Download Grade 7 Science - Pompton Lakes School District

POMPTON LAKES SCHOOL DISTRICT
SCIENCE – GRADE 7
COURSE OF STUDY
June 2011
Dr. Paul Amoroso, Superintendent
BOARD MEMBERS
Mr. Jose A. Arroyo, Mrs. Traci Cioppa, Mr. Robert Cruz, Mr. Shawn Dougherty,
Mr. Garry Luciani, Mr. Carl Padula, Mr. Tom Salus, Mrs. Nancy Schwartz,
Mrs. Stephanie Shaw, Mr. Timothy Troast, Jr.
Standard 5.4 Earth System Science: The Earth operates as a set of complex and dynamic
By the end
interconnected systems, and is a part of the all encompassing system of the Universe.
of Grade 7
Strand A. Objects in the Universe: Our Universe has been expanding and evolving for 13.7 billion
years under the influence of gravitational and nuclear forces. As gravity governs its expansion,
organizational patterns, and the movement of celestial bodies, nuclear forces within stars govern its
evolution through the processes of stellar birth and death. These processes also governed the formation of
our Solar System 4.6 billion years ago.
Essential Questions
Enduring Understandings
What predictable,
Observable, predictable patterns of movement in the Sun, Earth, Moon
observable patterns occur as
system occur because of gravitational interaction and energy from the
a result of the interaction
Sun.
between the Earth, Moon,
and Sun?
What causes these patterns?
Content and Cumulative
Progress Indicators
Content
The height of the path of the
Sun in the sky and the length
of a shadow change over the
course of a year.
CPI
5.4.6.A.1
Generate and analyze
evidence (through
simulations) that the Sun’s
apparent motion across the
Instructional Guidance
Instructional Guidance
To assist in meeting this CPI, students may:

Draw models of the sun's pathway in New Jersey for all seasons.
(See Astronomy Education at the University of Nebraska-Lincoln for
a lab called Basic Coordinates and Seasons.
http://astro.unl.edu/naap/motion1/motion1.html)

Use classroom materials, such as lamps and spheres, to create
explanatory models for the variation of shadows during the course of a
year for various locations in the Northern and Southern Hemispheres.

Identify the relationship between Sun angle and shadows on the
Earth and annual variations in temperature in the mid-latitudes.

Analyze data on sunrise and sunset times (in terms of length of
daylight) and describe patterns. Explain the reason for the patterns by
using models or computer simulations of the Earth and Sun.
Sample Assessments
To show evidence of meeting this CPI, students may answer the
following questions:
1. Which of the following best explains why the Sun appears to move
across the sky every day?
2
sky changes over the course
of a year.
A.
B.
C.
D.
The Sun rotates on its axis.
Earth rotates on its axis.
The Sun orbits around Earth.
Earth orbits around the Sun.
(NAEP)
2. If you measured your shadow at noon during the summer and at noon
during the winter, would the measurements be the same or would they
be different? Explain your reasons for the prediction.
(NAEP)
Resources
 National Science Digital Library, Science Digital Literacy Maps
The Physical Setting: Solar System
http://strandmaps.nsdl.org/?id=SMS-MAP-1282
 NSDL Collection K-12 Short Cuts: Middle School
http://nsdl.org/resources_for/k12_teachers/middle-school.php
 Science Curriculum Topic Study
Earth, Moon, and Sun System, p.194
Content
Instructional Guidance
To assist in meeting this CPI, students may:
Earth’s position relative to the 
Sun, and the rotation of Earth
on its axis, result in patterns
and cycles that define time
units of days and years.


CPI
5.4.6.A.2
Construct and evaluate
models demonstrating the 1.
rotation of Earth on its axis
and the orbit of Earth around
the Sun.
Explore the question Why is there day and night?
(See NASA’s Starchild for background information and a short
activity describing why there are nights and days
http://starchild.gsfc.nasa.gov/docs/StarChild/questions/question31.html)
Model how the Earth rotates on its tilted axis as it revolves around
the Sun.
Explain how the concept of time is derived from Earth’s rotation and
revolution.
Sample Assessments
To show evidence of meeting this CPI, students may answer the
following questions:
In the space below, draw a picture of the Earth to complete a model
that explains the reasons for day and night. Be sure to identify day and
night and represent the motion of Earth that results in day and night.
model not to scale
3
2.
In the space below, draw a picture of the Earth to complete a model
that explains the motion of Earth that causes us to experience spring
only once a year. Be sure to identify where Earth would be when we
experience spring and represent the motion of Earth that results in a
calendar year.
model not to scale
Resources
 National Science Digital Library, Science Digital Literacy Maps
The Physical Setting: Solar System
http://strandmaps.nsdl.org/?id=SMS-MAP-1282
 NSDL Collection K-12 Short Cuts: Middle School
http://nsdl.org/resources_for/k12_teachers/middle-school.php
 Science Curriculum Topic Study
Earth, Moon, and Sun System, p.194
Content
Instructional Guidance
To assist in meeting this CPI, students may:
The Sun’s gravity holds
planets and other objects in
the solar system in orbit, and
planets’ gravity holds moons
in orbit.

Compare the experience of gravity on Earth with that of the
astronauts' perceived weightlessness in space.
(See Teachers Domain, Gravity on Earth and in Space at:
http://www.teachersdomain.org/resource/phy03.sci.phys.mfe.gravity/)

Model the relationships (basic Newtonian mechanics) between the
orbiting motions of the planets around the Sun, and moons around
the planets.

Use basic physical science materials, such as washers and string, to
model centripetal motion, and collect data to assist in predicting
what would happen if gravity increased, decreased, or was taken
away.
 NOTE: Students at this level should be focusing on conceptual
understandings. Quantitative exploration of Gravity will take
place at a later grade band.
CPI
Sample Assessments
5.4.6.A.3
Predict what would happen to
an orbiting object if gravity
To show evidence of meeting this CPI, students may answer the
following questions:
4
were increased, decreased, or
taken away.
1. Many people who have seen astronauts working on the International
Space Station think that there is no gravity in space. Explain why you
think that the astronauts appear weightless.
2. Differentiate between an object’s mass and weight.
3. NASA has a goal of flying humans to Mars. Mars is much smaller
than Earth. The mass of Mars is only 10% of Earth’s. Ignoring the
space suit, will the astronauts feel heavier, lighter, or the same as they
do on Earth? Why?
Resources
 National Science Digital Library, Science Digital Literacy Maps
The Physical Setting: Solar System
http://strandmaps.nsdl.org/?id=SMS-MAP-1282
 NSDL Collection K-12 Short Cuts: Middle School
http://nsdl.org/resources_for/k12_teachers/middle-school.php
 Science Curriculum Topic Study
Gravity in Space, p.195
Content
Instructional Guidance
To assist in meeting this CPI, students may:
The Sun is the central and
most massive body in our
solar system, which includes
eight planets and their moons,
dwarf planets, asteroids, and
comets.

Create two scale models of the solar system- one for size of objects,
and one for distance to the sun. Discuss the complications in making
one model for both size and distance.

Use online resources, such as those from NASA, to develop a table
of comparing characteristics of the planets. Use the details of this
table to define the patterns in the characteristics of objects in the
solar system.


CPI
5.4.6.A.4
Compare and contrast the
major physical characteristics
Note: Students should be focusing on the patterns in the
characteristics rather than on memorizing specific details about
each object in the solar system.
Using a variety of resources (e.g., NASA photographs, computer
simulations), create tables and charts that allow for easy comparison
of the physical properties of planets (e.g., distance from the Sun, size,
temperature, composition, surface features).
Sample Assessments
To show evidence of meeting this CPI, students may answer the
following questions:
1. The Earth's Moon is
5
(including size and scale) of
solar system objects using
evidence in the form of data
tables and photographs.
A.
B.
C.
D.
always much closer to the Sun than it is to the Earth
always much closer to the Earth than it is to the Sun
about the same distance from the Sun as it is from the Earth
sometimes closer to the Sun than it is to the Earth and sometimes
closer to the Earth than it is to the Sun
(NAEP)
2. In many ways, Earth is like other planets in the solar system. In which
way is Earth different?
A.
B.
C.
D.
Earth has a moon.
Earth orbits the sun.
Earth has mountains.
Earth has lots of water.
(OH)
Resources
 National Science Digital Library, Science Digital Literacy Maps
The Physical Setting: Solar System
http://strandmaps.nsdl.org/?id=SMS-MAP-1282
 NSDL Collection K-12 Short Cuts: Middle School
http://nsdl.org/resources_for/k12_teachers/middle-school.php
 Science Curriculum Topic Study
Motion of Planets, Moons, and Stars, p.197
Solar System, p.200
6
Standard 5.4 Earth System Science: The Earth operates as a set of complex and dynamic
By the end
interconnected systems, and is a part of the all encompassing system of the Universe.
of Grade 7
Strand B. History of Earth: From the time that the earth formed from a nebula 4.6 billion years ago, it
has been evolving as a result of geologic, biological, physical and chemical processes.
Essential Questions
Enduring Understandings
How do geologic events
Earth’s components form systems? These systems continually interact at
occurring today provide
different rates of time, affecting the shape of the Earth’s surface regionally
insight Earth’s past?
and globally.
Content and Cumulative
Progress Indicators
Content
Successive layers of
sedimentary rock and the
fossils contained in them tell
the factual story of the age,
history, changing life forms,
and geology of Earth.
CPI
Instructional Guidance
Instructional Guidance
To assist in meeting this CPI, students may:

Observe the sediment types and sizes in samples of sedimentary rocks
using hand lenses, and infer the environment and origin in which these
sediments accumulated.

Using the principle of superposition, identify the oldest and youngest
layers in a sequence of sedimentary rocks.

Given a sequence of sedimentary rock layers along with the fossils
contained in them, write a story about how the geology of the
location in which this sequence was found changed over the time
represented in the sequence. Cite evidence in the sequence to support
the story.
Sample Assessments
To show evidence of meeting this CPI, students may answer the following
questions:
5.4.6.B.1
Interpret a representation of
a rock layer sequence to
1. According to the picture below, which layer of sedimentary rock is the
establish oldest and youngest
oldest?
layers, geologic events, and
changing life forms.
7
A.
B.
C.
D.
Layer 4
Layer 3
Layer 2
Layer 1
(MI)
2. An unusual type of fossil clam is found in rock layers high in the Swiss
Alps. The same type of fossil clam is also found in the Rocky
Mountains of North America. From this, scientists conclude that
A. Glaciers carried the fossils up the mountains
B. The Rocky Mountains and the Swiss Alps are both volcanic in
origin
C. Clams once lived in mountains, but have since evolved into seadwelling creatures
D. The layers of rocks in which the fossils were found are from the
same geologic age
(NAEP)
Resources
 National Science Digital Library, Science Digital Literacy Maps
The Living Environment: Biological Evolution
http://strandmaps.nsdl.org/?id=SMS-MAP-1430
 NSDL Collection K-12 Short Cuts: Middle School
http://nsdl.org/resources_for/k12_teachers/middle-school.php
 Science Curriculum Topic Study:
Earth History, p.176
Content
Earth’s current structure has
been influenced by both
sporadic and gradual events.
Changes caused by
earthquakes and volcanic
eruptions can be observed on
a human time scale, but
many geological processes,
such as mountain building
and the shifting of
continents, are observed on a
geologic time scale.
Instructional Guidance
To assist in meeting this CPI, students may:
 Plot earthquake and volcanic eruption data from the past 25 years
(available online from the USGS or the Global Volcanism Network or
on a world map) and assess for patterns in volcanism and earthquakes
 Using images and data, classify volcanoes by their characteristics, and
provide global examples including information on their latest eruption
and resulting destruction
 Identify characteristics of historic earthquakes, including their
location, magnitude, and resulting destruction
 Using images of landforms and examples of the destructive forces of
earthquakes, volcanoes, and landslides, classify the images into
sporadic and gradual events. In the case of the landforms, infer which
Earth processes created those landforms
8
CPI
5.4.6.B.2
Examine Earth’s surface
features and identify those
created on a scale of human
life or on a geologic time
scale.
Sample Assessments
To show evidence of meeting this CPI, students may complete the
following assessment:
1. You have been hired by NJStaycation to create downloadable Podcasts
and interactive maps for a driving geologic tour of New Jersey. The
tour needs to stop in geologically significant areas that illustrate the
various geologic processes that have resulted in the distinct landforms
found in New Jersey. Remember that New Jersey is divided into the
Valley and Ridge, Highlands, Piedmont, and Coastal Plain
Physiographic Provinces. Each province defines a region in which
relief, landforms, and geology are significantly different from that of
the adjoining and nearby regions.
The surface of Earth is always changing. Some natural processes change
Earth’s surface slowly over time and others change Earth’s surface very
quickly. The picture below shows an area of Earth’s surface that was
shaped by natural processes.
©Royalty-Free/Corbis
2. Name and describe three natural processes that might have helped to
shape this area.
(MA)
Resources
 National Science Digital Library, Science Digital Literacy Maps
The Physical Setting: Changes in the Earth's Surface
http://strandmaps.nsdl.org/?id=SMS-MAP-0048
 NSDL Collection K-12 Short Cuts: Middle School
http://nsdl.org/resources_for/k12_teachers/middle-school.php
 Science Curriculum Topic Study
Processes that Change the Surface of the Earth, p.183
9
Content
Instructional Guidance
To assist in meeting this CPI, students may:
Moving water, wind, and ice
continually shape Earth’s
surface by eroding rock and
soil in some areas and
depositing them in other
areas.

Construct a model of the role of running water in moving Earth
materials using a stream table with sand or other similar materials.
Repeat this modeling process to demonstrate how glaciers can change
the landscape, and how wave action can move sand on beaches

Investigate the local area for examples of how moving water, wind,
and ice have changed the area using research from the NJ Geologic
Survey or NJ Department of Environmental Protection.
CPI
Sample Assessments
To show evidence of meeting this CPI, students may answer the following
questions:
5.4.6.B.3
Determine if landforms were
created by processes of
erosion (e.g., wind, water,
and/or ice) based on
evidence in pictures, video,
and/or maps.
Below is a photograph of a sand dune located near Atlantic City, NJ. Use
this image to answer questions 1 and 2.
Picture by Leslie Smith
1. Based on this image, describe how the sand dune was formed.
2. The picture was taken in 2008; do you think that you could find this
exact sand dune in the exact same place today? Why or why not?
The following image is an aerial view of the state of Hawaii. The picture
shows that the state is actually made from a chain of mountains in the
Pacific Ocean.
10
Downloaded from: http://www.nbi.noaa.gov/mapHawaii.aspx
3. Based on your understanding of landforms, how would you explain the
presence of these huge mountains in the middle of the Pacific Ocean?
4. What would be a reasonable explanation for why the islands appear
larger as you look at the image from the top left to the bottom right?
The following image is a close up of a sidewalk. The picture shows a crack
and plants growing between chunks of concrete along the left edge. This
sidewalk is located in front of a school and is used only by pedestrians.
5. What landform process could be causing the crack to get wider and
deeper over time? Explain your argument.
Resources
 National Science Digital Library, Science Digital Literacy Maps
The Physical Setting: Changes in the Earth's Surface
http://strandmaps.nsdl.org/?id=SMS-MAP-0048
 NSDL Collection K-12 Short Cuts: Middle School
http://nsdl.org/resources_for/k12_teachers/middle-school.php
11

Science Curriculum Topic Study
Processes that Change the Surface of the Earth, p.183
Landforms, p. 180
Content
Instructional Guidance
To assist in meeting this CPI, students may:
Erosion plays an important
role in the formation of soil,
but too much erosion can
wash away fertile soil from
ecosystems, including farms.

Design, construct, and test a model of a method to reduce soil erosion
on a small slope. Cite the strengths and limitations in applying this
model to a large scale farm.

Dig a soil profile at least through the top 2 or 3 soil horizons and
observe the characteristics of the layers as a way to identify how soil
forms.
CPI
Sample Assessments
To show evidence of meeting this CPI, students may answer the following
questions:
5.4.6.B.4
Describe methods people use
to reduce soil erosion.
1. On steep slopes along the sides of new roads, highway department
workers often grow plants to prevent the soil from being eroded.
Describe two ways that these plants keep the soil from eroding.
(NAEP)
Clear cutting is a logging practice where heavy machinery is used to cut
down everything in a plot of land and the removal of only the
commercially valuable wood. It is common for all of the undergrowth to be
destroyed in the process. In some states loggers are required to leave a 100
yard boundary of uncut timber between a clear cut and a stream.
2. Explain why this regulation is important to the health of a forest
ecosystem.
3. Why is removing all of the trees and undergrowth along a stream
harmful to the health of the streams ecosystem?
Resources
 National Science Digital Library, Science Digital Literacy Maps
The Physical Setting: Changes in the Earth's Surface
http://strandmaps.nsdl.org/?id=SMS-MAP-0048
 NSDL Collection K-12 Short Cuts: Middle School
http://nsdl.org/resources_for/k12_teachers/middle-school.php
 Science Curriculum Topic Study
Soil, p.186
12
Standard 5.4 Earth System Science: The Earth operates as a set of complex and dynamic
By the end
interconnected systems, and is a part of the all encompassing system of the Universe.
of Grade 7
Strand C. Properties of Earth Materials: The Earth’s composition is unique, related to the origin of
our solar system, and provides us with the raw resources needed to sustain life.
Essential Questions
Enduring Understandings
How do changes in one part How do changes in one part of an Earth system affect other parts of the
of an Earth system affect
system?
other parts of the system?
Content and Cumulative
Progress Indicators
Content
Soil attributes/properties
affect the soil’s ability to
support animal life and grow
plants.
CPI
5.4.6.C.1
Predict the types of
ecosystems that unknown
soil samples could support
based on soil properties
Instructional Guidance
Instructional Guidance
To assist in meeting this CPI, students may:

Dig a soil profile at least through the top 2 or 3 soil horizons and
observe the characteristics of the layers as a way to identify how soil
forms.

Select and use appropriate instruments (e.g., hand lens/magnifier,
droppers, funnels, filter paper, sieves) to analyze soil samples.

Investigate two local open spaces covered in leaf debris. Mark off a 1
meter square and make observations about the types and quantities of
life living in the square.

In the squares created above, acquire a soil sample from below all the
organic matter and place it in a jar with some water. Shake the jar and
allow the sediments to settle over a couple of days. Determine the
percentage of sand silt and clay in the entire samples. Discuss the
differences in the soil from the two sites.
Sample Assessments
To show evidence of meeting this CPI, students may answer the following
questions:
1. Which of the following has the greatest effect on the ability of soil to
hold water?
A. the age of the soil particles
B. the size of the soil particles
C. the color of the soil particles
D. the luster of the soil particles
13
(MA)
Below is a picture of a desert sunflower and the soil in which it grows.
http://www.calflora.net/bloomingplants/desertsunflower.html
2. Explain why desert soils are much more fragile and difficult to
conserve than loamy soils from central New Jersey.
Resources
 National Science Digital Library, Science Digital Literacy Maps
The Physical Setting: Changes in the Earth's Surface
http://strandmaps.nsdl.org/?id=SMS-MAP-0048
 NSDL Collection K-12 Short Cuts: Middle School
http://nsdl.org/resources_for/k12_teachers/middle-school.php
 Science Curriculum Topic Study
Soil, p.186
Content
The rock cycle is a model of
creation and transformation
of rocks from one form
(sedimentary, igneous, or
metamorphic) to another.
Rock families are
determined by the origin and
transformations of the rock.
Instructional Guidance
To assist in meeting this CPI, students may:

Use hand samples of igneous, metamorphic, and sedimentary rocks
and classify them by each family, within each family, and by
characteristics.

Describe the various origins of each family of rocks using the
observed characteristics in the above activity
14

Create a model of the rock cycle that integrates the various forms of
mechanical and chemical weathering.

Draw a model of the rock cycle that demonstrates the mechanisms
behind how each family of rock can eventually become a different
kind of rock. Identify the strengths and limitations of the model.
 Note: Memorization of the names of a variety of rock samples is
NOT the intent of this cumulative progress indicator. Rather,
students should be able to use observations and a conceptual
understanding of the processes at play in the rock cycle to classify
unknown samples.
CPI
5.4.6.C.2
Distinguish physical
properties of sedimentary,
igneous, or metamorphic
rocks and explain how one
kind of rock could
eventually become a
different kind of rock.
Sample Assessments
To show evidence of meeting this CPI, students may answer the following
questions:
1. After a volcano erupts, new types of rock can form. Explain how this
happens.
http://www.njminerals.org/moreid.html#schist
Gneiss (image above) may be confused with schist, but is closer to granite
in composition: more feldspar, less mica. It often has a warped or wavy
appearance.
2. Describe the processes that were the likely caused the formation of the
new rock.
Resources
 National Science Digital Library, Science Digital Literacy Maps
The Physical Setting: Changes in the Earth's Surface
http://strandmaps.nsdl.org/?id=SMS-MAP-0048
 NSDL Collection K-12 Short Cuts: Middle School
http://nsdl.org/resources_for/k12_teachers/middle-school.php
15

Science Curriculum Topic Study
Rocks and Minerals, p.184
Content
Instructional Guidance
To assist in meeting this CPI, students may:
Rocks and rock formations
contain evidence that tell a
story about their past. The
story is dependent on the
minerals, materials, tectonic
conditions, and erosion
forces that created them.

CPI
Sample Assessments
To show evidence of meeting this CPI, students may answer the following
questions:
5.4.6.C.3
Deduce the story of the
tectonic conditions and
erosion forces that created
sample rocks or rock
formations.
Place rocks with their location of origin in order to add detail to the
story of their origin building on the students’ abilities to classify
unknown samples (see 5.4.6.C.2). For example, different types of
volcanic eruptions will produce different types of extrusive igneous
rocks with very different characteristics, such as glassy, vesicular, and
fine grained.
1. The picture below shows how a type of rock forms at the bottom of the
ocean. What type of rock is this?
A.
B.
C.
D.
Lava
Igneous
Sedimentary
Metamorphic
(NAEP)
16
PYRAMID MOUNTAIN AND TRIPOD ROCK,
NEAR BOONTON, NEW JERSEY
http://www.geo.hunter.cuny.edu/bight/pyramid.html
Tripod Rock is made up of a giant boulder sitting on top of three smaller
boulders. The arrangement of the boulders is quite unusual. The large
boulder is made of a metamorphic rock called gneiss and the three rocks
that make up the tripod are made of a relatively soft sedimentary rock.
2. Based on the information provided, how would you explain how this
unusual rock formation was created?
Resources
 National Science Digital Library, Science Digital Literacy Maps
The Physical Setting: Changes in the Earth's Surface
http://strandmaps.nsdl.org/?id=SMS-MAP-0048
 NSDL Collection K-12 Short Cuts: Middle School
http://nsdl.org/resources_for/k12_teachers/middle-school.php
 Science Curriculum Topic Study
Rocks and Minerals, p.184
17
Standard 5.4 Earth System Science: The Earth operates as a set of complex and dynamic
By the end
interconnected systems, and is a part of the all encompassing system of the Universe.
of Grade 7
Strand D. Tectonics: The theory of Plate Tectonics provides a framework for understanding the
dynamic processes within and on the Earth.
Essential Questions
Enduring Understandings
To what extent does the
Energy flow and movement of material from the Earth’s interior causes
exchange of energy within
geologic events on the Earth’s surface.
the Earth drive geologic
events on the surface?
Content and Cumulative
Progress Indicators
Content
Lithospheric plates
consisting of continents and
ocean floors move in
response to movements in
the mantle.
CPI
5.4.6.D.1
Apply understanding of the
motion of lithospheric plates
to explain why the Pacific
Rim is referred to as the
Ring of Fire.
Instructional Guidance
Instructional Guidance
To assist in meeting this CPI, students may:

Create a model of a convection current using a large clear container
filled with water, heat lamp, food coloring, hot water, and cold water.
Pour the hot and cold water samples to demonstrate the circulation of
warm water moving to cooler locations and cold water sinking.
Assess and revise the model.

Using models of the Earth's interior, apply the above process to the
movement of the asthenosphere and the resultant movement of the
lithospheric plates above the asthenosphere. Prepare a statement
about the mechanism behind the movement of the lithospheric plate.

Using a map of the major and minor lithospheric plates, recognize that
the plates are composed of oceanic and continental crust having
different characteristics. Using the mechanism identified in the
above activity, apply the movement of these plates in creating the high
concentration of earthquakes, and volcanic eruptions around the
Pacific Plate.
Sample Assessments
To show evidence of meeting this CPI, students may answer the following
question:
18
http://www.colorado.edu/GeolSci/Resources/WUSTectonics/PacNW/
ring_of_fire.gif
The USGS map above appears to show a relationship between active
volcanoes, earthquakes and lithospheric plate boundaries. Describe a
mechanism that could cause the concentrations of volcanoes and
earthquakes around the Pacific Ocean.
Resources
 National Science Digital Library, Science Digital Literacy Maps
The Physical Setting: Changes in the Earth's Surface
http://strandmaps.nsdl.org/?id=SMS-MAP-0048
 NSDL Collection K-12 Short Cuts: Middle School
http://nsdl.org/resources_for/k12_teachers/middle-school.php
 Science Curriculum Topic Study
Plate Tectonics, p.182
Content
Earth’s landforms are
created through constructive
(deposition) and destructive
(erosion) processes.
CPI
5.4.6.D.2
Locate areas that are being
created (deposition) and
destroyed (erosion) using
maps and satellite images.
Instructional Guidance
To assist in meeting this CPI, students may:

Collect images of volcanoes, faults, various mountain ranges, stream
valleys, and eroded landforms such as those found in the Southwest
United States, glacial landscapes, and beaches. Classify these images
by the constructive or destructive processes that created them.
Sample Assessments
To show evidence of meeting this CPI, students may answer the following
questions:
The map below is a satellite image of Gateway National Recreation Area,
located at Sandy Hook, NJ.
19
Based on your understanding of erosion and deposition.
1. Explain how the “sandy hook” was created.
2. Where did the material probably come from and how did it get there?
http://www.thecoolroom.org/data/data_codar.htm
Resources
 National Science Digital Library, Science Digital Literacy Maps
The Physical Setting: Changes in the Earth's Surface
http://strandmaps.nsdl.org/?id=SMS-MAP-0048
 NSDL Collection K-12 Short Cuts: Middle School
http://nsdl.org/resources_for/k12_teachers/middle-school.php
 Science Curriculum Topic Study
Plate Tectonics, p.182
Content
Instructional Guidance
To assist in meeting these CPIs, students may:
Earth has a magnetic field
that is detectable at the
surface with a compass.

Use a compass to follow a set of directions.

Create an orienteering challenge on school grounds or in a local park.
See Orienteering located at:
http://www.4orienteering.com/course_setup/
 Note: Orienteering courses present a variety of safety issues that
need to be considered when selecting an appropriate location for
an orienteering course.
20
 Note: Students should be engaged in developing strategies for
managing risks associated with their unique course. The risks
may include, but are not limited to: flora, fauna, weather,
topography, and human activities.

CPI
5.4.6.D.3
Apply knowledge of Earth’s
magnetic fields to
successfully complete an
orienteering challenge.
Students create and participate in a Geocaching event. See
Geocaching - The Official Global GPS Cache Hunt Site located at:
http://www.geocaching.com/
Sample Assessments
To show evidence of meeting this CPI, students may answer the following
questions:
1. A compass and a global positioning system (GPS) can both be used to
navigate through an orienteering course. Compare and contrast how
each works to help you to determine your direction of travel.
2. Why will hikers probably get lost if they do not understand the
difference between magnetic north and true north?
Resources
 National Science Digital Library, Science Digital Literacy Maps
The Physical Setting: Electricity and Magnetism
http://strandmaps.nsdl.org/?id=SMS-MAP-2085
 NSDL Collection K-12 Short Cuts: Middle School
http://nsdl.org/resources_for/k12_teachers/middle-school.php
 Science Curriculum Topic Study
Structure of the Solid Earth, p.188
21
Standard 5.4 Earth System Science: The Earth operates as a set of complex and dynamic
By the end
interconnected systems, and is a part of the all encompassing system of the Universe.
of Grade 7
Strand E. Energy in Earth Systems: Internal and external sources of energy drive the Earth system.
Essential Questions
Enduring Understandings
What is the role of the sun in
The energy from the sun is transferred throughout the oceans and atmosphere.
energy transfer in the
atmosphere and in the
oceans?
Content and Cumulative
Instructional Guidance
Progress Indicators
Content
Instructional Guidance
To assist in meeting these CPIs, students may:
The Sun is the major source
of energy for circulating the
atmosphere and oceans.
CPI
5.4.6.E.1
Generate a conclusion about
energy transfer and
circulation by observing a
model of convection currents.

Create small scale models of circulation of liquids and gasses resulting
from heating and cooling. Use the models to create causal explanations for
the circulation of the atmosphere and oceans.

Draw arrows demonstrating the circulation of ocean currents in the ocean
basins using a Mercator projection map. Use the color red for warm water
arrows, and the color blue for cold water arrows. Generate statements
about the circulation patterns in each ocean basin.

Confirm the results of the above activity with satellite images of sea surface
temperature and wind vectors.

Identify the current found in the Atlantic Ocean off the coast of New
Jersey, and identify where it came from and where it is going.
Sample Assessments
To show evidence of meeting this CPI, students may answer the following
questions:
1. Where does water in a lake get most of its energy to evaporate?
A. The sun heating the lake
B. Green plants living in the lake
C. Streams entering the lake
D. Cold springs under the lake
(NAEP)
2. Explain how the Gulf Stream impacts the climate of England.
3. What is the source of energy that results in the movement of the Gulf
Stream?
22
Resources
 National Science Digital Library, Science Digital Literacy Maps
The Physical Setting: Weather and Climate
http://strandmaps.nsdl.org/?id=SMS-MAP-1698
 NSDL Collection K-12 Short Cuts: Middle School
http://nsdl.org/resources_for/k12_teachers/middle-school.php
 Science Curriculum Topic Study
Weather and Climate, p.191
Water in the Earth System, p.190
23
Standard 5.4 Earth System Science: The Earth operates as a set of complex and dynamic
By the end
interconnected systems, and is a part of the all encompassing system of the Universe.
of Grade 7
Strand F. Weather and Climate: Earth’s weather and climate system are the result of complex
interactions between land, ocean, ice and atmosphere.
Essential Questions
Enduring Understandings
How do changes in one part Earth’s components form systems. These systems continually interact at
of an Earth system affect
different rates of time, affecting the Earth regionally and globally.
other parts of the system?
Content and Cumulative
Progress Indicators
Content
Weather is the result of
short-term variations in
temperature, humidity, and
air pressure.
CPI
5.4.6.F.1
Explain the
interrelationships between
daily temperature, air
pressure, and relative
humidity data.
Instructional Guidance
Instructional Guidance
To assist in meeting this CPI, students may:

Using thermometers, psychrometers, and other weather instruments,
collect data and observations of daily weather. Identify relationships
among variables and identify any changes that may be related to the
passing of air masses. Use digital technology to record the data then
compare their observations with students in other schools.

Compare the above weather data to real-time data found on a website,
such as NOAA Weather. List the possible reasons why there may be
differences in the data collected locally and that found on the website.

Using the data collected above and a real-time satellite image of either
New Jersey or the Northeast region, forecast when the weather might
be expected to change. Support the forecast with data and
observations.
Sample Assessments
To show evidence of meeting this CPI, students may answer the following
questions:
1. Meteorologists on the Weather Channel often talk about high pressure
systems and low pressure systems as they begin to explain their
forecast. What would you predict will happen to your observations
before and while a low pressure system is moving across NJ?
2. Hurricanes moving up the east coast of the United States are often
“blocked” by high pressure systems. Explain how this is possible.
24
Resources
 National Science Digital Library, Science Digital Literacy Maps
The Physical Setting: Weather and Climate
http://strandmaps.nsdl.org/?id=SMS-MAP-1698
 NSDL Collection K-12 Short Cuts: Middle School
http://nsdl.org/resources_for/k12_teachers/middle-school.php
 Science Curriculum Topic Study
Weather and Climate, p.191
Content
Climate is the result of longterm patterns of temperature
and precipitation.
CPI
5.4.6.F.2
Create climatographs for
various locations around
Earth and categorize the
climate based on the yearly
patterns of temperature and
precipitation.
Instructional Guidance
To assist in meeting this CPI, students may:

Create and analyze climatographs (graph of the average monthly
temperature and rainfall quantities for a location) for coastal and
inland locations to identify and generalize patterns. Average monthly
data for this activity may be acquired from the Office of the New
Jersey State Climatologist's homepage.

Using yearly data from the above source, plot the changes in
precipitation and temperature over the past 30 years, and identify any
changes during that time period. Create a statement about the climate
of New Jersey, and explain why this statement is only a generalization
for the state based on the variations in the climate across the state.
Sample Assessments
To show evidence of meeting this CPI, students may answer the following
question:
Which zones in the map above are most likely to have a temperate climate
(warm summers and cold winters)?
A. 1 and 6
B. 2 and 5
C. 3 and 4
D. 1, 2, and 3
25
(NAEP)
Resources
 National Science Digital Library, Science Digital Literacy Maps
The Physical Setting: Weather and Climate
http://strandmaps.nsdl.org/?id=SMS-MAP-1698
 NSDL Collection K-12 Short Cuts: Middle School
http://nsdl.org/resources_for/k12_teachers/middle-school.php
 Science Curriculum Topic Study
Weather and Climate, p.191
Water in the Earth System, p.190
26
Standard 5.4 Earth System Science: The Earth operates as a set of complex and
By the end
dynamic interconnected systems, and is a part of the all encompassing system of the
of Grade 7
Universe.
Strand G. Biogeochemical Cycles: The biogeochemical cycles in the Earth System include the flow
of microscopic and macroscopic resources from one reservoir in hydrosphere, geosphere, atmosphere,
or biosphere to another, are driven by the Earth's internal and external sources of energy, and are
impacted by human activity.
Essential Questions
Enduring Understandings
How do changes in one part Earth’s components form systems that have cycles and patterns that allow
of the Earth system affect
us to make predictions. These systems continually interact at different
other parts of the system and rates of time, affecting the Earth locally and globally.
in what ways can Earth
processes be explained as
interactions among spheres?
Content and Cumulative
Progress Indicators
Content
Circulation of water in
marine environments is
dependent on factors such as
the composition of water
masses and energy from the
Sun or wind.
CPI
5.4.6.G.1
Illustrate global winds and
surface currents through the
creation of a world map of
global winds and currents
that explains the relationship
between the two factors.
Instructional Guidance
Instructional Guidance
To assist in meeting these CPIs, students may:

Draw arrows demonstrating the circulation of ocean currents in the
ocean basins using a Mercator projection map. Use the color red for
warm water arrows, and the color blue for cold water arrows.
Generate statements about the circulation patterns in each ocean basin
as related to the temperature of the water, solar energy and wind
patterns.

Confirm the results of the above activity with satellite images of sea
surface temperature and wind vectors.

Identify the current found in the Atlantic Ocean off the coast of New
Jersey, and identify where it came from and where it is going.
Sample Assessments
To show evidence of meeting this CPI, students may answer the
following questions:
Cape Horn is located at the southernmost point of land associated with
South America. It is one of the most dangerous places in the world to sail
a ship.
27
1. Illustrate the probable direction of prevailing winds and currents near
Cape Horn.
2. Using your understanding of global wind patterns and ocean currents,
explain why the seas around Cape Horn are so dangerous.
Resources
 National Science Digital Library, Science Digital Literacy Maps
The Physical Setting: Weather and Climate
http://strandmaps.nsdl.org/?id=SMS-MAP-1698
 NSDL Collection K-12 Short Cuts: Middle School
http://nsdl.org/resources_for/k12_teachers/middle-school.php
 Science Curriculum Topic Study
Weather and Climate, p.191
Water in the Earth System, p.190
Water Cycle, p.189
Oceanography, p.181
Content
Instructional Guidance
To assist in meeting this CPI, students may:
An ecosystem includes all of 
the plant and animal
populations and nonliving
resources in a given area.
Organisms interact with each
other and with other
components of an
ecosystem.

Visit an outdoor natural area and create an ecosystem model that
includes all the living and non-living components. Label and identify
the relationships among the biotic and abiotic resources that
contribute to meeting the basic needs of organisms in that ecosystem.
Repeat this activity for a second location and compare the two
models.
Remove an abiotic (non-living) resource from the above model, and
infer the consequences of this removal.
28
CPI
5.4.6.G.2
Create a model of
ecosystems in two different
locations, and compare and
contrast the living and
nonliving components.
Content
Sample Assessments
To show evidence of meeting this CPI, students may answer the
following question:
Why will you never find a polar bear in a rain forest or an alligator on
tundra?
Resources
 National Science Digital Library, Science Digital Literacy Maps
The Living Environment: Interdependence of Life
http://strandmaps.nsdl.org/?id=SMS-MAP-2122
 NSDL Collection K-12 Short Cuts: Middle School
http://nsdl.org/resources_for/k12_teachers/middle-school.php
 Science Curriculum Topic Study:
Ecosystems, p.127
Environmental Impacts of Science and Technology, p.258
Instructional Guidance
To assist in meeting these CPIs, students may:
Personal activities impact the 
local and global
environment.
Investigate the cost (water usage and/or carbon footprint) of a can of
soda, bottle of water, or other common product. Create a multimedia
presentation to share the findings with peers.

Investigate the origins of your favorite fruits and vegetables. What are
the potential benefits and drawbacks of buying locally (within 100
miles) grown produce?

Interview at least one farmer, gardener, horticulturist, nursery
employee, agricultural extension agent, or other people involved in
agriculture. Ask questions about: the types of crops grown; any
chemicals or pesticides used and for what purpose; their application
and precautions; and if any alternatives to these chemicals exist. After
the interviews, compile the information into a graphic organizer.
Each group investigates one or two chemicals to determine what the
chemical is usually used for, who
typically uses it, if it requires a license for use, how long it persists in
the environment, if it is approved by the EPA, if alternatives exist,
and if there are consequences related to over use of this chemical.
Groups create podcasts of the information they gathered and share it
with the community. In the podcasts, they discuss if the chemical is
harmful to the environment, if any farmers are using alternatives, if a
gardener/farmer can be successful without pesticides, what might
happen if some of these chemicals were to wash into streams, lakes or
groundwater, what impacts t pesticide use might have on fish, wildlife
29
or humans and how people can reduce the harmful impacts of
pesticides.
 Note: Each year, about three billion pounds of pesticides are used
in the United States. Pesticides are beneficial because they can
improve crop yields significantly by controlling weeds, insects
and plant disease. Farmers are by far the largest users of
pesticides, and some could not remain in business without them.
Because pesticides are designed to kill living organisms, they can
cause serious health and environmental problems if not used
properly. Some pesticides stay in the environment for long
periods of time.
CPI
5.4.6.G.3
Describe ways that humans
can improve the health of
ecosystems around the
world.
Sample Assessments
To show evidence of meeting this CPI, students may answer the
following questions:
1. Describe two of the hidden costs of purchasing a peach grown in
California rather than in New Jersey.
2. Identify and explain two ways in which a city could reduce the use of
artificial fertilizers on the grass in a community park.
Resources
 National Science Digital Library, Science Digital Literacy Maps
The Physical Setting: Use of Earth's Resources
http://strandmaps.nsdl.org/?id=SMS-MAP-1699
 The Living Environment: Interdependence of Life
http://strandmaps.nsdl.org/?id=SMS-MAP-2122
 NSDL Collection K-12 Short Cuts: Middle School
http://nsdl.org/resources_for/k12_teachers/middle-school.php
 Science Curriculum Topic Study
Environmental Impacts of Science and Technology, p.258
30
Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the allencompassing system of the universe. (5.4)
Objects in the Universe: Our universe has been expanding and evolving for 13.7 billion years under the influence of gravitational and nuclear forces. As
gravity governs its expansion, organizational patterns, and the movement of celestial bodies, nuclear forces within stars govern its evolution through the
processes of stellar birth and death. These same processes governed the formation of our solar system 4.6 billion years ago. (5.4.A)
Essential Questions
Enduring Understandings
What predictable, observable
patterns occur as a result of the
interaction between the Earth,
Moon, and Sun?
Observable, predictable patterns of
movement in the Sun, Earth, Moon
system occur because of gravitational
interaction and energy from the Sun.
What causes these patterns?
Content Statements
Cumulative Progress Indicators
The height of the path of the Sun
in the sky and the length of a
shadow change over the course
of a year.
Generate and analyze evidence (through
simulations) that the Sun’s apparent
motion across the sky changes over the
course of a year. 5.4.6.A.1
Earth’s position relative to the
Sun, and the rotation of Earth on
its axis, result in patterns and
cycles that define time units of
days and years.
Construct and evaluate models
demonstrating the rotation of Earth on its
axis and the orbit of Earth around the
Sun. 5.4.6.A.2
The Sun’s gravity holds planets
and other objects in the solar
system in orbit, and planets’
gravity holds moons in orbit.
Predict what would happen to an orbiting
object if gravity were increased,
decreased, or taken away. 5.4.6.A.3
The Sun is the central and most
massive body in our solar
system, which includes eight
planets and their moons, dwarf
planets, asteroids, and comets.
Compare and contrast the major physical
characteristics (including size and scale)
of solar system objects using evidence in
the form of data tables and photographs.
5.4.6.A.4
Desired Results
Labs, Investigation, and Student Experiences
Unpacked Content Statements
 Because the earth turns daily on an axis that is tilted relative to the plane
of the earth's yearly orbit around the sun, sunlight falls more intensely on
different parts of the earth during the year. The difference in intensity of
sunlight and the resulting warming of the earth's surface produces the
seasonal variations in temperature.

The rotation of the earth on its axis every 24 hours produces the nightand-day cycle. To people on earth, this turning of the planet makes it
seem as though the sun, moon, planets, and stars are orbiting the earth
once a day.

The sun's gravitational pull holds the earth and other planets in their
orbits, just as the planets' gravitational pull keeps their moons in orbit
around them.

Nine planets of very different size, composition, and surface features
move around the sun in nearly circular orbits. Some planets have a
variety of moons and even flat rings of rock and ice particles orbiting
around them. Some of these planets and moons show evidence of
geologic activity. The earth is orbited by one moon, many artificial
satellites, and debris.
Common Misconceptions
 Explanations of the day-night cycle, the phases of the moon, and the
seasons are very challenging for students. To understand these
phenomena, students should first master the idea of a spherical earth,
itself a challenging task. Similarly, students must understand the concept
of "light reflection" and how the moon gets its light from the sun before
they can understand the phases of the moon. Finally, students may not be
able to understand explanations of any of these phenomena before they
reasonably understand the relative size, motion, and distance of the sun,
moon, and the earth.

Elementary-school students typically do not understand gravity as a
3.
Which of the following best explains why the Sun appears to move
across the sky every day?
E.
F.
G.
H.
The Sun rotates on its axis.
Earth rotates on its axis.
The Sun orbits around Earth.
Earth orbits around the Sun.
(NAEP)
4.
5.
If you measured your shadow at noon during the summer and at noon
during the winter, would the measurements be the same or would they be
different? Explain your reasons for the prediction.
(NAEP)
In the space below, draw a picture of the Earth to complete a model that
explains the reasons for day and night. Be sure to identify day and night
and represent the motion of Earth that results in day and night.
force. They see the phenomenon of a falling body as "natural" with no
need for further explanation or they ascribe to it an internal effort of the
object that is falling. If students do view weight as a force, they usually
think it is the air that exerts this force.
Suggested Activities
 Use classroom materials, such as lamps and spheres, to create
explanatory models for the variation of shadows during the course of a
year for various locations in the Northern and Southern Hemispheres.

Analyze data on sunrise and sunset times (in terms of length of daylight)
and describe patterns. Explain the reason for the patterns by using
models or computer simulations of the Earth and Sun.

Use basic physical science materials, such as washers and string, to
model centripetal motion, and collect data to assist in predicting what
would happen if gravity increased, decreased, or was taken away.

model not to scale
6.
In the space below, draw a picture of the Earth to complete a model that
explains the motion of Earth that causes us to experience spring only
once a year. Be sure to identify where Earth would be when we
experience spring and represent the motion of Earth that results in a
calendar year.
model not to scale
7.
Many people who have seen astronauts working on the International
Space Station think that there is no gravity in space. Explain why you
think that the astronauts appear weightless.
32
Using a variety of resources (e.g., NASA photographs, computer
simulations), create tables and charts that allow for easy comparison of
the physical properties of planets (e.g., distance from the Sun, size,
temperature, composition, surface features).
8.
9.
10.
Differentiate between an object’s mass and weight.
NASA has a goal of flying humans to Mars. Mars is much smaller than
Earth. The mass of Mars is only 10% of Earth’s. Ignoring the space suit,
will the astronauts feel heavier, lighter, or the same as they do on Earth?
Why?
The Earth's Moon is
E.
F.
G.
H.
11.
always much closer to the Sun than it is to the Earth
always much closer to the Earth than it is to the Sun
about the same distance from the Sun as it is from the Earth
sometimes closer to the Sun than it is to the Earth and sometimes
closer to the Earth than it is to the Sun
(NAEP)
In many ways, Earth is like other planets in the solar system. In which
way is Earth different?
E.
F.
G.
H.
Earth has a moon.
Earth orbits the sun.
Earth has mountains.
Earth has lots of water.
(OH)
33
Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the allencompassing system of the universe. (5.4)
Properties of Earth Materials: Earth’s composition is unique, is related to the origin of our solar system, and provides us with the raw resources needed to
sustain life. (5.4.C)
Essential Questions
How do changes in one part of
an Earth system affect other parts
of the system?
Content Statements
Enduring Understandings
Physical properties of some Earth
materials change when they interact
with other systems.
Cumulative Progress Indicators
Soil attributes/properties affect
the soil’s ability to support
animal life and grow plants.
Predict the types of ecosystems that
unknown soil samples could support
based on soil properties. 5.4.6.C.1
The rock cycle is a model of
creation and transformation of
rocks from one form
(sedimentary, igneous, or
metamorphic) to another. Rock
families are determined by the
origin and transformations of the
rock.
Distinguish physical properties of
sedimentary, igneous, or metamorphic
rocks and explain how one kind of rock
could eventually become a different kind
of rock. 5.4.6.C.2
Rocks and rock formations
contain evidence that tell a story
about their past. The story is
dependent on the minerals,
materials, tectonic conditions,
and erosion forces that created
them.
Deduce the story of the tectonic
conditions and erosion forces that created
sample rocks or rock formations.
5.4.6.C.3
Labs, Investigation, and Student Experiences
Unpacked Content Statements
 Some changes in the earth's surface are abrupt (such as earthquakes and
volcanic eruptions) while other changes happen very slowly (such as
uplift and wearing down of mountains).

Sediments of sand and smaller particles (sometimes containing the
remains of organisms) are gradually buried and are cemented together by
dissolved minerals to form solid rock again.

Sedimentary rock buried deep enough may be re-formed by pressure and
heat, perhaps melting and recrystallizing into different kinds of rock.
These re-formed rock layers may be forced up again to become land
surface and even mountains. Subsequently, this new rock too will erode.
Rock bears evidence of the minerals, temperatures, and forces that
created it.

The earth first formed in a molten state and then the surface cooled into
solid rock.
Common Misconceptions
Students of all ages may hold the view that the world was always as it is now,
or that any changes that have occurred must have been sudden and
comprehensive. The students in these studies did not, however, have any
formal instruction on the topics investigated. Moreover, middle-school
students taught by traditional means are not able to construct coherent
explanations about the causes of volcanoes and earthquakes.
Suggested Activities
 Place rocks with their location of origin in order to add detail to the
story of their origin building on the students’ abilities to classify
unknown samples (see 5.4.6.C.2). For example, different types of
volcanic eruptions will produce different types of extrusive igneous
rocks with very different characteristics, such as glassy, vesicular, and
fine grained.
34

Desired Results
3.
Which of the following has the greatest effect on the ability of soil to
hold water?
Every Rock Tells a Story
http://www.hsdvl.org/video.php?record_serial=1727
How can we use rocks to understand events in the Earth’s past? In this
session, participants explore the processes that form sedimentary rocks, learn
how fossils are preserved, and are introduced to the theory of plate tectonics.
E. the age of the soil particles
F. the size of the soil particles
G. the color of the soil particles
H. the luster of the soil particles
(MA)
Below is a picture of a desert sunflower and the soil in which it grows.
http://www.calflora.net/bloomingplants/desertsunflower.html
35
4.
Explain why desert soils are much more fragile and difficult to conserve
than loamy soils from central New Jersey.
5.
After a volcano erupts, new types of rock can form. Explain how this
happens.
http://www.njminerals.org/moreid.html#schist
Gneiss (image above) may be confused with schist, but is closer to granite in
composition: more feldspar, less mica. It often has a warped or wavy
appearance.
6.
Describe the processes that were the likely caused the formation of the
new rock.
7.
The picture below shows how a type of rock forms at the bottom of the
ocean. What type of rock is this?
36
E. Lava
F.
Igneous
G. Sedimentary
H. Metamorphic
(NAEP)
Pyramid mountain and tripod rock, near Boonton, New Jersey
http://www.geo.hunter.cuny.edu/bight/pyramid.html
37
Tripod Rock is made up of a giant boulder sitting on top of three smaller
boulders. The arrangement of the boulders is quite unusual. The large boulder
is made of a metamorphic rock called gneiss and the three rocks that make up
the tripod are made of a relatively soft sedimentary rock.
8.
Based on the information provided, how would you explain how this
unusual rock formation was created?
38
Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the allencompassing system of the universe. (5.4)
Tectonics: The theory of plate tectonics provides a framework for understanding the dynamic processes within and on Earth (5.4.D)
Essential Questions
Enduring Understandings
Labs, Investigation, and Student Experiences
To what extent does the
exchange of energy within the
Earth drive geologic events on
the surface?
Energy flow and movement of material
from the Earth’s interior causes
geologic events on the Earth’s surface.
Content Statements
Cumulative Progress Indicators

Lithospheric plates consisting of
continents and ocean floors move
in response to movements in the
mantle.
Apply understanding of the motion of
lithospheric plates to explain why the
Pacific Rim is referred to as the Ring of
Fire. 5.4.6.D.1
The interior of the earth is hot. Heat flow and movement of material
within the earth cause earthquakes and volcanic eruptions and create
mountains and ocean basins. Gas and dust from large volcanoes can
change the atmosphere.

Earth’s landforms are created
through constructive (deposition)
and destructive (erosion)
processes.
Locate areas that are being created
(deposition) and destroyed (erosion)
using maps and satellite images.
5.4.6.D.2
Some changes in the earth's surface are abrupt (such as earthquakes and
volcanic eruptions) while other changes happen very slowly (such as
uplift and wearing down of mountains).

Earth has a magnetic field that is
detectable at the surface with a
compass.
Apply knowledge of Earth’s magnetic
fields to successfully complete an
orienteering challenge. 5.4.6.D.3
The earth's surface is shaped in part by the motion of water (including
ice) and wind over very long times, which acts to level mountain ranges.
Rivers and glacial ice carry off soil and break down rock, eventually
depositing the material in sediments or carrying it in solution to the sea.

Thousands of layers of sedimentary rock confirm the long history of the
changing surface of the earth and the changing life forms whose remains
are found in successive layers. The youngest layers are not always found
on top, because of folding, breaking, and uplift of layers.

The outer layer of the earth—including both the continents and the ocean
basins—consists of separate plates.

The earth's plates sit on a dense, hot, somewhat melted layer of the earth.
The plates move very slowly, pressing against one another in some
places and pulling apart in other places, sometimes scraping alongside
each other as they do. Mountains form as two continental plates, or an
ocean plate and a continental plate, press together.

There are worldwide patterns to major geological events (such as
earthquakes, volcanic eruptions, and mountain building) that coincide
with plate boundaries.
Unpacked Content Standards
 Waves, wind, water, and ice shape and reshape the earth's land surface
by eroding rock and soil in some areas and depositing them in other
areas, sometimes in seasonal layers.
39
Desired Results
The USGS map above appears to show a relationship between active
volcanoes, earthquakes and lithospheric plate boundaries.
http://www.colorado.edu/GeolSci/Resources/WUSTectonics/PacNW/ri
ng_of_fire.gif
1.
Suggested Activities
 Create a model of a convection current using a large clear container
filled with water, heat lamp, food coloring, hot water, and cold water.
Pour the hot and cold water samples to demonstrate the circulation of
warm water moving to cooler locations and cold water sinking. Assess
and revise the model.

Using models of the Earth's interior, apply the above process to the
movement of the asthenosphere and the resultant movement of the
lithospheric plates above the asthenosphere. Prepare a statement about
the mechanism behind the movement of the lithospheric plate.

Using a map of the major and minor lithospheric plates, recognize that
the plates are composed of oceanic and continental crust having different
characteristics. Using the mechanism identified in the above activity,
apply the movement of these plates in creating the high concentration of
earthquakes, and volcanic eruptions around the Pacific Plate.

Earth Like A Puzzle: Presented by Scripps Institution of
Oceanography, the Earth Like a Puzzle Web site gives a visually
interesting and easy-to-follow description of plate tectonics, the geologic
theory that explains how the continents and oceans move across the
surface of the planet. A highlight of the site, the Recycling Plates page
contains an interactive map of the earth, where users can click to view
the locations ...

Plate Tectonic Primer: This site gives an in-depth look at the theory of
plate tectonics and how it works. The structure of the Earth is discussed,
with brief rock type descriptions. The structure of the lithosphere, plate
boundaries, interplate relationships, and types of plates are all covered in
detail.

This Dynamic Earth: The Story of Plate Tectonics: This site offers
the online version of a book published by the United States Geological
Survey (USGS). It is intended to provide a brief introduction to the
concept of plate tectonics, highlighting some of the people and
discoveries that advanced the development of the theory. It is the
companion volume to the map, 'This Dynamic Planet', which shows the
locations of major volcanic belts, ...
Describe a mechanism that could cause the concentrations of volcanoes
and earthquakes around the Pacific Ocean.
The map below is a satellite image of Gateway National Recreation Area,
located at Sandy Hook, NJ.
Resources
 “Earth Like a Puzzle”
http://www.sio.ucsd.edu/voyager/earth_puzzle/
40

“Plate Tectonic Primer”
http://csmres.jmu.edu/geollab/Fichter/PlateTect/index.html

“This Dynamic Earth: The Story of Plate Tectonics”
http://pubs.usgs.gov/gip/dynamic/dynamic.html
Based on your understanding of erosion and deposition:
2.
Explain how the “sandy hook” was created.
3.
Where did the material probably come from and how did it get there?
http://www.thecoolroom.org/data/data_codar.htm
4.
A compass and a global positioning system (GPS) can both be used to
navigate through an orienteering course. Compare and contrast how each
works to help you to determine your direction of travel.
5.
Why will hikers probably get lost if they do not understand the difference
between magnetic north and true north?
41
Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the allencompassing system of the universe. (5.4)
Energy in Earth Systems: Internal and external sources of energy drive Earth systems. (5.4.E)
Essential Questions
What is the role of the Sun in
driving Earth systems?
Enduring Understandings
The energy from the sun is transferred
throughout the oceans and atmosphere.
Content Statements
Cumulative Progress Indicators
The Sun is the major source of
energy for circulating the
atmosphere and oceans.
Generate a conclusion about energy
transfer and circulation by observing a
model of convection currents. 5.4.6.E.1
Desired Results
4.
Where does water in a lake get most of its energy to evaporate?
E. The sun heating the lake
F. Green plants living in the lake
G. Streams entering the lake
H. Cold springs under the lake
5.
Explain how the Gulf Stream impacts the climate of England.
6.
What is the source of energy that results in the movement of the Gulf
Stream?
(NAEP)
Labs, Investigation, and Student Experiences
Unpacked Content Statement
 Energy from the sun (and the wind and water energy derived from it) is
available indefinitely.

Different ways of obtaining, transforming, and distributing energy have
different environmental consequences.
Suggested Activities
 Create small scale models of circulation of liquids and gasses resulting
from heating and cooling. Use the models to create causal explanations
for the circulation of the atmosphere and oceans.

Draw arrows demonstrating the circulation of ocean currents in the ocean
basins using a Mercator projection map. Use the color red for warm
water arrows, and the color blue for cold water arrows. Generate
statements about the circulation patterns in each ocean basin.

Confirm the results of the above activity with satellite images of sea
surface temperature and wind vectors.

Identify the current found in the Atlantic Ocean off the coast of New
Jersey, and identify where it came from and where it is going.
42
Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the allencompassing system of the universe. (5.4)
Climate and Weather: Earth’s weather and climate systems are the result of complex interactions between land, ocean, ice, and atmosphere. (5.4.F)
Essential Questions
Enduring Understandings
Aren’t weather and climate really
the same thing?
Content Statements
Weather is a short term local event
while climate is a result of long term
patterns in weather.
Cumulative Progress Indicators
Weather is the result of shortterm variations in temperature,
humidity, and air pressure.
Explain the interrelationships between
daily temperature, air pressure, and
relative humidity data. 5.4.6.F.1
Climate is the result of long-term
patterns of temperature and
precipitation.
Create climatographs for various
locations around Earth and categorize the
climate based on the yearly patterns of
temperature and precipitation. 5.4.6.F.2
Desired Results
1.
Meteorologists on the Weather Channel often talk about high pressure
systems and low pressure systems as they begin to explain their forecast.
What would you predict will happen to your observations before and
while a low pressure system is moving across NJ?
2.
Hurricanes moving up the east coast of the United States are often
“blocked” by high pressure systems. Explain how this is possible.
Labs, Investigation, and Student Experiences
Unpacked Content Standards
 The earth has a variety of climates, defined by average temperature,
precipitation, humidity, air pressure, and wind, over time in a particular
place.

The earth has a variety of climates, defined by average temperature,
precipitation, humidity, air pressure, and wind, over time in a particular
place.

The graphic display of numbers may help to show patterns such as
trends, varying rates of change, gaps, or clusters that are useful when
making predictions about the phenomena being graphed.
Common Misconceptions
 Before students understand that water is converted to an invisible form,
they may initially believe that when water evaporates it ceases to exist,
or that it changes location but remains a liquid, or that it is transformed
into some other perceptible form (fog, steam, droplets, etc.).
 Water Cycle: cycles water i.e. evaporation, condensation, precipitation.
Suggested Activities
 Using thermometers, psychrometers, and other weather instruments,
collect data and observations of daily weather. Identify relationships
among variables and identify any changes that may be related to the
passing of air masses. Use digital technology to record the data then
compare their observations with students in other schools.

43
Compare the above weather data to real-time data found on a website,
such as NOAA Weather. List the possible reasons why there may be
differences in the data collected locally and that found on the website.
3.

Create and analyze climatographs (graph of the average monthly
temperature and rainfall quantities for a location) for coastal and inland
locations to identify and generalize patterns. Average monthly data for
this activity may be acquired from the Office of the New Jersey State
Climatologist's homepage.

Using yearly data from the above source, plot the changes in
precipitation and temperature over the past 30 years, and identify any
changes during that time period. Create a statement about the climate of
New Jersey, and explain why this statement is only a generalization for
the state based on the variations in the climate across the state.
Which zones in the map above are most likely to have a temperate
climate (warm summers and cold winters)?
E. 1 and 6
F. 2 and 5
G. 3 and 4
H. 1, 2, and 3
(NAEP)
44
Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the allencompassing system of the universe. (5.4)
Biogeochemical Cycles: The biogeochemical cycles in the Earth systems include the flow of microscopic and macroscopic resources from one reservoir in
the hydrosphere, geosphere, atmosphere, or biosphere to another, are driven by Earth's internal and external sources of energy, and are impacted by human
activity. (5.4.G)
Essential Questions
Enduring Understandings
How do changes in one part of
the Earth system affect other
parts of the system?
Earth’s components form systems that
have cycles and patterns that allow us
to make predictions. These systems
continually interact at different rates of
time, affecting the Earth locally and
globally.
Content Statements
Cumulative Progress Indicators
Circulation of water in marine
environments is dependent on
factors such as the composition
of water masses and energy from
the Sun or wind.
Illustrate global winds and surface
currents through the creation of a world
map of global winds and currents that
explains the relationship between the two
factors. 5.4.6.G.1
An ecosystem includes all of the
plant and animal populations and
nonliving resources in a given
area. Organisms interact with
each other and with other
components of an ecosystem.
Create a model of ecosystems in two
different locations, and compare and
contrast the living and nonliving
components. 5.4.6.G.2
Personal activities impact the
local and global environment.
Describe ways that humans can improve
the health of ecosystems around the
world. 5.4.6.G.3
Labs, Investigation, and Student Experiences
Unpacked Content Statements

The weather is always changing and can be described by measurable
quantities such as temperature, wind direction and speed, and
precipitation. Large masses of air with certain properties move across the
surface of the earth. The movement and interaction of these air masses is
used to forecast the weather.

Fresh water, limited in supply, is essential for some organisms and
industrial processes. Water in rivers, lakes, and underground can be
depleted or polluted, making it unavailable or unsuitable for life.
Common Misconceptions
With special instruction, some students in 5th grade may be able to identify
the air as the final location of evaporating water. Students must accept air as a
permanent substance before they can identify the air as the final location of
evaporating water.
Some students of all ages have difficulty in identifying the sources of energy
for plants and also for animals. Students tend to confuse energy and other
concepts such as food, force, and temperature. As a result, students may not
appreciate the uniqueness and importance of energy conversion processes
like respiration and photosynthesis
Suggested Activities

Draw arrows demonstrating the circulation of ocean currents in the
ocean basins using a Mercator projection map. Use the color red for
warm water arrows, and the color blue for cold water arrows. Generate
statements about the circulation patterns in each ocean basin as related to
the temperature of the water, solar energy and wind patterns.

45
Confirm the results of the above activity with satellite images of sea
surface temperature and wind vectors.
Desired Results
Sample Assessments:

Identify the current found in the Atlantic Ocean off the coast of New
Jersey, and identify where it came from and where it is going.

Visit an outdoor natural area and create an ecosystem model that
includes all the living and non-living components. Label and identify the
relationships among the biotic and abiotic resources that contribute to
meeting the basic needs of organisms in that ecosystem. Repeat this
activity for a second location and compare the two models.

Remove an abiotic (non-living) resource from the above model, and
infer the consequences of this removal.

Investigate the cost (water usage and/or carbon footprint) of a can of
soda, bottle of water, or other common product. Create a multimedia
presentation to share the findings with peers.

Investigate the origins of your favorite fruits and vegetables. What
are the potential benefits and drawbacks of buying locally (within 100
miles) grown produce?

Interview at least one farmer, gardener, horticulturist, nursery
employee, agricultural extension agent, or other people involved in
agriculture. Ask questions about: the types of crops grown; any
chemicals or pesticides used and for what purpose; their application and
precautions; and if any alternatives to these chemicals exist. After the
interviews, compile the information into a graphic organizer. Each
group investigates one or two chemicals to determine what the chemical
is usually used for, who typically uses it, if it requires a license for use,
how long it persists in the environment, if it is approved by the EPA, if
alternatives exist, and if there are consequences related to over use of
this chemical.

Groups create podcasts of the information they gathered and share it
with the community. In the podcasts, they discuss if the chemical is
harmful to the environment, if any farmers are using alternatives, if a
gardener/farmer can be successful without pesticides, what might happen
if some of these chemicals were to wash into streams, lakes or
groundwater, what impacts t pesticide use might have on fish, wildlife or
humans and how people can reduce the harmful impacts of pesticides.
Cape Horn is located at the southernmost point of land associated with South
America. It is one of the most dangerous places in the world to sail a ship.
3.
Illustrate the probable direction of prevailing winds and currents near
Cape Horn.
4.
Using your understanding of global wind patterns and ocean currents,
explain why the seas around Cape Horn are so dangerous.
5.
Why will you never find a polar bear in a rain forest or an alligator on
tundra?
6.
Describe two of the hidden costs of purchasing a peach grown in
California rather than in New Jersey.
7.
Identify and explain two ways in which a city could reduce the use of
artificial fertilizers on the grass in a community park.
46