestionObserveCollect, Record,


Express quantitiesModelObserveCommunicate

5.8 Earth Science



Standard 5. 10 (Environmental Studies) All students will develop an understanding of the environment as a system ofinterdependent components affected by human activity and natural phenomena.



Students will:

Describe the natural processthat occurs over time inplaces where direct humanimpact is minimal.

Students will:

Create and narrate a PowerPointpresentation illustrating how remoteregions change over time.

In cooperative groups studentsinvestigate and predict changes thattake place naturally in remoteregions e.g., Sahara Desert,Antarctic etc.


Exhibit curiosityIdentify evidenceCollect, Record,


Use tools/technologiesCommunicate

Human Interactions and ImpactStudents will:

Evaluate the impact ofpersonal activities on thelocal environment.

Students will:

Create a puppet show that depictshow personal activities have positiveor negative effects on theenvironment e.g., video games,shopping trips, gardening, cleaningetc. Present the show to students in alower grade.

Over a period of time studentsrecord their personal activities andchart/graph how theseinfluence/impact the localenvironment e.g., walking versusriding in a car, using recycledgrocery paper bags versus plasticbags etc.

CT, II, VI, VII: Raise awareness ofthe need to locally and globallyparticipate in society in order topromote the common good and carefor God’s creation.

Identify evidenceObserveCollect, Organize,


Solve problemsConstruct graphsUse tables and graphsDraw conclusionsCollaborateCommunicate






Explain that scientistsare men and women ofmany cultures who oftenwork together to solvescientific andtechnological problems.

Students will:

Journal entries from the perspective ofa scientist who worked on the genomeor on another scientific discovery.

Using a Web Quest, students researchindividual scientist’s contributions.Include those who are from differentcountries.

CT II: Integrate how the use oftechnology should promote theCommon good.

Exhibit CuriosityCommunicateCollect, Record,

Organize data

Describe how peoplefrom different cultureshave made and continueto make contributions toscience and technology.

Create a storyboard of thedevelopment of instruments thatmeasure time.

Students, in cooperative groups, areassigned a specific century to researchthe creation of instruments that measuretime e.g., sundial, water clocks, hourglass, watches with glass, digital etc.

Historical PerspectivesDescribe the impact ofmajor events and peoplein the history of scienceand technology, inconjunction with otherworld events.

Write obituary for Alfred E. Nobelinclude his contribution to worldevents through his Nobel Peace Prizeinitiative.

Present other findings using aPowerPoint presentation.

Students, in cooperative groups, areassigned topics to research e.g., NobelPeace Prize, Recipients of Peace Prize,Timeline of Weapons of War, Life ofA.E. Nobel etc.

CT VI: Inventors/inventions shouldbenefit humankind.

QuestionCommunicateExhibit CuriosityCommunicateCollect, Record,

Organize data




Science and Technological


Students will:

Compare and contrastscience with technology.

Students will:

Design a display/bulletin board thatillustrates similarities and differencesbetween science and technology.

Students research and determinedefinitions for science andtechnology.

Identify evidenceCollect, Record,



Nature of TechnologicalAnalyze a product orsystem to determine theproblem it was designed tosolve, the designconstraints, trade-offs andrisks involved in using theproduct or system.

Using PowerPoint presentations orother media, communicate findings toa community organization e.g., RotaryClub, Elks.

In cooperative groups, research thedevelopment of the automobile. Eachgroup is assigned a topic e.g.,improvements in design, trade-off,risks, impact on society. (IntegrateMathematics Curriculum Guidelines)

CT II, VII Discuss beneficial andadverse affects of technologicaladvancements on human kind andGod’s creation.




Technological DesignDefine feedback, loopsand control systems.

Recognize how feedbackloops are used to controlsystems.

Design and demonstrate how afunction table works.

Teacher explains how a functiontable works and gives studentsexamples to demonstrate input,output and feedback loops. Relate tocomputer loops.

Express quantitiesPerform computationsUse tablesEvaluate data






Students will:

Recognize that complexmulticelluar organisms,including humans, arecomposed of and defined bythe interactions of thefollowing:

cellstissuesorgansorgan systemsorganisms

Students will:

Construct a concept map thatincludes important ideas and termsrelated to levels of organization.

Create a bulletin board that depictsthe levels of organization and theirrelationships.

Describe, draw and label cells.

Use micro-viewers andphotomicrographs of various cellsand tissues to observe, describe, anddraw each level of organization.

Collect pictures of organs and organsystems.

Using drawings and pictures fromstrategies described above, explainthe relationship among the fourlevels.

Use compound microscope and handlens to observe plant and animalcells.

ObserveIdentify evidenceHypothesizeCollect, Organize,

Record, Analyze,Evaluatedata

Communicate



5.5 Standard 5.5 (Cont’d)



Students will:

Compare and contrast kindsof organisms using theirinternal and externalcharacteristics.

Students will:

From a list of various organisms, sortinto the kingdom and phylum towhich each belongs and explain thegrouping strategy.

Design a Venn Diagram to compareand contrast two given organismswith respect to internal and externalcharacteristics.

Collect magazine photographs oforganisms. Sort into related groupsand explain grouping strategy.

Collect various flowers, sort intorelated groups by internal andexternal characteristics.

Sort flowers according to internaltraits.

Investigate internal structures ofvaried organisms.

Compare and contrast one animaland one plant organisms withrespect to internal and externalcharacteristics.

CT I: Include in a discussion thatGod created all things and humanlife is a precious gift.

ObserveHypothesizeCollect, Record,


InferModelCompare and ContrastCommunicateConstruct graphs



5.5 Standard 5.5 (Cont’d)



Students will:

Describe the process ofsorting and recombining ofgenetic material in humansand in other species.

Students will:

In cooperative groups construct a 3-Dmodel to explain the process ofmitosis or meiosis.

From varied resources, research andexplain the process of mitosis in celldivision.

Using cutouts of chromosome pair,describe the events in each phase ofmitosis. Observe mitosis under amicroscope.

ObserveCollect, Record,


MeasureInferModel

Construct a diagram of each phase ofmeiosis and describe the events ineach. Identify one trait on thechromosomes and follow it througheach phase.

From varied resources research andexplain the process of meiosis ingametes.

Design a chart that compares andcontrasts mitosis and meiosis.






Students will:

Explain how all matter iscomposed of atoms that may jointogether to form molecules.

Students will:

Use styrofoam balls to build amodel of common molecules thenexplain their model to younger orupper grade students.

Explain chemical compositionsof molecules and chemicalequations and provide studentswith directions to build modelsusing, styrofoam balls andtoothpicks.

CT VII: Include anappreciation of the structureand order of chemical processesin relation to God’s gift ofcreation.

Organize dataCommunicateDemonstrateConduct science

activities

Explain properties of elements. In pairs create posters that includeelements of a specific groupillustrating their symbols,properties, dot diagrams of valencelevels and pictures of the elements.Give an oral presentation to theclass that explains their poster.

Students are provided a periodictable and teacher explains thatelements are grouped by mainproperties e.g., metal andnonmetal. Lead a discussion thatguides students to discover howelements are arranged in theperiodic table.

Practice safetyCollect, Record,

Organize dataDraw conclusions

5.6 Chemistry



Chemical Reactions


Students will:

Show how substances canchemically react with each otherto form new substances havingproperties different from those ofthe original substances.

Show that in most chemicalreactions, energy is transferredinto or out of a system.

Students will:

Write a lab report, and give an oralpresentation of their observationsand results to a group e.g., seniorcitizens, class mates.

Students are divided intocollaborative groups. Eachgroup is provided with one of thefollowing pairs: baking soda andvinegar, cornstarch and water,paper and matches, or steel wooland water. Combine materials,observe reactions and compareresults.

Organize, Collect,Record, Analyze data

DemonstrateConduct science

activitiesDraw conclusionsPractice safetyCommunicate

Illustrate how atoms arerearranged when substances reactand that the total number of atomsremains the same as the originalsubstances.

Correctly complete a worksheetbalancing chemical equations.

Teacher demonstrates how tobalance chemical equations andstudents are provided withvarious examples.

Perform computations

5.6 Chemistry


Standard 5.7 (Physical Science – Physics) All students will gain an understanding of natural laws as they apply to motion,forces and

energy transformations.

Motion and Forces


Students will:

Cite examples of areference point e.g.,equator as 00 latitude, 00

Celsius as freezing point ofH2O.

Explain how an object is inmotion and how motion isrelated to a reference point.

Investigate, measure, anddescribe what happens tothe motion, speed, velocityand acceleration of movingobjects.

Students will:

List other examples of referencepoints.

Produce a table in a lab reportaccording to teacherspecifications.

Teacher introduces concept ofreference points, e.g., equator as 00

latitude, 00 Celsius as freezingpoint of H2O.

Set up ramps of different heights totest marbles and toy cars travelingdown the ramp. Students record,measure, calculate, graph, analyze,and communicate data resultsobtained from different rampheights and runways affect onmarbles and toy car’s:

reference pointmotionspeedvelocityacceleration

Identify the factors thatdetermine the friction forcebetween two surfaces.

In cooperative groups demonstrateand explain their experiment andresults to the class.

Set up ramps with runways ofdifferent materials to investigatetheir friction force on a toy car’sspeed and acceleration.

Practice safetyExhibit curiosityPredictEstablish controlled conditionsSelect and use measuring instrumentsExperimentObserveIdentify evidenceCollect, Record, Organize,

Analyze dataExhibit honestyRecord measured

quantitiesPerform computationsConstruct tables & graphsIdentify patterns

5.7 Physics


Motion and Forces (Cont’d)


Students will:

State the Law of UniversalGravitation and describethe effects gravity and airresistance have on objectsin free fall

Students will:

Design and build different paperairplanes and test the path, speed,distance and gliding time of eachdesign.

Communicate findings usingtables and graphs.

Construct identical paper airplanesto test and compare throwing forcesand techniques.

Practice safetyExhibit curiosityPredictEstablish controlled conditionsSelect and use measuring instrumentsExperimentObserveIdentify evidenceCollect, Organize, Record,

Analyze dataExhibit honestyRecord measuredquantitiesPerform computations

Construct tables andgraphs

Identify patterns

5.7 Physics


5.7 Energy Transformation


Students will:

Recognize that the Sun isthe major source of theEarth’s energy.

Students will:

Create a graphic organizer usingpictures collected to illustrate theflow of energy from the sun toliving and non-living things.

Students collect pictures ofdifferent energy sources used on theEarth that have the Sun as theirsource.

Organize, Collect, Record,Analyze data

Describe the various formsof energy such as heat,light, chemical and solar.

Present their blueprints anddesigns to the class; then eachgroup defends their choiceproviding reasons why theirs is thebest location.

In cooperative groups studentsselect the best location around theschool grounds to establish aproposed garden.-Draw a blue print of the school andits grounds.-Design the layout of the garden.

QuestionIdentify evidenceMeasurePerform computationsQuestionSolve problemsCommunicate findings

Describe the various formsof energy such as heat,light, sound, chemical,mechanical, nuclear, solarand electrical.

Use the pictures collected to createa chart that classifies energy invarious forms.

Students observe, then collect ortake pictures of every day objectsthat produced energy in the formof: Heat Light Sound Chemical Mechanical Nuclear Solar Electrical

ObserveCollect, Record, Organize,

Analyze data

Describe light as the visiblepart of the spectrum.

Illustrate the colors of the rainbowand explain how they areproduced.

ObserveCollect, Record, Organize,

Analyze data

Communicate

Differentiate betweenluminous and illuminatedobjects.

Create a chart listing every dayexamples of luminous andilluminated objects.

Teacher demonstrates luminous andilluminated objects.

5.7 Physics


Energy Transformations (Cont’d)


Students will:

Describe how light energyis refracted as it interactswith different liquids.

Students will:

Create a table that records the rateof the refractive ability of eachliquid include illustrations andexplain to classmates theirobservations.

In cooperative groups, students place apencil into a glass container filled withwater to demonstrate refraction of light.Next, investigate liquids of differentviscosities to test their refractiveabilities.


Describe how light energyis reflected as it interactswith different matter.

Successfully complete a functionalperiscope.

Provide a presentation to studentsin a lower grade about periscopes.Include blue prints of theirperiscope design with labeled partsand explain how it works.

Students, with teacher assistance,demonstrate the use of mirrors toreflect light and images back to theobserver. Then they build a periscopewith teacher provided directions andmaterials.

Communicate

Describe how light energyis absorbed as it interactswith different matter.

Create different colors by mixingvarious paint pigments that willabsorb the undesired colors andreflect the desired colors.

Explain how paper reflects color byabsorbing every color in the spectrumexcept for the desired color. Studentsare supplied with directions andmaterials for the assessment activity.

5.7 Physics




Students will:

Describe how weathersystems are represented onweather maps.

Students will:

In cooperative groups observe andmaintain daily records of weatherconditions in measurable quantitiese.g., temperature, wind direction andspeed, and the amounts ofprecipitation.

Create a daily weather forecast fortheir school, using student createdweather maps and symbols.

Students create weather maps usingteacher provided weather predictioninstruments.

Exhibit curiosityPredictIdentify evidenceExpress quantities

select and usemeasuringinstruments



CommunicatePerform computations

5.8 Earth Science

Standard 5.8 (Earth Science) All students will gain an understanding of the structure, dynamics, and geophysical systems ofthe earth.




Students will:

Define erosion.

Analyze how Earth’slandforms and materials arecreated through constructiveand destructive processese.g.,

weatheringwater erosionriver systemsocean waveswindglaciers and iceearthquakes

volcanic eruptions landslides

Students will:

In cooperative groups create a dioramaor model that shows one of theprocesses defined.

Teacher provides sources andshows pictures of destructive andconstructive processes shaping theEarth and leads a class discussionto clarify differences.

Identify problemQuestionPredictEstablish controlled

conditionsConduct science

activitiesCollect, Record,



5.8 Earth Science


How We Study the Earth


Students will:

Utilize data gathered fromemerging technologies e.g.,Global Positioning System(GPS) and GeographicInformation System (GIS)to create representations anddescribe processes of changeon the Earth’s surface.

Students will:

Use satellite imagery to describe whatthey see on website.

Provide students with access tocomputers for websites regarding(GPS) (GIS) and discusses theiruses.

QuestionPredictIdentify evidenceCollect, Record,


Use computers and the NationalGeographic sites GIS and/or GPS toexplain how present technologiesrepresent and describe the processes ofchange in the Earth’s surface.

Explain in a written report how thesetechnologies impact scientists’ studyof the Earth.


5.8 Earth Science





Students will:

Investigate the impact ofcatastrophic e.g.., forest fires,floods and hurricanes onenvironment of New Jersey.

Students will:

Write a news article aboutinformation gathered and submit it tolocal newspaper for publication.

Students interview or invitegovernment official to presentinformation about impact ofcatastrophic events on theenvironment of New Jersey.

CT III: Encourage responsibility toparticipate in local community forthe common good.

Exhibit curiosityIdentify evidence


Communicate

Human Interactions and ImpactCompare and contrastpractices that affect the useand management of naturalresources.

Using graphic organizers, presenttheir findings to students in a lowergrade or write a resume applying fora management position at a naturalresource facility and include amanagement proposal.

Students, in cooperative groups, areassigned one of New Jersey’snatural resources e.g., beaches,rivers, ocean waters, farmland, watersheds, pinelands, air etc. Theyresearch practices that affect theiruse e.g., garbage disposal, sewagechemical pollution, urban sprawldiminishment of recreationaluse/access.

CT II, VI: Right and responsibilityto participate in the community andto care of God’s creation.



Solve problemsUse tables and graphsDraw conclusionsCommunicate



Standard 5.2 (Science and Society) All students will develop an understanding of how people of various cultures havecontributed to the advancement of science and technology, and how major discoveries and events have advancedscience and technology.



Recognize that scientifictheories:

Develop over timeDepend on the

contributions ofmany people

Reflect the social andpolitical climate oftheir time

Students will:

Write newspaper articles from theperspective of various nations ordecades regarding the exploration ofspace.

Students choose from a teacher createdlist of topics to research e.g., rocketdevelopment, spacecraft, Russia andUnited States space race/collaboration,inventors and astronauts.


Exhibit curiosityQuestionIdentify evidenceCollect, Organize

Record, Analyzedata

Communicate

Historical PerspectivesDescribe thedevelopment andexponential growth ofscientific knowledge andtechnologicalinnovations.

Analyze and describethe cause and effectbetweenscience/technology andsociety.

Construct a timeline depicting thehistory and development of scientificinstruments.

In cooperative groups, conduct a paneldiscussion about the relationshipbetween society and a scientificdiscovery or technological invention.

In pairs, choose and research the historyand development of one scientificinstrument from a teacher created liste.g., calculator, computer, telescope,microscope, sextant, compass, medicaldiagnostic technology, camera, medicalinstruments etc.

After students read Command theMorning by Pearl S. Buck, teacher leadsa class discussion about the use of theAtomic Bomb.


CollaborateExhibit curiosityQuestionIdentify evidenceCollect, Organize

Record, Analyzedata

Communicate






Students will:

Compare and contrastscience with technologyillustrating similarities anddifferences between thesetwo human endeavors.

Students will:

Prepare a PowerPoint presentation ofthe scientific and technologicalaspects of controlling diabetes.

Review relationships between scienceand technology. Explore howdiabetes is controlled throughmedication and diet. Identify thescientific and technological aspects ofthe problem.

Invite a pharmaceutical companyrepresentative to visit and explainresearch, development andproduction of medication fordiabetics.

CT, I: Use of technology to enhanceor threaten life.

Exhibit curiosityIdentifying problemsQuestionIdentify evidenceCollect, Organize

Record, Analyzedata

Draw conclusionsCommunicateUse tools/technologies

Nature of TechnologyAnalyze how a product orsystem will solve aproblem; include designconstraints, trade-offs andrisks involved in using it.

Predict how the product orsystem might fail or beimproved.

Invent a product or system that willsolve a problem and write anexplanation of its design constraints,tradeoffs and risks involved in usingit.

Discuss possible improvements totheir invention if it fails.

Students bring in articles fromnewspapers, medical journals andmagazines that are about the historyof inventions.

CT, VI: Inventions should benefithuman kind.

Exhibit curiosityIdentifying problemsQuestionIdentify evidencePredictCollect, Organize

Record, Analyzedata





Matter, Energy and Organization in Living Systems


Students will:

Explain how the products ofrespiration andphotosynthesis are recycled.

Students will:

Using AV, create and presentresearch findings on the chemicalpathways of photosynthesis andrespiration.

Or

Using technology, develop a chartto show the relationship betweenphotosynthesis and respiration.

Present findings to the class.

Using varied resources, research thechemical pathways of reactants andproducts of photosynthesis in plantsand respiration in plants and animals.

Students brainstorm possibleexperiments that would demonstrate aplant’s use of C02 duringphotosynthesis. Choose one idea andcreate the experiment.

Practice safetyIdentify problemsExhibit curiosityQuestionPredictEstablish controlled

conditions

Observe, Collect,Organize, Record,

Analyze dataCommunicateUse tools/technologyUse tables and graphsConstruct graphs




Diversity and Biological EvolutionStudents will:

Discuss how the changingenvironmental conditions canresult in evolution orextinction of a species.

Students will:

Using research information obtained,write a persuasive essay (pro or con)on the effects of environmentalchanges on organisms.

Create a PowerPoint presentationillustrating their research, findingsand conclusions.

Students using various resources,research the results of an ecologicalstudy conducted in a specificenvironment (wooded area, marsh,pond etc.) on a specific organism(tad poles, flowering cacti, cattailsetc.) Prepare a chart or graph thatillustrates the important findings ofthe study.

Relate findings of study to theeffect of environmental changes onorganisms.

Identify and solveproblems


Record, Analyzedata

Draw conclusionsUse and interpret

tables and graphsConstruct graphCommunicateUse tools/technologiesCollaborate

Recognize that individualorganisms with certain traitsare more likely to surviveand have offspring.

Complete a lab report on thecontrolled experiment investigatingeffects of various factors on growthof plants.

Create a chart of plants that growunder ideal conditions

In cooperative groups, studentsdesign controlled experiments thatinvestigate effects of light,temperature, moisture, soil type, pHon growth of seeds from plants withdifferent growing requirements.

CT, I: Discuss Catholic teachingsand evolution; refer to Catechismof the Catholic Church #283, 284,285.




Reproduction and HeredityStudents will:

Describe how the sorting andrecombining of geneticmaterial results in thepotential for variation amongoffspring of humans andother species.

Students will:

Design a review chart comparingmitosis/meiosis.

Prepare a report on the inheritance ofa family trait. Include: events ofmeiosis, diagrams and conclusions.

Students’ recall previously learnedinformation on mitosis and meiosis;how traits are passed on. Using aVenn Diagram, compare andcontrast the two processes.

Using Punnett Square and PedigreeCharts, explain how a family traite.g., eye color, tongue rolling ispassed on.

Determine the ratio of each genecombination.

Using a computer-generated chart,explain how recombination of DNAmay occur.

QuestionPredictCollect, Organize,

Record, Analyzedata

Construct graphsUse and interpret

graphsExpress quantitiesEstimateIdentify evidenceUse tools/technology






Students will:

Recognize that the state of matteris determined by the arrangementand motion of atoms andmolecules and that the motion ofthese particles is related to theenergy of the system.

Students will:

Use information found on theInternet to create a PowerPointpresentation that illustrates theconcept and show it during a homeschool association meeting.

Students using a Web Questresearch how the motion ofatoms determines the state ofmatter. See:

http://www.chem4kids.com/files/matter _changes.html

CT VII Appreciation of thestructure and properties ofmatter in relation to God’screation.


Conduct scienceactivities

Draw conclusionsCommunicateUse tools/technologies

Recognize, demonstrate, andobserve that mixtures often canbe separated into the originalsubstances using one or more oftheir characteristic physicalproperties.

Write an informative essay foryounger students that explains theactivity and provides step-by-stepdirections.

Students are given a supersaturated solution of salt andwater and observe how saltcrystals are formed after thewater evaporates; or mix marblesand sand; grains of rice and saltor beans and cereal then separatethem.

5.6 Chemistry



Chemical Reactions


Students will:

Demonstrate and explain thatregardless of how substanceswithin a simple closed systeminteract the total mass of thesystem remains the same.

Students will:


Students measure mass ofindividual ingredients andcombine into a bottle. Measurethe mass of the bottle withproduct and determine mass ofthe product.

Practice safetyObserveIdentify problemExhibit curiosityPredictIdentify evidenceMeasure select and usemeasuring instrumentsExperimentCollect, Organize,

Record, Evaluate dataDraw conclusionsConduct science

activities

5.6 Chemistry


Standard 5.7 (Physical Science – Physics) All students will gain an understanding of natural laws as they apply to motion,forces and energy transformations.

Motion and Force


Students will:

Use quantitative data to showmore than one force acting on anobject at the same timereinforcing or canceling eachother producing a net force(unbalanced force) that willchange speed and/or direction.

Students will:

Use their balance scale to measurethe amount of mass needed tocreate a net force of zero thusbalancing the scale.

Teacher leads a class discussionbefore and after students play atug of war game in order todemonstrate balanced andunbalanced forces.

Students identify force design,and build a balance scaleapparatus that will accuratelymeasure the mass of variousobjects.

Practice safetyIdentify problemPredictEstimateRecord measured

quantitiesObserveIdentify evidenceCollect, Organize,

Record, Analyze dataPerform computationsAnalyze, Evaluate dataOrders of magnitudeDraw conclusionsCommunicate

5.7 Physics


Motion and Force (Cont’d)

Outcomes Assessment Suggested StrategiesScience Process Skills andMathematicalApplications

Students will:

Identify and describe simplemachines:

LeversPulleysScrewsWheels and AxleInclined Planes

Students will:

Set up a chart to arrange picturesof each simple machine testedaccording to the order of leastefficient to most efficient.

Communicate findings about theramps using the Scientific MethodFormat.

Students bring to class picturesof everyday objects that usesimple machines then correlateparts of the human body to thesimple machines

Test two ramps of differentlengths to determine which onerequires less work to pull objectsup a ramp.

Use quantitative data tocalculate work, mechanicaladvantage, and efficiency ofsimple machines

Calculate the mechanicaladvantage and efficiency of levers,pulleys, and inclined planes thenuse charts to communicate theirfindings.

Use a meter stick to find theamount of force (weights)needed to balance an object onthe opposite side. Repeat aboveby changing the fulcrum tovarious positions under themeter sticks e.g., 20 cm, 30 cm,40 cm, 50 cm etc.

Compare fixed and movablepulleys and their ability to liftobjects of various weights.

Identify problemPredictEstimateRecord measured quantitiesObserveIdentify evidenceCollect, Organize,

Record, Analyze dataPerform computationsEvaluate dataOrder by magnitudeDraw conclusionsCommunicate findingsConstruct graphsUse tables and graphs

5.7 Physics




Students will:

Describe the relationship betweenwork and energy.

Students will:

Demonstrate applied energy(force) that is or is not doing work.

Students move light and heavyobjects e.g., chair vs. wall.

Practice safety

Trace all forms of energy such asinfrared, ultraviolet radiationand visible light to the Sun.

Keep accurate records, sketchesand explanations of theirobservations.

Record the temperatureproduced by infrared radiationgiven off by the Sun.

Observe the effect of the Sun’sultraviolet radiation has on thebrightness of color onconstruction paper whenexposed to the Sun.

Use a prism to separate visiblelight from the Sun.

CT, VII: Appreciation ofstructure and properties ofmatter in relation to God’screation.




conditionsExperimentObserveIdentify evidenceCollect, Record,Organize

dataConstruct tablesConstruct graphsAnalyze dataDraw conclusionsCommunicate

5.7 Physics




Students will:

Recognize heat as a form ofenergy that moves from warmerobjects to cooler objects.

Demonstrate the movement ofheat through materials and acrossspace by radiation, conductionand convection.

Students will:

Create a table to record detailedchanges throughout the test andrecord the time when they madeeach observation.

Share with classmates which potsconduct heat most efficiently.

Given various types of metalwires, students predict whichwill conduct heat best. They testthe conductivity of heat byplacing equal amounts of wax onthe different wires (of samelength and thickness) then usingone source, heat all wires at thesame time. Observe which wireconducts heat the fastest causingthe wax to melt and drop.Record the time.

Students list types of metal potsused in their homes and based onthe results above identify whichwill conduct heat mostefficiently.

Practice safetyUse measuring


quantitiesPredictEstablish controlled

conditionsExperimentObserveIdentify evidenceCollect, Record,


Draw conclusionsCommunicateConstruct graphsUse graphs and tables

5.7 Physics




Students will: Students will:

After successfully cooking the eggcreate a graph illustrating the risein temperature of the water as itcooked the egg. Communicatefindings in a lab report.

Students draw a diagram of agreen house showing conduction,convection and radiant heat in useas active and passive solar heatingsystems.

Students test radiant energy bybuilding a solar oven that willtrap the sun’s visible light to heatwater enough to cook an egg.Maintain and record accuratetemperature readings every 5minutes as the water heats up tocook the egg.

Students create a KWL graphicorganizer about green houseeffects.

CT, VI, VII: Include in a classdiscussion care for God’screation, the effects of airpollution on the common goodand global warming.

Practice safetyUse measuring


quantitiesPredictEstablish controlled


dataConstruct tablesAnalyze dataDraw conclusionsConstruct graphsCommunicateUse tables and graphs

5.7 Physics




Students will:

Trace energy transformationsfrom one form to another e.g.,solarlightheatchemicals mechanicalelectrical sound

Students will:

Identify and collect pictures ofappliances around the home andschool that convert energy fromone form into another.

Write an informational essay thatexplains how the energy isconverted and used to benefitsociety.

Teacher guides students inunderstanding energytransformation by examples e.g.,

Automobile: ignition key motor cranks enginesparkplugs gasoline and airis mixed car moves

Green Plants: solar energy chemical energy(photosynthesis, respiration) mechanical energy (ability tomove)

Animals: solar energy (plantfood), chemical energy(digestion), mechanical energy(ingestion, peristalsis); electricalenergy (brain waves synapses);heat energy (constant bodytemperature)

CT: III, VI Concern for thecommon good and energyconsumption affects on thepoorer nations.





DataUse tables and graphsConstruct tablesAnalyze dataDraw conclusionsCommunicate findingsConstruct graphs

5.7 Physics




Students will:

Describe conditions in theatmosphere that lead to weathersystems e.g., high and low fronts,warm and cold fronts, high andlow pressure systems.

Students will:

Write a lab report based onobserving the lab demonstration.

Students observe experimentsdemonstrating, how fronts areformed.

CT, VII: Care for God’screation.

Exhibit curiosityPredictIdentify evidenceExpress quantities

Select use measuringinstruments


Perform computationsObserveCollect Organize,

Record, Analyzedata


5.8 Earth Science



Standard 5. 8 (Cont’d)



Students will:

Explain how technology,designed to investigatefeatures of the Earth’ssurface, impacts howscientists study the Earth.

Students will:

Research, prepare and write a reportexplaining how technologies simplifythe way scientists study the Earth andits changes.

Students are providedguidelines/template, timeline ofrequirements and rubrics forresearch report and given access toresources.

QuestionExhibit open-

mindednessCollect, Organize,

Record, Evaluatedata

CommunicateUse tools/technologies

5.8 Earth Science


Standard 5.10 (Environmental Studies) All students will develop an understanding of the environment as a system ofinterdependent components affected by Human activity and natural phenomena.



Students will:

Investigate the impact ofcatastrophic events e.g.,forest fires, floods andhurricanes an ecosystem inNew Jersey and other states.

Students will:

Using audio visuals, present theirfindings to community organizationse.g., Rotary, Elks, Kiwanis etc.

Students in cooperative groups areassigned one of the catastrophicoccurrences. Using a web quest andother local resources research theimpact on New Jersey’senvironment and suggest possiblesolutions to avoid or diminish itsimpact.

CT, III: Encourage responsibilityto participate in the localcommunity for the common good.

Identify evidenceCollect, Organize,

Record, Evaluate,data

Solve problemsDraw conclusionsCommunicateUse tools/technologies

Human Interactions and ImpactCompare and contrastpractices that affect the useand management of naturalresources and analyze theethical issues associated withindustries e.g., farming,fishing, energy productionetc.

Debate ethical issues associated withindustrial use and management ofnatural resources.

In teams, students research the useand management of naturalresources and interview government,business, industrial andenvironmental advocacy personnelabout the ethical issues involved.

Challenge students to connect eachone of the Catholic Teachings tothese ethical issues

Identify evidenceCollect, Organize,

Record, Evaluatedata

Solve problemsUse tools/technologiesDraw conclusionsCommunicateCollaborate


TS - 1

Graphic Organizer

KWLH

The K-W-L-H teaching technique is a good method to helpstudents activate prior knowledge. They can create additionalgraphic organizers or they can use it to review and write aboutwhat they have learned. This is a group instructional activitydeveloped by Donna Ogle (1986) that serves as a model foractive thinking during reading.

K Stands for helping students recall what they KNOWabout the subject.

W Stands for helping students determine what they WANTto learn.

L Stands for helping students identify what they LEARNas they read.

H Stands for HOW we can learn more (other sources whereadditional information on the topic can be found).

Interaction Outline

Interaction Outline is used to show the nature of an interactionbetween persons or groups, such as the interaction betweenScientists and Doctors.

Key frame questions: Who are the persons or groups? Whatwere their goals? Did they conflict or cooperate? What was theoutcome for each person or group?

What WeKnow

What WeWant toFind Out

What WeLearned

How CanWe Learn

More

TS - 2

ClusteringClustering is a nonlinear activity that generates ideas, imagesand feelings around a stimulus word. As students cluster, theirthoughts tumble out, enlarging their word bank for writing andoften enabling them to see patterns in their ideas. Clusteringmay be a class or an individual activity.

Compare/ContrastCompare/Contrast is used to show similarities and differences.

Key frame questions: What is being compared? How are theysimilar? How are they different?

Name 1 Name 2Attribute 1

Attribute 2

Attribute 3

Chain of EventsChain of Events is used to describe the stages of an event, theactions of characters or the steps in a procedure.

Key questions: What is the first step in the procedure orinitiating event? What are the next stages or steps? How doesone event lead to one another? What is the final outcome?

Beginning

Continuum Scale/Time LineContinuum is used for time lines showing historical events,ages (grade levels in school), degrees of something (weight),shades of meaning, or rating scales (achievement in school).

Key frame questions: What is being scaled? What are the endpoints or extremes?

First Event

Second Event

Final Event

TS - 3

Cycle

A depiction of a Cycle attempts to show how a series of eventsinteracts to produce a set of results again and again, such as thelife cycle of a bean plant or a frog.

Key frame questions: What are the main events in the cycle?How do they interact and return to the beginning again?

Fishbone Mapping

A Fishbone Map is used to show the causal interaction of acomplex event (an election, a nuclear explosion) or complexphenomenon (air pollution, environmental impact).

Key frame questions: What are the factors that cause X? Howdo they interrelate? Are the factors that cause X the same asthose that cause X to persist?

Storyboard

A storyboard is a graphic, sequential depiction of a narrativee.g., scientists biography, invention development, medicaldiscovery. Students recall major events then illustrate each inthe squares provided.

1

2

3

4

TS - 4

Problem/Solution

Problem/Solution requires students to identify a problem andconsider multiple solutions and possible results.

WhoProblem What

Why

Solutions

End Results

Used to represent a problem, attempted solutions, and results(ex. river pollution).

Key frame questions: What was the problem? Who had theproblem? Why was it a problem? What attempts were made tosolve the problem? Did those attempts succeed?

Ranking LadderThe purpose of using a Ranking Ladder is to help students rankorders. Ladders are used to rate, evaluate, weigh, or judge inorder of importance, value or size. The thinking skill used isevaluation.

Network Tree

Used to show causal information (causes of pollution, cancer),a hierarchy (types of insects), or branching procedures (thecirculatory system).

Key frame questions: What is the super ordinate category?What are the subordinate categories? How are they related?How many levels are there?

Information Chart/ 5 WsThe information chart helps to teach students how to askquestions that gather information. It also helps teachers teachstudents how to summarize information with precision.

Who What Where When Why

TS - 5

Prior Knowledge Topic SurveyAnticipation/Reaction Guide

An Anticipation/Reaction Guide is used to assess a class'sknowledge before they begin a lesson.Students respond to each statement twice: once before thelesson and again after reading it.

• Write A if you agree with the statement• Write B if you disagree with the statement

ResponseBeforeLesson

TOPIC: Dinosaurs ResponseAfterLesson

Dinosaurs are the mostsuccessful group of landanimals ever to roam theEarth.Paleontology is the study offossils.Human beings belong to theZenozoic Era.Most dinosaurs have Greeknames.Some dinosaurs are namedfor places in which theirfossilized remains werefound.Dinosaurs ruled our planetfor over 150 million years.Dinosaurs had small brains

Venn Diagram

The Venn Diagram is made up of two or more overlappingcircles. It is often used in mathematics to show relationshipsbetween sets. In language arts instruction, Venn Diagrams areuseful for examining similarities and differences in betweenanimals and plants or meiosis and mitosis.

It is frequently used as a prewriting activity to enable studentsto organize thoughts or textual quotations prior to writing acompare/contrast essay. This activity enables students toorganize similarities and differences visually.

A BC

TS - 6

Prediction Tree

The purpose of the Prediction Tree is to help students to makepredictions and to infer.

Agree Disagree Chart

The Agree/Disagree Chart is used to help students organizedata to support a position for or against an idea. Thinkingskills are evaluating and analyzing.

Agree Disagree

Pie Chart

The Pie Chart is used to help students estimate the relationshipof parts to the whole. This organizer can be used to break anidea or object into its parts, to see how a part relates to thewhole.

Sequence Chart

The purpose of the Sequence Chart is to help students sequencea series of actions or tasks chronologically.

TS - 7

Flow Chart

A Flow Chart is a diagram that represents a sequence of eventsor describes a process.

It requires students to determine each step involved incompleting a process, and it is a diagram of a process thatmakes it easier to visualize.

The following are basic flow chart symbols:

• Rectangle—shows some action that is taken

• Oval—the start and end boxes

• Diamond—decision or question boxes

• Arrows—used to direct flow through the chart

Next is a sample of purchasing a drink from a vendingmachine.

End

Whatkind of drink

of youwant?

Doyou haveenoughmoney?

EndYes

Start

Whatkind of drink

do youwant?

Press button tomake yourselection

Collect change

Press button tomake yourselection

Collect drink

InsertCoins

Yes

Doyou havecorrectchange?

No Insertcash

TS - 8

Integrating Children’s Literature and Science Bibliography(Listed according to science content)

Books listed are suggestions taken from Science Books & Films, from Science Fare, by Wendy Saul and Alan Newman, from NewYork Times Parent’s Guide to the Best Books For Children, compiled by Phyllis Marcuccio during National Science TeachersAssociation and from Lori Lauver, Director of Education, Whitaker Center for Science and Arts Harrisburg, PA, Distributed at 2005NCEA Convention.

AnatomyNon-Fiction Selections

Allison, Linda (1976). Blood & guts: A working guide toyour own insides. Boston: Little, Brown & Company.

Balestrino, Philip (1989). The skeleton inside of you.revised edition. New York: Crowell.

Smith, Kathie Bilingslea, & Crenson, Victoria (1987,1988). Hearing, seeing, smelling, tasting, thinking, andtouching. Mahwah, NJ: roll Question Book,

Animal and WildlifeNon-Fiction Selections

Arnold, Caroline (1982). Animals that migrate.Minneapolis: Carolrhoda.

Arnold, Caroline (1988). Penguin. New York: MorrowJunior Books.

Coldrey, Jennifer (1987). Discovering flowering plants.New York: Bookwright.

Lerner, Carol (1987). A forest year. New York: MorrowJunior Books.

Powzyk, Joyce (1988). Tracking wild chimpanzees. NewYork: Lothrop, Lee & Shephard.

Pringle, Laurence (1977). The hidden world: Life under a rock.New York: Macmillan.

Scott, Jack Denton (1976, 1978). Discovering the Americanstork, and discovering the mysterious egret. New York:Harcourt, Brace Jovanovich.

Spencer, Guy J. (1988). A living desert. Mahwah, NJ: ATroll Question Book.

Animal and WildlifeFiction Selections

Cutchins, Judy, & Johnston, Ginny (1989). Scoots the bogturtle. New York: Atheneum.

Law, Felicia (1985). Darwin and the voyage of the beagle.Bergenfield, NJ: Andre Deutsch. A fictionalized account of the voyage to Galapagos

TS - 9

Animal and Wildlife (Cont’d)Fiction Selections (Cont’d)

McClung, Robert (1988). Lili: A giant panda of Sichuan.New York: Morrow Junior Books.

McClung, Robert (1988). Major: The story of a blackbear. North Haven, CT: Shoe String Press, Inc.

McNulty, Faith (1986). Peeping in the shell: A whoopingcrane is hatched. New York: Harper & Row.

Scott, O’Dell (1960). Island of the blue dolphins. Boston:Houghton Mifflin.

AstronomyNon-Fiction Selections

Adler, Irving (1980). The Stars: Decoding their message.New York: Thomas Y. Crowell.

Asimov, Isaac (1988). How the universe was born.Milwaukee: Gareth Stevens, Inc.

Hines, Anna Grossnickle (1989). Sky all around. NewYork: Clarion.

Radlauer, Edward & Ruth (1987). Earthquakes. Chicago:Children’s Press.

Dinosaur BooksParticularly suitable for children in primary grades

Aliki (1981). Digging up dinosaurs. New York: Thomas Y.Crowell.

Aliki (1985). Dinosaurs are different. New York: ThomasY. Crowell.

Lauber, Patricia (1987). Dinosaurs waked here and otherstories fossils tell. New York: Bradbury Press.

Richler, Mordecai (1987). Jacob two-two and thedinosaur. New York: Knopf, New York.

Sattler, Helen (1981). Dinosaurs of North America. NewYork: Lee & Shepard.

Environmental EducationNon-Fiction Selections

Berman, Ruth (1998). Squeaking bats. Minneapolis, MN:Lerner Publications Company. Introduction to the physical characteristics, habitats and

behavior of North American bats through simple text andphotographs.

Jenkins, Steve (1995). Biggest, strongest, fastest. Boston:Houghton Mifflin Company. Examines unique characteristics of record holding animals

with unique illustration techniques using cut-papercollages.

TS - 10

Environmental Education (Cont’d)Fiction Selections

Jenkins, Steve (2001). Slap, squeak and scatter: Howanimals communicate. Boston: Houghton Mifflin Company. Examines the communication techniques in beavers, bats

and hippopotami with unique illustration techniques usingcut-paper collages.

Kitchen, Bert (1993). And so they build. Cambridge, MA:Candlewick Press. Describes in text and illustrations how and why 12 animal

“architects” build their unusual homes.

Cherry, Lynn (1990). The great kapok tree. New York:Harcourt Brace & Company. The story takes place in the Amazon Rainforest and traces

the ways in which people have used the resources of thelocal region to modify the local environment.

Fredericks, Anthony D. (2003). Around one cactus: Owls,bats and leaping rats. Nevada City, CA: Dawn Publications. A child visits the desert during the day and sees a saguaro

cactus but there are no animals until he leaves and thecreatures come out to play and prey. Provides reader withfield notes containing additional information about desertanimals.

Fredericks, Anthony D. (2002). In one tide pool: Crabs,snails and salty tails. Nevada City, CA: Dawn Publications. A child visits the tide pool and discovers the creatures that

inhabit the area. Provides reader with field notes containingadditional information about tide pool animals.

Fredlee (1985). The magic of seashells. Miami, FL:Windward Publishing. Jeff and his sister Kim explore the seashore with a

newfound friend. Contains photographs and informationabout 80 shells and the animals that live in them.

Geisel, Theodore Seuss (1971). The lorax. New York:Random House. The Once-ler relays the results of a local pollution problem.

Hulme, Joy N. (1991). Sea squares. New York: HyperionBooks. Rhyming text and illustrations of sea animals provide

opportunities to practice counting and squaring numbersfrom 1 to 10.

Johnston, Tony (2000). Desert song. San Francisco: SierraClub Books for Children. As the heat of the desert day fades into night, various

nocturnal animals including bats, coyotes and snakesventure out to find food.

Lesser, Carolyn (1996). Dig hole, soft mole. New York:Harcourt Brace & Company. Follows the star-nosed mole—the only mole that thrives

both in earth and water in the wetlands of the AmericanMidwest.

Powell, Pamela (1992). Turtle watchers. New York: PuffinBooks. Sisters living on a Caribbean Island protect a nest of

leatherback turtle eggs from poachers and natural enemies.

TS - 11

Environmental Education (Cont’d)Fiction Selections (Cont’d)

Reed-Jones, Carol (1995). The tree in the ancient forest.Nevada City, CA: Dawn Publications. Explores the interdependence of plants and animals

surrounding an old fir tree.

Rinehart, Susie Caldwell (2004). Eliza and the dragonfly.Nevada City, CA: Dawn Publications. Eliza takes a dragonfly back to its habitat after it lands on

her toothbrush.

Toft, Kim Michelle & Sheather, Allan (1998). One lessfish. Watertown, MA: Charlesbridge Publishing. Counting from twelve to zero, the reader learns about a

variety of fish found on the Great Barrier Reef and theirthreatened extinction.

Tressel, Alvin (1992). The gift of the tree. New York:Lothrop, Lee & Shepard Books. Traces the life cycle of an oak tree and the animals that

depend on it for food and shelter.

Van Allsburg, Chris (1990). Just a dream. New York:Houghton Mifflin Company. Walter dreams about a future Earth devastated by pollution

and realizes the importance of caring for the environment.

Waboose, Jan Bourdeau (1998). Morning on the lake.Buffalo, NY: Kids Can Press, Ltd. Noshi, a young Ojibway boy and Mishomis, his grandfather

spend a day and evening in the northern wildernessdiscovering nature; the child finds his place in theworld—in harmony with nature.

Insects/EntomologyNon-fiction Selections

Cole, Joanna (1984). An insect’s body. New York: WilliamMorrow & Company. Examines the anatomy of a cricket with simple text and

close-up photographs.

Coughlan, Cheryl (1999). Ants. Mankato, MN: CapstoneCurriculum Publishing. Provides an introduction to the anatomy of ants and their

family structure for early readers.

Fredericks, Anthony D. (2001). Under one rock: Bugs,slugs and other ughs. Nevada City: CA: Dawn BooksPublications. A child lifts a rock and discovers the village of creatures

with special features that inhabit the area. Provides readerwith field notes containing additional information about theanimals found within the book.

Morris, Dean (1977). Insects that live in families. WI:Raintree Children’s Books. Provides a collective examination of social insects and their

traits.

TS - 12

Insects/Entomology (Cont’d)Non-Fiction Selections (Cont’d)

Overbeck, Cynthia (1982). Ants. Minneapolis, MN: LernerPublications Company. Examines the social structure of ant society; detailed

photographs.

Selsam, Millicent (1984). Where do they go? Insects inwinter. New York: Scholastic, Inc.

Owen, Jennifer (1984). Mysteries and marvels of insect life.London: Osborne Publishing, Ltd. Reference book that provides an overarching view at the

world of insects and reasons for their success.

Parker, Nancy Winslow & Wright, Joan Richards (1987).Bugs. New York: Greenwillow Books. Provides general information and brief descriptions of the

physical characteristics, habits and natural environments ofseveral common insects.

Pin, Isabel (2001). The seed. New York: North-SouthBooks, Inc. Tells the tale of two tribes, the Scarbs and the Chaffers,

divided by a border and their struggle to claim an objectthat fell from the sky.

Rood, Ronald (1965). Bees, bugs and beetles. New York:The Four Winds Press. Find the answers to 54 questions about insects; features

close-up illustrations.

Ross, Michael Elsohn (1997). Bug watching with CharlesHenry Turner. Minneapolis, MN: Carolrhoda Books, Inc. A biography of the renowned African American naturalist,

Charles Henry Turner.

Ross, Michael Elsohn (1997). Caterpillarology.Minneapolis, MN: Carolrhoda Books, Inc. Provides instructions for finding, keeping and collecting

caterpillars; suggests experiments to discover more aboutthese creatures (and the scientific process).

Ross, Michael Elsohn (2000). Spiderology. Minneapolis,MN: Carolrhoda Books, Inc. Describes physical characteristics and habits of spiders;

provides instructions for finding, keeping and collectingspiders.

Physical Sciences – General and AppliedNon-Fiction Selections

Adkin, Jan (1980). Moving heavy things. Boston:Houghton Mifflin.

Arnold, Caroline (1987). A Walk on the great barrier reef.Minneapolis: Carolrhoda.

Lauber, Patricia (1987). Volcano: The eruption and healingof Mount St. Helen’s. New York: Bradbury Press.

Macaulay, David (1975,1981, 1988). Pyramid, cathedral,and the way things work. Boston: Houghton Mifflin.

Munro, Roxi (1989). Blimps. New York: Dutton.

Shapiro, Mary J. (1986). How they built the statue ofliberty. New York: Random House.

TS - 13

Physical Sciences – General and Applied (Cont’d)Fiction Selections

Allen, Pamela (1996). Who sank the boat? New York:Putnam & Grosset Group. The reader is invited to guess who sank the boat when five

animals of various sizes decide to embark on a row.

Bronowski, Jacob (1987). Biography of an atom. NewYork: Harper Junior.

Geisel, Theodore Seuss (1949). Bartholomew and theooblek. New York: Random House. Tired of the conventional seasons, King Derwin instructs

his magicians to make something new to come down fromthe sky.

Taylor, Harriet Peck (2000). Secrets of the stone. NewYork: Farrar, Straus Giroux. A coyote and badger come upon a cave filled with

drawings while chasing a jackrabbit.

Thorson, Kristine & Robert Thorson (1998). Stone wallsecrets. Gardenier, ME: Tilbury House, Publishers. Adam and his grandfather repair the farm’s old stonewall.

Adam learns about geology and the landscape providesclues to the past.

Walsh, Ellen Toll (1989). Mouse paint. New York:Harcourt Brace & Company. Three mice discover jars of red, yellow and blue paint.

They explore the world of color.

Science and Cultures - GeneralFiction Selections

Cooney, Barbara (1985). Miss rumphius. New York: PuffinBooks. Great-aunt Alice Rumphius was once a little girl who loved

the sea, dreamt of visiting faraway places and wanted tomake the world more beautiful.

Flournoy, Valerie (1985). The patchwork quilt. New York:Dial Books for Young Readers. Tanya and her grandmother make a quilt using scraps cut

from family clothing to tell the story of her family’s life.

Jonas, Ann (1984). The quilt. New York: GreenwillowBooks A child’s patchwork quilt recalls old memories and

provides new adventures at bedtime.

Kroll, Virginia (1998). With love to earth’s endangeredpeople. Nevada City, CA: Dawn Publications. Provides students an introduction to the endangered

cultures of the Quechua Ainu, Bushmen, Toda, Inuit, Mbutiand Aborigine.

Olaleye, Isaac (1998). Lake of the big snake. Honesdale,PA: Caroline House, Boyds Mills Press, Inc. Two boys outwit a snake in an African rainforest village.

Sperry, Armstrong (1990). Call it courage. New York:Aladdin Books. A young Polynesian boy, whose name means Stout Heart,

overcomes his fear of the sea and proves his courage tohimself and his people.

TS - 14

Weather/Forces of Nature

Non-Fiction Selections

Berger, Melvin & Berger, Gilda (1999). Why do volcanoesblow their tops: Questions and answers about volcanoes andearthquakes. New York: Scholastic, Inc. Questions and answers about earthquakes and volcanoes

explore how, when and where these phenomena occur.

Blatt, Christina (1997). Earthquake games: Earthquakesand volcanoes explained by 32 games and experiments. NewYork: Margaret K. McElderry Books. Uses activities, experiments and games to explain forces

and phenomena associated with earthquakes and volcanoes.

Frisch, Aaron (2002). Earthquakes. North Mankato, MN:Smart Apple Media. Provides an introduction to earthquake phenomena and

making a seismograph.

Lauber, Patricia (1986). Volcano: The eruption and healingof Mount St. Helens. New York: Aladdin Paperbacks. Examines the eruption on May 18, 1980 of Mount St.

Helens through text and photographs.

Morris, Neil (1998). Hurricanes and tornadoes. New York:Crabtree Publishing Company. Introduces the different types of hurricanes and tornadoes,

their histories and effects on humans.

Nicholson, Cynthia Pratt (1994). Earth dance: Howvolcanoes, earthquake, tidal waves and geysers shake ourrestless planet. Tonawanda, NY: Kids Can Press, Ltd. Examines natural phenomena and provides easy

experiments to demonstrate their properties.

Osborne, William and Osborne, Mary Pope (2003).Twisters and other terrible storms. New York: Scholastic Inc. A companion “research guide” to the fiction selection

Twister on Tuesday featuring facts, photos and illustrations.

Robinson, Sandra Chisholm (1994). The rain stick: A fable.Helena, MT: Falcon© Publishing. A boy embarks on a quest to bring back the sound of rain to

his West African village. Also includes how rain sticks arecurrently used and directions for making a rain stick.

Simon, Seymour (1999). Tornadoes. New York: Scholastic,Inc. Introduces the different types of tornadoes, their formation

and historical impacts on humans.

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Weather/Forces of NatureFiction Selections

Augueta, Manilo (1990). Magic dogs of the volcanoes. SanFrancisco: Children’s Books Press. Two ancient volcanoes aid the magic dogs of El Salvador

who live on them in protecting the villagers from harm.

Byars, Betsy (1996). Tornado. New York: Harper Collins. In storm cellar during a tornado, a farmhand recalls the

story of a dog blown into his life by another tornado whenhe was a boy.

Cole, Joanna (1987). The magic school bus inside the earth.New York: Scholastic, Inc. Follow the adventures of Ms. Frizzle and her class as they

visit the inside of the earth in a magic school bus.

Gregory, Kristiana (2003). Earthquake at dawn. New York:Gulliver Books. A novel set in the aftermath of the 1906 San Francisco

Earthquake as seen through the eyes of a 15-year-old girl.

Gormley, Beatrice (1998). Paul’s volcano. New York:Avon Books. A science fair volcano displays “magical” qualities.

Osborne, Mary Pope (2001). Twister on Tuesday. NewYork: Scholastic, Inc. Jack and Annie go back through time to the 1970’s in a

magic tree house where they encounter a teenage schoolteacher, a bully and a twister.

Great Explorations in Math and Science (GEMS) ReferenceMaterial Highlights

Barber, J., et al. (2000). Once upon a GEMS guide:Connecting young people’s literature to great math andscience. Berkeley, CA: The Regents of the University ofCalifornia. A GEMS, resource guide for teachers of all grade levels,

provides detailed links between children’s literatureselections and science content covered in the GEMS guidesdeveloped (through 2000). Each entry contains the title,author, publisher, availability (as appropriate) andsuggested grade levels for use.

Cuff, K., Carmichael, I., & Willard, C. (2002). Platetectonics: The way the earth works. Berkeley, CA: TheRegents of the University of California. A GEMS guide for teachers of grades 6 – 8, designed to

explore the theory of plate tectonics and natural forces.Provides detailed lesson plans including detailed materialslist, literature connections, assessment suggestions, studentblack-line masters and teacher background information.

Echols, J., Hosoume, K., & Kopp, J. (2003). Ant homesunder the ground. Berkeley, CA: The Regents of theUniversity of California. A GEMS guide for teachers of grades Preschool – 1 with

extension activities up to grade 3, designed to exploreinsects and the natural world. Provides detailed lessonplans including detailed materials lists, literatureconnections, assessment suggestions, student black-linemasters and teacher background information.

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Great Explorations in Math and Science (GEMS) ReferenceMaterial Highlights (Cont’d)

Erickson, J., Beals, K., & Stone, F. (2004). Electriccircuits: Inventive physical science activities. Berkeley, CA:The Regents of California. A GEMS guide for teachers of grades 3 – 6, designed to

provide teachers with a “toolbox” of lessons andbackground information for teaching a unit on electriccircuits. Provide detailed lesson plans including detailedmaterials lists, literature connections, assessmentsuggestions, student backline masters and teacherbackground information.

Sneider, Cary I. (1998). Ooblek: What scientists do.Berkeley, CA: The Regents of the University of California. A GEMS guide for teachers of grades 4 – 8, but can be

adapted to many grade levels. Designed to provide studentsopportunities to develop scientific investigation skills.Provides detailed lesson plans including detailed materialslists, literature connections, assessment suggestions, studentblack-line masters and teacher background information.

Sneider, Cary et al., (1999). River cutters. Berkeley, CA:The Regents of the University of California.

A GEMS guide for teachers of grades 6 – 9, designed toassist students in applying concepts in physical, Earth andenvironmental science to real world problems. Providesdetailed lesson plans including detailed materials lists,literature connections, assessment suggestions, studentblack-line masters and teacher background information.

Additional Titles Available from Libraries, Bookstores andfrom the Following Sources:

The American Association for the Advancement of Science(AAAS) reviews science books for children in Science Booksand Films. For a subscription, write to SB & F Subscriptions,AAAS, Room 814, 1333 H. Street, NW, Washington, DC2005.

Saul, Wendy & Newman, Alan R. (1986). Science fare.New York: Harper & Row.

The Children’s Book Council and the National ScienceTeachers Association each year cite outstanding science tradebooks for children. A list is available by writing to theNational Science Teachers Association, Public InformationOffice, 1742 Connecticut Avenue NW, Washington, DC20009. Send a stamped, self-addressed envelope.

“Books for Children” from CIC is an annual listing from theLibrary of Congress of the best books recently published forpreschool through junior high school-age children. It includesbooks on science and nature. Send $1.00 to ConsumerInformation Center, Pueblo, CO 81009.

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Science Fiction Books withCatholic/Christian Themes

Kealey, C.M., & Kealey, R.J., (2003). A working readinglist for Catholic school students. Washington, DC: NationalCatholic Educational Association.This partial list was taken from a series of books and can bepurchased from National Catholic Educational Association,1077 30th Street, NW, Suite 100, Washington, DC. Catholic-Christian theme can be integrated with fiction literature thathas a science topic.

Faith

De Paola, Tomie (1981). The hunter and the animals: Awordless picture book. New York: Holiday House. The vibrant pictures show how the hunter comes to

appreciate the animals of the forest.

Hope

Murphy, M. (2000). Caterpillar’s wish. New York: DKPublications, Inc. This is the story of a caterpillar who longs to fly like a bee

or ladybug. She grows into a beautiful butterfly.

Kerley, B., & Selznick, B. (2001). The dinosaurs ofwaterhouse hawkins. New York: Scholastic. This book tells the story of Hawkins a Victorian illustrator,

who was interested in fossils and paleontology. The text isaccompanied by beautiful illustrations.

Zonta, P., & Dobson, C. (2002). Jessica’s x-ray. Westport:Firefly. Jessica tours a hospital and learns about X-rays, CAT-

scans, MRI’s, and Ultrasound. The book puts children atease when they need to go to the hospital.

Love

Wallace, K. (1998). Duckling days. New York: DorlingKindersley. This book shows how a mother duck cares for her newborn

ducklings. Photographs accompany the text.

Andreae, G. (1999). Giraffes can’t dance. New York:Orchard Books (Scholastic). A giraffe who couldn’t dance like the other animals.

Emphasis is that everyone is different, one can accomplishanything and people should not ridicule others.

McCloskey, R. (1976). Make way for ducklings. New York:Viking. A mother and her ducklings cause a traffic jam when they

cross the road to the pond in Boston’s Public Gardens.

Burton, V. L. (1939). Mike Mulligan and his steam shovel.Boston: Houghton Mifflin. Mike and his steam shovel Mary Anne work together. But

new machines are threatening to put them out of business.Together they prove their worth on one last job.

Eton, D. (2001). What bear cubs like to do. New York:Sadlier-Oxford Early Little Books. The camera follow playful bear cubs eating, sleeping and

playing.

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Science Fiction Books with Catholic/Christian Themes (Cont’d)

Community

Martinucci, S. (2001). At space camp. New York: Sadlier-Oxford Early Little Books. Visiting the space camp gives the reader an idea of what it

is like to travel in a spaceship.

Fox, M. & Wilson, N. (1996). Feathers and fools. SanDiego, CA: Harcourt Brace. Peacocks and swans live together peacefully until talk and

mounting aggression destroy all but two hatchlings.

Tres Seymour, T., & Carrington, M. G. (1999). JakeJohnson: The story of a mule New York: DK Publishing, Inc. The little mule refuses to pull the wagon until the farmer

discovers how to make him.

Reconciliation

Lionni, L. (1996). It’s mine. Cleveland: Dragonfly. This is the story of three childlike frogs in a pond who learn

the importance of cooperation.

Cameron, S., & Hicks, M. (1997). Lleonard the llama thatlied. Mahwah, NJ: Paulist Press. Lleonard learns the value of telling the truth and the harm

in lying.

Bick, L., & Losa, A. (2001). Messy moose. New York:Sadlier-Oxford Emergent Little Books. Messy Moose doesn’t mean to, but somehow he always

manages to make a mess.

Service

Anderson, C.W. (1993). Blaze and thunderbolt. New York:Aladdin Library. This is one book in a series about Billy and his pony Blaze.

In this story, they tame the wild horse, Thunderbolt.

Sloat, T., & Wescott, N.B. (2002). Farmer brown goesround and round. New York: DK Publishing, Inc. Farmer Brown learns how to care for all his animals when a

tornado strikes.

Pfister, Marcus (1992). The rainbow fish. New York:North-South Books. Ocean life, friendship and self-esteem are themes in this

book.

Sylvada, P., & Schuch, S. (1999). A symphony of whales.New York: Harcourt. Glashka can speak to a whale. She discovers many whales

trapped in an inlet and gathers her people to set them free.

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Web SitesURLs as of September 20, 2006

Teacher Sites

http://www.nj.gov/njded/frameworks/science/New Jersey Department of Education ScienceCurriculum Framework - a wealth of information for theteaching of the New Jersey Science Core CurriculumContent Standards lesson scenarios, references and moreweb sites

http://www.ntuaft.com/njcccs/Webpage/Science.htmCCCS CD Framework Activities - lesson plans andsupplementary materials arranged by Science Standardsacross grade levels

http://www.nap.edu/readingroom/books/nses/html/National Science Education Standards - list

http://www.nsta.org/National Science Teachers Association - home web site

http://www.nsrconline.org/National Science Resources Center - lesson plans,curriculum and professional development opportunities

http://www.sln.orgScience Learning Network: Teacher-focused mega-science site: joint project of Unisys corp., the FranklinInstitute, Boston’s Science Museum, Oregon’s Museum ofScience and industry, and he Exploratorium of SanFrancisco

http://www.nabt.org/National Association of Biology Teachers home site

http://www.eskimo.com/~billb/edu.htmlWilliam J. Beaty - an electrical engineer at the Universityof Washington in Seattle, WA a web site contains links,i.e., Cheap and Free Kits & Materials, Homework Helpsites, Kid’s Science Build-it Projects

http://education.jlab.org/Thomas Jefferson Lab - teacher resources, student zone,games & puzzles

http://www.tryscience.orgTryscience - thematic interactive experiences, hands-onactivities, live web cams at science and technology centers,games

http://lhs.berkeley.edu/Lawrence Hall of Science, University of California,Berkeley

http://www.funsci.com/texts/index_en.htmFun Science Gallery

http://www.aaas.org/programs/education/American Association for the Advancement of Science

http://www.esu.edu/~bbq/scied/sciedorg.htmlScience Education Organizations – mega site organizedaccording to science topics

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Teacher Sites (Cont’d)

http://www.science.gov/Government sites - Comprehensive list of scienceinformation

http://www.bbc.co.uk/schools/revisewise/science/living/index.shtml

British Broadcasting Company - supporting earlyelementary students, contains information about livingthings, materials and physical processes, science interactivegames

http://curriculum.calstatela.edu/courses/builders/lessons/less/biomes/introbiomes.html

Elementary to middle grade - biomes, life sciences, solarsystem, states of matter, meteorology, etc. excellentgraphics

http://www.terc.edu/TERC - science and math site sponsored by Cambridge,MA not-for-profit organization, to improve math, Science& technology, teaching & learning, research, curriculumimplementation support, professional development andassistance to schools (Pre-K through college), adult basiceducation, informal learning at after school programs,curriculum, excellent list of project websites

http://www.pen.k12.va.us/Pav/Academy1/Academy One on Virginia PEN - links to activities,resources and games in Science and other subject areas forprimary and elementary students

http://www.lhsfoss.org/map.htmlFull Option Science System– Mega site

http://www.marcopolo-education.org/home.aspxMarco Polo - Internet content, professional development toteachers and students K-12, web sites with lesson plans,student interactive content, downloadable worksheets, linksto panel-reviewed Web sites and additional resources.

http://www.Ktca.org/newtons/Newton’s Apple: Ties in with PBS’ Newton’s Applescience show for kids; lesson plans; “ At-a-GlanceCurriculum” grid, good information.

http://school.discovery.com/schrockguide/Kathy Schrock’s Guide for Educators – topics according toScience strands, lesson plans, puzzle maker, mega site

Chemistry

http://www.alka-seltzer.com/as/experiment/student_experiment.htm

Student Science Experiments - chemical reactionsexperiments

http://www.chem4kids.com/files/react_intro.htmlChemical reaction information for students

http://www.nap.edu/readingroom/books/rtmss/1.93.htmlChemical science experiments, middle school

http://www.chemistry.org/portal/a/c/s/1/educatorsandstudents.html

American Chemical Society website for teachers andstudents

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Environmental

http://www.ecologyproject.orgEcology Project International - inspires science educationand improves conservation efforts through field-basedstudent-scientist partnerships.

http://www.earthsite.org/International Earth Day - official site

http://epa.gov/students/US Environmental Protection Agency – Teacher andKids Site

http://www.reefrelief.org/Reef Relief - nonprofit organization dedicated to preserveand protect living coral reef ecosystems

http://www.earthsciweek.org/index.htmlEarth Science Week – observed second full week inOctober, teacher and student resources

http://www.earthday.net/Earth Day- observed in April, earth day network, climatechange campaign, world events, global warming and linksto other sites

http://gogreeninitiative.org/Service.html#anchor_42Go Green Initiative – Mega website with information,resources for schools, educational resources’ links

Geology

http://interactive2.usgs.gov/learningweb/fun/image.aspU.S. Department of the Interior Geology - resources foreducators and students includes vast list of other scienceresource websites

http://education.usgs.gov/U.S. Geological Survey - scientific information aboutnatural resources, natural hazards, geospatial data, selectedonline resources, including lessons, data, maps to supportteaching, learning, education (K-12), and university-levelinquiry and research.

http://volcano.und.nodak.edu/Volcano World, North Dakota Space Grant Consortium

http://cer.ori.u-tokyo.ac.jp/toolmap/3d-bottom.htmlNational Geophysical Data Center, NOAA, USA -contains land height and ocean depth of 5-minute gridsinteractive tool to plot three-dimensional bottomtopography based on ETOPO5 dataset

http://www.seps.org/earthquakes_and_tsunamis.htmEarthquakes and Tsunamis – elementary and middle,teacher and student resource

http://www.geosociety.org/educate/resources.htmGeology Society of America – K-12 teacher resources,Earth Science Week

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Life Science

http://www.schoolgardenwizard.org/School garden – correlates activities with the NationalScience Standards, how to set up and connect the schoolgarden to teaching and learning – a natural context forhands-on investigations, how to provide a multi-sensoryenvironment that supports a diverse range of learning stylesand abilities

http://www.vtaide.com/png/foodchains.htmFood Chains/Food Webs - descriptive information andearly elementary interactive lessons about

http://www.nwf.org/National Wildlife Federation

http://www.audubon.org/National Audubon Society

http://www.wwf.org/International sites for World Wildlife Fund

http://education.denniskunkel.com/Microscopy educational web site of Dennis Kunkel

http://www.ucmp.berkeley.edu/diapsids/dinosaur.htmlDinosaurs – categories, fossil record, life history andecology, systematics, morphology also an audio tour

http://tolweb.org/tree/phylogeny.hmlThe Tree of Life - mega-project, information on all livingorganisms, across all species, with scientific classifications,clear graphics, to eventually build a “tree” describing allliving things, navigation tool available, a picture sampler,information for students studying biodiversity.

http://www.projects.ex.ac.uk/bugclub/The Bug Club - for young entomologists facts about multi-legged pets, “Bug Hunt,” other links, from the Universityof Exeter, England

http://www.avma.org/netvet/nvredirct.aspElectronic Zoo - photos, news, information and links toanimal-related organizations, some links have changed--lastup-dated 1999

http://www.schoolworld.asn.au/resource/science.htmlOmnibus K-12 Science Server - biomedicine, endangeredspecies, museums, other links

http://everest.ento.vt.edu/~idlab/fsimage.htmlDepartment of Entomology – identification of insects andfact sheet about pesticides from Virginia Tech

http://science-education.nih.gov/home2.nsf/index.htmNational Institutes of Health Office of ScienceEducation - life science (especially human body systems)topics and educational resources for all grade levels,women scientists, online exhibits, photos, posters, images,graphics, tutorials, slides and presentations, etc.

http://www3.cancer.gov/atlasplus/National Cancer Institute Cancer Mortality Maps &Graphs

http://www.cln.org/k12_index.htmlHuman Body Sense and Body Systems – mega site forother science topics sponsored by Community LearningCenter

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Museums

http:// www.lsc.org/Liberty Science Center offers online science informationabout health, environment, technology, etc.

http://www.miamisci.org/www/exhibitsonline.phpMiami Museum of Science and Planetarium site includesonline exhibits and educational resources

http://www.mnh.si.edu/Smithsonian National Museum of Natural History

http://www2.fi.edu/Franklin Institute Science Museum

http://www.mos.org/Museum of Science Boston

http://www.koshland-science-museum.org/index.jspScience Museum of the National Academy of Sciences

http://www.cs.cmu.edu/~mwm/sci.htmlHands-On Science Centers Worldwide

Oceanography

http://www.pmel.noaa.gov:80/vents/home.htmlPacific Marine Environmental Laboratory - conductsresearch on the impacts and consequences of submarinevolcanoes and hydrothermal venting on the global ocean,acoustic monitoring, chemical and physical oceanography.

http://www.jasonproject.org/Jason Project provides teachers with a vehicle toimplement new content and instructional practices in theclassroom, and makes science real and relevant, allowsstudent to get to know and identify with real scientists,introduces hands-on, technology-rich learning experiences,helps students ask better questions and inspires an interestin science

http://seawifs.gsfc.nasa.gov/ocean_planet.htmlOcean Planet - Online exhibit, marine life, ocean research,ocean currents, sea floor, pollution, what is shipping,energy sources, pharmacy from the sea, seafarers’ storiesand other from Smithsonian

http://www.ngdc.noaa.gov/mgg/image/images.htmlNational Geophysical Data Center's Marine Geology &Geophysics Division images of Marianas Trench, seafloortopography, crustal age of the ocean floor, sedimentthickness of the oceans

http://www.ocean.washington.edu/people/grads/scottv/exploraquarium/vent/intro.htm

Exploraquarium - deep-sea hydrothermal vents fromUniversity of Washington School of Oceanography

Physics

http://sprott.physics.wisc.edu/demobook/intro.htmPhysics demonstrations – source book

http://www.coolmagnetman.com/magindex.htmMagnet Man lists “Cool Experiments with Magnets”

http://www.nap.edu/readingroom/books/rtmss/1.93.htmlPhysical science experiments, middle school

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Science Fair Projects

http://www.all-science-fair-projects.com/category0.htmlProjects according to categories- biology, chemistry,physics, earth science, engineering

http://newsroom.spie.org/x3698.xmlPhysics for Kids – International Society for OpticalEngineering website

http://www.spotsylvania.k12.va.us/bms/bmssf.htmExperiments and Mega list of science fair sites

http://www.ipl.org/div/projectguide/topic.htmlProjects categorized by topics

http://www.spartechsoftware.com/reeko/Reeko’s Mad Scientist Lab - science experiments andresources

Scientists/Inventors

http://www.inventions.org/culture/Inventors Assistance League sponsors this toacknowledge under-recognized inventors, biographicalinformation about them, what they invented, demographicalinformation/trends that affects all cultures on a global scale

http://inventors.about.com/od/timelines/Timeline of Inventions from 1000 to 2004, history oftransportation, communication, computers, AlexanderGraham Bell, electronic inventions, Television

http://inventors.about.com/library/weekly/aa121599a.htmInventions and Inventors 1900 to 1999 is a site thatprovides information about Twentieth Century

http://www.krysstal.com/inventions_08.htmlInventions from 1000 to 1600 - when, where they wereinvented, notes about each and “Key Moments” historicalmoments in science

http://www.juliantrubin.com/sciencebiography.htmlFamous Inventors - American inventors and scientist bysubject area, nation, race, religion, and according to timeperiods

Space

http://StarChild.gsfc.nasa.gov/docs/StarChild/StarChild.htmlStarChild - Hubble Telescope photos; graphics and dataabout Earth, planets, and galaxies

http://www.windows.ucar.edu/Windows to the Universe – space, weather, spacemissions, myths, art, books, film, history, people, geology,life, physics, images, multimedia

http://cmex.ihmc.us/CMEX/index.htmlCenter for Mars Exploration

http://www.nasa.gov/home/index.htmlNational Aeronautics and Space Administration

http://seds.lpl.arizona.edu/nineplanets/nineplanetsSolar system - history, mythology, current scientificknowledge of each planet and the major moons

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General Instructional Strategies

Strategy Description Application

CreativeDramatics

Original dramatic forms to illustrate scientificconcepts or processes– puppetry, pantomime,role-playing, improvisations, plays, musicals,radio shows, etc.

• Learners plan and present a play that portrays the life andinventions of a scientist.

• Learners create a documentary that explains how humanactivities affect the water cycle

StructuredOverview

Framework of ideas in the selection presentedbefore reading; it gives learners an overview –a graphic organizer – of the new information; agraphic organizer presented before the readingof text.

• A structured overview of a nonfiction selection could bepresented on the overhead projector to clarify the mainideas before reading.

• A complete idea map could be used as an overview beforelearners read a biography to help organize learners’thoughts.

K – W – L

Recalling whatlearners Know

Determining whatthey Want toknow

Identifying whatthey Learn asthey read

Active thinking needed when readingexpository text; the letters stand for the threeactivities the learner engages in when readingto learn.

• Learners create a 3-column K-W-L strategy chart to befilled in before, during, and after they read a nonfictionselection.

• Learners use the 3-column K-W-L strategy sheet before,during, and after a research project.

• Learners use their journal to record what they know,questions they need answered, and finally the informationthey gained.

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General Instructional Strategies (Cont’d)


Interviewing Open-ended questions presented to the learner to gaininformation about the learner; questions should beasked in an informal setting.

• Learners are interviewed to gather informationabout a science project they are interested indeveloping.

• The learner is interviewed to reveal how much isknown about the Scientific Method.

• Learners interview each other to compile a graphicrepresentation of how they intend to give apresentation.

Debate Formal argument conducted as a contest betweenopposing sides on a specific question.

• Learners debate the sides of a current controversialnews story.

• Learners’ debate the issues presented in nonfictionliterature they read.

• Learners’ debate in a trial format the prosecutionand defense of a technological advancement and itsimpact on the environment.

EffectiveQuestioning

Purposeful questions require students to use thinkingskills; questions can be organized according toBloom’s Taxonomy, higher and lower level, open andclose.• Know goal; select context• Plan questions clearly• Allow flexibility• Avoid yes/no questions• Allow wait time (at least 3 seconds)• Avoid saying learner’s name before the question• Select learners randomly• Use positive feeling tone• Respond positively to all answers• Use the probing techniques to elicit more thorough

responses• Redirect and rephrase the learners questions for

instruction

Sample questions:Probing

T: What is photosynthesis?L: How plants make food.T: Explain the photosynthesis process.

Redirecting:T: Debbie, do you agree with the result of Sue’s

experiment …why or why not?Rephrasing

T: Name some extinct organisms?L: (No response)T: What animals lived a long time ago and there

are no more left today?

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Carouseling A round robin brainstorming activity wherelearners travel from one station to another andwrite ideas.

• The teacher sets up the room with five to ten differentstations (depending on class size). Each station containschallenges that are related to the current topic of study, asimple experiment, or an item to be observed, a short setof questions to be answered and a microscope with a slide.After all of the students have visited all of the stations,they compare, discuss and evaluate their findings.

Modeling The act of demonstrating the behavior oractivity that is to be elicited from the learner.

• The teacher models the steps in an experiment.• A learner models steps in a similar experiment using

different variables.• The teacher models the comments and questions asked of

a learner at the end of an oral presentation.

Mini-lessons Lessons conducted to address the needs of oneor a small group of learners in any subjectarea; they are usually of relatively shortduration (10-15 minutes).

• The teacher instructs five learners having difficulty withwriting a lab report.

• The teacher reviews the transformation of energy with alearner for 15 minutes.

Thematic Units Units of study constructed around a centraltheme; they incorporate many skills andintegrate curriculum areas.

• The teacher uses a topic and then relates the language arts,mathematics and social studies aspects to the unit.

FlexibleGrouping

Grouping based upon factors other than ability;heterogeneous grouping; grouping based uponinterest, topic studied, etc. This groupingmethod helps to avoid the stigma of “low”groups.

• The teacher may group students based upon their interestin a topic.

• The teacher might group learners in study groupsaccording to topic.

Peer Practice A cooperative learning technique in whichgroups (pairs, triads, etc.) of learners practicethe learning together, “Buddy Study”.

• A pair of students quizzes each other about theclassification of rock; or a small group of learners performexperiments to discover Newton’s Laws of Motion.

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Conferencing Meetings between teacher and learner/s as afollow-up to instruction; these meetings re-enforce the learning and help the teacher checkfor understanding.

• The teacher meets with the learner to review results of anexperiment.

• The learner and teacher meet to check for improvement ina science project display.

Chanting,Rapping,Songs, ChoralResponse

Highly motivating methods to practice,reinforce, and provide opportunities for thelearner to hear, see, say, sing, and moverhythmically with the learning; learningbecomes more vivid, repetitious, andmemorable.

• The intermediate learner could write and perform a rap toremember classification categories of living things.

• The primary learners might chorally recite main parts of atree.

• Learners might write and perform a song about digestiveprocess.

Learning Logs The learner communicates how and what hasbeen understood about a concept or unit ofstudy. The learner may describe the learningprocess, define a term, or indicate what waslearned.

• The learner summarizes an activity.• The learner might assess an object.• The learner reflects upon an activity in the log.• The learner lists two or three interesting ideas in response

to teacher and peer questions.

GraphicOrganizers

Visual illustrations of verbal statements; theyhelp the learner organize, comprehend,summarize, and synthesize information.Examples include the following: spider map,continuum/scale, series of events chain,problem/solving outline, network tree,fishbone map, cycle, pie chart, Venn diagram,mind map, etc.

• After reading a selection, the learner ranks the character,events, etc. on a ranking ladder graphic.

• Teacher starts a web with a key idea of a scientificconcept; learners brainstorm words/phrases to build webof interrelated ideas about that concept.

• A fishbone map to visualize cause and effect of a tsunamicould be constructed by a teacher and learners.

• A cycle graphic could be used to visualize the water cycle.

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Essential Features of Classroom Inquiry and Their Variations

Essential Feature Level I Level II Level III Level IVA. Learner engages withscientifically orientedquestion(s)

Learner engages withquestion(s) provided byteacher, materials, orother source

Learner sharpens orclarifies questionprovided by teacher,materials, or othersource

Learner selects fromamong questions,modifying as necessary

Learner poses ownquestion

B. Learner participatesin design of proceduresfor gathering evidence

Learner givenprocedures to follow

Learner clarifies ormodifies procedures forgathering evidence

Learner guided indesigning ownprocedures for gatheringevidence

Learner designs ownprocedures for gatheringevidence

C. Learner givespriority to evidence inresponding to questions

Learner given data andtold how to analyze

Learner given data andasked to analyze

Learner directed tocollect certain data andasked to analyze

Learner determines whatconstitutes evidence andcollects it

D. Learner formulatesexplanations fromevidence

Learner provided withexplanation

Learner given possibleways to use evidence toformulate explanation

Learner guided inprocess of formulatingexplanations fromevidence

Learner formulatesexplanation based uponevidence

E. Learner connectsexplanations to scientificknowledge

No connection made toscientific knowledge

Learner given possibleconnections to scientificknowledge

Learner directed towardsources of scientificknowledge and asked tomake connections

Learner independentlyconnects explanationsand scientific knowledge

F. Learnercommunicates andjustifies explanations

Learner given steps andprocedures forcommunication

Learner provided broadguidelines to use andsharpen communication

Learner coached indevelopment ofcommunication

Learner formsreasonable & logicalargument tocommunicate ownexplanations

Less------------------------------------Amount of Learner Self-Direction----------------------------------------MoreMore----------------------------Amount of Direction from Teacher or Material---------------------------------Less

Adapted from Inquiry and the national science education standards: A guide for teaching and learning, p.29.

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Science and Communication Skills

Science Reading Writing

Classifying Identifying main idea/details Outline science information

Experimenting Sequencing Write up a procedure to use

Drawing conclusions Drawing Conclusions Study experiment results and write up what you thinkhappened based on the facts

Writing up experiment results Expository writing After conducting an experiment, write up the results

Observing/inferring Distinguishing cause and effect List causes and effects in a given experiment

Determining cause and effect Distinguishing cause and effect List causes and effects in a given experiment

Comparing and contrasting Comparing and contrasting Prepare a chart that gives similarities and differences between

two similar organisms

e e e e e e e e e e e e e e

TS - 31

Assessment Strategies

Strategy Description

Teacher Observation

Anecdotal Records

Student Laboratory Activities

Running Records

Student Interviews, Conferences

Student Questionnaires

Records of Student Participation

Oral Responses

Written Responses, Student Work

Ongoing observation, interaction, and analysis of one student, a small group, or a whole class inorder to assess growth.

Narrative written and dated records on student – used to measure progress, growth, or to recordbehaviors.

Evaluate student progress regarding use of scientific method and design; include representationalpieces and best works.

A written record of student’s ability to comprehend, apply and analyze scientific principles.

Student and teacher conferences are used for a variety of purposes, and may be use to discusstopics including: problem solving methods, development of hypotheses or individual studentstrategies needed for improvement.

Questionnaires are used to elicit a variety of information from the students in the form of forcedchoice or open-ended questions. Among some of the uses are the following: a student’scomprehension of scientific principles, strategies a student uses to apply principles then analyzeresults, or ideas a student may have to change or improve a class activity or project. Thequestionnaire may provide comparative data for teachers to use when assessing student growthin a variety of areas.

Similar to anecdotal records, these records focus on evaluation of an individual student’s growthover time. They may include the following: checklists, self-evaluation questionnaires, charts,journal entries, or daily thinking skills.

Oral student participation used to assess a variety of skills. For example, the way a studentresponds to the kinds of questions asked may give the teacher information about his/herscientific processing and thinking skills.

Individual/group responses to specific questions, comments, requests or directions. Examplesinclude the following: journals, tests, cooperative group work, daily assignments, problem-solving activities, laboratory reports, scientific observations, etc.

TS - 32

Assessment Strategies (Cont’d)


Creative Presentations

Peer Conferencing

Journals

Tests

Student Self-Evaluation

Dictation

Plays demonstrating scientific historical events, use of puppets, role-playing and other activitiespresented by students to teach concepts.

Used in a supportive learning environment, students’ peers can offer valuable feedback and helpset direction for further learning. They can confer with each other about creative oralpresentations, provide guidance, and make comments and suggestions. They can set up formsfor self-evaluation or create a plan of action. Older students may be used to “coach” youngerstudents, creating a positive learning environment.

Journal writing may be entered in a notebook, folder, or bound composition book. Journals maybe used to record daily personal experiences, ideas, reflections or thoughts, and/or responses tospecific teaching, reading prompts or subjects. Journals provide opportunities for students towrite and share thoughts and experiences.

Standardized tests, unit tests, chapter tests, pretests, and/or teacher-made tests – used to assessstudents, provide the teacher with information for diagnosis and remediation of students needs,as well as teacher instructional direction and strategies. Tests have an essential place inevaluation, but should serve as only a part of the entire process of assessment.

Here, the teacher involves the students in serious examination of such questions as – How am Idoing? Are things going as I planned? What would I like to learn or work on next? For example,keeping records about their own learning experiences may help students, meeting with theteacher in conference on a regular basis, to evaluate what they hope to achieve.

Used especially in the early grades as a strategy to teach scientific thinking as a processrequiring inference, interaction and classification. For example, as a teacher dictates a storyregarding the environmental issues, the students respond in their journal to questions such as,“What is the relationship between the coloration of an animal, its environment and its predator?”or “Explain how pollution impacts you.”

TS - 33

Assessment Strategies (Cont’d)


Oral Presentations

Portfolios

Checklists

Student Activities, Projects

Students may make formal or informal presentations such as performing a simple scienceexperiment or the presentation of a solution to a scientific problem. The teacher and/or studentsassess the presenter’s skills in a variety of areas, such as understanding of concept, eye contactand audience engagement, etc.

Portfolios are much more comprehensive than writing folders and contain an entire array ofstudent’s work in science over the course of a school year. They may include the following:journals, lab report samples, checklists, projects, tests, anecdotal records, etc. Portfolios may beshared with students’ parents at conference time.

Checklists may be used to monitor and assess a variety of student behaviors and proficiencies. Ifthe assessment is devised specifically for a particular grade level or a given set of student needsit is more affective.

Activities may be done individually, with a partner, in a small or large group, or with an entireclass. The activities may be hands-on, dramatic or written responses. Examples may include thefollowing: role-playing a famous scientist, designing a new product, advertising a method forsaving the environment, etc.

Science Fair Guidelines

A Science Fair is used as one of the many extension activities to heighten a student’s interest in science. Science Fairs involve thestudents more actively in the learning process and offer an excellent opportunity for them to delve more deeply into an area of interest.The actual “exhibiting” of science projects is an integral part of any science curriculum. The exhibit itself is the representation of thelearning that took place during the investigation process. It shows the students’ ability to communicate their findings to others. Thestudents must understand a topic well enough to be able to explain it clearly and logically to others. Participation in a Science Fair is asupport to learning that makes the student comfortable with the skills, vocabulary and methodology of science in their lives. TheScience Fair is an opportunity for parents/guardians to recognize students’ achievement and an opportunity to use the event for thedevelopment of public relations and marketing. At this stage in the students’ development the aim is to encourage all students whoenter the Science Fair, rather than emphasize competition. Rewarding the efforts of all who participate is needed rather than assigningprizes to only those who are outstanding.

TS - 34

Suggested Procedures for a Science Project

1. Title State the problem in the form

of a question. Be accurate and clear. Do not be too long in an effort

to impress. Indicate the contents of the

report.

2. Hypothesis Do research on topic before

developing hypothesis. Match the title or question. State, in purpose, exactly what

the investigation is attemptingto discover.

3. Procedure Record in Journal. List steps in chronological

order. List step-by-step what you

did. Do not leave out any details. Discuss subjects used,

apparatus, etc. Explain workings of any

apparatus you constructed or used.

Give accurate measurements, ages, dates, etc.

4. Data Organize data in tables or

graphs. State simply enough to be

easily read by someone not familiar with the topic.

Use day-by-day log with or in place of tables/graphs when there is little or no experimentally verified data.

Use pictures taken during experiment.

5. Discussion of Results Include an evaluation of the

data. Include an interpretation of the

data.6. Conclusion

Draw logically from the data in the report.

Limit conclusions to material used.

Answer question (hypothesis) asked in the purpose.

Be consistent with the experimental results.

7. Summary Sum up findings of the report. Relate the conclusions to the original

hypothesis. Explain how this report could be

improved and broadened.

8. Research Paper and Bibliography List all the books, journals, articles and

other references that were used in the report.

Do not list articles that were notspecifically used.

9. Oral Report of the Project Know your material. Be confident. Communicate well. Be thorough.

10. Construct a Science Project DisplayInclude the following:TitleQuestionProcedureHypothesis

Pictures,Drawings orGraphs

ResultsConclusion

TS - 35

Science Project Checklist

1. Choose a topic that is interesting to you.

2. Write a Big Question that you can investigate byyourself

3. Research your topic using books, encyclopedias,magazines, and information from professionals e.g.,doctors, nurses, engineers, researchers, teachers,veterinarians and librarians.

4. Form a hypothesis or good guess about what theoutcome of the experiment will be.

5. Write a step-by-step procedure to test your hypothesis.

6. Make a list of materials that will be needed for yourinvestigation.

7. Make a chart that will help you when collecting andorganizing data.

8. Carefully conduct your experiment being sure to followthe science safety rules. Keep carefully, written recordsof the results in a notebook.

9. Draw a conclusion and organize the results of yourexperiment on easy-to-read charts and graphs.

10. Write a report that includes your Big Question,Hypothesis, Step-by-step explanation of yourexperiment, Results and Conclusion.

11. Construct a display using charts, graphs, photos,illustrations, signs, models and/or

12. Prepare oral presentation to explain yourdemonstrations of your experiment

A 3-Sided Display

2

1. Graphs and charts2. Photographs or drawings of your work

3. Equipment and research paper place on table

12 2

3

TS - 36

Evaluation Checklist for Science Series

Teacher Grade

Please rate the textbook series under consideration with a number from 1 to 3, with 3 indicating that the series issuperior in regard to that feature and 1 indicting that the feature is lacking in that series.

Evaluation of Teacher’s Guide and Resource Materials:

Publisher: 1 2 3

Features:1. Is extensive and user-friendly2. Supports curriculum goals/objectives3. Offers teaching choices4. Provides strategies for various learning

styles5. Highlights skills/strategies for study skills6. Includes intervention strategies/lessons7. Traces skills/strategies8. Incorporates varied assessment options9. Suggests cross-curricular connections10. Develops cultural perspectives11. Includes: Life Science

ChemistryPhysics

TS - 37

Publisher: 1 2 3Earth ScienceAstronomy SpaceEnvironment

1. Includes varied science activities and labs2. Suggests other resource materials

Total Teacher’s Guide And ResourceMaterials

Comments:

Evaluation of Student Text

Publisher: 1 2 31. Appropriate readability2. Study Skill Strategies3. Related labs and activities4. Reference section5. Critical/creative tasks

TS - 38

Publisher: 1 2 3

6. Cultural Diversity7. Attractive presentations

Total for Student Text

Comments:

Grand Total for Series

Publisher: 1 2 3Teacher’s

Student’s

Total

Overall Comments

TS - 39

Science Field Trip Suggestions(Information as of October 2006)

Place Contact Phone # Address Resources

Newark Museum Susan Petroulas 973-595-6550 49 Washington St.Newark

Science workshops, supplies loaned,lesson plans, Newark schools free

Morris Museum Janet 973-971-3710 6 Normandy Rd.Morris Township

Workshops, dinosaurs, NJ fossil history

FrelinghuysenArboretum

Leslie PartnetGwen Montgomery

973—326-7600 55 E. Hanover Ave.Morristown

Trees, trails, tours

Reeves ReedArboretum

Michelle 908-273-8787 165 Hobart Ave.Summit

NJ Plants, Botany

Turtle Back Zoo Maxine 973-731-5800 560 Northfield Ave.West Orange

Wild animals-habitat, adaptations,workshops

Great Swamp Nat’lWildlife Reserve

Mindy – Naturalist973-425-9510

973-635-6629 Lord Sterling Rd.Basking Ridge

Stages of lake succession in NorthernNJ/Glacier Habitat for plants, birds,workshops, tours

Raptor Trust Len Soucy 1390 White Bridge Rd.Millington, NJ

Bird rehabilitation, tours

Hackensack RiverKeepers

Capt. Bill,Hugh Carolo

201-968-0808 231 Main St.Hackensack

Estuary study, boat trip on theHackensack River and Newark Bay

MeadowlandsEnvironmental Center

Kristin, Vickie, orAngela

201-460-8300 2 DeKorte Park PlazaLyndhurst

Workshops on environment, tours,trails, lesson plans

Sterling Hill Mine Elna973-209-1236 H

973-209-7121 30 Plant St.Ogdensburg, NJ

Mine tour, see a geological fault

Franklin MineralMuseum

Andy 973-827-3481 32 Evans St.Franklin

Rock collecting, tours, workshops, NJmining history, museum rock collection

Fosterfields LivingHistorical Farm

Eileen973-326-7644ext. 3

973-631-5343 73 Kahdina Rd.Morristown

Cidering, tours, working farm history

TS - 40

Science Field Trip Suggestions (Cont’d)

Place Contact Phone # Address Resources

Somerset CountyEnvironmental Center

Kurt Bender 908-766-2489 190 Lord Sterling Rd.Basking Ridge

Birds, trails, ecology workshops,tours, lesson plans

Ringwood State Park Kristin, Susan 973-062-7031 Morris RdRingwood

Trees, NJ Botanical Gardens,workshops

Liberty Science Center 201-200-1000 Liberty State Park,Jersey City

Imax theater, workshop (inter-active), lesson-plans, planetarium

Thomas A. Edison-Menlo Park Museum

732-549-3299 37 Christie St.Edison

Inventions of Edison, tour labs

County College ofMorristown Planetarium

Chris Fenwick973-328-5076

973-328-5755 County College of MorristownRandolph

Astronomy, lesson plans,workshops

Jenkinson Aquarium Dee 732-892-3274 300 Ocean Ave.Point Pleasant Beach

Marine habitat study, workshops,plants and animals, beach walk

Sandy Hook MarineScience Consortium

Brian Harris 732-872-1300ext. 16

Building 305Sandy Hookexit 117 Parkway south

Beach /Bay study, lesson plans, useof tools

Lakota Wolf Preserve Jim 908-496-9244 89 Mt. Pleasant Rd.Columbia, NJ

Endangered species workshop, tour

Speedwell Village David Mandel 973-540-0211 Speedwell Ave.Morris

NJ uses of energy, electric circuits,sound

Pequest Trout Hatchery 908-637-4125 605 Pequest Rd.Oxford

Tours, workshops, see how fish areraised

Cora HartshornBird Sanctuary and

Arboretum

973-376-3587 324 Forest Dr.South Short Hills

Tours, see birds, plants in nature

Greater NewarkConservancy

973-642-4646 32 Prince St.Newark

Prudential Outdoor LearningCenter, Ecology, habitat studies,lesson-plans, oasis

Bronx Zoo-WildlifeConservation Society

718-741-1676 2300 Southern Blvd.Bronx, NY

Wildlife/Endangered species in theinatural habitat, K-12 lesson plans

TS - 41

Curriculum and Content Area Standards NETS for Students

Reprinted with permission from National Educational Technology Standards for Students - Connecting Curriculum and Technology, copyright (c) 2000, ISTE(International Society for Technology in Education), 1.800.336.5191 (U.S. and Canada) or 1.541.302.3777 (International), [email protected], www.iste.org. Allrights reserved. Permission does not constitute an endorsement by ISTE.

Technology Foundation Standards for All Students

The technology foundation standards for students are divided into six broad categories. Standards within each category are to beintroduced, reinforced, and mastered by students. These categories provide a framework for linking performance indicators within theProfiles for Technology Literate Students to the standards. Teachers can use these standards and profiles as guidelines for planningtechnology-based activities in which students achieve success in learning, communication, and life skills.

Technology Foundation Standards for Students

1. Basic operations and concepts

Students demonstrate a sound understanding of the nature and operation of technology systems.

Students are proficient in the use of technology.

2. Social, ethical, and human issues

Students understand the ethical, cultural, and societal issues related to technology.

Students practice responsible use of technology systems, information, and software.

Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits,and productivity.

TS - 42

Technology Foundation Standards for Students (cont’d)

3. Technology productivity tools

Students use technology tools to enhance learning, increase productivity and promote creativity.

Students use productivity tools to collaborate in constructing technology-enhanced models, preparing publications andproducing other creative works.

4. Technology communications tools

Students use telecommunications to collaborate, publish, and interact with peers, experts and other audiences.

Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

5. Technology research tools

Students use technology to locate, evaluate, and collect information from a variety of sources.

Students use technology tools to process data and report results.

Students evaluate and select new information resources and technological innovations based on the appropriateness for specifictasks.

6. Technology problem-solving and decision-making tools

Students use technology resources for solving problems and making informed decisions.

Students employ technology in the development of strategies for solving problems in the real world.

TS - 43

GRADES PRE K – 2 Performance Indicators:

All students should have opportunities to demonstrate the following performances.

Prior to completion of Grade 2 students will:

1. Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operatecomputers, VCRs, audiotapes, and other technologies. (1)

2. Use a variety of media and technology resources for directed and independent learning activities. (1, 3)

3. Communicate about technology using developmentally appropriate and accurate terminology. (1)

4. Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary multimediaencyclopedias) to support learning. (1)

5. Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom. (2)

6. Demonstrate positive social and ethical behaviors when using technology. (2)

7. Practice responsible use of technology systems and software. (2)

8. Create developmentally appropriate multimedia products with support from teachers, family members, or student partners.(3)

9. Use technology resources (e.g., puzzles, logical thinking programs, writing tools, digital cameras, drawing tools) for problemsolving, communication, and illustration of thoughts, ideas, and stories. (3, 4, 5, 6)

10. Gather information and communicate with others using telecommunications, with support from teachers, family members, orstudent partners. (4)

TS - 44

GRADES 3 – 5 Performance Indicators:



1. Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently andeffectively. (1)

2. Discuss common uses of technology in daily life and the advantages and disadvantages those uses provide. (1, 2)

3. Discuss basic issues related to responsible use of technology and information and describe personal consequences ofinappropriate use. (2)

4. Use general-purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitatelearning throughout the curriculum. (3)

5. Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual andcollaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outsidethe classroom. (3, 4)

6. Use telecommunications efficiently and effectively to access remote information, communicate with others in support of directand independent learning, and pursue personal interests. (4)

Use telecommunications and online resources (e.g., e-mail, online discussions, Web environments) to participate in collaborativeproblem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom.(4, 5)

8. Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities. (5, 6)

9. Determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasksand problems. (5, 6)

10. Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources. (6)

TS - 45

GRADES 6 – 8 Performance Indicators:



1. Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use. (1)

2. Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace andsociety. (2)

3. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse. (2)

4. Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratoryenvironments, Web tools) to support learning and research. (3, 5)

5. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learningthroughout the curriculum. (3, 6)

6. Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate andcommunicate curriculum concepts to audiences inside and outside the classroom. (4, 5, 6)

7. Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-relatedproblems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom. (4, 5)

8. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (5, 6)

9. Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications tolearning and problem solving. (1, 6)

10. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sourcesconcerning real-world problems. (2, 5, 6)

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