1. Gloucester Township Public Schools
Science
Grades 6-8
Benchmark and Cross Curricular Key
__Red: ELA
__ Blue: Math
__ Green: Science
__ Orange: Social Studies
__ Purple: Related Arts
__ Yellow: Benchmark Assessment

2. Activities/Resources Matter has properties: Melting/Boiling Points:
Science-Grade: 6 Unit:Physical Science Unit Length: Approx. 30 days (revised )
Unit Enduring Understandings:
Force is needed to change the motion of an object.
All substances have physical and chemical properties.
Friction change the speed of an object.
All components in the natural world are composed of matter.
All energy travels in waves
Electricity is a form of energy transfer
Concepts/
NJCCS/Book
Essential Questions
Skills & Knowledge
Activities/Resources
Matter
5.2.6.A.3
(K: 1-1,2)
Volume
5.2.6.A.1
Density
5.2.6.A.2
Melt/Boil. Pt
(K: 1-2)
Phys/Chem Prop.
5.2.6.B.1
(K: 1-1)
Sink/Float
5.2.6.E.4
How do the properties of materials determine their use?
How does the absorption of energy affect melt/boil points?
How can you predict the way an object would act given its physical properties?
Matter has properties:
(Basic equations/ concepts and measuring)
Mass,
Volume (L x W x H),
Density (mass/vol),
sinking/floating
Melting/Boiling Points:
Energy is needed to convert
DEMO: Using the graduated cylinder w/different liquids (regular/diet soda) AND salt water egg suspension
ACTIVITY: Foldable or flip book for properties of matter
ACTIVITY: Design & Engineering “How many bears (or M&Ms) can your aluminum foil boat float?
LAB: Finding the mass of various objects
LAB: Volume/Density of regularly shaped objects
LAB: Measuring the boiling point of fresh/salt water OR of ice using hotplates
LAB: Get 6 different bags of snack chips & classify by characteristics
LAB: How do fluids of different densities behave?
LAB: Can eggs float?
Key Terms
Assessments
Physical properties, chemical properties, melting point,
boiling point, volume, density, mass, matter, chemistry, substance, weight
Benchmark Pre & Post Test, Labs, Classwork, Homework, Quizzes, Tests, Projects, Current Events, Journal Entries, Graphic Organizers, Foldables

3. Activities/Resources
Science-Grade: 6 Unit: Physical Science Unit Length: Approx. 30 days
Unit Enduring Understandings:
Force is needed to change the motion of an object.
All substances have physical and chemical properties.
Friction change the speed of an object.
All components in the natural world are composed of matter.
All energy travels in waves
Electricity is a form of energy transfer
Concepts/
NJCCS/Book
Essential Questions
Skills & Knowledge
Activities/Resources
Motion/
Forces
5.2.6.E.1
(M: 1-1)
Gravity
5.2.6.A.3
(M: 2-2)
Friction
5.2.6.E.3
How do we know that objects in motion have energy?
How will the motion of an object change when forces become unbalanced?
How is a reference point used to determine if an object is in motion?
How does friction affect the motion of an object?
How does the motion of the earth, moon, & sun define time?
What would happen to the planets if gravity did not exist?
Motion:
Basic definitions of motion, relative motion, and reference point
Planets rotate and revolve; this measures time
Measure movement related to reference pt
Measure motion of objects w/diff types of friction
Force:
Calculating net force using Newton as the SI unit
4 types of Friction:
Static, Sliding, Rolling, Fluid
DEMOS: Who is moving? Scenarios such as riding in a car, elevator
ACTIVITY: Moving a soda can without touching it (static with a balloon)
ACTIVITY: Static Kits---using a variety of materials to make static
LAB: Using a friction board (smooth, sandpaper, carpet); pulling cars across using a spring scale to measure force
LAB: Air Awareness Lab (parachute lab)
WEBSITE: Google websites that tell you age on each planet based on rotation.
Key Terms
Assessments
Motion, balanced forces, unbalanced forces, rotation, revolution, friction, static friction, sliding friction, rolling friction, fluid friction, reference point, force, net force, Newton (as a unit only), astronomy, axis, orbit, calendar, solstice, equinox, force, gravity,, maps weight, inertia
Benchmark Pre & Post Test, Labs, Classwork, Homework, Quizzes, Tests, Projects, Current Events, Journal Entries, Graphic Organizers, Foldables

4. Activities/Resources Electromagnetic Spectrum:
Science-Grade: 6 Unit: Physical Science Unit Length: Approx. 30 days
Unit Enduring Understandings:
Force is needed to change the motion of an object.
All substances have physical and chemical properties.
Friction change the speed of an object.
All components in the natural world are composed of matter.
All energy travels in waves
Electricity is a form of energy transfer
Concepts/
NJCCS/Book
Essential Questions
Skills & Knowledge
Activities/Resources
Light Energy
5.2.6.C.1
(O: 4-1; O: 3-3; 0 4-2)
Electricity
5.2.6.D.1
(N: 2-2; N: 2-4)
What are the behaviors of light as it travels?
What are the characteristics of visible and invisible light?
How does electricity flow through a series/parallel circuit?
Characteristics of light:
Travel in waves: refraction, reflection, opaque, translucent, transparent
Visible vs. Invisible Light:
(from least harmful to most harmful)
Radio, Micro, Infrared, X-Ray, Ultraviolet, Gamma
Light travels through a medium (any solid, liquid, or gas)
Electromagnetic Spectrum:
ROY G BIV
Flow of electricity: Series/Parallel Circuits;
Insulators/Conductors
ACTIVITY: Creating a color wheel
ACTIVITY: Writing---how does each type of light relate to own life
ACTIVITY: Jigsaw activity to study the 6 major types of light
ACTIVITY: Learning Center Stations with activities on circuits, prisms, & light sources.
LAB: Circuit Lab: practicing with series/parallel with 6 volt light bulbs.
LAB: Circuit Lab: Putting together a circuit using materials provided w/o a picture or directions.
LAB: Working with prisms (
ACTIVITY: Blobz guide- website for electricity
Key Terms
Assessments
Reflection, refraction, waves, visible light, invisible light, electromagnetic spectrum, medium, series circuit, parallel circuit, insulator, conductor, opaque, translucent, transparent, refraction, reflection, radiowaves, radar, infrared rays, thermogram, visible light, ultraviolet rays, x rays, gamma rays
Benchmark Pre & Post Test, Labs, Classwork, Homework, Quizzes, Tests, Projects, Current Events, Journal Entries, Graphic Organizers, Foldables

5. Science-Grade: 6 Unit: Earth Science Unit Length: Approx. 30 days
Unit Enduring Understandings:
Properties of the Earth depend on the interactions of its cycles.
The Earth’s surface, atmosphere, and life have changed immensely throughout time and will continue to change.
Concepts/
NJCCS/Book
Essential Questions
Skills & Knowledge
Activities/Resources
Tectonics
Earthquakes
Volcanoes
5.4.6.B.2
5.4.6.C.3
5.4.6.D.1
(F: 1-3,5; F: 2-1,2;
F: 3-1,3)
Earth Layers
Rock Types
Time Eras
Fossils
5.4.6.B.1, B. 3
5.4.6.C.2
(F: 1-1,3,5; F: 5-1)
Using the theory of plate tectonics, how has the surface and geological structures changed throughout Earth’s history?
How does rock and fossil evidence support the theory of plate tectonics?
How does the fossil record support Pangaea?
Layers of the Earth:
Crust, Core (inner, outer), Mantle,
PANGEA
Plate Movement:
Faults
Boundaries (converge/diverge/transform)
Results of movement (weathering & erosion):
(definition and formation…see key terms below)
Earthquakes (also measurement of)
Transform fault lines
Different types of rocks:
Igneous, Metamorphic, Sedimentary; weathering & erosion of rocks (basic)
ACTIVITY: Paper Pangaea (cut and paste in stages/before & after)
ACTIVITY: Foldable for layer of the Earth (using circle shape)
ACTIVITY: Clay modeling for earth’s layers
ACTIVITY: Foldable for the types of rocks
VIDEO: United Streaming: Pangaea
VIDEO: Forces of Nature (National Geographic)
DEMO: Volcano demos
LAB: Diet Coke and Mentos (Google video on teachertube)
LAB: Slinky Lab (P/S-waves)
LAB: Snickers Lab (for the 3 different boundaries)
WEBSITE: Cosmeo
Key Terms
Assessments
Seismic waves, pressure, crust, basalt, granite, mantle, lithosphere, asthenosphere, outer core, inner core, Pangaea, continental drift, fossil, mid-ocean ridge,
seafloor spreading, deep ocean trench, subduction, plate, plate tectonics, fault, divergent boundary, convergent boundary, transform boundary, rift valley, volcano, magma chamber, pipe, vent, crater, lava flow, earthquake, epicenter, focus, seismograph, magnitude, igneous rock, sedimentary rock, metamorphic rock
Benchmark Pre & Post Test, Labs, Classwork, Homework, Quizzes, Tests, Projects, Current Events, Journal Entries, Graphic Organizers, Foldables

6. Science-Grade: 6 Unit: Earth Science Unit Length: Approx. 30 days
Unit Enduring Understandings:
Properties of the Earth depend on the interactions of its cycles.
The Earth’s surface, atmosphere, and life have changed immensely throughout time and will continue to change.
Concepts/
NJCCS/Book
Essential Questions
Skills & Knowledge
Activities/Resources
Climate/Weather
5.4.6.F.1
5.4.6.F.2
(I: 1-1; I: 2-4;
I: 3-2; I: 4-1)
Water Cycle
5.4.6.G.1
5.4.8.E.1
(I: 1-2,4)
How does the transfer of water and energy in and out of the atmosphere affect weather and climate?
How do scientists use humidity, temperature, and air pressure to forecast the weather?
How does the water cycle work as a system?
How does the water cycle impact the climate globally?
Climate & Weather:
Difference between weather & climate; basic definition of atmosphere; NO layers of atmosphere (8th)
Types of Storms:
Hurricane
Tornado
Winter storm
Thunderstorm
Weather Tools:
(basics definition, what they measure, how to use them)
Psychomotor
Barometer
DEMO: demonstrate weather tools
LAB: Stations on different types of weather
ACTIVITY: Foldable on types of storms; brochure for storms
ACTIVITY: Water cycle diagram
WEBSITES:
Key Terms
Assessments
Weather, climate, atmosphere, water cycle, precipitation, evaporation, condensation, psychomotor, humidity, relative humidity, storm, thunderstorm, tornado, hurricane, air pressure, barometer
Benchmark Pre & Post Test, Labs, Classwork, Homework, Quizzes, Tests, Projects, Current Events, Journal Entries, Graphic Organizers, Foldables

7. Activities/Resources
Science-Grade: 6 Unit: Life Science Unit Length: Approx. 30 days
Unit Enduring Understandings:
Cells are the basic unit of structure and function in all living things.
All living things interact with each other and the environment.
Inherited traits are passed from parents to offspring.
Concepts/
NJCCS/Book
Essential Questions
Skills & Knowledge
Activities/Resources
Ecosystems
Populations
5.3.6.C.1-3
5.3.6.G.2
(E: 1-1; E: 2-1)
Food Chain/Web
5.3.6.B.1
5.3.6.B.2
(E: 2-1)
What are the components of an ecosystem needed to support life?
In what ways do organisms interact within an ecosystem?
What has impacted the different populations in an ecosystem?
How do biotic and abiotic factors interact within an ecosystem?
How is energy transferred through a food web?
What are the different roles organisms play in a food web?
How is the sun the original source of energy on Earth?
What classifies something as “living?”
Abiotic vs. Biotic Factors
Levels of Ecosystem:
Ecosystem, Community, Population, Species
Sun is the ultimate source of energy
Food Chain/Web:
Producers/Consumers
Basics of Food Webs/Chains/Energy pyramids
Do NOT go into symbiotic relationships
ACTIVITY: Picture prompt to determine the abiotic/biotic factors observed.
ACTIVITY: Foldable for producers and different types of consumers.
ACTIVITY: “What’s for Dinner?” List all of the food eaten and where it came from…breaking it all down.
ACTIVITY: Research/recreate a food chain/web.
ACTIVITY: “Ball of Yarn”---Book E: page 44
VIDEO: BrainPOP videos for Ecosystems & Populations
LAB: Create a food chain mobile; food chain/web scramble stations.
Key Terms
Assessments
Ecology, ecosystem, species, habitat, food web, food chain, energy pyramid, producer, consumer, herbivore, carnivore, omnivore, populations, communities, biotic factors, abiotic factors
Benchmark Pre & Post Test, Labs, Classwork, Homework, Quizzes, Tests, Projects, Current Events, Journal Entries, Graphic Organizers, Foldables

8. Activities/Resources Inherited vs. Acquired Traits
Science-Grade: 6 Unit: Life Science Unit Length: Approx. 30 days
Unit Enduring Understandings:
Cells are the basic unit of structure and function in all living things.
All living things interact with each other and the environment.
Inherited traits are passed from parents to offspring.
Concepts/
NJCCS/Book
Essential Questions
Skills & Knowledge
Activities/Resources
Cells
5.3.6.A.1
5.3.6.A.2
(C: 1-1,2)
Traits
5.3.6.D.3
(C: 3-1)
Reproduction
Variation
5.3.6.D.1
5.3.6.D.2
5.3.6.E.1
(C: 5-1)
How do organelles work as a system within a cell?
How do specialized cells work together to form a system?
What are the differences between acquired and inherited traits?
How does genetic variation influence an organism’s ability to survive and reproduce?
Advantages/Disadvantages of unicellular and multicellular
Plant vs. Animal Cells:
(these parts only)
Cell wall, cell membrane, cytoplasm, nucleus, mitochondria, chloroplast, vacuole
Inherited vs. Acquired Traits
(very basic)
Genetic Variation:
Survival of the fittest
ACTIVITY: Foldable for cell parts
ACTIVITY: Venn-Diagram for Plant and Animal Cells/unicellular and multicellular organisms
ACTIVITY: Illustrate the types of cells with all their parts
ACTIVITY: Create a cell analogy to match organelles to their functions (city, government, school, etc)
LAB: Plant vs. Animal Lab (using microscope, prepared slides, or make slides)
ACTIVITY: Identify personal inherited traits using mirrors and compare with a partner
Key Terms
Assessments
acquired traits, inherited traits, genetic variation, vacuole, cell, cell wall, cell membrane, chloroplast, mitochondria, nucleus, cytoplasm, unicellular, multicellular
Benchmark Pre & Post Test, Labs, Classwork, Homework, Quizzes, Tests, Projects, Current Events, Journal Entries, Graphic Organizers, Foldables

9. Activities/Resources Physical/ Chemical Properties & Change
Science-Grade: 7 Unit: Physical Science Unit Length: Approx. 30 days
Unit Enduring Understandings:
Predictions can be made by knowing the characteristics of potential and kinetic energy.
All components of the natural world are composed of matter.
Substances will undergo physical and chemical changes.
Motion is caused by forces acting on an object.
Energy can not be created nor destroyed.
Concepts/
NJCCS/Book
Essential Questions
Skills & Knowledge
Activities/Resources
Solids, Liquids, & Gases
5.2.8.A.3
(K: 2-1,2)
Physical/ Chemical Properties & Change
5.2.8.A.5
5.2.8.A.7
5.2.8.B.1
5.2.8.B.2
(K: 1-1,3; 2-2)
Acids/Bases
(L: 3-3,4)
What are the physical properties of solids, liquids, and gases?
Why do all chemical changes coexist with physical changes?
How does energy affect the phase changes of solids, liquids, and gases?
What properties make a substance more acidic and basic?
Brief review of matter
Physical/Chemical Changes:
Endothermic vs. exothermic reactions
Law of Conservation of Energy
Solids, Liquids, & Gases:
Particle formation & Phase Changes
(Melting, boiling, freezing, evaporation, condensation, & sublimation)
Properties of chemical/physical changes in relation to solids, liquids, & gases
Conservation of matter in relation to the phase changes.
Acids/Bases:
Basic definitions, differences, properties (pH, scale, strength, reactivity), real life applications
ACTIVITY: Foldable: solids, liquids, & gases
ACTIVITY: Sketch the pH scale (pictures/examples)
LAB: Determine/observe melting/freezing/boiling pt.
LAB: Making slime/GAK
LAB: “Fast and Fizzy” Lab (using Alka-Seltzer tablets)
LAB: Boiling point lab for fresh/salt water (bunson/hot plate)
LAB: Liver Lab (measure temperature change when you put liver in a test tube of peroxide)
LAB: Ice Cream Lab (rock salt, milk, sugar, etc)
LAB: Popcorn Lab (finding change in mass, volume, etc)
LAB: Acids/Bases with Litmus paper
VIDEO:
WEBSITES: cosmeo & teacher’s domain (Google)
Key Terms
Assessments
Matter, atom, molecule, atomic theory, proton, neutron, electron, evaporation, condensation, sublimation, solid, liquid, gas, physical change, chemical change, acids, bases, pH scale, indicator, corrosive
Benchmark Pre & Post Test, Labs, Classwork, Homework, Quizzes, Tests, Projects, Current Events, Journal Entries, Graphic Organizers, Foldables

10. Activities/Resources
Science-Grade: 7 Unit: Physical Science Unit Length: Approx. 30 days
Unit Enduring Understandings:
Predictions can be made by knowing the characteristics of potential and kinetic energy.
All components of the natural world are composed of matter.
Substances will undergo physical and chemical changes.
Motion is caused by forces acting on an object.
Energy can not be created nor destroyed.
Concepts/
NJCCS/Book
Essential Questions
Skills & Knowledge
Activities/Resources
Kinetic/
Potential
Energy
5.2.8.D.1
5.2.8.D.2
(M: 5-1,3)
Thermal Energy
(M: 5-1,2)
Conduction,
Convection, Radiation
5.2.8.C.2
(M: 1-1,3)
How is potential energy related to kinetic energy?
Explain why energy is neither created nor destroyed?
How can energy change forms?
How does thermal energy change through conduction, convection, and radiation?
Properties of Kinetic/Potential energy
Law of Conservation of Energy:
(Very basic/definition)
Gravitational potential energy: explanation only; no formula
6 types of energy:
Thermal, chemical, nuclear, electrical, electromagnetic, mechanical
Thermal Energy:
Heat energy (definition); nuclear energy from sun (photosynthesis)
Conduction, Convection, & Radiation:
These are the 3 types of thermal energy transfers (definitions); Law of Conservation of energy; relate to current technologies (solar panels to electrical energy)
ACTIVITY: Foldable or jigsaw activity for the 6 types of energy
ACTIVITY: Tri-fold for conduction, convection, & radiation
LAB: Bouncing Ball Lab (Forces & Motion textbook)
LAB: Building roller coasters with ball bearing and tubing
WEBSITE: Jason Project: designing a roller coaster (Google)
Key Terms
Assessments
conduction, convection, radiation, law of conservation of energy, law of conservation of matter, nuclear energy, chemical energy, thermal energy, mechanical energy, electromagnetic energy, electrical energy
Benchmark Pre & Post Test, Labs, Classwork, Homework, Quizzes, Tests, Projects, Current Events, Journal Entries, Graphic Organizers, Foldables

11. Activities/Resources Weather/Climate/Atomosphere
Science-Grade: 7 Unit: Earth Science Unit Length: Approx. 30 days
Unit Enduring Understandings:
Properties of the Earth depend on the interactions of its cycles.
The Earth’s surface, atmosphere, and life have changed immensely throughout time and will continue to change.
Concepts/
NJCCS/Book
Essential Questions
Skills & Knowledge
Activities/Resources
Seasons
Earth’s Tilt
5.4.8.A.2
(J: 1-1)
Tide Cycles
5.4.8.A.1
(J: 1-2,3)
Moon Phases
(J: 1-3)
Weather/Climate/Atomosphere
5.4.8.F.1
5.4.8.F.2
5.4.8.C.3
5.4.8.C.4
(I: 1-3; 3-1,2,3;
E-4)
How does the Earth’s axis and tilt affect the seasons?
What is the relationship between the Earth and the moon’s forces?
How do the characteristics of air masses affect global/local climates as well as weather patterns?
Relative positions of Earth, Sun, & Moon
Moon Phases: touch on all of them
Eclipses: very basic and tie into seasons/tides
Gravity & Tides:
How gravity affects tides & relation to high/low tides
Earth’s Tilt:
rotation, and revolution around the Sun combine to form seasons/tides
(no Newton/Kepler’s Laws)
Weather/Climate/Atomosphere:
Fronts, reading weather maps & how to predict weather, air and land masses interact to produce specific climates; layers of the atmosphere
ACTIVITIY: Foldable on moon phases/seasons
ACTIVITY: Create a weather map on poster board
VIDEOS:
WEBITES: & Glencoe Online Interactive Weather Map.
Key Terms
Assessments
Astronomy, axis, rotation, revolution, orbit, calendar, solstice, equinox, force, gravity, mass, weight, inertia, phases, eclipse, solar eclipse, lunar eclipse, tide, air mass, tropical, polar, maritime, continental, front, occluded, cyclone, anticyclone, meteorologist, isobar, isotherm, atmosphere, altitude, troposphere, stratosphere, mesosphere, thermosphere, ionosphere, exosphere
Benchmark Pre & Post Test, Labs, Classwork, Homework, Quizzes, Tests, Projects, Current Events, Journal Entries, Graphic Organizers, Foldables

12. Activities/Resources
Science-Grade: 7 Unit: Earth Science Unit Length: Approx. 30 days
Unit Enduring Understandings:
Properties of the Earth depend on the interactions of its cycles.
The Earth’s surface, atmosphere, and life have changed immensely throughout time and will continue to change.
Concepts/
NJCCS/Book
Essential Questions
Skills & Knowledge
Activities/Resources
Weathering
Erosion
5.4.8.C.2
(G: 2-1; F: 5-6)
Rock Cycle
5.4.8.C.1
(F: 5-6)
Uniformitarianism
5.4.8.B.2
(G: 2-1)
How is weathering (physical/chemical changes) responsible for creating a variety of landforms?
How does weathering and erosion affect the composition of soil and the rock cycle?
How can you prove that the same Earth’s processes that occurred in the past occur today?
Weathering:
Mechanical and chemical; how it affects landforms
Rock Cycle:
Cycle, soil composition, weathering, erosion
Uniformitarianism:
Discuss that this means there are predicable patterns
ACTIVITY: “Journey Through the Rock Cycle” (stations about the rock cycle)
ACTIVITY: Illustrate the rock cycle.
WEBSITES:
Key Terms
Assessments
weathering, erosion, uniformitarianism, acid rain, mechanical weathering, abrasion, ice wedging, chemical weathering, oxidation, rock cycle, sedimentary rock, metamorphic rock, igneous rock, magma, lava
Benchmark Pre & Post Test, Labs, Classwork, Homework, Quizzes, Tests, Projects, Current Events, Journal Entries, Graphic Organizers, Foldables

13. Activities/Resources Asexual/sexual Reproduction
Science-Grade: 7 Unit: Life Science Unit Length: Approx. 30 days
Unit Enduring Understandings:
DNA is the blueprint of life.
All living things are composed of cells, require energy, and reproduce.
Concepts/
NJCCS/Book
Essential Questions
Skills & Knowledge
Activities/Resources
Photosynthesis
Respiration
5.3.8.B.1
(C: 2-1,2)
Cell Cycle
5.3.8.A.2
(D: 1-2,4,5;
B: 1-1; C: 3-3)
Asexual/sexual Reproduction
5.3.8.D.1
5.3.8.D.2
DNA
(C: 3-4)
In what ways do living things depend on photosynthesis and cellular respiration for life on Earth?
What is the importance of DNA in cell division?
What are the benefits and limitations of single-celled organisms vs. multi-cellular organisms?
Brief review of cell organelles
(chloroplast & mitochondria)
Photosynthesis/Cellular Respiration:
Raw materials, products, equations, interdependency, transfer of energy
Cell Cycle: basic
Interphase (what happens)
Mitosis (brief overview)
Cytokinesis
Asexual vs. Sexual Reproduction:
Differences/benefits/limitations
DNA:
Discovery & basic structure only
DEMO: Using a live plant and foil/construction paper to prevent sunlight absorption on random leaves (observe changes)
DEMO: Elodea leaves in water (20 min) vs. plain beaker of water
ACTIVITY: Create a cycle diagram to connect photosynthesis to cellular respiration.
ACTIVITY: Use large equation cards & ask students to arrange themselves into the proper equations.
ACTIVITY: Construct model of DNA
LAB: Stomata Lab: observe microscopic stomata using thin layers of a lettuce leaf.
LAB: Respiration Lab:--”Exercise Lab” (in text)
LAB: Live Microscopic Specimens (ameba, paramecium, etc)
LAB: DNA extraction lab (using split peas or onions)
Key Terms
Assessments
Chloroplast, mitochondria, chlorophyll, stomata, pigments, photosynthesis, respiration, cell, sexual reproduction, asexual reproduction, mitosis, cytokinesis, interphase, heterotroph, autotroph, DNA, organelle,
Benchmark Pre & Post Test, Labs, Classwork, Homework, Quizzes, Tests, Projects, Current Events, Journal Entries, Graphic Organizers, Foldables

14. Activities/Resources Cellular Organization No environmental issues
Science-Grade: 7 Unit: Life Science Unit Length: Approx. 30 days
Unit Enduring Understandings:
All living things are composed of cells, require energy, and reproduce.
DNA is the blueprint of life.
Concepts/
NJCCS/Book
Essential Questions
Skills & Knowledge
Activities/Resources
Cellular Organization
5.3.8.A.1
5.3.8.A.2
(B: 1-1)
Body Systems
(D: 1-2,4,5)
What are the levels of cellular organization?
How do specialized cells work together in a multicellular organism?
How are the systems of the human body interdependent?
Cellular organization:
cell, tissue, organ, organ system
Body Systems:
Brief discussion on different human body systems & interdependency
Comparative anatomy with live microscopic/dissection specimens
No environmental issues
LAB: Owl Pellet Investigation
LAB: Live Dissections Lab (earthworm, perch, frog, etc)
PROJECT: Students develop and teach mini-lesson on a body system.
PROJECT: Trace human body and fill in the body systems.
VIDEO: Osmosis Jones
Key Terms
Assessments
Cell, tissue, organ, organ system, various body system terminology
Benchmark Pre & Post Test, Labs, Classwork, Homework, Quizzes, Tests, Projects, Current Events, Journal Entries, Graphic Organizers, Foldables

15. Activities/Resources
Science-Grade: 8 Unit: Physical Science Unit Length: Approx. 30 days
Unit Enduring Understandings:
properties of elements.
Atoms are the basic building blocks of all matter.
Newton’s laws explain motion.
There can not be a chemical change without a physical change.
Energy can not be created nor destroyed---only transferred.
The organization of the periodic table is useful for predicting the
Energy is transferred back and forth between potential and kinetic.
Concepts/
NJCCS/Book
Essential Questions
Skills & Knowledge
Activities/Resources
Atomic Theory
5.2.8.A.1
(K: 1-1; K: 3-1;
L: 1-2)
Atoms & Molecules
(K: 1-1; K: 2-1,3; K: 3-1)
Periodic Table
Elements
5.2.8.A.2
5.2.8.A.4
5.2.8.A.5
(K: 3-2)
Compounds
Mixtures
5.2.8.A.6
(K: 1-1)
Why is the atom the basic building block of all matter?
What are the atomic components of an atom?
What useful information does the periodic table display about a given element and its properties?
What are the properties of compounds and mixtures; how do they differ?
Atomic Theory:
Review of protons, electrons, neutrons; stability, & valence; atomic mass, isotopes
Atoms:
Neutron, proton, electron, electron configuration
(location and charge within the atom; stability/valence, atomic mass or isotopes)
Molecules (basics)
Atoms build molecules
Periodic Table:
History/evolution; predicting properties based on groups/periods; uses of elements
Compounds/Mixtures:
Homogeneous vs. Heterogeneous Mixtures; separating both
ACTIVITY: Foldable on periodic table families/properties
ACTIVITY: Drawing electron configurations/calculating neutrons
ACTIVITY/LAB: Build models of atoms/molecules (various materials)
ACTIVITY: Element BINGO
LAB/DEMO: Working with dry ice (sublimation)
ACTIVITY: Stations for learning the Periodic Table, calculations, etc.
LAB: Separating a Mixture Lab (sand, salt, iron filings)
LAB: Chex Mix Lab (mixtures…make their own/compare with each others)/Make lemonade or ice tea for homogeneous mixtures.
WEBSITE: (periodic table)
PROJECT: Element research/brochure/poster
Key Terms
Assessments
Atom, molecule, neutron, proton, electron, isotope, valence, atomic number, atomic mass, atomic weight, electron cloud, mass number, periodic, groups, periods, rows, element, chemical symbol, chemical formula, metal, nonmetal, metalloid, families, compound, mixture, heterogeneous, homogeneous
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16. Activities/Resources Law of Conservation of Energy
Science-Grade: 8 Unit: Physical Science Unit Length: Approx. 30 days
Unit Enduring Understandings:
properties of elements.
Atoms are the basic building blocks of all matter.
Newton’s laws explain motion.
There can not be a chemical change without a physical change.
Energy can not be created nor destroyed---only transferred.
The organization of the periodic table is useful for predicting the
Energy is transferred back and forth between potential and kinetic.
Concepts/
NJCCS/Book
Essential Questions
Skills & Knowledge
Activities/Resources
Law of Conservation of Energy
5.2.8.D.1
(M: 5-3)
Potential/
Kinetic Energy
(M: 5-1)
Speed, Velocity,
Acceleration
5.2.8.E.1
5.2.8.E.2
(M: 1-1,3)
Newton’s Law
(M: 2-3)
Why can’t energy be created or destroyed?
How does the motion of an object demonstrate the transfer of potential to kinetic energy and back?
How can analyzing the motion of an object demonstrate Newton’s Laws?
How can you describe the motion of an object using speed and velocity?
How does acceleration affect the speed of an object?
Potential/Kinetic Energy:
Review potential & kinetic energy for introduction to Newton’s Laws
Review topic of speed and reference point
Calculations:
Speed/velocity, average speed, acceleration
Acceleration: positive/negative
Newton’s 3 Laws
ACTIVITY: Paper Towel Towers (cardstock to create tower of certain dimensions with something heavier on top to see which towers survive)
ACTIVITY: Racing activities between students to calculate speed, acceleration, etc
LAB: Paper Airplane Lab (calculating speed)
LAB: Balloon Rocket Lab (incline, decline, straight)
LAB: Toy Cars/Ramp Lab (can also implement graphing)
LAB: Water Rockets (fill soda bottles with various levels of water & use bike pump to launch the rockets to calculate speed)
ACTIVITY: Circle foldable for Newton’s Laws
PROJECT: Seatbelt Safety Project (researching seatbelt safety relating to Newton’s Law)
DEMO: Newton’s Cradle
Key Terms
Assessments
Momentum, inertia, potential energy, kinetic energy, Law of Conservation of Energy, Newton, speed, average speed, constant speed, velocity, acceleration, positive acceleration, negative acceleration, centripetal motion, free fall, air resistance, terminal velocity, projectile motion
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17. Activities/Resources Law of Universal Gravitation
Science-Grade: 8 Unit: Earth Science Unit Length: Approx. 30 days
Unit Enduring Understandings:
Earth’s atmosphere is constantly changing due to living and non-living factors.
The Earth, moon, and sun system work together in predicable patterns.
Earth’s climate changes in direct correlation with land masses and bodies of water.
Earth’s plates are constantly moving and changing boundaries.
Every action results in a change in the environment.
Concepts/
NJCCS/Book
Essential Questions
Skills & Knowledge
Activities/Resources
Earth, Moon,
Sun System
5.4.8.A.1
5.4.8.A.2
(J: 1-3)
Law of Universal Gravitation
5.4.8.A.3
(M: 2)
Newton’s Laws
(M: 2-3)
Kepler’s Law
5.4.8.A.4
(J: 3)
What predictable, observable patterns occur as a result of the interaction between the Earth, moon, and sun?
What causes the patterns between the Earth, moon, and sun?
Review of earth, moon, & sun system
Universal Gravitation:
all objects are attracted to each other.
Newton’s Laws:
describing motion of tides
Kepler’s Law:
elliptical motion/space travel
VIDEO: Bill Nye video clips/Tides CSI Video Clip
ACTIVITY: Eclipse cut and paste/Moon phases cut and paste
Key Terms
Assessments
Tides, spring tide, neap tide, inertia, Newton’s first law of motion, phases, eclipse, solar eclipse, umbra, lunar eclipse, rotation, revolution, orbit, ellipse, Kepler
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18. Activities/Resources
Science-Grade: 8 Unit: Earth Science Unit Length: Approx. 30 days
Unit Enduring Understandings:
Properties of the Earth depend on the interactions of its cycles.
The Earth’s surface, atmosphere, and life have changed immensely throughout time and will continue to change.
Concepts/
NJCCS/Book
Essential Questions
Skills & Knowledge
Activities/Resources
Plate Tectonics
5.4.8.D.1
5.4.8.D.2
(F: 1-5)
Atmosphere
5.4.8.C.4
5.4.8.C.3
(I: 1-3; E: 4)
Climate Change
5.4.8.F.1
5.4.8.F.2
(E: 4-5)
What are the dynamic processes within and on the Earth?
What are the physical and chemical characteristics of Earth’s atmosphere and how do they affect life?
What influences affect climate change?
Plate Tectonics:
Motion of the earth’s plates causing volcanoes & earthquakes
(the characteristics of volcanoes/earthquakes are done in 6th)
Physical/Chemical Changes of Atmosphere:
(Review of layers, if necessary)
acid rain, pollution, ozone, smog, etc
Climate Change:
Determine the difference in temperatures in varying regions
ACTIVITY: Fortune cookie foldable for earth’s plates
ACTIVITY: Calculating epicenters
LAB: Mapping Volcanoes and Boundaries
LAB: Building Earthquake Safe Houses
Key Terms
Assessments
Stress, tension, compression, shearing, normal fault, hanging wall, foot wall, reverse fault, strike slip fault, syncline, anticline, plateau, earthquake, seismic wave, epicenter, focus, volcano, boundary, divergent, convergent, transform, atmosphere, altitude, troposphere, stratosphere, mesosphere, thermosphere, ionosphere, exosphere
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19. Activities/Resources
Science-Grade: 8 Unit: Life Science Unit Length: Approx. 30 days
Unit Enduring Understandings:
Species depend upon each other for survival.
All living things have basic needs for survival.
Geological changes throughout time have contributed to a species ability to evolve.
Genetic similarities are passed from parent to offspring.
There is a difference between inherited and acquired traits.
Concepts/
NJCCS/Book
Essential Questions
Skills & Knowledge
Activities/Resources
Genetic Variation/
Survival
5.3.8.D.1-3
(C: 3-3; C: 4-2)
Punnett Squares
(C: 3-2)
How is the survival of living things affected by heredity?
Genetics:
Mendel & pea plants, probability; inherited/acquired, Punnett squares, chromosomes, inherited disease & causes
ACTIVITY: Sponge Bob Punnett squares/word problem
ACTIVITY: Paper Pet (in textbook)
ACTIVITY: Coin Toss activity for probability
LAB: Class Survey Lab (in textbook)
Key Terms
Assessments
DNA, genes, traits, probability, Punnett square, heredity, genetics, allele, dominant allele, recessive allele, chromosome, heterozygous, homozygous, genotype, phenotype, codominance, inherited traits, acquired traits, genetic disorder, smog, ozone, pollution, global warming, greenhouse affect
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20. Science-Grade: 8 Unit: Life Science Unit Length: Approx. 30 days
Unit Enduring Understandings:
Species depend upon each other for survival.
All living things have basic needs for survival.
Geological changes throughout time have contributed to a species ability to evolve.
Genetic similarities are passed from parent to offspring.
There is a difference between inherited and acquired traits.
Concepts/
NJCCS/Book
Essential Questions
Skills & Knowledge
Activities/Resources
Ecosystems
5.3.6.C.2
(E: 2-1)
Symbiotic Relationships
5.3.8.C.1
(E: 1-3)
Evolution
5.3.8.E.1-2
5.4.8.B.1
(C: 5-1)
Environmental Factors
5.3.8.E.1
5.3.8.D.3
5.4.8.G.2
(E: 3-1)
How does symbiotic pairing affect populations?
How have species evolved throughout geological time?
What environmental factors affect living things?
Ecosystems:
Changes in population sizes, immigration/emigration , limiting factors, carrying capacity, endangered/extinct
Symbiotic Relationships:
Adaptations, niche, natural selection, competition/predation, commensalism, mutualism, parasitism
Evolution/Geologic Time:
Plant/animal adaptation throughout time, common ancestors, extinction, endangered
Environmental Factors:
Human impact, global warming, pollution, air currents relating to pollution, natural influences, climate change, smog
ACTIVITY: Predator/prey graphing
LAB: Predator Prey Lab-Hawk and Mice (using hawk and mice cards)
PROJECT: Endangered Species Research Paper
VIDEO: Over the Hedge/Ferngully
LAB: Bird Beak Adaptation Lab
WEBSITES: edheads.com
VIDEO: Arctic Tale (global warming); The Day After Tomorrow
ACTIVITY: Read The Lorax
LAB: Oil Spill Lab
Key Terms
Assessments
Adaptation, niche, natural selection, symbiosis, birth rate, death rate, emigration, immigration, ecosystem, mutualism, producer, omnivore, carnivore, herbivore, competition, predation, biotic factors, abiotic factors, endangered, extinct, habitat, carrying capacity, limiting factors, commensalism, scavenger, decomposer, predator, prey, community, population, parasitism, host, parasite, food web, food chain, fossil, evolution
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33. Gifted and Talented Instructional Accommodations
Appendix D
Gifted and Talented Instructional Accommodations
How do the State of NJ regulations define gifted and talented students?
Those students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the local district and who require modification of their educational program if they are to achieve in accordance with their capabilities.
What types of instructional accommodations must be made for students identified as gifted and talented?
The State of NJ Department of Education regulations require that district boards of education provide appropriate K-12 services for gifted and talented students. This includes appropriate curricular and instructional modifications for gifted and talented students indicating content, process, products, and learning environment. District boards of education must also take into consideration the PreK-Grade 12 National Gifted Program Standards of the National Association for Gifted Children in developing programs..
What is differentiation?
Curriculum Differentiation is a process teachers use to increase achievement by improving the match between the learner’s unique characteristics:
Prior knowledge Cognitive Level
Learning Rate Learning Style
Motivation Strength or Interest
And various curriculum components:
Nature of the Objective Teaching Activities
Learning Activities Resources
Products
Differentiation involves changes in the depth or breadth of student learning. Differentiation is enhanced with the use of appropriate classroom management, retesting, flexible small groups, access to support personal, and the availability of appropriate resources, and necessary for gifted learners and students who exhibit gifted behaviors (NRC/GT, University of Connecticut).