Asbury Park District School Name of Unit: Grade 7 Unit 4 Physical Science Unit #/Duration: One Marking Period Content Area: 7 th Grade Physical Science Grade Level: 7 Big Idea: This is a project-based physical science unit that explores energy transfer (from one object to another, or one place to another within an object); energy transformation (from one type of energy to another); and what it means for energy to be conserved, as students investigate common phenomena. In order to contextualize energy concepts in real-world experiences, students engage in several scientific practices including asking questions, designing and carrying out investigations, analyzing data, developing models and constructing explanations of phenomena such as why a basketball bounces or a pendulum swings but then stops. The use of video enables students to make observations not possible with the naked eye, such as seeing the deformation of a ball as it bounces. Essential Questions: I Can Statements: Why Do Some Things Stop While Others Students will analyze and interpret data on the properties Keep Going? of substances before and after the substances interact to What are the different types of energy? determine if a chemical reaction has occurred. How can energy be transformed from one type to Students will be able to explain energy transformation and another? conversion between potential and kinetic energies. Students will be able to explain how energy moves through waves. Next Generation Science Standards: 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 MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces 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 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 MS-PS3-5. Construct, use, and present arguments to support the claim that when the motion energy of an object changes, energy is transferred to or from the object MS-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. MS-PS4-2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials MS-PS1-6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes Interdisciplinary Connections: RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). 1
RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST.6-8.1 Write arguments focused on discipline content SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Symbol: **IC Technology Integration: (Standards included only if students will be demonstrating knowledge/understanding/skill.) 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. 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming: All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment. Symbol: ***TI Texts Primary Text: Secondary/Supplemental Texts: Reading 1.1: Perpetual Motion Machines Reading 2.1: Impact Craters Reading 3.1: Gravitational and Kinetic Energy Reading 4.1: Elasticity and the Body Reading 5.1: Energy Transfer Reading 6.1: Potential Energy Reading 7.1: Sound Energy Reading 8.3: Fuels Reading 9.2: Batteries and Hydrogen Cells Reading 10.1: Solar Power Plants Reading 11.1: Examples of Energy Resources Suggested Instructional Activities/Strategies 1.1: Radiometer Demonstration and Isaac Newton vs. Rube Goldberg Video 1.2: Observing Surprising Devices 2.1: Objects in Motion 2.2: Investigating Kinetic Energy 2.3: Predicting the Amount of Kinetic Energy in Scenarios 3.1: Investigating the Connection between Elevation and Energy 3.2: Introducing Gravitational Energy, Energy Conversions, and Energy Conversion Diagrams 3.3: Investigating How a Pendulum Works 4.1: What Happens to a Ball as It Bounces? 4.2: Investigating Elastic Energy 4.3: What Determines How Much Elastic Energy an Object Can Have? 5.1: Revisiting the Bouncing Ball 5.2: Demonstration: Bouncing Two Balls Together 5.3: Observing Objects that Slow Down before They Stop 5.4: Energy Transfer and Systems 6.1: Colliding Balls 6.2: Thermal Energy: Solids 2
6.3: Molecules in Motion: Liquids and Gases 6.4: What Determines How Much Thermal Energy an Object Has? 7.1: What Is Sound Energy? 8.1: Thermal Energy in Chemical Reactions 8.2: The Paper Cup 8.3: How Much Chemical Energy Is There? 8.4: Chemical Energy Transformations 9.1: How Can I Move Energy? 9.2: The Homemade Battery 9.3: What Does an Electrical Generator Do? 10.1: How Light Makes Things Happen 11.1: Revisiting Learning Sets 1 3 Teacher Resources Physical Science Unit 4 IQWST online teacher resources (Materials List appendix 3) Vocabulary Domain Specific Academic Vocabulary (Tier 3) Devices Observation Pendulum Motion Speed Investigate Variables Controlled Independent variable Dependent variable Gravitational energy Skewer Relative claim elastic energy decompressed thermal energy sound energy vibrations sonic ultrasound radio waves reflected scattered transmitted absorbed chemical reaction cupric chloride carbon monoxide hydrogen cell steam turbine generate solar power General Academic Vocabulary (Tier 2) Measure Energy Impact Craters Kinetic energy Explode Surface Influence Mass Elevation Impact Conversions Simulation Animation Wave Energy conservation Particles Random Motion Elastic Rotating Energy transformations Chemical energy Propane Butane Gasoline Diesel Electric Circuit Equipment Electrical energy Electrical circuit Light energy transformation 3
Formative Assessments: Homework 2.1: Kinetic Energy Homework 3.1: Investigating the Playground Part I Homework 3.2: Investigating the Playground Part II Homework 4.1: Elastic Energy Homework 6.1: Add Thermal Energy in the Energy Conversion Diagram Homework 8.4: Energy Types and Their Factors Homework 9.1: Electricity in Our Homes Homework 9.2: Why Do Some Things Work Longer? Homework 10.1: How Light Makes Things Happen Type Assessments Summative Assessment: Unit Assessment Found online in resource IQWST Differentiation/Scaffolding (for example ELL, students who are classified, struggling learners, etc.) Visual Have a picture/gallery wall walk for the unit or chapter, allow students to walk to see what will be covered in the unit Have illustrations for all vocabulary and concepts Incorporate video into the lesson Use on online dictionary that includes an image for the words Use choice boards and menus to allow students to demonstrate understanding in different modes Use color contrast on all PowerPoints and worksheets Be mindful of font size and type Use proper font never use all capitals when typing or PowerPoint design that presents using all capital letters Proper spacing Model note taking Use non-linguistic representations for vocabulary and concepts Have a picture/gallery wall walk for the unit or chapter, allow students to walk to see what will be covered in the unit Provide exemplars for all essays, PowerPoints and projects to be completed Incorporate graphic novels into lessons www.visuwords.com - Visuwords is an online graphic dictionary and thesaurus that helps develop word knowledge. Word relationships are illustrated by the color and pattern of the link between words http://blachan.com/shahi/ Shahi Shahi is a visual dictionary that combines Wiktionary content that includes a definition and examples of word use in a sentence as well as images from flickr, google, and yahoo that correlate with the specified word. https://translate.google.com/#en/es/table online dictionary, audio http://www.visualdictionaryonline.com/index.php visual dictionary for all areas of science http://www.infovisual.info/ visual dictionary for science http://www.ikonet.com/en/visualdictionary/ visual dictionary for science www.prizi.com use to create interactive presentations www.warninglabelgenerator.com create warning labels 4
www.edhelper.com resources www.unitedstreaming.com videos, lessons, illustrations and photos www.brainpop.com for educational videos, assessments, projects http://www.sciencebuddies.org/ project ideas, science fair projects, lessons, activities http://pbskids.org/zoom/activities/sci/ http://www.neok12.com/ free online videos www.dogonews.com up to date articles with videos http://www.sciencemadesimple.com/ Get easy home & school science projects for kids, plus, science articles, experiments, ideas, topics & instructions http://www.middleschoolscience.com/mssteachers.htm This is a collection of great web sites maintained by 5th to 9th grade science teachers across the country. www.studyjams.com videos, audio, vocabulary review www.flocabulary.com videos, activities, quizzes https://phet.colorado.edu/ simulations http://www.uen.org/3-6interactives/science.shtml 3D interactives http://sciencespot.net/pages/classroom.html lessons to differentiate http://scienceofeverydaylife.discoveryeducation.com/teachers/six-to-eight.cfm aligned to national standards, these exciting inquiry-based lessons address key areas of life science, physical science, and earth science, and technology/innovation using common materials you can find I your classroom,. Help students make real world connections to science and ignite the spark that may eventually lead students to a scientific career. http://www.nclark.net/ various lesson for differentiation http://sciencespot.net/pages/kidzone.html for all areas of science, visuals, explanations Provide and post sentence frames for student questioning/discussion Forms of Energy: https://www.brainpop.com/science/energy/formsofenergy/ interactive lesson with video http://studyjams.scholastic.com/studyjams/jams/science/index.htm interactive lessons http://www.teachertube.com/video/types-of-energy-127807 introduction video http://www.watchknowlearn.org/category.aspx?categoryid=5956 videos http://www.pbs.org/video/2288960356/ introduction video Energy Transformation: http://sciencenetlinks.com/lessons/power-play/ differentiated lessons http://www.glencoe.com/sites/common_assets/science/virtual_labs/e04/e04.html virtual labs http://www.sciencemuseum.org.uk/online_science/games/energy_flows interactive activities Auditory Incorporate video into the lesson www.dictionary.reference.com/browse (speech of word only) Use non-linguistic representations for vocabulary and concepts Use audio books Use choice boards and menus to allow students to demonstrate understanding in different modes https://translate.google.com/#en/es/table online dictionary, audio http://www.merriam-webster.com/dictionary/scientific dictionary with audio Study in groups and talk things out Get a small tape recorder Record lectures, tutoring and study groups (makes a verbal record for review) 5
Read texts and questions out loud Work out problems aloud Sit in the front of the class Have discussions and debates in class Create musical jingles or mnemonics to aid memorization Use verbal analogies and storytelling to demonstrate your point Read explanations out loud Have students explain ideas to other people Have the student discuss ideas verbally whenever possible, even if they are having a conversation with themselves Kinesthetic Incorporate movement in learning activities in order to benefit tactile and kinesthetic learners. Incorporate leveled readers into class Incorporate hands-on activities Create models Create foldables Create displays Experiments Games Projects Puzzles Create Prezi Act out what is being read Incorporate plays into the lessons Use choice boards and menus to allow students to demonstrate understanding in different modes Have a picture/gallery wall walk for the unit or chapter, allow students to walk to see what will be covered in the unit Use non-linguistic representations for vocabulary and concepts Provide exemplars for all essays, PowerPoints, Prezi and projects to be completed https://phet.colorado.edu/ simulations http://www.uen.org/3-6interactives/science.shtml 3D interactive http://sciencespot.net/pages/classroom.html lessons to differentiate www.prizi.com use to create interactive presentations Refer to the interactive lessons and simulations listed in the visual Learner Section above Language Development Develop clear objectives for each lesson that are communicated multiple ways (e.g., written on the board, spoken, explained with visual aids) Maintain a Word Wall that includes visual cues Preteach vocabulary using multimedia and/or realia (tangible samples of the term) whenever possible Links concepts to students background, if possible Connect new concepts to past learning Provide students with multiple, short (10-15 min.) opportunities to practice in relevant, meaningful ways, Divide content into meaningful short chunks by meaning, not just length, Review material periodically, Give students immediate feedback on how well they have done, Include opportunities to connect abstract concepts with concrete experiences 6
through: o Charts and graphic organizers, o counting and classification activities, o concept mapping, o using index cards, and o rearranging and dismantling models Include activities that allow learners to apply abstract content in personally relevant ways o Creating a semantic map o Writing test questions to ask another student o Teaching concepts to another student o Discussing and doing make abstract concepts concrete o Clustering o Making and using graphic organizers o Solving problems in cooperative groups o Engaging in discussion circles o Partnering students in a project before independent work Provide opportunities for social interaction by varying groupings at least twice during each lesson (e.g., Think/Pair/Share, Think/Write/Pair/Share, Numbered Heads Together, Reciprocal Teaching, Jigsaw, etc.) Allow students to report out information orally and in writing Model correct English after a student has made a pronunciation or grammar error Integrate different modalities into each lesson (visual, kinesthetic, and auditory activities) Appendix 1 (graphic organizers, rubrics, websites, activities, manipulatives, sample assessments, etc.) Graphic Organizers for Science: http://science-class.net/archive/science-class/teachers_graphic_organizers.htm http://www.actedu.in/wp-content/uploads/2016/03/science-graphic-organizers.pdf Resources for Next Generation Engineering Practices Asking Questions and defining problems: http://www.bozemanscience.com/ngs-asking-questions-defining-problems video Developing and using models: http://www.bozemanscience.com/ngs-developing-using-models video Planning and Carrying out investigations: http://www.bozemanscience.com/ngs-planning-carrying-out-investigations video Analyzing and Interpreting Data: http://www.bozemanscience.com/ngss-analyzing-interpreting-data video Using Mathematics and Computational thinking: http://www.bozemanscience.com/ngs-using-mathematics-computational-thinking video Constructing explanations (for science) and designing Solutions (for engineering): http://www.bozemanscience.com/ngs-using-mathematics-computational-thinking video Engaging in argument form evidence: http://www.bozemanscience.com/ngs-engaging-in-argument-from-evidence video Obtaining, Evaluating, and communicating information: http://www.bozemanscience.com/ngs-obtaining-evaluating-communicating-information video 7
Appendix 2 (Quad D Exemplar Lesson Plan) Phase 1 Lesson Title Introducing Energy Subject Power, Machines, work, types of energy Grade Level 7 Unit 4 Lesson Description Lesson Duration Outcomes (enduring understandings, essential questions Phase 2 Common Core Standards This lesson introduces the Driving Question and Driving Question Board, elicits students initial ideas about energy, and sets a context for the unit. Students may have learned that energy makes things happen, in the context of light s interaction with matter (IQWST PS1). They now build on that understanding, learning about types of energy, energy transfer, and energy conversion in this and other IQWST units. This lesson invites students original questions that will drive the remainder of the unit. 2 periods Why Do Some Things Stop While Others Keep Going? What are the different types of energy,? How can energy be transformed from one type to another? Next Generation Science Standards: 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 MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces 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 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 MS-PS3-5. Construct, use, and present arguments to support the claim that when the motion energy of an object changes, energy is transferred to or from the object MS-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. MS-PS4-2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials MS-PS1-6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes Interdisciplinary Connections: RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or 8
descriptions RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST.6-8.1 Write arguments focused on discipline content SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Symbol: **IC Objectives: Students will ask questions (based on observation and comparison of devices in motion) whose answers they anticipate will help them explain how the devices work and/or answer the Driving Question. Assessment: Homework 2.1: Kinetic Energy Homework 3.1: Investigating the Playground Part I Homework 3.2: Investigating the Playground Part II Homework 4.1: Elastic Energy Homework 6.1: Add Thermal Energy in the Energy Conversion Diagram Homework 8.4: Energy Types and Their Factors Homework 9.1: Electricity in Our Homes Homework 9.2: Why Do Some Things Work Longer? Homework 10.1: How Light Makes Things Happen Academic Vocabulary Devices Observation Pendulum Motion Speed Investigate Variables Controlled Independent variable Dependent variable Gravitational energy Skewer Relative claim elastic energy decompressed thermal energy sound energy vibrations sonic ultrasound radio waves reflected scattered transmitted 9
Phase 3 Lesson Introduction Instruction: Checks For Understanding: absorbed chemical reaction cupric chloride carbon monoxide hydrogen cell steam turbine generate solar power Measure Energy Impact Craters Kinetic energy Explode Surface Influence Mass Elevation Impact Conversions Simulation Animation Wave Energy conservation Particles Random Motion Elastic Rotating Energy transformations Chemical energy Propane Butane Gasoline Diesel Electric Circuit Equipment Electrical energy Electrical circuit Light energy transformation 1.1 Observe a radiometer demonstration. Watch the Newton vs. Goldberg video showing surprising energy transfers and conversions. 1.2 Observe moving devices some stop quickly, and others move for a surprisingly long time. Pose questions about how devices work. 10
Teacher introduces the Driving Question and Driving Question Board (DQB). Post questions on the DQB to be used throughout the unit. Read about perpetual motion to raise questions about energy. Differentiation: 1. Any time students will share ideas out loud in class, other than brainstorming, consider providing a minute or two for students to first write their ideas. This enables students to think independently and to engage with the concepts before hearing classmates ideas. Often, students who do not process information as quickly as others struggle to keep up with discussion flow, and students who are quieter by nature or who are unsure of themselves are often non-participants. Writing enables students to think, to process, and to articulate their ideas whether or not they share their ideas aloud. 2. Segments of the Newton vs. Goldberg video not designated in the teacher materials to be viewed in a lesson could be used as assessment opportunities by first posing a question that students can answer with knowledge and experiences they have had to that point, showing a portion of the video, and having students construct an explanation. Different segments of video could be assigned to different students. 3. Before reading in IQWST, peruse the reading for words that might impair students comprehension. Do not pre-teach these as vocabulary ; simply write a word like perpetual on the board and pronounce it, as the word may be in students speaking or listening vocabulary but not in their reading vocabulary. Be very selective about words to present ahead of time. In the first reading, Leonardo da Vinci is a name that students may have heard but may not recognize in print. For most readings, no more than 2 3 words will fall into the display and pronounce category, with such presentation requiring only seconds of class time. [See IQWST Overview for more on language and vocabulary.] Station Instruction Cards Print, cut out, and post the following cards at the appropriate stations. Pendulums Instructions You are going to swing each of the 3 pendulums and observe what happens. 1. Predict what you expect each pendulum to do. Record your predictions on Sheet 1.1. 11
2. Swing Pendulum 1 and observe how it moves until it comes to rest. 3. Swing Pendulum 2 and observe how long it takes for it to stop swinging. 4. Swing Pendulum 3 and observe how long it takes for it to stop swinging. 5. Record your observations of the 3 pendulums. How are they similar? How are they different? 6. Record questions you have about any of the pendulums. Tops Instructions You are going to spin two different tops and record how long they spin. The tops can break if they fall off of the table, so spin them carefully. 1. Predict what you think will happen when you spin the two tops. Record your prediction. 2. Spin Top 1 on the table. Record how long it spins. 3. Spin Top 2 on the black platform. Record how long it spins. 4. Record your observations and tell whether they matched your predictions. 5. Record questions you have about either of the tops. Rolling Can Instructions You are going to roll the can on the floor and observe how it behaves. 1. Predict what you think will happen when you roll the can. Record your prediction. 2. Place the can on the floor. Push the can to roll it, but do not push it wildly! 3. Record your observations and tell whether they match your prediction. 4. Record questions you have about how the rolling can works. 5. How could you determine what is happening without opening the can? 6. Record questions you have about how the rolling can works Closing Assessment: Homework/Extension: Do not take the lid off of the rolling can, or it will not work for the next group Homework 2.1: Kinetic Energy Homework 3.1: Investigating the Playground Part I Homework 3.2: Investigating the Playground Part II Homework 4.1: Elastic Energy Homework 6.1: Add Thermal Energy in the Energy Conversion Diagram Homework 8.4: Energy Types and Their Factors Homework 9.1: Electricity in Our Homes 12
Homework 9.2: Why Do Some Things Work Longer? Homework 10.1: How Light Makes Things Happen 13
Scope and Sequence Overview: 1.1 Reading 1.1 1 2 3 4 5 6 7 8 9 Activit y 1.2 2.1 2.2 2.3 Reading 2.1 Homewor k 2.1 3.1 Reading 3.1 Homewor k 3.1 3.2 Homewor k 3.2 3.3 10 11 12 13 14 15 16 17 18 4.1 Reading 4.1 Homewor k 4.1 Activit y 4.2 4.3 5.1 Reading 5.1 5.2 5.3 5.4 6.1 Reading 6.1 Homewor k 6.1 6.2 6.3 6.4 19 20 21 22 23 24 25 26 27 7.1 Reading 7.1 Activit y 8.1 Activit y 8.2 8.3 Readin g 8.3 8.4 Reading 8.4 Homewor k 8.4 9.1 Homewor k 9.1 9.2 Homewor k 9.2 9.3 10.1 Reading 10.1 Homewor k 10.1 11.1 Readin g 11.1 Submitted by: Date: Curriculum and Instruction Administration: Board of Education: Approved Date: Approved Date: 14
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Appendix 4 Cross Content Engineering Standards 1.1: Radiometer Demonstration & Rube Goldberg Video 1.2: Observing Surprising Devices Reading 1.1: Perpetual Motion Machines NGSS Performance Expectation Science & Engineering Practices 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. Analyzing and Interpreting Data Analyzing data in 6 8 builds on K 5 and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. Construct, analyze, and interpret graphical displays of data to identify linear and nonlinear relationships Disciplinary Core Ideas Crosscutting Concepts PS3.A: Definitions of Energy Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. Scale, Proportion, and Quantity Proportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. Common Core Connections ELA Common Core Connections Mathematics RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). MP.2 Reason abstractly and quantitatively. 6.RP.A.1 Understand the concept of ratio and use ratio language to describe a ratio relationship between two quantities. 6.RP.A.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b? 0, and use rate language in the context of a ratio relationship. 7.RP.A.2 Recognize and represent proportional relationships between quantities. 8.EE.A.1 Know and apply the properties of integer 20
exponents to generate equivalent numerical expressions. 8.EE.A.2 Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that?2 is irrational. 8.F.A.3 Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. 2.1: Objects in Motion Reading 2.1: Impact Craters Homework 2.1: Kinetic Energy 2.2: Investigating Kinetic Energy 2.3: Predicting the Amount of Kinetic Energy in Scenarios NGSS Performance Expectation Science & Engineering Practices 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. Analyzing and Interpreting Data Analyzing data in 6 8 builds on K 5 and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. Construct, analyze, and interpret graphical displays of data to identify linear and nonlinear relationships Disciplinary Core Ideas Crosscutting Concepts PS3.A: Definitions of Energy Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. Scale, Proportion, and Quantity Proportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. Common Core Connections ELA Common Core Connections Mathematics 21
RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). MP.2 Reason abstractly and quantitatively. 6.RP.A.1 Understand the concept of ratio and use ratio language to describe a ratio relationship between two quantities. 6.RP.A.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b? 0, and use rate language in the context of a ratio relationship. 7.RP.A.2 Recognize and represent proportional relationships between quantities. 8.EE.A.1 Know and apply the properties of integer exponents to generate equivalent numerical expressions. 8.EE.A.2 Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that?2 is irrational. 8.F.A.3 Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. 3.1: Investigating the Connection between Elevation and Energy NGSS Performance Expectation Science & Engineering Practices 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. Analyzing and Interpreting Data Analyzing data in 6 8 builds on K 5 and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. Construct, analyze, and interpret graphical displays of data to identify linear and nonlinear relationships Disciplinary Core Ideas Crosscutting Concepts PS3.A: Definitions of Energy Temperature is a measure of the average kinetic energy of particles Scale, Proportion, and Quantity Proportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different types 22
of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. of quantities provide information about the magnitude of properties and processes. Common Core Connections ELA Common Core Connections Mathematics RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). MP.2 Reason abstractly and quantitatively. 6.RP.A.1 Understand the concept of ratio and use ratio language to describe a ratio relationship between two quantities. 6.RP.A.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b? 0, and use rate language in the context of a ratio relationship. 7.RP.A.2 Recognize and represent proportional relationships between quantities. 8.EE.A.1 Know and apply the properties of integer exponents to generate equivalent numerical expressions. 8.EE.A.2 Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that?2 is irrational. 8.F.A.3 Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. 4.1: What Happens to a Ball as it Bounces? NGSS Performance Expectation Science & Engineering Practices 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 Developing and Using Models Modeling in 6 8 builds on K 5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems. 23
stored in the system. Develop models to describe unobservable mechanisms. Disciplinary Core Ideas Crosscutting Concepts PS3.A: Definitions of Energy Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. Systems and System Models Models can be used to represent systems and their interactions such as inputs, processes, and outputs and energy and matter flows within systems. 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. Common Core Connections ELA Common Core Connections Mathematics --- --- Reading 4.1: Elasticity and the Body Homework 4.1: Elastic Energy 4.2: Investigating Elastic Energy 4.3: What Determines How Much Elastic Energy an Object Can Have? NGSS Performance Expectation Science & Engineering Practices MS-PS3-5. Construct, use, and present arguments to support the claim that when the motion energy of an object changes, energy is transferred to or from the object. Engaging in Argument from Evidence Engaging in argument from evidence in 6 8 builds on K 5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed worlds. Construct, use, and present oral and written arguments supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon. Connections to Nature of Science 24
Scientific Knowledge is Based on Empirical Evidence Science knowledge is based upon logical and conceptual connections between evidence and explanations Disciplinary Core Ideas Crosscutting Concepts 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. Energy and Matter Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion). Common Core Connections ELA Common Core Connections Mathematics RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions WHST.6-8.1 Write arguments focused on discipline content. MP.2 Reason abstractly and quantitatively. 6.RP.A.1 Understand the concept of ratio and use ratio language to describe a ratio relationship between two quantities. 7.RP.A.2 Recognize and represent proportional relationships between quantities. 8.F.A.3 Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. 5.1: Revisiting the Bouncing Ball Reading 5.1: Energy Transfer 5.4: Energy Transfer and Systems NGSS Performance Expectation Science & Engineering Practices MS-PS3-5. Construct, use, and present arguments to support the claim that when the motion energy of an object changes, energy is transferred to or from the object. Engaging in Argument from Evidence Engaging in argument from evidence in 6 8 builds on K 5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed worlds. Construct, use, and present oral and written arguments supported by empirical evidence and 25
scientific reasoning to support or refute an explanation or a model for a phenomenon. Connections to Nature of Science Scientific Knowledge is Based on Empirical Evidence Science knowledge is based upon logical and conceptual connections between evidence and explanations Disciplinary Core Ideas Crosscutting Concepts 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. Energy and Matter Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion). Common Core Connections ELA Common Core Connections Mathematics RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions WHST.6-8.1 Write arguments focused on discipline content. MP.2 Reason abstractly and quantitatively. 6.RP.A.1 Understand the concept of ratio and use ratio language to describe a ratio relationship between two quantities. 7.RP.A.2 Recognize and represent proportional relationships between quantities. 8.F.A.3 Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. 5.2: Demonstration: Bouncing Two Balls Together 5.3: Observing Objects that Slow Down before They Stop NGSS Performance Expectation Science & Engineering Practices 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 Developing and Using Models Modeling in 6 8 builds on K 5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems. 26
stored in the system. Develop models to describe unobservable mechanisms. Disciplinary Core Ideas Crosscutting Concepts PS3.A: Definitions of Energy Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. Systems and System Models Models can be used to represent systems and their interactions such as inputs, processes, and outputs and energy and matter flows within systems. 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. Common Core Connections ELA Common Core Connections Mathematics --- --- 6.1: Colliding Balls Homework 6.1: Add Thermal Energy in the Energy Conversion Diagram NGSS Performance Expectation Science & Engineering Practices MS-PS3-5. Construct, use, and present arguments to support the claim that when the motion energy of an object changes, energy is transferred to or from the object. Engaging in Argument from Evidence Engaging in argument from evidence in 6 8 builds on K 5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed worlds. Construct, use, and present oral and written arguments supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon. Connections to Nature of Science 27
Scientific Knowledge is Based on Empirical Evidence Science knowledge is based upon logical and conceptual connections between evidence and explanations Disciplinary Core Ideas Crosscutting Concepts 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. Energy and Matter Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion). Common Core Connections ELA Common Core Connections Mathematics RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions WHST.6-8.1 Write arguments focused on discipline content. MP.2 Reason abstractly and quantitatively. 6.RP.A.1 Understand the concept of ratio and use ratio language to describe a ratio relationship between two quantities. 7.RP.A.2 Recognize and represent proportional relationships between quantities. 8.F.A.3 Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. Reading 6.1: Potential Energy NGSS Performance Expectation Science & Engineering Practices 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. Developing and Using Models Modeling in 6 8 builds on K 5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems. Develop models to describe unobservable mechanisms. 28
Disciplinary Core Ideas Crosscutting Concepts PS3.A: Definitions of Energy Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. Systems and System Models Models can be used to represent systems and their interactions such as inputs, processes, and outputs and energy and matter flows within systems. 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. Common Core Connections ELA Common Core Connections Mathematics --- --- 7.1: What Is Sound Energy? NGSS Performance Expectation Science & Engineering Practices MS-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. Using Mathematics and Computational Thinking Mathematical and computational thinking at the 6 8 level builds on K 5 and progresses to identifying patterns in large data sets and using mathematical concepts to support explanations and arguments. Use mathematical representations to describe and/or support scientific conclusions and design solutions. Connections to Nature of Science Scientific Knowledge is Based on Empirical Evidence Science knowledge is based upon logical and conceptual connections between evidence and explanations. 29
Disciplinary Core Ideas Crosscutting Concepts PS4.A: Wave Properties A simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude. Patterns Graphs and charts can be used to identify patterns in data. Common Core Connections ELA Common Core Connections Mathematics SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics. 6.RP.A.1 Understand the concept of ratio and use ratio language to describe a ratio relationship between two quantities. 6.RP.A.3 Use ratio and rate reasoning to solve realworld and mathematical problems. 7.RP.A.2 Recognize and represent proportional relationships between quantities. 8.F.A.3 Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. Reading 7.1: Sound Energy NGSS Performance Expectation Science & Engineering Practices MS-PS4-2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Developing and Using Models Modeling in 6 8 builds on K 5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. Develop a model to describe unobservable mechanisms. Disciplinary Core Ideas Crosscutting Concepts 30
PS4.A: Wave Properties A sound wave needs a medium through which it is transmitted. PS4.B: Electromagnetic Radiation When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object s material and the frequency (color) of the light. Structure and Function Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used. The path that light travels can be traced as straight lines, except at surfaces between different transparent materials (e.g., air and water, air and glass) where the light path bends. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. However, because light can travel through space, it cannot be a matter wave, like sound or water waves. Common Core Connections ELA Common Core Connections Mathematics SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. --- 8.1: Thermal Energy in Chemical Reactions 8.2: The Paper Cup 8.3: How Much Chemical Energy Is There? 31
NGSS Performance Expectation Science & Engineering Practices MS-PS1-6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.* Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 6 8 builds on K 5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific knowledge, principles, and theories. Undertake a design project, engaging in the design cycle, to construct and/or implement a solution that meets specific design criteria and constraints. Disciplinary Core Ideas Crosscutting Concepts PS1.B: Chemical Reactions Some chemical reactions release energy, others store energy. Energy and Matter The transfer of energy can be tracked as energy flows through a designed or natural system. ETS1.B: Developing Possible Solutions A solution needs to be tested, and then modified on the basis of the test results, in order to improve it. (secondary to MS-PS1-6) ETS1.C: Optimizing the Design Solution Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process that is, some of the characteristics may be incorporated into the new design. (secondary to MS-PS1-6) The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. (secondary 32
to MS-PS1-6) Common Core Connections ELA Common Core Connections Mathematics RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. --- WHST.6-8.7 Conduct short research projects to answer a question (including a selfgenerated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Reading 8.3: Fuels NGSS Performance Expectation Science & Engineering Practices 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. Analyzing and Interpreting Data Analyzing data in 6 8 builds on K 5 and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. Analyze and interpret data to determine similarities and differences in findings. Connections to Nature of Science Scientific Knowledge is Based on Empirical Evidence Science knowledge is based upon logical and conceptual connections between evidence and explanations. Disciplinary Core Ideas Crosscutting Concepts PS1.A: Structure and Properties of Matter Patterns Macroscopic patterns are related to the nature of 33