New Jersey Core Curriculum Content Standards

The STANDARDS CORRELATION chart suggests which New Jersey Core Curriculum Content Standards you can cover using PASSPORT TO WEATHER AND CLIMATE 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 WEATHER AND CLIMATE.

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 ANTARCTICA

PASSPORT TO THE RAINFOREST

PASSPORT TO THE SOLAR SYSTEM

LIVE FROM MARS 2001/2002

PASSPORT TO THE UNIVERSE

Grades K-4,   Grades 5-8,   Grades 9-12

Grades K-4

Standard 5.1:

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.

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2. Recognize that since the components of a system usually influence one another, a system may not work if a component is missing.

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3. Diagram the components of a system.

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Standard 5.2:

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.

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2. Develop strategies and skills for information-gathering and problem-solving, using appropriate tools and technologies.

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3. Use technology to present the design and results of investigation.

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4. Keep a journal record of observations, recognizing patterns of observations and summarizing findings.

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5. Learn what constitutes evidence and evaluate the data and information used to make explanations.

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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

 

By the end of Grade 4, students:

 

1. Hear, read, write, and talk about scientists and inventors in historical context.

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2. Recognize that scientific ideas and knowledge have come from men and women of all cultures.

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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

 

By the end of Grade 4, students:

 

1. Develop skill in the use of tools for everyday purposes.

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2. Demonstrate how tools are used to do things better and more easily or to do tasks that could not otherwise be done.

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3. Examine and compare toys and other familiar objects and explain how they work.

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4. Find and report on examples of how technology helps people.

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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

 

By the end of Grade 4, students:

 

1. Judge whether estimates, measurements, and computations of quantities are reasonable.

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2. Use a variety of measuring instruments, emphasizing appropriate units

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3. Use mathematical skills and concepts in ordering, counting, identifying, measuring, and describing.

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4. Use tables and graphs to represent and interpret data.

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Standard 5.8:

All Students Will Gain An Understanding Of The Structure And Behavior Of Matter

Descriptive Statement: Exploring the nature of matter and energy is essential to an understanding of the physical universe. This standard leads students from their experiences with the states and properties of matter, to the development of models of the atom and the underlying principles of chemistry.

 

Cumulative Progress Indicators

 

By the end of Grade 4, students:

 

1. Describe and sort objects according to the materials from which they are made and their physical properties.

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2. Recognize that matter can exist as a solid, liquid, or gas, and can be transformed from one state to another by heating or cooling.

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3. Investigate matter by observing materials under magnification.

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Standard 5.9:

All Students Will Gain An Understanding Of Natural Laws As They Apply To Motion, Forces, And Energy Transformations

Descriptive Statement: Basic principles of physics emerge in this standard, where the study of force and motion leads students to the concept of energy. All forms of energy are introduced and investigated, and principles of transformation and laws of conservation are developed.

 

Cumulative Progress Indicators

 

By the end of Grade 4, students:

 

4. Investigate sources of heat and show how heat can be transferred from one place to another.

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5. Investigate sources of light and show how light behaves when it strikes different objects.

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Standard 5.10:

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

 

By the end of Grade 4, students:

 

3. Identify major sources and uses of water, discussing the forms in which it appears.

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4. Collect and record weather data to identify existing weather conditions, and recognize how those conditions affect our daily lives.

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Grades 5-8

Standard 5.1:

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.

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5. Recognize that most systems are components of larger systems and that the output of one component can become the input to other components.

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6. Disassemble and reassemble the components of a system, analyzing how they interact with each other.

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Standard 5.2:

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.

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7. Design and conduct experiments incorporating the use of a control.

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8. Collect and organize data to support the results of an experiment.

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9. Communicate experimental findings using words, charts, graphs, pictures, and diagrams.

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10. Evaluate the strengths and weaknesses of claims, arguments, and data.

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11. Assess the risks and benefits associated with alternative actions.

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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

 

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.

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4. Develop a time line of major events and people in the history of science, in conjunction with other world events.

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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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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

 

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.

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6. Describe how technology expands the ability of scientists and others to make measurements and observations.

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7. Design and build simple mechanical devices to demonstrate scientific principles.

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8. Explain how engineers and others apply scientific knowledge to solve practical problems.

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9. Compare the advantages and disadvantages of alternative solutions to practical problems.

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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

 

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.

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6. Express experimental data in several equivalent forms such as integers, fractions, decimals, and percents.

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7. Infer mathematical relationships among variables using graphs, tables, and charts.

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8. Express the output units of the calculation in terms of the input units.

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9. Select appropriate measuring instruments based on the degree of precision needed.

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10. Find the mean and median of a set of experimental data.

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Standard 5.9:

All Students Will Gain An Understanding Of Natural Laws As They Apply To Motion, Forces, And Energy Transformations

Descriptive Statement: Basic principles of physics emerge in this standard, where the study of force and motion leads students to the concept of energy. All forms of energy are introduced and investigated, and principles of transformation and laws of conservation are developed.

 

Cumulative Progress Indicators

 

Building upon knowledge and skills gained in the preceding grades, by the end of Grade 8, students:

 

11. Describe the various forms of energy, including heat, light, sound, chemical, nuclear, mechanical, and electrical energy, and that energy can be transformed from one form to another.

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12. Explain how heat flows through materials or across space from warmer objects to cooler ones until both objects are at the same temperature.

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13. Explain that the sun is a major source of the earth's energy and that energy is emitted in various forms, including visible light, infrared and ultraviolet radiation.

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14. Show how light is reflected, refracted, or absorbed when it interacts with matter and how colors appear as a result of this interaction.

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15. Show how vibrations in materials can generate waves which can transfer energy from one place to another.

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Standard 5.10:

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 8, students:

 

5. Compare different map projections, and explain how physical features are represented on each.

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9. Monitor local weather conditions and changes in the atmosphere that lead to weather systems.

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Grades 9-12

Standard 5.1:

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.

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hands-on
online


Standard 5.2:

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.

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13. Use technology to present the design and results of investigation.

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14. Evaluate conclusions, weigh evidence, and recognize that arguments may not have equal merit.

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15. Explain how experimental results lead to further investigation.

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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

 

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.

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7. Examine the lives and contributions of important scientists and engineers who effected major breakthroughs in our understanding of the natural world.

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online


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

 

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.

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11. Participate in a design project that identifies a problem, proposes and implements a solution, and evaluates the consequences of that solution.

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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

 

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.

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12. Use computer spreadsheets, graphing, and database programs to assist in quantitative analysis.

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13. Evaluate the possible effects of measurement errors on calculations.

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14. Express physical relationships in terms of mathematical equations derived from collected data.

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15. Use mathematical models to predict physical phenomena.

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Standard 5.10:

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:

 

13. Explore how weather phenomena and human activity are interrelated.

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