New Jersey Standards
NJ.5.1.8. Science Practices: Science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science.
5.1.8.A. Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world.
Core scientific concepts and principles represent the conceptual basis for model-building and facilitate the generation of new and productive questions.
5.1.8.A.1. Demonstrate understanding and use interrelationships among central scientific concepts to revise explanations and to consider alternative explanations.
5.1.8.B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims.
Mathematics and technology are used to gather, analyze, and communicate results.
5.1.8.B.2. Gather, evaluate, and represent evidence using scientific tools, technologies, and computational strategies.
5.1.8.C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
Scientific models and understandings of fundamental concepts and principles are refined as new evidence is considered.
5.1.8.C.1. Monitor one's own thinking as understandings of scientific concepts are refined.
NJ.5.2.8. Physical Science: Physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science.
5.2.8.D. Energy Transfer and Conservation: The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they are transferred from one object to another.
Nuclear reactions take place in the Sun. In plants, light energy from the Sun is transferred to oxygen and carbon compounds, which in combination, have chemical potential energy (photosynthesis).
5.2.8.D.2. Describe the flow of energy from the Sun to the fuel tank of an automobile.
When energy is transferred from one system to another, the quantity of energy before transfer equals the quantity of energy after transfer. As an object falls, its potential energy decreases as its speed, and consequently its kinetic energy, increases. While an object is falling, some of the object’s kinetic energy is transferred to the medium through which it falls, setting the medium into motion and heating it.
5.2.8.D.1. Relate the kinetic and potential energies of a roller coaster at various points on its path.
NJ.CC.6-8.WHST. Writing Standards for Literacy in Science and Technical Subjects
Text Types and Purposes
6-8.WHST.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
6-8.WHST.2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.