FREEHOLD REGIONAL HIGH SCHOOL DISTRICT
OFFICE OF CURRICULUM AND INSTRUCTION
SPECIAL EDUCATION DEPARTMENT
Science for:
Autism Spectrum
Cognitive Mild
Cognitive Moderate
COURSE PHILOSOPHY
Science involves the study of the natural and designed world as defined by organisms and
life processes which conform to principles regarding conservation and transformation of
matter and energy. Through study, students are encouraged to develop a desire and ability to
make observations, to question and to better understand the world from a scientific
viewpoint. Knowledge and understanding of various facets of science serve to enhance a
student’s natural curiosity and provide a foundation for inquiry, observation, investigation,
problem solving and communication. Finally, acquired understandings serve to impart upon
students an ever expanding view of our collective existence.
COURSE DESCRIPTION
Grade Level:
9 – 12 plus
Department: Special Education
Course Title:
Science
Credits: 5
Course Code: Autism Spectrum 13140X
Cognitive Mild and Moderate 135510
BOARD OF EDUCATION INITIAL ADOPTION DATE: AUGUST 25, 2008
FREEHOLD REGIONAL HIGH SCHOOL
DISTRICT
Board of Education
Mrs. Patricia E. Horvath, President
Ms. Diana J Cappiello, Vice President
Mr. Tom Caiazza
Mrs. Katie Goon
Mrs. Bunny Hammer
Mrs. Kathie Lavin
Mr. Ronald G. Lawson
Mrs. Joan Leimbach
Mr. Christopher Placitella
James Wasser, Superintendent
Donna M. Evangelista, Assistant Superintendent for Curriculum and
Instruction
Curriculum Writing Committee
Christine Baier-Kenduck
Lori Alexander
Carrie Newell
Christine Graham
Supervisors
Micki Crisafulli
Stephanie Kayafas
Dr. Lenore Kopelovich
Carollee Moorefield
Debbie Perez-Giles
Nan Sullivan
Course Philosophy
The study of Science enables all students to benefit from opportunities that lead to the acquisition
of knowledge, skills, and competencies essential to understanding the elements of Biology,
Chemistry, Physics, Astronomy and Space, Earth Science and Environmental Studies and the
interrelationships thereof that influence the natural and designed world, past and present. The
intent is to equip students with knowledge and observational skills from which to develop an
inquiry-based foundation to increase awareness and to better prepare them to interact with a
changing world. Students come to understand that the natural and designed worlds are defined by
organisms and life processes which conform to principles regarding conservation and
transformation of matter and energy. Further, the study of Science encourages the development of
a natural curiosity, to question and to investigate so that students may then apply new knowledge
acquired to countless real-life situations.
Course Description
The Science course includes an examination of Biological life science, Chemistry, Physics,
Astronomy and Space, Earth Science and Environmental Studies. Infused throughout are
concepts that are applicable to the sciences in general such as scientific process to include
problem solving and inquiry, science and society which looks at the role of the scientific
community and provides an historical perspective, mathematical applications and the role of
technology in science. Students will gain an understanding of the characteristics of life to include
cell theory, biological diversity and heredity. Students will gain basic knowledge of atomic theory, the
structure and properties of matter as well as motion, forces and energy transformations.
Freehold Regional High School District
Curriculum Map
Science
Relevant
Standards1
5.1A 1-4
Enduring
Understandings
Essential Questions
Scientific inquiry is a process that provides a way
of thinking about and investigating the world in
which we live.
Scientific inquiry involves asking scientificallyoriented questions, collecting evidence, forming,
sharing and justifying explanations.
Safe procedures exist for conducting scientific
investigations.
What does a scientist do?
5.3B 1
People the world over and from throughout
history, have contributed to the continual
advancement of science and technology.
Mathematical measurement is used in science.
Who were some of the contributing scientists and
what were their contributions to genetics and/or
Cell Theory etc.?
How is measurement used in science?
5.3D 1
Mathematical graphs are a tool used in science.
How are graphs used in science?
5.4A 1
Science and technology are mutually supportive in
driving innovation in both areas.
Matter and energy are necessary to build and
maintain structures within an organism. All
organisms transfer matter and convert energy
from one form to another.
The natural world is defined by the variety of
organisms that have changed over time and are
grouped in taxonomy based upon similarity.
How do science and technology influence each
other?
How is matter transformed, and energy
transferred/transformed in living systems?
5.1B 1-2
5.1C 1
5.2B 1
5.5A 1-4
5.5B 1-2
5.5C 1
Hereditary information is passed from one
generation to the next.
What makes a question scientific?
Assessments
Diagnostic
(before)
Formative
(during)
Summative
(after)
Teacher made
test to evaluate
reading skills
Teacher
questions,
Activities,
checklists,
activities
What does Safety First demand of us?
Which rules are general and which are specific?
Why do we classify living things?
How is evolution used to explain that Earth’s
present species have developed from earlier
species that are not the same?
Why do some species become extinct while
others survive to reproduce?
Why do offspring resemble parents?
What are inherited traits?
tests,
preparations,
projects
Relevant
Standards1
Enduring
Understandings
Essential Questions
Diagnostic
(before)
What is the function of DNA?
5.6 A 1-2
5.6 A 4-5
Matter is composed of atoms.
Atoms are composed of three essential parts, i.e.,
protons, neutrons and electrons.
The number of protons defines the element.
Atoms bond by sharing electrons. Like atoms
bond to form molecules and different atoms bond
to form compounds.
How does the understanding of manipulation of
genetics, reproduction, development and
evolution affect the quality of life?
What are the differences among three states of
matter; a solid, a liquid and a gas?
What are different types of mater composed of?
What is an atom?
How do atoms differ?
How do atoms form bonds?
What is formed when atoms bond?
The structure and function of atoms are listed in
the Periodic Table of Elements. New elements are
added to the table.
When one object exerts force on another, an equal
and opposite force is exerted on the first object.
Forces are required to get an object to change its
motion.
How do scientists retain a record of atoms?
Gravity is a universal force of attraction between
objects.
Energy can be transferred.
What are the effects of gravity?
How is energy transferred?
Energy is constant in a closed system.
Why is energy constant in a closed system?
5.8A 1
The Earth is composed of interrelated systems
which are ever-changing and therefore contribute
to the dynamic nature of the planet.
How do the geosphere, hydrosphere and
atmosphere interact to result in changes to Planet
Earth?
5.9A
Predictable patterns of movement of the sun,
Earth and Earth’s moon.
Which patterns occur as a result of interaction
between the Sun, Earth and Moon?
5.9B 1
Physical characteristics of planets depend on their
distance from the sun and their size
How are planets of our solar system alike and
different from Earth?
5.7A 2-3
5.7B 1-2
Assessments
What happens when an object exerts force on
another object?
What are the elements necessary for sustaining life
on a planet?
Formative
(during)
Summative
(after)
Relevant
Standards1
Enduring
Understandings
5.9C 1
The sun is a star.
5.9D 2
The universe is composed of galaxies, each of
which is composed of solar systems having the
same elements and governed by the same laws.
Some naturally occurring systems may be
modified by human activity.
5.10 A
Essential Questions
Assessments
Diagnostic
(before)
What characteristics does our Sun share with
other stars?
Is there an order to the universe?
How can human activity affect environmental
pollution?
How can human activity affect threatened and
endangered species?
Formative
(during)
Summative
(after)
Freehold Regional High School District
Course proficiencies and Pacing
Science
Unit Title
Unit 1: Scientific Inquiry
Unit Understandings and Goals
Recommended
Duration
Scientific processes can be used by scientists to investigate and to explain
scientific knowledge and develop and share theory.
1. The student will define science, the role of the scientist and will explore
scientific thinking to understand that scientific investigation is a defined
process.
Safety procedures are in place for the study of science.
1. The student will explore safety standard in place for methods of
experimentation and equipment utilized.
Science and technology are interrelated as each drives the other.
1. The student will identify various forms of technology used by scientists to
investigate and to provide explanations in the development of scientific theory.
2 weeks
The structure and function of organisms is dependent upon the transfer of
matter and conversion of energy.
1. The student will define and discriminate between living and non-living
things and will gain an understanding of the relationship among matter, energy
and living organisms.
All living organisms are classified and have changed over time as explained by
theories of evolution.
1. The student will understand that taxonomy exists in order to study
organisms and organisms may evolve over time.
3 weeks
Unit 6: Heredity
The transmission of hereditary information is predicted by various genetic
crosses.
1. Students will understand that heredity is the passage of traits from one
generation to the next.
4 weeks
Unit 7: Chemistry: The Atom
Matter is composed of atoms.
1. The student will gain understanding as to the structure and function of the
atom.
4 weeks
Unit 8: Physics
The same basic rules govern the motion of all objects and energy is transferred.
1. The student will gain understanding of the concepts of force, gravity and
energy transfer.
3 weeks
Unit 2: Safety
Unit 3: Science and Technology
Unit 4: Matter, Energy and Living
Systems
Unit 5: Biodiversity and Evolution
2 weeks
2 weeks
4 weeks
Unit 9: Earth Science
The Earth is composed of interrelated systems and is ever-changing in nature.
1. The student will gain understanding of the interrelationships among the
geosphere, hydrosphere and atmosphere and will understand that the Earth
changes over time.
4 weeks
Unit 10: Astronomy and Space
The universe is composed of galaxies.
1. Students will gain understanding as to the structure of our solar system and
the similarities of solar systems throughout the universe.
3 weeks
Unit 11: Environmental Studies
Living systems interact with the physical environment and are affected by
human action.
1. The student will gain an understanding of the affects upon them by human
activity on the environment.
3 weeks
Freehold Regional High School District
Science
Unit #1: Scientific Inquiry
Enduring Understanding: Scientific processes can be used by scientists to investigate and to explain scientific knowledge and develop and share
theory.
Essential Questions for this unit: What is science?
What does a scientist do?
How are graphs used in science?
How is measurement used in science?
Unit Goal: The student will define science, the role of the scientist and will explore scientific thinking to understand that scientific investigation is a
defined process
Duration of unit: 2 weeks
NJCCCS: 5.1A 1-4, B1-2, 5.3B1, D1
Instructional
Guiding / Topical
Content, Themes, Concepts,
Resources and
Teaching Strategies
Assessment Strategies
Questions
and Skills
Materials
How does a scientist make
observations?
Develop an awareness of using the
five senses to make observations.
How do scientists solve
problems?
Discuss how scientists use a
Scientific Method of steps to solve
problems.
How is the Scientific
Method applied to problem
solving?
Describe and apply the process of
the scientific method.
How can we compare and
contrast information?
Use modeling or simulation to
predict outcomes.
Science Logs
Graphic organizers
Various text and reading
genres
Lecture
Notes
Activities
Games
Transparencies
Give students the opportunity to engage in
direct and indirect observations.
Place items in a shoe box. Have students
close their eyes and identify by using there
senses.
Think, Pair and Share ideas when making
observations.
Have students observe a simple experiment
conducted by the teacher. Make predictions
and identify the process that was used.
Allow students to demonstrate necessary
measurements with the teacher.
Complete a line, bar or circle graph with the
teacher that tracks information and results.
Utilize posters.
Use graphic organizers to compare and
contrast information.
Maintain a Science Log
Science Journal
Test and quizzes
Cooperative and independent
learning experiences
Class work and homework
Class discussion and
participation
Multimedia presentations
Projects
Self assessment
Portfolio assessment
Rubrics
Freehold Regional High School District
Science
Unit #2: Safety
Enduring Understanding: Safety procedures are in place for the study of science.
Essential Questions: What does Safety First demand of us?
Which rules are general and which are specific?
Unit Goal: The student will explore safety standard in place for methods of experimentation and equipment utilized.
Duration of unit: 2 weeks
NJCCCS: 5.1C 1
Guiding / Topical
Questions
Why is safety important?
What can we do to promote
a safe environment?
Content, Themes, Concepts,
and Skills
Describe safe and appropriate
techniques for handling,
manipulating and caring for
material.
State/district procedures followed
to ensure a safe environment
Instructional Resources and
Materials
Teaching Strategies
Assessment Strategies
Science Logs
Maintain a Science Log
Science Journal
Lecture
Brainstorm safety rules for the
classroom
Test and quizzes
Notes
Computer Activities
Make safety posters
Games
Have students copy or place a copy
of safety procedures in Science Log
Transparencies
Role Play situations
Have students choose a piece of
equipment or tool. Describe what it
is used for and how it should safely
be used.
Cooperative and independent
learning experiences
Class work and homework
Class discussion and
participation
Multimedia presentations
Projects
Self assessment
Portfolio assessment
Rubrics
Freehold Regional High School District
Science
Unit #3: Science and Technology
Enduring Understanding: Science and technology are interrelated as each drives the other.
Essential Questions: How do science and technology influence each other?
Who were some of the contributing scientists and what were their contributions to genetics and/or Cell Theory etc.?
Unit Goal: The student will identify various forms of technology used by scientists to investigate and to provide explanations in the development of
scientific theory.
Duration of unit: 2 weeks
NJCCCS: 5.4A 1, 5.2B 1
Guiding / Topical
Questions
Content, Themes, Concepts,
and Skills
What is technology?
Define technology and cite
examples.
How is technology used in
science?
Discuss uses of technology in
scientific investigation and problem
solving.
Who were some of the
scientists that utilized
technological innovations?
Explain the contributions of
scientists who utilized technology
for investigative and problem
solving purposes.
How do science and
technology influence each
other?
Identify relationships between
scientific discoveries and
technological innovations
Instructional Resources and
Materials
Teaching Strategies
Assessment Strategies
Science Logs
Maintain a Science Log
Science Journal
Lecture
Given pictures of scientists at work
in the field and in the lab, students
will circle tools that are used.
Highlight those that pertain to
scientific study such as various
microscopes and computer
technology. Via discussion. Students
will label and describe each tool and
how it is used.
Test and quizzes
Role Play situations wherein
scientists use technology to
investigate.
Multimedia presentations
Discuss how advances in technology
have allowed for
Self assessment
Notes
Computer Activities
Games
Transparencies
Cooperative and independent
learning experiences
Class work and homework
Class discussion and
participation
Projects
Portfolio assessment
Rubrics
Freehold Regional High School District
Science
Unit #4: Matter, Energy and Living Systems
Enduring Understanding: The structure and function of organisms is dependent upon the transfer of matter and conversion of energy.
Essential Questions: How is matter transformed, and energy transferred/transformed in living systems?
Unit Goal: The student will define and discriminate between living and non-living things and will gain an understanding of the relationship
among matter, energy and living organisms.
Duration of Unit: 3 weeks
NJCCCS: 5.5A 1-4
Guiding / Topical
Questions
What is the difference
between living and nonliving things?
Content, Themes, Concepts,
and Skills
Explain that one of the
characteristics of living things is the
need for an expenditure of energy.
What is the structure and
function of cell parts?
Describe the basic parts of a cell and
their functions.
Do plant and animal cells
differ?
Discriminate between plant and
animal cells.
How are cells, tissues,
organs, and organ systems
related?
Explain the organization of the
structure of living things.
How do cells obtain
energy?
Explain the purpose of cellular
respiration and photosynthesis?
How do multicellular
organism obtain energy?
What is the role that plants and
organisms may serve in the food
chain?
What are the basic
functions of the major
systems of the human
body?
Describe how an organism
reproduces and responds to change
Instructional Resources
and Materials
Teaching Strategies
Assessment
Strategies
Graphic organizers
Maintain a Science log
Science Journal
Various text and reading
genres
Students will design food web and chain.
Test and quizzes
Lecture
Students observe the food chain by setting up an
aquarium or terrarium using various organisms.
Students create a poster labeling plant and animal cells.
Notes
Students create a poster depicting photosynthesis
Activities
Use graphic organizers to compare and contrast
Games
Hands on experiments for all concepts
Transparencies
Maintain a log of experiments
Students use web quest to research information
Power point presentations
Manipulatives
Internet displays and
interactive activities
Audio and visual aids
Kits
Students grow mold in a plastic bag and list favorable
conditions for growing mold.
Students grow plants and observe their life cycle. They
can use a control group to can compare and contrast.
Students can investigate different biomes and animal
habitats as wells as the dwellings of animals that allow
them to survive in their particular environment.
Cooperative and
independent learning
experiences
Class work and
homework
Class discussion and
participation
Multimedia
presentations
Projects
Self assessment
Portfolio assessment
Rubrics
Freehold Regional High School District
Science
Unit #5: Biodiversity and Evolution
Enduring Understanding: All living organisms are classified and have changed over time as explained by theories of evolution.
Essential Questions: Why do we classify living things?
How is evolution used to explain that Earth’s present species have developed from earlier species that are not the same?
Why do some species become extinct while others survive to reproduce?
Unit Goal: The student will understand that taxonomy exists in order to study organisms and organisms may evolve over time.
Duration of Unit: 4 weeks
NJCCCS: 5.5B 1-2
Guiding / Topical
Questions
Content, Themes,
Concepts, and Skills
Instructional Resources and
Materials
How are all living things
recorded and organized?
Describe how are living
things are classified.
Various text and reading genres
Do individuals vary within
every species, including
humans?
Describe the theory of
evolution.
Notes
Lecture
Internet displays and interactive
activities
Games
Why are organisms with
certain traits more likely to
survive and have offspring?
Describe how adaptation and
environmental factors affect
natural selection.
Transparencies
Power point presentations
Audio visual aids
Teaching Strategies
Describe characteristics of various types
of organisms within a single species. Ex.
Dogs.
Classify according to similar traits.
Power point presentations
Manipulatives
Internet displays and interactive
activities
Science Journal
Test and quizzes
Hands on experiments
Cooperative and independent
learning experiences
Maintain a Science Log
Class work and homework
Make a fruit fly farm. Observe what happens
when they are cold( they can’t fly) Observe them
as they eat, lay eggs, hatch etc
Class discussion and
participation
Multimedia presentations
Make a gene data sheet. Students will observe
members of their family that have the same shape
nose, color eyes etc.
Internet displays
Science Log
Assessment Strategies
Projects
Self assessment
Collect data from classmates color hair, color
eyes etc. Using that information make a bar
graph
Utilize posters
Play match game. Match pictures to correct
kingdom
Utilize flashcards to divide animals into
Portfolio assessment
Rubrics
Guiding / Topical
Questions
Content, Themes,
Concepts, and Skills
Instructional Resources and
Materials
Teaching Strategies
kingdoms
Audio and visual aids
Web quest activities.
Kits
Report on a specific kingdom
Field Trips
Make a collage of living things belonging to a
particular kingdom.
Start seeds simulating various environments
Starting with fertilized frog eggs, students discuss
the changes in organization that occur as an egg
develops. They then compare frog development
with the development of other animals, including
chicks and humans.
Assessment Strategies
Freehold Regional High School District
Science
Unit# 6: Heredity
Enduring Understanding: The transmission of hereditary information is predicted by various genetic crosses.
Essential Questions: Why do offspring resemble parents?
What are inherited traits?
What is the function of DNA?
Unit Goal: Students will understand that heredity is the passage of traits from one generation to the next.
Duration of Unit: 4 weeks
NJCCCS: 5.5C 1
Guiding / Topical
Questions
Do you look like your
parents but are not exactly
like either one of them?
Content, Themes, Concepts,
and Skills
Identify familial similarities of
physical characteristics. Explain the
dominant vs. recessive traits.
Explain how certain traits are
inherited
Instructional Resources and
Materials
Graphic organizers
Various text and reading genres
Lecture
Notes
What is DNA?
Define heredity and the role that
DNA plays in inheritance.
What are the different
stages in the lives of various
organisms?
Determine that cells are living
organisms that reproduce by
dividing to make new cells
Activities
Games
Transparencies
Power point presentations
.
How can the combination
of genes have a positive,
negative, or no effect on a
species?
Identify some inherited diseases.
Manipulatives
Internet displays and interactive
activities
Audio and visual aids
Kits
Teaching Strategies
Assessment Strategies
Use coins to depict traits. Ex. Heads
blue eyes, tails brown. Students flip
coins to determine inherited traits
and draw them on an outline of an
applicable organism (human, animal
etc.) to determine outcome.
Cooperative and independent
learning experiences
Think ,Pair, Share
Class work and homework
Maintain a Science Log
Class discussion and
participation
Hands on experiments
Internet Information Search
Make a data sheet which will be
utilize by students to analyzes
similar family traits
Look at pictures of family members
to observe family traits Divide paper
in half have student list their traits
and traits of family member
Science Journal
Test and quizzes
Multimedia presentations
Projects
Self assessment
Portfolio assessment
Rubrics
Freehold Regional High School District
Science
Unit# 7: Chemistry: The Atom
Enduring Understanding: Matter is composed of atoms.
Essential Questions: What are the differences among three states of matter; a solid, a liquid and a gas?
What are different types of mater composed of?
What is an atom?
How do atoms differ?
How do atoms form bonds?
What is formed when atoms bond?
How do scientists retain a record of atoms?
Unit Goal: The student will gain understanding as to the structure and function of the atom.
Duration of Unit: 4 weeks
NJCCCS: 5.6A 1-2, A4-5
Guiding / Topical
Questions
Content, Themes, Concepts,
and Skills
Instructional Resources and
Materials
Teaching Strategies
What are the different
states of matter?
Identify the properties of a solid, a
liquid and a gas.
What are the parts of an
atom?
Identify protons, neutrons and
electrons.
How are subatomic
particles organized?
Determine the location of each
particle of an atom. Explain that
atoms differ in terms of the number
of protons and may be sub particles
of a solid, liquid or gas.
Lecture
Activities
Role play to enact structure and
bonding of atoms.
How do atoms bond?
Explain how atoms form bonds by
sharing electrons.
Games
Internet Information Search
Transparencies
What are molecules?
Define molecules as atoms of the
same type that have formed bonds.
Label pictures and objects in the
classroom as a solid. Liquid or gas
What are compounds?
Define compounds as atoms of
different types that have formed
Pictures
Models
Graphic organizers
Notes
Power point presentations
Manipulatives
Assessment Strategies
Think ,Pair, Share to discuss picture
content
Maintain a Science Log
Science Journal
Build models
Test and quizzes
Hands on experiments
Cooperative and independent
learning experiences
Label water, an ice cube and steam
(may use pictures) as a solid, liquid
or gas
Class work and homework
Class discussion and
participation
Multimedia presentations
Projects
Self assessment
Guiding / Topical
Questions
Content, Themes, Concepts,
and Skills
bonds.
Identify H2O as water.
What is the Periodic Table
of Elements?
Instructional Resources and
Materials
Internet displays and interactive
activities
Audio and visual aids
Science Log
Teaching Strategies
Utilize Periodic Table that contains
pictures of elements as well as
chemical symbol. Bring in samples
of some elements to show students
(ex. copper.) Place on Periodic
Table.
Assessment Strategies
Portfolio assessment
Rubrics
Freehold Regional High School District
Science
Unit# 8: Physics
Enduring Understanding: The same basic rules govern the motion of all objects and energy is transferred.
Essential Questions: How can an object’s motion as well as its change in motion be described?
What happens when an object exerts force on another object?
What are the effects of gravity?
How is energy transferred?
Why is energy constant in a closed system?
Unit Goal: .The student will gain understanding of the concepts of force, gravity and energy transfer.
Duration of Unit: 3 weeks
NJCCCS: 5.7A 2-3, B1-2
Guiding / Topical
Questions
Content, Themes, Concepts,
and Skills
Instructional Resources and
Materials
What is motion and how
can you tell if an object is
moving?
Determine if an object is moving.
What is force?
Determine forces that cause
movement and can cause objects to
stay together.
Graphic organizers
What happens if two
objects push against one
another?
Explain that when one object exerts
force on another, force is also
applied to the first object.
Activities
Is gravity a force?
Recognize gravity as a force of
attraction between masses.
Transparencies
What are the forms of
energy?
Explain that heat, electricity, sound
and light are forms of energy.
Does energy disappear?
Explain that energy can be
transformed from one form to
another.
Pictures
Models
Notes
Games
Power point presentations
Manipulatives
Internet displays and interactive
activities
Audio and visual aids
Teaching Strategies
Students to remain still, then
demonstrate movement using the
body (waving, walking, jumping.)
Demonstrate movement of objects.
Show video clip of an outdoor and
indoor scene. Students identify what
is moving.
Students push against an object
incrementally using their hands until
the object moves to demonstrate
that force is applied not only to the
object, but also to their hand.
Think ,Pair, Share to discuss picture
content
Assessment Strategies
Science Journal
Test and quizzes
Cooperative and independent
learning experiences
Class work and homework
Class discussion and
participation
Multimedia presentations
Projects
Self assessment
Maintain a Science Log
Portfolio assessment
Build models
Rubrics
Hands on experiments
Freehold Regional High School District
Science
Unit# 9: Earth Science
Enduring Understanding: The Earth is composed of interrelated systems and is ever-changing in nature.
Essential Questions: How do the geosphere, hydrosphere and atmosphere interact to result in changes to Planet Earth?
Unit Goal: The student will gain understanding of the interrelationships among the geosphere, hydrosphere and atmosphere and will understand that
the Earth changes over time.
Duration of Unit: 4 weeks
NJCCCS: 5.8A 1
Guiding / Topical
Questions
Content, Themes, Concepts,
and Skills
What are the major systems
of Earth?
Determine that three major systems
comprise the Earth, i.e., land
(geosphere), water (hydrosphere)
and air (atmosphere.)
What are the geosphere,
hydrosphere, atmosphere
and biosphere?
Describe elements of and
discriminate among the geosphere,
hydrosphere and atmosphere
Instructional Resources and
Materials
Pictures
Models
Graphic organizers
Class discussion
Notes
Activities
Although the systems have
their unique identities, how
do the systems interact and
change?
Discuss relationships among the
systems.
Games
Transparencies
Power point presentations
Manipulatives
Internet displays and interactive
activities
Audio and visual aids
Teaching Strategies
Group students. Give each group
pictures representing each on the
systems. Ask students to group
them under the categories land,
water and air.
Provide a model of the Earth, one
container each of water, soil, and an
empty container labeled air. Point to
portions of the model of the Earth
that relate to the contents of each
container.
Students discuss view out of
classroom window to determine
which systems are visible and which
are not.
Students view video clips to identify
systems represented.
Students are given a map of the
earth and cards that represent each
system. Students place cards of
portions of the map that represent
Assessment Strategies
Science Journal
Test and quizzes
Cooperative and independent
learning experiences
Class work and homework
Class discussion and
participation
Multimedia presentations
Projects
Self assessment
Portfolio assessment
Rubrics
Guiding / Topical
Questions
Content, Themes, Concepts,
and Skills
Instructional Resources and
Materials
Science Log
Teaching Strategies
each system. Students explain
reasons for any utilization of the
atmosphere cards.
Students discuss which systems are
represented at home.
Given scenarios, students are
assigned a system and role play ways
in which each may be affected by
another, such as the effects of a
hurricane on land and water and
discuss possible changes to each
system.
Think ,Pair, Share to discuss picture
content
Maintain a Science Log
Build models
Hands on experiments
Internet Information Search
Assessment Strategies
Freehold Regional High School District
Science
Unit# 10: Astronomy and Space
Enduring Understanding: The universe is composed of galaxies.
Essential Questions: Which patterns occur as a result of interaction between the Sun, Earth and Moon?
How are planets of our solar system alike and different from Earth?
What are the elements necessary for sustaining life on a planet?
What characteristics does our Sun share with other stars?
Is there an order to the universe?
Unit Goal: Students will gain understanding as to the structure of our solar system and the similarities of solar systems throughout the universe.
Duration of Unit: 3 weeks
NJCCCS: 5.9A, B1, C1, D2
Guiding / Topical
Questions
What is a sun?
What is a planet?
What is a moon?
How do the sun, the Earth
and moon act together?
Content, Themes, Concepts,
and Skills
Define the sun as a star and that it
may be the center of a solar system
around which planets revolve.
Include that the sun provides heat
and light. Emphasize that our sun is
one of many stars.
Define a planet as a body that
revolves around the sun. Include
that it rotates.
Define a moon as that which
revolves around a planet. Include
that a planet can have more than
one moon.
Discuss the elements of a solar
system. Include orbit/revolution as
it affects the seasons and rotation as
it affects daylight. Define universe
and emphasize that there are many
solar systems in the universe.
Instructional Resources and
Materials
Pictures
Models
Graphic organizers
Class discussion
Notes
Activities
Games
Transparencies
Power point presentations
Manipulatives
Internet displays and interactive
activities
Teaching Strategies
Assessment Strategies
Show students pictures or video
clips of the stars (suns), planets and
moons. Ask students what they
know about them. Accept all
responses. Via discussion help
students to determine which
responses are fact and which are
science fiction.
Science Journal
Provide a model of a moon, sun and
planet. Ask students to point to the
one that they live on, the one that
they see during the day and the one
that they see at night.
Class discussion and
participation
Group students. Give each group
planet with moon/s. Select one
student to be the sun. Students
simulate the rotation and revolution
of the planet and moon/s.
representing each on the systems.
Provide a model of our solar system.
Test and quizzes
Cooperative and independent
learning experiences
Class work and homework
Multimedia presentations
Projects
Self assessment
Portfolio assessment
Rubrics
Guiding / Topical
Questions
Content, Themes, Concepts,
and Skills
Why are the planets in our
solar system different from
one another and why is
Earth the only planet on
which there is living things?
Name and discuss characteristics of
the planets in our solar system.
Emphasize how proximity to the
sun affects the characteristics of a
planet.
Instructional Resources and
Materials
Audio and visual aids
Science Log
Teaching Strategies
Students explain, draw or construct
a model using a kit or foam balls
and straws.
Think ,Pair, Share
Maintain a Science Log
Build models
Hands on experiments
Internet Information Search
Assessment Strategies
Freehold Regional High School District
Science
Unit# 11: Environmental Studies
Enduring Understanding: Living systems interact with the physical environment and are affected by human action.
Essential Questions: How can human activity affect environmental pollution?
How can human activity affect threatened and endangered species?
Unit Goal: The student will gain an understanding of the affects upon them by human activity on the environment.
Duration of Unit: 3 weeks
NJCCCS: 5.10A
Guiding / Topical
Questions
Content, Themes, Concepts,
and Skills
Instructional Resources and
Materials
Teaching Strategies
Assessment Strategies
What are some of the
natural systems in our
environment?
Distinguish man-made from
naturally occurring elements.
Pictures
How do humans affect the
environment?
Recognize issues that are affected by
human activity such as
environmental pollution and
threatened and endangered species.
Graphic organizers
Discuss affects of water, land and
air pollution as well as efforts to
save the environment through
conservation efforts and proper
disposal of waste
Class discussion
Think ,Pair, Share
Notes
Maintain a Science Log
Activities
Build models
Class discussion and
participation
Games
Hands on experiments
Multimedia presentations
Transparencies
Internet Information Search
Projects
What can humans do to
contribute positively to the
environment?
Describe the positive impact that
humans have on the environment.
Models
Science Journal
Test and quizzes
Cooperative and independent
learning experiences
Class work and homework
Power point presentations
Self assessment
Manipulatives
Portfolio assessment
Internet displays and interactive
activities
Rubrics
Audio and visual aids
Science Log