Middle School 7th Grade Science Curriculum

Transcription

1 Middle School 7th Grade Science Curriculum Course Description: Students will engage in units related to three core areas in science: matter and energy, Earth s processes, and living things. Throughout the units, students will develop models to describe their learning, construct scientific explanations based on evidence, analyze and interpret data and evidence, and construct, test, and modify a device to illustrate concepts. Scope and Sequence: Timeframe Unit Instructional Topics Days Waves Topic 1: Behavior of Waves Topic 2: Introduction to Properties of Waves Days Space Topic 1: The Solar System Topic 2: The Role of Gravity in Space Topic 3: Scale Properties of Objects in the Solar System Topic 4: Earth-Sun-Moon Systems days Weather Topic 1: Water Cycle Topic 2: The Effect of Heat Transfer on the Atmosphere & Ocean Topic 3: Weather Topic 4: Change in Global Temperatures days Heredity Topic 1: Factors That Influence Successful Reproduction Topic 2: Influence of Environmental & Genetic Factors on Growth Topic 3: Genetic Variation - Inheritance of Traits Topic 4: Natural Selection Topic 5: Human Influence on Traits

2 Spring, 2018 Unit 1: Switched order of topics 1 and 2 from: Topic 1: Introduction to Properties of Waves Topic 2: Behavior of Waves to Topic 1: Behavior of Waves Topic 2: Introduction to Properties of Waves Added to and modified engaging experiences in topic 1: Behavior of Waves Added to and modified engaging experiences in topic 2: Introduction to Properties of Waves Added engaging scenario following topic 1: Waves Funderdome Changed engaging scenario following topic 2 from Waves Commercial to Modeling Electromagnetic Waves Explore Do 4: Research - Mechanical Waves vs. Electromagnetic Waves Added engaging scenario following topic 2: Cow Eye Dissection Unit 2: Eliminated topic 1 engaging experience 1: The Solar System Scope: Engage - Hook Eliminated topic 1 engaging experience 4: The Universe Scope - Explain: STEMScopedia Added three engaging experiences to topic 1 Changed Topic to from The Role of Gravity in the Motions of Space to The Role of Gravity in Space Changed the order of topic 2 engaging experiences 2 and 3 Eliminated topic 3: The Effect of Mass on Gravitational Interactions and incorporated engaging scenarios from this topic into topic 2 Added two engaging experiences to topic 5: Earth-Sun-Moon Systems Eliminated engaging scenario 1 Unit 3: Added five engaging experiences to topic 1 Added to and modified engaging experiences in topic 2 Eliminated engaging experiences 3 and 4 from topic 3 Added an engaging scenario following topic 3: Weather Forecasting Project Added one engaging experience to topic 4 Unit 4: Switched order of topics 1 and 2 from: Topic 1: Influence of Environmental and Genetic Factors on Growth 2 Page

3 Topic 2: Factors that Influence Successful Reproduction to Topic 1: Factors that Influence Successful Reproduction Topic 2: Influence of Environmental and Genetic Factors on Growth Added two engaging experiences to topic 1: Factors that Influence Successful Reproduction Added an engaging scenario, A Flower Dissection, following topic 1 3 Page

4 Unit 1: Waves Subject: Science Grade: 7 Name of Unit: Waves Length of Unit: days Overview of Unit: Students will use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. Students will develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Priority Standards for unit: 6-8-PS4-1 Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. [Clarification Statement: Emphasis is on describing waves with both qualitative and quantitative thinking.] 6-8-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. [Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.] Supporting Standards for unit: 6-8-ESTS-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. ISTE-EMPOWERED LEARNER 1: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Unwrapped Skills (Students need to be able to do) Bloom s Taxonomy Levels Webb's DOK Unwrapped Concepts (Students need to know) Mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. Use Understand 2 A model to describe that waves are reflected, absorbed, or transmitted through various materials. Develop Create 3 A model to describe that waves are reflected, absorbed, or transmitted through various materials. Use Understand 2 4 Page

5 Essential Questions: 1. How would a wave behave when it interacts with a new medium? 2. How do we measure the characteristics of waves? Enduring Understanding/Big Ideas: 1. A wave will reflect, absorb, or transmit when it interacts with a new medium. 2. A wave can be measured by its frequency, wavelength, and amplitude. Unit Vocabulary: Academic Cross-Curricular Words Content/Domain Specific Frequency Wavelength Amplitude Electromagnetic spectrum Wave Reflect Absorb Transmit Mechanical waves Light Resources for Vocabulary Development: Introduction to Properties of Waves Scope Modeling Waves through Various Mediums Scope Properties of Visible Light Scope Modeling Electromagnetic Waves Scope 5 Page

6 Topic 1: Behavior of Waves Engaging Experience 1 Title: Modeling Waves Through Various Mediums: Hook Some Waves Need a Medium Suggested Length of Time: minutes 6-8-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. [Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.] Supporting: 6-8-ESTS-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. Detailed Description/Instructions: Students will observe sound with a bell jar and understand that mechanical waves require a medium. Reference Modeling Waves Through Various Mediums: Explain Content Connections Video Bell in a Vacuum. One possible adaptation: Bloom s Levels: Understand Webb s DOK: 2 Engaging Experience 2 Title: Modeling Waves Through Various Mediums: Do 1 Activity The Sounds of Science Suggested Length of Time: 30 minutes 6-8-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. [Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.] Supporting: 6-8-ESTS-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. Detailed Description/Instructions: Students observe, describe, and model sound wave absorption, reflection, and transmission. Modification of STEMscopes activity: 6 Page

7 uzlt8g7xbkhr50s8/edit?usp=sharing Bloom s Levels: Apply Webb s DOK: 2 Engaging Experience 3 Title: Modeling Waves Through Various Mediums: Do 2 Scientific Investigation Testing Different Mediums Suggested Length of Time: minutes 6-8-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. [Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.] Supporting: 6-8-ESTS-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. Detailed Description/Instructions: Students identify that waves have a source and that some waves need a medium through which to travel. Modification of STEMscopes activity: VrDiximILQQkowilcXg/edit?usp=sharing Another possible modification: pao3l8yebs2dmcgh9czg/edit?usp=sharing Bloom s Levels: Apply Webb s DOK: 2 Engaging Experience 4 Title: Properties of Visible Light Scope: Explore Do 1 Scientific Investigation Interactions of Light Waves Suggested Length of Time: minutes 6-8-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. [Clarification Statement: 7 Page

8 Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.] Supporting: 6-8-ESTS-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. Detailed Description/Instructions: Students investigate interactions of visible electromagnetic waves with various materials, such as reflection, absorption, refraction, and transmission. One modification to STEMscopes: KimSbeMyzcWXOrFqA/edit?usp=sharing Bloom s Levels: Analyze Webb s DOK: 3 8 Page

9 Engaging Scenario Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) Title: Waves Funderdome Suggested Length of Time: 3-5 days Priority 6-8-PS4-1 Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. [Clarification Statement: Emphasis is on describing waves with both qualitative and quantitative thinking.] 6-8-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. [Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.] Supporting 6-8-ESTS-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. ISTE-EMPOWERED LEARNER 1: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Detailed Description/Instructions: Students are inventing a product that uses reflection, absorption and/or transmission. Instructions Presentation: wpt7wtwh0iwojxrcpxwtq/edit?usp=sharing Scoring Guide: TuETxaJDDHOr2w0r4MA/edit?usp=sharing 9 Page

10 Topic 2: Introduction to Properties of Waves Engaging Experience 1 Title: Introduction to Properties of Waves Scope - Engage: Hook Suggested Length of Time: minutes 6-8-PS4-1 Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. [Clarification Statement: Emphasis is on describing waves with both qualitative and quantitative thinking.] Supporting: ISTE-EMPOWERED LEARNER 1: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Detailed Description/Instructions: See Introduction to Properties of Waves Scope - Engage: Hook. Students brainstorm to make a list of types of waves and technologies that uses waves. Bloom s Levels: Remember Webb s DOK: 1 Engaging Experience 2 Title: Introduction to Properties of Waves: Do 1 Observing Waves, Their Properties and Relationships Suggested Length of Time: 1 hour 6-8-PS4-1 Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. [Clarification Statement: Emphasis is on describing waves with both qualitative and quantitative thinking.] Supporting: 6-8-ESTS-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. Detailed Description/Instructions: Students will identify and measure properties of waves. Modification of STEMscopes Do 1 activity: uh6kxvgtzzixsw0l9ois/edit?usp=sharing Another possible modification: 10 Page

11 Ng2CAI7EdcxN_rQE/edit?usp=sharing ***Repeat these steps for two new waves, by creating a fast wave and a slow wave*** Bloom s Levels: Understand Webb s DOK: 2 Engaging Experience 3 Title: Measuring Sound Intensity Activity Suggested Length of Time: 1-2 hours 6-8-PS4-1 Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. [Clarification Statement: Emphasis is on describing waves with both qualitative and quantitative thinking.] Detailed Description/Instructions: Students will measure the amplitude of a sound wave and describe how it relates to volume. t2yow63uy0z2jhemq/edit?usp=sharing Bloom s Levels: Apply Webb s DOK: 3 Engaging Experience 4 Title: Pitch Perfect Activity Suggested Length of Time: 30 minutes 6-8-PS4-1 Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. [Clarification Statement: Emphasis is on describing waves with both qualitative and quantitative thinking.] Detailed Description/Instructions: Students will demonstrate the frequency of a wave and describe how it relates to the pitch of a sound. Bloom s Levels: Apply Webb s DOK: 3 11 Page

12 Engaging Experience 5 Title: Modeling Waves through Various Mediums Elaborate: Math Connections Suggested Length of Time: 1 hour 6-8-PS4-1 Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. [Clarification Statement: Emphasis is on describing waves with both qualitative and quantitative thinking.] Detailed Description/Instructions: See Introduction to Properties of Waves Scope - Elaborate: Math Connections. Students will complete part one including questions one and three. Remove period (T) and velocity (v) from chart. Bloom s Levels: Apply Webb s DOK: 3 Engaging Experience 6 Title: Introduction to Properties of Waves Scope - Explain: STEMScopedia Suggested Length of Time: 1-2 hours 6-8-PS4-1 Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. [Clarification Statement: Emphasis is on describing waves with both qualitative and quantitative thinking.] Supporting: 6-8-ESTS-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. Detailed Description/Instructions: See Introduction to Properties of Waves Scope - Explain: STEMScopedia. Students will read information about properties of waves and assess their comprehension. Bloom s Levels: Understand Webb s DOK: 3 12 Page

13 Engaging Experience 7 Title: Wave Properties Challenge Suggested Length of Time: minutes 6-8-PS4-1 Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. [Clarification Statement: Emphasis is on describing waves with both qualitative and quantitative thinking.] Supporting: 6-8-ESTS-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. Detailed Description/Instructions: See usp=sharing Students will draw a wave based on given measurements. Bloom s Levels: Apply Webb s DOK: 2 Engaging Experience 8 Title: Modeling Electromagnetic Waves Engage: Accessing Prior Knowledge Suggested Length of Time: minutes 6-8-PS4-1 Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. [Clarification Statement: Emphasis is on describing waves with both qualitative and quantitative thinking.] Supporting: 6-8-ESTS-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. Detailed Description/Instructions: In this texting activity, students use their knowledge of electromagnetic waves to explain how light waves and mechanical waves travel through a medium. Bloom s Levels: Understand Webb s DOK: 2 13 Page

14 Engaging Experience 9 Title: Modeling Electromagnetic Waves Hook: Splitting Light Suggested Length of Time: minutes 6-8-PS4-1 Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. [Clarification Statement: Emphasis is on describing waves with both qualitative and quantitative thinking.] Supporting: 6-8-ESTS-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. Detailed Description/Instructions: TEACHER DEMO: Students observe light using prisms. Bloom s Levels: Understand Webb s DOK: 2 Engaging Experience 10 Title: Research Parts of Electromagnetic Spectrum Suggested Length of Time: 1-2 hours 6-8-PS4-1 Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. [Clarification Statement: Emphasis is on describing waves with both qualitative and quantitative thinking.] Supporting: 6-8-ESTS-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. Detailed Description/Instructions: Students research the parts of the electromagnetic spectrum. Students will create a pneumonic to remember the parts of the spectrum. Bloom s Levels: Understand Webb s DOK: 2 14 Page

15 Engaging Experience 11 Title: Modeling Electromagnetic Waves Elaborate Math Connection Suggested Length of Time: 30 min-1 hour 6-8-PS4-1 Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. [Clarification Statement: Emphasis is on describing waves with both qualitative and quantitative thinking.] Supporting: 6-8-ESTS-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. Detailed Description/Instructions: Students will be able to use equations to solve mathematical and real-world problems involving sound waves. Students will complete the chart and questions one, two, and three. Bloom s Levels: Apply Webb s DOK: 3 Engaging Experience 12 Title: Properties of Visible Light Elaborate Math Connection Suggested Length of Time: 1 hour 6-8-PS4-1 Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. [Clarification Statement: Emphasis is on describing waves with both qualitative and quantitative thinking.] Supporting: 6-8-ESTS-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. Detailed Description/Instructions: Students will use diagrams to solve mathematical problems involving the behavior of visible light. Bloom s Levels: Apply Webb s DOK: 3 15 Page

16 Engaging Scenario Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) Title: Cow Eye Dissection Suggested Length of Time: 2-3 days Priority 6-8-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. [Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.] Supporting 6-8-ESTS-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. ISTE-EMPOWERED LEARNER 1: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Detailed Description/Instructions: Students will dissect a cow eyeball to understand how light is reflected, absorbed, and transmitted to allow the brain to interpret images. 16 Page

17 Engaging Scenario Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) Title: Modeling Electromagnetic Waves Explore Do 4: Research Mechanical Waves vs. Electromagnetic Waves Suggested Length of Time: 3-5 days Priority 6-8-PS4-1 Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. [Clarification Statement: Emphasis is on describing waves with both qualitative and quantitative thinking.] 6-8-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. [Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.] Supporting 6-8-ESTS-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. ISTE-EMPOWERED LEARNER 1: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Detailed Description/Instructions: Students research and create a video or slideshow presentation to compare and contrast mechanical and electromagnetic waves. Further discussion includes how this information can be used in a structure that serves a particular function by taking properties of different materials into account, for example: those used in the design of a movie theater. 17 Page

18 Summary of Engaging Learning Experiences for Topics Topic Engaging Experience Title Description Suggested Length of Time Behavior of Waves Modeling Waves Through Various Mediums: Hook Some Waves Need a Medium Students will observe sound with a bell jar and understand that mechanical waves require a medium. Reference Modeling Waves Through Various Mediums: Explain Content Connections Video Bell in a Vacuum. One possible adaptation: 1cSc1ufGRBYRHZ0NUl1a19rQzQ minutes Behavior of Waves Modeling Waves Through Various Mediums: Do 1 Activity The Sounds of Science Students observe, describe, and model sound wave absorption, reflection, and transmission. Modification of STEMscopes activity: 2.mo.us/document/d/1D9FjYZgoS1g vexzmwcktvuhcmqbuzlt8g7xbk HR50s8/edit?usp=sharing 30 minutes Behavior of Waves Modeling Waves Through Various Mediums: Do 2 Scientific Investigation Testing Different Mediums Students identify that waves have a source and that some waves need a medium through which to travel. Modification of STEMscopes activity: 2.mo.us/document/d/17taTKkzV6ehl c7weti5p5bp- VrDiximILQQkowilcXg/edit?usp=s haring Another possible modification: minutes 18 Page

19 2.mo.us/document/d/1WTzW4_WV XUcRYZUaxAUR1yepao3L8YebS2 dmcgh9czg/edit?usp=sharing Behavior of Waves Properties of Visible Light Scope: Explore Do 1 Scientific Investigation Interactions of Light Waves Students investigate interactions of visible electromagnetic waves with various materials, such as reflection, absorption, refraction, and transmission. One modification to STEMscopes: 2.mo.us/document/d/1orVvfBWqTY UHyEQHGaNa0tor7uKimSbeMyzc WXOrFqA/edit?usp=sharing minutes Introduction to Properties of Waves Introduction to Properties of Waves Scope - Engage: Hook See Introduction to Properties of Waves Scope - Engage: Hook. Students brainstorm to make a list of types of waves and technologies that uses waves minutes Introduction to Properties of Waves Introduction to Properties of Waves: Do 1 Observing Waves, Their Properties and Relationships Students will identify and measure properties of waves. Modification of STEMscopes Do 1 activity: 2.mo.us/document/d/1WDS8fhYaPL akhsn3om1t94- uh6kxvgtzzixsw0l9ois/edit?usp= sharing Another possible modification: 2.mo.us/document/d/1GT_2bZ22dG 0kMnvUaj38mXdjiFFNg2CAI7Edc xn_rqe/edit?usp=sharing ***Repeat these steps for two new waves, by creating a fast wave and a slow wave*** 1 hour 19 Page

20 Introduction to Properties of Waves Measuring Sound Intensity Activity Students will measure the amplitude of a sound wave and describe how it relates to volume. 2.mo.us/document/d/1_ziEkFc1WvZ 4xDnzEVQMWsEz8Lt2yOW63UY 0z2JhEMQ/edit?usp=sharing 1-2 hours Introduction to Properties of Waves Pitch Perfect Activity Students will demonstrate the frequency of a wave and describe how it relates to the pitch of a sound. 2.mo.us/document/d/1JfNAO0XnN_ UNTOwqjl22qTA1uAVJVVe3gC2e1b2D5 o/edit?usp=sharing 30 minutes Introduction to Properties of Waves Modeling Waves through Various Mediums Elaborate: Math Connections See Introduction to Properties of Waves Scope - Elaborate: Math Connections. Students will complete part one including questions one and three. Remove period (T) and velocity (v) from chart. 1 hour Introduction to Properties of Waves Introduction to Properties of Waves Scope - Explain: STEMScopedia See Introduction to Properties of Waves Scope - Explain: STEMScopedia. Students will read information about properties of waves and assess their comprehension. 1-2 hours Introduction to Properties of Waves Wave Properties Challenge See 12.mo.us/file/d/0B6riKJ3lIJ5rTWlH TGJ3OERoZGM/view?usp=sharing Students will draw a wave based on given measurements minutes Introduction to Properties of Waves Modeling Electromagnetic Waves In this texting activity, students use their knowledge of electromagnetic waves to explain how light waves minutes 20 Page

21 Engage: Accessing Prior Knowledge and mechanical waves travel through a medium. Introduction to Properties of Waves Modeling Electromagnetic Waves Hook: Splitting Light TEACHER DEMO: Students observe light using prisms minutes Introduction to Properties of Waves Research Parts of Electromagnetic Spectrum Students research the parts of the electromagnetic spectrum. Students will create a pneumonic to remember the parts of the spectrum. mo.us/document/d/12dtajjrz69llm7m vfm4k9hqflq9idvwmf1buv1t5qo/edit?usp=sharing 1-2 hours Introduction to Properties of Waves Modeling Electromagnetic Waves Elaborate Math Connection Students will be able to use equations to solve mathematical and real-world problems involving sound waves. Students will complete the chart and questions one, two, and three min Introduction to Properties of Waves Properties of Visible Light Elaborate Math Connection Students will use diagrams to solve mathematical problems involving the behavior of visible light. 1 hour 21 Page

22 Unit 2: Space Subject: Science Grade: 7 Name of Unit: Space Length of Unit: days Overview of Unit: This unit focuses on the role of gravity on the motions of objects in our solar system and galaxy. Another focus is on the cyclic patterns caused by the interactions of the Sun, Earth, and Moon. Priority Standards for unit: 6-8-ESS1-3 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. [Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical or conceptual.] 6-8-PS2-4 Create and analyze a graph to use as evidence to support the claim that gravitational interactions depend on the mass of interacting objects. [Clarification Statement: Examples of evidence for arguments could include data generated from simulations or digital tools; and charts displaying mass, strength of interaction, distance from the Sun, and orbital periods of objects within the solar system.] 6-8-ESS1-4 Analyze and interpret data to determine scale properties of objects in the solar system. [Clarification Statement: Examples of scale properties include the sizes of an object s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs, and models.] 6-8-ESS1-1 Develop and use a model of the Earth-sun-moon system to explain the cyclic patterns of lunar phases and eclipses of the sun and moon. [Clarification Statement: Examples of models can be physical, graphical, or conceptual and should emphasize relative positions and distances.] 6-8-ESS1-2 Develop and use a model of the Earth-sun system to explain the cyclical pattern of seasons, which includes the Earth's tilt and directional angle of sunlight on different areas of Earth across the year. [Clarification Statement: Examples of models can be physical, graphical, or conceptual.] Supporting Standards for unit: ISTE - KNOWLEDGE COLLECTOR.3: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. 22 Page

23 Unwrapped Skills (Students need to be able to do) Unwrapped Concepts (Students need to know) Bloom s Taxonomy Levels The role of gravity in the motions within galaxies and the solar system. Develop Create 3 The role of gravity in the motions within galaxies and the solar system. Use Understand 2 Gravitational interactions depend on the mass of interacting objects. Create Create 3 Gravitational interactions depend on the mass of interacting objects. Analyze Analyze 4 Determine scale properties of objects in the solar system. Analyze Analyze 3 Determine scale properties of objects in the solar system. Interpret Analyze 3 Explain the cyclic patterns of lunar phases and eclipses of the sun and moon. Develop Create 3 Explain the cyclic patterns of lunar phases and eclipses of the sun and moon. Use Understand 2 Explain the cyclical pattern of seasons, which includes the Earth's tilt and directional angle of sunlight on different areas of Earth across the year. Develop Create 3 Explain the cyclical pattern of seasons, which includes the Earth's tilt and directional angle of sunlight on different areas of Earth across the year. Use Understand 2 Webb's DOK Essential Questions: 1. How would the solar system be affected if the Sun were bigger? What if the Sun were smaller? 2. How do the planets stay in orbit? 3. How do we use scale models? 4. Why do lunar phases and eclipses occur? 5. Why do we have seasons? Enduring Understanding/Big Ideas: 1. The mass of an object determines its strength of gravitational interaction, its distance from the Sun, and orbital periods. 23 Page

24 2. The orbital path of an object is determined by its gravitational pull, centripetal forces, and inertia. 3. A scale model is a physical representation of an object, which maintains accurate relationships between all important aspects of the model to observe or demonstrate the properties of the original object without examining the original object itself. 4. The Earth-sun-moon system goes through cyclic patterns to create lunar phases and eclipses. 5. The Earth s tilt and directional angle of sunlight on different areas of Earth across the year create seasons. Unit Vocabulary: Academic Cross-Curricular Words Content/Domain Specific Rotation Revolution Axis Celestial body Electromagnetic spectrum Gravity Galaxy Centripetal force Inertia Solar system Orbit Lunar phases Eclipses Seasons Earth s tilt Terrestrial Ellipse Astronomical Unit Light Year Resources for Vocabulary Development: The Solar System Scope Formatting the Solar System Scope The Universe Scope Gravitational Forces Scope Patterns of Motion Scope Earth, Sun, and Moon Systems Scope Geologic History of Earth Scope 24 Page

25 Topic 1: The Solar System Engaging Experience 1 Title: Universe Analogies Suggested Length of Time: 15 minutes 6-8-ESS1-3 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. [Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical or conceptual.] Detailed Description/Instructions: 1. Create an analogy for the arrangement of the universe Bloom s Levels: Evaluate Webb s DOK: 4 Engaging Experience 2 Title: Structure of the Solar System notes Suggested Length of Time: 1 hour 6-8-ESS1-3 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. [Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical or conceptual.] Detailed Description/Instructions: Students will record information about the structure of the solar system. These notes are for scaffolding the structures of the solar system. iew?usp=sharing Bloom s Levels: Understand Webb s DOK: 2 25 Page

26 Engaging Experience 3 Title: Newsela Exploring Our Solar System article Suggested Length of Time: 1 hour 6-8-ESS1-3 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. [Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical or conceptual.] Detailed Description/Instructions: See Students will read information about the solar system and assess their comprehension. Bloom s Levels: Understand Webb s DOK: 3 Engaging Experience 4 Title: The Solar System Scope - Explain: STEMScopedia Suggested Length of Time: 1 hour 6-8-ESS1-3 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. [Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical or conceptual.] Detailed Description/Instructions: See The Solar System Scope - Explain: STEMScopedia Students will read information about the solar system and assess their comprehension. Bloom s Levels: Understand Webb s DOK: 3 Engaging Experience 5 Title: Solar System Vacation Suggested Length of Time: 3 hours 6-8-ESS1-3 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. [Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and 26 Page

27 Milky Way galaxy and controls orbital motions within them. Examples of models can be physical or conceptual.] Detailed Description/Instructions: Students will create a presentation for the various celestial bodies in our solar system. O4blXrZukSS95wkNJk3ThVKrq6En_jG--czBw/edit?usp=sharing Bloom s Levels: Create Webb s DOK: 3 27 Page

28 Topic 2: The Role of Gravity in Space Engaging Experience 1 Title: The Universe Scope - Engage: Accessing Prior Knowledge activity Suggested Length of Time: minutes 6-8-ESS1-3 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. [Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical or conceptual.] Detailed Description/Instructions: The Universe Scope - Accessing Prior Knowledge activity In this activity, students choose the statement that most accurately describes the role of gravity in the motion within galaxies. Bloom s Levels: Understand Webb s DOK: 1 Engaging Experience 2 Title: The Solar System Scope - Explore Do 1: Activity Suggested Length of Time: 1 hour 6-8-ESS1-3 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. [Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical or conceptual.] Detailed Description/Instructions: See The Solar System Scope - Explore Do 1: Activity Students demonstrate that systems in a dynamic equilibrium are stable due to a balance between inertia and gravity by modeling an object s revolution around another. Students use the model to predict and describe events that would take place within the system if phenomena, such as gravity or inertia, changes. Bloom s Levels: Understand Webb s DOK: 2 28 Page

29 Engaging Experience 3 Title: The Solar System Scope - Explore Do 2: Activity Suggested Length of Time: 1 hour 6-8-ESS1-3 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. [Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical or conceptual.] Detailed Description/Instructions: See The Solar System Scope - Explore Do 2: Activity Students make a model to show how objects interact in space as the result of gravity. Bloom s Levels: Create Webb s DOK: 3 Engaging Experience 4 Title: Phet Simulation - Gravity & Orbits Suggested Length of Time: 1 hour 6-8-ESS1-3 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. [Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical or conceptual.] Detailed Description/Instructions: Students will go to the Phet Simulation - Gravity & Orbits to manipulate the mass and gravity of objects. Bloom s Levels: Understand Webb s DOK: 3 Engaging Experience 5 Title: Gravitational Forces Scope - Engage: Accessing Prior Knowledge Suggested Length of Time: 20 minutes 6-8-PS2-4 Create and analyze a graph to use as evidence to support the claim that gravitational interactions depend on the mass of interacting objects. [Clarification Statement: Examples of evidence for arguments could include data generated 29 Page

30 from simulations or digital tools; and charts displaying mass, strength of interaction, distance from the Sun, and orbital periods of objects within the solar system.] Detailed Description/Instructions: See Gravitational Forces Scope - Engage: Accessing Prior Knowledge. In this activity, students read and respond to statements about gravity and then choose the one they consider most accurate. Students are asked to justify their answer and respond to the other statements they did not select. Bloom s Levels: Understand Webb s DOK: 3 Engaging Experience 6 Title: Gravitational Forces Scope - Explore Do 2: Activity Suggested Length of Time: 1-2 hours 6-8-PS2-4 Create and analyze a graph to use as evidence to support the claim that gravitational interactions depend on the mass of interacting objects. [Clarification Statement: Examples of evidence for arguments could include data generated from simulations or digital tools; and charts displaying mass, strength of interaction, distance from the Sun, and orbital periods of objects within the solar system.] Detailed Description/Instructions: See Gravitational Forces Scope - Explore Do 2: Activity. Students use a simulator to model system interactions between gravity and the mass of objects. Students use evidence collected from the model system and scientific reasoning to construct a scientific explanation about gravitational forces. Teachers may want to print this activity to complete the graph (doesn t save well). Bloom s Levels: Evaluate Webb s DOK: 4 Engaging Experience 7 Title: Weight on Other Planets Activity Suggested Length of Time: minutes 6-8-PS2-4 Create and analyze a graph to use as evidence to support the claim that gravitational interactions depend on the mass of interacting objects. [Clarification Statement: Examples of evidence for arguments could include data generated from simulations or digital tools; and charts displaying mass, strength of interaction, distance from the Sun, and orbital periods of objects within the solar system.] 30 Page

31 Detailed Description/Instructions: Students will calculate their weight on other planets to understand that gravity determines weight. V7Y4hgzKvSGzb21r4I/edit?usp=sharing Bloom s Levels: Analyze Webb s DOK: 2 31 Page

32 Topic 3: Scale Properties of Objects in the Solar System Engaging Experience 1 Title: The Solar System Scope - Engage: Accessing Prior Knowledge Suggested Length of Time: minutes 6-8-ESS1-4 Analyze and interpret data to determine scale properties of objects in the solar system. [Clarification Statement: Examples of scale properties include the sizes of an object s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs, and models.] Detailed Description/Instructions: See The Solar System Scope - Engage: Accessing Prior Knowledge activity. Students determine the size and scale of objects in the solar system by (1) choosing the most accurate ball to represent the planet Jupiter as compared to a ping pong ballsized Earth, and (2) forming a circle that best approximates the size of the Sun using the same scale. Bloom s Levels: Apply Webb s DOK: 2 Engaging Experience 2 Title: Mission: Measuring Distances in Space Suggested Length of Time: 1 hour 6-8-ESS1-4 Analyze and interpret data to determine scale properties of objects in the solar system. [Clarification Statement: Examples of scale properties include the sizes of an object s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs, and models.] Detailed Description/Instructions: See Mission: Measuring Distances in Space Students will use various resources to understand the vast distances in space between celestial bodies. j4vsllbcveqxctmok/edit?usp=sharing Bloom s Levels: Analyze Webb s DOK: 3 32 Page

33 Engaging Scenario Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) Title: Scale Solar System Model Suggested Length of Time: 2 days 6-8-ESS1-4 Analyze and interpret data to determine scale properties of objects in the solar system. [Clarification Statement: Examples of scale properties include the sizes of an object s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs, and models.] Detailed Description/Instructions: See Scale Solar System Model assignment (astronomical units project) Students will create a model of the solar system that is accurate in scale to the distance and size of celestial bodies in the solar system. iew?usp=sharing Rubric: Rubric attached to instructions 33 Page

34 Topic 5: Earth-Sun-Moon Systems Engaging Experience 1 Title: Patterns of Motion Scope - Engage: Accessing Prior Knowledge Suggested Length of Time: minutes 6-8-ESS1-1 Develop and use a model of the Earth-sun-moon system to explain the cyclic patterns of lunar phases and eclipses of the sun and moon. [Clarification Statement: Examples of models can be physical, graphical, or conceptual and should emphasize relative positions and distances.] Detailed Description/Instructions: See Patterns of Motion Scope - Engage: Accessing Prior Knowledge. Students examine sketches of the shape of the moon over the period of one month and provide explanations as to why the shape of the moon appears to change shape. Bloom s Levels: Understand Webb s DOK: 2 Engaging Experience 2 Title: Patterns of Motion Scope - Explore Do 2: Activity Suggested Length of Time: minutes 6-8-ESS1-1 Develop and use a model of the Earth-sun-moon system to explain the cyclic patterns of lunar phases and eclipses of the sun and moon. [Clarification Statement: Examples of models can be physical, graphical, or conceptual and should emphasize relative positions and distances.] Detailed Description/Instructions: See Patterns of Motion Scope - Explore Do 2: Activity. Students model cyclic patterns of lunar phases to identify cause and effect relationships and use the model to predict and describe lunar patterns. Bloom s Levels: Apply Webb s DOK: 3 Engaging Experience 3 Title: Patterns of Motion Scope - Explore Do 3: Engineering Solutions Suggested Length of Time: 1-2 hours 6-8-ESS1-1 Develop and use a model of the Earth-sun-moon system to explain the cyclic patterns of lunar phases and eclipses of the sun and moon. 34 Page

35 [Clarification Statement: Examples of models can be physical, graphical, or conceptual and should emphasize relative positions and distances.] Detailed Description/Instructions: See Patterns of Motion Scope - Explore Do 3: Engineering Solutions. Students use the engineering design process to design and create a model that describes the cyclic patterns of lunar phases. Bloom s Levels: Create Webb s DOK: 4 Rubric: Rubric embedded in student page of this Scope Engaging Experience 4 Title: Patterns of Motion Scope - Explain: STEMScopedia Suggested Length of Time: 30 minutes 6-8-ESS1-1 Develop and use a model of the Earth-sun-moon system to explain the cyclic patterns of lunar phases and eclipses of the sun and moon. [Clarification Statement: Examples of models can be physical, graphical, or conceptual and should emphasize relative positions and distances.] Detailed Description/Instructions: See Patterns of Motion Scope - Explain: STEMScopedia. Students will read information about moon phases and assess their comprehension. Bloom s Levels: Understand Webb s DOK: 3 Engaging Experience 5 Title: Oreo Moon Phases Suggested Length of Time: minutes 6-8-ESS1-1 Develop and use a model of the Earth-sun-moon system to explain the cyclic patterns of lunar phases and eclipses of the sun and moon. [Clarification Statement: Examples of models can be physical, graphical, or conceptual and should emphasize relative positions and distances.] Detailed Description/Instructions: Oreo Moon Phases Students create a kinesthetic model of the phases of the Moon using Oreo cookies. gw7_z4r0zqrub4r-enfea_9o/edit?usp=sharing Bloom s Levels: Analyze Webb s DOK: 3 35 Page

36 Engaging Experience 6 Title: Patterns of Motion Scope - Evaluate: Argue - Claim-Evidence-Reasoning Suggested Length of Time: 30 minutes 6-8-ESS1-1 Develop and use a model of the Earth-sun-moon system to explain the cyclic patterns of lunar phases and eclipses of the sun and moon. [Clarification Statement: Examples of models can be physical, graphical, or conceptual and should emphasize relative positions and distances.] Detailed Description/Instructions: See Patterns of Motion Scope - Evaluate: Argue - Claim- Evidence-Reasoning. Students will write a scientific explanation about moon phases. Bloom s Levels: Analyze Webb s DOK: 4 Engaging Experience 7 Title: Earth, Sun, and Moon System Scope - Explore Do 1: Activity Suggested Length of Time: minutes 6-8-ESS1-1 Develop and use a model of the Earth-sun-moon system to explain the cyclic patterns of lunar phases and eclipses of the sun and moon. [Clarification Statement: Examples of models can be physical, graphical, or conceptual and should emphasize relative positions and distances.] Detailed Description/Instructions: See Earth, Sun, and Moon System Scope - Explore Do 1: Activity. Students develop and use a kinesthetic model to predict and describe phenomena such as solar and lunar eclipses within the Earth-sun-moon system. Bloom s Levels: Understand Webb s DOK: 3 Engaging Experience 8 Title: Earth, Sun, and Moon System Scope - Explore Do 2: Activity Suggested Length of Time: 1-2 hours 6-8-ESS1-2 Develop and use a model of the Earth-sun system to explain the cyclical pattern of seasons, which includes the Earth's tilt and directional angle of sunlight on different areas of Earth across the year. [Clarification Statement: Examples of models can be physical, graphical, or conceptual.] Detailed Description/Instructions: See Earth, Sun, and Moon System Scope - Explore Do 2: Activity. Incorporate the STEMScope as a Seasons Stations. 36 Page