New Jersey Core Curriculum Content Standards for Science 5.3 -
5.7 Main List
http://www.state.nj.us/njded/cccs/10sciintro.html
NJ Curriculum Frameworks
Standard 5.3:
All Students
Will Develop An Understanding Of How People Of Various Cultures Have Contributed To The
Advancement Of Science And Technology, And How Major Discoveries And Events Have Advanced
Science And Technology
Descriptive Statement: Science is a human endeavor involving successes
and failures, trials and tribulations. Students should know that many people of all
cultures have contributed to our understanding of science and that science has a rich and
fascinating history. This standard encourages students to learn about the people and
events that have shaped or revolutionized important scientific theories and concepts.
Cumulative Progress Indicators Internet
links / lesson resources
By the end of Grade 4, students:
1. Hear, read, write, and talk about scientists and inventors in historical context.
2. Recognize that scientific ideas and knowledge have come from men and women of all
cultures.
Building upon knowledge and skills gained in the preceding grades, by the end of Grade 8,
students:
3. Recognize that scientific theories emerge over time, depend on the contributions
of many people, and reflect the social and political climate of their time.
4. Develop a time line of major events and people in the history of science, in
conjunction with other world events.
5. Trace the historical origin of important scientific developments such as atomic
theory, genetics, plate tectonics, etc., showing how scientific theories emerge, are
tested, and can be replaced or modified in light of new information and improved
investigative techniques.
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Building upon knowledge and skills gained in the preceding grades, by the end of Grade 12,
students:
6. Recognize the role of the scientific community in responding to changing social
and political conditions.
7. Examine the lives and contributions of important scientists and engineers who effected
major breakthroughs in our understanding of the natural world.
Standard 5.4: All
Students Will Develop An Understanding Of Technology As An Application Of Scientific
Principles
Descriptive Statement: Understanding the unique interdependence of
science and technology is an important goal of science education. This standard is an
attempt to show students how the application of scientific knowledge can be used to
improve the human condition and how technological development affects the quality of life.
Cumulative Progress Indicators Internet
links / lesson resources
By the end of Grade 4, students:
1. Develop skill in the use of tools for everyday purposes.
2. Demonstrate how tools are used to do things better and more easily or to do tasks
that could not otherwise be done.
3. Examine and compare toys and other familiar objects and explain how they work.
4. Find and report on examples of how technology helps people.
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Building upon knowledge and skills gained in the preceding grades, by the end of Grade 8,
students:
5. Describe how tools of today are different from those of the past but may be
modifications of ancient tools.
6. Describe how technology expands the ability of scientists and others to make
measurements and observations.
7. Design and build simple mechanical devices to
demonstrate scientific principles.
8. Explain how engineers and others apply scientific knowledge to solve practical
problems.
9. Compare the advantages and disadvantages of alternative solutions to practical
problems.
Building upon knowledge and skills gained in the preceding grades, by the end of Grade 12,
students:
10. Recognize that technological problems often create a demand for new scientific
knowledge, and cite present and past examples of the interrelationship and mutual
influence of science, technology, and society.
11. Participate in a design project that identifies a problem, proposes and implements a
solution, and evaluates the consequences of that solution.
Standard 5.5:
All Students Will Integrate Mathematics As A Tool For Problem-Solving In Science,
And As A Means Of Expressing And/Or Modeling Scientific Theories
Descriptive Statement: Galileo is credited with asserting that
"Mathematics is the language with which God wrote the Universe." Science cannot
be practiced or learned without appreciation of the role of mathematics in discovering and
expressing natural laws. This standard recognizes the need for students to fully integrate
mathematics skills with their learning of science.
Cumulative Progress Indicators
Internet links / lesson resources
By the end of Grade 4, students:
1. Judge whether estimates, measurements, and computations of quantities are reasonable.
2. Use a variety of measuring instruments, emphasizing appropriate units
3. Use mathematical skills and concepts in ordering, counting,
identifying, measuring, and describing.
4. Use tables and graphs to represent and interpret data.
Building upon knowledge and skills gained in the preceding grades, by the end of Grade 8,
students:
5. Recognize and comprehend the orders of magnitude associated with large and small
physical quantities.
6. Express experimental data in several equivalent forms such as integers,
fractions, decimals, and percents.
7. Infer mathematical relationships among variables using graphs,
tables, and charts.
8. Express the output units of the calculation in terms of the input units.
9. Select appropriate measuring instruments based on the degree of precision needed.
10. Find the mean and median of a set of experimental data.
Building upon knowledge and skills gained in the preceding grades, by the end of Grade 12,
students:
11. Express the results of mathematical operations based on the degree of precision of the
input data.
12. Use computer spreadsheets, graphing, and database programs to assist in quantitative
analysis.
13. Evaluate the possible effects of measurement errors on calculations.
14. Express physical relationships in terms of mathematical equations
derived from collected data.
15. Use mathematical models to predict physical phenomena.
Standard 5.6:
All Students
Will Gain An Understanding Of The Structure, Characteristics, And Basic Needs Of Organisms
Descriptive Statement: The study of science must include the diversity,
complexity, and interdependence of life on earth. Students should know how organisms
evolve, reproduce, and adapt to their environments. Standards 5.6 and 5.7 serve to define
the fundamental understandings of the life sciences.
Cumulative Progress Indicators Internet
links / lesson resources
By the end of Grade 4, students:
1. Compare and contrast living and nonliving things.
2. Determine the basic needs of organisms.
3. Show that living things have different levels of organization.
4. Show that plants and animals are composed of different parts serving different purposes
and working together for the well-being of the organism.
5. Describe life cycles of organisms.
6. Group organisms according to the functions they serve in a food chain.
7. Identify the major systems of the human body and explain how their functions are
interrelated.
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Building upon knowledge and skills gained in the preceding grades, by the end of Grade 8,
students:
8. Describe and give examples of the major categories of living organisms and of the
characteristics shared by organisms.
9. Recognize that complex multicellular organisms are interacting systems of cells,
tissues, and organs.
10. Identify and describe the structure and function of cell parts.
11. Explain how organisms are affected by different components of an ecosystem and the
flow of energy through it.
12. Illustrate and explain life cycles of organisms.
Building upon knowledge and skills gained in the preceding grades, by the end of Grade 12,
students:
13. Identify and describe organisms that possess characteristics of living and nonliving
things.
14. Identify and explain the structure and function of molecules that control cellular
activities.
15. Explain how plants convert light energy to chemical energy.
16. Describe how plants produce substances high in energy content that become the primary
source of energy for animal life.
17. Compare and contrast the life cycles of living things as they interact with
ecosystems.
Standard 5.7: All Students
Will Investigate The Diversity Of Life
Descriptive Statement: The study of science must include the diversity, complexity, and
interdependence of life on earth. Students should know how organisms evolve, reproduce,
and adapt to their environments. Standards 5.6 and 5.7 serve to define the fundamental
understandings of the life sciences.
Cumulative Progress Indicators Internet
links / lesson resources
By the end of Grade 4, students:
1. Recognize the diversity of plants and animals on earth.
2. Develop a simple classification scheme for grouping organisms.
3. Recognize that individuals vary within every species.
4. Identify and describe external features of plants and animals that help them
survive in varied habitats.
Building upon knowledge and skills gained in the preceding grades, by the end of Grade 8,
students:
5. Illustrate how the sorting and recombining of genetic material results in the potential
for variation among offspring.
6. Compare and contrast acquired and inherited characteristics.
7. Classify organisms by their internal and external characteristics.
8. Discuss how changing environmental conditions can result in evolution of a species.
9. Recognize that individual organisms with certain traits are more likely to survive and
have offspring.
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Building upon knowledge and skills gained in the preceding grades, by the end of Grade 12,
students:
10. Describe how information is encoded in genetic material.
11. Explain how DNA can be altered by natural or artificial means to produce permanent
changes in a species.
12. Explain that through evolution the earth's present species developed from earlier
distinctly different species.
13. Explain how the theory of natural selection accounts for an increase in the proportion
of individuals with advantageous characteristics within a species.
This government publication was reprinted from http://www.state.nj.us/njded/cccs/10sciintro.html It has been reorganized and linked for our use by A.R.I.S.E.
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Resources Integrating Science Education, A.R.I.S.E.
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02/17/10