The STANDARDS CORRELATION chart suggests which New Jersey Core Curriculum Content Standards you can cover using PASSPORT TO ANTARCTICA in your classroom. We hope you will discover additional standards you can use. These are the ones our Instructional Materials Development team felt most directly related to the activities contained in PASSPORT TO ANTARCTICA.
For additional New Jersey Core Curriculum Content Standards you can cover see the STANDARDS CORRELATION chart for the following PASSPORT TO KNOWLEDGE projects:
PASSPORT TO WEATHER AND CLIMATE
Grades K-4, Grades 5-8, Grades 9-12
All Students Will Learn To Identify Systems Of Interacting Components And Understand How Their Interactions Combine To Produce The Overall Behavior Of The System
Descriptive Statement: The natural world and the world built by humans both provide examples of systems where interacting parts work together as a whole. This standard asks students to analyze, understand, and design systems of integrating parts
Cumulative Progress Indicators
1. Recognize that most things are made of components that, when assembled, can do things they could not do separately.
video 2. Recognize that since the components of a system usually influence one another, a system may not work if a component is missing.
video 3. Diagram the components of a system.
video All Students Will Develop Problem-Solving, Decision-Making And Inquiry Skills, Reflected By Formulating Usable Questions And Hypotheses, Planning Experiments, Conducting Systematic Observations, Interpreting And Analyzing Data, Drawing Conclusions, And Communicating Results
Descriptive Statement: Students best learn science by doing science. Science is not merely a collection of facts and theories but a process, a way of thinking about and investigating the world in which we live. This standard addresses those skills that are used by scientists as they discover and explain the physical universe - skills that are an essential and ongoing part of learning science.
Cumulative Progress Indicators
By the end of Grade 4, students:
1. State a problem about the natural world in the form of a question.
video 2. Develop strategies and skills for information-gathering and problem-solving, using appropriate tools and technologies.
video 3. Use technology to present the design and results of investigation.
video 4. Keep a journal record of observations, recognizing patterns of observations and summarizing findings.
video 5. Learn what constitutes evidence and evaluate the data and information used to make explanations.
video 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
By the end of Grade 4, students:
1. Hear, read, write, and talk about scientists and inventors in historical context.
video 2. Recognize that scientific ideas and knowledge have come from men and women of all cultures.
video 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
By the end of Grade 4, students:
1. Develop skill in the use of tools for everyday purposes.
video 2. Demonstrate how tools are used to do things better and more easily or to do tasks that could not otherwise be done.
video 3. Examine and compare toys and other familiar objects and explain how they work.
video 4. Find and report on examples of how technology helps people.
video 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
By the end of Grade 4, students:
1. Judge whether estimates, measurements, and computations of quantities are reasonable.
video 2. Use a variety of measuring instruments, emphasizing appropriate units
video 3. Use mathematical skills and concepts in ordering, counting, identifying, measuring, and describing.
video 4. Use tables and graphs to represent and interpret data.
video 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
By the end of Grade 4, students:
1. Compare and contrast living and nonliving things.
video 2. Determine the basic needs of organisms.
video 3. Show that living things have different levels of organization.
video 4. Show that plants and animals are composed of different parts serving different purposes and working together for the well-being of the organism.
video 5. Describe life cycles of organisms.
video 6. Group organisms according to the functions they serve in a food chain.
video 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
By the end of Grade 4, students:
1. Recognize the diversity of plants and animals on earth.
video 2. Develop a simple classification scheme for grouping organisms.
video 3. Recognize that individuals vary within every species.
video 4. Identify and describe external features of plants and animals that help them survive in varied habitats.
video All Students Will Develop An Understanding Of The Environment As A System Of Interdependent Components Affected By Human Activity And Natural Phenomena
Descriptive Statement: Creating an awareness of the need to protect and preserve natural resources is a goal of science education. This standard calls for students to develop knowledge of environmental issues, including management of natural resources, production and use of energy, waste management, and the interdependence of ecosystems.
Cumulative Progress Indicators
By the end of Grade 4, students:
1. Investigate the interdependence of living things and their environment.
video 2. Explain how meeting human requirements affects the environment.
video 3. Recognize that natural resources are not always renewable.
video All Students Will Learn To Identify Systems Of Interacting Components And Understand How Their Interactions Combine To Produce The Overall Behavior Of The System
Descriptive Statement: The natural world and the world built by humans both provide examples of systems where interacting parts work together as a whole. This standard asks students to analyze, understand, and design systems of integrating parts
Cumulative Progress Indicators
Building upon knowledge and skills gained in the preceding grades, by the end of Grade 8, students:
4. Describe components of a system and how they influence one another.
video 5. Recognize that most systems are components of larger systems and that the output of one component can become the input to other components.
video 6. Disassemble and reassemble the components of a system, analyzing how they interact with each other.
video All Students Will Develop Problem-Solving, Decision-Making And Inquiry Skills, Reflected By Formulating Usable Questions And Hypotheses, Planning Experiments, Conducting Systematic Observations, Interpreting And Analyzing Data, Drawing Conclusions, And Communicating Results
Descriptive Statement: Students best learn science by doing science. Science is not merely a collection of facts and theories but a process, a way of thinking about and investigating the world in which we live. This standard addresses those skills that are used by scientists as they discover and explain the physical universe - skills that are an essential and ongoing part of learning science.
Cumulative Progress Indicators
Building upon knowledge and skills gained in the preceding grades, by the end of Grade 8, students:
6. Identify problems that can be solved by conducting experiments.
video 7. Design and conduct experiments incorporating the use of a control.
video 8. Collect and organize data to support the results of an experiment.
video 9. Communicate experimental findings using words, charts, graphs, pictures, and diagrams.
video 10. Evaluate the strengths and weaknesses of claims, arguments, and data.
video 11. Assess the risks and benefits associated with alternative actions.
video 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
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.
video 4. Develop a time line of major events and people in the history of science, in conjunction with other world events.
video 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.
video 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
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.
video 6. Describe how technology expands the ability of scientists and others to make measurements and observations.
video 7. Design and build simple mechanical devices to demonstrate scientific principles.
video 8. Explain how engineers and others apply scientific knowledge to solve practical problems.
video 9. Compare the advantages and disadvantages of alternative solutions to practical problems.
video 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
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.
video 6. Express experimental data in several equivalent forms such as integers, fractions, decimals, and percents.
video 7. Infer mathematical relationships among variables using graphs, tables, and charts.
video 8. Express the output units of the calculation in terms of the input units.
video 9. Select appropriate measuring instruments based on the degree of precision needed.
video 10. Find the mean and median of a set of experimental data.
video 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
Building upon knowledge and skills gained in the preceding grades, by the end of Grade 8, students:
11. Explain how organisms are affected by different components of an ecosystem and the flow of energy through it.
video 12. Illustrate and explain life cycles of organisms.
video 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
Building upon knowledge and skills gained in the preceding grades, by the end of Grade 8, students:
8. Discuss how changing environmental conditions can result in evolution of a species.
video 9. Recognize that individual organisms with certain traits are more likely to survive and have offspring.
video All Students Will Develop An Understanding Of The Environment As A System Of Interdependent Components Affected By Human Activity And Natural Phenomena
Descriptive Statement: Creating an awareness of the need to protect and preserve natural resources is a goal of science education. This standard calls for students to develop knowledge of environmental issues, including management of natural resources, production and use of energy, waste management, and the interdependence of ecosystems.
Cumulative Progress Indicators
Building upon knowledge and skills gained in the preceding grades, by the end of Grade 8, students:
4. Evaluate the impact of personal and societal activities on the local and global environment.
video 5. Compare and contrast practices that affect the use and management of natural resources.
video 6. Recognize that individuals and groups may have differing points of view on environmental issues.
video 7. Analyze the components of various ecosystems and the effects of those components on organisms.
video All Students Will Learn To Identify Systems Of Interacting Components And Understand How Their Interactions Combine To Produce The Overall Behavior Of The System
Descriptive Statement: The natural world and the world built by humans both provide examples of systems where interacting parts work together as a whole. This standard asks students to analyze, understand, and design systems of integrating parts
Cumulative Progress Indicators
Building upon knowledge and skills gained in the preceding grades, by the end of Grade 12, students:
7. Recognize that the behavior of a system may be different from the behavior of its components.
video All Students Will Develop Problem-Solving, Decision-Making And Inquiry Skills, Reflected By Formulating Usable Questions And Hypotheses, Planning Experiments, Conducting Systematic Observations, Interpreting And Analyzing Data, Drawing Conclusions, And Communicating Results
Descriptive Statement: Students best learn science by doing science. Science is not merely a collection of facts and theories but a process, a way of thinking about and investigating the world in which we live. This standard addresses those skills that are used by scientists as they discover and explain the physical universe - skills that are an essential and ongoing part of learning science.
Cumulative Progress Indicators
Building upon knowledge and skills gained in the preceding grades, by the end of Grade 12, students:
12. Select and use appropriate instrumentation to design and conduct investigations.
video 13. Use technology to present the design and results of investigation.
video 14. Evaluate conclusions, weigh evidence, and recognize that arguments may not have equal merit.
video 15. Explain how experimental results lead to further investigation.
video 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
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.
video 7. Examine the lives and contributions of important scientists and engineers who effected major breakthroughs in our understanding of the natural world.
video 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
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.
video 11. Participate in a design project that identifies a problem, proposes and implements a solution, and evaluates the consequences of that solution.
video 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
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.
video 12. Use computer spreadsheets, graphing, and database programs to assist in quantitative analysis.
video 13. Evaluate the possible effects of measurement errors on calculations.
video 14. Express physical relationships in terms of mathematical equations derived from collected data.
video 15. Use mathematical models to predict physical phenomena.
video 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
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.
video 15. Explain how plants convert light energy to chemical energy.
video 16. Describe how plants produce substances high in energy content that become the primary source of energy for animal life.
video 17. Compare and contrast the life cycles of living things as they interact with ecosystems.
video 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
Building upon knowledge and skills gained in the preceding grades, by the end of Grade 12, students:
12. Explain that through evolution the earth's present species developed from earlier distinctly different species.
video 13. Explain how the theory of natural selection accounts for an increase in the proportion of individuals with advantageous characteristics within a species.
video All Students Will Gain An Understanding Of The Structure, Dynamics, And Geophysical Systems Of The Earth
Descriptive Statement: The study of science should include a study of the planet Earth and its relationship to the rest of the universe. This standard describes what students should know about the composition of the earth and the forces that shape it, while Standard 5.11 describes what students should know about astronomy and space science.
Cumulative Progress Indicators
Building upon knowledge and skills gained in the preceding grades, by the end of Grade 12, students:
11. Use the evidence provided by topography, fossils, rock stratification, ice cores, and radiometric data to investigate the earth's changes.
video 12. Use the theory of plate tectonics to explain the relationship among earthquakes, volcanoes, mid-ocean ridges, and deep sea trenches.
video All Students Will Develop An Understanding Of The Environment As A System Of Interdependent Components Affected By Human Activity And Natural Phenomena
Descriptive Statement: Creating an awareness of the need to protect and preserve natural resources is a goal of science education. This standard calls for students to develop knowledge of environmental issues, including management of natural resources, production and use of energy, waste management, and the interdependence of ecosystems.
Cumulative Progress Indicators
Building upon knowledge and skills gained in the preceding grades, by the end of Grade 12, students:
8. Investigate the impact of natural phenomena and physical processes, such as earthquakes, volcanoes, forest fires, floods, and hurricanes, on the environment of different regions of the United States and the world.
video 9. Use scientific, economic, and other data to assess environmental risks and benefits associated with human activity.
video 10. Apply the concept of ecosystems to understand and solve problems regarding environmental issues.
videoGrades K-4
Standard 5.1:
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Standard 5.2:
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Grades 5-8
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Grades 9-12
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