Learning Objectives and Goals
The NGSS (New Jersey Science Standards) focus on three main pieces: Science and Engineering Practices, Disciplinary Core Ideas, and Cross Cutting Concepts. Unlike Math and ELA, Science will be assessed using: EE - Exceeds Expectations, M - Meets Expectations, and N - Needs Improvement). Students will be assessed using a rubric, teacher observation, "quick checks", and student participation/collaboration with others through discussions and experiments.
Unit 1: Relationships in Habitats
- to observe different kinds of living things that live in water
- to observe different kinds of living things that live on land
- to compare the diversity in life by observing a variety of plants and animals from various habitats (first hand and media)
- to collect data about different habitats that exist in the world and how plants and animals have structures that help them survive in their habitats (ex. webbed feet, gills, blubber)
- to identify patterns and order in the natural world
- to identify differences in habitats
- Students will determine what plants need to grow.
- Students will observe and record plant growth over a period of time.
- With guidance, students will determine events generated by cause-and-effect relationships.
- Students will determine why some plants rely on animals for reproduction
- Students will observe how plants depend on animals for pollination to move their seeds around.
- Students will construct a design used to communicate their ideas for a problem’s solution to other people.
Unit 2: Properties of Matter
- Students plan and conduct investigations to describe different kinds of material using observable properties.
- Collect data during these investigations; analyze the data to find patterns, such as similar properties that different materials share; and use. Students can participate in shared research using trade books and online resources, to learn about the properties of matter.
- During investigations, students can collect and organize data using picture graphs and/or bar graphs (with a single-unit scale).
- Different types of matter exist, and all matter can be described and classified data to classify materials. Materials can be classified by color, texture, hardness, flexibility, or state of matter.
- Students understand that different properties are suited to different purposes.
- Students will construct a tower using various materials to support a tennis ball.
Unit 3: Changes to Matter
- Construct evidence-based accounts of how an object made of small pieces can be disassembled and made into new objects.
- To take apart and reassemble objects that are made of small pieces.
- To construct, and deconstruct objects, then reconstruct the pieces into new objects.
- Document the process of constructing, deconstructing, and reconstructing pieces in the science journal.
- Explain the process for reconstructing the pieces into a new object.
- Identify that the changes made to each of the individual objects is reversible.
- To observe changes caused by heating or cooling.
- Investigate changes as heating or cooling butter, chocolate chips, or pieces of crayon, freezing water, and melting ice.
- Observe an egg before and after cooking or a small piece of paper or cardboard before and after burning.
- Recognize that some changes caused by heating or cooling can be revered and some cannot.
Unit 4: The Earth's Land and Water
- Students will be able to identify where water is found on Earth.
- Students will be able to classify the water found as a solid or a liquid.
- Students will be able to identify patterns in the natural world of water.
- Students will design and create maps of land and bodies of water.
- Students will identify patterns in the natural world.
Unit 5: Changes to Earth's Land
- Students will be able to identify slow and rapid natural disasters.
- Students will be able to identify slow and rapid changes of our Earth’s land.
- Students will be able to recognize that wind and water can change the shape of our land.
- Students will be able to identify that there is more than one solution to a problem.
- Students will be able to observe and collect information in order to design a solution to understand a problem.