U.S. Standards Alignment Guide

Transcription

1 U.S. Standards Alignment Guide

2 Module 1: The Skate Blades Learning Objectives: Students will be able to (SWBAT) define and identify independent variables, dependent variables, and controls in an experiment SWBAT identify the radius of a circle SWBAT construct, analyze and describe patterns from scatterplot graphs SWBAT define and describe correlations, and identify positive correlations; specifically, describe the correlation between radius of hollow and stopping distance Standards addressed: Note: Standards that are only partially covered in the module have the corresponding alignment marked in bold. Subject Standards addressed Grade 4 Grade 5 Grade 6 Grade 7 CCSS.MATH.CONTENT.4.MD.B.4: Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. CCSS.MATH.CONTENT.5.MD.B.2: Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. CCSS.MATH.CONTENT.6.EE.B.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. CCSS.MATH.PRACTICE.MP2: Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. CCSS.MATH.PRACTICE.MP4: Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. CCSS.MATH.PRACTICE.MP7: Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. NGSS Science & Engineering Practice #1: Asking Questions and Defining Problems. Ask questions about what would happen if a variable is changed. NGSS Science & Engineering Practice #2: Developing and Using Models. Use a model to test cause and effect relationships concerning the functioning of a natural system Make observations and/or measurements to produce data to serve as the basis for an Math Science

3 explanation of a phenomenon Make predictions about what would happen if a variable changes Represent data in tables and/or various graphical displays to reveal patterns that indicate relationship NGSS Science & Engineering Practice #6: Constructing Explanations and Designing Solutions Construct an explanation of observed relationships NGSS Science & Engineering Practice #1: Asking Questions and Defining Problems. Ask questions to determine relationships between independent and dependent variables and relationships in models. NGSS Science & Engineering Practice #2: Developing and Using Models. Use a model to generate data to test ideas about phenomena in natural systems Collect data to serve as the basis for evidence to answer scientific questions 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. Construct, analyze, and/or interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships NGSS Science & Engineering Practice #6: Constructing Explanations and Designing Solutions Construct an explanation that includes qualitative or quantitative relationships between variables that predict(s) and/or describe(s) phenomena.

4 Module 2: The Stick Learning Objectives: Students will be able to (SWBAT) define and identify variables in a science or design experiment SWBAT define and identify criteria in a science or design experiment SWBAT analyze data tables to find patterns and correlations SWBAT select an optimal design solution to meet given criteria Standards addressed: Note: Standards that are only partially covered in the module have the corresponding alignment marked in bold. Subject Standards addressed Grade 4 Grade 5 Grade 6 Grade 7 NGSS Performance Expectations: 3-5- ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem ETS1-3: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. NGSS Disciplinary Core Ideas: ETS1.A: Defining and Delimiting Engineering Problems: o Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (3-5- ETS1-1) ETS1.C: Optimizing the Design Solution o Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. (3-5- ETS1-3) NGSS Crosscutting Concepts: Influence of Science, Engineering, and Technology on Society and the Natural World o People s needs and wants change over time, as do their demands for new and improved technologies. (3-5- ETS1-1) NGSS Performance Expectations: MS- ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. NGSS Disciplinary Core Ideas: Science

5 ETS1.A: Defining and Delimiting Engineering Problems o The more precisely a design task s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS- ETS1-1) ETS1.B: Developing Possible Solutions o Models of all kinds are important for testing solutions. (MS- ETS1-4) ETS1.C: Optimizing the Design Solution o 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 those characteristics may be incorporated into the new design. (MS- ETS1-3) NGSS Science & Engineering Practice #1: Asking Questions and Defining Problems. Ask questions about what would happen if a variable is changed. NGSS Science & Engineering Practice #2: Developing and Using Models. Use a model to test cause and effect relationships concerning the functioning of a natural system Make observations and/or measurements to produce data to serve as the basis for an explanation of a phenomenon Make predictions about what would happen if a variable changes Represent data in tables and/or various graphical displays to reveal patterns that indicate relationship NGSS Science & Engineering Practice #6: Constructing Explanations and Designing Solutions Construct an explanation of observed relationships NGSS Science & Engineering Practice #2: Developing and Using Models. Use a model to generate data to test ideas about phenomena in natural systems Collect data to serve as the basis for evidence to answer scientific questions NGSS Science & Engineering Practice #6: Constructing Explanations and Designing Solutions Construct an explanation that includes qualitative or quantitative relationships between variables that predict(s) and/or describe(s) phenomena.

6 Module 3: The Goalie Pads Learning Objectives: Students will be able to (SWBAT) to define and identify controls (or controlled variables) in an engineering design task SWBAT analyze data tables to find patterns and correlations SWBAT select an optimal design solution based on given requirements Standards addressed: Note: Standards that are only partially covered in the module have the corresponding alignment marked in bold. Subject Standards addressed Grade 4 Grade 5 Grade 6 Grade 7 NGSS Performance Expectations: 3-5- ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. NGSS Disciplinary Core Ideas: ETS1.B: Developing Possible Solutions o Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. (3-5- ETS1-2) ETS1.C: Optimizing the Design Solution o Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. (3-5- ETS1-3) NGSS Crosscutting Concepts: Influence of Science, Engineering, and Technology on Society and the Natural World o People s needs and wants change over time, as do their demands for new and improved technologies. (3-5- ETS1-1) NGSS Performance Expectations: MS- ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. MS- ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. NGSS Disciplinary Core Ideas: ETS1.B: Developing Possible Solutions o There are systematic processes for evaluating solutions with respect to how well they Science

7 meet the criteria and constraints of a problem. (MS- ETS1-2), (MS- ETS1-3) o Models of all kinds are important for testing solutions. (MS- ETS1-4) ETS1.C: Optimizing the Design Solution o 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 those characteristics may be incorporated into the new design. (MS- ETS1-3) NGSS Science & Engineering Practice #1: Asking Questions and Defining Problems. Ask questions about what would happen if a variable is changed. NGSS Science & Engineering Practice #2: Developing and Using Models. Use a model to test cause and effect relationships concerning the functioning of a natural system Make observations and/or measurements to produce data to serve as the basis for an explanation of a phenomenon Make predictions about what would happen if a variable changes Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. Represent data in tables and/or various graphical displays to reveal patterns that indicate relationship NGSS Science & Engineering Practice #6: Constructing Explanations and Designing Solutions Construct an explanation of observed relationships NGSS Science & Engineering Practice #2: Developing and Using Models. Use a model to generate data to test ideas about phenomena in natural systems Collect data about the performance of a proposed object, tool, process or system under a range of conditions Represent data in tables and/or various graphical displays to reveal patterns that indicate relationship NGSS Science & Engineering Practice #6: Constructing Explanations and Designing Solutions Construct an explanation that includes qualitative or quantitative relationships between variables that predict(s) and/or describe(s) phenomena.

8 Module 4: Uncover the Ice Learning Objectives: Students will be able to (SWBAT) explain measurement units used in area calculations SWBAT explain how unit squares can be combined to create an object of a given amount of area SWBAT use appropriate units of measurements to describe area SWBAT analyze area calculations to derive the area formulas SWBAT apply area formulas for whole- number edge lengths Standards addressed: Note: Standards that are only partially covered in the module have the corresponding alignment marked in bold. Subject Standards addressed Grade 4 Grade 5 Grade 6 Grade 7 CCSS.MATH.CONTENT.3.MD.C.5: Recognize area as an attribute of plane figures and understand concepts of area measurement. 3.MD.C.5.a: A square with side length 1 unit, called "a unit square," is said to have "one square unit" of area, and can be used to measure area. Grade 3 3.MD.C.5.b: A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. CCSS.MATH.CONTENT.3.MD.C.6: Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). Grade 3 CCSS.MATH.CONTENT.3.MD.C.7: Relate area to the operations of multiplication and addition. 3.MD.C.7.b: Multiply side lengths to find areas of rectangles with whole- number side lengths in the context of solving real world and mathematical problems, and represent whole- number products as rectangular areas in mathematical reasoning. Grade 3 3.MD.C.7.d: Recognize area as additive. Find areas of rectilinear figures by decomposing them into non- overlapping rectangles and adding the areas of the non- overlapping parts, applying this technique to solve real world problems. CCSS.MATH.CONTENT.4.MD.A.3: Apply the area and perimeter formulas for rectangles in real world and mathematical problems. CCSS.MATH.CONTENT.7.G.B.6: Solve real- world and mathematical problems involving area, volume and surface area of two- and three- dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms CCSS.MATH.PRACTICE.MP2: Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. CCSS.MATH.PRACTICE.MP4: Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. Math

9 Science NGSS Science & Engineering Practice #2: Developing and Using Models. Develop and/or revise a model based on evidence that shows the relationships among variables Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. Test two different models of the same proposed object, tool, or process to determine which better meets criteria for success. Represent data in tables and/or various graphical displays (bar graphs, pictographs and/or pie charts) to reveal patterns that indicate relationships, using logical reasoning, mathematics, and/or computation. NGSS Science & Engineering Practice #5: Using Mathematics and Computational Thinking Describe, measure, estimate, and/or graph quantities (e.g., area, volume, weight, time) to address scientific and engineering questions and problems. NGSS Science & Engineering Practice #6: Constructing Explanations and Designing Solutions Construct an explanation of observed relationships NGSS Science & Engineering Practice #2: Developing and Using Models. Develop and/or revise a model to show the relationships among variables

10 Module 5: Prepare the Surface Learning Objectives: Students will be able to (SWBAT) explain that matter is made up of particles that are too small to see (ie. molecules) SWBAT explain that as temperature changes, it will cause a reversible phase transition SWBAT describe and compare the phases of matter (solid, liquid, and gas) based on temperatures and the molecular motion SWBAT describe how changes in temperature affect molecular motion and kinetic energy Standards addressed: Note: Standards that are only partially covered in the module have the corresponding alignment marked in bold. Subject Standards addressed Grade 4 Grade 5 Grade 6 Grade 7 CCSS.MATH.CONTENT.6.NS.C.5: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero); use positive and negative numbers to represent quantities in real- world contexts, explaining the meaning of 0 in each situation. (MS- PS1-4) NGSS Performance Expectations: 5- PS1-1. Develop a model to describe that matter is made of particles too small to be seen. 5- PS1-2. Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. NGSS Disciplinary Core Ideas: PS1.A: Structure and Properties of Matter: o Matter of any type can be subdivided into particles that are too small to see, but even then the matter still exists and can be detected by other means. A model showing that gases are made from matter particles that are too small to see and are moving freely around in space can explain many observations, including the inflation and shape of a balloon and the effects of air on larger particles or objects. (5- PS1-1) o The amount (weight) of matter is conserved when it changes form, even in transitions in which it seems to vanish. (5- PS1-2) NGSS Crosscutting Concepts: Cause and Effect o Cause and effect relationships are routinely identified and used to explain change. (5- PS1-4) Scale, Proportion, and Quantity o Natural objects exist from the very small to the immensely large. (5- PS1-1) o Standard units are used to measure and describe physical quantities such as weight, time, temperature, and volume. (5- PS1-2), (5- PS1-3) Math Science

11 NGSS Performance Expectations: MS- PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures. MS- PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. [Clarification Statement: Emphasis is on qualitative molecular- level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawing and diagrams. Examples of particles could include molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and helium.] NGSS Disciplinary Core Ideas: Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. (MS- PS1-1) Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. (MS- PS1-4) In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations. (MS- PS1-4) Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS- PS1-1) The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. (MS- PS1-4) NGSS Crosscutting Concepts: Patterns o Macroscopic patterns are related to the nature of microscopic and atomic- level structure. (MS- PS1-2) Cause and Effect o Cause and effect relationships may be used to predict phenomena in natural or designed systems. (MS- PS1-4) Scale, Proportion, and Quantity o Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. (MS- PS1-1) Energy and Matter o Matter is conserved because atoms are conserved in physical and chemical processes. (MS- PS1-5) o The transfer of energy can be tracked as energy flows through a designed or natural system. (MS- PS1-6)

12 Structure and Function o Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used. (MS- PS1-3) NGSS Science & Engineering Practice #2: Developing and Using Models. Use a model to test cause and effect relationships concerning the functioning of a natural system Make observations and/or measurements to produce data to serve as the basis for an explanation of a phenomenon Make predictions about what would happen if a variable changes NGSS Science & Engineering Practice #2: Developing and Using Models. Use a model to generate data to test ideas about phenomena in natural systems Collect data to serve as the basis for evidence to answer scientific questions

13 Module 6: Paint the Ice Learning Objectives: Students will be able to (SWBAT) define and identify points, parallel & perpendicular lines, line segments, radius, diameter and chords SWBAT identify, compare, and construct circles of a given radius and diameter SWBAT identify and define congruent figures SWBAT use ordered pairs to describe and find the location of a point SWBAT follow step- by- step instructions to draw and correctly place various geometric constructions Standards addressed: Note: Standards that are only partially covered in the module have the corresponding alignment marked in bold. Subject Standards addressed Grade 4 Grade 5 Grade 6 Grade 7 CCSS.MATH.CONTENT.4.G.A.1: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two- dimensional figures. CCSS.MATH.CONTENT.5.G.A.1: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x- axis and x- coordinate, y- axis and y- coordinate). CCSS.MATH.CONTENT.5.G.A.2: Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. CCSS.MATH.CONTENT.7.G.A.2: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. CCSS.MATH.PRACTICE.MP4: Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. Math

14 Module 7: Speed Learning Objectives: Students will be able to (SWBAT) identify correct units of measurement for time, distance and speed SWBAT compare speeds of two objects by comparing rate of motion SWBAT calculate mean/average speed using distance and time data from multiple trials SWBAT perform measurements to calculate the speed of an object over time SWBAT identify and utilize the formula for speed SWBAT explain the importance of performing multiple trials in a scientific experiment Standards addressed: Note: Standards that are only partially covered in the module have the corresponding alignment marked in bold. Subject Standards addressed Grade 4 Grade 5 Grade 6 Grade 7 CCSS.MATH.CONTENT.4.MD.A.2: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. CCSS.MATH.CONTENT.6.RP.A.3: Use ratio and rate reasoning to solve real- world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. 6.RP.A.3a: Make tables of equivalent ratios relating quantities with whole- number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. CCSS.MATH.CONTENT.6.SP.B.5.C: Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. CCSS.MATH.CONTENT.6.SP.A.3: Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary within a single number. CCSS.MATH.PRACTICE.MP2: Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. Math CCSS.MATH.PRACTICE.MP4: Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace.

15 Science NGSS Crosscutting Concepts: Scale, Proportion, and Quantity o Proportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes (MS- PS3-1), (MS- PS3-4) Make observations and/or measurements to produce data to serve as the basis for an explanation of a phenomenon Represent data in tables and/or graphical displays to reveal patterns that indicate relationships. NGSS Science & Engineering Practice #5: Using Mathematics and Computational Thinking Describe, measure, estimate and/or graph quantities (e.g., area, volume, weight, time) to address scientific and engineering questions and problems Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions Apply concepts of statistics and probability (including mean, median, mode, and variability) to analyze and characterize data, using digital tools when feasible. NGSS Science & Engineering Practice #5: Using Mathematics and Computational Thinking Apply mathematical concepts and/or processes (e.g., ratio, rate, percent, basic operations, simple algebra) to scientific and engineering questions and problems

16 Module 8: Strength Learning Objectives: Students will be able to (SWBAT) identify and define independent and dependent variables SWBAT recognize patterns and correlations in data sets SWBAT define kinetic energy (KE) and describe real- life KE examples SWBAT explain the positive relationships between mass, speed (velocity), and kinetic energy SWBAT identify that changes in speed (velocity) have a greater impact on kinetic energy than changes in mass Standards addressed: Note: Standards that are only partially covered in the module have the corresponding alignment marked in bold. Subject Standards addressed Grade 4 Grade 5 Grade 6 Grade 7 NGSS Performance Expectations: 4- PS3-1: Use evidence to construct an explanation relating the speed of an object to the energy of that object. o [Assessment boundary: Assessment does not include quantitative measures of changes in the speed of an object or on any precise quantitative definition of energy.] NGSS Disciplinary Core Ideas: PS3.A Definitions of Energy: o The faster a given object is moving, the more energy it possesses. (4- PS3-1) NGSS Crosscutting Concepts: Energy and Matter o Energy can be transferred in various ways and between objects. (4- PS3-1) NGSS Performance Expectations: MS- PS3-1: Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the speed of an object. NGSS Disciplinary Core Ideas: PS3.A: Motion energy is properly called kinetic energy (MS- PS3-1) PS3.B: When the motion energy of an object changes, there is inevitably some other change in energy at the same time. (MS- PS3-5) NGSS Crosscutting Concepts: Scale, Proportion, and Quantity o Proportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. (MS- PS3-1), (MS- PS3-4) Systems and System Models o Models can be used to represent systems and their interactions such as inputs, Science

17 processes, and outputs and energy and matter flows within systems. (MS- PS3-2) Energy and Matter o Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion). (MS- PS3-5) o The transfer of energy can be tracked as energy flows through a designed or natural system. (MS- PS3-3) NGSS Science & Engineering Practice #2: Developing and Using Models Use a model to test cause and effect relationships concerning the functioning of a natural system Make observations and/or measurements to produce data to serve as the basis for an explanation of a phenomenon Make predictions about what would happen if a variable changes NGSS Science & Engineering Practice #6: Constructing Explanations and Designing Conclusions Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem. NGSS Science & Engineering Practice #2: Developing and Using Models Use a model to generate data to test ideas about phenomena in natural systems Collect data to produce data to serve as the basis for evidence to answer scientific questions

18 Module 9: Endurance Learning Objectives: Students will be able to (SWBAT) describe the components and function of the respiratory and circulatory system SWBAT describe and explain the effect of exercise on heart rate and breathing rate. SWBAT describe the relationship between cells, tissues, organs and organ systems SWBAT analyze and describe patterns from scatterplot graphs Standards addressed: Note: Standards that are only partially covered in the module have the corresponding alignment marked in bold. Subject Standards addressed Grade 4 Grade 5 Grade 6 Grade 7 NGSS Performance Expectation: 4- LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. o [Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.] o [Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal systems.] NGSS Disciplinary Core Ideas: LS1.A: Structure and Function o Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction. (4- LS1-1) NGSS Crosscutting Concepts: Systems and System Models o A system can be described in terms of its components and their interactions. (4- LS1-1),(4- LS1-2) NGSS Performance Expectation: MS- LS1-3.Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. o [Assessment Boundary: Assessment does not include the mechanism of one body system independent of others. Assessment is limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous systems.] NGSS Disciplinary Core Ideas: All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). (MS- LS1-1) Within cells, special structures are responsible for particular functions, and the cell membrane Science

19 forms the boundary that controls what enters and leaves the cell. (MS- LS1-2) In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. (MS- LS1-3) NGSS Crosscutting Concepts: Cause and Effect o Cause and effect relationships may be used to predict phenomena in natural systems. (MS- LS1-8) o Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability. (MS- LS1-4),(MS- LS1-5) Scale, Proportion, and Quantity o Phenomena that can be observed at one scale may not be observable at another scale. (MS- LS1-1) Systems and System Models o Systems may interact with other systems; they may have sub- systems and be a part of larger complex systems. (MS- LS1-3) Structure and Function o Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the relationships among its parts, therefore complex natural structures/systems can be analyzed to determine how they function. (MS- LS1-2) NGSS Performance Expectation: HS- LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. o [Clarification Statement: Examples of investigations could include heart rate response to exercise, stomate response to moisture and temperature, and root development in response to water levels.] o [Assessment Boundary: Assessment does not include the cellular processes involved in the feedback mechanism.] NGSS Disciplinary Core Ideas: Feedback mechanisms maintain a living system s internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. (HS- LS1-3) NGSS Crosscutting Concepts: Systems and System Models o Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions including energy, matter, and information flows within and HS HS HS

20 between systems at different scales. (HS- LS1-2),(HS- LS1-4) Energy and Matter o Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. (HS- LS1-5), (HS- LS1-6) o Energy cannot be created or destroyed it only moves between one place and another place, between objects and/or fields, or between systems. (HS- LS1-7) Structure and Function o Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem. (HS- LS1-1) Stability and Change o Feedback (negative or positive) can stabilize or destabilize a system. (HS- LS1-3)

21 Module 10: The Face- Off Learning Objectives: Students will be able to (SWBAT) define kinetic energy (KE) and potential energy (PE) SWBAT identify the relative amount of KE and PE in a system, based on an object s speed and position relative to the ground SWBAT explain the relationship between KE and PE in a closed system (i.e. energy is conserved) SWBAT analyze data tables to find patterns and correlations Standards addressed: Note: Standards that are only partially covered in the module have the corresponding alignment marked in bold. Subject Standards addressed Grade 4 Grade 5 Grade 6 Grade 7 NGSS Performance Expectations: 4- PS3-1: Use evidence to construct an explanation relating the speed of an object to the energy of that object. 4- PS3-2: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat and electric currents. o Energy can be transferred in various ways and between objects. NGSS Disciplinary Core Ideas: PS3.A Definitions of Energy: The faster a given object is moving, the more energy it possesses. (4- PS3-1) PS3.B - Conservation of Energy: Energy is present whenever there are moving objects, sound, light, or heat. (4- PS3-2) NGSS Crosscutting Concepts: Energy and Matter o Energy can be transferred in various ways and between objects. (4- PS3-1), (4- PS3-2), (4- PS3-3), (4- PS3-4) NGSS Performance Expectations: MS- PS3-1: Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the speed of an object. MS- PS3-2: Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. NGSS Disciplinary Core Ideas: PS3.A: Motion energy is properly called kinetic energy (MS- PS3-1) PS3.A: A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS- PS3-2) NGSS Crosscutting Concepts: Scale, Proportion, and Quantity Science

22 o Proportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. (MS- PS3-1),(MS- PS3-4) Systems and System Models o Models can be used to represent systems and their interactions such as inputs, processes, and outputs and energy and matter flows within systems. (MS- PS3-2) Energy and Matter o Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion). (MS- PS3-5) o The transfer of energy can be tracked as energy flows through a designed or natural system. (MS- PS3-3) NGSS Science & Engineering Practice #2: Developing and Using Models Use a model to test cause and effect relationships concerning the functioning of a natural system Make observations and/or measurements to produce data to serve as the basis for an explanation of a phenomenon Make predictions about what would happen if a variable changes NGSS Science & Engineering Practice #2: Developing and Using Models Use a model to generate data to test ideas about phenomena in natural systems Collect data to produce data to serve as the basis for evidence to answer scientific questions

23 Module 11: The Pass Learning Objectives: Students will be able to (SWBAT) identify the tools and units used to measure angles SWBAT estimate and measure angles in whole- number degrees using a protractor SWBAT recognize angles as additive SWBAT identify and describe that non- overlapping angles that lie on a straight line have a measurement of 180 degrees SWBAT analyze data in tables to reveal patterns that indicate relationships (e.g. additive angles and the Law of Reflection) and to predict future results SWBAT describe the Law of Reflection and list real- life examples where it occurs SWBAT identify individual angles, including adjacent angles, within a diagram. Standards addressed: Note: Standards that are only partially covered in the module have the corresponding alignment marked in bold. Subject Standards addressed Grade 4 Grade 5 Grade 6 Grade 7 CCSS.MATH.CONTENT.4.MD.C.5: Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement CCSS.MATH.CONTENT.4.MD.C.6: Measure angles in whole- number degrees using a protractor. Sketch angles of specified measure. CCSS.MATH.CONTENT.4.MD.C.7: Recognize angle measure as additive. When an angle is decomposed into non- overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world problems. CCSS.MATH.PRACTICE.MP4: Model with mathematics Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. CCSS.MATH.PRACTICE.MP5: Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. CCSS.MATH.PRACTICE.MP7: Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. NGSS Science & Engineering Practice #2: Developing and Using Models Represent data in tables and/or graphical displays to reveal patterns that indicate relationships. using logical reasoning, mathematics, Math Science

24 and/or computation. NGSS Science & Engineering Practice #2: Developing and Using Models Use a model to generate data to test ideas about phenomena in natural systems

25 Module 12: The Shot Learning Objectives: Students will be able to (SWBAT) define force, magnitude, direction, and friction SWBAT describe real- life examples of forces being applied. SWBAT explain how different forces (ex: friction, applied force) will influence the motion of the puck SWBAT identify the differences in an object s motion when forces are balanced or unbalanced SWBAT to describe Newton s 1st law (an object in motion will stay in motion unless acted upon by an outside force) and how it applies to real- life scenarios. Standards addressed: Note: Standards that are only partially covered in the module have the corresponding alignment marked in bold. Subject Standards addressed Grade 4 Grade 5 Grade 6 Grade 7 CCSS.MATH.PRACTICE.MP2: Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. CCSS.MATH.PRACTICE.MP4: Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. CCSS.MATH.PRACTICE.MP7: Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. NGSS Performance Expectations: MS- PS2-2: 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.] NGSS Disciplinary Core Ideas: PS2.A Forces and Motion: Pushes and pulls can have different strengths and directions. Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. 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. NGSS Crosscutting Concepts: Cause and Effect o Cause and effect relationships may be used to predict phenomena in natural or Math Science

26 designed systems. (MS- PS2-3), (MS- PS2-5) Systems and System Models o 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) NGSS Science & Engineering Practice #2: Developing and Using Models. Use a model to test cause and effect relationships concerning the functioning of a natural system Make observations and/or measurements to produce data to serve as the basis for an explanation of a phenomenon Make predictions about what would happen if a variable changes NGSS Science & Engineering Practice #6: Constructing Explanations and Designing Conclusions Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem. NGSS Science & Engineering Practice #2: Developing and Using Models. Use a model to generate data to test ideas about phenomena in natural systems Collect data to serve as the basis for evidence to answer scientific questions