Madison Public Schools

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1 Madison Public Schools 8th Grade Science Written by: Monica Brady Jason Erdreich Reviewed by: Diane Schulthes Director of Curriculum and Instruction Tom Paterson K-12 Supervisor of Science and Technology Approval date: August 2016 Madison Public Schools 359 Woodland Road Madison, NJ Members of the Board of Education: Lisa Ellis, President Shade Grahling, Vice President David Arthur Debra Coen Johanna Habib Leslie Lajewski Thomas Piskula Abi Singh

2 Course Overview Description The eighth grade science course is designed to provide the middle school student with inquiry based and interactive experiences in the physical sciences to increase understanding of basic scientific knowledge and processes. This lab based course meets daily for approximately one hour per class. The topics studied include matter and energy, force and motion, the nature of light, the transfer of heat, elements, compounds and mixtures, atomic structure, and the study of acids, bases, and salts. Through the use of laboratory investigations, class discussions and evaluation, the students are required to analyze data, understand both concrete and abstract concepts and apply knowledge to solve new problems. Goals This course aims to: Provide the middle school student with inquiry based and interactive experiences in the physical sciences to increase understanding of basic scientific knowledge and processes 2014 NJ Core Curriculum Technology Standards The following NJ Technology Standards are developed and reinforced throughout this course: 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 to create and communicate knowledge. A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory A.4 Graph and calculate data within a spreadsheet and present a summary of the results Career Ready Practices The following Career Ready Practices are developed and reinforced throughout the year in physics: CRP2 Apply appropriate academic and technical skills CRP8 Utilize critical thinking to make sense of problems and persevere in solving them CRP11 Utilize technology to enhance productivity Suggested activities and resources page Resources

3 Modifications and Adaptations for Special Needs Learners (Gifted and Talented Students, English Language Learners, Special Education Students, At-Risk Students) Unit Title: Energy, Forces, and Motion Unit 1 Overview Unit Summary: During the Energy, Forces, and Motion Unit students investigate different forces, how those forces change the motion of objects, and energy, as well as the different forms energy can take. Through the completion of a real-world design challenge, students develop a conceptual understanding of Newton s three laws using equipment that is familiar. By completing this unit, students will develop a better understanding of objects that roll, fall, and collide by applying content knowledge and science and engineering practices. Suggested Pacing: 52 Lessons NGSS Performance Expectations: Learning Targets MS-PS2-1. 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-PS2-2. 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-PS2-3. 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.]

4 [Assessment Boundary: Assessment about questions that require quantitative answers is limited to proportional reasoning and algebraic thinking.] MS-PS2-5. 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-PS3-1. Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. [Clarification Statement: Emphasis is on descriptive relationships between kinetic energy and mass separately from kinetic energy and speed. Examples could include riding a bicycle at different speeds, rolling different sizes of rocks downhill, and getting hit by a wiffle ball versus a tennis ball.] 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. [Clarification Statement: Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate s hair. Examples of models could include representations, diagrams, pictures, and written descriptions of systems.] [Assessment Boundary: Assessment is limited to two objects and electric, magnetic, and gravitational interactions.] MS-PS3-5. Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. [Clarification Statement: Examples of empirical evidence used in arguments could include an inventory or other representation of the energy before and after the transfer in the form of temperature changes or motion of object.] [Assessment Boundary: Assessment does not include calculations of energy.] MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

5 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. MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Unit Enduring Understandings: The speed of an object may be affected by multiple forces at any time Energy makes everyday life possible Energy can be transformed within a system There is a standard method that can be utilized to solve a problem Evidence of Learning Unit Benchmark Assessment Information: This is a two-part assessment: performance and written. Students will be assessed independently and in a group/collaborative setting. Students design, refine, and redesign a roller coaster for optimal performance. As part of the unit assessment, students are challenged to apply their content knowledge and science and engineering practice skills to design a solution for safely transporting materials in a dynamics car. Objectives (Students will be able to ) Essential Content/Skills Suggested Assessments Standards Pacing STC Lesson 1 - Pre-Assessment: Let s Get Moving Overview: Students will rotate through a series of stations to perform simple investigations that evaluate their existing knowledge of one or more concepts related to energy, forces and motion that they will study in this unit. (MS-PS2-2, MS-PS2-5, MS-PS3-1, MS-PS3-2) Plan and carry out investigations to answer questions about forces, motion and energy changes Construct and analyze graphs to understand speed and motion. Ask testable questions to investigate the forces acting on a system. Model the energy changes taking place in a moving system Make an argument supported by evidence for why a design best meets the design criteria Energy Forces Mass Speed Record observations and ideas Constructing logical summaries/arguments to share information Students will be assessed based upon their participation and completion of a pre-assessment. 6 short investigation circuit Extending your knowledge reading selection Discussion Questions PS2.A-Forces and motion 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. 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. 6-7 Lessons

6 Determine criteria for a design project and then use the criteria to test and improve designs Discuss observations and ideas with peers PS2.B - Types of interactions 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) PS3.B- Conservation of Energy and energy transfer When the motion energy of an object changes, there is inevitably some other change in energy at the same time. PS3.C- Relationship between energy and forces When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. 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. Asking questions and defining problems Planning and carrying out investigations Using mathematics and computational thinking Engaging in an argument from evidence Cause and effect Scale, proportion, and quantity Systems and system models Energy and matter Stability and change STC Lesson 2 - Force, Velocity and Acceleration Overview: Students are introduced to the concepts of speed, acceleration, and frames of reference by analyzing a simple case in a quantitative fashion with careful measurements. They will begin to develop their ability to break down an everyday event into parts they can study scientifically. (MS - PS2-2, MS-PS3-5) Measure speed, calculate average speed of objects in motion across flat surfaces. Analyze and interpret data from investigation on motion Describe motion and how frame of reference affects your description Develop force diagrams to model forces acting on an object Plan and carry out an investigation to explore how mass affects an object s motion Analyze and interpret data from investigation on motion Observe evidence for acceleration due to gravity Describe how weight and mass are related Construct and analyze data tables and graphs describing the relationship between mass and weight Gravity Motion Forces Net Force Average Speed Acceleration Mass Weight Using lab equipment Measuring accurately Setting up a data table correctly Set up speed problem correctly to solve Define and be able to use vocabulary in context Students will be assessed based upon their participation and collaboration with peers during the class period. Students will also be assessed through formative assessments throughout the lesson. Formative-exit slips Quick check Thumbs up, thumbs down PS2.A- Forces and motion 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. 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. Asking questions and defining problems Planning and carrying out investigations 7 Lessons

7 Cause and effect Connections to engineering, technology and applications of science STC Lesson 3 - Magnetic Forces Overview: Students investigate interactions between magnets and between magnets and other objects. (MS-PS2-3, MS-PS2-5 ) Distinguish magnetic from nonmagnetic materials Conduct an investigation to observe the presence of a magnetic field Ask testable questions about the factors that affect the strength of a force (magnet) Graph data (magnetic strength) Formulate conclusion about the behavior of magnetic force Magnetic forces Magnetic fields Controlled experiment Dependent variable Independent variables Conduct a controlled experiment Use testable questions to design new experiments Make specific observations Gather data (to be graphed) Graph data Discuss findings with peer groups Students will be assessed based upon their participation and collaboration with peers and the completion of lesson investigations. Formative, Self-Assessment Concept map Exit slip Building your knowledge reading selection Discussion Questions Extending your knowledge reading selection Comprehension check PS2.B - Types of interactions 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) Asking questions and defining problems Planning and carrying out investigations Cause and effect 4.5 Lessons STC Lesson 4- Newton s First and Second Laws Overview: Students use Newton s first and second laws to explain the motion of a rolling car. Students are challenged to construct explanations, make predictions, and plan and carry out investigations to demonstrate their understanding of how Newton s laws govern the motion of an object. (MS-PS2-2) Predicting the motion of an object using Newton s first and second laws of motion Plan an investigation applying Newton s first law of motion Plan an investigation applying Newton s second law of motion Construct explanations about motion using evidence gathered from investigation Balanced forces Unbalanced forces Inertia Newton's first law Newton s second law Acceleration Gravity Making predictions Create observations Collaborate with peer group Apply lab operational procedures to complete an activity safely Students will be assessed based upon their participation and collaboration with peers and the completion of lesson investigations. Motion of a Car Acceleration of a car Formative, Exit slip- balanced and unbalanced forces Extending your knowledge reading selection Use reading selections to discuss and have a Q&A about PS2.A - Forces and motion 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. 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. PS3.C- Relationship between energy and forces When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. 5 Lessons

8 the investigations they have conducted Comprehension check Planning and carrying out investigations Using mathematics and computational thinking Engaging in an argument from evidence Obtaining, evaluating, and communicating information Cause and effect Connections to engineering, technology, and applications of science STC Lesson 5- Kinetic and Potential Energy Overview: Students explore how height, mass, and energy are related to motion. They will create models to illustrate both potential and kinetic energy and design investigations that reveal relationships between fall height and potential energy, mass and potential energy, and between mass and kinetic energy. (MS-PS3-1, MS-PS3-2, MS-PS3-5) Differentiate between between potential energy and kinetic energy Plan and investigation and develop a model to describe the gravitational potential energy of a system Describe how the mass of an object relates to potential and kinetic energy Use experimental evidence to support the claim that an energy transfer is responsible for changes in kinetic energy Apply previously learned knowledge about potential and kinetic energy to solve a real-world problem Energy Potential Kinetic Gravitational potential Work Systems Construct a graph Create predictions Discuss and answer questions through collaboration with peer group Students will be assessed based upon their participation and collaboration with peers during the class period. Students will also be assessed through the completion of lesson investigations. Complete corresponding reading selections and discussion questions Forces of gravity reflection activity PS3.A- Definitions of energy 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. The temperature of a system is proportional to the average internal kinetic energy and potential energy per atom or molecule (whichever is the appropriate building block for the system s material). The details of that relationship depend on the type of atom or molecule and the interactions among the atoms in the material. Temperature is not a direct measure of a system's total thermal energy. The total thermal energy (sometimes called the total internal energy) of a system depends jointly on the temperature, the total number of atoms in the system, and the state of the material. PS3.B- Conservation of Energy and energy transfer When the motion energy of an object changes, there is inevitably some other change in energy at the same time. PS3.C- Relationship between energy and forces When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. 5-6 Lessons Planning and carrying out investigations Using mathematics and computational thinking Engaging in an argument from evidence Cause and effect Stability and change

9 Energy and matter Connections to engineering, technology, and applications of science: influence of science, engineering, and technology on society and the natural world STC Lesson 6- Newton s Third Law Overview: Students investigate Newton s third law of motion and then apply it to solve a problem. (MS - PS2-2, MS - PS2-3, MS-ETS1-3) Describe forces between two interacting objects Solve a real-world problem in the form of a design challenge Determine the effects of balanced and unbalanced forces in a lab Newton s laws of motion Forces Collisions Friction Apply Newton s third law of motion Utilize tools and equipment to develop a solution to a problem Students will be assessed based upon their participation and collaboration with peers during the class period. Students will also be assessed through the completion of a real-world design challenge Battery-powered fan car design challenge Create diagrams of forces Exit slip Building your knowledge reading selection Discussion Questions PS2.A - Forces and Motion 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. 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. ETS1.A - Defining and delimiting an engineering problem 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 is likely to limit possible solutions. 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. 4-5 Lessons Planning and carrying out investigations Constructing explanations and designing solutions Cause and effect Stability and change Connections to engineering, technology, and applications of science: influence of science, engineering, and technology on society and the natural world STC Lesson 7 -Collisions Overview: Students investigate collisions and make connections with what they already know about energy transfer, energy transformations and Newton s three laws. The concept of momentum and the law of conservation of momentum are introduced. (MS - PS2-1, MS-PS2-3, MS-PS3-5) Plan and perform investigations to explore collisions of cars Collisions Energy Students will be assessed based upon their participation and collaboration with peers during Ps2.A - Forces and motion 4-5 Lessons

10 Apply the law of conservation energy to explain energy transfer during a collision Predict the motion of a car after a collision with a car of the same mass Predict the motion of a car after a collision with a car of a different mass Potential Kinetic Conservation of Energy Energy Transfer Momentum Create predictions Create observations Collaborate with peer group Apply lab operational procedures to complete an activity safely the class period. Students will also be assessed through the completion of lesson investigations. Collisions lab Exit slip Building your knowledge reading selection Discussion Questions 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. 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. For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton s third law). PS3.C - Relationship between energy and forces When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object Asking questions and defining problems Planning and carrying out investigations Engaging in an argument from evidence Obtaining, evaluating, and communicating information Cause and effect Energy and matter Systems and system models STC Lesson 8 -Transforming Energy Overview: Students apply their understanding of energy, forces and motion to construct a roller coaster that accomplishes a design challenge. (MS-PS3-5, MS-ETS1-1, MS-ETS1-2, MS-ETS1-3, MS-ETS1-4) Synthesize knowledge about energy, forces, and motion applicable to a real-world problem Define criteria and constraints that engineers must consider when designing a structure in motion Define and investigate relevant scientific principles Energy Potential Kinetic Conservation of Energy Energy Transfer The Engineering process Criteria Constraints Dependent variables Modification Optimization Prototyping Students will be assessed based upon their participation and collaboration with peers during the class period. Students will also be assessed through the completion of a real-world design challenge. Roller coaster design challenge Redesign questions Exit slips PS3.A - Definitions of energy 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. PS3.B - Conservation of energy and energy transfer When the motion energy of an object changes, there is inevitably some other change in energy at the same time. PS3.C - Relationship between energy and forces When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object ETS1.A - Defining and delimiting an engineering problem 7-8 Lessons

11 Apply understanding of energy, forces, and motion to construct a prototype that accomplishes a design challenge Collect and use data to evaluate competing design solutions Use engineering processes to test and refine designed solutions for optimization 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 is likely to limit possible solutions. (secondary to MS-PS3-3) 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 a 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) Asking questions and defining problems Planning and carrying out investigations Obtaining, evaluating, and communicating information Systems and system models Energy and Matter STC Lesson 9- Assessment Overview: This lesson serves as an assessment of the skills and knowledge students have acquired throughout the unit. The assessment has two parts, a written and performance assessment. In the Performance Assessment, students apply the knowledge and skills they have acquired during the unit to design a solution for transportation. In the Written Assessment, students respond to multiple choice and constructed response items aligned to concepts covered in this unit. (MS-PS2-1, MS-PS2-2, MS-PS2-3, MS-PS2-5, MS-PS3-1, MS-PS3-2, MS-PS3-5, MS-ETS1-1,MS-ETS1-2, MS-ETS1-3, MS-ETS1-4) Identify criteria and constraints for a real-world problem Use previously learned knowledge of energy, forces, and motion to develop a solution for the real-world problem Apply knowledge and skills to complete a written assessment Energy Forces Motion Create a prototype to solve a real-world problem Work in groups to construct an explanation and design a solution to solve a real-world problem Students will be assessed based upon their participation and collaboration with peers during the class period. Students will also be assessed through the completion of a real-world design challenge. Produce transportation design challenge Unit Concept review Written assessment PS2.A - Forces and motion 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. 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. 4-5 Lessons

12 Test solutions and report their findings to classmates Provide and obtain feedback with peers PS3.A - Definition of energy 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 MSPS1-4) PS3.B - Conservation of energy and energy transfer When the motion energy of an object changes, there is inevitably some other change in energy at the same time. PS3.C - Relationship between energy and forces When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object ETS1.A - Defining and delimiting an engineering problem 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 is likely to limit possible solutions. (secondary to MS-PS3-3) ETS1.B - Developing possible solution. A solution needs to be tested, and then modified on the basis of the test results, in order to improve it. Asking questions and defining problems Planning and carrying out investigations Constructing explanations and designing solutions Obtaining, evaluating, and communicating information Patterns Cause and effect Scale, proportion, and quantity Systems and system models Energy and matter Structure and function Stability and change Connections to engineering, technology, and applications of science: influence of science, engineering, and technology on society and the natural world

13 Unit 2 Overview Unit Title: Matter and Its Interactions Unit Summary: During the Matter and Its Interactions Unit students investigate the nature of matter, physical and chemical characteristics and properties of matter, and how matter is conserved. Through the completion of a real-world design challenge, students develop a conceptual understanding of chemical reactions that is familiar. By completing this unit, students will develop a better understanding of products used to enhance everyday life by applying content knowledge and science and engineering practices. Suggested Pacing: 50 Lessons Learning Targets NGSS Performance Expectations: MS-PS1-1 Develop models to describe the atomic composition of simple molecules and extended structures. [Clarification Statement: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3D ball and stick structures, or computer representations showing different molecules with different types of atoms.] [Assessment Boundary: Assessment does not include valence electrons and bonding energy, discussing the ionic nature of subunits of complex structures, or a complete description of all individual atoms in a complex molecule or extended structure is not required.] MS-PS1-2 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-PS1-3 Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. [Clarification Statement: Emphasis is on natural resources that undergo a chemical process to form the synthetic material. Examples of new materials could include new medicine, foods, and alternative fuels.] [Assessment Boundary: Assessment is limited to qualitative information.]

14 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.] MS-PS1-5 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-PS1-6 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 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.] MS-PS3-4 Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. [Clarification Statement: Examples of experiments could include comparing final water temperatures after different masses of ice melted in the same volume of water with the same initial temperature, the temperature change of samples of different materials with the same mass as they cool or heat in the environment, or the same material with different masses when a specific amount of energy is added.] [Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.] MS - PS3-5 Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. [Clarification Statement: Examples of empirical evidence used in arguments could include an inventory or other representation of the energy before and after the transfer in the form of temperature changes or motion of object.] [Assessment Boundary: Assessment does not include calculations of energy.] MS- ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

15 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. MS- ETS1-4 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Unit Essential Questions: How does matter and its interactions affect everyday life? How is thermal energy used to convert crude oil into different substances that are used by everyone on a daily basis? How does innovation enhance and continue to contribute to the evolution of mankind? Unit Enduring Understandings: Matter created through chemical reactions can benefits or have adverse effects on the environment. Real-life applications effect locally and globally. There are many careers using this information daily in research and development of products for civilians and US military use. Evidence of Learning Unit Benchmark Assessment Information: This is a two-part assessment: performance and written. Students will be assessed independently and in a group/collaborative setting. Students utilize content knowledge to design a method to remove impurities from rock salt, a practice that allows us to have salt for our food. Students will design an eco- and pet- friendly cold pack. Objectives (Students will be able to ) Essential Content/Skills Suggested Assessments Standards Pacing STC Lesson 1- Pre-Assessment: Matter and Its Interactions Overview: S tudents investigate some characteristics of matter. The lesson serves as a pre-assessment of students current ideas about matter. Students rotate through a circuit of stations to conduct eight short investigations in which they observe, record, and analyze some of the physical and chemical properties of matter. They describe behaviors of matter and begin to form explanations of the phenomena they observe. (MS-PS1-1, MS-PS1-2) Discuss students current understanding of matter. Read about the measurement and states of matter. Everything in the universe is made of matter, which has mass and volume. PS1.A: Structure and Properties of Matter 5.5 Lessons

16 Discuss students current understanding of pure substances and mixtures. Describe the properties of matter. Discuss students understanding of the terms pure substance and mixture. Organize, analyze, and interpret data about characteristic physical and chemical properties of substances before and after they interact. Identify patterns and cause-and-effect relationships of matter. Students compare and contrast their observations, cause-and-effect relationships, patterns, and analysis of phenomena they investigated in the lesson. What Is Matter? Students read about the measurement and states of matter. Where Did Matter Come From? Students read about theories of matter and scientific evidence. States of matter can be observed and measured. Matter is made up of particles too small to be seen. Materials can be identified based on their characteristic properties. Substances can be classified as either pure substances or mixtures. Matter expands when heated. Mixing two substances may result in a new substance. Some liquids do not mix with (are immiscible in) others. Energy can be transferred in various ways and between objects. Different types of investigations can be performed to demonstrate different phenomena about matter. Key Terms: Dissolve, Liquid, Solid, Gas, Effervescent, Mixture, Element, Physical Change, Filter, Soluble/Insoluble Record observations and ideas Constructing logical summaries/arguments to share information Discuss observations and ideas with peers be assessed through the completion of a real-world design challenge. Students consider the nature of matter and its physical properties. Students brainstorm and record observations and conclusions from their investigations. Students read, What Is Matter? Record and describe properties and measurable aspects of matter such as mass and volume. Next discuss states of matter. Students reade, Where Did Matter Come From? Describe two myths and theories about the origin of the universe Students compare and contrast their observations, cause-and-effect relationships, patterns, and analysis of phenomena they investigated in the lesson. Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. Different properties are suited to different purposes. 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. The total number of each type of atom is conserved, and thus the mass does not change. Planning and carrying out investigations Patterns Cause and effect Energy and matter STC Lesson 2-The Nature of Matter Overview: Students will begin to explore the different characteristic physical and chemical properties of matter. The investigations in this lesson are concerned with further observation and analysis of the physical and chemical properties of matter. (MS-PS1-1, MS-PS1-2) Describe unknown mixtures and identify patterns (similarities and differences). Identify macroscopic patterns that could be related to identical microscopic and atomic-level structures. Learn about chemical and physical properties that could be used to identify a substance. Organize, analyze and interpret data on the characteristic properties of substances before and after they interact. Organize, analyze and interpret data to identify patterns (similarities and differences) between known and unknown substances. Use physical and chemical properties to identify unknown substances. Organize, analyze, and interpret data about characteristic properties of substances before and after they interact. Patterns in macroscopic observations may suggest similar atomic-level structures. Substances have physical and chemical properties that can be used to describe and identify them. Data collected about the properties of substances before and after they interact can be used to determine if a new substance is formed. Physical properties are characteristics that distinguish one type of matter from another. Solubility is a physical property of matter. A change in the properties of substances is related to the rearrangement of atoms. Reactivity is a chemical property of matter. be assessed through the completion of lesson investigations. Students make observations of an unknown mixture and begin discussing how they could determine which mixtures contain the same substances. Students read Building Your Knowledge: Properties of Matter and discuss which observations may actually be statements about a property of the unknown. Students analyze and interpret the properties of mystery samples before and after they interact with water. PS1.A: Structure and Properties of Matter Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. Different properties are suited to different purposes. 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. 8 Lessons

17 Use experimental evidence to argue that a new substance forms and a chemical reaction occurs. Plan and carry out an investigation that uses characteristic properties to identify substances in an unknown mixture. Students compare and contrast their observations, cause- and-effect relationships, patterns, and analysis of phenomena they investigated in the lesson. Unknown substances can be identified based on their characteristic physical and chemical properties. Different types of investigations can be performed to demonstrate different phenomena about characteristic physical and chemical properties of matter. The study of matter began as alchemy and evolved into chemistry. Malleability is a physical property of matter. Flammability is a chemical property of matter. Making observations Reading informational text Analyzing and interpreting information Use prior knowledge to determine possible outcomes Observe and organize data to identify similarities and differences Make a claim based on collected evidence Students use analyzed data to determine whether or not a new substance has formed. Students read Building Your Knowledge: Variables and Controls, which introduces variables and controls as features of a well-designed investigation or experiment. Students observe and organize data about the characteristic physical and chemical properties of known substances. Students analyze data to identify similarities and differences between known substances and an unknown mixture. Students use their observations and make a claim about the identity of substances in an unknown mixture. Students read Building Your Knowledge: Acids and Bases. Students consider the observations they made during their investigations and how those observations might differ under different circumstances. Students prepare an explanation of the physical and chemical changes that occur when a candle burns. Planning and carrying out investigations Patterns Cause and effect Energy and matter STC Lesson 3 -density Makes a Difference Overview: In this lesson, students will focus on one characteristic physical property of substances: density. During the first three investigations, students develop procedures that allow them to experimentally calculate the density not of only liquids, but also of regular and irregular solids. (MS-PS1-2) Relate the density of a substance or object to the organization of its particles. Understand that density is a characteristic property that can be used to identify substances. Understand the relationship between mass, volume, and density. Devise a method for determining the densities of irregular objects. Use density to predict whether objects will float or sink in liquids. Density is a physical property that can be used to distinguish substances. Graduated cylinders and electronic balances are tools used to measure the volume and mass of liquids. Different substances possess different densities. The volume of an irregular object can be determined indirectly. Floating and sinking are observable evidence of the relative densities of different materials. Key Terms: Density, Mass, Model, Physical property, Volume, Predict, Characteristic property, Diagram, Contraction, Expansion be assessed through the completion of lesson investigations. Liquid density investigation activity Students read Building Your Knowledge: Calculating Density Different material block density investigation activity Irregularly shaped objects density investigation activity Students read Building Your Knowledge: Why Bother with Density? PS1.A: Structure and Properties of Matter Different properties are suited to different purposes. Patterns Cause and effect Scale, proportion, and quantity 5 Lessons Make observations to confirm or refute predictions.

18 Measure the densities of irregular objects. Use mass and volume to calculate density. Calculate and compare the densities of various regular solids. Analyze and interpret data STC Lesson 4 - Just a Phase Overview: In this lesson, students investigate phase changes and develop and use models to predict and describe phenomena. Students use their models to articulate relationships and connections among particle motion, kinetic energy, temperature, and state of matter when thermal energy is added or removed from a System. (MS-PS1-1, MS-PS1-4) Construct preliminary explanations and develop a model to predict and describe phenomena related to phase changes Plot, analyze, and interpret a graph of measurements collected from heating ice water. Develop models of phase changes that describe changes in particle motion, temperature, and state of matter when thermal energy is added. Plan and carry out an investigation into the mass of water when it melts in a closed container. Develop models of phase changes that describe changes in particle motion, temperature, and state of matter when thermal energy is added or removed. Observe the motion of particles in different states of matter. Develop models of phase changes that describe changes in particle motion, temperature, and state of matter when thermal energy is added or removed. Analyze and discuss the motion of particles of matter during changes of state. Use data collected during investigations to apply to revised explanations. Models can be used to predict and/or describe phenomena. Models can be used to describe unobservable mechanisms. Water reaches its boiling point at 100 C. It takes a significant amount of energy to get temperature to rise. Thermal energy is the motion of atoms and molecules in a substance. Changes of state that occur with variations of temperature can be described and predicted. Matter and mass are conserved in physical processes. An increase in the temperature of a substance increases the kinetic energy of the particles. Changes of state that occur with variations of temperature can be described and predicted. An increase in the temperature of a substance increases the kinetic energy of the particles. Changes of state that occur with variations of temperature can be described and predicted. Different temperature scales can be used to describe the energy of particles in a system. Heat refers to the energy transferred due to the temperature difference between two objects. Oil refining uses differences in boiling points to separate the numerous components of crude oil. The physical properties of chocolate are related to the molecules it contains. Key Terms: Boiling Independent variable, Boiling point, Condensation, Melting point, Dependent variable Phase change, Freezing Sublimation, Freezing point, Gas, Kinetic energy, Liquid, Solid, be assessed through the completion of lesson investigations. Closed system during a phase change investigation Mass conservation models Molecular motion for atomic and molecular-level models of various Substances simulation Students read, Building Your Knowledge: Phase to Shining Phase. Students read Building Your Knowledge: Thermal Energy and Phases of Matter Students use physical models to represent observed phase changes PS1.A - Structure and properties of matter Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. PS3.A - Definitions of energy The faster a given object is moving, the more energy it possesses. Planning and carrying out investigations Constructing explanations and designing solutions Obtaining, evaluating, and communicating information Cause and effect Systems and system models Energy and matter 6-7 Lessons