The New Jersey Core Curriculum Content Standards for science reflect the belief that all students can and must learn enough science to assume their role as concerned citizens, equipped with necessary information and decision-making skills.
The need for scientific literacy in today's increasingly technological world, for fundamental reforms in how science is taught, and for established standards in science education are by now well known and documented. Presidential appeals for excellence, combined with expressions of concern from scientists and educators, have led to national, state, and local initiatives. New Jersey is host to an impressive array of scientific and technological industries, and should play a leadership role in the development and implementation of standards for the teaching and learning of science.
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| Sea Creatures | Explore the Shore | Sampling the Sea | G&T / Camps | Sea Creatures (K-6) local marinelife; Explore the Shore (7-12) geology concepts and human impacts; Sampling the Sea (6-12) water chemistry and sealife; G&T and Camps (6-10) in depth multi-visit programs on selected topics |
| 5.1 Scientific Processes: 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. | ||||
| x | x | x | A. Habits of Mind | |
| x | x | x | B. Inquiry and Problem Solving | |
| x | x | x | x | C. Safety |
| 5.2 Science and Society: Science is a human endeavor involving successes and failures, trials and tribulations. Students should know that great numbers of people from many 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. | ||||
| x | x | A. Cultural Contributions | ||
| x | x | x | B. Historical Perspectives | |
| 5.3 Mathematical Applications: 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. | ||||
| x | x | x | A. Numerical Operations | |
| x | x | x | B. Geometry and Measurement | |
| x | x | C. Patterns and Algebra | ||
| x | x | x | D. Data Analysis and Probability | |
| 5.4 Nature and Process of Technology: This standard has three equally important strands. Developing students’ understanding of the interrelationship between science and technology; introducing students to and expanding their understanding of the nature of technology; and introducing and developing students’ abilities with technological design including experiences in predicting, decision making, critical thinking an ultimately, problem solving. | ||||
| x | x | A. Science and Technology | ||
| x | x | x | B. Nature of Technology | |
| x | x | x | C. Technological Design | |
| 5.5 Life Science: 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. | ||||
| x | x | A. Matter, Energy and Organization in Living Systems | ||
| x | x | x | B. Diversity and Biological Evolution | |
| x | x | C. Reproduction and Heredity | ||
| 5.6 Physical Science – Chemistry: 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. | ||||
| x | x | x | A. Structure and Properties of Matter | |
| x | x | B. Chemical Reactions | ||
| 5.7 Physical Science – Physics: 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. | ||||
| x | x | x | A. Motion and Forces | |
| x | x | x | B. Energy Transformations | |
| 5.8 Earth Science: 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 5.9 describes what students should know about astronomy and space science. | ||||
| x | x | x | A. Earth’s Properties and Materials | |
| x | B. Atmosphere and Weather | |||
| x | x | C. Processes that Shape the Earth | ||
| x | x | x | x | D. How We Study the Earth |
| 5.9 Astronomy and Space Science: 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 astronomy and space science, while Standard 5.8 describes what students should know about the composition of the earth and the forces that shape it. | ||||
| x | x | A. Earth, Moon, Sun System | ||
| B. Solar System | ||||
| x | x | C. Stars | ||
| D. Galaxies and Universe | ||||
| 5.10 Environmental Studies: Creating an awareness of the need to protect, conserve 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. | ||||
| x | x | A. Natural Systems and Interactions | ||
| x | x | x | B. Human Interactions and Impact | |