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NEPTUNE TOWNSHIP SCHOOL DISTRICT
Science Curriculum
Grade 7
NEPTUNE TOWNSHIP SCHOOL DISTRICT
Office of the Superintendent
60 Neptune Blvd.
Neptune, NJ 07753-4836
April 30, 2019 Document C1#1
NEPTUNE TOWNSHIP BOARD OF EDUCATION
Dorothea L. Fernandez, President
Laura G. Granelli, Vice President
Brady M. Connaughton Nicole M. Green
Jerome H. Hubbard Jason A. Jones
Mark A. Matson Michelle A. Moss
Donna Puryear Antonio Lopez, Neptune City Rep.
SCHOOL DISTRICT ADMINISTRATION
Tami R. Crader, Ed.D.
Superintendent of Schools
Matthew Gristina, Ed.D.
Assistant Superintendent of Schools
Peter J. Leonard
Business Administrator/Board Secretary
Peter I. Bartlett
Assistant Business Administrator/Assistant Board Secretary
Sally A. Millaway, Ed.D.
Director for Curriculum, Instruction & Assessment
Kathleen M. Skelton
Director of Special Services
Heba Abdo, Ed.D.
Supervisor of STEM
Lakeda Demery-Alston
Supervisor of Humanities & ESL
Charles Kolinofsky
Supervisor of Data & Information
Kathleen M. Thomsen
Supervisor of Early Childhood Education
ELEMENTARY SCHOOL ADMINISTRATION
Principals
Lori B. Burns, Ed.D., Early Childhood Center
Joshua Loveland, Gables
James M. Nulle, Green Grove
Mark K. Alfone, Ed.D., Midtown Community
Janelle Williams, Shark River Hills
Jerard L. Terrell, Ed.D., Summerfield
MIDDLE SCHOOL ADMINISTRATION
Arlene M. Rogo, Ed.D., Principal
Thomas Decker, Vice Principal
Michael V. Smurro, Vice Principal
HIGH SCHOOL ADMINISTRATION
Jennifer C. Joseph, Principal
Titania M. Hawkins, Ed.D., Vice Principal
Kevin McCarthy, Vice Principal
James H. Whitson, Vice Principal
Richard Arnao, Administrator for Athletic & Co-Curricular Activities
DEPARTMENT CHAIRPERSONS
Kelly Baldino
Juan Beltran
Dawn Reinhardt
Nicole Sanyigo
Tara L. Stephenson
Karen Watt
Hillary L. Wilkins
NEPTUNE TOWNSHIP SCHOOL DISTRICT
SCIENCE
GRADE 7
CURRICULUM
Table of Contents
Acknowledgements ............................................................................................................i
District Mission Statement ............................................................................................... ii
District Educational Outcome Goals .............................................................................. iii
Course Description........................................................................................................... iv
Curriculum
Unit Title Page
Pre-Unit: First Week of School “Getting to Know You” ................................................. 1
Unit 1: Chemical Reactions .............................................................................................. 7
Unit 2: Matter and Energy in Organisms and Ecosystems ............................................. 26
Unit 3: Interdependent Relationships in Ecosystems...................................................... 47
Unit 4: Forces and Interactions ....................................................................................... 68
Unit 5: Earth Systems ..................................................................................................... 89
NEPTUNE TOWNSHIP SCHOOL DISTRICT
Science
Grade 7
Acknowledgements
The Science grade 7 curriculum was developed for Neptune Township Middle School
through the efforts of Christine Serhus, Neptune Middle School Science Teacher, in
cooperation with the Curriculum Steering Committee inclusive of Tara Stephenson, Science
Department Chairperson, Heba Abdo, Ed.D., STEM Supervisor, and Sally A. Millaway,
Ed.D., Director for Curriculum, Instruction, and Assessment.
Ms. Serhus is to be commended for her dedication in creating detailed learning plans that
are aligned to the New Jersey Student Learning Standards for Science and the New Jersey
Model Science Curriculum. These learning plans contain student-centered, inquiry-based
activities that meet the requirements of the New Jersey Student Learning Standards for
Science and incorporate the New Jersey Student Learning Standards for Mathematics and
the New Jersey Student Learning Standards for English Language Arts. It is our hope
that this guide will serve as a valuable resource for the staff members who teach this
course and that they will feel free to make recommendations for its continued
improvement.
.
i
NEPTUNE TOWNSHIP SCHOOL DISTRICT
DISTRICT MISSION STATEMENT
The primary mission of the Neptune Township School District is to prepare students for a
life-long learning process in a complex and diverse world. It is with high expectations
that our schools foster:
• A strong foundation in academic and modern technologies.
• A positive and varied approach to teaching and learning.
• An emphasis on critical thinking skills and problem-solving techniques.
• A respect for and an appreciation of our world, its resources, and its people.
• A sense of responsibility, good citizenship, and accountability.
• An involvement by the parents and the community in the learning process.
ii
Neptune Township School District
Educational Outcome Goals
The students in the Neptune Township schools will become life-long learners and will:
Become fluent readers, writers, speakers, listeners, and viewers with
comprehension and critical thinking skills.
Acquire the mathematical skills, understandings, and attitudes that are needed to
be successful in their careers and everyday life.
Understand fundamental scientific principles, develop critical thinking skills, and
demonstrate safe practices, skepticism, and open-mindedness when collecting,
analyzing, and interpreting information.
Become technologically literate.
Demonstrate proficiency in all New Jersey Student Learning Standards (NJSLS).
Develop the ability to understand their world and to have an appreciation for the
heritage of America with a high degree of literacy in civics, history, economics
and geography.
Develop a respect for different cultures and demonstrate trustworthiness,
responsibility, fairness, caring, and citizenship.
Become culturally literate by being aware of the historical, societal, and
multicultural aspects and implications of the arts.
Demonstrate skills in decision-making, goal setting, and effective communication,
with a focus on character development.
Understand and practice the skills of family living, health, wellness and safety for
their physical, mental, emotional, and social development.
Develop consumer, family, and life skills necessary to be a functioning member
of society.
Develop the ability to be creative, inventive decision-makers with skills in
communicating ideas, thoughts and feelings.
Develop career awareness and essential technical and workplace readiness skills,
which are significant to many aspects of life and work.
iii
SCIENCE
GRADE 7
CURRICULUM
COURSE DESCRIPTION
The Science grade 7 curriculum is based on the New Jersey Model Science Curriculum
which is aligned to the New Jersey Student Learning Standards-Science, the New Jersey
Student Learning Standards-Mathematics and the New Jersey Student Learning
Standards-English Language Arts. This course takes an integrated approach to teaching
Science. Students will study aspects of Life Science, Earth and Space Science, and
Physical Science.
iv
1
Learning Plans
Pre-Unit: Getting to Know You/Beginning of the Year
Duration: 1 Week
Lesson 1: Getting to Know You Survey
Objective – SWBAT: explore their learning styles and provide the teacher with
information to understand and getting to know how they learn, as well as, their
strengths, weaknesses, and interests.
NJSLS-S – NJSLS-S Engineering Practice #4; NJSLS-S Engineering Practice #8
Opening – First Day Demo – Physical and Chemical Changes (Anchoring
Phenomenon): Students will complete the ‘Before’ picture section and the
hypothesis of the Demo worksheet or write about what they think the hypothesis
is for the Demo and what they predict will happen.
Activities – Students will complete the Getting to Know You Survey
Resource –
1.Survey:
http://www.whatkidscando.org/specialcollections/student_voice/pdf/Who%20Are
%20You%20Questionnaire.PDF
2.Survey:
https://docs.google.com/document/d/1VZoxvw50wTT9wooJB3BdQxOuN_ct3H
OtM58R40JwWM8/edit
3.Multiple Intelligences:
https://drive.google.com/file/d/0B7URmVNGH3yiZGM5SlIyMWY2dmM/view?t
s=5b575d93
4.Multiple Intelligences/Learning Styles Online Test:
https://www.psychologytoday.com/us/tests/iq/multiple-intelligences-learning-
style-test
5.Demos - https://www.keslerscience.com/a-science-demo-day-that-students-will-
never-forget/
6.Demos- https://www.education.com/activity/middle-school/science/
Closure – Students will work on their goal cards for the year (students will state
what their goal is for the year in science).
Lesson 2: Procedures and Expectations
Objective – SWBAT: identify appropriate classroom expectations and procedures
for 7th grade science for the school year.
NJSLS-S – NJSLS-S Engineering Practice #8
Opening – Four Corners – Favorite topic from previous year’s science class.
Followed by students introducing themselves and discussing what they liked
about the topic and memorable activities/labs.
Activities – Students will complete guided notes on the classroom expectations
and procedures for 7th grade science (teacher will model some behaviors and
students will model others). Students will sign the procedures and then bring them
home to be signed by parents. The Lab Safety contract will be reviewed and
signed in class before students bring it home to have it signed by parents.
2
Closure – Have students log in to Google Classroom to ensure no one is having
any issues. If student has Google Classroom functioning, then they will continue
to working on goal cards.
Lesson 3: Pre-Assessment
Objective – SWBAT: demonstrate prior knowledge on the concepts students will
be learning throughout the year by completing the 7th Grade Science Pre-
Assessment.
NJSLS-S - All 7th Grade NJSLS-S
Opening – Display the Procedures for Tests and Quizzes on the board. Students
will write down on a Do Now Ticket which procedure they think is most
important.
Activities – Students will complete the multiple choice and written portions of the
7th grade science pre-assessment. Students can work on Goal Cards if they need
to complete them.
Closure – Discussion: What did students know on the pre-assessment? What
didn’t they know? What parts did they find difficult? Easy?
Lesson 4: Group by Common Interest Engineering Design Task
Objective – SWBAT: work collaboratively to identify a problem and create and
test a solution through the engineering process.
NJSLS-S – NJSLS-S Engineering Practice #1; NJSLS-S Engineering Practice #3;
NJSLS-S Engineering Practice #6; NJSLS-S Engineering Practice #8
Opening – Do Now Ticket: What do you think engineering is and what do you
think the engineering process is?
Activities – Review the Do Now as a class. Students will be grouped by common
interests to complete an engineering design task. No more than four students in a
group in six groups.
Resource – Engineering tasks
1. https://ww2.kqed.org/quest/2016/01/21/building-fun-5-civil-engineering-
activities-for-the-classroom/
2. https://stemactivitiesforkids.com/
3.
https://pbskids.org/designsquad/pdf/parentseducators/DS_Act_Guide_complete.p
df
4. https://www.sciencebuddies.org/science-fair-projects/engineering-design-
process/engineering-design-process-steps
Closure – Exit Ticket: What was the most challenging part of you engineering
design task? How well did your group work together to solve the problem?
Lesson 5: Lab Safety Review
Objective – SWBAT: identify appropriate lab safety procedures by watching
Flynn Lab Safety and taking notes/answering questions.
NJSLS-S - NJSLS-S Engineering Practice #8
Opening – Do Now Ticket: What do you think is the most important lab safety
3
rule and why?
Activities – Students will complete the Flynn Lab Safety video
(https://www.youtube.com/watch?v=5g0hNM91iyg) and students will answer
questions/take notes while watching the video.
Closure – Review and Discuss the video questions or notes students have taken.
Lesson 6: Lab Safety Quiz
Objective – SWBAT: demonstrate knowledge of appropriate lab safety
procedures by completing the lab safety quiz.
NJSLS-S - NJSLS-S Engineering Practice #8
Opening – Students will take 5 minutes to study before their lab safety quiz.
Activities – Students will complete the lab safety quiz (from Flynn Scientific).
Closure – When all students have completed the quiz review the questions as a
class.
Lesson 7: Setting Up Personalized Science Notebook
Objective – SWBAT: create their science notebooks with a sense of personal
ownership and will familiarize themselves with routines around using their
science notebooks.
NJSLS-S - NJSLS-S Engineering Practice #8
Opening – Students will gather their notebook from where it will be placed all
year and then write a Do Now about what they think they will use their notebook
for.
Activities – Review student Do Now responses as a class. Students will follow
along as the teacher instructs how to set up their notebooks. Students will work on
personalizing their notebooks. They must include their Name, Classroom
Number, and Subject on the cover.
Resource - https://www.calacademy.org/educators/lesson-plans/decorate-your-
science-notebook
Closure – Students will place notebooks where they belong, so they can build the
routine of getting and putting away their notebooks.
INTEGRATED TECHNOLOGY
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information
in order to solve problems individually and collaborate and create and communicate
knowledge.
8.2 Technology Integration, Engineering, Design and Computational Thinking -
Programming All students will develop an understanding of the nature and impact of technology,
engineering, technological design, computational thinking and the designed world as
they relate to the individual, global society, and the environment.
4
INTEGRATED SOCIAL AND EMOTIONAL LEARNING COMPETENCIES
The following social and emotional competencies are integrated in this curriculum
document:
Self-Awareness
x Recognize one’s own feelings and thoughts
x Recognize the impact of one’s feelings and thoughts on one’s own behavior
x Recognize one’s personal traits, strengths and limitations
x Recognize the importance of self-confidence in handling daily tasks and
challenges
Self-Management
x Understand and practice strategies for managing one’s own emotions, thoughts
and behaviors
x Recognize the skills needed to establish and achieve personal and educational
goals
Identify and apply ways to persevere or overcome barriers through alternative
methods to achieve one’s goals
Social Awareness
x Recognize and identify the thoughts, feelings, and perspectives of others
x Demonstrate an awareness of the differences among individuals, groups, and
others’ cultural backgrounds
x Demonstrate an understanding of the need for mutual respect when viewpoints
differ
x Demonstrate an awareness of the expectations for social interactions in a variety
of settings
Responsible Decision Making
x Develop, implement and model effective problem solving and critical thinking
skills
Identify the consequences associated with one’s action in order to make
constructive choices
5
Evaluate personal, ethical, safety and civic impact of decisions
Relationship Skills
x Establish and maintain healthy relationships
x Utilize positive communication and social skills to interact effectively with others
Identify ways to resist inappropriate social pressure
Demonstrate the ability to present and resolve interpersonal conflicts in
constructive ways
x Identify who, when, where, or how to seek help for oneself or others when needed
Student Resources
Surveys:
http://www.whatkidscando.org/specialcollections/student_voice/pdf/Who%20Are%20Yo
u%20Questionnaire.PDF;
https://docs.google.com/document/d/1VZoxvw50wTT9wooJB3BdQxOuN_ct3HOtM58
R40JwWM8/edit
Multiple Intelligence Surveys:
https://drive.google.com/file/d/0B7URmVNGH3yiZGM5SlIyMWY2dmM/view?ts=5b5
75d93; https://www.psychologytoday.com/us/tests/iq/multiple-intelligences-learning-
style-test
Flynn Lab Safety Video:
https://www.youtube.com/watch?v=5g0hNM91iyg
Teacher Resources
Demos:
https://www.keslerscience.com/a-science-demo-day-that-students-will-never-forget/;
https://www.education.com/activity/middle-school/science/
Engineering Challenges:
https://ww2.kqed.org/quest/2016/01/21/building-fun-5-civil-engineering-activities-for-
the-classroom/; https://stemactivitiesforkids.com/;
https://pbskids.org/designsquad/pdf/parentseducators/DS_Act_Guide_complete.pdf;
https://www.sciencebuddies.org/science-fair-projects/engineering-design-
process/engineering-design-process-steps
6
Modifications Special Education Students: (These are just suggested ideas to
modify instruction. All modifications and accommodations should
be specific to each individual child’s IEP. All students with 504
plans should be provided the necessary tools to be successful in the
course. ) Multi-sensory instruction. Differentiated instruction. Additional Vocabulary Activities. Provide hands-on manipulatives with format skeletons to
groups of students. Draw and label diagrams to represent the data for visual
learners. Provide time for revision of work when students show need. Facilitate group discussions to assess understanding among
varying ability levels of students. Scaffolding content. Graphic organizers. Project-based learning options.
English Language Learners: Identify key phrases or new vocabulary to pre-teach. Additional Vocabulary Activities: to support the ELL students
to build understanding. Draw and label diagrams to represent the data for visual
learners. Provide visual cues. Provide time for revision of work when students show need. Scaffolding content. Graphic organizers. Encourage students to offer bilingual assistance to each other. Project-based learning options.
Students at Risk of Failure: Reteach to Build Understanding: for struggling learners to
revisit and practice the lesson concept or skill modeling. Provide time for revision of work when students show need. Scaffolding content. Graphic organizers. Mnemonics. Project-based learning options.
Gifted Students: Enrichment Activities: to challenge the advanced-proficient
student. Provide extension assignments and activities. Projects in multiple tasks. Grouping. Project-based learning options.
Honors-level courses should feature activities and assessments that
challenge students beyond the general education class requirements.
7
Adapted from the NJDOE MODEL CURRICULUM
CONTENT AREA: Science GRADE: 7 UNIT #: 1 UNIT NAME: Chemical Reactions
What happens when new materials are formed? What stays the same and what changes?
Students understand what occurs at the atomic and molecular scale during chemical reactions. Students provide molecular level accounts to explain
that chemical reactions involve regrouping of atoms to form new substances, and that atoms rearrange during chemical reactions. Students are also
able to apply an understanding of the design and the process of optimization in engineering to chemical reaction systems. The crosscutting
concepts of patterns and energy and matter are called out as organizing concepts for these disciplinary core ideas. In these performance
expectations, students are expected to demonstrate proficiency in developing and using models, analyzing and interpreting data, and designing
solutions. Students use these scientific and engineering practices to demonstrate understanding of the core ideas.
# STUDENT LEARNING OBJECTIVES (SLO) Corresponding
DCIs and PEs
1
Analyze and interpret data on the properties of substances before and after the substances
interact to determine if a chemical reaction has occurred. [Clarification Statement: Examples
of reactions could include burning sugar or steel wool, fat reacting with sodium hydroxide, and
mixing zinc with hydrogen chloride.] [Assessment Boundary: Assessment is limited to analysis of
the following properties: density, melting point, boiling point, solubility, flammability, and odor.]
MS-PS1-2
2
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. [Clarification Statement: Emphasis is on law of
conservation of matter and on physical models or drawings, including digital forms that represent
atoms.] [Assessment Boundary: Assessment does not include the use of atomic masses, balancing
symbolic equations, or intermolecular forces.]
MS-PS1-5
3
Undertake a design project to construct, test, and modify a device that either releases or
absorbs thermal energy by chemical processes.* [Clarification Statement: Emphasis is on the
design, controlling the transfer of energy to the environment, and modification of a device using
factors such as type and concentration of a substance. Examples of designs could involve chemical
MS-PS1-6
8
reactions such as dissolving ammonium chloride or calcium chloride.] [Assessment Boundary:
Assessment is limited to the criteria of amount, time, and temperature of substance in testing the
device.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science
Education:
Science and Engineering Practices
Developing and Using Models
Modeling in 6–8 builds on K–5 and progresses
to developing, using and revising models to
describe, test, and predict more abstract
phenomena and design systems.
Develop a model to predict and/or
describe phenomena. (MS-PS1-1),(MS-
PS1-4)
Develop a model to describe
unobservable mechanisms. (MS-PS1-5)
Analyzing and Interpreting Data
Analyzing data in 6–8 builds on K–5 and
progresses to extending quantitative analysis
to investigations, distinguishing between
correlation and causation, and basic statistical
techniques of data and error analysis.
Analyze and interpret data to
determine similarities and differences in
findings. (MS-PS1-2)
Constructing Explanations and Designing
Disciplinary Core Ideas
PS1.A: Structure and Properties of Matter
Each pure substance has characteristic
physical and chemical properties (for any
bulk quantity under given conditions) that
can be used to identify it. (MS-PS1-2)
(Note: This Disciplinary Core Idea is also
addressed by MS-PS1-3.)
PS1.B: Chemical Reactions
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-PS1-5) (Note:
This Disciplinary Core Idea is also
addressed by MS-PS1-3.)
The total number of each type of atom
is conserved, and thus the mass does not
change. (MS-PS1-5)
Crosscutting Concepts
Patterns
Macroscopic patterns are related to the
nature of microscopic and atomic-level
structure. (MS-PS1-2)
Energy and Matter
Matter is conserved because atoms are
conserved in physical and chemical
processes. (MS-PS1-5)
The transfer of energy can be tracked
as energy flows through a designed or
natural system. (MS-PS1-6)
9
Solutions
Constructing explanations and designing
solutions in 6–8 builds on K–5 experiences
and progresses to include constructing
explanations and designing solutions
supported by multiple sources of evidence
consistent with scientific knowledge,
principles, and theories.
Undertake a design project, engaging
in the design cycle, to construct and/or
implement a solution that meets specific
design criteria and constraints. (MS-PS1-6)
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to Nature of Science
Scientific Knowledge is Based on Empirical
Evidence
Science knowledge is based upon
logical and conceptual connections
between evidence and explanations. (MS-
PS1-2)
Science Models, Laws, Mechanisms, and
Theories Explain Natural Phenomena
Laws are regularities or mathematical
descriptions of natural phenomena. (MS-
PS1-5)
Some chemical reactions release
energy, others store energy. (MS-PS1-6)
ETS1.B: Developing Possible Solutions
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)
ETS1.C: Optimizing the Design Solution
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)
Connections to other DCIs in this grade-band:
MS.PS3.D (MS-PS1-2),(MS-PS1-6); MS.LS1.C (MS-PS1-2),(MS-PS1-5); MS.LS2.B (MS-PS1-5); MS.ESS2.A (MS-PS1-2),(MS-PS1-5)
10
Articulation of DCIs across grade-bands:
5.PS1.B (MS-PS1-2),(MS-PS1-5); HS.PS1.A (MS-PS1-6); HS.PS1.B (MS-PS1-2),(MS-PS1-5),(MS-PS1-6); HS.PS3.A (MS-PS1-6); HS.PS3.B
(MS-PS1-6); HS.PS3.D (MS-PS1-6)
New Jersey Student Learning Standards Connections:
ELA/Literacy –
RI.7.1. Cite several pieces of textual evidence and make relevant connections to support analysis of what the text says explicitly as well as
inferences drawn from the text. (MS-PS1-2)(MS-PS1-5)(MS-PS1-6)
W.7.1. Write arguments to support claims with clear reasons and relevant evidence. (MS-PS1-2)(MS-PS1-6)
W.7.2.
W.7.7.
W.7.9.
SL.7.1.
SL.7.5.
L.7.6.
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection,
organization, and analysis of relevant content. (MS-PS1-6)
Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused
questions for further research and investigation. (MS-PS1-6)
Draw evidence from literary or informational texts to support analysis, reflection, and research. (MS-PS1-6)
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7
topics, texts, and issues, building on others’ ideas and expressing their own clearly. (MS-PS1-2)(MS-PS1-5)(MS-PS1-6)
Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
(MS-PS1-5)
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary
knowledge when considering a word or phrase important to comprehension or expression. (MS-PS1-2)(MS-PS1-5)(MS-PS1-6)
Mathematics -
MP.2 Reason abstractly and quantitatively. (MS-PS1-2),(MS-PS1-5)
MP.4 Model with mathematics. (MS-PS1-5)
6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems. (MS-PS1-2),(MS-PS1-5)
6.SP.B.5
7.RP.A.2.C
Summarize numerical data sets in relation to their context. (MS-PS1-2)
Represent proportional relationships by equations. (MS-PS1-5)
11
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
E – encouraged
T – taught
A – assessed
Career Ready Practices
9.1 Personal Financial
Literacy
ET CRP1. Act as a responsible and
contributing citizen and employee.
Income and Careers ET CRP2. Apply appropriate academic and
technical skills.
Money Management CRP3. Attend to personal health and
financial well-being.
Credit and Debt
Management
ETA CRP4. Communicate clearly and
effectively and with reason.
Planning, Saving, and
Investing
ET CRP5. Consider the environmental,
social and economic impacts of decisions.
Becoming a Critical
Consumer
ETA CRP6. Demonstrate creativity and
innovation.
Civic Financial
Responsibility
ETA CRP7. Employ valid and reliable
research strategies.
Insuring and Protecting ETA CRP8. Utilize critical thinking to make
sense of problems and persevere in
solving them.
9.2 Career Awareness,
Exploration, and
Preparation
ET CRP9. Model integrity, ethical
leadership and effective management.
X Career Awareness CRP10. Plan education and career paths
aligned to personal goals.
Career Exploration ET CRP11. Use technology to enhance
productivity.
Career Preparation ETA CRP12. Work productively in teams
while using cultural global competence.
INTEGRATED TECHNOLOGY
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information
in order to solve problems individually and collaborate and create and communicate
knowledge.
8.2 Technology Integration, Engineering, Design and Computational Thinking -
Programming All students will develop an understanding of the nature and impact of technology,
engineering, technological design, computational thinking and the designed world as they
relate to the individual, global society, and the environment.
12
INTEGRATED SOCIAL AND EMOTIONAL LEARNING COMPETENCIES
The following social and emotional competencies are integrated in this curriculum
document:
Self-Awareness
x Recognize one’s own feelings and thoughts
x Recognize the impact of one’s feelings and thoughts on one’s own behavior
x Recognize one’s personal traits, strengths and limitations
x Recognize the importance of self-confidence in handling daily tasks and
challenges
Self-Management
x Understand and practice strategies for managing one’s own emotions, thoughts
and behaviors
x Recognize the skills needed to establish and achieve personal and educational
goals
Identify and apply ways to persevere or overcome barriers through alternative
methods to achieve one’s goals
Social Awareness
x Recognize and identify the thoughts, feelings, and perspectives of others
x Demonstrate an awareness of the differences among individuals, groups, and
others’ cultural backgrounds
x Demonstrate an understanding of the need for mutual respect when viewpoints
differ
x Demonstrate an awareness of the expectations for social interactions in a variety
of settings
Responsible Decision Making
x Develop, implement and model effective problem solving and critical thinking
skills
Identify the consequences associated with one’s action in order to make
constructive choices
13
Evaluate personal, ethical, safety and civic impact of decisions
Relationship Skills
x Establish and maintain healthy relationships
x Utilize positive communication and social skills to interact effectively with others
Identify ways to resist inappropriate social pressure
Demonstrate the ability to present and resolve interpersonal conflicts in
constructive ways
x Identify who, when, where, or how to seek help for oneself or others when needed
Student Resources
Lesson #1
https://www.youtube.com/watch?v=X328AWaJXvI
Lesson #2
http://ed.ted.com/on/MavGKZgT#watch
Lesson #5
https://www.quia.com/quiz/303980.html
https://www.brainpop.com/science/matterandchemistry/chemicalequations/
https://www.brainpop.com/science/matterandchemistry/chemicalequations/quiz/
Lesson #6
https://www.youtube.com/watch?v=Wwmsy4huZQ0
http://www.gpb.org/files/pdfs/gpbclassroom/chemistry/note_ep201.pdf
Lesson #7
https://www.youtube.com/watch?v=e1aIbbVqrU4
Lesson #9
https://phet.colorado.edu/en/simulation/build-a-molecule
Lesson #13
https://phet.colorado.edu/sims/html/reactants-products-and-leftovers/latest/reactants-
products-and-leftovers_en.html https://www.youtube.com/watch?v=Wwmsy4huZQ0
Lesson #15
https://www.brainpop.com/science/matterandchemistry/conservationofmass/
Lesson #16
https://www.youtube.com/watch?v=_B735turDoM
Lesson #17
https://www.youtube.com/watch?v=-lHZg0tMdVU
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http://www.softschools.com/quizzes/science/chemical_reactions/quiz380.html
Lesson #25
https://www.youtube.com/watch?v=hmO0dfO2oTg
Teacher Resources
Lesson #2
https://create.kahoot.it/details/chemistry-chemical-and-physical-
Lesson #6
https://create.kahoot.it/details/duplicate-of-physical-and-chemical-changes/4fab6a0f-
af97-4331-a27d-cbc31128cab7
Lesson #11-12
http://www.middleschoolchemistry.com/lessonplans/chapter6/lesson1
Lesson #13-15
https://betterlesson.com/lesson/resource/3271350/conservation-of-mass-
investigation?from=resource_image
Lesson #16
http://sciencespot.net/Pages/classchem.html#Anchor8
Lesson #17
https://www.stevespanglerscience.com/lab/experiments/homemade-hand-warmer/
Lesson #18
http://www.stevespanglerscience.com/lab/experiments/elephants-
toothpaste?modal=1&videoid=2crFb3Z6aSY&autoplay=1
https://betterlesson.com/lesson/614836/catalyst-lab-elephant-toothpaste
Lesson #19
http://www.middleschoolchemistry.com/lessonplans/chapter6/lesson7
Lesson #21
http://www.middleschoolchemistry.com/multimedia/chapter6/lesson7
http://www.t4t.org/wp-content/uploads/2013/07/T4T_8th-
Grade_Chemistry_5E_LessonPlans_073113.pdf
Lesson #28
https://create.kahoot.it/details/duplicate-of-physical-and-chemical-changes/4fab6a0f-
af97-4331-a27d-cbc31128cab7
https://jeopardylabs.com/play/physical-and-chemical-changes-test3
https://www.quia.com/cb/822641.html
https://www.superteachertools.us/jeopardyx/jeopardy-review-game-
live.php?gamefile=96234&playid=3299298
15
Learning Plan
Unit I
Chemical Reactions
Duration: 8 Weeks
Lesson 1: Physical vs. Chemical Changes ● Objective – SWBAT analyze a change in matter to determine which evidence is
present to classify changes as either physical or chemical
● NJSLS-S -MS-PS1-2
● Opening – Given a photograph (a rusty car), students identify the change as
physical or chemical and identify 3 pieces evidence to support their claim. Class
discussion to follow.
● Activities –Bozeman Science Physical and Chemical Changes. Students view
podcast and take notes, students may work independently or notes can be
completed as a class. Identify signs of physical and chemical changes. Discuss
as a class https://www.youtube.com/watch?v=X328AWaJXvI
● Closure – Exit ticket- Boiling water is a chemical or physical change? Provide
three pieces of evidence to support your claim.
Lesson 2: Physical vs. Chemical Changes ● Objective – SWBAT analyze a change in matter to determine which evidence is
present to classify changes as either physical or chemical.
● NJSLS-S - MS-PS1-2
● Opening – Watch video clip - Physical and Chemical Properties of Matter
http://ed.ted.com/on/MavGKZgT#watch
● Activities – Respond to video questions THINK, class discussion to follow
● Kahoot - https://create.kahoot.it/details/chemistry-chemical-and-physical-
changes/8c30f4dd-9587-423a-a0d0-2cd8529ca8d0
● Closure – List 5 Chemical changes with evidence to support your claim
Lesson 3: Physical vs. Chemical Changes
● Objective – SWBAT analyze a change in matter to determine which evidence is
present to classify changes as either physical or chemical.
● NJSLS-S - MS-PS1-2
● Opening – List 3 pieces of evidence of a physical change and 3 pieces of
evidence of a chemical change.
● Activities –
GE and ICS -Intro to the Alka-Seltzer Lab – Physical and chemical changes
Honors - Intro to the Taco Sauce Penny Cleaner Lab – Physical and chemical
changes
and engineering design lab.
Students will compose a hypothesis based the purpose/question presented to them.
Materials and instructions as well as criteria and constraints will be reviewed
and discussed.
Q&A
● Closure – In an exit ticket provide the safety rules needed for this lab.
16
Lesson 4: Physical vs. Chemical Changes
● Objective – SWBAT analyze a change in matter to determine which evidence is
present to classify changes as either physical or chemical.
● NJSLS-S - MS-PS1-2
● Opening – Prepare for the lab, review safety rules, instructions, clear lab area etc.
● Activities – Lab (see previous lesson)
● Closure – In one paragraph state your lab conclusion and support your conclusion
with evidence from your observations.
Lesson 5: Physical vs. Chemical Changes
● Objective – SWBAT analyze and interpret data on substances before and after
substances interact to determine if chemical or physical change has occurred.
● NJSLS-S - MS-PS1-2
● Opening - Interactive quiz on physical and chemical changes
https://www.quia.com/quiz/303980.html
● Activities - Video clip – Brainpop Chemical Equations https://www.brainpop.com/science/matterandchemistry/chemicalequations/
● Complete lab conclusion (answer all questions within conclusion on student
activity sheet)
● Class discussion – What were some challenges that you encountered during this
investigation, what were your observations, conclusion and evidence to support
your conclusion? Etc.
● Closure – Interactive quiz Brainpop Chemical Equations https://www.brainpop.com/science/matterandchemistry/chemicalequations/quiz/
Lesson 6: Physical vs. Chemical Changes ● Objective – SWBAT analyze and interpret data on substances before and after
substances interact to determine if chemical or physical change has occurred.
● NJSLS-S - MS-PS1-2
● Opening - Given picture prompts, students identify as physical or chemical
changes providing supporting evidence of their claim. (Ice melting, water boiling,
cooking an egg)
● Activities – Video notetaking activity and follow-up student response sheet
● https://www.youtube.com/watch?v=Wwmsy4huZQ0
Note-taking guides
http://www.gpb.org/files/pdfs/gpbclassroom/chemistry/note_ep201.pdf
http://www.gpb.org/files/pdfs/gpbclassroom/chemistry/physicalchemwkst2.pdf
Closure – Kahoot - https://create.kahoot.it/details/duplicate-of-physical-and-
chemical-changes/4fab6a0f-af97-4331-a27d-cbc31128cab7
Lesson 7: Counting Atoms ● Objective – SWBAT identify atoms/elements in a molecule and count atoms
using coefficients and subscripts
● NJSLS-S - MS-PS1-2
● Opening – Counting atoms worksheet
● Activities Students take detailed notes identifying parts of a chemical formula
17
Formulas and subscripts: https://www.youtube.com/watch?v=e1aIbbVqrU4
As a class review vocabulary: Reactants, Products, Yields, Coefficient, and
Subscript etc.
● Closure – What elements and how many atoms of each element are in a glucose
molecule:
C6H12O6
Lesson 8: Building Molecules ● Objective – SWBAT identify atoms/elements in a molecule, construct molecules
when given a chemical formula and describe that when atoms bond, the new
substance created has new and different properties.
● NJSLS-S - MS-PS1-2
● Opening – Students are asked to illustrate a molecule when given a chemical
formula.
● Activities - Students are working in pairs to create models of molecules given a
molecule kit. Students will then research and describe the properties of the atoms
before they are bonded and the properties of the new substance created. As a class
we discuss how the bonding of atoms creates a chemical change producing a new
substance with new and different properties.
Closure –How does Sodium (Na) and Chlorine (Cl) change after they are bonded
together?
Lesson 9: Building Molecules ● Objective – SWBAT identify atoms/elements in a molecule, construct molecules
when given a chemical formula and describe that when atoms bond, the new
substance created has new and different properties.
● NJSLS-S - MS-PS1-2
● Opening – What type of atoms and how many of each would you need to make
two molecules of water?
● Activities – Build a molecule interactive activity
https://phet.colorado.edu/en/simulation/build-a-molecule
● Pre- lab, student activity sheet and Post lab documents available on the website.
Students may work independently or in pairs.
● Closure – What does the coefficient in a chemical formula identify?
Lesson 10: Model a Chemical Reaction ● Objective – SWBAT utilize colored links to model the chemical reaction that
takes place during photosynthesis.
● NJSLS-S - MS-PS1-2, MS-PS1-5
● Opening – Given a picture prompt (including the chemical equation for
photosynthesis and graphic), students write one paragraph using unit vocabulary,
explaining the process of photosynthesis, include a labeled diagram.
● Pair-share
● Activities - Students will construct a model of the chemical reaction required for
photosynthesis using colored links.
Class discussion and analysis questions to follow.
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● Closure – Did you have any left-over links after constructing the products? How
many Carbon, Oxygen and Hydrogen atoms were contained in the reactants?
How many Carbon, Oxygen and Hydrogen atoms were contained in the product?
What can you conclude after constructing the reactants and the products of
photosynthesis?
Lesson 11: The Law of conservation of Mass ● Objective – SWBAT describe that atoms are neither created nor destroyed in a
chemical reaction.
● NJSLS-S - MS-PS1-2, MS-PS1-5
● Opening – Given the chemical equation and molecular model of a burning candle
chemical reaction, students will count atoms, share their observations and
conclusions.
Activities - Demonstration - Burning Candle
Light a tea candle, ask students questions such as:
Is this a physical or chemical change?
Looking at the chemical equation identify reactants and products.
Cover the candle with a jar – students note their observations on the Student
Activity Sheet
Continue with lesson suggested questioning, adjust rigor as needed. American Chemical Society – Middle School Chemistry What is a Chemical Reaction
http://www.middleschoolchemistry.com/lessonplans/chapter6/lesson1
● Closure – What does the Law of Conservation of Mass state? What evidence can
you provide to support this scientific law?
Lesson 12: The Law of Conservation of Mass ● Objective – SWBAT model that atoms are neither created nor destroyed in a
chemical reaction.
● NJSLS-S - MS-PS1-2, MS-PS1-5
● Opening – Given a molecular model of a chemical equation, students identify as
balanced or not balanced and provide evidence to support their claim.
● Activities – Students will construct a model of the chemical equation of a burning
candle utilizing materials provided on the link below.
American Chemical Society – Middle School Chemistry What is a Chemical
Reaction
http://www.middleschoolchemistry.com/lessonplans/chapter6/lesson1
● Closure – What happens to the atoms of the reactants during a chemical reaction?
Lesson 13: The Law of Conservation of Mass
Objective – SWBAT model that atoms are neither created nor destroyed in a
chemical reaction, atoms are simply rearranged. Different substances are created
by the combination of different atoms.
NJSLS-S - MS-PS1-2, MS-PS1-5
● Opening – Interactive Law of conservation of Mass activity.
Demo – Conservation of Matter https://phet.colorado.edu/sims/html/reactants-
19
products-and-leftovers/latest/reactants-products-and-leftovers_en.html
● Activity – Law of Conservation of Matter https://www.youtube.com/watch?v=Wwmsy4huZQ0
● Introduction to The Law of Conservation of Mass Lab
https://betterlesson.com/lesson/resource/3271350/conservation-of-mass-
investigation?from=resource_image
● Class will discuss lab safety procedure/rules and the lab procedures
● Closure – If the reactants of a chemical reaction have the mass of 532.0 grams,
what will the mass of the products measure?
Lesson 14: The Law of Conservation of Mass ● Objective – SWBAT demonstrate that atoms are neither created nor destroyed in
a chemical reaction, atoms are simply rearranged. Different substances are
created by the combination of different atoms.
NJSLS-S - MS-PS1-2, MS-PS1-5
● Opening – Students observe the sample lab set-up and review safety procedures
and lab instructions.
● Activities – The Law of conservation of Mass Lab
https://betterlesson.com/lesson/resource/3271349/conservation-of-mass-
investigation- extension?from=resource_image
● Closure – Q & A- What was challenging about the lab? What did you learn?
Students share their observations and conclusions. Was the total mass of the
reactants equal the mass of the products?
Lesson 15: The Law of Conservation of Mass ● Objective – SWBAT demonstrate that atoms are neither created nor destroyed in
a chemical reaction, atoms are simply rearranged. Different substances are
created by the combination of different atoms.
● NJSLS-S - MS-PS1-2
● Opening – Video clip – Law of Conservation of Mass
https://www.brainpop.com/science/matterandchemistry/conservationofmass/
Activities Student activity sheet for reinforcement
https://www.brainpop.com/science/matterandchemistry/conservationofmass/activ
ity/#=vocabulary
Identifying balanced equations activity – See “Handout/Worksheet with
Directions”
https://middleschoolscience.com/2016/02/29/identifying-and-balancing-
chemical-reactions/
● Closure – Review Quiz (as a class or printable quiz)
https://www.brainpop.com/science/matterandchemistry/conservationofmass/quiz/
Lesson 16: The Law of Conservation of Mass ● Objective – SWBAT demonstrate The Law of Conservation of Mass
● NJSLS-S - MS-PS1-5
20
● Opening – Balancing act activity
http://sciencespot.net/Pages/classchem.html#Anchor8
● Activities – A Beginner's Guide to Balancing Equations- Bozeman Science
Students take notes and practice balancing simple equations
https://www.youtube.com/watch?v=_B735turDoM
● Closure- Why is it important to remember that you can NEVER change a
subscript?
Lesson 17: Endothermic and Exothermic Reactions ● Objective – SWBAT describe the chemistry of a cold pack and understand that it
is an endothermic reaction. Understand the chemistry of a hot pack and it is an
exothermic reaction.
● NJSLS-S - MS-PS1-2, MS-PS1-6
● Opening – Watch : Heat and Cold Packs https://www.youtube.com/watch?v=-
lHZg0tMdVU http://www.stevespanglerscience.com/lab/experiments/homemade-
hand-warmer
Activities Students watch video explaining the science behind heat and cold
packs. https://www.stevespanglerscience.com/lab/experiments/homemade-hand-
warmer/
Interactive Quiz - http://www.softschools.com/quizzes/science/chemical_reactions/quiz380.html
Closure – List self-warming/cooling devices you have used in past, identify each
as the result of an endothermic or exothermic reaction.
Lesson 18: Energy Change in Chemical Reaction ● Objective –SWBAT describe decomposition reaction as breaking into component
parts. Define catalyst. Classify chemical reaction as exothermic
● NJSLS-S - MS-PS1-2, MS-PS1-6
● Opening- Show students video of a variation of the experiment they will perform
Elephant Toothpaste
http://www.stevespanglerscience.com/lab/experiments/elephants-
toothpaste?modal=1&videoid=2crFb3Z6aSY&autoplay=1
● Activities – Demo - Elephant’s toothpaste: Decomposition of hydrogen peroxide
with yeast. With a partner students mix peroxide, soap and yeast. Observe and
note changes Elephant Toothpaste Lab
https://betterlesson.com/lesson/614836/catalyst-lab-elephant-toothpaste
● Closure – What ingredient in this experiment served as the catalyst?
Lesson 19: Energy Change in Chemical Reaction ● Objective – SWBAT describe an endothermic and exothermic reaction. Students
will be able to use the concept of energy in bond breaking and bond making to
explain why one reaction can be endothermic and another reaction can be
exothermic. Student will conduct an endothermic chemical reaction observe and
draw conclusions.
● NJSLS-S - MS-PS1-2, MS-PS1-6
21
● Opening – Students review lab and safety procedure. Prepare for lab (hair and
sleeves up, clear desk etc.) Remind students that the decomposition reaction of
hydrogen peroxide/Elephant Toothpaste Lab caused the temperature of the
solution to increase. Show students 3 chemical reactions where the temperature
increases drastically. American Chemical Society Middle School Chemistry
Energy Changes in a Chemical Reaction
http://www.middleschoolchemistry.com/lessonplans/chapter6/lesson7
● Activities- Partners measure temperature change during chemical reaction of
baking soda and vinegar. Discuss student observations and ask questions. Project
images of reaction to explain.
American Chemical Society Baking Soda and Vinegar Reaction simulation
http://www.middleschoolchemistry.com/multimedia/chapter6/lesson7#baking_so
da_and_vinegar
● Closure – What is the highest temperature reached during your group’s reaction
Lesson 20: Self Warming/Cooling devices ● Objective – SWBAT name the functions of devices for self-warming/cooling
● NJSLS-S - MS-PS1-2, MS-PS1-5
● Opening – Read together Self-warming and cooling devices.
● Activities- After reading article below, student research other self- warming
devices using different chemical combinations.
● Closure – Reflect on 2 ideas found during research. How may discoveries in this
area help people in the future?
Lesson 21: - Investigating Temperature Change as evidence (7-8 day activity) ● Objective – SWBAT research components of and begin to design a device that
uses exothermic or endothermic energy to create a temperature change.
● NJSLS-S - MS-PS1-2, MS-PS1-6
● Opening – Review vocabulary: chemical change, physical change, endothermic,
exothermic, reactants, and products. Methane reaction energy-Review image of
methane reaction as a exothermic reaction American Chemical Society Methane
Reaction http://www.middleschoolchemistry.com/multimedia/chapter6/lesson7
Teacher asks, “What holds atoms together in molecular compounds?” What is
needed in order to break the bonds? Discuss
● Activities – Students are reminded of culminating project: designing a self-
heating/cooling device for application of their choice i.e., glove, coaster,
headband which cools or warms. (Refer to the link below – alter lesson to adhere
to current acceptable MS Chemicals)
● Energy Changes http://www.t4t.org/wp-content/uploads/2013/07/T4T_8th-
Grade_Chemistry_5E_LessonPlans_073113.pdf
Explain that in chemical reactions, bonds are formed or broken apart and there
is a change in energy. Energy is either released (Exothermic) or absorbed
(Endothermic). In final project: do you want a reaction that absorbs energy or
releases it? How can we measure it? Touch? Thermometer? Pairs of students
will choose between available chemicals to design a test to see: Does chemical
reaction or physical change occur? What is evidence? Is energy released or
22
absorbed? How Much energy? Could this reaction be used in final project?
Student pairs complete Engage and Explore portion of activity.
● Closure – How will you know if a chemical reaction has occurred?
Lesson 22: - Investigating Temperature Change as evidence of a Chemical Change
Objective – SWBAT develop a materials list and procedure to perform an
experiment to evaluate a change as either chemical or physical (based on criteria)
and use evidence to prove if the change is exothermic or endothermic.
● NJSLS-S – MS-PS1-2, MS-PS1-6
● Opening – Student pairs write materials list and procedures including safety
aspects. Pairs share procedures with others and have checked by teacher. Groups
of students may pick the same chemicals for their experiment; however teacher
should ensure that most chemicals are used to give students a variety of results to
choose from when designing their self- warming/cooling device.
● Activities – Revise investigative design as needed.
● Closure – Share procedures and safety precautions to prepare for upcoming lab.
Lesson 23: - Investigating Temperature Change as evidence of a Chemical Change
Objective – SWBAT test and evaluate a change as either chemical or physical
(based on criteria) and use evidence to prove if the change is exothermic or
endothermic.
● NJSLS-S - MS-PS1-2, MS-PS1-6
● Opening – Student pairs review their procedure and set up materials
● Activities – Students perform experiment and record observations/results on
handout to report to class. Students complete response sheet (which includes
table of reactants used, products formed, type of change, evidence of change, and
temperature change) Students share results by one or more of the following
(students record results of other groups on handout): 1) present results to the
class, 2) Gallery walk looking at results with group member explaining the results
at each poster, 3) student pairs make appointments with other groups to share
findings.
● Closure – Was your reaction an exothermic or endothermic reaction. Provide
evidence to support your claim.
Lesson 24: -Analyze results of previous experiments ● Objective – SWBAT analyze results from class’s experiments and draw
conclusions.
● NJSLS-S – MS-PS1-2, MS-PS1-6
● Opening – Analyze results of class’s experiments with your partner.
● Activities- You and your partner will choose chemicals you will use for final
project based on class results. Complete conclusion explaining which chemicals
you will use. Then using data from experiments justify your choice.
● Closure- Reflection-Students begin to brainstorm ideas of new devices that could
use the chemicals to self-warm or cool it.
23
Lesson 25: Design of self-warming/cooling device with use of exothermic or
endothermic reactions. ● Objective – SWBAT evaluate the results of their (and classes) chemical reactions
and class discussions to design and then construct a self-warming/cooling device
for use.
● NJSLS-S - MS-PS1-2, MS-PS1-6
● Opening – Teacher shows students a movie clip Hypothermia:
https://www.youtube.com/watch?v=hmO0dfO2oTg showing hypothermia and
goes over areas most commonly affected. Students can also read article, etc. to
gather some quick information about hypothermia, heat stroke, etc. (other
examples of cooling and warming devices) to inform their choice of a device. If
not done previously, students are given specific assignment criteria for self-
warming/cooling device
● Activities –In groups, students decide on type of device they will design.
Teacher explains: You and your group are in charge of using chemicals to make a
self-warming/cooling device for people to use. You can design any type of
device, but your design must use the chemicals to heat or cool it in safe way.
Your device can be for any situation where it might be useful: everyday use,
military, skiing, hiking, fishing, boating, etc. Your Assignment: You and your
group must design (and construct) a device that uses a chemical process to warm
or cool itself. Then, you must present your device (and design) to the class. The
presentation must include: 1) the device (or poster design of device) which can be
used (at least once) to demonstrate how it warms/cools itself 2) A diagram of
your device with labels and measurements 3) A written
explanation/advertisement of: who will use your device? How your device
works? Why is your device useful? A slogan or name for your device.
● Closure – List pertinent safety precaution to follow during your procedure
Lesson 26: Design of self-warming/cooling device with use of exothermic or
endothermic reactions
Objective – SWBAT evaluate the results of their (and classes) chemical reactions
and class discussions to design and then construct a self-warming/cooling device
for use.
● NJSLS-S – MS-PS1-2, MS-PS1-6
● Opening – Students review criteria for final project: self-warming/cooling device
● Activities –In groups, students decide on type of device they will design.
TEACHER EXPLAINS: You and your group are in charge of using chemicals to
make a self-warming/cooling device for people to use. You can design any type
of device, but your design must use the chemicals to heat or cool it in safe way.
Your device can be for any situation where it might be useful: everyday use,
military, skiing, hiking, fishing, boating, etc. Your Assignment: You and your
group must design (and construct) a device that uses a chemical process to warm
or cool itself. Then, you must present your device (and design) to the class. The
presentation must include: 1) the device (or poster design of device) which can be
used (at least once) to demonstrate how it warms/cools itself 2) A diagram of
your device with labels and measurements 3) A written
24
explanation/advertisement of: who will use your device? How does your device
work? Why is your device useful? A slogan or name for your device.
● Closure- Share device creations thus far.
Lesson 27: Presentations: Design of self-warming/cooling ● Objective – SWBAT present investigation results during presentation of self-
heating/cooling device to the class.
● NJSLS-S – MS-PS1-2, MS-PS1-6
● Opening – Peer evaluation rubric explanation
● Activities –Student groups present their final design. Students complete peer
evaluation (as audience members) and self-evaluation following their
presentation
● Closure –How can your group improve as a team? Cite specific individual goals
for self-improvement
Lesson 28: Unit Assessment Review ● Objective – SWBAT demonstrate knowledge of Unit I concepts.
● NJSLS-S – MS-PS1-2, MS-PS1-5, MS-PS1-6
● Opening – Kahoot - https://create.kahoot.it/details/duplicate-of-physical-and-
chemical-changes/4fab6a0f-af97-4331-a27d-cbc31128cab7
● Activities –Students play bingo with Unit I terms. Online review quizzes –
Changes in Matter https://jeopardylabs.com/play/physical-and-chemical-changes-
test3 https://www.quia.com/cb/822641.html
https://www.superteachertools.us/jeopardyx/jeopardy-review-game-
live.php?gamefile=96234&playid=3299298
● Closure –Q & A for stickers
Lesson 29: Unit I Assessment- Multiple Choice Portion ● Objective – SWBAT demonstrate knowledge of Unit I concepts.
● NJSLS-S – MS-PS1-2, MS-PS1-5, MS-PS1-6
● Opening – Prepare for multiple choice portion of The Unit I Assessment
Place AR book on desk, clear all other items from desk, no talking or getting out
of your seat during the test etc. (Establish all testing procedures/rules prior to the
Assessment)
Activities –Linkit Unit I Test- Multiple Choice portion
● Closure –Read silently as testing materials are collected.
Lesson 30: Unit I Assessment- Lab/Open-Ended Portion ● Objective – SWBAT demonstrate knowledge of Unit I concepts.
● NJSLS-S – MS-PS1-2, MS-PS1-5, MS-PS1-6
● Opening - Prepare for Lab/Open-Ended portion of The Unit I Assessment
Review all safety procedures if needed.
Place AR book on desk, clear all other items from desk, no talking or getting out
of your seat during the test etc. (Establish all testing procedures/rules prior to the
Assessment)
● Activities – Lab/Open-Ended portion of the Unit I Assessment
● Closure – Read silently as testing materials are collected.
25
Modifications Special Education Students: (These are just suggested ideas to modify
instruction. All modifications and accommodations should be specific to
each individual child’s IEP. All students with 504 plans should be
provided the necessary tools to be successful in the course.) Multi-sensory instruction.
Differentiated instruction.
Additional Vocabulary Activities.
Provide hands-on manipulatives with format skeletons to groups of
students.
Draw and label diagrams to represent the data for visual learners.
Provide time for revision of work when students show need.
Facilitate group discussions to assess understanding among varying
ability levels of students.
Scaffolding content.
Graphic organizers.
Project-based learning options.
English Language Learners: Identify key phrases or new vocabulary to pre-teach.
Additional Vocabulary Activities: to support the ELL students to
build understanding.
Draw and label diagrams to represent the data for visual learners.
Provide visual cues.
Provide time for revision of work when students show need.
Scaffolding content.
Graphic organizers.
Encourage students to offer bilingual assistance to each other.
Project-based learning options.
Students at Risk of Failure: Reteach to Build Understanding: for struggling learners to revisit
and practice the lesson concept or skill modeling.
Provide time for revision of work when students show need.
Scaffolding content.
Graphic organizers.
Mnemonics.
Project-based learning options.
Gifted Students: Enrichment Activities: to challenge the advanced-proficient
student.
Provide extension assignments and activities.
Projects in multiple tasks.
Grouping.
Project-based learning options.
Honors-level courses should feature activities and assessments that
challenge students beyond the general education class requirements.
26
Adapted from the NJDOE MODEL CURRICULUM
CONTENT AREA: Science GRADE: 7 UNIT #: 2
UNIT NAME: Matter and
Energy in Organisms and
Ecosystems
How do organisms obtain and use matter and energy?
How do matter and energy move through an ecosystem?
Students use conceptual and physical models to explain the transfer of energy and cycling of matter as they construct explanations for the role of
photosynthesis in cycling matter in ecosystems. They construct explanations for the cycling of matter in organisms and the interactions of
organisms to obtain the matter and energy from the ecosystem to survive and grow. Students have a grade-appropriate understanding and use of the
practices of investigations, constructing arguments based on evidence, and oral and written communication. They understand that sustaining life
requires substantial energy and matter inputs and the structure and functions of organisms contribute to the capture, transformation, transport,
release, and elimination of matter and energy. Adding to these crosscutting concepts is a deeper understanding of systems and system models that
ties the performances expectations in this topic together.
# STUDENT LEARNING OBJECTIVES (SLO) Corresponding
DCIs and PEs
2
Construct a scientific explanation based on evidence for the role of photosynthesis in the
cycling of matter and flow of energy into and out of organisms. [Clarification Statement:
Emphasis is on tracing movement of matter and flow of energy.] [Assessment Boundary:
Assessment does not include the biochemical mechanisms of photosynthesis.]
MS-LS1-6
3
Develop a model to describe how food is rearranged through chemical reactions forming new
molecules that support growth and/or release energy as this matter moves through an
organism. [Clarification Statement: Emphasis is on describing that molecules are broken apart
and put back together and that in this process, energy is released.] [Assessment Boundary:
Assessment does not include details of the chemical reactions for photosynthesis or respiration.]
MS-LS1-7
4 Analyze and interpret data to provide evidence for the effects of resource availability on MS-LS2-1
27
organisms and populations of organisms in an ecosystem. [Clarification Statement: Emphasis
is on cause and effect relationships between resources and growth of individual organisms and the
numbers of organisms in ecosystems during periods of abundant and scarce resources.]
5
Develop a model to describe the cycling of matter and flow of energy among living and
nonliving parts of an ecosystem. [Clarification Statement: Emphasis is on describing the
conservation of matter and flow of energy into and out of various ecosystems, and on defining the
boundaries of the system.] [Assessment Boundary: Assessment does not include the use of
chemical reactions to describe the processes.]
MS-LS2-3
6
Construct an argument supported by empirical evidence that changes to physical or
biological components of an ecosystem affect populations. [Clarification Statement: Emphasis
is on recognizing patterns in data and making warranted inferences about changes in populations,
and on evaluating empirical evidence supporting arguments about changes to ecosystems.]
MS-LS2-4
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science
Education:
Science and Engineering Practices
Developing and Using Models
Modeling in 6–8 builds on K–5 experiences
and progresses to developing, using, and
revising models to describe, test, and predict
more abstract phenomena and design systems.
Develop a model to describe
phenomena. (MS-LS2-3)
Disciplinary Core Ideas
LS1.C: Organization for Matter and
Energy Flow in Organisms
Plants, algae (including
phytoplankton), and many microorganisms
use the energy from light to make sugars
(food) from carbon dioxide from the
atmosphere and water through the process
of photosynthesis, which also releases
Crosscutting Concepts
Cause and Effect
Cause and effect relationships may be
used to predict phenomena in natural or
designed systems. (MS-LS2-1)
Energy and Matter
Matter is conserved because atoms are
conserved in physical and chemical
28
Develop a model to describe
unobservable mechanisms. (MS-LS1-7)
Analyzing and Interpreting Data
Analyzing data in 6–8 builds on K–5
experiences and progresses to extending
quantitative analysis to investigations,
distinguishing between correlation and
causation, and basic statistical techniques of
data and error analysis.
Analyze and interpret data to provide
evidence for phenomena. (MS-LS2-1)
Constructing Explanations and Designing
Solutions
Constructing explanations and designing
solutions in 6–8 builds on K–5 experiences
and progresses to include constructing
explanations and designing solutions
supported by multiple sources of evidence
consistent with scientific knowledge,
principles, and theories.
Construct a scientific explanation
based on valid and reliable evidence
obtained from sources (including the
students’ own experiments) and the
assumption that theories and laws that
describe the natural world operate today as
oxygen. These sugars can be used
immediately or stored for growth or later
use. (MS-LS1-6)
Within individual organisms, food
moves through a series of chemical
reactions in which it is broken down and
rearranged to form new molecules, to
support growth, or to release energy. (MS-
LS1-7)
LS2.A: Interdependent Relationships in
Ecosystems
Organisms, and populations of
organisms, are dependent on their
environmental interactions both with other
living things and with nonliving factors.
(MS-LS2-1)
In any ecosystem, organisms and
populations with similar requirements for
food, water, oxygen, or other resources
may compete with each other for limited
resources, access to which consequently
constrains their growth and reproduction.
(MS-LS2-1)
Growth of organisms and population
increases are limited by access to
resources. (MS-LS2-1)
processes. (MS-LS1-7)
Within a natural system, the transfer of
energy drives the motion and/or cycling of
matter. (MS-LS1-6)
The transfer of energy can be tracked
as energy flows through a natural system.
(MS-LS2-3)
Stability and Change
Small changes in one part of a system
might cause large changes in another part.
(MS-LS2-4)
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to Nature of Science
Scientific Knowledge Assumes an Order
and Consistency in Natural Systems
Science assumes that objects and
events in natural systems occur in
consistent patterns that are understandable
through measurement and observation.
(MS-LS2-3)
29
they did in the past and will continue to do
so in the future. (MS-LS1-6)
Engaging in Argument from Evidence
Engaging in argument from evidence in 6–8
builds on K–5 experiences and progresses to
constructing a convincing argument that
supports or refutes claims for either
explanations or solutions about the natural and
designed world(s).
Construct an oral and written argument
supported by empirical evidence and
scientific reasoning to support or refute an
explanation or a model for a phenomenon
or a solution to a problem. (MS-LS2-4)
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to Nature of Science
Scientific Knowledge is Based on
Empirical Evidence
Science knowledge is based upon
logical connections between evidence and
explanations. (MS-LS1-6)
Science disciplines share common
rules of obtaining and evaluating empirical
evidence. (MS-LS2-4)
LS2.B: Cycle of Matter and Energy
Transfer in Ecosystems
Food webs are models that
demonstrate how matter and energy is
transferred between producers, consumers,
and decomposers as the three groups
interact within an ecosystem. Transfers of
matter into and out of the physical
environment occur at every level.
Decomposers recycle nutrients from dead
plant or animal matter back to the soil in
terrestrial environments or to the water in
aquatic environments. The atoms that
make up the organisms in an ecosystem
are cycled repeatedly between the living
and nonliving parts of the ecosystem.
(MS-LS2-3)
LS2.C: Ecosystem Dynamics, Functioning,
and Resilience
Ecosystems are dynamic in nature;
their characteristics can vary over time.
Disruptions to any physical or biological
component of an ecosystem can lead to
shifts in all its populations. (MS-LS2-4)
PS3.D: Energy in Chemical Processes and
30
Everyday Life
The chemical reaction by which plants
produce complex food molecules (sugars)
requires an energy input (i.e., from
sunlight) to occur. In this reaction, carbon
dioxide and water combine to form
carbon-based organic molecules and
release oxygen. (secondary to MS-LS1-6)
Cellular respiration in plants and
animals involve chemical reactions with
oxygen that release stored energy. In these
processes, complex molecules containing
carbon react with oxygen to produce
carbon dioxide and other materials.
(secondary to MS-LS1-7)
Connections to other DCIs in this grade-band:
MS.PS1.B (MS-LS1-6),(MS-LS1-7),(MS-LS2-3); MS.LS4.C (MS-LS2-4); MS.LS4.D (MS-LS2-4); MS.ESS2.A (MS-LS1-6),(MS-LS2-3),(MS-
LS2-4); MS.ESS3.A (MS-LS2-1),(MS-LS2-4); MS.ESS3.C (MS-LS2-1),(MS-LS2-4)
Articulation of DCIs across grade-bands:
3.LS2.C (MS-LS2-1),(MS-LS2-4); 3.LS4.D (MS-LS2-1),(MS-LS2-4); 5.PS3.D (MS-LS1-6),(MS-LS1-7); 5.LS1.C (MS-LS1-6),(MS-LS1-7);
5.LS2.A (MS-LS1-6),(MS-LS2-1),(MS-LS2-3); 5.LS2.B (MS-LS1-6),(MS-LS1-7);(MS-LS2-3); HS.PS1.B (MS-LS1-6),(MS-LS1-7); HS.PS3.B
(MS-LS2-3); HS.LS1.C (MS-LS1-6),(HS-LS1-7),(MS-LS2-3); HS.LS2.A (MS-LS2-1); HS.LS2.B (MS-LS1-6),(MS-LS1-7),(MS-LS2-3);
HS.LS2.C (MS-LS2-4),HS.LS4.C (MS-LS2-1),(MS-LS2-4); HS.LS4.D (MS-LS2-1),(MS-LS2-4); HS.ESS2.A (MS-LS2-3); HS.ESS2.D (MS-
LS1-6); HS.ESS2.E (MS-LS2-4); HS.ESS3.A (MS-LS2-1); HS.ESS3.B (MS-LS2-4); HS.ESS3.C (MS-LS2-4)
31
New Jersey Student Learning Standards Connections:
ELA/Literacy –
RI.7.1. Cite several pieces of textual evidence and make relevant connections to support analysis of what the text says explicitly as well
as inferences drawn from the text. (MS-LS1-6)(MS-LS2-1)(MS-LS2-4)
W.7.2.
W.7.1.
W.7.7.
W.7.8.
W.7.9.
SL.7.1.
SL.7.5.
L.7.6.
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection,
organization, and analysis of relevant content. (MS-LS1-6)
Write arguments to support claims with clear reasons and relevant evidence. (MS-LS1-6)(MS-LS2-4)
Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused
questions for further research and investigation. (MS-LS1-6)(MS-LS1-7) (MS-LS2-1)(MS-LS2-3)(MS-LS2-4)
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and
accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a
standard format for citation. (MS-LS1-6)(MS-LS2-1)(MS-LS2-3)(MS-LS2-4)
Draw evidence from literary or informational texts to support analysis, reflection, and research. (MS-LS1-6)(MS-LS2-1)(MS-
LS2-3)(MS-LS2-4)
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade
7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. (MS-LS1-6)
Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient
points.(MS-LS1-7) (MS-LS2-3)
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary
knowledge when considering a word or phrase important to comprehension or expression. (MS-LS1-6)(MS-LS1-7) (MS-LS2-
1)(MS-LS2-3)(MS-LS2-4)
Mathematics-
6.EE.C.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to
express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable.
Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the
equation. (MS-LS1-6)(MS-LS2-3)
32
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
E – encouraged
T – taught
A – assessed
Career Ready Practices
9.1 Personal Financial Literacy ET CRP1. Act as a responsible and
contributing citizen and employee.
Income and Careers ET CRP2. Apply appropriate academic
and technical skills.
Money Management CRP3. Attend to personal health
and financial well-being.
Credit and Debt Management ETA CRP4. Communicate clearly and
effectively and with reason.
Planning, Saving, and
Investing
ETA CRP5. Consider the
environmental, social and economic
impacts of decisions.
Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and
innovation.
Civic Financial Responsibility ETA CRP7. Employ valid and reliable
research strategies.
Insuring and Protecting ETA CRP8. Utilize critical thinking to
make sense of problems and
persevere in solving them.
9.2 Career Awareness,
Exploration, and Preparation
E CRP9. Model integrity, ethical
leadership and effective
management.
X Career Awareness CRP10. Plan education and career
paths aligned to personal goals.
X Career Exploration ET CRP11. Use technology to enhance
productivity.
Career Preparation ET CRP12. Work productively in
teams while using cultural global
competence.
INTEGRATED TECHNOLOGY
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in
order to solve problems individually and collaborate and create and communicate
knowledge.
8.2 Technology Integration, Engineering, Design and Computational Thinking –
Programming All students will develop an understanding of the nature and impact of technology,
engineering, technological design, computational thinking and the designed world as they
relate to the individual, global society, and the environment.
33
INTEGRATED SOCIAL AND EMOTIONAL LEARNING COMPETENCIES
The following social and emotional competencies are integrated in this curriculum
document:
Self-Awareness
x Recognize one’s own feelings and thoughts
x Recognize the impact of one’s feelings and thoughts on one’s own behavior
x Recognize one’s personal traits, strengths and limitations
x Recognize the importance of self-confidence in handling daily tasks and
challenges
Self-Management
x Understand and practice strategies for managing one’s own emotions, thoughts
and behaviors
x Recognize the skills needed to establish and achieve personal and educational
goals
Identify and apply ways to persevere or overcome barriers through alternative
methods to achieve one’s goals
Social Awareness
x Recognize and identify the thoughts, feelings, and perspectives of others
x Demonstrate an awareness of the differences among individuals, groups, and
others’ cultural backgrounds
x Demonstrate an understanding of the need for mutual respect when viewpoints
differ
x Demonstrate an awareness of the expectations for social interactions in a variety
of settings
Responsible Decision Making
x Develop, implement and model effective problem solving and critical thinking
skills
Identify the consequences associated with one’s action in order to make
constructive choices
34
Evaluate personal, ethical, safety and civic impact of decisions
Relationship Skills
x Establish and maintain healthy relationships
x Utilize positive communication and social skills to interact effectively with others
Identify ways to resist inappropriate social pressure
Demonstrate the ability to present and resolve interpersonal conflicts in
constructive ways
x Identify who, when, where, or how to seek help for oneself or others when needed
Student Resources
Lesson# 1
http://www4.uwsp.edu/cnr/wcee/keep/Mod1/Flow/foodchains.htm
http://www.zephyrus.co.uk/foodpuzzlechain.html
Lesson #2
https://www.ck12.org/earth-science/flow-of-matter-in-ecosystems/lesson/Flow-of-
Matter-in-Ecosystems-MS-ES/
https://nj.pbslearningmedia.org/resource/lsps07.sci.life.eco.oceanfoodweb/antarctic-
food-web-game/#.W3GuIRFe7IV
Lesson #3
http://science-class.net/archive/science-class/PowerPoints/PandR_files/frame.htm
Lesson #4
https://www.education.com/worksheet/article/paraphrasing-6/
https://s-media-cache-
ak0.pinimg.com/236x/18/14/ef/1814ef0ef11d0ba82fbd7afbba008090.jpg
Lesson #5
https://www.brainpop.com/science/ecologyandbehavior/carboncycle/
http://www.somersetcanyons.com/ourpages/auto/2015/4/24/57569571/Cycles%20of%20
Matter.pdf
Lesson #8
https://www.readworks.org/article/The-Eco-Pyramid/b800b419-85a0-49d5-9bfc-
3b8788b45049#!articleTab:content/
35
Lesson #9
http://lhsblogs.typepad.com/files/cell-respiration-virtual-lab.pdf
https://www.classzone.com/books/hs/ca/sc/bio_07/virtual_labs/virtualLabs.html
http://www.classzone.com/cz/books/bio_07/resources/htmls/virtual_labs/virtualLabs.htm
l
Lesson #12
https://www.youtube.com/watch?v=QI2ixJeIxEU
https://blogs.cornell.edu/cibt/labs-activities/labs/oh-deer-mary-bowman/
https://www.heart.org/idc/groups/heart-public/@wcm/@fc/.../ucm_306499.pdf
Lesson #13
http://www.bozemanscience.com/020-biotic-and-abiotic-factors/
Lesson #24
http://www.imdb.com/video/wab/vi3216549401
https://www.youtube.com/watch?v=dAL9Xvrg3hI
http://www-tc.pbs.org/kqed/oceanadventures/educators/pdf/OceanAdv-WhatYouEat.pdf
Lesson #25
http://inhabitat.com/19-year-old-student-develops-ocean-cleanup-array-that-could-
remove-7250000-tons-of-plastic-from-the-worlds-oceans/
http://www.theguardian.com/environment/gallery/2009/jun/05/waste-world-
environment-day
Lesson #26
https://www.abpischools.org.uk/topic/population-growth/2
https://www.abpischools.org.uk/topic/population-growth/4
https://www.readworks.org/article/The-Short-Term-Impact-of-the-Zebra-Mussel-
Invasion/d88ed588-05cf-4fa7-aef3-f853fad209c7#!articleTab:content/
https://www.caryinstitute.org/sites/default/files/public/downloads/...
Lesson #27
https://www.nationalgeographic.org/education/human-footprint-education/
https://www.watercalculator.org/
http://www.wwf.org.au/our_work/people_and_the_environment/human_footprint/footpri
nt_calculator/
https://www.nationalgeographic.org/activity/perils-plastic/
Lesson #28
https://www.nationalgeographic.org/education/human-footprint-education/
https://www.watercalculator.org/
http://www.wwf.org.au/our_work/people_and_the_environment/human_footprint/footpri
nt_calculator/
https://www.nationalgeographic.org/activity/perils-plastic/
36
Lesson #28
https://create.kahoot.it/details/ecology-introduction/96821dcd-b542-491c-9a61-
c3630969e990
https://quizlet.com/
https://quizlet.com/149015919/matter-and-energy-in-organisms-and-ecosystems-flash-
cards/
Teacher Resources
Please list texts, websites, and additional resources here
Lesson #7 http://science-class.net/archive/science-
class/Meteorology/Water_cycle.htm
Lesson #13 https://betterlesson.com/lesson/resource/3221778/pictures-for-abiotic-
and-biotic-interactions
37
Learning Plan
Matter and Energy in Organisms and Ecosystems
Unit: II
Duration: 8 Weeks
Lesson 1: Energy Flow through an organism
Objective – SWBAT explain how energy flows into and out of an organism.
NJSLS-S - MS-LS1-6
Opening –Try to make a mental picture of how energy enters and leaves a tree.
Illustrate this image and explain how energy flows into the tree and how energy
leaves the tree. What does the tree take in and what does the tree give off?
Activities –Food Chain Models.
http://www4.uwsp.edu/cnr/wcee/keep/Mod1/Flow/foodchains.htm - Read as a
class.
http://www.zephyrus.co.uk/foodpuzzlechain.html Energy in the Ecosystem Web-
Quest
Introduction to Performance Task, students will brainstorm Ecosystem Model P-
task. (M-Drive 2015- 2015 course material) Model describes energy flow through
an ecosystem
Closure – Students share ideas for P-Task, questions and concerns?
Lesson 2: Energy flow through an ecosystem
Objective – SWBAT create a model to demonstrate how matter is cycled through
an ecosystem.
NJSLS-S - MS-LS1-6,
Opening – Students read and respond
Flow of Matter in Ecosystems. https://www.ck12.org/earth-science/flow-of-
matter-in-ecosystems/lesson/Flow-of-Matter-in-Ecosystems-MS-ES/
Activities – PBS Antarctic Food Web Game
https://nj.pbslearningmedia.org/resource/lsps07.sci.life.eco.oceanfoodweb/antarct
ic-food-web-game/#.W3GuIRFe7IV
Students continue to brainstorm with their partner – Ecosystem Model – Choose a
topic and begin research
Closure – What did you learn today that you did not know prior to this lesson?
Lesson 3: Cycling of Matter through Photosynthesis
Objective – SWBAT identify the step, reactants, and products of photosynthesis
and understand that the Sun is the constant energy source of Earth.
NJSLS-S - MS-LS1-6
Opening – Imagine an Earth without trees or plants, write 1 paragraph detailing
what Earth would look like and the impact that the absence of trees and plants
would have on Earth. Include a sketch.
Activities - Students will take notes, participate in class discussion and Q&A
session for stickers)
Students will practices paraphrasing while reinforcing the concept of recycling
matter through photosynthesis.
38
Paraphrasing in Science.
https://www.education.com/worksheet/article/paraphrasing-6/
Closure – Tweet about the importance of the Sun. https://s-media-cache-
ak0.pinimg.com/236x/18/14/ef/1814ef0ef11d0ba82fbd7afbba008090.jpg
Lesson 4: Photosynthesis and the Carbon Cycle
Objective – SWBAT describe how matter is recycled through photosynthesis and
the Carbon Cycle
NJSLS-S - MS-LS1-6
Opening – What do plants and trees require for photosynthesis? How is matter
recycled through photosynthesis?
Activities – Introduce the carbon cycle
The Carbon Cycle. https://www.thegeoexchange.org/carboncycle/carbon-
cycle.html
Read together as a class, students take the quiz independently or as a class.
Continue with research for the Ecosystem Model (See research template and
modify as needed for course level)
Closure – How can the amount of carbon remain the same but it takes different
forms?
Create a Tweet https://s-media-cache-
ak0.pinimg.com/236x/18/14/ef/1814ef0ef11d0ba82fbd7afbba008090.jpg
Lesson 5: Carbon Cycle
Objective – SWBAT describe how matter is recycled on Earth.
NJSLS-S - MS-LS1-6
Opening – Video Clip Brainpop Game - Ecology
https://www.brainpop.com/science/ecologyandbehavior/carboncycle/
Activities – Carbon Cycle Quiz (as a class, independently or on a hard copy)
Continue with Ecosystem Model research.
Closure – What did you learn about your ecosystem today?
Lesson 6: Water Cycle
Objective – SWBAT explain how matter is cycled on Earth.
NJSLS-S - MS-LS1-6
Opening – “Before You Read” page 336
Activities – “Read to Learn” pages 336 – 342 “Matter and Energy in the
Environment”
Complete “Reading Check Questions” and “After You Read” Questions, discuss
as a class.
http://www.somersetcanyons.com/ourpages/auto/2015/4/24/57569571/Cycles%2
0of%20Matter.pdf
Closure – In your own words summarize the Water Cycle
Lesson 7: Water Cycle
Objective – SWBAT model the water cycle.
NJSLS-S - MS-LS1-6, MS-LS2-3
39
Opening – How do plants and animals depend on each other? What do humans
give off that plants need for photosynthesis? (1 Paragraph)
Activities Modeling the Water Cycle Activity
http://science-class.net/archive/science-class/Meteorology/Water_cycle.htm (Set
up the model and make observations for two weeks, students observe how water
is recycled)
Continue with Ecosystem Model Research.
Closure – Name the steps of the water cycle.
Lesson 8: Energy flow in an Ecosystem
Objective – SWBAT describe and list the sources and flow of energy in an
ecosystem.
NJSLS-S – MS-LS1-6
Opening – Record observations of the water cycle model. Discuss as a class
Activities- Readworks passage – The Eco-Pyramid.
https://www.readworks.org/article/The-Eco-Pyramid/b800b419-85a0-49d5-9bfc-
3b8788b45049#!articleTab:content/
Read, independently or with audio assistance – Modify for students as needed
Continue with Ecosystem Research.
Closure – Why are “producers” called producers?
Lesson 9: Cycling of Matter in an Ecosystem
Objective – SWBAT conduct an investigation to determine how carbon dioxide
cycles through a biological system.
NJSLS-S – MS-LS1-7
Opening –Record observations of water cycle model.
Activities – Cellular respiration virtual labs
https://www.classzone.com/books/hs/ca/sc/bio_07/virtual_labs/virtualLabs.html
http://www.classzone.com/cz/books/bio_07/resources/htmls/virtual_labs/virtualL
abs.html
Student will conduct a virtual lab.
Closure – Why you need to add the Elodea to your snail aquarium?
Lesson 10: Cycles of Matter
Objective – SWBAT demonstrate comprehension of complex literary and
informational science texts independently and proficiently. Describe the energy
flow of an ecosystem.
NJSLS-S - MS-LS1-6
Opening – Record observations of the water cycle model.
Activities – Read pages 713- 720 in the “Interactions of Life” textbook
(Independently or as a class) and answer questions 1-9 on page 720.
What types of matter on Earth cycle through an ecosystem?
Closure – What is your part in the Oxygen cycle?
Lesson 11: Food Webs and Food Chains
Objective – SWBAT model the cycling and flow of matter/energy through an
40
ecosystem.
NJSLS-S - MS-LS1-6, MS-LS2-3
Opening – Think: Pair- Share: what is the first link in a food chain?
Activities – Student teams will research and create a sketch of a food web to
model the flow of matter and energy through an ecosystem. The food web will be
used for their Ecosystem Project, students need to sketch the model and create a
material list.
Closure – What is the energy source for every food web?
Lesson 12: Limiting factors
Objective – SWBAT list the factors that limit populations.
NJSLS-S –MS-LS2-1, MS-LS2-4
Opening – What do you think a limiting factor in an ecosystem? (One paragraph)
Activities – Video clip
Carrying Capacity - https://www.youtube.com/watch?v=pPw51fDTl68
Limiting Factors - https://www.youtube.com/watch?v=QI2ixJeIxEU
Limiting Factor Activities: Activity options
https://blogs.cornell.edu/cibt/labs-activities/labs/oh-deer-mary-bowman/
https://www.heart.org/idc/groups/heart-public/@wcm/@fc/.../ucm_306499.pdf
Closure – Exit ticket: List five limiting factors in an ecosystem.
Lesson 13: Biotic and Abiotic Factors in an Ecosystem
Objective – SWBAT identify biotic and abiotic factors in an ecosystem ant their
role in an ecosystem. .
NJSLS-S - MS-LS2-3
Opening – Video clip class discussion and notes.
Abiotic Factors: http://www.bozemanscience.com/020-biotic-and-abiotic-factors/
Activities – Abiotic and Biotic interactive
Images of abiotic and biotic factors.
https://betterlesson.com/lesson/resource/3221778/pictures-for-abiotic-and-biotic-
interactions
Continue design phase of Ecosystem Model Project
Closure – List five biotic and five abiotic factors in your ecosystem.
Lesson 14: Ecosystems Model Project
Objective – SWBAT design and construct an ecosystem model to demonstrate the
energy flow through an ecosystem.
NJSLS-S - MS-LS2-3
Opening – What may be a factor that causes a decrease in a population in an
ecosystem?
Activities – Ecosystem Model Project – Design phase
Closure – What is the next step in the Engineer Process after designing?
Lesson 15: Ecosystem Model Project
Objective – SWBAT design and construct an ecosystem model to demonstrate
energy flow through an ecosystem.
41
NJSLS-S –MS-LS2-3
Opening – Can populations grow indefinitely? Why or Why not? Support your
answer.
Activities –
Design phase of the Ecosystem Model Project- material list, sketch, and research
component.
Closure – Give two examples of factors that would affect the sustainability of an
organism.
Lesson 16: Ecosystem Model Project
Objective – SWBAT construct a model demonstrating energy flow through an
ecosystem.
NJSLS-S –MS-LS2-3
Opening – How do humans impact your ecosystem?
Activities –
Design phase of the Ecosystem Model Project- material list, sketch, and research
component. Students must get rough sketch and material list approved by teacher
Class discussion of safety procedures for model construction (Ex. Safety googles
when cutting, gluing and painting. No aerosol sprays etc.)
Closure – What natural events can alter an ecosystem?
Lesson 17: Ecosystem Model Project
Objective – SWBAT construct a model demonstrating energy flow through an
ecosystem.
NJSLS-S –MS-LS2-3
Opening – How can humans help your ecosystem survive?
Activities –
Building phase of the Ecosystem Model Project- Reinforce safety
rules/procedure prior to model construction. Students work with their partner to
begin model construction.
Closure – Clean up and Q&A for stickers using unit vocabulary.
Lesson 18: Ecosystem Model Project
Objective – SWBAT construct a model demonstrating energy flow through an
ecosystem.
NJSLS-S –MS-LS2-3
Opening – What challenges are you facing during Ecosystem Model
construction? Will you need to alter your original design? Do you think that
engineers often alter their design after construction has begun? Why?
Activities –
Building phase of the Ecosystem Model Project- Reinforce safety
rules/procedure prior to model construction. Students work with their partner to
begin model construction.
Closure – Clean up and Q&A for stickers using unit concepts.
Lesson 19: Ecosystem Model Project
42
Objective – SWBAT construct a model demonstrating energy flow through an
ecosystem.
NJSLS-S –MS-LS2-3
Opening – Explain how the loss of a biotic or abiotic factor would impact your
ecosystem, be specific.
Activities –
Building phase of the Ecosystem Model Project- Reinforce safety
rules/procedure prior to model construction. Students work with their partner to
begin model construction.
Closure – (Clean-up) what should you remember when completing a group/team
project? Write a Tweet.
Lesson 20: Ecosystem Model Project
Objective – SWBAT construct a model demonstrating energy flow through an
ecosystem.
NJSLS-S –MS-LS2-3
Opening – What are four limiting factors in your ecosystem?
Activities –
Building phase of the Ecosystem Model Project- Reinforce safety
rules/procedure prior to model construction. Students work with their partner to
begin model construction.
Closure – (Clean-up) Compare and contrast a community and population.
Lesson 21: Ecosystem Model Project
Objective – SWBAT construct a model demonstrating energy flow through an
ecosystem.
NJSLS-S –MS-LS2-3
Opening – What can you foresee as possible threats to any species in your
ecosystem? Explain – one paragraph
Activities –
Building phase of the Ecosystem Model Project- Reinforce safety
rules/procedure prior to model construction. Students work with their partner to
begin model construction.
Closure – (Clean-up) what is a “Niche” and provide an example within your
ecosystem.
Lesson 22: Model Presentation
Objective – SWBAT present to the class the energy flow within their ecosystem
and the delicate balance of biotic and abiotic factors.
NJSLS-S - MS-LS2-3
Opening – Write a paragraph on things you should remember when presenting to
an audience.
Activities – Student presentation of their performance task. The students in the
audience will provide presenting students with constructive criticism and specific
compliments.
Closure – What do all of the ecosystems presented have in common?
43
Lesson 23: Model Presentation
Objective – SWBAT present to the class the energy flow within their ecosystem
and the delicate balance of biotic and abiotic factors.
NJSLS-S - MS-LS2-3
Opening – How would you improve this project? (Be specific)
Activities – Student presentation of their performance task. The students in the
audience will provide presenting students with constructive criticism and specific
compliments.
Students in the audience will offer constructive criticism as well as compliments
on the presented models.
Closure – What be the effects on your ecosystem if a factory was build nearby?
Lesson 24: Human Impact on an Ecosystem
Objective – SWBAT develop a connection about personal consumption and how
the waste each of us generates can have a negative impact on the environment
Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 8 topics, texts, and issues,
building on others’ ideas and expressing their own clearly.
NJSLS-S - MS-LS2-4
Opening –Pairs of students are given an illustration of a sea animal in or among
debris in ocean.
Ask student to describe what is going on in the picture, reflect on how it makes
them feel, can you do anything about it?
Discuss
Activities – Video Clip “Plastic Paradise”
http://www.imdb.com/video/wab/vi3216549401
Video clip “When a Bird Eats Plastic”
https://www.youtube.com/watch?v=dAL9Xvrg3hI
Read and discuss “You are What You Eat Plastics and Marine Life”
http://www-tc.pbs.org/kqed/oceanadventures/educators/pdf/OceanAdv-
WhatYouEat.pdf
Closure – What types of plastics end up in the surface zone and why?
Lesson 25: Human Impact on Ecosystems
Objective – SWBAT explore ocean cleaning techniques and discovering that even
teenager can have a positive influence on our environment.
NJSLS-S - MS-LS2-4
Opening – Brainstorm – How could we improve the cleanliness of the oceans?
Activities – Students solving environmental issues; 19-Year Old Develops Ocean
Cleanup Array that Could Remove 7,250,000 Tons of Plastic From the World’s
Oceans
http://inhabitat.com/19-year-old-student-develops-ocean-cleanup-array-that-
could-remove-7250000-tons-of-plastic-from-the-worlds-oceans/
Discuss possible ocean cleaning ideas; The World’s Poor Overwhelmed by
Rubbish
44
http://www.theguardian.com/environment/gallery/2009/jun/05/waste-world-
environment-day
Closure – How can you as a middle school student do your part to improve the
environment, (be specific)?
Lesson 26: The effect of physical and biological components on ecosystem
populations.
Objective – SWBAT describe the cause and effect relationship between
components of an ecosystem and population size.
NJSLS-S - MS-LS2-4
Opening – https://www.abpischools.org.uk/topic/population-growth/2
Rabbit population interactive explores how availability of food, water and other
resources causes changes in rabbit populations.
Activities – Various student worksheets to accompany interactive
Population Growth questions https://www.abpischools.org.uk/topic/population-
growth/4
Read Works reading passage and question set and optional student activity
https://www.readworks.org/article/The-Short-Term-Impact-of-the-Zebra-Mussel-
Invasion/d88ed588-05cf-4fa7-aef3-f853fad209c7#!articleTab:content/
https://www.caryinstitute.org/sites/default/files/public/downloads/...
Closure – Once scientists understood the short-term impact of the zebra mussel
invasion, they started to wonder about the invasion’s long-term impact on the
ecosystem. Why might the Hudson River ecosystem look different many years
after the zebra mussel invasion than it did just a few years after the invasion?
Use evidence from the text to support your answer.
Lesson 27: Human Footprint and the impact on an Ecosystem
Objective – SWBAT describe the impact they exert on Earth and develop
possible footprint reduction techniques.
NJSLS-S - MS-LS2-4
Opening – How much garbage do you think you produce in a day? Calculate your
estimated garbage production for a month and a year (In pounds).
Activities – Video clip - Human Footprint.
https://www.nationalgeographic.org/education/human-footprint-education/
Interactive Human footprint activity – students independently explore how their
life impacts the environment.
Carbon Footprint videos:
https://www.watercalculator.org/
http://www.wwf.org.au/our_work/people_and_the_environment/human_footprint
/footprint_calculator/
https://www.nationalgeographic.org/activity/perils-plastic/
Closure – What do you think big businesses can do to reduce our carbon
footprint?
Lesson 28: Unit II Review
Objective – SWBAT review and demonstrate knowledge of Unit II concepts.
45
NJSLS-S – MS-LS1-6, MS-LS1-7, MS-LS2-1, MS-LS2-3, MS-LS2-4
Opening – Review interactive game
https://create.kahoot.it/details/duplicate-of-ecosystems-and-recycling-of-
matter/f058ef52-3c64-48c3-8fae-aebb838c3052
Activities – Review games
https://jeopardylabs.com/build/
https://jeopardylabs.com/play/ecosystems-review-game34
https://www.quia.com/jg/136985list.html
https://quizizz.com/admin/quiz/57f399fa26e5fb256be2fe84/unit-2-review-energy-
and-matter-in-ecosystems
Closure – What are limiting factors in an ecosystem?
Lesson 29: Unit II Review
Objective – SWBAT review and demonstrate knowledge of Unit II concepts.
NJSLS-S – MS-LS1-6, MS-LS1-7, MS-LS2-1, MS-LS2-3, MS-LS2-4
Opening – Kahoot review interactive game
https://create.kahoot.it/details/ecology-introduction/96821dcd-b542-491c-9a61-
c3630969e990
Activities – Students create a “Quizlet” with Unit II vocabulary and concepts
https://quizlet.com/
https://quizlet.com/149015919/matter-and-energy-in-organisms-and-ecosystems-
flash-cards/
Students review utilizing Quizlet interactive study games
Closure – How is matter cycled on Earth?
Lesson 30: Unit II Assessment Multiple Choice Portion
Objective – SWBAT demonstrate knowledge of Unit II concepts.
NJSLS-S – MS-LS1-6, MS-LS1-7, MS-LS2-1, MS-LS2-3, MS-LS2-4
Opening – Prepare for Unit II Assessment
Review class procedures for test taking (AR book on desk to read after the test,
no passes, no talking etc., raise your hand if you have a question)
Activities – Unit II Assessment (Linkit) Multiple Choice Portion
Closure – Collect testing materials, students read quietly
Lesson 31: Unit II Assessment Open Ended Portion/Lab Practical Portion
Objective – SWBAT demonstrate knowledge of Unit II concepts.
NJSLS-S – MS-LS1-6, MS-LS1-7, MS-LS2-1, MS-LS2-3, MS-LS2-4
Opening – Prepare for Unit II Assessment
Review class procedures for test taking (AR book on desk to read after the test,
no passes, no talking etc., raise your hand if you have a question)
Review safety procedures if needed.
Activities – Unit II Assessment Open Ended Portion/Lab Practical Portion
Closure – Collect testing materials, students read quietly
46
Modifications Special Education Students: (These are just suggested ideas to
modify instruction. All modifications and accommodations should be
specific to each individual child’s IEP. All students with 504 plans
should be provided the necessary tools to be successful in the course.) Multi-sensory instruction.
Differentiated instruction.
Additional Vocabulary Activities.
Provide hands-on manipulatives with format skeletons to groups
of students.
Draw and label diagrams to represent the data for visual
learners.
Provide time for revision of work when students show need.
Facilitate group discussions to assess understanding among
varying ability levels of students.
Scaffolding content.
Graphic organizers.
Project-based learning options.
English Language Learners: Identify key phrases or new vocabulary to pre-teach.
Additional Vocabulary Activities: to support the ELL students to
build understanding.
Draw and label diagrams to represent the data for visual
learners.
Provide visual cues.
Provide time for revision of work when students show need.
Scaffolding content.
Graphic organizers.
Encourage students to offer bilingual assistance to each other.
Project-based learning options.
Students at Risk of Failure: Reteach to Build Understanding: for struggling learners to revisit
and practice the lesson concept or skill modeling.
Provide time for revision of work when students show need.
Scaffolding content.
Graphic organizers.
Mnemonics.
Project-based learning options.
Gifted Students:
Enrichment Activities: to challenge the advanced-proficient
student.
Provide extension assignments and activities.
Projects in multiple tasks.
Grouping.
Project-based learning options. Honors-level courses should feature activities and assessments that challenge
students beyond the general education class requirements.
47
Adapted from the NJDOE MODEL CURRICULUM
CONTENT AREA: Science GRADE: 7 UNIT #: 3 UNIT NAME: Interdependent Relationships in
Ecosystems
How do organisms interact with other organisms in the physical environment to obtain matter and energy?
Students construct explanations for the interactions in ecosystems and the scientific, economic, political, and social justifications used in making
decisions about maintaining biodiversity in ecosystems. Students use models, construct evidence-based explanations, and use argumentation from
evidence. Students understand that organisms and populations of organisms are dependent on their environmental interactions both with other
organisms and with nonliving factors. They also understand the limits of resources influence the growth of organisms and populations, which may
result in competition for those limited resources. Crosscutting concepts of matter and energy, systems and system models, and cause and effect are
used by students to support understanding the phenomena they study.
# STUDENT LEARNING OBJECTIVES (SLO) Corresponding
DCIs and PEs
1
Construct an explanation that predicts patterns of interactions among organisms across
multiple ecosystems. [Clarification Statement: Emphasis is on predicting consistent patterns of
interactions in different ecosystems in terms of the relationships among and between organisms and
abiotic components of ecosystems. Examples of types of interactions could include competitive,
predatory, and mutually beneficial.]
MS-LS2-5
2
Evaluate competing design solutions for maintaining biodiversity and ecosystem services.*
[Clarification Statement: Examples of ecosystem services could include water purification, nutrient
recycling, and prevention of soil erosion. Examples of design solution constraints could include
scientific, economic, and social considerations.]
MS-LS2-2
48
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science
Education:
Science and Engineering Practices
Constructing Explanations and Designing
Solutions
Constructing explanations and designing
solutions in 6–8 builds on K–5 experiences
and progresses to include constructing
explanations and designing solutions supported
by multiple sources of evidence consistent
with scientific ideas, principles, and theories.
Construct an explanation that includes
qualitative or quantitative relationships
between variables that predict phenomena.
(MS-LS2-2)
Engaging in Argument from Evidence
Engaging in argument from evidence in 6–8
builds on K–5 experiences and progresses to
constructing a convincing argument that
supports or refutes claims for either
explanations or solutions about the natural and
designed world(s).
Evaluate competing design solutions
based on jointly developed and agreed-
Disciplinary Core Ideas
LS2.A: Interdependent Relationships in
Ecosystems
Similarly, predatory interactions may
reduce the number of organisms or
eliminate whole populations of organisms.
Mutually beneficial interactions, in
contrast, may become so interdependent
that each organism requires the other for
survival. Although the species involved in
these competitive, predatory, and mutually
beneficial interactions vary across
ecosystems, the patterns of interactions of
organisms with their environments, both
living and nonliving, are shared. (MS-LS2-
2)
LS2.C: Ecosystem Dynamics, Functioning,
and Resilience
Biodiversity describes the variety of
species found in Earth’s terrestrial and
oceanic ecosystems. The completeness or
integrity of an ecosystem’s biodiversity is
often used as a measure of its health. (MS-
LS2-5)
Crosscutting Concepts
Patterns
Patterns can be used to identify cause
and effect relationships. (MS-LS2-2)
Stability and Change
Small changes in one part of a system
might cause large changes in another part.
(MS-LS2-5)
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to Engineering, Technology,
and Applications of Science
Influence of Science, Engineering, and
Technology on Society and the Natural
World
The use of technologies and any
limitations on their use are driven by
individual or societal needs, desires, and
values; by the findings of scientific
research; and by differences in such factors
49
upon design criteria. (MS-LS2-5) LS4.D: Biodiversity and Humans
Changes in biodiversity can influence
humans’ resources, such as food, energy,
and medicines, as well as ecosystem
services that humans rely on—for example,
water purification and recycling.
(secondary to MS-LS2-5)
ETS1.B: Developing Possible Solutions
There are systematic processes for
evaluating solutions with respect to how
well they meet the criteria and constraints
of a problem. (secondary to MS-LS2-5)
as climate, natural resources, and economic
conditions. Thus technology use varies
from region to region and over time. (MS-
LS2-5)
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to Nature of Science
Science Addresses Questions About the
Natural and Material World
Scientific knowledge can describe the
consequences of actions but does not
necessarily prescribe the decisions that
society takes. (MS-LS2-5)
Connections to other DCIs in this grade-band:
MS.LS1.B (MS-LS2-2); MS.ESS3.C (MS-LS2-5)
Articulation of DCIs across grade-bands:
1.LS1.B (MS-LS2-2); HS.LS2.A (MS-LS2-2),(MS-LS2-5); HS.LS2.B (MS-LS2-2); HS.LS2.C (MS-LS2-5); HS.LS2.D (MS-LS2-2); HS.LS4.D
(MS-LS2-5); HS.ESS3.A (MS-LS2-5); HS.ESS3.C (MS-LS2-5); HS.ESS3.D (MS-LS2-5)
New Jersey Student Learning Standards Connections:
ELA/Literacy –
RI.7.1. Cite several pieces of textual evidence and make relevant connections to support analysis of what the text says explicitly as well as
inferences drawn from the text. (MS-LS2-5)
W.7.1. Write arguments to support claims with clear reasons and relevant evidence. (MS-LS2-5)
W.7.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection,
organization, and analysis of relevant content. (MS-LS2-5)
50
W.7.7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions
for further research and investigation. (MS-LS2-2)
W.7.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and
accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a
standard format for citation. (MS-LS2-5)
W.7.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. (MS-LS2-5)
SL.7.1.
L.7.6.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7
topics, texts, and issues, building on others’ ideas and expressing their own clearly. (MS-LS2-2)
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary
knowledge when considering a word or phrase important to comprehension or expression. (MS-LS2-5)
Mathematics -
MP.4 Model with mathematics. (MS-LS2-5)
6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems. (MS-LS2-5)
6.SP.B.5 Summarize numerical data sets in relation to their context. (MS-LS2-2)
51
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
E – encouraged
T – taught
A – assessed
Career Ready Practices
9.1 Personal Financial
Literacy
ET CRP1. Act as a responsible and
contributing citizen and employee.
Income and Careers ET CRP2. Apply appropriate academic and
technical skills.
Money Management CRP3. Attend to personal health and
financial well-being.
Credit and Debt
Management
ETA CRP4. Communicate clearly and
effectively and with reason.
Planning, Saving, and
Investing
ET CRP5. Consider the environmental, social
and economic impacts of decisions.
Becoming a Critical
Consumer
ETA CRP6. Demonstrate creativity and
innovation.
Civic Financial
Responsibility
ET CRP7. Employ valid and reliable research
strategies.
Insuring and Protecting ETA CRP8. Utilize critical thinking to make
sense of problems and persevere in solving
them.
9.2 Career Awareness,
Exploration, and
Preparation
ET CRP9. Model integrity, ethical leadership
and effective management.
X Career Awareness CRP10. Plan education and career paths
aligned to personal goals.
X Career Exploration ET CRP11. Use technology to enhance
productivity.
Career Preparation CRP12. Work productively in teams while
using cultural global competence.
INTEGRATED TECHNOLOGY
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information
in order to solve problems individually and collaborate and create and communicate
knowledge.
8.2 Technology Integration, Engineering, Design and Computational Thinking -
Programming All students will develop an understanding of the nature and impact of technology,
engineering, technological design, computational thinking and the designed world as they
relate to the individual, global society, and the environment.
52
INTEGRATED SOCIAL AND EMOTIONAL LEARNING COMPETENCIES
The following social and emotional competencies are integrated in this curriculum
document:
Self-Awareness
x Recognize one’s own feelings and thoughts
x Recognize the impact of one’s feelings and thoughts on one’s own behavior
x Recognize one’s personal traits, strengths and limitations
x Recognize the importance of self-confidence in handling daily tasks and
challenges
Self-Management
x Understand and practice strategies for managing one’s own emotions, thoughts
and behaviors
x Recognize the skills needed to establish and achieve personal and educational
goals
Identify and apply ways to persevere or overcome barriers through alternative
methods to achieve one’s goals
Social Awareness
x Recognize and identify the thoughts, feelings, and perspectives of others
x Demonstrate an awareness of the differences among individuals, groups, and
others’ cultural backgrounds
x Demonstrate an understanding of the need for mutual respect when viewpoints
differ
x Demonstrate an awareness of the expectations for social interactions in a variety
of settings
Responsible Decision Making
x Develop, implement and model effective problem solving and critical thinking
skills
Identify the consequences associated with one’s action in order to make
constructive choices
53
Evaluate personal, ethical, safety and civic impact of decisions
Relationship Skills
x Establish and maintain healthy relationships
x Utilize positive communication and social skills to interact effectively with others
Identify ways to resist inappropriate social pressure
Demonstrate the ability to present and resolve interpersonal conflicts in
constructive ways
x Identify who, when, where, or how to seek help for oneself or others when needed
Student Resources
Lesson #1
http://commoncorecoffey.weebly.com/uploads/8/4/0/1/8401709/symbiosis_ws_sc.pdf
http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/symbiosis.htm
http://www.vtaide.com/png/symbiosis.htm
https://www.ck12.org/assessment/tools/geometry-
tool/plix.html?eId=SCI.BIO.434&questionId=55c259488e0e082a6c0018e6&artifactID=
2116524&plix_redirect=1
Lesson #2
https://www.brainpop.com/science/ecologyandbehavior/symbiosis/
https://www.brainpop.com/science/ecologyandbehavior/symbiosis/activity/#=vocabulary
https://www.brainpop.com/science/ecologyandbehavior/symbiosis/quiz/
Lesson #3
http://www.blueworldtv.com/images/uploads/lesson-
plans/Lesson_plan_webisode30Nemo.pdf
http://www.blueworldtv.com/webisodes/watch/symbiosis-in-the-sea
http://www.blueworldtv.com/webisodes/watch/the-real-nemo
Lesson #8
http://www.pbslearningmedia.org/asset/lsps07_int_ecosystem/
Lesson #9
https://jeopardylabs.com/play/do-you-know-your-symbiosis3
Lesson #10
https://www.readworks.org/article/How-Water-Loss-Affects-Biodiversity/17a50e2a-
54
37bc-4f0d-b91f-6c47aa842ad5#!articleTab:content/
https://www.readworks.org/article/Are-the-Everglades-Forever/9c1285cd-177d-4532-
9be0-3255b9cc34d1#!articleTab:content/
https://www.readworks.org/article/Worldwide-Loss-of-Bees-a-Growing-
Concern/38a40aed-4077-4270-954e-9179baec17e5#!articleTab:content/
https://www.readworks.org/article/Threats-to-Biodiversity/82865388-a63e-45ee-aa09-
eaae9447b178#!articleTab:content/contentSection:6d31efda-1626-4e26-8451-
883de10d478e/
Lesson #11
https://www.quia.com/jg/2349626list.html
Lesson #16
http://www.epa.gov/ogwdw000/kids/flash/flash_matching.html
https://www.youtube.com/watch?v=4jHyGkcQmRI
https://www.youtube.com/watch?v=EkJuI2DDHKs
Lesson #24
https://www.readworks.org/article/Coastal-Drilling-in-Sunny-California/9038fe65-440b-
47b8-bb78-55f3ab85d3cf#!articleTab:content/
https://ocean.si.edu/conservation/pollution/gulf-oil-spill
http://eeinwisconsin.org/content/eewi/101624/OperationOilSpillCleanup.pdf
Lesson #27
www.aurora-schools.org/.../webquest%20biodiversity
Teacher Resources
Lesson #4
https://www.coursehero.com/file/17556583/Symbiosis-Activity-Wrkst/
https://betterlesson.com/lesson/639642/relationship-status-symbiosis
https://www.ck12.org/biology/symbiosis/
Lesson #6-7
http://education.nationalgeographic.com/activity/marine-ecosystem-invention/
http://media.education.nationalgeographic.com/assets/file/Imaginary_Marine_Ecosystem
_Instructions_and_Organism_Descriptions.pdf
http://media.education.nationalgeographic.com/assets/file/Imaginary_Marine_Ecosystem
_Analysis_1.pdf
https://www.brainpop.com/games/foodfight/
Lesson #8
http://www.rcampus.com/rubricshowc.cfm?code=B3W9AW&sp=true&
http://www.rcampus.com/rubricshowc.cfm?code=L4CXB4
55
http://www.enchantedlearning.com/report/animal/
http://www.superteachertools.us/jeopardyx/jeopardy-review-
game.php?gamefile=1745379#.W3NqYhFe7IU
Lesson #12
https://www.google.com/search?q=yellowstone+park+pictures+1990&safe=active&biw=
1280&bih=923&espv=2&source=lnms&tbm=isch&sa=X&ved=0CAYQ_AUoAWoVCh
MI6KPr1b6DxwIVwT8-Ch1vmwN-
&dpr=1#safe=active&tbm=isch&q=yellowstone+national+park+before+and+after+wolv
es&imgrc=SpRMMCMWJ_UDRM%3A
http://www.yellowstonepark.com/2011/06/wolf-reintroduction-changes-ecosystem/
https://www.yellowstonepark.com/things-to-do/wolf-reintroduction-changes-ecosystem
http://www.bbc.com/future/story/20140128-how-wolves-saved-a-famous-park
http://sciencespot.net/Pages/startersbiology.html
Lesson #15
https://ees.as.uky.edu/sites/default/files/elearning/module14swf.swf
Lesson #17
https://jeopardylabs.com/play/reduce-reuse-recycle3
https://www.youtube.com/watch?v=emaver2rkaM
Lesson #18
http://www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway/understanding_environ
ment/population_pollutionact.shtml
http://www.bbc.co.uk/education/guides/zsf82hv/activity
https://www.bbc.com/education/guides/zsf82hv/test
Lesson #22
https://www.google.com/search?q=birds+covered+in+oil&tbm=isch&source=iu&ictx=1
&fir=hDnpN-
AdGAOUEM%253A%252CDizqM5ZY71ycGM%252C_&usg=AFrqEzfXMmeODmj8
S9uuPQeR50XsdupHXQ&sa=X&ved=2ahUKEwjVov7s7e3cAhWmg-
AKHep3DsgQ9QEwAXoECAUQBg#imgrc=hDnpN-AdGAOUEM:
http://eeinwisconsin.org/content/eewi/101624/OperationOilSpillCleanup.pdf
Lesson #25
http://eeinwisconsin.org/content/eewi/101624/OperationOilSpillCleanup.pdf
Lesson #28
https://quizizz.com/admin/quiz/56f87c5f1aec7c1c0afffacc/unit-7-ecology-review
https://www.youtube.com/watch?v=vFqv_y1QKRA
https://jeopardylabs.com/play/interdependent-relationships
https://create.kahoot.it/details/bf525b21-c1be-42e0-9837-2e0966bb8aa3
56
Learning Plan –Interdependence Relationships in Ecosystems
Unit: III
Duration: 8 Weeks
Lesson 1: Symbiosis
Objective – SWBAT identify and describe different types of symbiotic
relationships.
NJSLS-S - MS-LS2-2
Opening – Students will be given the definitions of mutualism, commensalism
and parasitism and identify the type of symbiosis exists between two organisms.
Types of Symbiosis
http://commoncorecoffey.weebly.com/uploads/8/4/0/1/8401709/symbiosis_ws_sc
Activities – Video clip and quiz. Students can take notes independently or as a
class.
http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/symbiosis.ht
m
http://www.vtaide.com/png/symbiosis.htm
Symbiosis matching game –
https://www.ck12.org/assessment/tools/geometry-
tool/plix.html?eId=SCI.BIO.434&questionId=55c259488e0e082a6c0018e6&artif
actID=2116524&plix_redirect=1
Closure – How does it benefit an organism to be parasitic?
Lesson 2: Symbiosis
Objective – SWBAT identify and describe different types of symbiotic
relationships.
NJSLS-S - MS-LS2-2
Opening – Picture prompt provided and students identify the type of symbiotic
relationship and explain their answer. (dog and a tick)
Activities – Video clip, notes, activity page, and quiz –Students may work
independently or as a class. Brainpop games.
https://www.brainpop.com/science/ecologyandbehavior/symbiosis/
https://www.brainpop.com/science/ecologyandbehavior/symbiosis/activity/#=voc
abulary
https://www.brainpop.com/science/ecologyandbehavior/symbiosis/quiz/
Closure – What type of symbiotic relationship occurs between a human and
bacteria living in the human’s digestive tract?
Lesson 3: Symbiosis
Objective – SWBAT identify and describe different types of symbiotic
relationships.
NJSLS-S - MS-LS2-2
Opening – Why would an organism want to be in a mutualistic relationship?
Activities – Symbiotic relationship video clips:
http://www.blueworldtv.com/images/uploads/lesson-
57
plans/Lesson_plan_webisode30Nemo.pdf
http://www.blueworldtv.com/webisodes/watch/symbiosis-in-the-sea
http://www.blueworldtv.com/webisodes/watch/the-real-nemo
Closure – What are the characteristics of a “good” parasite?
(meaning a parasite that is very effective at being parasitic)
Lesson 4: Symbiotic Relationships
Objective – SWBAT identify and describe different types of symbiotic
relationships. Students will cite evidence to support their claim
NJSLS-S - MS-LS2-2
Opening – Compare and contrast Commensalism and Mutualism.
Activities – Students are given six picture prompts with a scenario
Students will be asked to identify the type of symbiotic relationship as well as
identify how each participant is affected.
Symbiosis worksheet: https://www.coursehero.com/file/17556583/Symbiosis-
Activity-Wrkst/
Additional resources: Symbiotic relationships
https://betterlesson.com/lesson/639642/relationship-status-symbiosis
https://www.ck12.org/biology/symbiosis/
Closure – Using a Venn diagram, compare and contrast Mutualism,
Commensalism and Parasitism.
Lesson 5: Human Impact
Objective – SWBAT analyze human impact on an ecosystem and evaluated
possible solutions.
NJSLS-S – MS-LS2-2, MS-LS2-5
Opening – How are organisms effected when a new housing development in
introduced into a community?
Activities – Modify reading and “Critical Thinking” Questions as needed
Work can be completed independently, with a partner or as a class.
Closure – What can humans do to limit the negative impact on an ecosystem
when developing property?
Lesson 6: Imaginary Marine Animal
Objective – SWBAT describe the abiotic and biotic components of a marine
ecosystem, list several marine organisms and explain their trophic relationships
using a food web and describe the adaptations and niches of several marine
organisms.
Students will predict the effects abiotic changes or trophic imbalances might have
upon an ecosystem as a whole.
NJSLS-S – MS-LS2-2
Opening – What do you know about the marine ecosystem?
Activities –– National Geographic Marine Ecosystem Invention
http://education.nationalgeographic.com/activity/marine-ecosystem-invention/
Students are to create a fictional marine animal that could successfully survive
in the marine biome, in particular the Jersey shore ecosystem. Students and
58
partner(s) and begin brainstorming ideas for their marine animal that they will
create. Final product will include eight organisms and the important abiotic
components of the ecosystem, including water, sediment, rock, energy source,
and other habitat features such as ocean floor features. The students will create
an imaginary ecosystem food web. Students will go online to find further
information on the marine biome, the Jersey Shore, and adaptations that marine
animals possess.
National Geographic Imaginary Marine Ecosystem Instructions and Organism
Descriptions
http://media.education.nationalgeographic.com/assets/file/Imaginary_Marine_Eco
system_Instructions_and_Organism_Descriptions.pdf
http://media.education.nationalgeographic.com/assets/file/Imaginary_Marine_Eco
system_Analysis_1.pdf
Closure – https://www.brainpop.com/games/foodfight/
Interactive food web game (Independently or as a class)
What does every food web start with?
Lesson 7: Imaginary Marine Animal
Objective – SWBAT describe the abiotic and biotic components of a marine
ecosystem, list several marine organisms and explain their trophic relationships
using a food web and describe the adaptations and niches of several marine
organisms.
Students will predict the effects abiotic changes or trophic imbalances might have
upon an ecosystem as a whole.
NJSLS-S – MS-LS2-2
Opening – What is the name of your marine animal?
Activities –– National Geographic Marine Ecosystem Invention
http://education.nationalgeographic.com/activity/marine-ecosystem-invention/
Students are to create a fictional marine animal that could successfully survive
in the marine biome, in particular the Jersey shore ecosystem. Students and
partner(s) and begin brainstorming ideas for their marine animal that they will
create. Final product will include eight organisms and the important abiotic
components of the ecosystem, including water, sediment, rock, energy source,
and other habitat features such as ocean floor features. The students will create
an imaginary ecosystem food web. Students will go online to find further
information on the marine biome, the Jersey Shore, and adaptations that marine
animals possess.
http://media.education.nationalgeographic.com/assets/file/Imaginary_Marine_Eco
system_Instructions_and_Organism_Descriptions.pdf
http://media.education.nationalgeographic.com/assets/file/Imaginary_Marine_Eco
system_Analysis_1.pdf
Closure – Who is the apex predator in your marine ecosystem?
Lesson 8: Imaginary Marine Animal
Objective – SWBAT create a model abiotic and biotic components of a marine
ecosystem, list several marine organisms and explain their trophic relationships
59
using a food web and describe the adaptations and niches of several marine
organisms.
Students will predict the effects abiotic changes or trophic imbalances might have
upon an ecosystem as a whole.
NJSLS-S – MS-LS2-2
Opening – Interactive game – Vocabulary reinforcement. PBS Learning
Ecosystems.
http://www.pbslearningmedia.org/asset/lsps07_int_ecosystem/
Activities –
Student teams assign team roles/jobs (Facilitator, note taker, artist, materials/time
manager).
Sketch a rough draft of your “Imaginary Marine Animal” food web
Students will brainstorm about the design and presentation of their imaginary
marine animal. (Power Point, 3-D model, skit, song etc.)
Final product must include a written and visual portion.
Students illustrate a rough copy of their project and a written outline.
Students must include:
fictional common name for the animal
Develop a food web
Biotic and abiotic factors
Symbiotic relationships
Rubric options:
http://www.rcampus.com/rubricshowc.cfm?code=B3W9AW&sp=true&
http://www.rcampus.com/rubricshowc.cfm?code=L4CXB4
http://www.enchantedlearning.com/report/animal/
Students should use the rubric as a checklist
Rough copy should be completed by the end of the period
Closure – Symbiosis Jeopardy
http://www.superteachertools.us/jeopardyx/jeopardy-review-
game.php?gamefile=1745379#.W3NqYhFe7IU
Lesson 9: Imaginary Marine Animal
Objective – SWBAT describe the abiotic and biotic components of a marine
ecosystem, list several marine organisms and explain their trophic relationships
using a food web and describe the adaptations and niches of several marine
organisms. Students will predict the effects abiotic changes or trophic imbalances
might have upon an ecosystem as a whole.
NJSLS-S - MS-LS2-2
Opening – Symbiosis Jeopardy (Begin class with one question on the SMART
Board)
https://jeopardylabs.com/play/do-you-know-your-symbiosis3
Activities – Complete Imaginary Marine Animal Project
Remind students to use project rubric as a checklist.
Closure – Q&A (As teams or individually). Symbiosis Jeopardy
https://jeopardylabs.com/play/do-you-know-your-symbiosis3
60
Lesson 10: Biodiversity
Objective – SWBAT understand that all organisms in an ecosystem need other
biotic and abiotic factors for survival.
NJSLS-S – MS-LS2-2
Opening – Do you think that one day people will live on Mars? Why or why not?
Support your answer using vocabulary from this unit.
Activities – Students read passage and cite textual evidence to support their
answers, demonstrate reading comprehension and construct cohesive written
responses. Audio passage available for struggling students.
https://www.readworks.org/article/How-Water-Loss-Affects-
Biodiversity/17a50e2a-37bc-4f0d-b91f-6c47aa842ad5#!articleTab:content/
Honors: https://www.readworks.org/article/Are-the-Everglades-
Forever/9c1285cd-177d-4532-9be0-3255b9cc34d1#!articleTab:content/
Optional readings: Readworks
https://www.readworks.org/article/Worldwide-Loss-of-Bees-a-Growing-
Concern/38a40aed-4077-4270-954e-9179baec17e5#!articleTab:content/
https://www.readworks.org/article/Threats-to-Biodiversity/82865388-a63e-45ee-
aa09-eaae9447b178#!articleTab:content/contentSection:6d31efda-1626-4e26-
8451-883de10d478e/
Closure – Why is it so important to maintain biodiversity in an ecosystem?
Lesson 11: Interactions of Organisms
Objective – SWBAT explore and explain communities and how populations in a
community interact.
NJSLS-S - MS-LS2-2
Opening – “What are The Roles in Your School community?” Page 759
Interactions of Life Science Textbook.
Activities – Independently or as a class read textbook pages 759-764 Interactions
of Life Science Textbook.
Critical Thinking- page 765 numbers 8-9
Closure – Java Games – Flashcard Ecology Vocabulary Review
https://www.quia.com/jg/2349626list.html
Lesson 12: How Communities Change
Objective – SWBAT predict how change within a community occurred, the
causes and possible future changes to a community.
NJSLS-S - MS-LS2-2
Opening – Students are given two pictures of ecosystem communities, one labeled
“A” and the other one labeled “B”. Imagine community “A” changed and became
like community “B”.
On a blank piece of paper, draw what you think community “A” might look like
midway in its change to becoming like community “B”.
What changes did you imagine?
How long do you think it would take for community “A” to become like
community “B”?
61
Summarize the changes you think would happen as the community changed from
“A” to “B”. (page 47 Biomes and Ecosystems )
https://www.google.com/search?q=yellowstone+park+pictures+1990&safe=activ
e&biw=1280&bih=923&espv=2&source=lnms&tbm=isch&sa=X&ved=0CAYQ
_AUoAWoVChMI6KPr1b6DxwIVwT8-Ch1vmwN-
&dpr=1#safe=active&tbm=isch&q=yellowstone+national+park+before+and+afte
r+wolves&imgrc=SpRMMCMWJ_UDRM%3A
Activities – Students will observe the changes that occurred in Yellowstone
National Park, when wolves were reintroduced into the park.
http://www.yellowstonepark.com/2011/06/wolf-reintroduction-changes-
ecosystem/
https://www.yellowstonepark.com/things-to-do/wolf-reintroduction-changes-
ecosystem
Or http://www.bbc.com/future/story/20140128-how-wolves-saved-a-famous-park
Discuss the changes that occurred after the wolves were reintroduced to the park
and why these changes were caused by the increase in number of wolves.
http://www.nationalgeographic.com/geoguide/wolves/index.html
Impact of drought, fire and humans etc. on forest animals.
Closure – EcoBasics2 – Science Spot Ecology
http://sciencespot.net/Pages/startersbiology.html
Lesson 13: Design solutions for maintaining biodiversity in ecosystems
Objective – SWBAT brainstorm about methods to preserve/purify our natural
resources.
NJSLS-S - MS-LS2-2, MS-LS2-5
Opening – Where does it come from? Launch Lab page 813 Interactions of Life
Science textbook.
Activities – Introduction to Performance Task. Students will select a topic with a
partner/group: beach preservation or water purification. Since Neptune is a shore
community, students can relate to the importance of clean and plentiful beaches.
The project must include:
Explanation of the causes of beach erosion / unsanitary beach water
Research- How does NJ/ other states/other countries preserve their beaches/clean
beach water.
Students will identify positives and negatives of each method.
Explore/research ways to used recycles materials/resources to achieve beach
preservation/ clean beach water.
Sketch a design to achieve the intended goal
Create a model
Written component – include all research and an explanation of why and how
created design will achieve its goal. Identify potential downfalls of their system
(Include economic factors/resource availability etc.)
Presentation
Students will use class time to meet with their partner/group to brainstorm
(Choose a topic, assign team roles and plan)
62
Closure – Tweet – create a catchy slogan about how can kids help preserve/keep
clean Neptune beaches. (Be creative)
Lesson 14: How Earth’s resources maintain biodiversity
Objective – SWBAT explore the importance of Earth’s resources on an
ecosystem.
NJSLS-S – MS-LS2-5
Opening – Did you drink water today or use water to wash today?
How important is the cleanliness of the water? How would your life be different
if the water that came out of your household faucet was not clean?
Activities – Given a cup of dirty water, students will record their observations of
the water.
(Page 817 Mini Lab -Interactions of Life science Textbook)– Students will filter
the dirty water 3 times and record observations in a data chart and complete
“Analyze and Conclude”
Closure – How do the lives of people who do not have access to clean water differ
from yours?
Lesson 15: Design solutions for maintaining biodiversity in ecosystems
Objective – SWBAT research methods used to preserve beaches/beach water and
brainstorm to develop new methods.
NJSLS-S - MS-LS2-5
Opening – Each student will utilize Chromebooks to explore options used to
decrease beach erosion using the simulation.
Coastal erosion, longshore drift, engineering methods
https://ees.as.uky.edu/sites/default/files/elearning/module14swf.swf
Activities – Continue Project-Based Learning – Students will research their topic
(methods used in NJ/Other states/other countries to preserve beaches/purify beach
waters) Research positives and negatives of each method. Students will discuss
with their partner/group, the design ideas that they feel are the best/worst and
support their answers with research.
Closure – Thirstin’s Matching Game
http://www.epa.gov/ogwdw000/kids/flash/flash_matching.html
Lesson 16: Causes and prevention of soil erosion
Objective – SWBAT explore how water flow intensity affects sand and soil
erosion and techniques to replenish beaches.
NJSLS-S - MS-LS2-2, MS-LS2-5
Opening – Dredging and beach replenishment video clip.
https://www.youtube.com/watch?v=4jHyGkcQmRI
After the students view the video clip, ask the students (Written or verbally):
What do you think is happening in the video?
Why?
What are the positives and negatives of this project?
Activities – Video clip, explains the dredging and beach replenishment project on
Long Beach Island New Jersey.
63
https://www.youtube.com/watch?v=EkJuI2DDHKs
"How Fast Can You Turn a Sand Castle into Sediment?" Mini Lab page 826
Interactions of Life Science Textbook. Students observe the effects of water flow
on sand and soil.
Closure – Which trial caused the largest change in the height of your sand castle?
What natural events could each of your trials represent?
Lesson 17: Design solutions for maintaining biodiversity in ecosystems
Objective – SWBAT research competing design solutions and materials (new and
recycled) used to preserve beaches/beach water and brainstorm to develop new
design solutions.
NJSLS-S - MS-LS2-5
Opening - "What do you think happens to the cleaning chemicals that you pour
down the drain?" Discuss with the class
Video clip – Where does the water go when it goes down the drain?
https://www.youtube.com/watch?v=emaver2rkaM
Activities –
Project-Based Learning - Students will:
Complete research
Sketch possible design solutions/ finalize design
list student responsibilities/task
List supplies needed
Closure – Jeopardy Review Game
https://jeopardylabs.com/play/reduce-reuse-recycle3
Lesson 18: Design solutions for maintaining biodiversity in ecosystems
Objective – SWBAT plan construction of their beach preservation/ water filtration
design solution.
NJSLS-S - MS-LS2-5
Opening – How do you think that the size of the human population affects
pollution?
http://www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway/understanding_e
nvironment/population_pollutionact.shtml - Interactive - Population and pollution
(Individually or as a class)
Activities – Students will plan the construction of the model. Assign student
responsibilities and supplies needed to bring to class.
Final sketch
Material List
Students will begin the written portion of the Project-Based Learning Task
Closure – Interactive, students will explore the environmental impact of farming.
(Independent or as a class)
Fertilizers and Farming http://www.bbc.co.uk/education/guides/zsf82hv/activity
https://www.bbc.com/education/guides/zsf82hv/test
Lesson 19: Design solutions for maintaining biodiversity in ecosystems
Objective – SWBAT construct a Project-Based Learning model (Design solution-
64
beach preservation/ ocean water filtration) and demonstrate understanding of the
importance of maintaining an ecosystem in order to maintain biodiversity of an
ecosystem.
NJSLS-S - MS-LS2-5
Opening – As a design team, outline how your team will go about constructing
your system for minimizing beach erosion/ ocean water filtration. Discuss
challenges and solutions.
Activities – Project - students will construct, as a team, their design solution.
Closure – Tweet - Create a Hashtag to promote your design solution.
Lesson 20: Design solutions for maintaining biodiversity in ecosystems
Objective – SWBAT complete construction of their model (Design solution-
beach preservation/ ocean water filtration) and demonstrate understanding of the
importance of maintaining an ecosystem in order to maintain biodiversity of an
ecosystem.
NJSLS-S - MS-L S2-5
Opening – "How Ecosystems Change" pages 49-50 in Biomes and Ecosystems
Chapter Resources workbook. Refer to textbook.
Activities – Students will complete model and written portion of their Project-
Based Learning Task.
Closure – How do dead organisms help and ecosystem?
Lesson 21: Project Presentations
Objective – SWBAT present their design idea to the class, explaining how the
design works and the intended environmental impact on an ecosystem.
NJSLS-S - MS-L S2-2, MS-L S2-5
Opening – List five things that you should remember when presenting to the class
and five things you should remember when you are listening to a presentation and
providing constructive criticism.
Activities – Project presentations. Audience must provide constructive criticism
and compliments. The presenting students will write a self- reflection concerning
the designing, working as a team and their presentation, positives and areas for
improvement.
Closure – Tweet about your favorite presentation
Lesson 22: Designing solutions for maintaining biodiversity
Objective – SWBAT explore oil containing, removing and cleansing agents and
methods in order to envision future environmental clean-up techniques.
Select various materials and use them to determine their effectiveness of
cleaning a model oil spill. Design an investigation to clean up a model oil spill.
Test the plan and evaluate the results.
NJSLS-S - MS-L S2-5
Opening – Given a picture prompt of a bird covered in oil, students predict what
happened to the bird, how they would help the bird and how they feel looking at
this picture.
Bird image
65
https://www.google.com/search?q=birds+covered+in+oil&tbm=isch&source=iu&
ictx=1&fir=hDnpN-
AdGAOUEM%253A%252CDizqM5ZY71ycGM%252C_&usg=AFrqEzfXMme
ODmj8S9uuPQeR50XsdupHXQ&sa=X&ved=2ahUKEwjVov7s7e3cAhWmg-
AKHep3DsgQ9QEwAXoECAUQBg#imgrc=hDnpN-AdGAOUEM:
Activities – Students are given a scenario in which they are asked to devise a plan
to clean up an oil spill, simulate and evaluate their design plan.
Research
Test materials
Operation Oil Spill Cleanup Inquiry Lab
http://eeinwisconsin.org/content/eewi/101624/OperationOilSpillCleanup.pdf
Closure – Exit ticket - "Which materials did your group find successful in
removing the oil?"
Lesson 23: Offshore Drilling
Objective – SWBAT identify the pros and cons of offshore drilling.
NJSLS-S - MS-LS2-5
Opening – Are you for or against offshore drilling? Why or why not?
Activities – Students read the passage as a class or independently.
Readworks passage Oil Drilling https://www.readworks.org/article/Coastal-
Drilling-in-Sunny-California/9038fe65-440b-47b8-bb78-
55f3ab85d3cf#!articleTab:content/
Students will answer multiple choice questions and short constructed responses
citing textual evidence.
Closure – After reading the passage, has your view of offshore drilling changed, if
so why?
Lesson 24: Cleaning an Oil Spill
Objective – SWBAT explore oil containing and cleansing agents and methods in
order to envision future environmental clean-up techniques.
Select various materials and use them to determine their effectiveness at cleaning
up a model oil spill. Design an experiment to clean up a model oil spill.
Test the plan and evaluate cost and the effectiveness.
NJSLS-S - MS-L S2-5
Opening – Given a picture prompt of the oil spill in the Gulf of Mexico, students
will discuss the negative effects that the oil spill will have on the environment and
economics of that area.
Smithsonian Gulf Oil Spill https://ocean.si.edu/conservation/pollution/gulf-oil-
spill
Activities – Students testing their oil spill cleanup technique Operation Oil Spill
Cleanup Inquiry Lab
http://eeinwisconsin.org/content/eewi/101624/OperationOilSpillCleanup.pdf
Closure – Which of the major cleanup tasks was the most difficult to carry out?
Explain.
Lesson 25: Evaluate design solutions
66
Objective – SWBAT evaluate their results from their oil cleanup design, and
conclude which method is the most effective.
NJSLS-S - MS-L S2-5
Opening – How do humans impact the environment? (Provide three negatives and
three positives)
Activities – Analysis and drawing conclusions
Operation Oil Spill Cleanup Inquiry Lab
http://eeinwisconsin.org/content/eewi/101624/OperationOilSpillCleanup.pdf
Closure – How do your predictions compare with your actual results?
Lesson 26: Biodiversity
Objective – SWBAT describe the importance of maintaining biodiversity in an
ecosystem and developing solutions for threats to the environment.
NJSLS-S - MS-L S2-2
Opening – What is biodiversity and why is it important to promote and protect?
Activities – Bill Nye "Biodiversity" Video, stop the video throughout to discuss
and have students take notes.
Bill Nye "Biodiversity" Quiz
Closure- In what ways can you help to promote biodiversity?
Lesson 27: Biodiversity
Objective – SWBAT describe the importance of maintaining biodiversity in an
ecosystem.
NJSLS-S - MS-L S2-2
Opening – In your own words define biodiversity and why it is important to
maintain biodiversity.
Activities – Biodiversity web-quest "Everything Counts"
www.aurora-schools.org/.../webquest%20biodiversity
Closure – How do invasive species travel or spread to a different ecosystem?
Give an example.
Lesson 28: Unit 3 Review
Objective – SWBAT demonstrate knowledge of Unit III concepts.
NJSLS-S - MS-L S2-2, MS-L S2-5
Opening – Hoe does competition affect the size of a specific population.
Activities – Quizlet – students create a Quizlet using Unit III vocabulary and
concepts given a study guide.
Review Game resources:
https://quizizz.com/admin/quiz/56f87c5f1aec7c1c0afffacc/unit-7-ecology-review
https://www.youtube.com/watch?v=vFqv_y1QKRA
https://jeopardylabs.com/play/interdependent-relationships
https://create.kahoot.it/details/bf525b21-c1be-42e0-9837-2e0966bb8aa3
Closure- Why are abiotic factors necessary in an ecosystem?
Lesson 29: Unit III Assessment – Multiple Choice Portion
Objective – SWBAT demonstrate knowledge of Unit III concepts.
67
NJSLS-S - MS-L S2-2, MS-L S2-5
Opening – Prepare for Assessment – Review test taking procedures
Activities – Unit III Assessment – Multiple Choice Portion
Closure- Students read quietly, testing supplies are collected
Lesson 30: Unit III Assessment – Open-Ended/Practical Portion
Objective – Students will demonstrate knowledge of Unit III concepts.
NJSLS-S - MS-L S2-2, MS-L S2-5
Opening – Prepare for Assessment – Review test taking procedures
Activities – Unit III Assessment – Open-Ended/Practical Portion
Closure- Students read quietly, testing supplies are collected
Modifications Special Education Students: (These are just suggested ideas to modify instruction. All
modifications and accommodations should be specific to each individual child’s IEP. All
students with 504 plans should be provided the necessary tools to be successful in the course. )
Multi-sensory instruction.
Differentiated instruction.
Additional Vocabulary Activities.
Provide hands-on manipulatives with format skeletons to groups of students.
Draw and label diagrams to represent the data for visual learners.
Provide time for revision of work when students show need.
Facilitate group discussions to assess understanding among varying ability levels of
students.
Scaffolding content.
Graphic organizers.
Project-based learning options.
English Language Learners:
Identify key phrases or new vocabulary to pre-teach.
Additional Vocabulary Activities: to support the ELL students to build understanding
Draw and label diagrams to represent the data for visual learners.
Provide visual cues.
Provide time for revision of work when students show need.
Scaffolding content.
Graphic organizers.
Encourage students to offer bilingual assistance to each other.
Project-based learning options.
Students at Risk of Failure:
Reteach to Build Understanding: for struggling learners to revisit and practice the
lesson concept or skill modeling.
Provide time for revision of work when students show need.
Scaffolding content.
Graphic organizers.
Mnemonics.
Project-based learning options.
Gifted Students:
Enrichment Activities: to challenge the advanced-proficient student.
Provide extension assignments and activities.
Projects in multiple tasks.
Grouping.
Project-based learning options.
Honors-level courses should feature activities and assessments that challenge students beyond
the general education class requirements.
68
Adapted from the NJDOE MODEL CURRICULUM
CONTENT AREA: Science GRADE: 7 UNIT #: 4 UNIT NAME: Forces and Interactions
How can one describe physical interactions between objects and within systems of objects?
Students are able to apply Newton’s Third Law of Motion to relate forces to explain the motion of objects. Students also apply ideas about
gravitational, electrical, and magnetic forces to explain a variety of phenomena including beginning ideas about why some materials attract each
other while other repel. In particular, students develop the understanding that gravitational interactions are always attractive but that electrical and
magnetic forces can be both attractive and negative. Students also develop ideas that objects can exert forces on each other even though the
objects are not in contact, through fields. Students apply engineering practices and concept to solve a problem caused when objects collide. The
crosscutting concepts of cause and effect; system and system models; stability and change; and the influence of science, engineering, and
technology on society and the natural world serve as organizing concepts for these disciplinary core ideas. In these performance expectations,
students are expected to demonstrate proficiency in asking questions, planning and carrying out investigations, and designing solutions, and
engaging in argument; and to use these practices to demonstrate understanding of the core ideas.
# STUDENT LEARNING OBJECTIVES (SLO) Corresponding
PEs
1
Apply Newton’s Third Law to design a solution to a problem involving the motion of two
colliding objects.* [Clarification Statement: Examples of practical problems could include the
impact of collisions between two cars, between a car and stationary objects, and between a meteor
and a space vehicle.] [Assessment Boundary: Assessment is limited to vertical or horizontal
interactions in one dimension.]
MS-PS2-1
2
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. [Clarification Statement:
Emphasis is on balanced (Newton’s First Law) and unbalanced forces in a system, qualitative
comparisons of forces, mass and changes in motion (Newton’s Second Law), frame of reference,
and specification of units.] [Assessment Boundary: Assessment is limited to forces and changes in
motion in one-dimension in an inertial reference frame and to change in one variable at a time.
Assessment does not include the use of trigonometry.]
MS-PS2-2
69
3
Ask questions about data to determine the factors that affect the strength of electric and
magnetic forces. [Clarification Statement: Examples of devices that use electric and magnetic
forces could include electromagnets, electric motors, or generators. Examples of data could
include the effect of the number of turns of wire on the strength of an electromagnet, or the effect
of increasing the number or strength of magnets on the speed of an electric motor.] [Assessment
Boundary: Assessment about questions that require quantitative answers is limited to
proportional reasoning and algebraic thinking.]
MS-PS2-3
4
Construct and present arguments using evidence to support the claim that gravitational
interactions are attractive and depend on the masses of interacting objects. [Clarification
Statement: Examples of evidence for arguments could include data generated from simulations or
digital tools; and charts displaying mass, strength of interaction, distance from the Sun, and
orbital periods of objects within the solar system.] [Assessment Boundary: Assessment does not
include Newton’s Law of Gravitation or Kepler’s Laws.]
MS-PS2-4
5
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. [Clarification Statement: Examples of this phenomenon could include the interactions of
magnets, electrically-charged strips of tape, and electrically-charged pith balls. Examples of
investigations could include first-hand experiences or simulations.] [Assessment Boundary:
Assessment is limited to electric and magnetic fields, and limited to qualitative evidence for the
existence of fields.]
MS-PS2-5
The SLOs were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Asking Questions and Defining Problems
Asking questions and defining problems in
grades 6–8 builds from grades K–5
experiences and progresses to specifying
Disciplinary Core Ideas
PS2.A: Forces and Motion
For any pair of interacting objects, the
force exerted by the first object on the
second object is equal in strength to
Crosscutting Concepts
Cause and Effect
Cause and effect relationships may be
used to predict phenomena in natural
or designed systems. (MS-PS2-
70
relationships between variables, and clarifying
arguments and models.
Ask questions that can be investigated
within the scope of the classroom,
outdoor environment, and museums
and other public facilities with
available resources and, when
appropriate, frame a hypothesis based
on observations and scientific
principles. (MS-PS2-3)
Planning and Carrying Out Investigations
Planning and carrying out investigations to
answer questions or test solutions to problems
in 6–8 builds on K–5 experiences and
progresses to include investigations that use
multiple variables and provide evidence to
support explanations or design solutions.
Plan an investigation individually and
collaboratively, and in the design:
identify independent and dependent
variables and controls, what tools are
needed to do the gathering, how
measurements will be recorded, and
how many data are needed to support a
claim. (MS-PS2-2)
Conduct an investigation and evaluate the
experimental design to produce data to
serve as the basis for evidence that can
meet the goals of the investigation. (MS-
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)
PS2.B: Types of Interactions
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
3),(MS-PS2-5)
Systems and System Models
Models can be used to represent
systems and their interactions—such
as inputs, processes and outputs—and
energy and matter flows within
systems. (MS-PS2-1),(MS-PS2-4)
Stability and Change
Explanations of stability and change in
natural or designed systems can be
constructed by examining the changes
over time and forces at different scales.
(MS-PS2-2)
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to Engineering, Technology,
and Applications of Science
Influence of Science, Engineering, and
Technology on Society and the Natural
World
The uses of technologies and any
limitations on their use are driven by
individual or societal needs, desires,
and values; by the findings of
scientific research; and by differences
in such factors as climate, natural
resources, and economic conditions.
(MS-PS2-1)
71
PS2-5)
Constructing Explanations and Designing
Solutions
Constructing explanations and designing
solutions in 6–8 builds on K–5 experiences
and progresses to include constructing
explanations and designing solutions
supported by multiple sources of evidence
consistent with scientific ideas, principles, and
theories.
Apply scientific ideas or principles to
design an object, tool, process or system.
(MS-PS2-1)
Engaging in Argument from Evidence
Engaging in argument from evidence in 6–8
builds from K–5 experiences and progresses
to constructing a convincing argument that
supports or refutes claims for either
explanations or solutions about the natural and
designed world.
Construct and present oral and written
arguments supported by empirical
evidence and scientific reasoning to
support or refute an explanation or a
model for a phenomenon or a solution
to a problem. (MS-PS2-4)
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
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,
magnetic, and gravitational) can be
explained by fields that extend through
space and can be mapped by their
effect on a test object (a charged
object, or a ball, respectively). (MS-
PS2-5)
72
Connections to Nature of Science
Scientific Knowledge is Based on Empirical
Evidence
Science knowledge is based upon
logical and conceptual connections
between evidence and explanations.
(MS-PS2-2),(MS-PS2-4)
Connections to other DCIs in this grade-band:
MS.PS3.A (MS-PS2-2); MS.PS3.B (MS-PS2-2); MS.PS3.C (MS-PS2-1); MS.ESS1.A (MS-PS2-4); MS.ESS1.B (MS-PS2-4); MS.ESS2.C (MS-
PS2-2),(MS-PS2-4)
Articulation of DCIs across grade-bands:
3.PS2.A (MS-PS2-1),(MS-PS2-2); 3.PS2.B (MS-PS2-3),(MS-PS2-5); 5.PS2.B (MS-PS2-4); HS.PS2.A (MS-PS2-1),(MS-PS2-2); HS.PS2.B (MS-
PS2-3),(MS-PS2-4),(MS-PS2-5); HS.PS3.A (MS-PS2-5); HS.PS3.B (MS-PS2-2),(MS-PS2-5); HS.PS3.C (MS-PS2-5); HS.ESS1.B (MS-PS2-
2),(MS-PS2-4)
New Jersey Student Learning Standards Connections:
ELA/Literacy -
RI.8.1. Cite the textual evidence and make relevant connections that most strongly support an analysis of what the text says
explicitly as well as inferences drawn from the text. (MS-PS2-4),(MS-PS2-3)
W.8.1. Write arguments to support claims with clear reasons and relevant evidence. (MS-PS2-4)
W.8.7.
W.8.8.
W.8.9.
SL.8.1.
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources
and generating additional related, focused questions that allow for multiple avenues of exploration. (MS-PS2-1),(MS-
PS2-2),(MS-PS2-5)
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility
and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and
following a standard format for citation. (MS-PS2-4)
Draw evidence from literary or informational texts to support analysis, reflection, and research. (MS-PS2-4),(MS-PS2-3)
73
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. (MS-PS2-1),(MS-PS2-
2),(MS-PS2-3), (MS-PS2-4),(MS-PS2-5)
Mathematics -
MP.2 Reason abstractly and quantitatively. (MS-PS2-1),(MS-PS2-2),(MS-PS2-3)
6.NS.C.
5
Understand that positive and negative numbers are used together to describe quantities having opposite directions or
values; use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in
each situation. (MS-PS2-1)
6.EE.A
.2
Write, read, and evaluate expressions in which letters stand for numbers. (MS-PS2-1),(MS-PS2-2)
7.EE.B.
3
Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form, using
tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as
appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. (MS-PS2-
1),(MS-PS2-2)
7.EE.B.
4
Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and
inequalities to solve problems by reasoning about the quantities. (MS-PS2-1),(MS-PS2-2)
74
INTEGRATED TECHNOLOGY
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information
in order to solve problems individually and collaborate and create and communicate
knowledge.
8.2 Technology Integration, Engineering, Design and Computational Thinking -
Programming All students will develop an understanding of the nature and impact of technology,
engineering, technological design, computational thinking and the designed world as they
relate to the individual, global society, and the environment.
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
E – encouraged
T – taught
A – assessed
Career Ready Practices
9.1 Personal Financial Literacy CRP1. Act as a responsible and
contributing citizen and employee.
Income and Careers ET CRP2. Apply appropriate academic
and technical skills.
Money Management CRP3. Attend to personal health and
financial well-being.
Credit and Debt Management ETA CRP4. Communicate clearly and
effectively and with reason.
Planning, Saving, and Investing ET CRP5. Consider the environmental,
social and economic impacts of
decisions.
Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and
innovation.
Civic Financial Responsibility CRP7. Employ valid and reliable
research strategies.
Insuring and Protecting ETA CRP8. Utilize critical thinking to
make sense of problems and
persevere in solving them.
9.2 Career Awareness,
Exploration, and Preparation
ET CRP9. Model integrity, ethical
leadership and effective
management.
X Career Awareness CRP10. Plan education and career
paths aligned to personal goals.
X Career Exploration ET CRP11. Use technology to enhance
productivity.
Career Preparation ET CRP12. Work productively in teams
while using cultural global
competence.
75
INTEGRATED SOCIAL AND EMOTIONAL LEARNING COMPETENCIES
The following social and emotional competencies are integrated in this curriculum
document:
Self-Awareness
x Recognize one’s own feelings and thoughts
x Recognize the impact of one’s feelings and thoughts on one’s own behavior
x Recognize one’s personal traits, strengths and limitations
x Recognize the importance of self-confidence in handling daily tasks and
challenges
Self-Management
x Understand and practice strategies for managing one’s own emotions, thoughts
and behaviors
x Recognize the skills needed to establish and achieve personal and educational
goals
Identify and apply ways to persevere or overcome barriers through alternative
methods to achieve one’s goals
Social Awareness
x Recognize and identify the thoughts, feelings, and perspectives of others
x Demonstrate an awareness of the differences among individuals, groups, and
others’ cultural backgrounds
x Demonstrate an understanding of the need for mutual respect when viewpoints
differ
x Demonstrate an awareness of the expectations for social interactions in a variety
of settings
Responsible Decision Making
x Develop, implement and model effective problem solving and critical thinking
skills
Identify the consequences associated with one’s action in order to make
constructive choices
76
Evaluate personal, ethical, safety and civic impact of decisions
Relationship Skills
x Establish and maintain healthy relationships
x Utilize positive communication and social skills to interact effectively with others
Identify ways to resist inappropriate social pressure
Demonstrate the ability to present and resolve interpersonal conflicts in
constructive ways
x Identify who, when, where, or how to seek help for oneself or others when needed
Student Resources
Lesson #1
https://www.youtube.com/watch?v=dKDDrnx-Fgw
Lesson #2
https://www.youtube.com/watch?v=6gzCeXDhUAA
https://www.youtube.com/watch?v=sabH4bJsxWA
https://www.youtube.com/watch?v=hwmf73Bwky8
https://study.com/academy/practice/quiz-worksheet-properties-of-newton-s-first
law-of-motion.html
https://www.teachengineering.org/lessons/view/ucd_newton_lesson01
Lesson #7
http://studyjams.scholastic.com/studyjams/jams/science/forces-and-
motion/acceleration.htm
http://glencoe.mheducation.com/sites/0078617707/student_view0/chapter2/virtual_lab.ht
ml
Lesson #8
http://studyjams.scholastic.com/studyjams/jams/science/forces-and-motion/action-and-
reaction.htm
Lesson #10
https://study.com/academy/practice/quiz-worksheet-action-reaction-forces.html
Lesson #15
https://wonderopolis.org/wonder/how-do-metal-detectors-work
https://phet.colorado.edu/en/simulation/magnets-and-electromagnets
https://phet.colorado.edu/en/contributions/view/4478
https://www.youtube.com/watch?v=LniPuGTAmaQ
77
Lesson #16 https://wonderopolis.org/wonder/how-does-electricity-work
Lesson #19
https://www.youtube.com/watch?v=KNNFTtgjb1c
www.ldsd.org/cms/lib/PA09000083/Centricity/.../Gravity%20Web%20Quest.doc
https://phet.colorado.edu/en/simulation/gravity-force-lab
https://phet.colorado.edu/en/contributions/view/4076
Lesson #21
https://www.youtube.com/watch?v=SybIX2nEn1E
www.csulb.edu/~lhenriqu/Magnets.pdf
https://quizlet.com/168970674/contact-non-contact-forces-flash-cards/
Lesson #24
https://www.brainpop.com/science/energy/electromagnets/
http://www.harcourtschool.com/activity/electromagnets/
Lesson #26
https://www.youtube.com/watch?v=yUp4W9htmuY
http://www.softschools.com/quizzes/physics/newtons_laws_of_motion/quiz5440.html
Lesson #27
https://www.youtube.com/watch?v=yUp4W9htmuY
http://www.softschools.com/quizzes/physics/newtons_laws_of_motion/quiz5440.html
https://www.brainpop.com/science/motionsforcesandtime/newtonslawsofmotion/
https://create.kahoot.it/details/newton-s-laws/3adf66ab-3933-496f-8e5b-b3428bebf67a
https://create.kahoot.it/details/net-force/c65887d6-772a-4978-81cc-852fe03212c0
Teacher Resources
Lesson #1
https://create.kahoot.it/details/8354c9a1-fd56-4156-96fb-754e0033e2ab
Lesson #3
http://www.bbc.co.uk/bitesize/standard/physics/revision_videos/newtons_first_law/video
https://nj.pbslearningmedia.org/resource/118a6999-d30d-4b6b-b647-
1a1c060d5aca/newtons-first-law/#.W3Re-BFe7IU
https://nj.pbslearningmedia.org/resource/b31ea76b-d558-46d0-b0ea-
9251e01fd976/teachable-moment-newtons-first-law/#.W3RdphFe7IU
http://www.thephysicsaviary.com/Physics/Programs/Games/NetForceSimpleGame/index
.html
Lesson #4
https://betterlesson.com/lesson/resource/3200798/net-force-notebook-page
https://betterlesson.com/lesson/resource/3200799/net-force-notebook-page-answer-key
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https://betterlesson.com/lesson/resource/3244624/net-force-game-video
https://betterlesson.com/lesson/resource/3200853/net-force-game-cards-set-b
https://create.kahoot.it/details/net-force/c65887d6-772a-4978-81cc-852fe03212c0
Lesson #6
https://www.teachengineering.org/lessons/view/ucd_newton_lesson02
Lesson #12
https://kelleciscience.weebly.com/uploads/2/5/7/9/.../newtons_laws_bellwork.doc
Lesson #14
http://www.physicsclassroom.com/class/circuits
http://www.physicsclassroom.com/reasoning/circuits
Lesson #18
https://study.com/academy/lesson/the-effects-of-mass-distance-on-gravity.html
https://studylib.net/doc/9020750/gravity-exploration-worksheet
Lesson #20
https://mpbn.pbslearningmedia.org/resource/mss13.sci.engin.design.detect/inspector-
detector-challenge/#.W3THOBFe7IU
https://ngss.nsta.org/Resource.aspx?ResourceID=246.
http://sciencenetlinks.com/lessons/magnets-2-how-strong-is-your-magnet/
http://sciencenetlinks.com/student-teacher-sheets/how-strong-your-magnet/
Lesson #23
https://nationalmaglab.org/education/magnet-academy/plan-a-lesson/compasses
Lesson #28
https://nationalmaglab.org/education/magnet-academy/watch-play/demos/seeing-
https://www.brainpop.com/science/motionsforcesandtime/magnetism/
https://www.brainpop.com/science/motionsforcesandtime/magnetism/quiz/
https://create.kahoot.it/details/magnetic-and-electric-fields/18fcf2cf-fb1b-4041-b2b0-
7b827488a294
https://create.kahoot.it/details/gravity/3c3a6082-7ab6-4289-b99c-78b30707ca99
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Learning Plan
Unit: 4 Forces and Motion
Duration: 8 Weeks
Lesson 1: Speed, Velocity and Acceleration (Review needed vocabulary) ● Objective – SWBAT identify the causes and effects of forces and motion.
● NJSLS-S - MS-PS2-2
● Opening – Write one paragraph comparing and contrasting speed, velocity and
acceleration. (Include illustrations) Share responses
● Great Western Railway https://www.youtube.com/watch?v=dKDDrnx-Fgw
● Activities – As a class or independently take notes on speed, velocity and
acceleration.
● Closure – Kahoot Review Game
● https://create.kahoot.it/details/8354c9a1-fd56-4156-96fb-754e0033e2ab
Lesson 2: Newton’s First Law of Motion ● Objective – SWBAT describe Newton’s First Law of Motion.
● NJSLS-S - MS-PS2-2
● Opening – Does it require more force to push a box of feathers or a box of
bricks?
Include a picture prompt
Activities – Newton’s First Law of Motion Demonstration - Teacher conducts
demo/ if students have allergies to any of the material teacher can play video
clips.
https://www.youtube.com/watch?v=6gzCeXDhUAA
https://www.youtube.com/watch?v=sabH4bJsxWA
https://www.youtube.com/watch?v=hwmf73Bwky8
● Quiz
https://study.com/academy/practice/quiz-worksheet-properties-of-newton-s-first
law-of-motion.html
● Additional Resource: Newton Engineering Lessons
https://www.teachengineering.org/lessons/view/ucd_newton_lesson01
● Closure – Give an example of Newton’s First Law of Motion
Lesson 3: Newton’s First Law of Motion ● Objective – SWBAT describe an unbalanced force, as well as understand
and explain inertia.
● NJSLS-S - MS-PS2-2
● Opening –. Define Inertia and illustrate an example of Inertia.
● Activities -
● First Law of Thermodynamics
http://www.bbc.co.uk/bitesize/standard/physics/revision_videos/newtons_first_law/vi
deo
https://nj.pbslearningmedia.org/resource/b31ea76b-d558-46d0-b0ea-
9251e01fd976/teachable-moment-newtons-first-law/#.W3RdphFe7IU
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● Closure –. Calculating net force game
http://www.thephysicsaviary.com/Physics/Programs/Games/NetForceSimpleGame/index
.html
Lesson 4: Calculating Net Force ● Objective – SWBAT calculate net force, understand, explain and model
inertia.
● NJSLS-S - MS-PS2-2
● Opening – Calculating Net Force Do Now
https://betterlesson.com/lesson/resource/3200798/net-force-notebook-page
● Activities – Net Force Board Game
https://betterlesson.com/lesson/resource/3244624/net-force-game-video
https://betterlesson.com/lesson/resource/3200853/net-force-game-cards-set-b
● Closure – Kahoot interactive
https://create.kahoot.it/details/net-force/c65887d6-772a-4978-81cc-852fe03212c0
Lesson 5: Newton’s First Law of Motion ● Objective – SWBAT demonstrate examples of Newton’s First Law of
Motion.
● NJSLS-S - MS-PS2-2
● Opening – Roll a ball across the floor and ask the students to explain the forces
that are
acting upon the ball and explain how this demonstrates the Law of Inertia.
● Activities – Students will demonstrate Newton’s First Law of Motion, given
materials
such as a toy car, a ball, string, a ramp, etc.
Students must illustrate and explain each of their demonstrations (three min.)
● Closure – Q&A for stickers
Lesson 6: Newton’s Second Law of Motion ● Objective – SWBAT describe Newton’s Second Law of Motion, as well
as define related vocabulary.
● NJSLS-S - MS-PS2-2
● Opening – Newton’s Second Law of Motion Demonstration (Teacher
demonstration)
Slowly roll a tennis ball into a row of standing dominos, count how many
dominos fell.
Repeat rolling the tennis ball with greater acceleration.
Tell students what Newton’s second Law states and ask students to write one
paragraph connecting the demonstration to Newton’s Second Law.
● Activities – Presentation, review vocabulary and student response sheets
● What is Engineering Design?
https://www.teachengineering.org/lessons/view/ucd_newton_lesson02
● Closure – If you are on a budget and gas prices increase should you buy a
compact car
81
or a large SUV? Support your answer using unit vocabulary and concepts.
Lesson 7: Newton’s Second Law of Motion ● Objective – SWBAT model Newton’s Second Law of Motion.
● NJSLS-S – MS-PS2-2
● Opening – Interactive quiz- Newton’s Second Law of Motion
http://studyjams.scholastic.com/studyjams/jams/science/forces-and-
motion/acceleration.htm
● Activities – Virtual Lab and Journal Questions– Newton’s Second Law of
Motion.
http://glencoe.mheducation.com/sites/0078617707/student_view0/chapter2/virtual_la
b.html
● Closure – How does the force of gravity affect acceleration?
Lesson 8: Colliding Objects
Objective – SWBAT brainstorm solutions involving the motion of two objects
colliding.
● NJSLS-S - MS-PS2-1
● Opening – (Play Newton’s Cradle clip in background) explain what would
happen to the
other side of the Newton’s Cradle, if you pulled two balls back on one side and
released.
● Activities Students will watch the ‘Newton’s Third Law’ Study Jams video that
discusses
action and reaction pairings. They will answer the video questions while
watching before
discussing the answers as a class.
http://studyjams.scholastic.com/studyjams/jams/science/forces-and-
motion/action-and-reaction.htm
● Closure – How could be diminish the impact of a car accident, keeping in mind
what you
know about Newton’s Third Law of Motion?
Lesson 9: Applying Newton’s Third Law of Motion – Design a solution ● Objective – SWBAT design, build, and test a Newton’s Cradle and
explain how the cradle demonstrates the third law.
● NJSLS-S - MS-PS2-1
● Opening – How does Newton’s Cradle work? Why will motion eventually stop?
● Activities – Students will create their own Newton’s Cradle. Students may
complete the
project individually or with a partner. Show students examples from prior years
and an actual cradle, so they can see differences and ways of potential building.
Students will begin to plan and design their projects.
● Closure – How can understanding Newton’s Third Law of Motion help you in
82
your everyday life?
Lesson 10: Applying Newton’s Third Law of Motion – Design a solution ● Objective – SWBAT design, build, and test a Newton’s Cradle and
explain how the cradle demonstrates the third law.
● NJSLS-S - MS-PS2-1
● Opening – Action reaction interactive quiz
https://study.com/academy/practice/quiz-worksheet-action-reaction-forces.html
● Activities – Students continue to plan and design their Newton’s Cradle. Students
must include a sketch and material list.
● Closure – What is important to remember when designing your cradle? (Keeping
in mind
the Third Law of Motion)
Lesson 11: Colliding Objects -Design a solution ● Objective – SWBAT design, build, and test a Newton’s Cradle and
explain how the cradle demonstrates the third law.
● NJSLS-S - MS-PS2-1
● Opening – Provide and illustrate three action reaction pairs.
Share Do Now responses and review lab/construction safety procedures.
● Activities – Students will complete the designing phase and start on the
construction
phase of the Newton’s Cradle Challenge. If modifications have been made to
their model, it must be noted in student sketch/material list.
● Closure – During construction, did you need to alter your original design? How?
Why?
Lesson 12: Colliding Objects -Design a solution ● Objective – SWBAT design, build, and test a Newton’s Cradle and
explain how the cradle demonstrates the third law.
● NJSLS-S - MS-PS2-1, MS-PS2-2
● Opening – Identify the Law of Motion that applies –Review concepts
https://kelleciscience.weebly.com/uploads/2/5/7/9/.../newtons_laws_bellwork.doc
● Activities –– Students will continue the construction phase of the Newton’s
Cradle Challenge. If modifications have been made to their model, it must be
noted in student sketch/material list. Students should test, evaluate and redesign if
needed.
● Closure – Identify the law of motion that can be applied to Newton’s Cradle.
Lesson 13: Design Solutions - Presentations
● Objective – SWBAT present their design involving colliding objects.
● NJSLS-S - MS-PS2-1
● Opening – When a car hits a parked car, why does the car that was driving also
have damage? (Include a picture prompt)
● Activities – Students present their design of Newton’s Cradle and explain how it
83
works.
● Students in the audience will contribute constructive criticism and compliments.
● Closure – How could we design cars to limit the effects of a car crash?
Lesson 14: Electricity as a Force
● Objective – SWBAT hypothesize; what factors would affect the strength
of an electrical force. Design a model to test one factor at a time. Gather data on
electrical force. Draw a conclusion based upon relevant data.
● NJSLS-S - MS-PS2-3
● Opening – If you had a charger with a long cord would it take longer than a
charger
with a short cord to charge your phone?
● Activities –Review answers. Record affirmative and negative responses. Record
rationale given by students on board. Correct misconceptions. Explain principles
The Physics Classroom – Circuits
http://www.physicsclassroom.com/class/circuits
Interactives/Media to help illustrate concepts.
● Closure – The Physics Classroom – Circuits
http://www.physicsclassroom.com/reasoning/circuits Select two-three questions
and review answers.
Lesson 15: Electric and Magnetic Forces
● Objective – SWBAT hypothesize or question what factors would
affect the strength of a magnetic force. Design a model to test one factor at a time.
Gather qualitative data on variable tested. Draw a conclusion based upon data
obtained.
● NJSLS-S -MS-PS2- 3
● Opening – How do metal detectors work – Do Now reading and Questions
https://wonderopolis.org/wonder/how-do-metal-detectors-work
● Activities – PHeT Simulation
https://phet.colorado.edu/en/simulation/magnets-and-electromagnets
● Student response sheet
https://phet.colorado.edu/en/contributions/view/4478
● Closure – Explain why increasing the number of coils around a magnet increases
the force. https://www.youtube.com/watch?v=LniPuGTAmaQ
Lesson 16: Electrical Forces
Objective – SWBAT question the factors that create and affect electrical
forces.
● NJSLS-S -MS-PS2- 3
● Opening – Reading and questions “How does Electricity Work?”
https://wonderopolis.org/wonder/how-does-electricity-work
● Review lab safety and procedures
● Activities – “Electrifying Liquids Lab”
● Pre-Lab Questions
84
● Materials – 5 beakers with liquid samples (tap water, salt water, soapy water,
lemon
juice, coca cola), two batteries, one lightbulb and electrical tape.
● Students will conduct the investigation, record observations and complete open-
ended conclusion questions.
● Closure – Which liquid was the best conductor of electricity? Why?
Lesson 17: Magnetic Force and Distance ● Objective – SWBAT determine if distance affects the force of a magnet.
● NJSLS-S -MS-PS2- 3
● Opening – How do you think the distance between a metallic object and a magnet
affect the force of the magnet?
● Activities – “How Strong is your Magnet Lab”
http://sciencenetlinks.com/lessons/magnets-2-how-strong-is-your-magnet/
Student activity Sheet
http://sciencenetlinks.com/student-teacher-sheets/how-strong-your-magnet/
● Closure – How will adding multiple magnets together affect the combined force
of the magnets?
Lesson 18: Gravitational Interactions ● Objective – SWBAT construct an argument using evidence
gathered from simulation. Record data and utilize to support claim.
● NJSLS-S - MS-PS2-4
● Opening –Do you think that mass effects gravity? Support your claim.
● Activities – Introduction video clip – Mass, distance and gravity
● https://study.com/academy/lesson/the-effects-of-mass-distance-on-gravity.html
● Gravity Exploration Activity
https://studylib.net/doc/9020750/gravity-exploration-worksheet
● Closure – Use your data to support your answer the following question: Why is
the Sun at the center of the solar system?
Lesson 19: Gravitational Interactions ● Objective – SWBAT construct an argument using evidence from
information gathered about the relationship between mass and gravitational
forces. Record data and utilize to support claim.
● NJSLS-S - MS-PS2-4
● Opening – Why do astronauts seem to float when walking on the Moon?
https://www.youtube.com/watch?v=KNNFTtgjb1c – Video clip of the first moon
walk
● Activities –.Gravity Web Quest – Student response sheet
www.ldsd.org/cms/lib/PA09000083/Centricity/.../Gravity%20Web%20Quest.doc
● Alternative activity : Exploring Gravity Phet interactive and student response
sheet
https://phet.colorado.edu/en/simulation/gravity-force-lab
https://phet.colorado.edu/en/contributions/view/4076
85
● Closure – On which planet would you weigh the most? Provide evidence to
support your answer.
Lesson 20: Non-contact Forces (Investigation) ● Objective – SWBAT design an investigation to provide evidence that fields exist
between objects that exert force. Utilize qualitative data to support the existence
of fields.
● NJSLS-S -MS-PS2- 5
● Opening – identify three pieces of data that you could observe to support that
forces can act on objects even though they are not touching?
● Activities – Students design and build magnetic-field detectors and use them to
find hidden magnet
https://mpbn.pbslearningmedia.org/resource/mss13.sci.engin.design.detect/inspec
tor- detector-challenge/#.W3THOBFe7IU
https://NJSLS-S .nsta.org/Resource.aspx?ResourceID=246.
● Closure – Large Group discussion as to the evidence produced by investigations.
Lesson 21: Non-contact Forces ● Objective – SWBAT examine an investigation to provide evidence that
fields exist between objects that exert force. Utilize qualitative data to support the
existence of fields.
● NJSLS-S -MS-PS2- 5
● Opening – What are other non-contact forces? Cite evidence to support your
answer.
● Activities – Students observe non-contact forces and discuss
https://www.youtube.com/watch?v=SybIX2nEn1E
● Investigation Lab – Students provide evidence that fields exist between objects
exerting forces on each other even though the objects do not touch.
● Magnets Lab www.csulb.edu/~lhenriqu/Magnets.pdf
● Closure – Quizlet games – Non-contact forces
https://quizlet.com/168970674/contact-non-contact-forces-flash-cards/
Lesson 22: Non-contact Forces (Investigation) ● Objective – SWBAT design an investigation to provide evidence
that fields exist between objects that exert force. Utilize qualitative data to
support the existence of fields.
● NJSLS-S -MS-PS2-5
● Opening – How does gravitational force provide stability to the solar system?
● Activities – Review answers. Students complete investigations. Research and
record data. Organize and display data. Complete write up of investigation with a
conclusion statement that has the evidence supporting their claim.
● Closure – Students share group conclusion statement
86
Lesson 23: Non-contact Forces (Investigation)
Objective – SWBAT design an investigation to provide evidence
that fields exist between objects that exert force. Utilize qualitative data to
support the existence of fields.
NJSLS-S - MS-PS2-3, MS-PS2-5
Opening – What is a compass and how does it work?
Activities – Students will build a compass to demonstrate forces between non-
contact objects.
Magnet Academy – Compasses https://nationalmaglab.org/education/magnet-
academy/plan-a-lesson/compasses
Closure- How does a magnet demonstrate forces between non-contact objects?
Lesson 24: Electric and Magnetic Forces ● Objective – SWBAT describe how electricity and magnets work and
what factors affect the strength of their forces. Provide evidence that forces occur
between non-contact objects.
NJSLS-S - MS-PS2-3, MP-PS2-5
Opening – Video clip and quiz - Electromagnets
https://www.brainpop.com/science/energy/electromagnets/
Activities – Electromagnet Simulation
http://www.harcourtschool.com/activity/electromagnets/
Closure- Tweet about electromagnets and their uses.
Lesson 25: Non-contact Forces (Investigation) ● Objective – SWBAT design an investigation to provide evidence
that fields exist between objects that exert force. Utilize qualitative data to
support the existence of fields.
● NJSLS-S -MS-PS2-5
● Opening – How does gravitational force provide stability to the solar system?
● Activities – Review answers. Students complete investigations. Research and
record data. Organize and display data. Complete write up of investigation with a
conclusion statement that has the evidence supporting their claim.
● Closure – Students share group conclusion statement
Lesson 26: Newton’s Laws of Motion
● Objective – SWBAT demonstrate knowledge of the cause and effect forces
and motion.
● NJSLS-S -MS-PS2-1, MS-PS2-2
● Opening – Newton’s Laws of Motion Song
https://www.youtube.com/watch?v=yUp4W9htmuY
● Activities – Review and Interactive quiz- Newton’s Laws of Motion
http://www.softschools.com/quizzes/physics/newtons_laws_of_motion/quiz5440.html
● Closure – Write three pieces of evidence that helped solidify the concept.
87
Lesson 27: Unit 4 Review
● Objective – SWBAT demonstrate understanding of the cause and effect of
and motion.
● NJSLS-S -MS-PS2-1, MS-PS2-2
● Opening – Newton’s Laws of Motion Song.
https://www.youtube.com/watch?v=yUp4W9htmuY
● Activities – Review, video clips and Interactive quizzes- Newton’s Laws of
Motion
http://www.softschools.com/quizzes/physics/newtons_laws_of_motion/quiz5440.html
https://www.brainpop.com/science/motionsforcesandtime/newtonslawsofmotion/
https://create.kahoot.it/details/newton-s-laws/3adf66ab-3933-496f-8e5b-
b3428bebf67a
https://create.kahoot.it/details/net-force/c65887d6-772a-4978-81cc-852fe03212c0
● Closure – Provide one example of each law.
Lesson 28: Unit 4 Review ● Objective – SWBAT demonstrate knowledge of Unit 4 concepts.
● NJSLS-S - MPS-PS2-3, MS-PS2-4, MS-PS2-5
● Opening – Video clip – “Seeing Magnetic Field Lines”
https://nationalmaglab.org/education/magnet-academy/watch-play/demos/seeing-
● Activities – Magnets, electricity and gravity - video clip and quizzes
https://www.brainpop.com/science/motionsforcesandtime/magnetism/
https://www.brainpop.com/science/motionsforcesandtime/magnetism/quiz/
https://create.kahoot.it/details/magnetic-and-electric-fields/18fcf2cf-fb1b-4041-
b2b0- 7b827488a294
https://create.kahoot.it/details/gravity/3c3a6082-7ab6-4289-b99c-78b30707ca99
● Closure – The larger the object the______ the gravitational force.
Lesson 29: Unit 4 Assessment –Multiple Choice Portion ● Objective – SWBAT demonstrate knowledge of Unit 4 concepts, Forces
and Interactions.
● NJSLS-S –MP-PS2-1, MS-PS2-2, MPS-PS2-3, MS-PS2-4, MS-PS2-5
● Opening – Prepare for Unit Assessment, review test taking procedures.
● Activities – Unit 4 Linkit Assessment – Multiple Choice
● Closure – Students read quietly, testing materials are collected.
Lesson 30: Unit 4 Assessment –Open Ended/Practical Exam Portion ● Objective – SWBAT demonstrate knowledge of Unit 4 concepts, Forces
and Interactions.
● NJSLS-S –MP-PS2-1, MS-PS2-2, MPS-PS2-3, MS-PS2-4, MS-PS2-5
● Opening – Prepare for Unit Assessment, review test taking procedures/lab safety.
● Activities – Unit 4 Linkit Assessment – Open-Ended/Practical Exam.
● Closure – Students read quietly, testing materials are collected.
88
Modifications Special Education Students: (These are just suggested ideas to modify
instruction. All modifications and accommodations should be specific to
each individual child’s IEP. All students with 504 plans should be
provided the necessary tools to be successful in the course. ) Multi-sensory instruction.
Differentiated instruction.
Additional Vocabulary Activities.
Provide hands-on manipulatives with format skeletons to groups of
students.
Draw and label diagrams to represent the data for visual learners.
Provide time for revision of work when students show need.
Facilitate group discussions to assess understanding among varying
ability levels of students.
Scaffolding content.
Graphic organizers.
Project-based learning options.
English Language Learners: Identify key phrases or new vocabulary to pre-teach.
Additional Vocabulary Activities: to support the ELL students to
build understanding
Draw and label diagrams to represent the data for visual learners.
Provide visual cues.
Provide time for revision of work when students show need.
Scaffolding content.
Graphic organizers.
Encourage students to offer bilingual assistance to each other.
Project-based learning options.
Students at Risk of Failure: Reteach to Build Understanding: for struggling learners to revisit
and practice the lesson concept or skill modeling.
Provide time for revision of work when students show need.
Scaffolding content.
Graphic organizers.
Mnemonics.
Project-based learning options.
Gifted Students:
Enrichment Activities: to challenge the advanced-proficient
student.
Provide extension assignments and activities.
Projects in multiple tasks.
Grouping.
Project-based learning options.
Honors-level courses should feature activities and assessments that
challenge students beyond the general education class requirements.
89
Adapted from the NJDOE MODEL CURRICULUM
CONTENT AREA: Science GRADE: 7 UNIT #: 5 UNIT NAME: Earth’s Systems
How do the materials in and on Earth’s crust change over time?
How does water influence weather, circulate in the oceans, and shape Earth’s surface?
Students understand how Earth’s geosystems operate by modeling the flow of energy and cycling of matter within and among different systems.
Students investigate the controlling properties of important materials and construct explanations based on the analysis of real geoscience data. Of
special importance in both topics are the ways that geoscience processes provide resources needed by society but also cause natural hazards that
present risks to society; both involve technological challenges, for the identification and development of resources and for the mitigation of
hazards. The crosscutting concepts of cause and effect, energy and matter, and stability and change are called out as organizing concepts for these
disciplinary core ideas. Students are expected to demonstrate proficiency in developing and using models and constructing explanations; and to use
these practices to demonstrate understanding of the core ideas.
# STUDENT LEARNING OBJECTIVES (SLO) CORRESPONDING
PEs and DCIs
3
Develop a model to describe the cycling of Earth’s materials and the flow of energy that
drives this process. [Clarification Statement: Emphasis is on the processes of melting,
crystallization, weathering, deformation, and sedimentation, which act together to form minerals
and rocks through the cycling of Earth’s materials.] [Assessment Boundary: Assessment does not
include the identification and naming of minerals.]
MS-ESS2-1
Develop a model to describe the cycling of water through Earth's systems driven by energy
from the sun and the force of gravity. [Clarification Statement: Emphasis is on the ways water
changes its state as it moves through the multiple pathways of the hydrologic cycle. Examples of
models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of
the latent heats of vaporization and fusion is not assessed.]
MS-ESS2-4
6 Construct a scientific explanation based on evidence for how the uneven distributions of
Earth’s mineral, energy, and groundwater resources are the result of past and current MS-ESS3-1
90
geoscience processes. [Clarification Statement: Emphasis is on how these resources are limited
and typically non-renewable, and how their distributions are significantly changing as a result of
removal by humans. Examples of uneven distributions of resources as a result of past processes
include but are not limited to petroleum (locations of the burial of organic marine sediments and
subsequent geologic traps), metal ores (locations of past volcanic and hydrothermal activity
associated with subduction zones), and soil (locations of active weathering and/or deposition of
rock).]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science
Education:
Science and Engineering Practices
Developing and Using Models
Modeling in 6–8 builds on K–5
experiences and progresses to
developing, using, and revising models to
describe, test, and predict more abstract
phenomena and design systems.
Develop and use a model to
describe phenomena. (MS-ESS2-1)
Develop a model to describe
unobservable mechanisms. (MS-
ESS2-4)
Constructing Explanations and
Designing Solutions
Constructing explanations and designing
Disciplinary Core Ideas
ESS2.A: Earth’s Materials and
Systems
All Earth processes are the result
of energy flowing and matter cycling
within and among the planet’s
systems. This energy is derived from
the sun and Earth’s hot interior. The
energy that flows and matter that
cycles produce chemical and physical
changes in Earth’s materials and
living organisms. (MS-ESS2-1)
ESS2.C: The Roles of Water in Earth's
Surface Processes
Water continually cycles among
land, ocean, and atmosphere via
Crosscutting Concepts
Cause and Effect
Cause and effect relationships may be used to
predict phenomena in natural or designed systems.
(MS-ESS3-1)
Energy and Matter
Within a natural or designed system, the transfer
of energy drives the motion and/or cycling of matter.
(MS-ESS2-4)
Stability and Change
Explanations of stability and change in natural or
designed systems can be constructed by examining
the changes over time and processes at different
scales, including the atomic scale. (MS-ESS2-1)
91
solutions in 6–8 builds on K–5
experiences and progresses to include
constructing explanations and designing
solutions supported by multiple sources
of evidence consistent with scientific
ideas, principles, and theories.
Construct a scientific explanation
based on valid and reliable evidence
obtained from sources (including the
students’ own experiments) and the
assumption that theories and laws that
describe the natural world operate
today as they did in the past and will
continue to do so in the future. (MS-
ESS3-1)
transpiration, evaporation,
condensation and crystallization, and
precipitation, as well as downhill
flows on land. (MS-ESS2-4)
Global movements of water and
its changes in form are propelled by
sunlight and gravity. (MS-ESS2-4)
ESS3.A: Natural Resources
Humans depend on Earth’s land,
ocean, atmosphere, and biosphere for
many different resources. Minerals,
fresh water, and biosphere resources
are limited, and many are not
renewable or replaceable over human
lifetimes. These resources are
distributed unevenly around the planet
as a result of past geologic processes.
(MS-ESS3-1)
___________________________________________
Connections to Engineering, Technology, and
Applications of Science
Influence of Science, Engineering, and Technology
on Society and the Natural World
All human activity draws on natural resources and
has both short and long-term consequences, positive
as well as negative, for the health of people and the
natural environment. (MS-ESS3-1)
Connections to other DCIs in this grade band:
MS.PS1.A (MS-ESS2-1),(MS-ESS2-4),(MS-ESS3-1); MS.PS1.B (MS-ESS2-1),(MS-ESS3-1); MS.PS2.B (MS-ESS2-4); MS.PS3.A (MS-ESS2-
4); MS.PS3.B (MS-ESS2-1); MS.PS3.D (MS-ESS2-4); MS.LS2.B (MS-ESS2-1); MS.LS2.C (MS-ESS2-1); MS.ESS1.B (MS-ESS2-1);
MS.ESS2.D (MS-ESS3-1); MS.ESS3.C (MS-ESS2-1)
Articulation of DCIs across grade-bands:
3.PS2.A (MS-ESS2-4); 4.PS3.B (MS-ESS2-1),(MS-ESS2-4); 4.PS3.D (MS-ESS3-1); 4.ESS2.A (MS-ESS2-1); 4.ESS3.A (MS-ESS3-1); 5.PS2.B
(MS-ESS2-4); 5.ESS2.A (MS-ESS2-1); 5.ESS2.C (MS-ESS2-4); HS.PS1.B (MS-ESS2-1); HS.PS2.B (MS-ESS2-4); HS.PS3.B (MS-ESS2-
92
1),(MS-ESS2-4),(MS-ESS3-1); HS.PS4.B (MS-ESS2-4); HS.LS1.C (MS-ESS2-1),(MS-ESS3-1); HS.LS2.B (MS-ESS2-1); HS.ESS2.A (MS-
ESS2-1),(MS-ESS2-2),(MS-ESS3-1); HS.ESS2.B (MS-ESS3-1); HS.ESS2.C (MS-ESS2-1),(MS-ESS2-4),(MS-ESS3-1); HS.ESS2.D (MS-ESS2-
4); HS.ESS2.E (MS-ESS2-1); HS.ESS3.A (MS-ESS3-1)
New Jersey Student Learning Standards Connections:
ELA/Literacy –
RI.7.1. Cite several pieces of textual evidence and make relevant connections to support analysis of what the text says explicitly as well as
inferences drawn from the text. (MS-ESS3-1)
RI.7.8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant
and sufficient to support the claims. (MS-ESS3-1)
W.7.1. Write arguments to support claims with clear reasons and relevant evidence. (MS-ESS3-1)
W.7.7.
W.7.8.
W.7.9.
SL.7.1.
SL.7.5.
Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused
questions for further research and investigation. (MS-ESS3-1)
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and
accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a
standard format for citation. (MS-ESS3-1)(MS-ESS2-1)
Draw evidence from literary or informational texts to support analysis, reflection, and research. (MS-ESS3-1)(MS-ESS2-1)
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7
topics, texts, and issues, building on others’ ideas and expressing their own clearly. (MS-ESS3-1)(MS-ESS2-1)
Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
(MS-ESS3-1)(MS-ESS2-1)
Mathematics -
6.EE.B.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a
variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. (MS-ESS3-1)
7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to
solve problems by reasoning about the quantities. (MS-ESS3-1)
93
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
E – encouraged
T – taught
A – assessed
Career Ready Practices
9.1 Personal Financial Literacy ET CRP1. Act as a responsible and
contributing citizen and employee.
Income and Careers ET CRP2. Apply appropriate academic
and technical skills.
Money Management CRP3. Attend to personal health and
financial well-being.
Credit and Debt Management ETA CRP4. Communicate clearly and
effectively and with reason.
Planning, Saving, and
Investing
ET CRP5. Consider the environmental,
social and economic impacts of
decisions.
X Becoming a Critical
Consumer
ETA CRP6. Demonstrate creativity and
innovation.
Civic Financial Responsibility ETA CRP7. Employ valid and reliable
research strategies.
Insuring and Protecting ETA CRP8. Utilize critical thinking to
make sense of problems and
persevere
in solving them.
9.2 Career Awareness,
Exploration, and Preparation
ET CRP9. Model integrity, ethical
leadership and effective
management.
X Career Awareness CRP10. Plan education and career
paths aligned to personal goals.
X Career Exploration ETA CRP11. Use technology to enhance
productivity.
Career Preparation ETA CRP12. Work productively in teams
while using cultural global
competence.
INTEGRATED TECHNOLOGY
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in
order to solve problems individually and collaborate and create and communicate knowledge.
8.2 Technology Integration, Engineering, Design and Computational Thinking -
Programming All students will develop an understanding of the nature and impact of technology, engineering,
technological design, computational thinking and the designed world as they relate to the
individual, global society, and the environment.
94
INTEGRATED SOCIAL AND EMOTIONAL LEARNING COMPETENCIES
The following social and emotional competencies are integrated in this curriculum
document:
Self-Awareness
x Recognize one’s own feelings and thoughts
x Recognize the impact of one’s feelings and thoughts on one’s own behavior
x Recognize one’s personal traits, strengths and limitations
x Recognize the importance of self-confidence in handling daily tasks and challenges
Self-Management
x Understand and practice strategies for managing one’s own emotions, thoughts and
behaviors
x Recognize the skills needed to establish and achieve personal and educational goals
Identify and apply ways to persevere or overcome barriers through alternative
methods to achieve one’s goals
Social Awareness
x Recognize and identify the thoughts, feelings, and perspectives of others
x Demonstrate an awareness of the differences among individuals, groups, and others’
cultural backgrounds
x Demonstrate an understanding of the need for mutual respect when viewpoints differ
x Demonstrate an awareness of the expectations for social interactions in a variety of
settings
Responsible Decision Making
x Develop, implement and model effective problem solving and critical thinking skills
Identify the consequences associated with one’s action in order to make constructive
choices
Evaluate personal, ethical, safety and civic impact of decisions
Relationship Skills
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x Establish and maintain healthy relationships
x Utilize positive communication and social skills to interact effectively with others
Identify ways to resist inappropriate social pressure
Demonstrate the ability to present and resolve interpersonal conflicts in constructive
ways
x Identify who, when, where, or how to seek help for oneself or others when needed
Student Resources
Lesson #1
https://www.learner.org/interactives/rockcycle/about.htmldiagram
Lesson #2
https://www.brainpop.com/science/earthsystem/rockcycle/
https://www.brainpop.com/science/earthsystem/rockcycle/quiz/
Lesson #4
https://www.brainpop.com/science/weather/weathering/
https://www.brainpop.com/science/weather/weathering/quiz/
http://www.glencoe.com/sites/common_assets/science/virtual_labs/E06/E06.swf
Lesson #13
http://coastal.er.usgs.gov/hurricanes/sandy/photo-comparisons/newjersey.php
Lesson # 15
http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/natural-
resources.htm
http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/renewable-
fuels.htm
http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/renewable-
fuels.htm
http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/fossil-
fuels.htm
http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/fossil-
fuels.htm
Lesson #16
https://www.ck12.org/earth-science/water-distribution/lesson/Water-Distribution-MS-
96
ES/?referrer=concept_details
Lesson #17
https://www.youtube.com/watch?v=7ZzEfHe6vY8
https://www.youtube.com/watch?v=7ZzEfHe6vY8
https://www.youtube.com/watch?v=4SfGXbgliw8
https://www.youtube.com/watch?v=oxO3415o38w
Lesson #18
https://www.ck12.org/earth-science/landforms-from-glacial-erosion-and-
deposition/lesson/Landforms-from-Glacial-Erosion-and-Deposition-HS-
ES/?referrer=concept_details
https://www.ck12.org/earth-science/landforms-from-glacial-erosion-and-
deposition/enrichment/Glacial-Erosion-Landforms/?referrer=concept_details
https://www.ck12.org/earth-science/landforms-from-glacial-erosion-and-
deposition/rwa/Ice-Hockey-is-Melting-Away/?referrer=concept_details
https://www.ck12.org/assessment/ui/?test/view/practice/earth-science/Landforms-from-
Glacial-Erosion-and-Deposition-Practice&ep=https://www.ck12.org/earth-
science/landforms-from-glacial-erosion-and-deposition/?referrer=concept_details
Lesson #20
https://phet.colorado.edu/en/simulation/legacy/glaciers
Lesson #21
http://science-class.net/archive/science-
class/Lessons/Water%20Cycle/water_cycle_model.pdf
Lesson #23
https://www.brainpop.com/science/energy/fossilfuels/
https://www.brainpop.com/science/energy/fossilfuels/quiz/
Lesson #24
https://www.brainpop.com/science/energy/naturalresources/
https://www.brainpop.com/science/energy/naturalresources/quiz/
Lesson #25
https://www.brainpop.com/science/ourfragileenvironment/humansandtheenvironment/
https://www.brainpop.com/science/ourfragileenvironment/humansandtheenvironment/quiz/
Lesson #26
https://www.brainpop.com/science/earthsystem/climatechange/
97
https://www.brainpop.com/science/earthsystem/greenhouseeffect/
Lesson #28
https://quizlet.com/
http://www.softschools.com/quizzes/science/water/quiz316.html
Teacher Resources
Lesson #2
https://www.teachengineering.org/activities/view/cub_rock_lesson01_activity1
Lesson #3
http://www.gmsdk12.org/Downloads/RockCycleWorksheetwithQuestions.pdf
https://www.dvusd.org/cms/lib011/AZ01901092/Centricity/Domain/5849/Rock%20Cycle%
20Crayon%20lab.pdf
Lesson #5
https://www.youtube.com/watch?v=ddkdzeCu8zs
http://www.softschools.com/quizzes/science/weathering_and_erosion/quiz448.html
Lesson #6
https://www.clake.org/view/1919.pdf
Lesson #8-9
mjksciteachingideas.com/pdf/Walk.pdf
Lesson #10-11
https://pmm.nasa.gov/video-gallery/what-is-global-precipitation-measurement .
https://pmm.nasa.gov/education/sites/default/files/lesson_plan_files/exploring-water-
cycle/Exploring%20the%20Water%20Cycle%20SCS.pdf
http://www.youtube.com/watch?v=iohKd5FWZOE.
https://pmm.nasa.gov/education/sites/default/files/lesson_plan_files/exploring-water-
cycle/Exploring%20the%20Water%20Cycle%20SCS.pdf
Lesson #14
https://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_rock
/cub_rock_lesson02_activity1.xml
Lesson #19
https://betterlesson.com/lesson/639004/where-should-we-land-this-ship
98
https://betterlesson.com/lesson/resource/3218819/briefing-guidelines-and-research-
questions?from=resource_image
https://betterlesson.com/register?grade=20&subject=2&from=resource_image
Lesson #20
https://phet.colorado.edu/services/download-
servlet?filename=%2Factivities%2F4038%2Fphet-contribution-4038-7300.pdf
Lesson #22-25
https://www.teacherspayteachers.com/FreeDownload/MS-ESS3-1-Uneven-Distribution-of-
Resources-Lab-Stations-Activity-3234272
externalfile:drive3b69bd51763c0ec06d55dbcea33c408693f1765/root/MSESS31UnevenDistr
ibutionofResourcesLabStationsActivity.pdf
Lesson #26
https://www.teachengineering.org/lessons/view/wst_environmental_lesson01
chrome-extension://bpmcpldpdmajfigpchkicefoigmkfalc/views/app.htmllesson
chrome-extension://bpmcpldpdmajfigpchkicefoigmkfalc/views/app.html
chrome-extension://bpmcpldpdmajfigpchkicefoigmkfalc/views/app.html
Lesson #27
www.lake.k12.fl.us/cms/lib05/.../Virtual%20Alternative%20Energy%20Lab.docx/CT13/CT
13.html
Lesson #28
https://create.kahoot.it/details/abb4a45b-753a-4ced-8a31-d3b69ecc540a
99
Learning Plan
Unit 5: Earth’s Systems
Duration: 8 Weeks
Lesson 1: Cycling of Earth’s Materials ● Objective – SWBAT explain that the Earth’s materials take different forms as
they move through different cycles.
● NJSLS-S - MS-ESS2-1
● Opening – How is sand formed?
● Activities – Rock Cycle Interactive
https://www.learner.org/interactives/rockcycle/about.htmldiagram
Closure- Does the rock cycle occur quickly?
Lesson 2: Rock Cycle ● Objective – SWBAT model the rock cycle and understand that the materials
contained in rocks change form over time.
● NJSLS-S - MS-ESS2-1
● Opening – Rock Cycle video clip and quiz
https://www.brainpop.com/science/earthsystem/rockcycle/
https://www.brainpop.com/science/earthsystem/rockcycle/quiz/
● Activities – Students model the rock cycle using soap
https://www.teachengineering.org/activities/view/cub_rock_lesson01_activity1
● Closure – Name two of the forces that drive the rock cycle.
Lesson 3: Rock Cycle
● Objective – SWBAT name the forces that drive the changes that occur in the rock
cycle.
● NJSLS-S - MS-ESS2-1
● Opening – Rock Cycle graphic and OEQs
. http://www.gmsdk12.org/Downloads/RockCycleWorksheetwithQuestions.pdf
● Activities – Students model the rock cycle and the forces that cause rocks to
change. Rock Cycle and Geological Time Simulation Lab
https://www.dvusd.org/cms/lib011/AZ01901092/Centricity/Domain/5849/Rock%
20Cycle%20Crayon%20lab.pdf (2-day lab)
● Closure – Name three weathering agents of rocks.
Lesson 4: Weathering ● Objective- SWBAT identify the forces that cause and the effects of weathering.
● NJSLS-S - MS-ESS2-1
● Opening – What happens to a basketball if you leave it outside? (include a picture
prompt) Class discussion
● Activities – Weathering video clip and quiz
https://www.brainpop.com/science/weather/weathering/
https://www.brainpop.com/science/weather/weathering/quiz/
Weathering Virtual Lab and journal questions
http://www.glencoe.com/sites/common_assets/science/virtual_labs/E06/E06.swf
100
● Closure –Exit ticket- How can you protect your belonging from weathering?
Lesson 5: Weathering, Erosion and Deposition ● Objective – SWBAT identify, compare and contrast causes of physical and
chemical weathering, erosion and deposition.
● NJSLS-S - MS-ESS2-1
● Opening – Utilizing prior knowledge of physical and chemical changes, do your
best to compare and contrast physical and chemical weathering.
● Activities – As a class or independently view and take note – Weathering,
Erosion and Deposition. https://www.youtube.com/watch?v=ddkdzeCu8zs
● Quiz- Weathering and Erosion Quiz
http://www.softschools.com/quizzes/science/weathering_and_erosion/quiz448.ht
ml
● Closure – What is the difference between weathering, erosion and deposition?
Lesson 6: Weathering, Erosion and Deposition ● Objective – SWBAT compare and contrast weathering, erosion and deposition
and the role of each in the cycling of Earth’s materials.
● NJSLS-S - MS-ESS2-1
● Opening – Create a Venn diagram comparing and contrasting weathering, erosion
and deposition. (Students may use their notes from the previous lesson.
● Activities – Weathering, Erosion and Deposition Web-quest and sorting activity.
https://www.clake.org/view/1919.pdf
● Closure – How was the Grand Canyon formed?
Lesson 7: Types of Weathering ● Objective – SWBAT identify different types of physical and chemical weathering
and the causes of each type of weathering.
● NJSLS-S - MS-ESS2-1
● Opening – Show an image of rust on sidewalk and ask: What type of weathering
is shown in image...why? Provide evidence for your answer. Discuss
● Activities – Weathering types sorting, Page 10. Teacher shows PPT-Students
identify and categorize each as chemical or mechanical based on descriptions.
Place each description under correct category and type (abrasion, carbonic acid,
etc.)
● Closure – Tweet about today’s lesson
Lesson 8: Weathering Walk Investigation
● Objective – SWBAT differentiate between weathering and erosion
● NJSLS-S - MS-ESS2-1
● Opening – (Picture prompt of a tree growing through a rock) Identify the type of
weathering and if it is physical or chemical weathering and why.
● Activities – As a class walk around the campus of the school recording examples
of weathering. Identify as physical or chemical as well as the cause of
weathering. Weathering Walk
101
mjksciteachingideas.com/pdf/Walk.pdf
● Closure – Did you observe more physical or chemical weathering examples?
Why?
Lesson 9: Weathering Walk Investigation Analysis ● Objective – SWBAT analyze weathering walk observations and the factors that
contribute to the breakdown of rock in our area.
● NJSLS-S - MS-ESS2-1
● Opening – What happens to the weathered materials over time?
● Activities – Students will complete Weathering Walk Analysis Questions, pair-
share with their partner and a class discussion to follow.
mjksciteachingideas.com/pdf/Walk.pdf
● Closure – Which type of weathering is most abundant in our area? Why?
Lesson 10: Hydrologic Cycle ● Objective – SWBAT investigate the movement of water through the different
stages of the water cycle and determine what drives this cycle.
● NJSLS-S - MS-ESS2-4
● Opening – Show video clip – Think-Pair-Share the question: Based on what we
just viewed, why is it so important to study and understand the water cycle?
NASA – Precipitation Measurement Missions https://pmm.nasa.gov/video-
gallery/what-is-global-precipitation-measurement .
● Activities – Water Cycle Capture Sheet and video clip
https://pmm.nasa.gov/education/sites/default/files/lesson_plan_files/exploring-
water-cycle/Exploring%20the%20Water%20Cycle%20SCS.pdf
http://www.youtube.com/watch?v=iohKd5FWZOE.
● Follow “Explore” questioning during the video clip
● Teacher Demonstration – page 5
● Exploring the Water Cycle Teacher’s Guide Precipitation
https://pmm.nasa.gov/education/sites/default/files/lesson_plan_files/exploring-
water-cycle/Exploring%20the%20Water%20Cycle%20SCS.pdf
● Closure – Where does the water on the Earth’s surface obtain its energy from to
change states?
Lesson 11: Hydrologic Cycle ● Objective – SWBAT investigate the movement of water through the different
stages of the water cycle and determine what drives this cycle.
● NJSLS-S - MS-ESS2-4
● Opening –. Students view then answer: How is water found naturally? Why is
this so unique? NASA Precipitation Education
https://pmm.nasa.gov/education/videos/water-water-everywhere
● Activities – Teacher demo – page 5 – “Transpiration”. NASA Precipitation
Education
https://pmm.nasa.gov/education/sites/default/files/lesson_plan_files/exploring-
102
water-cycle/Exploring%20the%20Water%20Cycle%20SCS.pdf
● Closure – How does the water move through the closed system demonstrated
today?
Lesson 12: Rock Cycle ● Objective – SWBAT investigate how Earth’s cycling of materials need to be
carefully considered by engineers.
● NJSLS-S - MS-ESS2-1
● Opening – Today we are going to learn more about something that you walk over
every day — rocks! Warm up Question: Write the following question on the
classroom board and have each student take a moment to write down their own
answer. Walk around to each student, looking at what they wrote, marking their
answers if correct, and gauging the class' understanding of the subject. Why do
engineers need to know about rocks? (Possible answer: Because engineers must
design strong foundations, structures, bridges and tunnels to keep us safe.)
Engineers also use their knowledge of rocks to help determine and prevent
natural disasters to humans from rock falls, landslides and earthquakes. These
natural hazards can all be caused by breaking rocks. How are rocks made? Can
they change over time? This can be explained by understanding the rock cycle.
Let's look at a diagram of the rock cycle together and talk about the different
steps. (By paper handout or overhead projection, show students the rock cycle
diagram in the attached Rock Cycle Handout-Overhead. Make sure they
understand that the rock cycle continually repeats over many, many years.)
● Activities – Drawing: Ask students to draw the complete rock cycle,, starting
with blank paper. Remind them to include all the steps, and label all the arrows
between the different parts of the cycle. Hint: Note the five main "stops" along
the cycle, and nine arrows (as shown in the attached Rock Cycle Handout-
Overhead). Next, review the entire diagram as a class to make sure that everyone
has all the parts drawn in and correctly labeled. Help students fill in any missing
parts of their rock cycle diagrams, and review the entire cycle with the class.
Class Voting: Ask a true/false question and have students vote by holding thumbs
up for true and thumbs down for false. Tally the votes and write the total on the
board. Give the right answer. True or False: Geotechnical engineers study the
rock cycle. (Answer: True) True or False: The rock cycle can help engineers
predict natural hazards. (Answer: True) True or False: All engineers use the rock
cycle in their work. (Answer: False. Many engineers use the rock cycle,
especially civil and geotechnical engineers. However, many other types of
engineers do not use the rock cycle in their work.) True or False: Engineers use
the properties of rocks to determine the best place to build a structure. (Answer:
True) True or False: Geotechnical engineers determine the risks to humans,
property and the environment from natural hazards. (Answer: True)
● Closure – As an engineer, what factors should you consider when choosing the
best place to build a house? (Possible answers: Weather conditions, range of
temperatures, types of rocks, etc.)
103
Lesson 13: Hurricane Sandy- Weathering, Erosion and Deposition ● Objective – SWBAT analyze pre and post pictures and topography maps of
effects of Hurricane Sandy in New Jersey to provide evidence of the cycling of
Earth’s materials.
● NJSLS-S - MS-ESS2-1
● Opening – Students are asked to illustrate and explain one effect of hurricane
Sandy on NJ beaches.
● Activities –Students analyze a series of photos taken before and after Hurricane
Sandy. Discuss Hurricane Sandy images
http://coastal.er.usgs.gov/hurricanes/sandy/photo-comparisons/newjersey.php
● Closure – What changes have been made on our beaches due to the destruction of
Hurricane Sandy? What are engineers doing to prevent the damaging effects of
hurricanes?
Lesson 14: Rock Cycle ● Objective – SWBAT explain that geotechnical engineers use their knowledge of
the rock cycle to assist in the development of communities and prediction of
natural hazards. Demonstrate their understanding of basic rock facts, including
the rock cycle, types of rocks, types of stresses placed on rocks, and engineering
applications of the rock cycle.
● NJSLS-S - MS-ESS2-1
● Opening – Practice Questions: Who knows the TV game show called Jeopardy?
Who can tell me how it is played? (If students do not know, describe how a panel
of contestants compete for prizes by being the first to supply the question for
given answers in a variety of category topics.) Today you will create your own
questions and answers for our game of Rock Jeopardy. We'll break into teams,
and each team will be responsible for creating five questions about engineering
and rock types, the rock cycle, rock stresses, or other rock facts questions. When
you are writing your questions/answers, make the hardness level of the question
match with the point value. So, a 500-point question should be a lot harder than a
100-point one. Then, we'll play Rock Jeopardy together and see which team has
the rock experts!
● Activities – In groups, students create questions. Choose topic categories to
which students will write questions, for example: Fun Rock Facts, Rock Types,
The Rock Cycle, Rock Stresses, Rock Weathering, Where in the Rock Cycle?,
Geotechnical Engineering, Materials Engineering, Engineering and Natural
Disasters, Types of Engineering and Rocks, and Engineering Rocks! Write each
topic on its own index card. (Optional) To make sure engineering questions are
included in the game, create and write out questions/answers for one engineering
category in advance. See the attached Rock Jeopardy Example
Questions/Answers for ideas for the "Engineering Rocks!" category and all
categories. Teaching Engineering
https://www.teachengineering.org/view_activity.php?url=collection/cub_/activiti
es/cub_rock/cub_rock_lesson02_activity1.xml
● Closure- Engineering Exit Question: Have students each discuss you one thing
104
they learned about engineering and rocks as they leave the classroom.
Lesson 15: Energy Resources ● Objective – SWBAT differentiate between natural resource and non-renewable
resources.
● NJSLS-S - MS- ESS3-1
● Opening – Define and identify examples of key vocabulary: Non-renewable
resources, renewable resources, fossil fuels, pollution, acid rain
● Activities –With a partner or as a class, students view and discuss Study Jams
slideshow. Study Jams Slideshows: Energy Clips - Pause each slide and discuss
with partner
http://studyjams.scholastic.com/studyjams/jams/science/energy-light-
sound/natural- resources.htm
http://studyjams.scholastic.com/studyjams/jams/science/energy-light-
sound/renewable-fuels.htm
http://studyjams.scholastic.com/studyjams/jams/science/energy-light-
sound/renewable-fuels.htm
http://studyjams.scholastic.com/studyjams/jams/science/energy-light-
sound/fossil-fuels.htm
● Closure –Come together 7 question quiz :
http://studyjams.scholastic.com/studyjams/jams/science/energy-light-
sound/fossil-fuels.htm
Lesson 16: Distribution of Resources
● Objective – SWBAT describe the uneven distribution of water on Earth.
● NJSLS-S - MS- ESS3-1
● Opening – What do you have to do to get water? What do people in other
countries have to do to get water?
● Activities – Read together as a class and discuss emphasis that water is not
naturally abundant in certain regions. Watch video clips and continue with
questioning provided. Water Distribution https://www.ck12.org/earth-
science/water-distribution/lesson/Water-Distribution-MS-
ES/?referrer=concept_details
● Closure – How is Earth’s water distributed?
Lesson 17: Consumerism: Impact on Nature ● Objective – SWBAT describe the impact of advertisements on consumerism,
identify hidden environmental costs in products, analyze advertisements in teen
magazines, and explain how teens can make informed consumer choices that
steward the environment
● NJSLS-S - MS- ESS3-1
● Opening – Watch The Cost of Cool Part 1- Students are asked to respond to
opening statement of part 1 of the documentary: The U.S. has 5% of the world’s
population, but uses 25% of the world's resources.
https://www.youtube.com/watch?v=7ZzEfHe6vY8
105
● Activities – Compare life during pioneer times with our current urban life in the
United States. Spark discussion- One difference is the amount of personal items
we have today. Rather than making things, we buy them. In the past 500 years,
United States society has changed from one in which people had to grow their
food, build their homes and make their clothing, to one in which we most often
buy all those things, and much, much more. Cost of Cool, Parts 1-3
https://www.youtube.com/watch?v=7ZzEfHe6vY8
https://www.youtube.com/watch?v=4SfGXbgliw8
https://www.youtube.com/watch?v=oxO3415o38w
● In small groups, students discuss and answer following questions: 1.What do you
usually spend most of your money on? (Food, gas, bus fare, clothing etc.) 2. Do
think you could go for a whole day without spending any money? 3. We currently
live in a consumer culture. What does it mean to be a “consumer culture”? 4.
How is this different than life during pioneer times? 5. Where do all the things we
use originally come from? (natural resources that come from nature) Please give
an example.
● Closure – What is the difference between “Wants” and “Needs”?
Lesson 18: Glaciers creating Landforms ● Objective – SWBAT describe how Earth’s materials are distributed.
● NJSLS-S - MS- ESS3-1
● Opening – How does a glacier carry materials so far? Discuss responses, and then
read as a class. Landforms from Glacial Erosion and Deposition
https://www.ck12.org/earth-science/landforms-from-glacial-erosion-and-
deposition/lesson/Landforms-from-Glacial-Erosion-and-Deposition-HS-
ES/?referrer=concept_details
● Activities – Video clip - Glaciers
https://www.ck12.org/earth-science/landforms-from-glacial-erosion-and-
deposition/enrichment/Glacial-Erosion-Landforms/?referrer=concept_details
Evidence of global changes from natural and human impact-
https://www.ck12.org/earth-science/landforms-from-glacial-erosion-and-
deposition/rwa/Ice-Hockey-is-Melting-Away/?referrer=concept_details
● Closure – Practice questions Landforms from Glacial Erosion and Deposition
https://www.ck12.org/assessment/ui/?test/view/practice/earth-science/Landforms-
from-Glacial-Erosion-and-Deposition-Practice&ep=https://www.ck12.org/earth-
science/landforms-from-glacial-erosion-and-
deposition/?referrer=concept_details
Lesson 19: Uneven Distribution of Earth’s Resources ● Objective – SWBAT examine how Earth’s materials are distributed and identify
regions that have an abundance of natural resources.
● NJSLS-S - MS- ESS3-1
● Opening – Hypothesize: What region of Earth do you think will have the greatest
abundance of natural resources? Why? Discuss responses as a class.
● Activities – “Briefing Guidelines and Research Questions”
https://betterlesson.com/lesson/639004/where-should-we-land-this-ship
106
https://betterlesson.com/lesson/resource/3218819/briefing-guidelines-and-
research-questions?from=resource_image
https://betterlesson.com/register?grade=20&subject=2&from=resource_image
● Closure – In what location(s) do we have the best chance of creating a successful
long term society?
Lesson 20: Distribution of Earth’s Resources ● Objective – SWBAT examine how Earth’s materials are distributed by glaciers
and the causes and effects of increased global temperature.
● NJSLS-S - MS- ESS3-1
● Opening –. What might increase the mobility of a glacier?
● Activities – Glacier simulation and student response sheet
https://phet.colorado.edu/en/simulation/legacy/glaciers
https://phet.colorado.edu/services/download-
servlet?filename=%2Factivities%2F4038%2Fphet-contribution-4038-7300.pdf
● Closure – What claim can you make about the relationship between the average
temperature and the movement and thickness of glaciers?
Lesson 21: Water Cycle ● Objective – SWBAT model the cycling of water.
● NJSLS-S - MS- ESS2-4
● Opening –. List Earth’s materials that are cycled.
● Activities – Students will model the water cycle, make observations and draw a
conclusion. Observing the Water Cycle
http://science-class.net/archive/science-
class/Lessons/Water%20Cycle/water_cycle_model.pdf
● Closure – What are the five processes of the water cycle?
Lesson 22: Distribution of Natural Resources ● Objective – SWBAT describe how natural resources are distributed unevenly and
how current and past geoscience processes have effected this distribution.
● NJSLS-S - MS- ESS3-1
● Opening – Students complete the “Pre-Lab Assignment” (page 6)
● Activities – #1 -Students create a circle graph to demonstrate the location of oil
on Earth. (page 7)
#2 – Students will reference a graphic to answer questions concerning the
location of the Earth’s supply of copper. Free documents on natural resources:
https://www.teacherspayteachers.com/FreeDownload/MS-ESS3-1-Uneven-
Distribution-of-Resources-Lab-Stations-Activity-3234272
externalfile:drive-
53b69bd51763c0ec06d55dbcea33c408693f1765/root/MSESS31UnevenDistributi
onofResourcesLabStationsActivity.pdf
● Closure – How might the uneven distribution of natural resources affect the local
economy?
107
Lesson 23: Distribution of Natural Resources ● Objective – SWBAT describe how natural resources are distributed unevenly and
how current and past geoscience processes have effected this distribution.
Reading informational text and citing textual evidence
● NJSLS-S - MS- ESS3-1
● Opening – Video clip and quiz (Brainpop)
https://www.brainpop.com/science/energy/fossilfuels/
https://www.brainpop.com/science/energy/fossilfuels/quiz/
● Activities – Reading informational text, citing textual evidence and constructing
scientific explanations. (pages 9 and 10)
https://www.teacherspayteachers.com/FreeDownload/MS-ESS3-1-Uneven-
Distribution-of-Resources-Lab-Stations-Activity-3234272
externalfile:drive-
53b69bd51763c0ec06d55dbcea33c408693f1765/root/MSESS31UnevenDistributi
onofResourcesLabStationsActivity.pdf
● Closure – How does the Earth’s climate impact the distribution of resources?
Lesson 24: Distribution of Natural Resources ● Objective – SWBAT demonstrate knowledge of how natural resources are
distributed unevenly and how current and past geoscience processes have effected
this distribution.
● NJSLS-S - MS- ESS3-1
● Opening – Video clip and quiz (Brainpop)
https://www.brainpop.com/science/energy/naturalresources/
https://www.brainpop.com/science/energy/naturalresources/quiz/
● Activities – Students explain concepts, determine cause and effect and interpret
data (pages 11 - 15)
https://www.teacherspayteachers.com/FreeDownload/MS-ESS3-1-Uneven-
Distribution-of-Resources-Lab-Stations-Activity-3234272
externalfile:drive-
53b69bd51763c0ec06d55dbcea33c408693f1765/root/MSESS31UnevenDistributi
onofResourcesLabStationsActivity.pdf
● Closure – What constraints limit the solutions created by the uneven distribution
of natural resources?
Lesson 25: Distribution of Natural Resources ● Objective – SWBAT demonstrate knowledge of how natural resources are
distributed unevenly and how current and past geoscience processes have effected
this distribution.
● NJSLS-S - MS- ESS3-1
● Opening – Video clip and quiz (Brainpop)
https://www.brainpop.com/science/ourfragileenvironment/humansandtheenviron
ment/
https://www.brainpop.com/science/ourfragileenvironment/humansandtheenviron
108
ment/quiz/
● Activities – Post-Lab: Students utilize higher order thinking to analyze, evaluate,
draw conclusions and brainstorm solutions concerning the uneven distribution of
natural resources (pages 16 - 18)
https://www.teacherspayteachers.com/FreeDownload/MS-ESS3-1-Uneven-
Distribution-of-Resources-Lab-Stations-Activity-3234272
externalfile:drive-
53b69bd51763c0ec06d55dbcea33c408693f1765/root/MSESS31UnevenDistributi
onofResourcesLabStationsActivity.pdf
● Closure – What past geologic processes influenced the distribution of natural
resources?
Lesson 26: Human Impact -Environmental Engineering ● Objective – SWBAT describe factors that have caused climate change and
brainstorm solutions to this environmental issue.
● NJSLS-S - MS- ESS3-1
● Opening – Video clip and quiz (Brainpop)
https://www.brainpop.com/science/earthsystem/climatechange/
https://www.brainpop.com/science/earthsystem/greenhouseeffect/
Activities – Presentation – Environmental Engineering and student response sheet
Students follow the engineering process to brainstorm services or technologies to
solve global environmental issues
https://www.teachengineering.org/lessons/view/wst_environmental_lesson01
chrome-extension://bpmcpldpdmajfigpchkicefoigmkfalc/views/app.htmllesson
chrome-extension://bpmcpldpdmajfigpchkicefoigmkfalc/views/app.html
chrome-extension://bpmcpldpdmajfigpchkicefoigmkfalc/views/app.html
Closure – What are three aspects of our environment that engineers are trying to
improve?
Lesson 27: Alternative Energy - Investigation ● Objective – SWBAT test and evaluate alternative energy solutions.
● NJSLS-S - MS- ESS3-1
● Opening – Video clip and quiz – Biofuels Brainpop
https://www.brainpop.com/science/energy/biofuels/
Activities – Students investigate and evaluate alternative energy sources using a
virtual lab simulation. Students answer “Journal Questions” and class discussion
follows.
chrome-extension://bpmcpldpdmajfigpchkicefoigmkfalc/views/app.html
Energy Sources Interactive Lesson
http://www.glencoe.com/sites/common_assets/science/virtual_labs/CT13/CT13.h
tml
Closure – Why is it so important to develop alternative energy sources?
Lesson 28: Unit 5 Review
109
● Objective – SWBAT demonstrate knowledge of Unit 5 concepts.
● NJSLS-S - MS-ESS2-1, MS-ESS2-4, MS- ESS3-1
● Opening – Cycling of Earth’s Materials – Kahoot
https://create.kahoot.it/details/abb4a45b-753a-4ced-8a31-d3b69ecc540a
Activities – Students will create their own “Quizlet” utilizing terms and concepts
on the Study Guide provided.
https://quizlet.com/
Water Cycle Review Quiz
http://www.softschools.com/quizzes/science/water/quiz316.html
Closure – How will you prepare for the Unit 5 Assessment? Class discussion to
follow.
Lesson 29: Unit 5 Assessment– Multiple Choice Portion ● Objective – SWBAT demonstrate knowledge of Unit 5 concepts.
● NJSLS-S - MS-ESS2-1, MS-ESS2-4, MS- ESS3-1
● Opening – Prepare for The Unit 5 Assessment – Multiple Choice Portion
Activities – Students will be able to demonstrate knowledge of Unit 5 concepts,
given a Linkit Assessment.
Closure – Students will read quietly and testing materials will be collected.
Lesson 30: Unit 5 Assessment– Open-Ended/Lab Practical Portion ● Objective – SWBAT demonstrate knowledge of Unit 5 concepts.
● NJSLS-S - MS-ESS2-1, MS-ESS2-4, MS- ESS3-1
Opening – Prepare for The Unit 5 Assessment – Open-Ended/Lab Practical
Portion Activities – Students will be able to demonstrate knowledge of Unit 5
concepts, given a Linkit Assessment.
Closure – Students will read quietly and testing materials will be collected.
110
Modifications Special Education Students: (These are just suggested ideas to modify
instruction. All modifications and accommodations should be specific to
each individual child’s IEP. All students with 504 plans should be
provided the necessary tools to be successful in the course.) Multi-sensory instruction.
Differentiated instruction.
Additional Vocabulary Activities.
Provide hands-on manipulatives with format skeletons to groups of
students.
Draw and label diagrams to represent the data for visual learners.
Provide time for revision of work when students show need.
Facilitate group discussions to assess understanding among varying
ability levels of students.
Scaffolding content.
Graphic organizers.
Project-based learning options.
English Language Learners: Identify key phrases or new vocabulary to pre-teach.
Additional Vocabulary Activities: to support the ELL students to
build understanding.
Draw and label diagrams to represent the data for visual learners.
Provide visual cues.
Provide time for revision of work when students show need.
Scaffolding content.
Graphic organizers.
Encourage students to offer bilingual assistance to each other.
Project-based learning options.
Students at Risk of Failure:
Reteach to Build Understanding: for struggling learners to revisit
and practice the lesson concept or skill modeling.
Provide time for revision of work when students show need.
Scaffolding content.
Graphic organizers.
Mnemonics.
Project-based learning options.
Gifted Students: Enrichment Activities: to challenge the advanced-proficient
student.
Provide extension assignments and activities.
Projects in multiple tasks.
Grouping.
Project-based learning options.
Honors-level courses should feature activities and assessments that
challenge students beyond the general education class requirements.
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2019