· How do high- and systems differ? · Why is accurate weather data important? · What are some of the instruments used to collect weather data from Earth’s surface? · What are the strengths and weaknesses of weather radar and weather satellites? · What information is on basic surface weather chart? · How does digital and analog forecasting differ? · What are the problems associated with long-term forecasts? · How do thunderstorms form? · What are the different types of thunderstorms? · What is the life cycle of a thunderstorm? · Why are some thunderstorms more severe than others? · What are the dangers of severe weather? · How do tornadoes form? · How do tropical cyclones form? · What is the life cycle of a tropical cyclone? · What are the dangers associated with hurricanes? · What are the problems associated with recurring weather patterns? · What atmospheric events cause recurring weather patterns?
the global wind belts. · List the two factors that form wind patterns. · How heat energy affects the changing phases of weather. · What absolute and relative humidity are, and describe how they are measured. · What happens when the temperature of air decreases to the dew point. · The conditions that are necessary for clouds to form. · The four processes of cooling that can lead to the formation of clouds. · Three major types of clouds, noting their characteristics such as shape and altitude. · Four ways in fog can form. · Four of precipitation. · The two processes that cause precipitation. · The two ways that precipitation is measured. · How rain can be produced artificially. · How an air mass forms. · The four main types of air masses. · How air masses affect the weather of North America. · The characteristics of cold and warm fronts. · How midlatitude cyclone formation of clouds. · Identify the three major types of clouds, noting their characteristics shapes and the altitudes at which they generally form. · Describe four ways in fog can form. · Identify the four forms of precipitation. · Compare the two processes that precipitation. · Describe two ways that precipitation is measured. · Explain how rain can be produced artificially. · Explain how an air mass forms. · List the four main of air masses. · Describe how air masses affect the weather of North America. · Compare the characteristic weather patterns of cold fronts with those of warm fronts. · Describe how a midlatitude cyclone forms. · Describe the development of hurricanes, thunderstorms, and tornadoes. · Identify four instruments that measure lower atmospheric weather conditions. · Describe how scientists measure conditions in the upper atmosphere. · Explain how computers help scientists understand weather. · Explain how weather stations communicate weather data. · Explain how a weather map is created. · Explain how computer models help meteorologists forecast weather. · List types of weather that meteorologists have attempted to control. · Identify three agents of mechanical weathering. · Compare mechanical and chemical weathering processes. · Describe four chemical reactions that decompose rock. · Explain how rock composition affects the rate of weathering. · Discuss how surface area affects the rate at which rock weathers. · Describe the effects of climate and topography on the rate of weathering. · Define erosion, and list four agents of erosion. · Discuss two ways that gravity contributes to erosion. · Describe the major landforms shaped by weathering and erosion.
· The development of hurricanes, thunderstorms, and tornadoes. · The four instruments that measure lower atmospheric weather conditions. · How scientist measure conditions in the upper atmosphere. · How computers help scientists understand weather. · How weather stations communicate weather data. · How a weather map is created. · How computer models help meteorologists forecast weather. · The three types of weather the meteorologists have attempted to control. · The agents of mechanical weathering. · How to compare mechanical and chemical weathering. · The four chemical reactions that decompose rock. · How rock composition affects the rate of weathering. · How surface areas affect the rate at which rock weathers. · The effects of climate and topography have on weathering. · Four agents of erosion. · The two way gravity contributes to erosion.
· The three major landforms shaped by weathering and erosion. TOMS RIVER REGIONAL SCHOOLS SCIENCE CURRICULUM Evidence of Learning Formative Assessments · Observation · Homework · Class participation · Venn Diagrams/Graphic Organizers · WebQuests · DO-NOW · Laboratories/Lab Reports · Notebook · Writing Assignments · Foldables Summative Assessments · Chapter/Unit Test · Writing Assignments · Presentations · Laboratory Practical · Unit Projects · Quarterly Exams · Midterm/Endterm Exams Modifications (ELLs, Special Education, Gifted and Talented) · Teacher tutoring · Peer tutoring · Cooperative learning groups · Modified assignments · Differentiated instruction · Native language texts and native language to English dictionary · Response to Intervention (RTI) and , (search tiered lesson plan template · Follow all IEP modifications/504 plan Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher Resources: · Textbook · Laboratory manuals and equipment · Science Websites · ·
· How are the carbon and nitrogen cycles illustrated? · What are natural resources of air pollution? · Why are the properties of water important for life on Earth? · How is water distributed and used on Earth? · In what ways can humans reduce the need for freshwater resources? · Why is the Sun the source of most energy on Earth? · What materials are used as fuels? · How does coal form? · What are several alternative energy resources? · How can the Sun’s energy be harnessed? · How can water, wind, nuclear, and thermal energy be used to generate electricity? · Why might nuclear energy controversial? · How can energy resources be conserved? · How can increasing energy efficiency help preserve fossil fuels? · How can energy be used more efficiently? Unit Objectives Students will know… · Why coal is a fossil fuel. · The formation of petroleum and natural gas. · How fossil fuels are used today. · How nuclear fission generates electricity. · How geothermal energy may be used as a substitute for fossil fuels. · Two methods for harnessing Unit Objectives Students will be able to… · Explain why coal is a fossil fuel. · Describe the formation of petroleum and natural gas. · Describe how fossil are used today. · Explain how nuclear fission generates electricity. · Explain how geothermal energy may be used as a substitute for fossil fuels. · Describe two methods for harnessing energy from the sun. · Describe four sources of renewable alternative energy.
environmental issues created by agriculture and forestry and possible solutions? · How does urban development affect soil and water? · What is the relationship between the greenhouse effect and global warming? · What is the sequence of reactions that occur as CFCs cause ozone depletion? · What are the causes and effects of acid precipitation? · In what ways can water be conserved? · What are the types and sources of water pollution? · How can water pollution be reduced? Unit Objectives Students will know… · Forms of pollutants found in air. · The relationship between global warming and the greenhouse effect. · How CFC’s ozone depletion. · How extracting resources, growing food, and urban development contribute to land and water pollution. · Ways that land can be resorted it is strip-mined for coal. · Three limiting factors that keep populations from growing indefinitely. · Density-dependent and factors that limit population growth. · Ways surface waters can be polluted. · How residents of a city reduce water consumption. Unit Objectives Students will be able to… · Name two of pollutants found in air. · Relate global warming and the greenhouse effect. · Describe how CFCs ozone depletion. · Describe how extracting resources, growing food, and development contribute to land and water pollution. · Propose ways that land can be restored after it is for coal. · Explain how an increasing human population places more demands on Earth's natural resources. · Identify three limiting factors that keep populations from growing indefinitely. · Compare density-dependent and density-independent factors that limit population growth. · Identify ways surface waters can be polluted. · Determine how residents of a city might reduce water consumption. · Analyze some of the positive impacts of the Clean Water Act. · Predict some ways to minimize the need for irrigation. · Infer which type of pollution is easier to eliminate.
· The positive impacts of the Clean Water Act. · Ways to minimize the need for irrigation. · Which type of pollution is easier to eliminate. OCEAN COUNTY SCIENCE CURRICULUM Evidence of Learning Formative Assessments For additional ideas please refer to NJ State DOE classroom application documents: · Observation · Homework · participation · Venn Diagrams/Graphic Organizers · DO-NOW · Laboratories/Lab Reports · Notebook · Writing Assignments Summative Assessments For additional ideas please refer to NJ State DOE Professional Education Port (PEP): · Chapter/Unit Test · Writing Assignments · Presentations · Laboratory Practical · Unit Projects · Mid-Term and Final Exams Modifications (ELLs, Special Education, Gifted and Talented) · Teacher tutoring · Peer tutoring · Cooperative learning groups · Modified assignments · Differentiated instruction · Native language and native language to English dictionary · Response to Intervention (RTI) and , (search tiered lesson plan template · Follow all IEP modifications/504 plan Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher Resources: · Textbook · Laboratory manuals and equipment
· What are the layers and features of the Sun? · How is the process of energy production in the Sun explained? · How are the three types of spectra defined? · How are distances between stars measured? · What is the difference between brightness and luminosity? · What are the properties used to classify stars? · What is the relationship between mass and a star’s evolution? · What are the features of massive and regular star life cycles? · How is the universe affected by life cycles of stars? · What is the size and shape of our galaxy? · What are the different of variable stars? · Where are the different types of stars in a galaxy located? · How do astronomers classify galaxies? · How are galaxies organized into clusters and superclusters? · How is the expansion of the universe described? · What are the different models of the universe? · How is expansion related to each of the models? · What is the importance of the Hubble constant? Unit Objectives Students will know… · Characteristics of the universe in of time, distance, and organization. · The visible and invisible parts of the electromagnetic spectrum. · Refracting and reflecting telescopes. · How telescopes for nonvisible Unit Objectives Students will be able to… · Describe characteristics of the universe in terms of time, distance, and organization. · Identify the visible and nonvisible of the electromagnetic spectrum. · Compare refracting telescopes and reflecting telescopes.