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Climate Change
Written by:
barreladmin
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Aug 16, 2023
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Using Duke Farms information and materials from August’s Monarch and Meadow Month is the perfect opportunity to focus on Climate Change and its far-reaching negative impact. NJ Learning Standards can be easily applied and align to all these resources. Although climate change is the most imperative issue facing the globe, there are local solutions and individuals can (and must) take action. Getting your students involved is as important for them as it is for generations to come.
New Jersey has taken the nation’s leading role in climate change education by mandating that it is taught through New Jersey’s Student Learning Standards in a K-12 multidisciplinary manner including:
*Appendices in Mathematics and ELA are scheduled for review in 2022*To see the announcement about this 2021 launch on the official site of New Jersey, click here.The Virtual Firefly Fest and Monarch and Meadow Month resources, (as well as many other on our Distance Learning Portal) can also complement your other NJSLS.
Basic Needs of Living Things – students develop an understanding of what plants and animals need to survive and the relationship between their needs and where they live. Students compare and contrast what plants and animals need to survive and the relationship between needs of living things and where they live.In this story, fireflies are in search of a suitable habitat. Watch here.
Grade 1, Unit 2: Characteristics of Living Things - students develop an understanding of how plants and animals use their external parts to help them survive, grow, and meet their needs, as well as how the behaviors of parents and offspring help offspring survive. The understanding that young plants and animals are like, but not exactly the same as their parents isdeveloped.
Grade 2, Unit 1: Relationships in Habitats: In this unit of study, students develop an understanding of what plants need to grow and how plants depend on animals for seed dispersal and pollination. Students also compare the diversity of life in different habitats. The crosscutting concepts of cause and effect and structure and function are called out as organizing concepts for these disciplinary core ideas. Students demonstrate grade-appropriate proficiency in planning and carrying out investigations and developing and using models. Students are also expected to use these practices to demonstrate understanding of the core ideas.
Grade 3, Unit 5: Continuing the Cycle - In this unit of study, students develop an understanding of the similarities and differences in organisms' life cycles. In addition, students use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. The crosscutting concepts of patterns and cause and effect are called out as organizing concepts for these disciplinary core ideas.
Grade 3, Unit 4: Traits and Grade 7, Unit 6: Inheritance and Variation of Traits – In this unit of study, students acquire an understanding that organisms have different inherited traits and that the environment can also affect the traits that an organism develops. The crosscutting concepts of patterns and cause and effect are called out as organizing concepts for these disciplinary core ideas. Students are expected to demonstrate grade-appropriate proficiency in analyzing and interpreting data, constructing explanations, and designing solutions.
Grade 3, Unit 5: Continuing the Cycle and Grade 6, Unit 1: Growth, Development, and Reproduction of Organisms - In this unit of study, students develop an understanding of the similarities and differences in organisms' life cycles. In addition, students use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. The crosscutting concepts of patterns and cause and effect are called out as organizing concepts for these disciplinary core ideas.
Grade 3, Unit 6: Organisms and the Environment - In this unit of study, students develop an understanding of the idea that when the environment changes, some organisms survive and reproduce, some move to new locations, some move into the transformed environment, and some die. The crosscutting concepts of cause and effect and the interdependence of science, engineering, and technology are called out as organizing concepts for these disciplinary core ideas.
Grade 4, Unit 3: Structures and Functions - In this unit of study, students develop an understanding that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. The crosscutting concepts of systems and system models are called out as organizing concepts for this disciplinary core idea. Students are expected to demonstrate grade-appropriate proficiency in engaging in argument from evidence. Students are also expected to use this practice to demonstrate understanding of the core idea.
Grade 5, Unit 3: Energy and Matter in Ecosystems - In this unit of study, students develop an understanding of the idea that plants get the materials they need for growth chiefly from air and water. Using models, students can describe the movement of matter among plants, animals, decomposers, and the environment, and they can explain that energy in animals' food was once energy from the sun. The crosscutting concepts of energy and matter and systems and system models are called out as organizing concepts for these disciplinary core ideas. Students are expected to demonstrate grade-appropriate proficiency in developing and using models and engaging in argument from evidence. Students are also expected to use these practices to demonstrate understanding of the core ideas.
As indicated on the NJ State Department of Education’s website, students in grades 6-8 come to understand the natural world in a more scientifically accurate way and understand the nature of science. Click here for the Rationale for the Middle School Model Curriculum Design.
The goal of science education curriculum is to produce students who have gained sufficient knowledge of the practices, crosscutting concepts, and core ideas of science and engineering to engage in public discussions on science-related issues, to be critical consumers of scientific information related to their everyday lives, and to continue to learn about science throughout their lives. They should come to appreciate that science and the current scientific understanding of the world are the result of many hundreds of years of creative human endeavor. It is especially important to note that the above goals are for all students, not just those who pursue careers in science, engineering, or technology or those who continue on to higher education (p. 9, NRC, 2012). Given this goal, an integrated science curriculum model should drive the formation of middle school science curriculum because:
The materials on the Duke Farms Distance Learning Portal also align with multidisciplinary explorations but can also readily address these state derived science units:
Grade 6Unit 1: Growth, Development and Reproduction of OrganismsUnit 2: Matter and Energy in Organisms and EcosystemsUnit 3: Interdependent Relationships in Ecosystems
Grade 7Unit 6: Inheritance and Variations of TraitsUnit 7: Organization for Matter and Energy Flow in Organisms
Grade 8Unit 2: Selection and Adaptation
Download the full PDF here. (note: links are updated in this article, NOT in the PDF)
Tags: Climate Change
August 16, 2023
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