science research 8 curriculum design: grade 8

Science Research 8

Curriculum Design:

Grade 8

Summer 2018

BOARD OF EDUCATION

Nina Lanci, President

Wendy Gargiulo, Vice President

Marion Blane Janet Goller

Edward Corona Nancy Kaplan, Ed.D.

John Ferrara Gina Piskin

CENTRAL ADMINISTRATION

John DeTommaso Superintendent of Schools

Mara Bollettieri, Psy. D.

Deputy Superintendent, Business

Kate Freeman Michael Harrington

Assistant Superintendent

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Science Research 8 Curriculum Design:

Grade 8

Written by:

Tami Cruz (Grand Avenue Middle School) Jennifer Verwys (Merrick Avenue Middle School)

Project Administrator:

Patrick Mannion, ED.D.

District Chairperson - Science

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Table of Contents Unit Page Numbers

Introduction 4

New York State Science Learning Standards 5

Course Overview and Timeline 6-11

Unit 1: Everything starts with a question - presentation and supplemental materials 12-20

Unit 2: Finding a problem - presentation and supplemental materials 21-28

Unit 3: Writing a hypothesis and developing procedures - presentation and supplemental materials 29-35

Unit 4: Communicating results - presentation and supplemental materials 36-48

Unit 5: Writing a conclusion - presentation and supplemental materials 49-54

Curriculum resources 55

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Introduction

Science Research 8 addresses the New York State Next Generation Science Standards by providing students the opportunity to engage in authentic applications of science and engineering. Throughout the course students will be engaged in activities following the Next Generation Science practices of

1. Asking questions (science) and defining problems (engineering) 2. Developing models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (science) and designing solutions (engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

Throughout the course students will apply science and engineering practices, cross cutting concepts and disciplinary core ideas in a way that allows them to come up with and develop their own year-long investigation prepared in a way as to be submitted for competition. This curriculum guide contains suggested activities, materials, and specific curricular amendments to help teachers guide their students to complete research in preparation for competition or the presentation of their research. Students ultimately will develop a greater understanding of the natural world and determine how solutions to problems are engineered.

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September Unit 1: Introduction: Everything starts with a question (modified from google science fair) Day 1 Why do we do experiments?

● Students are introduced to 5 problems that need to be solved. Students will pick their groups based on the problem they are most interested in solving.

● Students will come up with a solution they feel would best solve the problem. ● Students will share their solutions with the class.

Materials: Google slide presentation - intro to research Days 2-5

● Show students actual inventors and inventions for the problems ● In their groups, students will research the problem from the previous day to determine

the method of how it was actually solved and compare the solution to their own solutions they came up with on the previous day. (Give hand-out research guide)

● Students will create a presentation using google slides, based on their research. ● Show video of Ann Makosinski and hollow flashlight prior to students presenting.

Students will present their research and compare the actual methods of solving the problem to their original ideas for solving the problem.

Materials: computer access for students, hand-out for student in class science experiment, hand-out for research guide **Day 2-3 homework

Using hand-out science experiment graphic organizer - Alone or in a group (no more than 3), find an experiment that can be done in 1 class period that uses the scientific method and involves collecting and analyzing data. Day 6-7 How to conduct an experiment

● Students conduct and present their experiment. ● Review steps of scientific method as students perform their experiments in class.

October Days 8-12 Unit 2: Finding a problem

● Do now activity - thinking outside the box (google science fair) ● Idea generation diamond - hand-out to determine the area of interest ● Students will use computers and various websites to come up with possible topics for the

science project (come up with 3 good problem ideas they want to solve) - using science buddies (can be pushed out using google classroom)

Days 9-10 Refining their problem

● Do now activity - how feasible is it for you to find a solution graphic organizer ● QFT chart - choose the question closest to the dot on the graphic organizer

(phenomenon). Students will create this chart using chart paper ● In class peer review of group’s idea for a problem question using a gallery walk

*Order materials for experiments (order by October 3rd)

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Materials: hand-out idea generation diamond, google slide idea generator, how feasible graphic organizer, chart paper, computers, science buddy website Unit 3: Writing a hypothesis and developing procedures Day 11 Writing a viable hypothesis

● Students watch video and come up with a possible hypothesis that was used ● Explain to students the format of a true scientific hypothesis ● Based on the student’s problem, they will create a headline hypothesis including a picture ● Starburst activity on chart paper ● Students present starburst and other students help to refine hypothesis ● Students analyze their own hypothesis based on feedback and SWOT graphic organizer ● Students create storyboard using their problem and hypothesis

Materials: google slide - developing a hypothesis, large chart paper for starburst activity, Hand-out SWOT graphic organizer Day 12-14 Developing procedures

● Do now - Students create cube in order to begin the design process for the procedures for their project.

● Students roll the cube and write out answers depending on the side they roll on. ● Upon completion of the cube, students will have created a procedure related to their project.

Materials: google slide presentation - designing procedures, cubing slide for cube hand-out Unit 4: Communicating Results Days 15-19 Communicating Results (while waiting for students to get their materials for their projects)

● Do now: analyzing past projects What is the problem being investigated? What is the hypothesis and was it supported? What is the evidence for your answer to the previous question? What is the conclusion? What is the societal significance? What did you find to be most effective in the way the information was communicated? What would you have done differently?

● Go over the importance of effective communication in a project. Students return to projects and using the checklist, determine if the projects met all the criteria on the checklist.

● Using different examples of data, students determine what they think would be the most effective method of communication. (type of graph to be used)

● Students will share their own problem, hypothesis and procedures in an interactive research circle where students will give suggestions and feedback for each of the proposed projects to determine what would be the most effective method of communication.

Repeat this lesson using examples from professional research articles. Students will find their own articles related to their projects.

● Review of science journal articles 1st day - read journal article with class and break down article

2-3 - students read and analyze articles of their choice with a partner, and share with class

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● Students will share their analyses of the journal articles with the class. ● Students can also complete further research on their topic (for background information

portion of project) at this time. Materials: google slide presentation - communicating results, past student project poster-boards, computers for research, communication menu hand-out, google scholar for research November-December Day 20 How to cite your sources

● Trip to the library to co-teach the tools used for creating a works cited. ● Plagiarism and literacy research

Materials: library Day 21-38 Independent student experimentation and research on projects

● Students use SCAMPER and how well has your data been communicated throughout the process to monitor their progress

● Students will give mini-presentations to the class on their progress in order for class to give constructive feedback.

● Students will modify their own projects based on individual monitoring, class feedback and teacher feedback.

January Unit 5: Writing a conclusion Day 39 - How to write a conclusion

● Do now - communicate your finding in 100 words ● Students share and evaluate each other’s summary ● Students use sentence starters to begin to write conclusion ● Students view video - banana peels as plastic showing successful experiments do not

necessarily happen in one trial. ● Students will use reflection sheet to reflect on another student project ● Students will use the reflection sheet and feedback to complete writing your conclusion sheet

Materials: student reflection sheet hand-out, writing your conclusion hand-out, google slide presentation: draw conclusions Mid January-March Day 40-55 Students work on poster-board and practicing oral presentation

● Students will practice presenting with fellow classmates Day 56-59 Students work on finalizing project and practice presentations with teachers and administrators Competition Dates: LISEF - registration opens November 1st LISC Welcome letter and application instructions in October

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March 14 (13?) - LISEF GAMS April 9 LISC- GAMS and MAMS (Registration opens 11/1) April-May - Students will learn how fires are investigated to determine the point of origin and how they burn. Students will complete a series of hands-on investigations to learn more about fires and the factors that affect how fires burn. Students will also work through a series of videos training them to be able to identify and analyze fire scene evidence in order to solve a fire case. Days 70-84 Fire Forensics: Claims and Evidence ( main website - https://ulxplorlabs.org/fire-forensics-claims-and-evidence/)

Ulexplorelabs.org - website with science and engineering modules Day 1: Motivation: Students will watch UL video explaining the Firefighters Safety Research Institute where fire researchers study fire forensics giving fire investigators the knowledge and skills to build and prove a claim about the fire’s cause and origin.

Video 1: Inside the fire lab: https://ulxplorlabs.org/fire-forensics/overview/video Overview of the next several days of lessons Days 2-7: Students will complete the following investigations in class to learn more about fires and the factors that affect them.

https://ulxplorlabs.org/xtensions/

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Investigation 1: The Fire triangle

Students will investigate removing each of the different aspects of the fire triangle to determine what happens to the fire when one component is missing. (students may watch video or complete the activity in class)

Students will be able to understand: • Cause and effect relationships may be used to predict phenomena in natural or designed systems. [Crosscutting Concepts (MS-PS1-4) • Energy may take different forms (e.g. energy in elds, thermal energy, energy of motion). [Crosscutting Concepts: Energy and Matter (MS-PS3- 5) Students will be able to: • Construct, use, 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. (MS-PS3-5) ASSESSMENT: This understanding looks like • Students can make a claim supported by evidence collected through visual observations and supported by reasoning based on understandings of the fire triangle.

Investigation 2: Heat transfer and ignition

Students will perform 2 investigations (students may watch video or complete the activity in class) Experiment 1: observing conduction, convection and radiation and its effects on how heat is transferred Experiment 2: observing the mass to surface ratio of wood and the effects on how the material ignites and burns

Students will be able to understand: • The transfer of energy can be tracked as energy flows through a designed or natural system. (MS- PS3-3) • The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the environment. (MS-PS3) • When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object (MS-PS3-2). Students will be able to: • Construct, use, 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. (MS-PS3-5)

ASSESSMENT: This understanding looks like

• Students can make a claim supported by evidence collected through visual observations and supported by reasoning based on understandings of heat transfer, surface to mass ratio, and ignition properties of different materials.

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Investigation 3: Energy and combustion

Students will watch a video and through the video they will be able to understand: How to analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. (MS-PS1-2) • The transfer of energy can be tracked as energy ows through a designed or natural system. (MS-PS3-3) • The term “heat” as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MS-PS1-4)

Students will be able to: • Construct, use 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. (MS-PS3-5)

ASSESSMENT: This understanding looks like:

• Students can make a claim supported by evidence collected through visual observations and supported by reasoning based on understandings of the heat of combustion of different materials. • Students can apply knowledge and elaborate on reasons that it is important for firefighters and investigators to understand heat released by different materials

Investigation 4: Fire lab data analysis Students will watch a video and using the data from two burns in the fire science lab, students will make conclusions about the impact of ventilation on a fire. Students will present their ideas about why this understanding is critical for both firefighters and the women and men investigating the fire’s origin and cause. Students will understand:

• Cause and effect relationships may be used to predict phenomena in natural or designed systems. (MS-PS1-4)

Students will be able to:

• Analyze and interpret data to determine similarities and differences in findings. (MS-PS1-2) • Construct, use, 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. (MS-PS3-5)

ASSESSMENT: This understanding looks like

• Students can make a claim supported by evidence collected through data sets from vented and unvented burns collected in the re lab. • Students can apply knowledge/elaborate reasons that it is important for firefighters and re investigators to understand the impact of ventilation on a re.

Days 7-14 students work through the computer activities to learn more about fires. Using the knowledge they gain through the hands-on investigations along with the computer modules, students will ultimately solve a fire case. Students will present their finding to the class.

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Name: ______________________________ Science Experiment Graphic Organizer

Scientific Method Example Student Project

Problem – Should be testable and measurable.

Do plants need sunlight to grow?

Hypothesis – an educated guess, an answer to the question with the measurement.

I think if plants are grown with sunlight then the plants will grow twice the height of plants grown without sunlight because in areas that are shaded, the same type of plant grows to a shorter height than the ones in sunlight.

Experiment – what will the actual experiment be like – how long? What steps will be taken?

-Gather seeds and water, plant seeds, place one in sunlight, other in darkness for two weeks. -Measure plants each day, record results in table. -Create a line graph. -Determine which plant grew tallest.

Variable – the one aspect of your experiment that will change

Amount of light

Constants – the aspects that will be the same throughout the experiment

Same plants, same amount of water, same soil, same amount of time

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Data – what qualitative or quantitative information will be collected and how it will be displayed

Quantitative - Plant height in centimeters recorded each day

Research guide

Now that you are thinking about the process of questioning, you need to explore more on your subject.There are a number of ways to do this, some right in front of you.

• Ask questions: teachers, friends and family are a great place to start. Youcould also write to a local organization or academic establishment to speakto an expert in the field.

• Head to the library: public libraries will have a range of books, journals andnewspaper clippings that could be linked to your problem.

• Google: the internet provides us with a wealth of resources at the click of abutton.

Evaluating the credibility and validity of a resource can be very difficult, particularly when researching online.Below are some basic guidelines to help you select reliable resources and use those to learn accurateinformation about a given subject. This link(https://www.ed.ac.uk/information-services/library-museum-gallery/finding-resources/library-databases/databases-overview/evaluating-websites) also provides detail on how to evaluate the quality of content on awebsite.

AuthorityWho is providing the information? A website’s URL (their web address, e.g. google.com) can give you insightinto the origin of a resource or piece of information. The following are examples of ways you can determinethe type of organization that is sponsoring the content for a specific website.

Trusted sites• .edu are usually educational institutions and generally a good source of information.• .gov are government websites and usually good sources for statistical information.• .org are typically non-profit organizations often set up as a public service. Be on the lookout for

political agendas and biases.

Example: If you are looking for information about vaccinations, then you might check .gov sites for statisticsrelated to records of vaccines, number of people vaccinated, etc. Sites affiliated with specific biases onvaccinations will probably be listed as .org sites.

BlogsWhile interesting, these are usually not fact-based. You could read them tounderstand different viewpoints, but the information presented shouldnot be viewed as fact.

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Online magazines or journalsThese articles often contain a detailed bibliography and site-specific resources as evidence for claims andstatistics.

Online news sourcesVirtually every network and cable news station has an online site, as do local affiliates. It is important torealize that, while they do provide news, they are also involved in the entertainment industry and maypresent some information that is opinion rather than fact-based.

Television/internet video news broadcastsWhen viewing video, keep in mind that if it is not from a source that can beaccurately attributed with an origin, a date, and certain keyinformation, such as who sourced it, why it was broadcast and how theinformation was discovered, then the source may not be credible.

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Name(s):______________________________________________________________

How feasible is it for you to find a solution? Use the following questions to help you to place your 3 possible problems on the appropriate area on the graph.

○ Who will benefit from solving this problem?

○ Which age group(s)?

○ How many people will it impact?

○ How will it impact them?

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Communication menu

Bar chart

• Great for comparing categories• The length of each bar is proportionate

to the value it represents• One axis features the categories

being compared• The other axis represents the values

of each bar

Line graph

• Great for comparing trends overtime or highlighting a patternbetween two data sets

• The x-axis has the variable you arechanging

• The y-axis has the variable you aremeasuring

• One graph can be used to showmultiple trends by plotting lines invarious colors

Pie Chart

• Visual tool for comparing parts ofa whole

• The area of each segment isproportional to the value itrepresents

• Audiences can quickly gauge generalfigures without having to look in finedetail

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Scatter graph

• Great for when you have a largesample size and are looking for trends

• Each dot represents one data point –or one piece of information in yoursample

• Each sample is plotted based on twovariables

• Once lots of samples have beenplotted, you can see if a trendemerges

Pictogram

• Images or symbols are used toillustrate data

• Images hold more emotional powerthan raw data and so can oftenproduce an emotive response

• Each icon represents a specific value

Binary decision diagram

• Shows the pathway from onedecision to another when you havetwo choices at each stage

• Used lots in computer science toshow actions within a process flow

• Can be used outside of computerscience if the decision is between“yes or no”, “1 or 2” or “true or false”(binary answers)

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Stacked bar graph

• Useful for comparing categories thathave multiple variables within them

• Combines elements of the pie chartand bar graph to communicatetotals, trends and proportions in asingle illustration

Venn diagrams

• Shows where there are relationshipswithin different categories

• Each circle represents a differentcategory

• Factors are added to each circleaccordingly

• Where there is overlap, a factorsatisfies both categories

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SCAMPER

Substitute Can any part be replaced?Can the range be changed?Can a variable be swapped with another?Could you use a different material?Could you change the shape?Can it be used in a different way?

Combine Are there parts that can be combined?Can this idea merge with another?Can you include some other materials?Can you use someone else’s expertise?

Adapt What else is ‘like’ this, but used for a different purpose?Where else could this be used?What does somebody who has never seen it think it does/is for?

Modify Can it be made bigger?Can it be made smaller?Could you add something to it?Could you take something away from it?Does it have many parts and need less?Does it have few parts and need more?

Purpose Why does it exist?Would it have more value used elsewhere?Is there a new need for it that hasn’t been considered?Could it be used by a different set of people to suit a differentpurpose?

Eliminate How could it be simplified?What could be minimized?What could be eliminated?Could it be made more compact?What could be removed without ruining function?

Rearrange Will it work in a different order?Consider it backwards?Could you assemble it a different way? Would it be better/worse or nodifferent? Or work in a completely new way?

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Reflection & feedback

Reflect on your project and your friend’s project.What works well? What could be even better? Consider:

• How clearly is the idea explained? Can you understand it?• Is the question/hypothesis sensible? Can it be tested in an experiment?• Can you understand the method?• How could it be presented?

My project title My friend’s project title

What works well? What works well?

Even better if? Even better if?

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Writing your conclusion

To create a good conclusion, you have your structure of results + solution, but you should reflect back onyour work and look ahead to what you could do next.

What would I have done differently?If you could do the project again, would you go about it exactly the same way?

Has this brought up any new ideas or insights?Is there something else you want to explore? Did the results also give a new and interesting understanding?Has feedback from peers provided new insights?

What are my next steps?What are you going to do next? Prioritizing steps is a good way to make sure they actually happen!

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Curriculum Resources

Google science fair- googlesciencefair.com Educator resources for entering google science fair

Fire Forensics: Claims and Evidencehttps://ulxplorlabs.org/fire-forensics-claims-and-evidenceStudents learn the basics of fire and ultimately apply their knowledge todetermining where a fire began.

Science buddies: Resource for students - ideas for science projectshttp://www.sciencebuddies.org/science-fair-projects/project_ideas.shtml

Discovery education: Resource for students - This page offers a collection ofquestions within various science topics, any of which could be cultivated into ascience fair project.

http://school.discoveryeducation.com/sciencefaircentral/scifairstudio/ideas.html

Google scholar: Resource for students - literature searches such as articles,abstracts and books

https://scholar.google.com

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science research 8 curriculum design: grade 8

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