instructional guide course id #360105 integrated … 8a 2020-2021.pdfenergy causes change explain...

City of Angels School Independent Study – Los Angeles Unified School District

INSTRUCTIONAL GUIDE Course ID #360105

Integrated Science – NGSS Based, Middle School 8A Los Angeles Unified School District has selected the Integrated Model published in the CA NGSS Framework for science middle grades. This course is meant to be a guide for educators on how to approach the teaching of CA NGSS in grade seven according to the Preferred Integrated Learning Progression model. The Preferred Integrated Model provides an opportunity for students to engage in real world phenomena, ask questions, and seek answers to those questions without regard to disciplinary boundaries. The cross-cutting concepts of the Next Generation Science Standards serve as lenses for students to engage in science and engineering practices to figure out disciplinary core ideas. Standards and the complete curriculum map for science is available at http://www.lausd.net/cdg/CurriculumMaps_MiddleSchool_v2/story_html5.html Content

Students will study the following topics:

• Unit 1: Energy, Forces, and Collisions

• Unit 2: Noncontact Forces

• Unit 3: Space Science

Text and Website

• CA HMH Science Dimensions

• Online Textbook available on: www.cityofangelsschool.org OR using Schoology HMH Science App o Student Resources HMH COLLECTIONS, HMH SCIENCE DIMENSIONS

Assignments and Grades In order to successfully complete this course, students are expected to be working a total of 10 hours per week or 2 hours per day, Monday through Friday. Weekly Assignments will be graded based on the following standard breakdown for work complete/correct:

A 90-100%

B B 80-89%

C C 70-79%

D D 60-69%

F F 0-59%

The Three Dimensions of the Next Generation Science Standards:

1. Scientific and Engineering Practices

1. Asking questions (for science) and defining problems (for engineering)

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations (for science) and designing solutions (for engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

2. Disciplinary Core Ideas

LS: Life Science

LS1: From Molecules to Organisms: Structures and Processes

LS2: Ecosystems: Interactions, Energy, and Dynamics

http://www.lausd.net/cdg/CurriculumMaps_MiddleSchool_v2/story_html5.html

http://www.cityofangelsschool.org/

M.S. Science 8A Instructional Guide

of 18 www.cityofangelsschool.org Revised 8/13/2020

LS3: Heredity: Inheritance and Variation of Traits

LS4: Biological Evolution: Unity and Diversity

ESS: Earth and Space Science

ESS1: Earth’s Place in the Universe

ESS2: Earth’s Systems

ESS3: Earth and Human Activity

PS: Physical Science

PS1: Matter and Its Interactions

PS2: Motion and Stability: Forces and Interactions

PS3: Energy

PS4: Waves and Their Applications in Technologies for Information Transfer

ETS: Engineering, Technology and the Application of Science

ETS1: Engineering Design

3. Cross Cutting Concepts

1. Patterns.

2. Cause and effect:

3. Scale, proportion, and quantity.

4. Systems and system models.

5. Energy and matter: Flows, cycles, and conservation.

6. Structure and function.

7. Stability and change.



Unit 1 Energy, Forces, and Collisions Unit Storyline: In Grade 7 you analyzed models of atoms and molecules to explain the properties of matter and changes in matter, including chemical reactions. You related those changes to changes in matter and the flow of energy in organisms and in Earth systems. At the end of Grade 7, you analyzed solutions designed to protect biodiversity while taking human needs into account. In Grade 8, Unit 1, you will continue investigating changes in Earth systems as you explore how scientists gather evidence about a mass extinction. Then you will analyze changes and how forces and motion are related to understand more about the impact that likely caused a mass extinction.

Anchoring Phenomenon: Forces can convert energy into different forms, such as the forces at a hydroelectric power plant that help convert the energy of falling water into electrical energy. Together, energy and forces can be used to describe collisions. Guiding Questions:

• What are forces and how do they affect the motions of objects?

• Do objects always need a force to keep moving?

• What happens when a moving object collides with something?

• How do fossils provide evidence of an ancient collision that wiped out the dinosaurs?

Week 1: Unit 1 Energy, Forces, and Collisions

• Lesson 1 Case Study: Gathering Evidence about an Ancient Collision

• Lesson 2 Energy Causes Change

Lesson 1 pp. 4-25 Investigative Phenomenon Unit Project Connection

Case Study: Gathering Evidence about an Ancient Collision

Explain how scientists are solving the mystery of what cause the dinosaurs to become extinct.

Explore Lesson 1 to better understand the relationship between science, engineering, and technology, which will be utilized in the design of the model roller coaster.

Objective: Students use a case study to learn the interdependence of science, engineering, and technology. This case study explores how scientists gather evidence about a mass extinction. Vocabulary: fossil record, extinction



Lesson 1 Textbook Assignment Explore Online

Day 1 Engage Investigative Phenomenon pp. 4-5 *Optional: Explore First Can You Explain It? p. 5 Answer questions #1-2

Unit 1 Opener: Anchoring Phenomenon *Optional: Unit Project Planning Unit 1 Lesson 1 Engage Lesson Opener: Can You Explain It? Answer embedded questions *Optional: Explore First/Evidence Notebook

Explore/Explain Exploration 1: Identifying Patterns in the Fossil Record pp. 6-9 Answer questions #3-4, 7-8, & 10 Exploration 2: Gathering Evidence about Asteroid Impacts pp. 10-16 Answer questions #12-14, & 16-17 *Optional: Hands-On Lab: Model Crater Formation

Read and answer embedded questions for each exploration

Explore/Explain 1: Identifying Patterns in the Fossil Record Explore/Explain 2: Gathering Evidence about Asteroid Impacts *Optional: Hands-On Lab: Model Crater Formation

Day 2 Explore/Explain Exploration 3: Describing the Effects of the Chicxulub Asteroid Collision pp. 17-20 Answer questions #18-19, & 22

Explore/Explain 3: Describing the Effects of the Chicxulub Asteroid Collision Answer embedded questions

Elaborate Take It Further pp. 20-22 People in Science: Adriana Ocampo Answer questions #1-3

Take It Further Cenotes and the Chicxulub Collision Answer embedded questions

Evaluate Lesson Self-Check pp. 23-25

Evaluate: Lesson Self-Check


Energy Causes Change Explain why a water balloon that is swung like a pendulum starting at a student’s nose does not return all the way to her nose.

Explore Lesson 2 to describe the changes in energy within the model roller coaster system in terms of the transfer and transformation of kinetic and potential energy.



Objective: Students model and analyze the kinetic and potential energy in a system, and how proportional relationships can be used to compare quantities. Students interpret graphs of kinetic and potential energy data to determine which factors affect each type of energy. They collect evidence to explain why a swinging water balloon does not rise to its original height. Vocabulary: energy, kinetic energy, potential energy, work


Day 3 Engage Investigative Phenomenon pp. 26-27 *Optional: Explore First Can You Explain It? p. 27 Answer question #1

Unit 1 Lesson 2 Engage Lesson Opener: Can You Explain It? Answer embedded questions *Optional: Explore First/Evidence Notebook

Explore/Explain Exploration 1: Analyzing Energy pp. 28-31 Answer questions #2-4 Exploration 2: Relating Energy and Work pp. 32-34 Answer questions #6-11 Exploration 3: Analyzing Kinetic Energy and Potential Energy pp. 35-38 Answer questions #12-19


Explore/Explain 1: Analyzing Energy Explore/Explain 2: Relating Energy and Work Explore/Explain 3: Analyzing Kinetic Energy and Potential Energy

Day 4 Explore/Explain Exploration 4: Analyzing Energy in Systems pp. 39-44 Answer questions #22-23, & 25 *Optional: Hands-On Lab: Analyze Energy in Systems

Explore/Explain 4: Analyzing Energy in Systems Answer embedded questions *Optional: Hands-On Lab: Analyze Energy in Systems

Elaborate Take it Further pp. 45-46 Traffic Safety and Energy Answer questions #1-3

Take It Further Energy of a Yo-Yo Answer embedded questions



Day 5 Lesson 1 Quiz (from Assessment Guide) Lesson 2 Quiz (from Assessment Guide)

Schoology Science 8A Week 1: Lesson 1 Quiz Lesson 2 Quiz



Week 2: Unit 1 Energy, Forces, and Collisions • Lesson 3 Forces Affect the Motion of Objects

• Lesson 4 Newton’s Laws of Motion Relate Energy, Forces, and Motion


Forces Affect the Motion of Objects

Explain which of two dogs will likely win a tug of war.

Explore Lesson 3 to understand how forces can affect the motion of the marble on the track.

Objective: Students model the effects of a force or a combination of forces acting on an object. Throughout the lesson, students gather evidence to explain forces and the impact forces have on objects in order to predict which of two dogs will win a tug of war on a rope. Vocabulary: newton, velocity, acceleration




Explore/Explain Exploration 1: Analyzing How Forces Act on Objects pp. 52-57 Answer questions #2, 4, & 6-8 Exploration 2: Investigating Examples of Forces pp. 58-61 Answer questions #11-12 *Optional: Hands-On Lab: Observe Everyday Forces


Explore/Explain 1: Analyzing How Forces Act on Objects Explore/Explain 2: Investigating Examples of Forces *Optional: Hands-On Lab: Observe Everyday Forces

Day 2 Explore/Explain Exploration 3: Determining the Strength of a Force pp. 62-64 Answer questions #15-16, & 18 *Optional: Engineer It: Explain Net Forces

Explore/Explain 3: Determining the Strength of a Force Answer embedded questions *Optional: Engineer It: Explain Net Forces

Elaborate Take It Further pp. 65-66 Roller Coaster Restraints Answer questions #1-3

Take It Further TV Science Advisors Answer embedded questions






Newton’s Laws of Motion Relate Energy, Forces, and Motion

Explain how a gold tee can be made to fall into a bottle by removing a hoop below it.

Explore Lesson 4 to describe how Newton’s laws of motion relate to the motion of the marble on the track.

Objective: Students model and describe how unbalanced forces cause changes in motion. Throughout the lesson, students gather evidence to explain why a golf tee falls into a bottle when a hoop is pulled from beneath it. Vocabulary: motion, reference point, inertia




Explore/Explain Exploration 1: Describing Motion pp. 72-76 Answer questions #2, 4-5, & 7-10 Exploration 2: Analyzing Newton’s First Law of Motion pp. 77-80 Answer questions #11-13, & 15-16 Exploration 3: Analyzing Newton’s Second Law of Motion pp. 81-85 Answer questions #19-22, & 25 *Optional: Hands-On Lab: Investigate Motion


Explore/Explain 1: Describing Motion Explore/Explain 2: Analyzing Newton’s First Law of Motion Explore/Explain 3: Analyzing Newton’s Second Law of Motion *Optional: Hands-On Lab: Investigate Motion

Day 4 Explore/Explain Exploration 4: Analyzing Newton’s Third Law of Motion pp. 86-88 Answer questions #26, & 29

Explore/Explain 4: Analyzing Newton’s Third Law of Motion Answer embedded questions

Elaborate Take It Further pp. 89-90 Baseball vs. Softball Answer questions #1-4

Take It Further Objects in the Space Station Answer embedded questions







Week 3: Unit 1 Energy, Forces, and Collisions

• Lesson 5 Engineer It: Collisions Between Objects


Engineer It: Collisions Between Objects

Explain how Newton’s laws can be applied to protect a smartphone screen during a collision.

Explore Unit 5 to further understanding of Newton’s laws of motion, which can also be applied to the model roller coaster system.

Objective: Students apply Newton’s laws of motion to design a solution that reduces the negative effects of a collision on an object. Throughout the lesson, students gather evidence to explain how Newton’s laws can be applied to protect a smartphone during a collision. Vocabulary: Review vocabulary from Lessons 1-4.




Explore/Explain Exploration 1: Applying Newton’s Laws to Collisions pp. 96-101 Answer questions #2-3, & 6-7

Explore/Explain 1: Applying Newton’s Laws to Collisions Answer embedded questions

Day 2 Explore/Explain Exploration 2: Engineering a Solution to a Collision Problem pp. 102-106 Answer questions #20, & 22 *Optional: Hands-On Lab: Test Packing Materials

Explore/Explain 2: Engineering a Solution to a Collision Problem Answer embedded questions *Optional: Hands-On Lab: Test Packing Materials

Elaborate Take It Further pp. 107-108 Careers in Engineering: Crash Test Engineer Answer questions #1-3

Take It Further Wrecking Ball Demolitions Answer embedded questions

Evaluate Lesson Self Check pp.109-111


Day 3 Evaluate Lesson 5 Quiz (from Assessment Guide) Schoology Science 8A Week 3: Lesson 5 Quiz



Unit 2 Noncontact Forces Unit Storyline: In Unit 2, you will continue the study of forces that began in Unit 1 by analyzing how noncontact forces behave on Earth and in space. You will investigate factors that influence the strength of electric and magnetic forces and analyze how these forces are related. Then you will model fields to analyze noncontact forces and finish Unit 2 with an investigation of gravity and how it explains the motion of objects in space. Anchoring Phenomenon: Noncontact forces, such as electric forces involved in lightning, exert forces at a distance. Guiding Question:

• How can an object influence the motion of another object without touching it? Week 4: Unit 2 Noncontact Forces

• Lesson 1 Electric Forces Act on Charged Objects

• Lesson 2 Magnetic and Electromagnetic Forces Act on Certain Objects


Electric Forces Act on Charged Objects

Explain why water droplets spiral around a charged knitting needle in a low-gravity experiment.

Explore Lesson 1 to model how objects are affected by electric charges.

Objective: Students investigate factors that affect an electric force and observe how charged objects can affect neutral objects in order to further explain how electric charges exert forces at a distance and attract or repel each other. Vocabulary: electric charge, electric force, electromagnet




Explore/Explain Exploration 1: Analyzing Electric Charge pp. 122-125 Answer questions #4-8




Exploration 2: Measuring the Electric Force pp. 126-132 Answer questions #11 & 15 *Optional: Hands-On Lab: Explore the Electric Force

Explore/Explain 1: Analyzing Electric Charge Explore/Explain 2: Measuring the Electric Force *Optional: Hands-On Lab: Explore the Electric Force

Day 2 Explore/Explain Exploration 3: Explaining Electric Current pp. 133-134 Answer question #20

Explore/Explain 3: Explaining Electric Current Answer embedded questions

Elaborate Take It Further pp. 135-136 Electric Fish Answer questions #1-3

Take It Further Experimenting with the Charges Answer embedded questions


Evaluate: Lesson 1 Self-Check


Magnetic and Electromagnetic Forces Act on Certain Objects

Explain how a crane can pick up and release large metal injects without grabbing them.

Explore Lesson 2 to better understand how charges can move through objects.

Objective: Students investigate how magnets interact and gather data that shows that magnets exert forces at a distance, attract or repel each other, and attract magnetic materials. Students investigate how electric and magnetic fields are related and learn that electric currents generate magnetic fields. Students build an electromagnet and determine factors that affect its strength. Vocabulary: electric current, magnet, field, gravitational field




Explore/Explain Exploration 1: Describing Magnets and the Magnetic Force pp. 142-148 Answer questions #3 & 6-7 *Optional: Hands-On Labs: Explore the Behavior of Magnets and Analyze the Magnetic Force


Explore/Explain 1: Describing Magnets and the Magnetic Force *Optional: Hands-On Labs: Explore the Behavior of Magnets and Analyze the Magnetic Force



Exploration 2: Analyzing Current and the Magnetic Force pp. 149-154 Answer questions #11, 14-16 & 18-19 *Optional Hands-On Lab: Build an Electromagnet

Explore/Explain 2: Analyzing Current and the Magnetic Force *Optional Hands-On Lab: Build an Electromagnet

Day 4 Explore/Explain Exploration 3: Measuring the Current Due to a Magnetic Field pp. 155-158 Answer #22-23, & 26-27

Explore/Explain 3: Measuring the Current Due to a Magnetic Field Answer embedded questions

Elaborate Take It Further pp. 159-160 Careers in Science Answer questions #1-4

Take It Further Making a Microscope Answer embedded questions

Evaluate Lesson Self-Check pp. 161-163 Evaluate: Lesson Self-Check



Week 5: Unit 2 Noncontact Forces

• Lesson 3 Fields Are Areas Where Forces Act at a Distance

• Lesson 4 Gravity Affects All Matter in the Universe


Fields Are Areas Where Forces Act at a Distance

Explain how Earth is protected from cosmic radiation.

Explore Lesson 3 to determine how objects are affected by electric fields.

Objective: Students compare the effects of electric, magnetic, and gravitational fields on objects. They plan an investigation about magnetic fields using various magnets and map out magnetic fields using field lines. Vocabulary: magnetic force, magnetic domain, electromagnetism, electromagnetic induction, magnetic field, electric field, gravity, orbit




Explore/Explain Exploration 1: Modeling Noncontact Forces pp. 166-169 Answer questions #2, & 6-9

Explore/Explain 1: Modeling Noncontact Forces Answer embedded questions



Day 2 Explore/Explain Exploration 2: Modeling Fields pp. 170-176 Answer questions #10. 12-13, & 16-17 *Optional: Hands-On Lab: Measure and Draw Fields

Explore/Explain 2: Modeling Fields Answer embedded questions *Optional: Hands-On Lab: Measure and Draw Fields

Elaborate Take It Further pp. 177-178 Earth’s Magnetic Fields Answer questions #1-3

Take It Further Can Bumblebees See Electric Fields? Answer embedded questions

Evaluate Lesson Self-Check pp. 179-181 Evaluate: Lesson Self-Check


Gravity Affects All Matter in the Universe

Explain the motion of the stars near the center of the Milky Way galaxy.

Explore Lesson 4 to understand how the attractive force of gravity affects the motion of all objects on Earth.

Objective: Students use models to investigate how the attractive force of gravity accounts for the motions of Earth and other objects in the universe, and to explain how gravity affects the motion of objects on Earth. Vocabulary: Review vocabulary from Lessons 1-3




Explore/Explain Exploration 1: Exploring Gravity pp. 184-188 Answer questions #3-5 & 8-10 *Optional: Hands-On Lab: Investigate Falling Objects: Mass Exploration 2: Modeling Gravity pp. 189-192 Answer questions #12-13 & 19 Exploration 3: Exploring Gravity’s Role in Earth’s Motion pp. 193-197 Answer questions 20-21 & 23 *Optional: Hands-On Lab: Explore the Motion of a Falling Object


Explore/Explain 1: Exploring Gravity *Optional: Hands-On Lab: Investigate Falling Objects: Mass Explore/Explain 2: Modeling Gravity Explore/Explain 3: Exploring Gravity’s Role in Earth’s Motion



*Optional: Hands-On Lab: Explore the Motion of a Falling Object

Day 4 Explore/Explain Exploration 4: Explaining the Motions of Objects in Space pp. 198-200 Answer questions #27-28 & 30

Explore/Explain 4: Explaining the Motions of Objects in Space Answer embedded questions

Elaborate Take It Further pp. 201-202 People in Science Answer questions #1-3

Take It Further Sensory Organ Adaptations Answer embedded questions







Unit 3 Space Science Unit Storyline: In Unit 3, you will continue the study of objects in space that began in Unit 2 as you analyzed evidence for the structure of the solar system and model the cause and effect relationships that are responsible for eclipses and other moon phases. You will investigate how gravity accounts for the formation of the solar system and the motion of object s in it, and then you will develop a scale model of the solar system and explore the relationship of the solar system to our galaxy and the universe. Anchoring Phenomenon: Gravity explains observations of patterns in space, such as patterns in the Earth-sun-moon system that result in a solar eclipse. Guiding Question:

• How does gravity explain our observations of patterns in space? Week 6: Unit 3 Space Science

• Lesson 1 Observations Provide Evidence for the Structure of the Solar System

• Lesson 2 Case Study: Explaining Eclipses and Lunar Phases


Observations Provide Evidence for the Structure of the Solar System

Explain what a “shooting star” is. Explore Lesson 1 to develop a model of the structure of the solar system.

Objective: Students explain patterns of the apparent motion of the objects in the sky as seen from Earth and develop a model a model of the structure of the solar system. Vocabulary: orbit, parallax, telescope, comet, asteroid




Explore/Explain Exploration 1: Analyzing Patterns in the Sky pp. 216-221 Answer questions #3-4, 6-8 & 10




*Optional: Hands-On Lab: Model the Apparent Motion of the Sun Exploration 2: Developing Models of the Solar System pp. 222-225 Answer questions #12-13, & 16 *Optional: Hands-On Lab: Investigate Parallax Exploration 3: Incorporating New Discoveries pp. 226-228 Answer questions #18, & 20-22

Explore/Explain 1: Analyzing Patterns in the Sky *Optional: Hands-On Lab: Model the Apparent Motion of the Sun Explore/Explain 2: Developing Models of the Solar System *Optional: Hands-On Lab: Investigate Parallax Explore/Explain 3: Incorporating New Discoveries

Day 2 Explore/Explain Exploration 4: Exploring the Structure of the Solar System pp. 229-232 Answer questions #23-24, & 26

Explore/Explain 4: Exploring the Structure of the Solar System Answer embedded questions

Elaborate Take It Further pp. 233-234 Exploring the Outer Solar System Answer questions #1-3

Take It Further Reflecting and Refracting Telescopes Answer embedded questions




Case Study: Explaining Eclipses and Lunar Phases

Explain why we can see the moon at night and also during the day.

Explore Lesson 2 to better understand the Earth-sun-moon system within the solar system.

Objective: Students explore patterns in order to better understand the cause and effect relationships within the Earth-sun-moon system by explaining eclipses and other moon phases. Vocabulary: eclipse




Explore/Explain Exploration 1: Analyzing Moon Phases pp. 240-244 Answer questions #4, & 6-7

Explore/Explain 1: Analyzing Moon Phases Answer embedded questions



*Optional: Hands-On Lab: Model Moon Phases

*Optional: Hands-On Lab: Model Moon Phases

Day 4 Explore/Explain Exploration 2: Exploring Eclipses pp. 245-250 Answer questions #9-14 *Optional: Hands-On Lab: Model Solar and Lunar Eclipses

Explore/Explain 2: Exploring Eclipses Answer embedded questions *Optional: Hands-On Lab: Model Solar and Lunar Eclipses

Elaborate Take It Further pp. 251-252 People in Science: Leon Foucault, Physicist Answer questions #1-3

Take It Further Using Shadows and Shades Answer embedded questions





Week 7: Unit 3 Space Science

• Lesson 3 The Solar System Formed from Colliding Matter

• Lesson 4 The Solar System and Galaxies Can Be Modeled


The Solar System Formed from Colliding Matter

Explain why all the planets in the solar system orbit the sun in the same direction.

Explore Lesson 3 to relate the structure of the solar system to its formation.

Objective: Students investigate how the attractive force of gravity accounts for the formation of the planets and the solar system and the motions of Earth and other objects in the universe. Vocabulary: solar nebula, protoplanetary disks




Explore/Explain Exploration 1: Exploring Gravity in the Solar System pp. 258-261 Answer questions #3-6




Exploration 2: Building a Hypothesis of How the Solar System Formed pp. 262-266 Answer questions #12, 15, & 17 *Optional: Hands-On Lab: Model Nebular Disk Formation

Explore/Explain 1: Exploring Gravity in the Solar System Explore/Explain 2: Building a Hypothesis of How the Solar System Formed *Optional: Hands-On Lab: Model Nebular Disk Formation

Day 2 Explore/Explain Exploration 3: Gathering Data on the Formation of Star Systems pp. 267-272 Answer questions #19-21, 23, & 25

Explore/Explain 3: Gathering Data on the Formation of Star Systems Answer embedded questions

Elaborate Take It Further Careers in Science: Conceptual Space Artist p. 273-274 Answer questions #1-3

Take It Further Structure of Other Star Systems Answer embedded questions




The Solar System and Galaxies Can Be Modeled

Explain how we could make a model of the Milky Way glazy that shows Erath’s location.

Explore Lesson 4 to analyze spatial relationships between objects in the solar system, and between the solar system and the size and scale of galaxies and the universe.

Objective: Students develop a scale model of the solar system, which helps them understand the spatial relationships between objects in the solar system. Students also explore the size and scale of galaxies and the universe. Vocabulary: astronomical unit, light-year, galaxy, universe




Explore/Explain Exploration 1: Modeling the Solar System pp.280-283 Answer questions #4-5


Explore/Explain 1: Modeling the Solar System



*Optional: Hands-On Lab: Model the Solar System Exploration 2: Modeling the Milky Way pp. 284-287 Answer #6-8, & 10 *Optional: Hands-On Lab: Determine Your Location within a Field of Objects

*Optional: Hands-On Lab: Model the Solar System Explore/Explain 2: Modeling the Milky Way *Optional: Hands-On Lab: Determine Your Location within a Field of Objects

Day 4 Explore/Explain Exploration 3: Analyzing Other Galaxies pp. 288-293 Answer questions #12, 15-16 Exploration 4: Modeling Scales in the Universe pp. 294-296 Answer questions #22, 24-26, & 28


Explore/Explain 3: Analyzing Other Galaxies Explore/Explain 4: Modeling Scales in the Universe

Elaborate Take It Further pp. 297-298 The Kepler Mission Answer questions #1-3

Take It Further Contributions of Arab and Indian Astronomers Answer embedded questions





Week 8: Final Project Choose one of the following projects to complete. Your teacher will provide you with the appropriate project worksheets, or you can find them online on Schoology HMH.

• Unit 1 Project: Design a Model Roller Coaster o Use knowledge of energy and its interactions to design and build a model roller coaster track so

a marble can crest hills or reach a specific height or complete full loops.

• Unit 2 Project: Build an Electric Charge Detector o Use observations from a simple electroscope to construct an explanation that describes how an

electric charge creates a force. Then predict how to change the size of the force, and design an investigation to test your prediction.

• Unit 3 Project: Build a Museum Model o Develop and use a model to describe the scale and properties of objects within galaxies or the

solar system.

instructional guide course id #360105 integrated … 8a 2020-2021.pdfenergy causes change explain...

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