8 science... · web view2017. 8. 31. · unit title: forces and interactions. grade level: 8....

Unit Title: Forces and InteractionsGrade Level: 8

Timeframe: Marking Period 1

Essential Questions

How do unbalanced forces affect the motion of an object? How does friction affect an object’s when at rest or in motion? What are the biggest factors that affect the force of gravity? How is weight calculated? What does Newton’s 1st law state about objects at rest or in motion? How does the mass of an object and the force acting on that object affect the object’s acceleration? How can Newton’s 3rd law of motion be used to explain the motion of a rocket? What factors affect the momentum of an object? How is momentum different from inertia?

New Jersey Student Learning Standards

Standards/Cumulative Progress Indicators (Taught and Assessed):

For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton’s third law). (MS-PS2-1)

The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2)

All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. (MS-PS2-2)

Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects. (MS-PS2-3)

Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large mass—e.g., Earth and the sun. (MS-PS2-4)

Forces that act at a distance (electric and magnetic) can be explained by fields that extend through space and can be mapped by their effect on a test object (a ball, a charged object, or a magnet, respectively). (MS-PS2-5)

21st Century Skills Standard and Progress Indicators:

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9.1.8.A.1 - Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem-solving skills.

9.1.8.A.2 - Implement problem-solving strategies to solve a problem in school or the community.

9.1.8.A.4 - Design and implement a project management plan using one or more problem-solving strategies.

Instructional Plan ReflectionPre-assessment: Unit 1 Pretest Use this area to make

reflections throughout the unit. For example, if things work well, do not work well, if a new idea was formed, something needs to be continued, etc., this is where notes can be made.

SLO Student Strategies Formative Assessment

Activities and Resources (these are “suggested” activities)*Please note-all suggested activities are numbered to match the

Reflection

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numbers of each individual SLO-this means there may be more than one suggested activity per SLO

Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.MS-PS2-1

1. Identify and define the following vocabulary: motion, force, velocity, acceleration, inertia, momentum.

2. Explain the behavior of paired forces using Newton's third law.

3.Differentiate between momentum and inertia while describing the factors that influence momentum.

4. Apply Newton’s third law and momentum to analyze the motion of colliding objects.

Project Based Learning Inquiry Based Learning Cooperative LearningProblem Based Learning

ELL/Bilingual Modifications(http://www.state.nj.us/education/bilingual/curriculum/)-word/picture wall-cognates-words that have a common origin-graphic organizers-native language support

Special Education Modifications-extended time-more classroom support-small group instruction-graphic organizers

Gifted and Talented Modifications-students should not be permitted to use any pre-made item-they must use all raw materials to build their egg protector-students should share and explain why their egg made it or not

●Questions embedded throughout PSI Energy of Objects in Motion Presentation Slides●Quizzes from PSI●Lab analysis●Test trials

1. Write definitions in the vocabulary section of the notebook for reference, use Frayer model or other language arts literacy tools.

2. PSI Slides Newton’s 3 rd Law of Motion & Momentum https://njctl.org/courses/science/8th-grade-science/forces-motion/-take notes on material for reference-there are slides that explain Newton’s 3rd Law with examples to improve understanding- (this could also lead into completing the creative pages in an Interactive Science Notebook or ISNB)

2. Identify and describe action-reaction force pair by drawing direction of forces. Have students discuss and write about how paired forces exist in sports, machines etc.

3. Students will play simulation (from link on slide in Newton’s 3 rd Law of Motion & Momentum) with varying masses of the objects and note the change in momentum and direction for each colliding object. Students will prepare table to record their findings and apply it to identify collisions where momentum is conserved. a) Using simulation, complete the Newton's Third Law and Momentum Lab (PSI Forces and motion unit)

4. Complete Egg Drop Challenge-Students will design and build a simple machine (using materials found around home or school) that will protect a raw egg from a fall using their understanding of the phenomena of gravity and motion as described by Newton's laws. Use the model and a written explanation such as a poster or digital presentation (with rubrics). http://kidsciencechallenge.com/pdfs/2011activities/Zero-Waste_Egg-Drop-Challenge.pdf

Use this area to make reflections throughout the unit. For example, if things work well, do not work well, if a new idea was formed, something needs to be continued, etc., this is where notes can be made.

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Additional resourcesVideo https://www.youtube.com/watch?v=EL13quhcUMw

Interactive gamehttps://ssec.si.edu/bumperducks

http://pbskids.org/zoom/games/3puckchuck/3puckgame.html

http://www.physicsclassroom.com/class/newtlaws/Lesson-4/Identifying-Action-and-Reaction-Force-Pairs

http://www.physicsclassroom.com/Teacher-Toolkits/Newton-s-Third-Law/Newton-s-Third-Law-Complete-ToolKit


Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.

MS-PS2-21. Define Newton’s laws of

motion and associated vocabulary.

2. Solve problems related to objects in motion (ex. during hockey or similar sports, transportation such as fastest sail boats) that demonstrate Newton’s Laws of Motion.

Inquiry Based LearningCooperative Learning



Gifted and Talented Modifications-students should need very little instruction-competition of lab design

●Questions embedded throughout PSI Energy of Objects in Motion Presentation Slides●Quizzes from PSI●Lab analysis


2. PSI Slides NEWTON’S LAWS OF MOTION- https://njctl.org/courses/science/8th-grade-science/forces-motion/- take notes on material for reference-there are slides that explain Newton’s Laws of motion with examples to improve understanding- (this could also lead into completing the creative pages in an Interactive Science Notebook or ISNB)

2. Give the following materials to each student: balls of varying sizes and masses, string, weights of varying mass-have the students use the materials to design a lab to show how an object’s motion depends on the sum of the mass and forces exerted on an object. Provide rubric for the activity and a rubric for the explanation.

http://www.nbclearn.com/nhl/cuecard/56615

http://www.nbclearn.com/portal/site/learn/lesson/777868e2a6b0b310VgnVCM10000075c1d240RCRD

Additional resourceshttps://phet.colorado.edu/en/contributions/view/3755


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https://phet.colorado.edu/en/contributions/view/3755



http://www.nbclearn.com/nhl/cuecard/56615



https://ssec.si.edu/bumperducks

https://www.youtube.com/watch?v=EL13quhcUMw

Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.MS-PS2-3

1. Identify and define the following- electron, proton, neutron, electrostatic force, fields, electromagnets, magnetic poles, directly and inversely proportional.

2. Describe the behavior of electric and magnetic forces and their fields.

3. Explain the cause and effect relationships that affect a) electric forces b) magnetic forces.

4. Relate the relationship between electricity and magnetism and prove how a magnetic field can be created using electricity and what factors can affect the electromagnetic field.

Inquiry Based LearningCooperative LearningComputer Simulated Models



Gifted and Talented Modifications-students should not use any pre-made items-competition of design

●Questions embedded throughout PSI Types of interaction Presentation Slides●Quizzes from PSI●Lab analysis


2. PSI Slides- INTERACTIONS BETWEEN ELECTRIC CHARGES, ELECTRIC FORCES, ELECTRIC FIELDS, MAGNETISM, MAGNETIC FIELDS, ELECTROMAGETIC INTERACTIONS-https://njctl.org/courses/science/8th-grade-science/types-of-interactions/

2. Complete Electrostatics Lab and Magnetism Lab (from PSI grade 8 Types of Interactions unit)-students will use bar magnets and other hands-on materials to see how magnetic fields and electrostatic works.

3. Complete Electric Fields and Forces Simulation and Magnetic Fields Simulation labs- (PSI https://njctl.org/courses/science/8th-grade-science/types-of-interactions/) Use the results of the labs to create questions to determine the factors that affect the strength of electric and magnetic forces.

4. Electromagnetism Lab (https://njctl.org/courses/science/8th-grade-science/types-of-interactions/)- students will use various materials to build an electromagnet to observe how electricity and magnetism interact. (other possible resources for this-http://www.regent.edu/acad/schedu/pdfs/mcms/electromagnetic_power.pdf

https://www.cosa.k12.or.us/downloads/profdev/2013%20Assessment%20Conference/Handouts/Cary%20Sneider%20Forces.pdf

Additional resourceshttp://www.neok12.com/video/Magnetism/zX4752067171765e67545d45.htm

https://s3.amazonaws.com/cdn.teachersource.com/downloads/lesson_pdf/SS-11.pdf

https://www.ck12.org/ngss/middle-school-physical-sciences/motion-and-stability:-forces-and-interactions


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http://www.physicsclassroom.com/Teacher-Toolkits/Charge-and-Charging/Charge-and-Charging-Complete-ToolKit

Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.MS-PS2-4

1. Identify and define the following- gravity, mass, weight, distance.

2. Present evidence to show that mass and distance affect the strength of gravitational attraction.

Argumentative WritingInquiry Based LearningCooperative LearningComputer Simulated Models



Gifted and Talented Modifications-longer essay required-presentation of ideas

●Questions embedded throughout PSI Types of interactions Presentation Slides●Quizzes from PSI●Lab analysis

1. Write definitions in the vocabulary section of the notebook for reference use Frayer model or other language arts literacy tools.

2. PSI slides TRANSFER OF FORCES (https://njctl.org/courses/science/8th-grade-science/types-of-interactions/) -take notes on material for reference-there are slides that explain how mass and distance affect the strength of gravitational attraction- (this could also lead into completing the creative pages in an Interactive Science Notebook or ISNB)

2. Gravity Simulation Lab-(https://njctl.org/courses/science/8th-grade-science/types-of-interactions/) Students would play simulation while varying the mass and distance and record the change in gravitational force. Students would sketch, explain and graph the relationship between a) distance and gravitational force, b) mass and gravitational force. Use the data gathered in this lab to write a five-sentence paragraph that supports the claim that gravitational interactions are attractive and depend on the masses of interacting objects.

Additional resourceshttps://phet.colorado.edu/en/contributions/view/4076;jsessionid=CFC3E710DBF3E56805BA20FEE065A41C

http://www.physicsclassroom.com/Teacher-Toolkits/Universal-Gravitation/Universal-Gravitation-Complete-ToolKit

http://www.exploratorium.edu/ronh/weight/


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Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.

MS-PS2-5

1. Define noncontact forces, types of non-contact forces and discuss their properties.

2. Investigate the transfer of electric charge and electric force by building and using electroscopes or any other device based on magnetism.




Gifted and Talented Modifications-students would develop questions while building-students drive this lab with little teacher involvement

●Steps to device building

1. Write definitions in the vocabulary section of the notebook for reference use Frayer model or other language arts literacy tools.

2. Students would work with real world phenomena while investigating the non-contact forces building their electroscope or other device. Provide rubric for the model/sketch and a rubric for the explanation.

Additional resourceshttps://www.teachengineering.org/activities/view/cub_electricity_lesson02_activity2

https://www.stevespanglerscience.com/lab/experiments/floating-static-bands/

http://www.instructables.com/id/Simple-Electroscope/


Benchmark Assessment: Unit 1 Benchmark Test on EdConnect Use this area to make reflections throughout the unit. For example, if things work well, do not work well, if a new idea was formed, something needs to be continued, etc., this is where notes can be made.

Summative Written Assessments

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Unit 1 Benchmark Test on EdConnect Use this area to make reflections throughout the unit. For example, if things work well, do not work well, if a new idea was formed, something needs to be continued, etc., this is where notes can be made.

Summative Performance Assessment

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Egg Drop Challenge Use this area to make reflections throughout the unit. For example, if things work well, do not work well, if a new idea was formed, something needs to be continued, etc., this is where notes can be made.

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Unit Title: EnergyGrade Level: 8


Essential Questions

What types of Energy make up Mechanical Energy? How is Mechanical Energy transferred from one form to another? How is temperature related to kinetic energy? What are three scales commonly used to measure temperature and how do they relate to on another? Why do things feel hot or cold? What is the definition of thermal energy and how does it relate to heat? How do conductors and insulators differ? What are the 1st and 2nd laws of thermodynamics? What do heat engines do?



Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1)

A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3 2)

When the motion energy of an object changes, there is inevitably some other change in energy at the same time. (MS-PS3-5) Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends

on the types, states, and amounts of matter present. (MS-PS3-3),(MS-PS3-4) The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the

sample, and the environment. (MS-PS3-4) Energy is spontaneously transferred out of hotter regions or objects and into colder ones. (MS-PS3-3) When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (MS-PS3-2)




reflections throughout the unit. For example, if things

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work well, do not work well, if a new idea was formed, something needs to be continued, etc., this is where notes can be made.




Reflection

Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.

MS-PS3-1

1. Identify and define the following: kinetic energy, proportional, mass, speed, velocity

2. Calculate and graph KE

3. Interpret the relationship between mass and velocity during motion.

Problem SolvingCritical ThinkingGraphing



Gifted and Talented Modifications-student designed lab-sharing of ideas

Questions embedded throughout PSI Energy of Objects in Motion Presentation Slides

Quizzes from PSI Lab analysis


2. PSI- Slides ENERGY OF MOTION https://njctl.org/courses/science/8th-grade-science/energy-of-objects-in-motion/ -take notes on material for reference-there are slides that explain KE and how to calculate and full examples to go through with the students- (this could also lead into completing the creative pages in an Interactive Science Notebook or ISNB)

2. KE Math problems- (from PSI CW/HW document)- students will complete KE problems and graph results-if more practice is needed, a google search of KE math problems will yield more problems

3. Complete Kinetic Energy Lab from PSI (https://njctl.org/courses/science/8th-grade-science/energy-of-objects-in-motion/ ) or PHET Computer Lab (https://phet.colorado.edu/en/simulation/energy-skate-park-basics)- students will either use hands on materials or computer simulation to see KE in action and be able to show how mass and velocity affect each other.


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Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.

MS-PS3-2

1. Identify and define the following: model, potential energy, gravity, system

2. Calculate and graph GPE

3. Develop a model to show the relationship between mass and potential energy depending on location.

Problem SolvingCritical ThinkingMathematical ModelingGraphing



Gifted and Talented Modifications-students required to draw and make a working model-competition of design


Quizzes from PSI Model design

analysis


2. PSI- Slides STORED MOTION https://njctl.org/courses/science/8th-grade-science/energy-of-objects-in-motion/-take notes on material for reference- there are slides that explain GPE and how to calculate and full examples to go through with the students-(this could also lead into completing the creative pages in an Interactive Science Notebook or ISNB)

2. GPE Problems (from PSI CW/HW document) students will complete GPE problems and graph results-if more practice is needed, a google search of KE math problems will yield more problems.

3. Supply materials to facilitate model design. (ex. Colored pencils/paper or hands-on materials-students can do anything from drawing to a working model showing the relationship between mass and potential energy)


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Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.

MS-PS3-3

1. Identify and define the following: conduction, convection, radiation, device, minimize, maximize, thermal energy, transfer

2. Compare/contrast different types of devices.

3. Design and build a device that either increases or decreases thermal energy transfer.

Project Based LearningInquiry Based LearningCooperative LearningProblem Based Learning



Gifted and Talented Modifications-student designed lab-competition of design




2. PSI Slides ENERGY TRANSFER https://njctl.org/courses/science/8th-grade-science/thermal-energy/- there are slides explaining energy transfer that will help with deeper understanding of how thermal energy transfer happens-(this could also lead into completing the creative pages in an Interactive Science Notebook or ISNB)

2. Show pictures/videos of different types of devices (do google image search. Maybe there’s something that you can reference from your classroom or from earlier in the year.) Have students discuss amongst themselves: come up with 3 devices they use or have used, talk about positives/negatives, and share out.

3. Plan and build device using items found in and around school/home. (Do any of the previously discussed devices transfer thermal energy?) Ex: Hot and Cold Cans Competition(https://www.teachengineering.org/activities/view/duk_heattransfer_smary_act)-can use this activity as a “how to” in order to build a device


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Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.

MS-PS3-4

1. Identify and define the following: constant, variable, lab investigation, objective, procedure, hypothesis, conclusion, application, analysis

2. Analyze what a lab “investigation” looks like. Develop a hypothesis about how energy is transferred between different

Inquiry Based LearningCooperative LearningGraphing



Gifted and Talented Modifications-very little teacher assistance-paragraph explaining results




2. Give the students several examples of lab experiments and have them discuss the various parts. (teacher can use pre-made lab papers or can go to http://www.gpb.org/chemistry-study-of-matter/episodes/101 for a walkthrough of the Scientific Method) Have each group then teach the rest of the class their part. Then provide them with an unlabeled lab and have them properly label with explanations and share out. (teacher made/found lab without headings)

3. Complete Thermal Energy Transfer Lab (student designed) (from PSI https://njctl.org/courses/science/8th-grade-science/thermal-energy/ )-this is a multistep lab that shows thermal energy transfer in real life-it is helpful to color code the water red for hot, blue for cold.


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materials.

3. Design and complete lab investigation either proving or disproving your hypothesis about energy transfer and all its variables.

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Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.

MS-PS3-5

1. Identify and review vocabulary from this unit.

2. Students will cite textual evidence to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.

Argumentative WritingCritical Thinking



Gifted and Talented Modifications-students should lead this whole section with student developed questions-longer paper required

Paragraph analysis

1. Any review activity is appropriate here such as Jeopardy, slap it, etc.

2. Using any lab analysis, notes, quizzes, tests, vocabulary, etc. students will write a paragraph to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.


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Write an argumentative essay on a current event in science using three primary sources.

Peer AssessmentPeer FeedbackCooperative Learning Argumentative WritingLiteracyOrganizing Information

Article #1 Graphic Organizer


Synthesized Pre-Writing Graphic Organizer

Essay Rough Draft

Read Article #1 and complete graphic organizer.


Synthesize the two articles in pre-writing graphic organizer.

Write rough draft.

Teacher/peer feedback using checklist.

www.rewordify.comhttp://www.altenergy.org/ http://listverse.com/2009/05/01/top-10-renewable-energysources/ http://www.wsj.com/articles/SB10001424127887324485004 578424624254723536 http://environment.about.com/od/renewableenergy/tp/renew _energy.htm

NJSLS Argumentative Writing Essay Checklist

Benchmark Assessment: Unit 2 Benchmark Test on EdConnect Use this area to make reflections throughout the unit. For example, if things work well, do not work well, if a new idea was formed, something needs to be continued, etc., this is where notes can be made.




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http://www.rewordify.com/

Hot Cans and Cold Cans CompetitionArgumentative Essay – What is the Best Alternative Energy Source?


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Unit Title: Chemical ReactionsGrade Level: 8


Essential Questions

What happens when substances react chemically? What happens to atoms of the original substances when a reaction occurs? Will the properties of the substance that is produced as part of a reaction be the same as those of the original substances? What happens to the total mass of all atoms as a reaction takes place? How does the amount of stored energy change during a chemical reaction? How does the everyday definition of “heat” differ from the scientific definition? When does heat transfer between two objects? How are temperature and energy related?

New Jersey Student Learning StandardsStandards/Cumulative Progress Indicators (Taught and Assessed):

Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1 2),(MS-PS1-3),(MS-PS1-5)

The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-5) Some chemical reactions release energy, others store energy. (MS-PS1-6) The term “heat” as used in everyday language refers both to thermal motion (the motion of atoms or molecules within a substance) and radiation

(particularly infrared and light). In science, heat is used only for this second meaning; it refers to energy transferred when two objects or systems are at different temperatures. (secondary to MS-PS1-4)

The temperature of a system is proportional to the average internal kinetic energy and potential energy per atom or molecules (whichever is the appropriate building block for the system’s material). The details of that relationship depend on the type of atom or molecule and the interactions among the atoms in the material. Temperature is not a direct measure of a system’s total thermal energy. The total thermal energy (sometimes called the total internal energy) of a system depends jointly on the temperature, the total number of atoms in the system, and the state of the material. (secondary to MS-PS1-4)

A solution needs to be tested, and then modified on the basis of the test results, in order to improve it. (secondary to MS-PS1-6) Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide

useful information for the redesign process—that is, some of the characteristics may be incorporated into the new design. (secondary to MS-PS1-6) The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and

ultimately to an optimal solution. (secondary to MS-PS1-6)




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9.1.8.A.3 - Summarize strategies used by various organizations and agencies to solve problems that impact communities, and compare them with strategies used by similar organizations in another state or country. 9.1.8.A.4 - Design and implement a project management plan using one or more problem-solving strategies.


reflections throughout the unit. For example, if things work well, do not work well, if a new idea was formed, something needs to be continued, etc., this is where notes can be made.



Reflection

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Develop models to describe the atomic composition of simple molecules and extended structures.MS-PS1-1

1. Identify and define the following vocabulary: model, matter, atom, element, molecule, compounds, and formula.

2. Compare and contrast between element and compounds.

3. Draw and write formulas for common compounds such as salt, sugar, water, carbon dioxide etc.

4. Build an atom and molecule.

Using Computer Simulated ModelsCooperative LearningInternet Usage



Gifted and Talented Modifications-student developed questions-student designed labs

Questions embedded throughout PSI Presentation Matter and its properties Slides

Quizzes from PSI Diagrams and

formula writing Lab analysis


2. PSI Slides-WHAT ARE ATOMS, COMPOUND, MOLECULES-https://njctl.org/courses/science/7th-grade-science/matter-and-its-properties/- take notes on material-there are slides with information pertaining to atoms, compounds, and molecules-(this could also lead into completing the creative pages in an Interactive Science Notebook or ISNB)

2. Students present Venn diagram, graphic organizers, pictorial representations and or models to show similarities and differences between composition of elements and compounds. (provide composition of pure elements such as iron, copper, aluminum, tin and compounds such as water, salt, sugar etc. to compare)

3. Students would explore and evaluate different pure elements and compounds from everyday life. Students would write symbols for pure elements and formulas for compounds based on the composition of the substance.

4. Complete Build an Atom Webquest and Build a Molecule Webquest-students will complete the lab investigation using simulations. They will be able to visualize what atoms and molecules look like and be able to analyze the information.


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Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.MS-PS1-3

1. Identify and define the following vocabulary: synthetic, natural, artificial, man-made.

2. Explore and elaborate the source, production and disposal of various synthetic materials used in everyday life.

3. Compose a writing piece discussing the preparation of synthetic material from natural raw material and its disposal after use.

Argumentative WritingResearch Based LearningInternet ResearchCiting form texts



Gifted and Talented Modifications-student discussion groups for student led writing

Graphic Organizer

1-on-1 Feedback


2. Students discuss preparation of synthetic material from natural resources and examine the underlying chemical changes from raw to finished product to its decay over time. Teacher directed conversation or pair share or both. (https://www.youtube.com/watch?v=57EGLkml9nU)

3. Students will read the three articles below. They will write a three-paragraph argument proving that synthetic materials come from natural resources using the examples of polyester and plastics. The first paragraph will explain how polyester is made from natural resources. The second paragraph will explain how plastic is made from natural resources. The third paragraph will explain how polyester and plastics have impacted society.

http://www.madehow.com/Volume-2/Polyester.htmlhttp://www.epa.gov/osw/conserve/materials/plastics.htmhttp://yourenergysavings.gov.au/waste/reducing-recycling/plasticsProved students with a graphic organizer and rubric for the writing piece.

Additional resourceshttp://www.middleschoolchemistry.com/lessonplans/chapter6/lesson12https://www.cmu.edu/gelfand/k12-teachers/polymers/natural-synthetic-polymers/polymer-everyday-life.htmlhttp://agsci.oregonstate.edu/sites/agsci.oregonstate.edu/files/bioenergy/polymer-chemistry-and-biofuels-activity-v1.3.pdf


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http://agsci.oregonstate.edu/sites/agsci.oregonstate.edu/files/bioenergy/polymer-chemistry-and-biofuels-activity-v1.3.pdf

http://agsci.oregonstate.edu/sites/agsci.oregonstate.edu/files/bioenergy/polymer-chemistry-and-biofuels-activity-v1.3.pdf

https://www.cmu.edu/gelfand/k12-teachers/polymers/natural-synthetic-polymers/polymer-everyday-life.html

https://www.cmu.edu/gelfand/k12-teachers/polymers/natural-synthetic-polymers/polymer-everyday-life.html

http://www.middleschoolchemistry.com/lessonplans/chapter6/lesson12


Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.MS-PS1-2

1. Identify and define the following vocabulary: properties, physical, flammability, corrosion, compounds, formula and precipitate.

2. Differentiate between physical change and chemical change while identifying chemical changes as chemical reactions.

3. Explore surroundings to justify changes in physical world as physical changes or chemical reactions and present the findings in written format.

Cooperative LearningProblem SolvingMathematical ModelingCritical Thinking



Gifted and Talented Modifications-essay required-student led discussions

Questions embedded throughout PSI Presentation Chemical reactions and energy Slides



2. PSI Slides- CHANGES AND SIGNALS, PHYSICAL CHANGE vs CHEMICAL REACTION (https://njctl.org/courses/science/7th-grade-science/chemical-reactions-and-energy/)- take notes on material for reference-there are slides that will help students begin to understand the difference between physical and chemical changes- (this could also lead into completing the creative pages in an Interactive Science Notebook or ISNB)

2. Discuss various everyday changes and their signals. Categorize changes as physical or chemical change by contrasting their salient features. Teacher directed conversation or pair share or both.

2. Complete Classifying Reactions Lab-(https://njctl.org/courses/science/7th-grade-science/chemical-reactions-and-energy/) students will differentiate between physical change and chemical reactions while using the indicators of change.

3. Use graphic organizer plus either an essay/ poster or digital presentation of student work (provide rubrics).

Additional resourceshttps://concord.org/stem-resources/baggie-chemistry


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Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.

MS-PS1-51. Identify and

define the following vocabulary: conservation, mass, reactant, product, chemical equation, subscript, coefficient, atomic rearrangement.

2. Compare reactants and products (the number of atoms of different elements) to balance a chemical equation.

3. Identify atomic rearrangement in a chemical reaction.

4. Construct a chemical reaction based on a

Cooperative LearningInquiry Based Learning



Gifted and Talented Modifications-student led discussions-student teaching within small groups



chemical equation writing

Lab analysis


2. PSI Slides- CONSERVATION OF MASS-(https://njctl.org/courses/science/7th-grade-science/chemical-reactions-and-energy/)- there are slides that talk about how mass remains constant throughout the reaction- (this could also lead into completing the creative pages in an Interactive Science Notebook or ISNB)

2. Atomic Rearrangement Simulation Lab- (https://njctl.org/courses/science/7th-grade-science/chemical-reactions-and-energy/)-use simulation to show chemical reactions using both name and formula and describe the differences and similarities between reactants and products and how they follow conservation of mass. (there is a lot of teacher interaction here.)

3. Atomic Rearrangement Lab- (https://njctl.org/courses/science/7th-grade-science/chemical-reactions-and-energy/)-use hands-on models to show chemical reactions using both name and formula and describe the differences and similarities between reactants and products and how they follow conservation of mass. (there is very little teacher involvement here.)

4. Provide students with balancing chemical equation problems citing various types of chemical reactions. Students may use colored cheerios, beads, ball and stick and color pencils to demonstrate the law of conservation of mass while balancing chemical equations. Students may use any medium to show atomic rearrangement and balanced equation. Provide rubric for the model and a rubric for the explanation.

Additional resourceshttps://phet.colorado.edu/en/simulation/balancing-chemical-equations.http://science4inquiry.com/LP_Mass.phphttp://science4inquiry.com/LessonPlans/PhysicalScience/Mass/


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http://science4inquiry.com/LessonPlans/PhysicalScience/Mass/MassLessonFinal.pdf

http://science4inquiry.com/LP_Mass.php

https://phet.colorado.edu/en/simulation/balancing-chemical-equations

https://phet.colorado.edu/en/simulation/balancing-chemical-equations

chemical change and balance it while following law of conservation of mass.

MassLessonFinal.pdf

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http://science4inquiry.com/LessonPlans/PhysicalScience/Mass/MassLessonFinal.pdf

Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.

MS-PS1-41. Identify and

define the following vocabulary: system, surrounding, endothermic, exothermic, phase change, evaporate, condense, sublimation, thermal energy.

2. Distinguish between energy/heat absorbing and energy releasing reactions.

3. Predict and justify the direction of energy flow between system and surrounding.

4. Develop a model to describe the interrelationship




Gifted and Talented Modifications-little teacher involvement-device design competition



sketches showing direction of heat flow

Lab analysis


2. PSI Slides- THERMAL ENERGY, ENERGY CHANGES DURING REACTIONS, TEMPERATURE AND THERMAL ENERGY, ENERGY FLOW- (https://njctl.org/courses/science/7th-grade-science/chemical-reactions-and-energy/)-

2. Temperature and Thermal Energy Lab- (https://njctl.org/courses/science/7th-grade-science/chemical-reactions-and-energy/) Students would perform investigation to correlate temperature and thermal energy and complete the graph, lab questions and conclusion.

3. Provide various scenarios showing exchange of heat energy between system and surrounding. Students would identify the system and the surrounding and draw the direction of heat flow along with justification.

4. Energy Transfer Lab- (https://njctl.org/courses/science/7th-grade-science/chemical-reactions-and-energy/)- Student would develop a device that would use heat associated with chemical reaction to drive a purpose. Provide rubric for the design and creation and a rubric for functionality and presentation.

Additional resourceshttp://www.middleschoolchemistry.com/lessonplans/chapter6/lesson7http://www.middleschoolchemistry.com/lessonplans/chapter2https://phet.colorado.edu/en/contributions/view/3195


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https://phet.colorado.edu/en/contributions/view/3195

http://www.middleschoolchemistry.com/lessonplans/chapter2



between thermal energy and motion of particles at the molecular level.

Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.

MS-PS1-61.

Discuss and justify a set of chemical reactions that would either absorb or release thermal energy by varying the amount, time and temperature of substances.

Inquiry Based LearningCooperative LearningProject Based LearningProblem Based Learning



Gifted and Talented Modifications-student led discussions and teaching-student designed lab

Embedded in PSI Chemical Reactions and Energy Presentation Slides

Students are presented with various chemicals and supplies design experiments in order to help them choose what chemicals to use in their self-warming/cooling device. -Students would complete a report for the project. -Provide rubric for the device and a rubric for the explanation.

Additional resourcesRecommended supplies For exothermic reactionsCaCl2 + H2O,Laundry detergent+ H2O.MgSO4 + H2O.Steel wool+ Vinegar

For endothermic reactionsAmmonium chloride + H2O,citric acid + baking soda, vinegar + baking soda


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Write an argumentative essay on a current event in science using three primary sources.

What are rare earth metals and why are they important?





Essay Rough Draft




Write rough draft.


http://science.time.com/2013/12/20/rare-earths-are-too-rare/ http://www.popularmechanics.com/technology/engineering/news/important -rare-earth-elements#slide-1 http://ensia.com/features/why-rare-earth-recycling-is-rare-and-what-we-cando-about-it/ http://e360.yale.edu/feature/a_scarcity_of_rare_metals_is_hindering_green _technologies/2711/ http://blogs.ei.columbia.edu/2012/09/19/rare-earth-metals-will-we-haveenough/WWW.REWORDIFY.COM

NJSLS Argumentative Writing Essay Checklist

Benchmark Assessment: Unit 2 Benchmark Test on EdConnect Use this area to make reflections throughout the unit. For example, if things

work well, do not work well, if a new idea was formed,

something needs to be continued, etc., this is where

notes can be made.Summative Written Assessments



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http://WWW.REWORDIFY.COM/

Unit Title: Waves and Electromagnetic Radiation Grade Level: 8


Essential Questions

What causes a wave? What are the basic “parts” of a wave? What are the properties that all waves exhibit? What is a mechanical wave? How do pitch and loudness correspond to the structure of a wave? How does the Human ear detect sound? What happens to the pitch of a sound wave when the sound source is in motion? What happens to the sound waves of a plane that travels faster than the speed of sound?



A simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude. (MS-PS4-1) A sound wave needs a medium through which it is transmitted. (MS-PS4-2) When light shines on an object, it is reflected, absorbed, or transmitted through the object depending on the object’s material and frequency (color) of the light.

(MS-PS4-2) The path that light travels can be traced as straight lines, except at surfaces between different transparent materials where the light path bends (e.g. air and water;

air and glass). (MS-PS4-2) A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. (MS-PS4-2) However, because light can travel though space, it cannot be a matter wave, such as sound or water waves. (MS-PS4-2) Digitized signals are a more reliable way to transmit information. (MS-PS4-3)




reflections throughout the unit. For example, if things

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work well, do not work well, if a new idea was formed, something needs to be continued, etc., this is where notes can be made.


Activities and Resources (these are “suggested” activities)

*Please note-all suggested activities are numbered to match the numbers of each individual SLO-this means

there may be more than one suggested activity per SLO

Reflection

Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.

MS-PS4-1

1. Identify and define the following: simple model, wave, amplitude, energy, equilibrium, displacement, period, frequency

2. Calculate the velocity of waves using mathematical manipulation.

3. Use your knowledge of waves thus far and create a model to show that amplitude and energy of a wave are related mathematically.

Inquiry Based LearningCooperative LearningCritical Thinking



Gifted and Talented Modifications-student developed questions-student developed lab-independent research

Questions embedded throughout PSI Wave Properties Presentation Slides

Quizzes from PSI

Lab analysis

1. Write definitions in the vocabulary section of the notebook for reference or use Frayer Model or other Language Arts vocabulary strategy.

2. PSI- Slides WHAT ARE WAVES?, PARTS OF A WAVE, THE WAVE EQUATION http://www.njctl.org/courses/science/8th-grade-science/wave-properties/-take notes on material for reference-there are slides that explain waves in detail and slides to assist in learning how to calculate the velocity of waves. - (this could also lead into completing the creative pages in an Interactive Science Notebook or ISNB)

2. Complete Wave Equation Lab from PSI-students will use a computer simulation program in order to visualize wave properties as they calculate their velocities

3. SLINKY LAB-may be better as demo-or You Tube demos to speed/supplement knowledge-use student developed questions to focus learning-they can then use their knowledge to graph the data collected from the Slinky Lab or You Tube demos.


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Create a simple model that explains the mechanism for how wave pulses are used to save, transmit, and receive information.

1. Identify and define the following: mechanism, wave pulse, transmit, receive

2. Complete Build a Radio Lab

Inquiry Based LearningCooperative LearningProject Based LearningCritical Thinking



Gifted and Talented Modifications-design competition-student led teaching, sharing, discussions

Lab analysis Extension to

current and future technology


2. PSI- Slides- PULSES vs. WAVES single slide (take notes) and watch video link on slide-students can discuss with their groups what they saw in the video and share out

2. Complete Build a Radio Lab-figure out how to correlate to current technology-have students work together to guide this lab and determine how to correlate to modern technology-is there anything they can see for technology in the future?


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Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

MS-PS4-2

1. Identify and define the following: reflect, absorb, transmit, refract, diffract, interfere

2. Explore and evaluate different everyday materials into what you think they may do: reflect, absorb, transmit, refract, diffract, and/or interfere and why.

3. Create a working model showing how waves react to different materials

Inquiry Based LearningInternet SimulationsUsing Computer ModelsCooperative LearningCritical Thinking



Gifted and Talented Modifications-independent research-design competition-explanation of paragraph

Questions embedded throughout PSI Wave Properties Presentation Slides

Quizzes from PSI

Lab analysis


2. PSI Slides- PROPERTIES OF WAVES http://www.njctl.org/courses/science/8th-grade-science/wave-properties/ -take notes on material for reference-there are slides that explain that waves can reflect, absorb, transmit, refract, diffract, and interfere- (this could also lead into completing the creative pages in an Interactive Science Notebook or ISNB)

2. Wave Properties Activity-from PSI- students will use newsprint or magazines can be substituted to find real life examples of the different properties of waves

2. The materials being categorized should be some type of visual representation-ex. poster, class chart on the board, bulletin board, etc.

3. Provide students with different materials and have them build working wave models-wood blocks, string, water, clay, cloth, etc.-more information can be found by doing a simple internet search for working Wave Models-this should be student driven. Possible resources: http://www.instructables.com/id/Mini-Wave-Model-1/ https://science.wonderhowto.com/how-to/build-wave-machine-out-household-items-321604/http://thekidshouldseethis.com/post/how-to-build-your-own-wave-machine-physics-demo


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Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.

MS-PS4-3

1. Identify and define the following: qualitative, digitized (digital), signal, reliable, encode, analog

2. Students will cite textual evidence to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals

Argumentative WritingCiting TextsCritical Thinking



Gifted and Talented Modifications-debate

Outline/Graphic Organizer


2. Provide students with 2 articles: one about digital encoding and another about analog encoding-can be for sound, pictures/tv, etc. and have the students write an argumentative essay about one being better than the other with solid evidence as to why they feel how they do. This can also lead to a classroom debate or a project for sharing/display

Possible resources: -http://www.explainthatstuff.com/analog-and-digital.html

https://www.moogmusic.com/legacy/ conversation-bob-moog-analog-vs-digital-sound-generation

https://www.dailywritingtips.com/ analog-vs-digital/

http://electronics.howstuffworks.com/ digital-versus-analog.htm

*more articles and resources for this can found by doing a Google search

Student Essay Checklist

Write an argumentative essay on a current event in science using 2-3 primary sources.





Essay Rough Draft




Write rough draft.


http://www.scientificamerican.com/article/could-certainfrequencies/ http://aaemonline.org/emf_rf_position.htmlwww.rewordify.com

CCSS Argumentative Writing Essay Checklist

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http://www.rewordify.com/

http://electronics.howstuffworks.com/digital-versus-analog.htm

http://electronics.howstuffworks.com/digital-versus-analog.htm

https://www.dailywritingtips.com/analog-vs-digital/

https://www.dailywritingtips.com/analog-vs-digital/

https://www.moogmusic.com/legacy/conversation-bob-moog-analog-vs-digital-sound-generation



http://www.explainthatstuff.com/analog-and-digital.html

http://www.explainthatstuff.com/analog-and-digital.html

Benchmark Assessment: Unit 4 Test in EdConnect Use this area to make reflections throughout the unit. For example, if things work well, do not work well, if a new idea was formed, something needs to be continued, etc., this is where notes can be made.


Unit 4 Test in EdConnect Use this area to make reflections throughout the unit. For example, if things work well, do not work well, if a new idea was formed, something needs to be continued, etc., this is where notes can be made.


Build a Radio LabArgumentative Essays – Can household technologies harm us?


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Unit Title: Capstone Engineering and Design ChallengeGrade Level: 8

Timeframe: 10 days

Essential Questions

How do engineers solve problems?

What is a design for?

What are the criteria and constraints of a successful solution?



The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the design’s solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1-1)

A solution needs to be tested and then modified on the basis of the test results, in order to improve it. (MS-ETS1-4) There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of the problem. (MS-ETS1-2) (MS-ETS1-3) Sometimes parts of a different solution can be combined to create a solution that is better than any of its predecessors. (MS-ETS1-3) Models of all kinds are important for testing solutions. (MS-ETS1-4) Although one design may not perform the best across all tests, identify the characteristics of the design that performed the best in each test can provide useful

information for the redesign process – that is, some of the characteristics may be incorporated into the new design. (MS-ETS1-3) The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and

ultimately to an optimal solution. (MS-ETS1-4)




9.1.8.A.3 - Summarize strategies used by various organizations and agencies to solve problems that impact communities, and compare them with strategies used by similar organizations in another state or country.

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9.1.8.A.4 - Design and implement a project management plan using one or more problem-solving strategies.

Instructional Plan ReflectionPre-assessment: N/A N/A


Activities and Resources Reflection

Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

MS-ETS1-1

Problem Based Learning Project Based LearningInquiry Based LearningCooperative Learning

Embedded in Lab Reports

Teacher Discussions and Check For Understandings

http://ngss.nsta.org/middle-school-engineering-design/

The Center for Innovation in Engineering and Science Education: CIESE sponsors and designs interdisciplinary projects that teachers throughout the world can use to enhance their curriculum through compelling use of the Internet. We focus on projects that utilize real time data available from the Internet, and collaborative projects that utilize the Internet's potential to reach peers and experts around the world.

NASA Quest Challenges: NASA Quest Challenges are Web-based, interactive explorations designed to engage students in authentic scientific and engineering processes.

The solutions relate to issues encountered daily by NASA personnel.

The content of NASA Quest Challenges follows real NASA tasks with the goal of involving young people in developing tomorrow's solutions, while inspiring them towards careers in science and engineering. As students work in teams to mirror NASA career roles, agency experts are available to answer questions and to encourage a proper design process. The interaction with scientists occurs via Q&A, chats, interactive Webcasts, and posted feedback on the Web site.

Teacher will self create using http://electronicportfolios.com/reflection.html

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http://electronicportfolios.com/reflection.html


Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

MS-ETS1-2










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Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

MS-ETS1-3










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Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

MS-ETS1-4











Engineering Lab Report Lab Rubric


Students’ Final Product Engineering Rubric

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