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NEPTUNE TOWNSHIP SCHOOL DISTRICT

Science Curriculum

Grade 7


Office of the Superintendent

60 Neptune Blvd.

Neptune, NJ 07753-4836

November 24, 2015 Document C1#1

NEPTUNE TOWNSHIP BOARD OF EDUCATION

Jason A. Jones, President

Chanta L. Jackson, Vice President

Dwayne Breeden Scott Fields

Laura G. Granelli Monica Kowalski-Lodato

Michelle A. Moss Donna Puryear

William S. Wells

SCHOOL DISTRICT ADMINISTRATION

Tami R. Crader, Ed.D.

Superintendent of Schools

Bertha L. Williams-Pullen

Assistant Superintendent of Schools

Matthew Gristina, Ed.D.

Assistant Superintendent for Curriculum, Instruction & Assessment

Peter J. Leonard

Business Administrator/Board Secretary

Peter I. Bartlett

Assistant Business Administrator/Assistant Board Secretary

Kathleen M. Skelton

Director of Special Services

Jennifer M. Clearwaters

Director of School Counseling Services

Gerald Glisson

Administrator for Co-Curricular Activities & Athletics

Kathleen M. Thomsen

Supervisor of Early Childhood Education

ELEMENTARY SCHOOL ADMINISTRATION

Principals

Lori B. Burns, Early Childhood Center

Lakeda D. Demery, Shark River Hills

Sally A. Millaway, Ed.D., Gables

James M. Nulle, Green Grove

Arlene M. Rogo, Ed.D., Midtown Community

Jerard L. Terrell, Ed.D., Summerfield

MIDDLE SCHOOL ADMINISTRATION

Mark K. Alfone, Ed.D., Principal

Thomas Decker, Vice Principal

Michael V. Smurro, Vice Principal

HIGH SCHOOL ADMINISTRATION

Richard W. Allen, Principal

Titania M. Hawkins, Ed.D., Vice Principal

James H. Whitson, Vice Principal

SITE ADMINISTRATOR

Tara L. Stephenson, Poseidon ECHS

DEPARTMENT CHAIRPERSONS

Audra Gutridge

Robert Hamm

Charles M. Kolinofsky

Joshua Loveland

Dawn Reinhardt

Karen Watt

Hillary L. Wilkins

Marjory V. Wilkinson


SCIENCE

CURRICULUM

GRADE 7

Table of Contents

Acknowledgements ............................................................................................................i

District Mission Statement ............................................................................................... ii

District Educational Outcome Goals .............................................................................. iii

Course Description........................................................................................................... iv

Curriculum

Unit Title Page

Structure and Properties of Matter .................................................................................... 1

Chemical Reactions .......................................................................................................... 5

Matter and Energy in Organisms and Ecosystems ........................................................... 8

Interdependent Relationships in Ecosystems .................................................................. 13

Earth’s Systems ............................................................................................................... 16

Learning Plans ................................................................................................................ 19


Science Grade 7

Acknowledgements The Science Grade 7 Curriculum was developed for Neptune Township Middle School

through the efforts of Christine Serhus and Susan Cocchi, Neptune Middle School Science

teachers, in cooperation with Joshua Loveland, K-12 Science Department Chairperson, and

under the guidance of Dr. Matthew Gristina, Assistant Superintendent for Curriculum,

Instruction and Assessment.

The teachers are to be commended for their dedication in creating detailed learning plans that

are align with the New Jersey Model Science Curriculum. These learning plans contain

student-centered, inquiry-based activities that meet the requirements of the Next Generation

Science Standards and the Common Core State Standards for Math and LAL. It is our hope

that this guide will serve as a valuable resource for the staff members who teach this course

and that they will feel free to make recommendations for its continued improvement.

i


DISTRICT MISSION STATEMENT

The primary mission of the Neptune Township School District is to prepare all students

for life in the twenty-first century by encouraging them to recognize that learning is a

continuing process. It is with high expectations that our schools foster:

• A strong foundation in academic areas, modern technologies, life skills and the arts.

• A positive and varied approach to teaching and learning.

• An emphasis on critical thinking skills and problem-solving techniques.

• A respect for and an appreciation of our world, its resources, and its peoples.

• A sense of responsibility, good citizenship, and accountability.

• An involvement by the parents and the community in the learning process.

ii

Neptune Township School District

Educational Outcome Goals

The students in the Neptune Township schools will become life-long learners and will:

Become fluent readers, writers, speakers, listeners, and viewers with comprehension

and critical thinking skills.

Acquire the mathematical skills, understandings, and attitudes that are needed to be

successful in their careers and everyday life.

Understand fundamental scientific principles, develop critical thinking skills, and

demonstrate safe practices, skepticism, and open-mindedness when collecting, analyzing,

and interpreting information.

Become technologically literate.

Demonstrate proficiency in all New Jersey Core Curriculum Content Standards (NJCCCS)

and the Common Core State Standards (CCSS).

Develop the ability to understand their world and to have an appreciation for the

heritage of America with a high degree of literacy in civics, history, economics and

geography.

Develop a respect for different cultures and demonstrate trustworthiness,

responsibility, fairness, caring, and citizenship.

Become culturally literate by being aware of the historical, societal, and multicultural

aspects and implications of the arts.

Demonstrate skills in decision-making, goal setting, and effective communication,

with a focus on character development.

Understand and practice the skills of family living, health, wellness and safety for

their physical, mental, emotional, and social development.

Develop consumer, family, and life skills necessary to be a functioning member of

society.

Develop the ability to be creative, inventive decision-makers with skills in

communicating ideas, thoughts and feelings.

Develop career awareness and essential technical and workplace readiness skills,

which are significant to many aspects of life and work.

iii

SCIENCE

CURRICULUM

GRADE 7

COURSE DESCRIPTION

The Science Grade 7 Curriculum is based on the New Jersey Model Science Curriculum

which is aligned to the Next Generation Science Standards. This course takes an

integrated approach to teaching Science. Students will study aspects of Life Science,

Earth Science, and Physical Science.

iv

1

Adapted from the NJDOE MODEL CURRICULUM

CONTENT AREA: Science GRADE: 7 UNIT #: 1 UNIT NAME: Structure and Properties of Matter

How can particles combine to produce a substance with different properties?

How does thermal energy affect particles?

Students build understandings of what occurs at the atomic and molecular scale. Students apply understanding that pure substances have characteristic properties and are made from a single type of atom or molecule. They also provide a molecular level accounts to explain states of matter and changes between states. The crosscutting concepts of cause and effect; scale, proportion and quantity; structure and function; interdependence of science, engineering, and technology; and influence of science, engineering and technology on society and the natural world are called out as organizing concepts for these disciplinary core ideas. Students demonstrate proficiency in developing and using models, and obtaining, evaluating, and communicating information. Students use these scientific and engineering practices to demonstrate understanding of the core ideas.

# STUDENT LEARNING OBJECTIVES (SLO) Corresponding

DCIs and PEs

1

Develop models to describe the atomic composition of simple molecules and extended structures. [Clarification Statement: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3D ball and stick structures, or computer representations showing different molecules with different types of atoms.] [Assessment Boundary: Assessment does not include valence electrons and bonding energy, discussing the ionic nature of subunits of complex structures, or a complete depiction of all individual atoms in a complex molecule or extended structure.]

MS-PS1-1

2

Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. [Clarification Statement: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawings and diagrams. Examples of particles could include molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and helium.]

MS-PS1-4

3

Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. [Clarification Statement: Emphasis is on natural resources that undergo a chemical process to form the synthetic

material. Examples of new materials could include new medicine, foods, and alternative fuels.] [Assessment Boundary: Assessment is limited to qualitative information.]

MS-PS1-3

http://nextgenscience.org/msps-spm-structure-properties-matter

2

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems.

Develop a model to predict and/or describe phenomena. (MS-PS1-1),(MS-PS1-4)

Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in 6–8 builds on K–5 and progresses to evaluating the merit and validity of ideas and methods.

Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or now supported by evidence. (MS-PS1-3)

Disciplinary Core Ideas PS1.A: Structure and Properties of Matter

Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. (MS-PS1-1)

Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-3) (Note: This Disciplinary Core Idea is also addressed by MS-PS1-2.)

Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. (MS-PS1-4)

In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations. (MS-PS1-4)

Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1)

The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. (MS-PS1-4)

PS1.B: Chemical Reactions

Substances react chemically in characteristic

Crosscutting Concepts Cause and Effect

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

Scale, Proportion, and Quantity

Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. (MS-PS1-1)

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. (MS-PS1-3)

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Connections to Engineering, Technology, and Applications of Science Interdependence of Science, Engineering, and Technology

Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems. (MS-PS1-3)

Influence of Science, Engineering and Technology on Society and the Natural World

The uses of technologies and any limitation on

http://nextgenscience.org/msps-spm-structure-properties-matter#framework

http://www.nap.edu/openbook.php?record_id=13165&page=56






























































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ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-3) (Note: This Disciplinary Core Idea is also addressed by MS-PS1-2 and MS-PS1-5.)

PS3.A: Definitions of Energy

The term “heat” as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MS-PS1-4)

The temperature of a system is proportional to the average internal kinetic energy and potential energy per atom or molecule (whichever is the appropriate building block for the system’s material). The details of that relationship depend on the type of atom or molecule and the interactions among the atoms in the material. Temperature is not a direct measure of a system's total thermal energy. The total thermal energy (sometimes called the total internal energy) of a system depends jointly on the temperature, the total number of atoms in the system, and the state of the material. (secondary to MS-PS1-4)

their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus technology use varies from region to region and over time. (MS-PS1-3)



































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Connections to other DCIs in this grade-band: MS.LS2.A (MS-PS1-3); MS.LS4.D (MS-PS1-3); MS.ESS3.A (MS-PS1-3); MS.ESS3.C (MS-PS1-3)

Articulation of DCIs across grade-bands: 5.PS1.A (MS-PS1-1); HS.PS1.A (MS-PS1-1),(MS-PS1-4); HS.PS1.B (MS-PS1-4); HS.PS3.A (MS-PS1-4); HS.LS2.A (MS-PS1-3); HS.LS4.D (MS-PS1-3); HS.ESS1.A (MS-PS1-1); HS.ESS3.A (MS-PS1-3)

Common Core State Standards Connections:

ELA/Literacy -

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.(MS-PS1-3)

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). (MS-PS1-1),(MS-PS1-4)

WHST.6-8.8

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (MS-PS1-3)

Mathematics -

MP.2 Reason abstractly and quantitatively. (MS-PS1-1)

MP.4 Model with mathematics. (MS-PS1-1)

6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems. (MS-PS1-1)

6.NS.C.5 Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. (MS-PS1-4)

8.EE.A.3 Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. (MS-PS1-1)

http://nextgenscience.org/msls2-ecosystems-interactions-energy-dynamics


http://nextgenscience.org/msess3-earth-human-activity


http://nextgenscience.org/5ps1-matter-interactions

http://nextgenscience.org/hsps1-matter-interactions


http://nextgenscience.org/hsps3-energy

http://nextgenscience.org/hsls2-ecosystems-interactions-energy-dynamics

http://nextgenscience.org/hsls4-biological-evolution-unity-diversity

http://nextgenscience.org/hsess1-earth-place-universe

http://nextgenscience.org/hsess3-earth-human-activity

http://www.corestandards.org/ELA-Literacy/RST/6-8





http://www.corestandards.org/ELA-Literacy/WHST/6-8




http://www.corestandards.org/Math/Practice/MP2




http://www.corestandards.org/Math/Content/6/RP


http://www.corestandards.org/Math/Content/6/NS




http://www.corestandards.org/Math/Content/8/EE



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CONTENT AREA: Science GRADE: 7 UNIT #: 2 UNIT NAME: Chemical Reactions

What happens when new materials are formed? What stays the same and what changes?

Students understand what occurs at the atomic and molecular scale during chemical reactions. Students provide molecular level accounts to explain that chemical reactions involve regrouping of atoms to form new substances, and that atoms rearrange during chemical reactions. Students are also able to apply an understanding of the design and the process of optimization in engineering to chemical reaction systems. The crosscutting concepts of patterns and energy and matter are called out as organizing concepts for these disciplinary core ideas. In these performance expectations, students are expected to demonstrate proficiency in developing and using models, analyzing and interpreting data, and designing solutions. Students use these scientific and engineering practices to demonstrate understanding of the core ideas.

# STUDENT LEARNING OBJECTIVES (SLO) Corresponding DCIs and PEs

1

Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. [Clarification Statement: Examples of reactions could include burning sugar or steel wool, fat reacting with sodium hydroxide, and mixing zinc with hydrogen chloride.] [Assessment Boundary: Assessment is limited to analysis of the following properties: density, melting point, boiling point, solubility, flammability, and odor.]

MS-PS1-2

2

Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. [Clarification Statement: Emphasis is on law of conservation of matter and on physical models or drawings, including digital forms that represent atoms.] [Assessment Boundary: Assessment does not include the use of atomic masses, balancing symbolic equations, or intermolecular forces.]

MS-PS1-5

3

Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.* [Clarification Statement: Emphasis is on the design, controlling the transfer of energy to the environment, and modification of a device using factors such as type and concentration of a substance. Examples of designs could involve chemical reactions such as dissolving ammonium chloride or calcium chloride.] [Assessment Boundary: Assessment is limited to the criteria of amount, time, and temperature of substance in testing the device.]

MS-PS1-6

http://nextgenscience.org/msps-cr-chemical-reactions

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Science and Engineering Practices Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems.

Develop a model to predict and/or describe phenomena. (MS-PS1-1),(MS-PS1-4)

Develop a model to describe unobservable mechanisms. (MS-PS1-5)

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. (MS-PS1-2)

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. (MS-PS1-6)

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Disciplinary Core Ideas PS1.A: Structure and Properties of Matter

Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-2) (Note: This Disciplinary Core Idea is also addressed by MS-PS1-3.)

PS1.B: Chemical Reactions

Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-2),(MS-PS1-5) (Note: This Disciplinary Core Idea is also addressed by MS-PS1-3.)

The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-5)

Some chemical reactions release energy, others store energy. (MS-PS1-6)

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

Crosscutting Concepts Patterns

Macroscopic patterns are related to the nature of microscopic and atomic-level structure. (MS-PS1-2)

Energy and Matter

Matter is conserved because atoms are conserved in physical and chemical processes. (MS-PS1-5)

The transfer of energy can be tracked as energy flows through a designed or natural system. (MS-PS1-6)

http://nextgenscience.org/msps-cr-chemical-reactions#framework



































































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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. (MS-PS1-2)

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

Laws are regularities or mathematical descriptions of natural phenomena. (MS-PS1-5)

can provide useful information for the redesign process - that is, some of the characteristics may be incorporated into the new design. (secondary to MS-PS1-6)

The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. (secondary to MS-PS1-6)

Connections to other DCIs in this grade-band: MS.PS3.D (MS-PS1-2),(MS-PS1-6); MS.LS1.C (MS-PS1-2),(MS-PS1-5); MS.LS2.B (MS-PS1-5); MS.ESS2.A (MS-PS1-2),(MS-PS1-5)

Articulation of DCIs across grade-bands: 5.PS1.B (MS-PS1-2),(MS-PS1-5); HS.PS1.A (MS-PS1-6); HS.PS1.B (MS-PS1-2),(MS-PS1-5),(MS-PS1-6); HS.PS3.A (MS-PS1-6); HS.PS3.B (MS-PS1-6); HS.PS3.D (MS-PS1-6)


ELA/Literacy -

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.(MS-PS1-2)

RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. (MS-PS1-6)

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). (MS-PS1-2),(MS-PS1-5)

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. (MS-PS1-6)

Mathematics -

MP.2 Reason abstractly and quantitatively. (MS-PS1-2),(MS-PS1-5)

MP.4 Model with mathematics. (MS-PS1-5)

6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems. (MS-PS1-2),(MS-PS1-5)

6.SP.B.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots. (MS-PS1-2)

6.SP.B.5 Summarize numerical data sets in relation to their context. (MS-PS1-2)










http://nextgenscience.org/msls1-molecules-organisms-structures-processes



http://nextgenscience.org/msess2-earth-systems

http://nextgenscience.org/5ps1-matter-interactions























http://www.corestandards.org/Math/Content/6/SP




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CONTENT AREA: Science GRADE: 7 UNIT #: 3 UNIT NAME: Matter and Energy in Organisms and Ecosystems

How do organisms obtain and use matter and energy?

How do matter and energy move through an ecosystem?

Students use conceptual and physical models to explain the transfer of energy and cycling of matter as they construct explanations for the role of photosynthesis in cycling matter in ecosystems. They construct explanations for the cycling of matter in organisms and the interactions of organisms to obtain the matter and energy from the ecosystem to survive and grow. Students have a grade-appropriate understanding and use of the practices of investigations, constructing arguments based on evidence, and oral and written communication. They understand that sustaining life requires substantial energy and matter inputs and the structure and functions of organisms contribute to the capture, transformation, transport, release, and elimination of matter and energy. Adding to these crosscutting concepts is a deeper understanding of systems and system models that ties the performances expectations in this topic together.


DCIs and PEs

2 Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow

of energy into and out of organisms. [Clarification Statement: Emphasis is on tracing movement of matter and flow

of energy.] [Assessment Boundary: Assessment does not include the biochemical mechanisms of photosynthesis.]

MS-LS1-6

3

Develop a model to describe how food is rearranged through chemical reactions forming new molecules that

support growth and/or release energy as this matter moves through an organism. [Clarification Statement:

Emphasis is on describing that molecules are broken apart and put back together and that in this process, energy is

released.] [Assessment Boundary: Assessment does not include details of the chemical reactions for photosynthesis

or respiration.]

MS-LS1-7

4

Analyze and interpret data to provide evidence for the effects of resource availability on organisms and

populations of organisms in an ecosystem. [Clarification Statement: Emphasis is on cause and effect relationships

between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of

abundant and scarce resources.]

MS-LS2-1

5 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an

ecosystem. [Clarification Statement: Emphasis is on describing the conservation of matter and flow of energy into MS-LS2-3

http://nextgenscience.org/msls-meoe-matter-energy-organisms-ecosystems

http://nextgenscience.org/msls-meoe-matter-energy-organisms-ecosystems

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and out of various ecosystems, and on defining the boundaries of the system.] [Assessment Boundary: Assessment

does not include the use of chemical reactions to describe the processes.]

6

Construct an argument supported by empirical evidence that changes to physical or biological components of an

ecosystem affect populations. [Clarification Statement: Emphasis is on recognizing patterns in data and making

warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments

about changes to ecosystems.]

MS-LS2-4


Science and Engineering Practices

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 phenomena. (MS-LS2-3)

Develop a model to describe unobservable mechanisms. (MS-LS1-7)

Analyzing and Interpreting Data

Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.

Disciplinary Core Ideas

LS1.C: Organization for Matter and Energy Flow in Organisms

Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use. (MS-LS1-6)

Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. (MS-LS1-7)

LS2.A: Interdependent Relationships in Ecosystems

Organisms, and populations of organisms, are dependent on their environmental interactions

Crosscutting Concepts

Cause and Effect

Cause and effect relationships may be used to predict phenomena in natural or designed systems. (MS-LS2-1)

Energy and Matter

Matter is conserved because atoms are conserved in physical and chemical processes. (MS-LS1-7)

Within a natural system, the transfer of energy drives the motion and/or cycling of matter. (MS-LS1-6)

The transfer of energy can be tracked as energy flows through a natural system. (MS-LS2-3)

Stability and Change

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Analyze and interpret data to provide evidence for phenomena. (MS-LS2-1)

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.

Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (MS-LS1-6)

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 world(s).

Construct an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. (MS-LS2-4)

both with other living things and with nonliving factors. (MS-LS2-1)

In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. (MS-LS2-1)

Growth of organisms and population increases are limited by access to resources. (MS-LS2-1)

LS2.B: Cycle of Matter and Energy Transfer in Ecosystems

Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem. (MS-LS2-3)

LS2.C: Ecosystem Dynamics, Functioning, and Resilience

Ecosystems are dynamic in nature; their

Small changes in one part of a system might cause large changes in another part. (MS-LS2-4)

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Nature of Science

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. (MS-LS2-3)


























































11

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -


Scientific Knowledge is Based on Empirical Evidence

Science knowledge is based upon logical connections between evidence and explanations. (MS-LS1-6)

Science disciplines share common rules of obtaining and evaluating empirical evidence. (MS-LS2-4)

characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations. (MS-LS2-4)

PS3.D: Energy in Chemical Processes and Everyday

Life

The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen. (secondary to MS-LS1-6)

Cellular respiration in plants and animals involve chemical reactions with oxygen that release stored energy. In these processes, complex molecules containing carbon react with oxygen to produce carbon dioxide and other materials. (secondary to MS-LS1-7)

Connections to other DCIs in this grade-band:

MS.PS1.B (MS-LS1-6),(MS-LS1-7),(MS-LS2-3); MS.LS4.C (MS-LS2-4); MS.LS4.D (MS-LS2-4); MS.ESS2.A (MS-LS1-6),(MS-LS2-3),(MS-LS2-4); MS.ESS3.A (MS-LS2-1),(MS-LS2-4); MS.ESS3.C (MS-LS2-1),(MS-LS2-4)

Articulation of DCIs across grade-bands:

3.LS2.C (MS-LS2-1),(MS-LS2-4); 3.LS4.D (MS-LS2-1),(MS-LS2-4); 5.PS3.D (MS-LS1-6),(MS-LS1-7); 5.LS1.C (MS-LS1-6),(MS-LS1-7); 5.LS2.A (MS-LS1-6),(MS-LS2-1),(MS-LS2-3); 5.LS2.B (MS-LS1-6),(MS-LS1-7);(MS-LS2-3); HS.PS1.B (MS-LS1-6),(MS-LS1-7); HS.PS3.B (MS-LS2-3); HS.LS1.C (MS-LS1-6),(HS-LS1-7),(MS-LS2-3); HS.LS2.A (MS-LS2-1); HS.LS2.B (MS-LS1-6),(MS-LS1-7),(MS-LS2-3); HS.LS2.C (MS-LS2-4),HS.LS4.C (MS-LS2-1),(MS-LS2-4); HS.LS4.D (MS-LS2-1),(MS-LS2-4); HS.ESS2.A (MS-LS2-3); HS.ESS2.D (MS-LS1-6);



















http://nextgenscience.org/msps1-matter-interactions

http://nextgenscience.org/msls4-biological-evolution-unity-diversity





http://nextgenscience.org/3ls4-biological-evolution-unity-diversity

http://nextgenscience.org/3ls4-biological-evolution-unity-diversity

http://nextgenscience.org/5ps3-energy

http://nextgenscience.org/5ls1-molecules-organisms-structures-processes

http://nextgenscience.org/5ls2-ecosystems-interactions-energy-dynamics

http://nextgenscience.org/5ls2-ecosystems-interactions-energy-dynamics



http://nextgenscience.org/hsls1-molecules-organisms-structures-processes






http://nextgenscience.org/hsess2-earth-systems


12

HS.ESS2.E (MS-LS2-4); HS.ESS3.A (MS-LS2-1); HS.ESS3.B (MS-LS2-4); HS.ESS3.C (MS-LS2-4)


ELA/Literacy -

RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. ,(MS-LS1-6),(MS-LS2-1),(MS-LS2-4)

RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. (MS-LS1-6)

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). (MS-LS2-1)

RI.8.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. (MS-LS2-4)

WHST.6-8.1

Write arguments focused on discipline content. (MS-LS2-4)

WHST.6-8.2

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (MS-LS1-6)

WHST.6-8.9

Draw evidence from informational texts to support analysis, reflection, and research. (MS-LS1-6)

SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-LS1-7),(MS-LS2-3)

Mathematics -

6.EE.C.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. (MS-LS1-6),(MS-LS2-3)












http://www.corestandards.org/ELA-Literacy/RI/8













http://www.corestandards.org/ELA-Literacy/SL/8






13


CONTENT AREA: Science GRADE: 7 UNIT #: 4 UNIT NAME: Interdependent Relationships in Ecosystems

How do organisms interact with other organisms in the physical environment to obtain matter and energy?

Students construct explanations for the interactions in ecosystems and the scientific, economic, political, and social justifications used in making decisions about maintaining biodiversity in ecosystems. Students use models, construct evidence-based explanations, and use argumentation from evidence. Students understand that organisms and populations of organisms are dependent on their environmental interactions both with other organisms and with nonliving factors. They also understand the limits of resources influence the growth of organisms and populations, which may result in competition for those limited resources. Crosscutting concepts of matter and energy, systems and system models, and cause and effect are used by students to support understanding the phenomena they study.


DCIs and PEs

1

Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. [Clarification Statement: Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms and abiotic components of ecosystems. Examples of types of interactions could include competitive, predatory, and mutually beneficial.]

MS-LS2-5

2 Evaluate competing design solutions for maintaining biodiversity and ecosystem services.* [Clarification Statement: Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.]

MS-LS2-2


Science and Engineering Practices

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

Disciplinary Core Ideas

LS2.A: Interdependent Relationships in Ecosystems

Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so

Crosscutting Concepts

Patterns

Patterns can be used to identify cause and effect relationships. (MS-LS2-2)

http://nextgenscience.org/msls-ire-interdependent-relationships-ecosystems

http://nextgenscience.org/msls-ire-interdependent-relationships-ecosystems

http://nextgenscience.org/msls-ire-interdependent-relationships-ecosystems#framework














14

with scientific ideas, principles, and theories.

Construct an explanation that includes qualitative or quantitative relationships between variables that predict phenomena. (MS-LS2-2)

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 world(s).

Evaluate competing design solutions based on jointly developed and agreed-upon design criteria. (MS-LS2-5)

interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared. (MS-LS2-2)

LS2.C: Ecosystem Dynamics, Functioning, and Resilience

Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health. (MS-LS2-5)

LS4.D: Biodiversity and Humans

Changes in biodiversity can influence humans’ resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on—for example, water purification and recycling. (secondary to MS-LS2-5)

ETS1.B: Developing Possible Solutions

There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (secondary to MS-LS2-5)


Small changes in one part of a system might cause large changes in another part. (MS-LS2-5)

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Connections to Engineering, Technology, and Applications of Science

Influence of Science, Engineering, and Technology on Society and the Natural World

The use of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus technology use varies from region to region and over time. (MS-LS2-5)

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Science Addresses Questions About the Natural and Material World

Scientific knowledge can describe the consequences of actions but does not necessarily prescribe the decisions that society takes. (MS-LS2-5)





















































15

Connections to other DCIs in this grade-band: MS.LS1.B (MS-LS2-2); MS.ESS3.C (MS-LS2-5)

Articulation of DCIs across grade-bands: 1.LS1.B (MS-LS2-2); HS.LS2.A (MS-LS2-2),(MS-LS2-5); HS.LS2.B (MS-LS2-2); HS.LS2.C (MS-LS2-5); HS.LS2.D (MS-LS2-2); HS.LS4.D (MS-LS2-5); HS.ESS3.A (MS-LS2-5); HS.ESS3.C (MS-LS2-5); HS.ESS3.D (MS-LS2-5)

Common Core State Standards Connections: ELA/Literacy -

RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS-LS2-2)

RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. (MS-LS2-5)

RI.8.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. (MS-LS2-5)

WHST.6-8.2

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (MS-LS2-2)

WHST.6-8.9

Draw evidence from literary or informational texts to support analysis, reflection, and research. (MS-LS2-2)

SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. (MS-LS2-2)

SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. (MS-LS2-2)

Mathematics -

MP.4 Model with mathematics. (MS-LS2-5)

6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems. (MS-LS2-5)

6.SP.B.5 Summarize numerical data sets in relation to their context. (MS-LS2-2)



http://nextgenscience.org/1ls1-molecules-organisms-structures-processes



































16


CONTENT AREA: Science GRADE: 7 UNIT #: 5 UNIT NAME: Earth’s Systems

How do the materials in and on Earth’s crust change over time?

How does water influence weather, circulate in the oceans, and shape Earth’s surface?

Students understand how Earth’s geosystems operate by modeling the flow of energy and cycling of matter within and among different systems. Students investigate the controlling properties of important materials and construct explanations based on the analysis of real geoscience data. Of special importance in both topics are the ways that geoscience processes provide resources needed by society but also cause natural hazards that present risks to society; both involve technological challenges, for the identification and development of resources and for the mitigation of hazards. The crosscutting concepts of cause and effect, energy and matter, and stability and change are called out as organizing concepts for these disciplinary core ideas. Students are expected to demonstrate proficiency in developing and using models and constructing explanations; and to use these practices to demonstrate understanding of the core ideas.

# STUDENT LEARNING OBJECTIVES (SLO) CORRESPONDING

PEs and DCIs

3

Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. [Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals and rocks through the cycling of Earth’s materials.] [Assessment Boundary: Assessment does not include the identification and naming of minerals.]

MS-ESS2-1

6

Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes. [Clarification Statement: Emphasis is on how these resources are limited and typically non-renewable, and how their distributions are significantly changing as a result of removal by humans. Examples of uneven distributions of resources as a result of past processes include but are not limited to petroleum (locations of the burial of organic marine sediments and subsequent geologic traps), metal ores (locations of past volcanic and hydrothermal activity associated with subduction zones), and soil (locations of active weathering and/or deposition of rock).]

MS-ESS3-1

http://nextgenscience.org/msess-es-earth-systems

17


Science and Engineering Practices 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 and use a model to describe phenomena. (MS-ESS2-1)

Develop a model to describe unobservable mechanisms. (MS-ESS2-4)

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 ideas, principles, and theories.

Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (MS-ESS3-1)

Disciplinary Core Ideas ESS2.A: Earth’s Materials and Systems

All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms. (MS-ESS2-1)

ESS2.C: The Roles of Water in Earth's Surface Processes

Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land. (MS-ESS2-4)

Global movements of water and its changes in form are propelled by sunlight and gravity. (MS-ESS2-4)

ESS3.A: Natural Resources

Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1)

Crosscutting Concepts Cause and Effect

Cause and effect relationships may be used to predict phenomena in natural or designed systems. (MS-ESS3-1)

Energy and Matter

Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter. (MS-ESS2-4)


Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and processes at different scales, including the atomic scale. (MS-ESS2-1)

http://nextgenscience.org/msess-es-earth-systems#framework
































































18

Connections to other DCIs in this grade band: MS.PS1.A (MS-ESS2-1),(MS-ESS2-4),(MS-ESS3-1); MS.PS1.B (MS-ESS2-1),(MS-ESS3-1); MS.PS2.B (MS-ESS2-4); MS.PS3.A (MS-ESS2-4); MS.PS3.B (MS-ESS2-1); MS.PS3.D (MS-ESS2-4); MS.LS2.B (MS-ESS2-1); MS.LS2.C (MS-ESS2-1); MS.ESS1.B (MS-ESS2-1); MS.ESS2.D (MS-ESS3-1); MS.ESS3.C (MS-ESS2-1)

Articulation of DCIs across grade-bands: 3.PS2.A (MS-ESS2-4); 4.PS3.B (MS-ESS2-1),(MS-ESS2-4); 4.PS3.D (MS-ESS3-1); 4.ESS2.A (MS-ESS2-1); 4.ESS3.A (MS-ESS3-1); 5.PS2.B (MS-ESS2-4); 5.ESS2.A (MS-ESS2-1); 5.ESS2.C (MS-ESS2-4); HS.PS1.B (MS-ESS2-1); HS.PS2.B (MS-ESS2-4); HS.PS3.B (MS-ESS2-1),(MS-ESS2-4),(MS-ESS3-1); HS.PS4.B (MS-ESS2-4); HS.LS1.C (MS-ESS2-1),(MS-ESS3-1); HS.LS2.B (MS-ESS2-1); HS.ESS2.A (MS-ESS2-1),(MS-ESS2-2),(MS-ESS3-1); HS.ESS2.B (MS-ESS3-1); HS.ESS2.C (MS-ESS2-1),(MS-ESS2-4),(MS-ESS3-1); HS.ESS2.D (MS-ESS2-4); HS.ESS2.E (MS-ESS2-1); HS.ESS3.A (MS-ESS3-1)


ELA/Literacy -

RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS3-1)

WHST.6-8.2

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (MS-ESS3-1)

WHST.6-8.9

Draw evidence from informational texts to support analysis, reflection, and research. (MS-ESS3-1)

SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-ESS2-1)

Mathematics -

6.EE.B.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. (MS-ESS3-1)

7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. (MS-ESS3-1)



http://nextgenscience.org/msps2-motion-stability-forces-interactions

http://nextgenscience.org/msps3-energy

http://nextgenscience.org/msps3-energy


http://nextgenscience.org/msess-ss-space-systems



http://nextgenscience.org/3ps2-motion-stability-forces-interactions



http://nextgenscience.org/4ess2-earth-systems

http://nextgenscience.org/4ess3-earth-human-activity

http://nextgenscience.org/5ps2-motion-stability-forces-interactions




http://nextgenscience.org/hsps2-motion-stability-forces-interactions


http://nextgenscience.org/hsps4-waves-applications-technologies-information-transfer

http://nextgenscience.org/hsls1-molecules-organisms-structures-processes

























19

Learning Plan Unit 1: Structure and Properties of Matter

Duration: 2 Months

Lesson 1L: Topic What elements do I recognize? ● Objective – SWBAT: Discover and investigate the periodic table-Refer to Physical Properties and

States of Matter Middle School Chemistry Unit-in unit folder google drive ● NGSS - MS-PS1.A: Structure And Properties Of Matter ● Opening – Glue, tape, or staple the Periodic Table into your notebook. Review each element on

the periodic table. Highlight or color in all of the elements you recognize or have heard of before

● Activities Using What Elements Do I Recognize Table, complete the following: INDIVIDUAL:: Study the periodic table. Do your best to describe any facts or connections you have about 13 more elements. INDIVIDUAL: Fill out the table. Proofread the symbol and element name using the Periodic Table. GROUP: Share your elements and information with each other and add other people’s ideas to your list. GROUP: Discuss and decide together on the 5 most important elements. Circle those elements

● Closure –CLASS: Share out your group’s top 5 list. Lesson 1S: Topic Elements of Jewelry

● Objective – Cite specific textual evidence to support analysis of science and technical texts. ● ELA-Literacy/RST/6-8/1/ ● NGSS - ● Opening Read, Elements of Jewelry http://www.readworks.org/passages/elements-jewelry ● Activities In notebook, students respond to questions sets. TTQA all and write open response

answers based on close reading of evidence in the text. ● Closure –How can a jeweler determine what type of metal something is?

Lesson 2L: Topic Writing Compounds-Refer to Physical Properties and States of Matter

Middle School Chemistry Unit-in unit folder google drive

● Objective – SWBAT differentiate between elements and compounds ● NGSS - MS-PS1-1 ● Opening –Do Now- How is a compound different than an element? Discuss together ● Activities – Engage-Writing Compounds In small groups discuss writing compounds Task Card

Page 6- Using sentence starters answer questions (refer to rubric) Page 5. Complete Compounds and Elements task card pg 7

● Closure – Exit tix- explain difference between H and H2O Lesson 2S: Topic Writing Compounds

● Objective – SWBAT differentiate between elements and compounds ● NGSS - MS-PS1-1 ● Opening – Recap previous lesson- Do Now- Identify the elements in the following compound:

NaCl ● Activities – Complete task card page 7 including vocabulary graphic organizer: element,

http://www.readworks.org/passages/elements-jewelry

http://www.readworks.org/passages/elements-jewelry

20

compound, chemical symbol, Periodic Table ● Closure – Identify element/chemical symbol in a compound

http://sciencespot.net/Media/Starters/Chemistry/ChemistryMath1.ppt Lesson 3L: Topic-Modeling Molecules

● Objective – SWBAT build models of simple compounds using ball and stick modeling kits ● Refer to Build a Molecule Lab-in unit folder google drive ● NGSS - MS-PS-1 ● Opening –Teacher displays water molecule. Demo lab-video demonstration of how water

molecules can be split into hydrogen and oxygen. https://www.youtube.com/watch?v=oaOXUSwvWVY

● Students sketch and label lab set-up and and take detailed notes during each step of demo ● Activities – Intro Build a Molecule Lab. With partner students model simple compounds using

molecule modeling kits. ● Closure – 1, 2, 3 go.. build a carbon dioxide model and hold it up!!!!

Lesson 3S: Topic- Hydrogen Fuel Cell Car

● Objective – SWBAT understand and observe that energy is required to split a water molecule, but released when the 2 elements recombine

● NGSS - MS-PS-1 ● Opening-http://ed.ted.com/on/jouP8tyX Hydrogen Fuel Cell Car video lesson ● H-Racer Fuel Cell Car Demo Kit-If available ● http://www.flinnsci.com/store/Scripts/prodView.asp?idproduct=22065 ● Activities – Students write detailed obso of demo ● Closure – Tweet about today’s lesson

Lesson 4L: Topic- Modeling Molecules

● Objective- SWBAT build models of simple compounds using ball and stick modeling kits ● Refer to Build a Molecule Lab-in unit folder google drive ● NGSS - MS-PS-1 ● Opening – Partners obtain student kits and organize-refer to color codes ● Activities – Complete Build a Molecule Lab with Partner- Sign-off sheet must be completed by

teacher for 9 molecules. All molecules STAY intact ● Closure – Exit slip-Identify the elements and # of atoms of each in a molecule of Propane

Lesson 4S: Topic- Modeling Particle Motion-kinetic Theory of Matter

● Objective –SWBAT predict and describe changes in particle motion and temperature, and state of pure substance when thermal energy is added or removed

● NGSS - MS-PS1-4 ● Opening –Answer after Video Demo- 1. Explain how hot and cold temps affect different atoms.

2. Are the results the same for each substance? ● Intro to simulation Lab- Kinetic Theory of Matter-Phet Simulation

https://www.youtube.com/watch?v=Y8j6peP5nNg ● Activities –Take brief notes during video to help with questions. Following video answer

questions using TTQA format. In addition cite evidence to support ● Closure –Share and discuss answers

https://www.youtube.com/watch?v=oaOXUSwvWVY

http://ed.ted.com/on/jouP8tyX

http://www.flinnsci.com/store/Scripts/prodView.asp?idproduct=22065

https://www.youtube.com/watch?v=Y8j6peP5nNg

21

Lesson 5L: Topic -Modeling Particle Motion-kinetic Theory of Matter ● Objective – SWBAT predict and describe changes in particle motion and temperature, and state

of pure substance when thermal energy is added or removed ● NGSS - MS-PS1-4 ● Opening – Do Now States of Matter Sim-Pre Lab and discuss- Predict- what will happen to a

balloon when it is placed in a freezer? ● Activities – https://phet.colorado.edu/en/simulation/legacy/states-of-matter-basics -Students

complete Phet simulation and answer related questions ● Closure –

Lesson 5S: Topic- Modeling Particle Motion-kinetic Theory of Matter

● Objective – SWBAT predict and describe changes in particle motion and temperature, and state of pure substance when thermal energy is added or removed

● NGSS - MS-PS1-4 ● Opening – With partner, Study States of Matter Sim worksheet ● Activities – States of Matter Quiz on Smart response

shttps://phet.colorado.edu/services/download-servlet?filename=%2F3970%2FStates%2520of%2520Matter%2520Basics%2520-%2520Clicker%2520Questions%2520-%2520Annotated.ppt

● Closure – Review questions and answers Lesson 6L: Topic- Properties of a liquid (water) Objective - SWBAT identify properties of water NGSS - MS-PS1-4

● Opening – Do Now given an image of water droplet, answer questions & discuss ● Activities – Water Molecules made Clear. Student take notes and discuss additional properties

of water. http://science360.gov/obj/video/2bbd8421-fc41-4828-98e0-9a981e5a5f63/water-h2o-molecules-made-clear

● Teacher Demo-Intro Drops on a Penny Lab-Make a prediction-How many drops of water can fit on a penny?

● Closure – Why did the penny hold so many drops? Lesson 6S: Topic Properties Matter

● Objective – SWBAT Cite specific textual evidence to support analysis of science and technical texts.

● NGSS - MS-PS1-4 ● CCSS.ELA-LITERACY.CCRA.R.1 ● Opening – Do Now Read Silently, Mix Old With The New ● Activities – In notebook, students respond to questions sets. TTQA all and write open response

answers based on close reading of evidence in the text. ● http://www.readworks.org/sites/default/files/passages/1050_mix_the_old_with_the_new_0.p

df ● Closure – What is Molecular Gastronomy?

Lesson 7L: Topic- Physical Properties of Water

● Objective – SWBAT- Investigate properties of different liquids ● NGSS - MS-PS1-4

https://phet.colorado.edu/en/simulation/legacy/states-of-matter-basics

https://phet.colorado.edu/services/download-servlet?filename=%2F3970%2FStates%2520of%2520Matter%2520Basics%2520-%2520Clicker%2520Questions%2520-%2520Annotated.ppt



http://science360.gov/obj/video/2bbd8421-fc41-4828-98e0-9a981e5a5f63/water-h2o-molecules-made-clear

http://science360.gov/obj/video/2bbd8421-fc41-4828-98e0-9a981e5a5f63/water-h2o-molecules-made-clear

http://www.readworks.org/sites/default/files/passages/1050_mix_the_old_with_the_new_0.pdf

http://www.readworks.org/sites/default/files/passages/1050_mix_the_old_with_the_new_0.pdf

22

● Opening – Read together Drops on a Penny Investigation.(unit 1 folder/Google Drive) Discuss types of variables and materials to be used. Review lab safety and expectations. Review teacher demo Drops on a Penny

● Activities – With a partner students investigate research question: “Does the amount of soap mixed with water affect how well the water stays on the penny?”

● Closure – What did you learn today? Lesson 7S: Topic Physical Properties of Water

● Objective – SWBAT Analyze data & create a graph to display data ● NGSS - MS-PS1-4 ● Opening – Complete data tables and calculate averages ● Activities – Create and label graph for Penny lab. Answer all conclusion questions completely ● Closure – What property of water was changed by the addition of soap?

Lesson 8L: Topic Movement of Molecules-Lab

● Objective –SWBAT explain, on the molecular level, that heating and cooling affect molecular motion. Draw a model that describes the particle motion when heat is added or removed

● NGSS - MS-PS1-4 ● Opening – Engage- Ask students to help you design an experiment to see if the speed of water

molecules is different in hot water compared to cold water. ● Activities –Students perform lab activity with a partner

http://www.middleschoolchemistry.com/lessonplans/chapter1/lesson2 ● Closure – Show the molecular model animation Heating and Cooling a Liquid.

www.middleschoolchemistry.com/multimedia/chapter1/lesson2#heating_and_cooling Call on volunteers to explain what is happening in the animation. Lesson 8S: Topic

● Objective –SWBAT Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text

● CCSS.ELA-LITERACY.CCRA.R.1 ● NGSS - MS-PS1-4 ● Opening – Read silently, Atoms and Molecules ● Activities – http://www.readworks.org/passages/chemistry-atoms-moleculesIn notebook,

students respond to questions sets. TTQA all and write open response answers based on close reading of evidence in the text.

● Closure – Explain difference between atoms and molecules. Lesson 9L: Topic State of Matter

● Objective –SWBAT determine state of matter of a substance by observing properties -Refer to Physical Properties and States of Matter Middle School Chemistry Unit-in unit folder google drive

Student Task Card Page 11 ● NGSS - MS-PS1-4 ● Opening – What State of Matter is Oobleck? ● Activities – OoBleck Lab-Review lab rules and group roles for activity. Observe and collect data

using words and illustrations. Students observe ingredient properties before and after mixing

http://www.middleschoolchemistry.com/lessonplans/chapter1/lesson2



http://www.middleschoolchemistry.com/multimedia/chapter1/lesson2#heating_and_cooling

http://www.readworks.org/passages/chemistry-atoms-molecules

23

● Closure – Share observations and illustrations Lesson 9S: Topic- Oobleck

● Objective – SWBAT collect Video Evidence: ● NGSS - MS-PS1-4 ● Opening – Review what you wrote in your observation table, and add more detail as we watch

the following videos. ● Video: Can You Walk on Water? (Non-Newtonian Fluid Pool) - video of people running, dancing,

and playing on Oobleck https://www.youtube.com/watch?v=D-wxnID2q4A ● Video: Oobleck Responding to Sound Waves

http://youtu.be/yoB0pM2VASg ● Activities – Complete Lab analysis questions ● Closure – What state of matter is oobleck? State your evidence

Lesson 10L: Topic- Talking to Text

● Objective – SWBAT Annotate scientific readings. Explain drawings pictures or graphs. ● Refer to Physical Properties and States of Matter Middle School Chemistry Unit-in unit folder

google drive Annotating Scientific Readings Pages 21-28 ● NGSS - MS-PS1-4 ● CCSS.ELA-LITERACY.CCRA.R.1 ● Opening – Cut out and glue the “Talking to the Text” and Annotating List Rubric into your

notebook so you can refer to it today and in the future. Discuss together ● Activities –Independently, read States of Matter Article, pgs 14-18. Follow annotation

guidelines in rubric. After reading, assess yourself. After reading w/partner answer q. 4 on task card together.

● Closure – Why did we annotate this reading? Lesson 10S: Topic- Talking to Text

● Objective – SWBAT Annotate scientific readings. Explain drawings pictures or graphs. ● Refer to Physical Properties and States of Matter Middle School Chemistry Unit-in unit folder

google drive Annotating Scientific Readings Pages 21-28 ● CCSS.ELA-LITERACY.CCRA.R.1 ● NGSS - MS-PS1-4 ● Opening – Swap readings in your group and assess another person’s annotations by giving

her/him a number for each area in the rubric. ● Activities – Complete text dependent questions, pg. 17- TTQA all. Complete The 3 States of

Matter graphic organizer, pg 18 ● Closure – Exit-Your group must “ACT OUT” 3 States of Matter

Lesson 11L: Topic- Materials Chemistry-Polymer Science Objective – SWBAT provide evidence to support a claim. Gather and make sense of information that synthetic materials come from natural resources and impact society

● NGSS - MS-PS1-3 ● CCSS.ELA-LITERACY.CCRA.R.1 ● Opening – Do Now: OOblecK final claim ticket-P20. Discuss ● Activities – Intro Polymer Science and materials chemistry. Polymer science PPT- students take

notes as they watch- Where do Plastics come from?

http://youtu.be/yoB0pM2VASg

24

https://www.youtube.com/watch?v=6eCt0VDg-Kc The Chemistry of Plastics http://www.nbclearn.com/portal/site/learn/chemistry-now/chemistry-of-plastics

● From DNA to silly putty http://ed.ted.com/lessons/from-dna-to-silly-putty-the-diverse-world-of-polymers-jan-mattingly

● Closure –What can we do about the Plastic problem? Lesson 11S: Topic Matter

● Objective – SWBAT Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text

● CCSS.ELA-LITERACY.CCRA.R.1 ● NGSS - ● Opening –Read Silently, Matter is Everywhere http://www.readworks.org/passages/matter-

everywhere ● Activities – In notebook, students respond to questions sets. TTQA all and write open

response answers based on close reading of evidence in the text. ● Closure – What can we conclude by filling a balloon up with air?

Lesson 12L: Topic Materials Chemistry-LAB-Groups of 3/4

● Objective – SWBAT make silly putty and study its properties ● NGSS - MS-PS1-3 ● Opening – Do Now-In lab notebook, draw and label the lab set-up on the SmartBoard ● Activities – Read together Polymer science- In unit folder/google Drive. Review lab/Safety

rules and job roles. Students gather materials and follow procedure for making silly putty. Observe and gather data for data table. Leave plenty of time for clean-up and label groups baggie for next lesson

● Closure – What ratio of ingredients produced the best product? Lesson 12S: Topic- Experiment

● Objective – SWBAT Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text

● CCSS.ELA-LITERACY.CCRA.R.1 ● NGSS - ● Opening – Read silently, The Penny Experiment http://www.readworks.org/passages/penny-

experiment ● Activities – In notebook, students respond to questions sets. TTQA all and write open response

answers based on close reading of evidence in the text. ● Closure – Compare results of each of the penny experiments in the passage.

Lesson 13L: Topic Engineering Challenge: Materials Chemistry

● Objective – SWBAT experiment with different recipes to create silly putty with different properties

● NGSS - MS-PS1-3 ● Opening – With your group, analyze your data table and decide which recipe would produce ● the highest bounce or the longest stretch. ● Activities – Design Challenge: 1) Create a polymer with the highest bounce. OR 2) Create a

https://www.youtube.com/watch?v=6eCt0VDg-Kc

http://www.readworks.org/passages/matter-everywhere

http://www.readworks.org/passages/matter-everywhere

http://www.readworks.org/passages/penny-experiment

http://www.readworks.org/passages/penny-experiment

25

polymer with the longest stretch. Choose either formulation previously made and redesign or modify the procedure to make a material that is either elastic (stretchy) or rigid (bouncy).

● Test your design- Each group's material will be measured with a meter stick. Stretch test-best distance of three trials in cm. Bounce test-drop from 15 cm.

● Closure – If you could make the putty again, how would you change/modify? Lesson 13S: Topic Engineering Challenge: Materials Chemistry

● Objective – SWBAT experiment with different recipes to create silly putty with different properties

● NGSS - MS-PS1-3 ● Opening – Do Now: analyze data from Silly putty design challenge. ● Activities – Respond to Formulation questions and conclusion questions discuss with group

members ● Closure – In your own words, describe a polymer.

Lesson 14L: Topic Skills Assessment- Convection current lab

● Objective – SWBAT predict what will happen to cold water when heat is added ● NGSS - MS-PS1-4 ● Opening – Do Now: Predict-What will happen when heat is added to cold water? share with

group. Draw lab set-up ● Activities – Students complete convection current lab. ● Closure –

Lesson 14S: Topic Heat Transfer

● Objective – Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text

● CCSS.ELA-LITERACY.CCRA.R.1 ● NGSS - MS-PS1-4 ● Opening – Name and describe two other forms of heat transfer besides convection ● Activities – Read: What is Heat?

http://www.readworks.org/sites/default/files/lessons/what_is_heat_910_passage_and_questions_0.pdf

● Closure –

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Learning Plan Unit 2: Chemical Reactions

Duration: 2 Months

Lesson 1L: Topic Physical vs. Chemical Changes ● Objective – SWBAT analyze to determine evidence present to classify changes as either physical

or chemical ● NGSS -MS-PS1 ● Opening – Given an illustration, students identify the change as physical or chemical and identify

evidence to justify their choice. Discuss ● Activities –Bozeman Science Physical and Chemical Changes. Students watch podcast and take

notes. Asked to identify whether a change is physical or chemical and evidence. Discuss as a class https://www.youtube.com/watch?v=X328AWaJXvI

● Closure – Exit ticket- Boiling water is a chemical or physical change? Provide evidence Lesson 1S: Topic Physical and chemical changes

● Objective – SWBAT differentiate between physical and chemical changes and properties ● NGSS - MS-PS1-2 ● CCCS- RST.6-8.1 ● Opening – Watch Physical and Chemical properties of matter

http://ed.ted.com/on/MavGKZgT#watch ● Activities – Respond to video questions THINK ● Closure – List 5 physical properties of water

Lesson 2L: Topic Common Elements http://www.sciencedump.com/content/new-periodic-table-song

● Objective – SWBAT read the periodic table, using periodic table, identify common elements on the periodic table; understand that elements are made from only one type of atom; interact with atomic model to identify subatomic particles of an atom

● NGSS - MS-PS1-2 ● Opening – Do now- Given 6 images on the SmartBoard, students identify; Image, common

element(s) it is made of, name of element(s), and element symbol http://www.classzone.com/books/earth_science/terc/content/investigations/es0501/es0501page01.cfm?chapter_no=investigation

● Activities – Zoom in on a penny http://www.classzone.com/books/earth_science/terc/content/investigations/es0501/es0501page02.cfm?chapter_no=investigation. Build your own atom -Students build atoms on the smartBoard basehttp://www.classzone.com/books/earth_science/terc/content/investigations/es0501/es0501page03.cfm

● Closure – How many protons does Oxygen have? How do you know? Lesson 2S: Topic Element-Gold

● Objective – SWBAT Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

● NGSS - MS-PS1-2 ● CCSS.ELA-LITERACY.CCRA.R.1

https://www.youtube.com/watch?v=X328AWaJXvI

http://ed.ted.com/on/MavGKZgT#watch

http://www.classzone.com/books/earth_science/terc/content/investigations/es0501/es0501page01.cfm?chapter_no=investigation




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● Opening – Read silently The Allure of Gold http://www.readworks.org/passages/allure-gold ● Activities – Respond to passage question sets in notebook ● Closure – List 3 physical properties of gold.

Lesson 3L: Topic Properties of matter before and after reaction

● Objective – SWBAT Analyze and interpret data on substances before and after substances interact to determine if chemical or physical change has occurred. Collect data and analyze results

● NGSS - MS-PS1-2 ● Opening – Do now- identify physical properties of table Sugar and HCL. Watch

https://www.youtube.com/watch?v=zg9wmU7Z-6s sugar + HCL. Identify properties after reaction of sugar and HCL

● Activities Changing Sugar Lab-Investigate physical and Chemical changes. Students identify physical properties of sugar before and after being crushed and before and after being heated

http://science-class.net/archive/science-class/Lessons/Chemistry/Changes/changing_sugar.pdf Collect data and analyze results

● Closure – Explain difference between melting a sugar cube and melting an ice cube Lesson 3S: Topic Physical Properties

● Objective – SWBAT-Identify physical properties of matter, calculate density, recognize physical changes

● NGSS - MS-PS1-2 ● Opening – Given an image, identify 5 physical properties ● Activities – Read Physical Properties ● http://omsd.omsd.k12.ca.us/Teacher/judithv/Shared%20Documents/Interactive%20Reader%20

Pages/pages%2046-51.pdf ● Closure – What is density?

Lesson 4L: Topic Differentiate between physical and Chemical Changes

● Objective – Follow a multistep procedure precisely. Analyze and interpret data on substances before and after substances interact to determine if chemical or physical change has occurred. Differentiate between physical and chemical changes. Collect data and analyze results

● NGSS - MS-PS1-6 ● CCCS- RST.6-8.3 ● Opening – Review lab instructions and safety ● Activities – Lab Practical with a partner. Draw and label lab set-up, identify properties of chalk

and vinegar, Follow multistep procedure to determine whether change is physical or chemical. ● Closure – Combining Chalk and vinegar is what type of change? Cite evidence to support your

claim. Lesson 4S: Topic Physical Properties

● Objective – SWBAT-Identify physical properties of matter; calculate density, calculate volume, recognize physical changes

● NGSS - MS-PS1-2 ● Opening – Look at graduated cylinders on SmartBoard and calculate volume in ml.

http://sciencespot.net/Media/Starters/Stone/grad_cylinder_volume_starter.pptx ● Activities – Read Physical Properties interactive reader and complete all answers

https://www.youtube.com/watch?v=zg9wmU7Z-6s

http://science-class.net/archive/science-class/Lessons/Chemistry/Changes/changing_sugar.pdf

http://omsd.omsd.k12.ca.us/Teacher/judithv/Shared%20Documents/Interactive%20Reader%20Pages/pages%2046-51.pdf


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● http://omsd.omsd.k12.ca.us/Teacher/judithv/Shared%20Documents/Interactive%20Reader%20Pages/pages%2046-51.pdf

● Closure – Exit tix- When will an object sink in water? Lesson 5L: Topic Evidence of Chemical Change

● Objective –Analyze and interpret data on substances before and after substances interact to determine if chemical or physical change has occurred. Collect data and analyze results

● NGSS - MS-PS1-2 ● Opening – Read background information with students and explain station work ● Activities In groups, students move through 4 stations investigating chem reactions

o http://science-class.net/archive/science-class/Lessons/Chemistry/Changes/task_card_1.pdf Baking soda and Calcium Chloride

o http://science-class.net/archive/science-class/Lessons/Chemistry/Changes/task_card_2.pdf Cornstarch and Iodine

o http://science-class.net/archive/science-class/Lessons/Chemistry/Changes/task_card_3.pdf Epsom Salts and Washing Soda

o http://science-class.net/archive/science-class/Lessons/Chemistry/Changes/task_card_4.pdf Pennies, NaCl and Vinegar

● Closure – Give 3 physical properties of cornstarch Lesson 5S: Topic Formulas and subscripts

● Objective –Identify elements in a molecule and count atoms using coefficients and subscripts ● NGSS - MS-PS1-2 ● Opening – Counting atoms worksheet ● Activities Students take detailed notes identifying parts of a chemical formula

https://www.youtube.com/watch?v=e1aIbbVqrU4 ● Closure – What elements and how many atoms of each element are in a glucose molecule:

C6H12O6 Lesson 6L: Topic Evidence of Chemical Change

● Objective –Analyze and interpret data on substances before and after substances interact to determine if chemical or physical change has occurred. Collect data and analyze results

● NGSS - MS-PS1-2 ● Opening – Read background information with students and explain station work ● Activities In groups, students move through 4 stations investigating chem reactions

o http://science-class.net/archive/science-class/Lessons/Chemistry/Changes/task_card_1.pdf Baking soda and Calcium Chloride

o http://science-class.net/archive/science-class/Lessons/Chemistry/Changes/task_card_2.pdf Cornstarch and Iodine

o http://science-class.net/archive/science-class/Lessons/Chemistry/Changes/task_card_3.pdf Epsom Salts and Washing Soda

o http://science-class.net/archive/science-class/Lessons/Chemistry/Changes/task_card_4.pdf Pennies, NaCl and Vinegar

● Closure – Name 3 different signs of chemical change witnessed today. Lesson 6S: Topic Chemical Equations

● Objective – SWBAT write simple chemical equations, identify subscripts,



http://science-class.net/archive/science-class/Lessons/Chemistry/Changes/task_card_1.pdf








https://www.youtube.com/watch?v=e1aIbbVqrU4









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● NGSS - MS-PS1-5 ● Opening – Counting atoms worksheet ● Activities – A Beginner's Guide to Balancing Equations- Bozeman Science Students take notes

and practice balancing simple equations https://www.youtube.com/watch?v=_B735turDoM ● Closure- Why is it important to remember that you can NEVER change a subscript?

Lesson 7L: Topic What is a chemical Reaction? http://www.middleschoolchemistry.com/lessonplans/chapter6/lesson1

● Objective – Explain that for chemical reaction to take place, bonds between reactants are broken, the atoms rearrange and new bonds from to make products.

● NGSS - MS-PS1-5 ● Opening – ENGAGE- Review physical and chemical changes. Into exploring what actually

happens in a chemical reaction. ● Activities –Teacher uses small candle to demonstrate a chemical reaction between a candle wax

and oxygen in the air. Students observe and answer questions. http://www.middleschoolchemistry.com/pdf/chapter6/6.1_student.pdf

● EXPLAIN Project Image of Methane and Oxygen React. http://www.middleschoolchemistry.com/multimedia/chapter6/lesson1#chemical_reaction_methane

● Closure – What happens to the atoms of the reactants during a chemical reaction? Lesson 7S: Topic Physical vs. Chemical Changes http://www.t4t.org/wp-content/uploads/2013/07/T4T_8th-Grade_Chemistry_5E_LessonPlans_073113.pdf Lesson 6: Physical vs. Chemical Changes- TE, Page 10 http://www.t4t.org/wp-content/uploads/2013/07/T4T_8th-Grade_Chemistry_Student-Handouts_073113.pdf Physical vs. Chemical Changes-Page 42-43

● Objective – SWBAT categorize images of changes to determine whether it is physical or chemical change. Understand that chemical changes result in formation of new substances with new properties(due to rearranging atoms)

● NGSS - MS-PS1-5 ● Opening – WS page 42: With a partner categorize each image as chemical or physical changes.

use definitions of each to prove/justify choice. ● Activities – WS page 43: Explain/ Explore- Identify reactants from prior demo Burning a candle.

Provide evidence/proof of change in table. Analyze changes from do now activity. 1. Identify reactants and products. 2. determine if new substance is formed. 3. Support with evidence

● Closure – Apple Browning….Physical or chemical change….cite evidence for choice. Lesson 8L: Topic What is a chemical Reaction? http://www.middleschoolchemistry.com/teacherbackground/chapter6/chemical_reactions.php http://www.middleschoolchemistry.com/lessonplans/chapter6/lesson1

● Objective – Explain that for chemical reaction to take place, bonds between reactants are broken, the atoms rearrange and new bonds from to make products. Develop and use a model to describe how the total number of atoms does not change and the mass is conserved.

● NGSS - MS-PS1-5 ● Opening – EXPLORE- What actually happens in a chemical reaction. Where do atoms in product

of a chemical reaction come from? ● Activities – Students make a model to show that in a chemical reaction the atoms in the

https://www.youtube.com/watch?v=_B735turDoM


http://www.t4t.org/wp-content/uploads/2013/07/T4T_8th-Grade_Chemistry_5E_LessonPlans_073113.pdf


http://www.t4t.org/wp-content/uploads/2013/07/T4T_8th-Grade_Chemistry_Student-Handouts_073113.pdf


http://www.middleschoolchemistry.com/teacherbackground/chapter6/chemical_reactions.php


30

reactants rearrange to form the products. Prepare atom cut-outs. Teacher displays EXEMPLAR MODEL. Build reactants. Build products. Label all parts of the chemical equation

EXPLAIN http://www.middleschoolchemistry.com/pdf/chapter6/6.1_student.pdf http://www.middleschoolchemistry.com/multimedia/chapter6/lesson1#chemical_reaction_methane

● Closure – Name Key Evidence that a chemical change has taken place. Lesson 8S: Topic

● Objective – Understand the chemistry of a cold pack and understand that it is an endothermic reaction. Understand the chemistry of a hot pack and it is an exothermic reaction

● NGSS - MS-PS1-5 ● Opening – Watch : https://www.youtube.com/watch?v=-lHZg0tMdVU ● https://www.youtube.com/watch?v=DmjrFcf-2Ww ● http://www.stevespanglerscience.com/lab/experiments/homemade-hand-warmer ● Activities Students watch video explaining the science behind heat and cold packs. Make note

of important info ● Closure – List self warming/cooling devices you have used in past

Lesson 9L: Topic Energy Change in Chemical Reaction http://www.stevespanglerscience.com/lab/experiments/elephants-toothpaste# http://www.coolscience.org/CoolScience/KidScientists/h2o2.htm

● Objective –SWBAT define decomposition reaction as breaking into component parts. Define catalyst. Classify chemical reaction as exothermic

● NGSS - MS-PS1-5 ● Opening- Show students video of a variation of the experiment they will perform

http://www.stevespanglerscience.com/lab/experiments/elephants-toothpaste?modal=1&videoid=2crFb3Z6aSY&autoplay=1

● Activities –Elephant’s toothpaste: Decomposition of hydrogen peroxide with yeast. With a partner students mix peroxide, soap and yeast. Observe and note changes

● Closure – What ingredient in this experiment served as the catalyst? Lesson 9S: Topic Hypothermia http://www.t4t.org/wp-content/uploads/2013/07/T4T_8th-Grade_Chemistry_Student-Handouts_073113.pdf Article 4 Hypothermia Kills

● Objective – SWBAT recognize signs of Hypothermia. Identify key prevention techniques such as space blankets, thermal blankets, rain suits, ski suits

● NGSS - MS-PS1-5 ● CCCS- RST.6-8.1 ● Opening – Ask students if they have ever hiked or been camping. What did they use to stay

warm? Remind students about final project. Ask students to name any portable device they have used or seen to provide warmth in similar situations.

http://www.ted.com/talks/jane_chen_a_warm_embrace_that_saves_lives?language=en ● Activities- Read together article 4-Hypothermia Kills or http://prepforshtf.com/hypothermia-

avoid-recognize-symptoms/#.VbtlD01VhBe ● Closure – Share ideas for final project

Lesson 10L: Topic Energy Change in Chemical Reaction http://www.middleschoolchemistry.com/lessonplans/chapter6/lesson7

● Objective – Students will be able to define an endothermic and exothermic reaction. Students

https://www.youtube.com/watch?v=-lHZg0tMdVU

http://www.stevespanglerscience.com/lab/experiments/elephants-toothpaste

http://www.coolscience.org/CoolScience/KidScientists/h2o2.htm



31

will be able to use the concept of energy in bond breaking and bond making to explain why one reaction can be endothermic and another reaction can be exothermic. Student will conduct two chemical reactions

● NGSS - MS-PS1-5 ● Opening – Remind students that the decomposition reaction of hydrogen peroxide/Elephant

Toothpaste Lab caused the temperature of the solution to increase. Show students 3 chemical reactions where the temperature increases drastically. http://www.middleschoolchemistry.com/multimedia/chapter6/lesson7#thermite

● http://www.middleschoolchemistry.com/multimedia/chapter6/lesson7#nitrogen_triiodide http://www.middleschoolchemistry.com/multimedia/chapter6/lesson7#white_phosphorous

● Activities- Partners measure temperature change during chemical reaction of baking soda and vinegar and reaction between baking sodium solution and calcium chloride. Discuss student observations and ask questions. Project images of each reaction to explain

● http://www.middleschoolchemistry.com/multimedia/chapter6/lesson7#baking_soda_calcium_chloride

● http://www.middleschoolchemistry.com/multimedia/chapter6/lesson7#baking_soda_and_vinegar

● Closure – What is the highest temperature reached during your group’s reaction Lesson 10S: Topic Self Warming/Cooling devices

● Objective – SWBAT research devices for self-warming/cooling ● NGSS - MS-PS1-5 ● CCCS- RST.6-8.1 ● Opening – Read together Self-warming cooling devices ● Activities- After reading article below, student research other self warming devices using

different chemical combinations. http://www.idspackaging.com/common/paper/Paper_219/Butler_selfheating%20cooling%20packaging%20(2).pdf

● Closure – reflect on 2 ideas found during research Lesson 11L: Topic Lesson 7- Investigating Temperature Change as evidence_ 2 full blocks http://www.t4t.org/wp-content/uploads/2013/07/T4T_8th-Grade_Chemistry_5E_LessonPlans_073113.pdf http://www.t4t.org/wp-content/uploads/2013/07/T4T_8th-Grade_Chemistry_Student-Handouts_073113.pdf

● Objective – SWBAT evaluate a change as either chemical or physical (based on criteria) and use evidence to prove if the change is exothermic or endothermic.

● NGSS - MS-PS1-6 ● Opening – Review vocabulary: chemical change, physical change, endothermic, exothermic,

reactants, products. Methane reaction energy-Review image of methane reaction as a exothermic reaction http://www.middleschoolchemistry.com/multimedia/chapter6/lesson7

Teacher asks, “What holds atoms together in molecular compounds?” What must be needed in order to break the bonds? Discuss

● Activities – Students are reminded of culminating project: designing a self heating/cooling device for application of their choice i.e., glove, coaster, headband, that cools or warms.

Explain that in chemical reactions, bonds are formed or broken apart and there is a change in energy.

http://www.middleschoolchemistry.com/multimedia/chapter6/lesson7#thermite

http://www.middleschoolchemistry.com/multimedia/chapter6/lesson7#nitrogen_triiodide

http://www.middleschoolchemistry.com/multimedia/chapter6/lesson7#white_phosphorous

http://www.middleschoolchemistry.com/multimedia/chapter6/lesson7#baking_soda_calcium_chloride

http://www.middleschoolchemistry.com/multimedia/chapter6/lesson7#baking_soda_calcium_chloride

http://www.idspackaging.com/common/paper/Paper_219/Butler_selfheating%20cooling%20packaging%20(2).pdf

http://www.idspackaging.com/common/paper/Paper_219/Butler_selfheating%20cooling%20packaging%20(2).pdf



32

Energy is either released (Exothermic) or absorbed (Endothermic). In final project: do you want a reaction that absorbs energy or releases it? How can we measure it? Touch? Thermometer? Pairs of students will choose between available chemicals to design a test to see: Does chemical reaction or physical change occur? What is evidence? Is energy released or absorbed? How Much energy? Could this reaction be used in final project? Student pairs complete Engage and Explore portion of activity

● Closure – How will you know if a chemical reaction has occurred? Lesson 11S:Topic Lesson 7- Investigating Temperature Change as evidence 2 full blocks http://www.t4t.org/wp-content/uploads/2013/07/T4T_8th-Grade_Chemistry_5E_LessonPlans_073113.pdf http://www.t4t.org/wp-content/uploads/2013/07/T4T_8th-Grade_Chemistry_Student-Handouts_073113.pdf

● Objective – SWBAT Write a materials list and procedure to perform an experiment to evaluate a change as either chemical or physical (based on criteria) and use evidence to prove if the change is exothermic or endothermic.

● NGSS - MS-PS1-6 ● Opening – Student pairs write materials list and procedures including safety aspects. Pairs share

procedures with others and have checked by teacher. Groups of students may pick the same chemicals for their experiment; however teacher should ensure that most chemicals are used to give students a variety of results to choose from when designing their self warming/cooling device.

● Activities – Revise as needed ● Closure – Share procedures and safety precautions to prepare for Next day

Lesson 12L: Topic Lesson 7- Investigating Temperature Change as evidence 2 full blocks http://www.t4t.org/wp-content/uploads/2013/07/T4T_8th-Grade_Chemistry_5E_LessonPlans_073113.pdf http://www.t4t.org/wp-content/uploads/2013/07/T4T_8th-Grade_Chemistry_Student-Handouts_073113.pdf

● Objective – SWBAT evaluate a change as either chemical or physical (based on criteria) and use evidence to prove if the change is exothermic or endothermic.

● NGSS - MS-PS1-6 ● Opening – Student pairs review their procedure and set up materials ● Activities – Students perform experiment and record observations/results on handout to report

to class. Students fill out handout (which includes table of reactants used, products formed, type of change, evidence of change, and temperature change) after sharing results of experiment Students share results by one or more of the following (students record results of other groups on handout): 1) present results to whole class, 2) Gallery walk looking at results with group member explaining the results at each poster, 3) student pairs make appointments with other groups to share findings. Students fill out handout (which includes table of reactants used, products formed, type of change, evidence of change, and temperature change) after sharing results of experiment.

● Closure – Was your reaction an exothermic or endothermic reaction. How do you know? Lesson 12S: Topic -Analyze results of previous experiments

● Objective – SWBAT analyze results from class’s experiments. ● NGSS - MS-PS1-6









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● Opening – Analyze results of class’s experiments with your partner. ● Activities- You and your partner will choose chemicals you will use for final project based on

class results. Complete conclusion explaining which chemicals you will use. Then using data from experiments justify your choice.

● Closure - Reflection-Students begin to brainstorm a device that could use the chemicals to self-warm or cool itself.

Lesson 13L: Topic Design of self-warming/cooling device with use of exo/endothermic reactions Lesson 13 http://www.t4t.org/wp-content/uploads/2013/07/T4T_8th-Grade_Chemistry_5E_LessonPlans_073113.pdf http://www.t4t.org/wp-content/uploads/2013/07/T4T_8th-Grade_Chemistry_Student-Handouts_073113.pdf

● Objective – SWBAT evaluate the results of their (and classes) chemical reactions and class discussions to design and then construct a self-warming/cooling device for use.

● NGSS - MS-PS1-6 ● RST.6-8.3 ● Opening – Teacher shows students a movie clip

https://www.youtube.com/watch?v=hmO0dfO2oTg showing hypothermia and goes over areas most commonly affected. Students can also read article, etc. to gather some quick information about hypothermia, heat stroke, etc (other examples of cooling and warming devices) to inform their choice of a device. If not done previously, students are given specific assignment criteria for self warming/cooling device

● Activities –In groups, students decide on type of device they will design. TEACHER EXPLAINS: You and your group are in charge of using chemicals to make a self-warming/cooling device for people to use. You can design any type of device, but your design must use the chemicals to heat or cool it in safe way. Your device can be for any situation where it might be useful: everyday use, military, skiing, hiking, fishing, boating, etc. Your Assignment: You and your group must design (and construct) a device that uses a chemical process to warm or cool itself. Then, you must present your device (and design) to the class. The presentation must include: 1) the device (or poster design of device) which can be used (at least once) to demonstrate how it warms/cools itself 2) A diagram of your device with labels and measurements 3) A written explanation/advertisement of: who will use your device? how your device works? Why is your device useful? A slogan or name for your device.

● Closure – List pertinent safety precaution to follow during your procedure Lesson 13S: Topic Design of self-warming/cooling device with use of exo/endothermic reactions Lesson 13 http://www.t4t.org/wp-content/uploads/2013/07/T4T_8th-Grade_Chemistry_5E_LessonPlans_073113.pdf http://www.t4t.org/wp-content/uploads/2013/07/T4T_8th-Grade_Chemistry_Student-Handouts_073113.pdf Objective – SWBAT evaluate the results of their (and classes) chemical reactions and class discussions to design and then construct a self-warming/cooling device for use.

● NGSS - MS-PS1-6 ● RST.6-8.3





https://www.youtube.com/watch?v=hmO0dfO2oTg





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● Opening – Students review criteria for final project: self warming/cooling device ● Activities –In groups, students decide on type of device they will design. TEACHER EXPLAINS:

You and your group are in charge of using chemicals to make a self-warming/cooling device for people to use. You can design any type of device, but your design must use the chemicals to heat or cool it in safe way. Your device can be for any situation where it might be useful: everyday use, military, skiing, hiking, fishing, boating, etc. Your Assignment: You and your group must design (and construct) a device that uses a chemical process to warm or cool itself. Then, you must present your device (and design) to the class. The presentation must include: 1) the device (or poster design of device) which can be used (at least once) to demonstrate how it warms/cools itself 2) A diagram of your device with labels and measurements 3) A written explanation/advertisement of: who will use your device? how your device works? Why is your device useful? A slogan or name for your device.

● Closure- Share device creations thus far Lesson 14L: Topic Design of self-warming/cooling device Lesson 13 http://www.t4t.org/wp-content/uploads/2013/07/T4T_8th-Grade_Chemistry_5E_LessonPlans_073113.pdf http://www.t4t.org/wp-content/uploads/2013/07/T4T_8th-Grade_Chemistry_Student-Handouts_073113.pdf

● Objective – SWBAT design (and construct) a device that uses a chemical process to warm or cool itself. Present your device (and design) to the class. The presentation must include: 1) the device (or poster design of device) which can be used (at least once) to demonstrate how it warms/cools itself 2) A diagram of your device with labels and measurements 3) A written explanation/advertisement of: who will use your device? how your device works? Why is your device useful? A slogan or name for your device. Your presentation must address the following: What will your device be used for? Why is it needed? What problem does your device solve? How did you choose the chemicals to be used? What was your process? (Include data from experiments) What materials did you use to build your device and why? What problems might still need to be worked out before a device like this might actually be used

● NGSS - MS-PS1-6 ● RST.6-8.3 ● Opening – Reiterate assignment criteria for self warming/cooling device: The presentation

must include: 1) the device (or poster design of device) which can be used (at least once) to demonstrate how it warms/cools itself 2) A diagram of your device with labels and measurements 3) A written explanation/advertisement of: who will use your device? how your device works? Why is your device useful? A slogan or name for your device. Your presentation must address the following: What will your device be used for? Why is it needed? What problem does your device solve? How did you choose the chemicals to be used? What was your process? (Include data from experiments) What materials did you use to build your device and why? What problems might still need to be worked out before a device like this might actually be used?

● Activities –In groups, students complete final project ● Closure- What type of other invention might your device lead to in future? What is most

challenging about design process Lesson 14S: Topic Presentations: Design of self-warming/cooling device Lesson 13 http://www.t4t.org/wp-content/uploads/2013/07/T4T_8th-






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Grade_Chemistry_5E_LessonPlans_073113.pdf http://www.t4t.org/wp-content/uploads/2013/07/T4T_8th-Grade_Chemistry_Student-Handouts_073113.pdf

● Objective – SWBAT present device and design to class. ● NGSS - MS-PS1-6 ● RST.6-8.3 ● Opening – Peer evaluation rubric explanation ● Activities –Student groups present their final design. Students complete peer evaluation (as

audience members) and self evaluation following their presentation ● Closure –How can your group improve as a team? Cite specific individual goals for self

improvement




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Learning Plan Unit 3: Matter and Energy in Organisms and Ecosystems

Duration: 2 Months

Lesson 1L: Topic: Energy Flow through an organism

Objective – Students will be able to understand and explain how energy flows into and out of an organism.

NGSS #2- MS-LS1-6 Matter and Energy in Organisms and Ecosystems

Opening –Try to make a mental picture of how energy enters and leaves a tree. Illustrate this image and explain how energy flows into the tree and how energy leaves the tree. What does the tree take in and what does the tree give off?

Activities - http://www4.uwsp.edu/cnr/wcee/keep/Mod1/Flow/foodchains.htm - Read as a class.

http://www.zephyrus.co.uk/foodpuzzlechain.html Energy in the Ecosystem Web-Quest

Introduction to Performance Task, students will brainstorm Ecosystem Diorama P-task. (M-Drive 2015- 2015 course material)

Closure – Students share ideas for P-Task, questions and concerns? Lesson 1S: Topic: Energy flow through an ecosystem

Objective – Students will be able to understand, explain and create a model to demonstrate how matter is cycled through an ecosystem.

NGSS - #2- MS-LS1-6 RST.6-8.1 RST.6-8.2 WHST.6-8.2

Opening – What is a nutrient?

Activities – http://www.readworks.org/passages/eco-pyramid - students read passage and cite textual evidence to support their answers, demonstrate reading comprehension and construct cohesive written responses.

Closure – What did you learn today that you did not know prior to this lesson? Lesson 2L: Topic: Photosynthesis

Objective – Students will be able to identify the step, reactants, products of photosynthesis and understand that the Sun is the constant energy source of Earth.

NGSS - #2- MS-LS1-6

Opening – Imagine an Earth without trees or plants, write 2 paragraphs detailing what Earth would look like and what living things would inhabit Earth.

Activities - http://science-class.net/archive/science-class/PowerPoints/PandR_files/frame.htm (Students will take notes and will participate in class discussion)

http://www.kbteachers.com/plants/photosynthesis-illustrated.html

Closure – Tweet about the importance of the Sun. https://s-media-cache-ak0.pinimg.com/236x/18/14/ef/1814ef0ef11d0ba82fbd7afbba008090.jpg

Lesson 2S: Topic: Photosynthesis

Objective – Students will be able to understand and explain photosynthesis.

NGSS - #2- MS-LS1-6

http://www4.uwsp.edu/cnr/wcee/keep/Mod1/Flow/foodchains.htm

http://www.zephyrus.co.uk/foodpuzzlechain.html

http://science-class.net/archive/science-class/PowerPoints/PandR_files/frame.htm

http://science-class.net/archive/science-class/PowerPoints/PandR_files/frame.htm

http://www.kbteachers.com/plants/photosynthesis-illustrated.html

https://s-media-cache-ak0.pinimg.com/236x/18/14/ef/1814ef0ef11d0ba82fbd7afbba008090.jpg


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Opening – What do plants and trees require to carry out photosynthesis?

Activities –https://www.superteacherworksheets.com/reading-comp/4th-photosynthesis_WMTFZ.pdf - Read passage, answer multiple choice questions and cite textual evidence to support written responses.

Closure – How does photosynthesis relate to the flow of energy and matter through and ecosystem? Create a Tweet https://s-media-cache-ak0.pinimg.com/236x/18/14/ef/1814ef0ef11d0ba82fbd7afbba008090.jpg

Lesson 3L: Topic: Photosynthesis

Objective – Students will be able to construct a model to demonstrate the chemical equation of photosynthesis. (Colored Links or Model kit)

NGSS - #2- MS-LS1-6

Opening – What is the constant energy source on Earth?

Activities – http://www.wonderville.ca/asset/photosynthesis Interactive Students will construct a model to demonstrate the chemical equation of photosynthesis using either colored links or an atomic model kit. Example: http://columbia4.org/cms/lib07/IL01001406/Centricity/Domain/447/ModelingPhotosynthesisandCellularRespiration.pdf

Closure – Name the reactants and the products of photosynthesis. Lesson 3S: Topic: Matter and Energy in the Environment

Objective – Students will be able to describe how matter moves within and ecosystem.

NGSS - #2- MS-LS1-6

Opening – “Before You Read” page 336

Activities – “Read to Learn” pages 336 – 342 “Matter and Energy in the Environment” http://www.somersetcanyons.com/ourpages/auto/2015/4/24/57569571/Cycles%20of%20Matter.pdf

Closure – Imagine that there are no plants on Earth, would we have enough oxygen to survive? Why or why not?

Lesson 4L: Topic – Carbon Cycle

Objective – Students will be able to explain the energy flow of an ecosystem, specifically carbon.

NGSS - #2- MS-LS1-6

Opening – How do plants and animals depend on each other? What do humans give off that plants need for photosynthesis? (1 Paragraph)

Activities – http://study.com/academy/lesson/cycles-of-matter-the-nitrogen-cycle-and-the-carbon-cycle.html#lesson Video clip

http://www.windows2universe.org/earth/climate/carbon_cycle.html Interactive game (Independently or as a class)

http://www.classzone.com/books/earth_science/terc/content/visualizations/es0106/es0106page01.cfm?chapter_no=visualization - These images show evidence of just one part of the global carbon cycle, the process that moves carbon from the atmosphere to the biosphere.

Students create a model of the carbon cycle. ( 2D or 3D)



http://www.wonderville.ca/asset/photosynthesis

http://columbia4.org/cms/lib07/IL01001406/Centricity/Domain/447/ModelingPhotosynthesisandCellularRespiration.pdf

http://columbia4.org/cms/lib07/IL01001406/Centricity/Domain/447/ModelingPhotosynthesisandCellularRespiration.pdf

http://www.somersetcanyons.com/ourpages/auto/2015/4/24/57569571/Cycles%20of%20Matter.pdf

http://www.somersetcanyons.com/ourpages/auto/2015/4/24/57569571/Cycles%20of%20Matter.pdf

http://study.com/academy/lesson/cycles-of-matter-the-nitrogen-cycle-and-the-carbon-cycle.html#lesson

http://study.com/academy/lesson/cycles-of-matter-the-nitrogen-cycle-and-the-carbon-cycle.html#lesson

http://www.windows2universe.org/earth/climate/carbon_cycle.html

http://www.classzone.com/books/earth_science/terc/content/visualizations/es0106/es0106page01.cfm?chapter_no=visualization


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Closure – Name two ways that plants release carbon. Lesson 4S: Topic: Energy of an Ecosystem

Objective – Students will be able to identify the source of energy for plants and animals.

NGSS – # 3 MS-LS1-7 RST.6-8.1 RST.6-8.2 WHST.6-8.2

Opening – Name the source of energy for all plants and animals.

Activities- http://www.readworks.org/passages/food-energy

Closure – What does the word “Solar” mean? Lesson 5L: Topic – Carbon Dioxide Cycles

Objective – Students will be able to conduct an investigation to determine how carbon dioxide cycles through a biological system.

NGSS – # 3 MS-LS1-7

Opening – Why do all organisms dependent on a healthy carbon dioxide-oxygen balance?

http://www.bbc.co.uk/education/guides/z72v4wx/activity

Activities -

http://lhsblogs.typepad.com/files/cell-respiration-virtual-lab.pdf http://www.classzone.com/cz/books/bio_07/resources/htmls/virtual_labs/virtualLabs.html Student will conduct a virtual lab.

Closure – Why you need to add the Elodea to your snail aquarium? Lesson 5S: Topic: Cycles of Matter

Objective – Read and comprehend complex literary and informational science texts independently and proficiently. Understand the energy flow of an ecosystem.


Opening – What types of matter on Earth cycle through an ecosystem?

Activities – Read pages 713- 720 in the “Interactions of Life” textbook (Independently or as a class) and answer questions 1-9 on page 720.

Closure – What is your part in the Oxygen cycle? Lesson 6L: Topic: Water Cycle

Objective – Students will be able to explain the

NGSS - #2- MS-LS1-6

Opening – Think: Pair- Share: What is precipitation? Where does the rain water come from?

Activities – http://www.classzone.com/books/earth_science/terc/content/visualizations/es0105/es

http://www.readworks.org/passages/food-energy

http://www.bbc.co.uk/education/guides/z72v4wx/activity

http://lhsblogs.typepad.com/files/cell-respiration-virtual-lab.pdf

http://www.classzone.com/cz/books/bio_07/resources/htmls/virtual_labs/virtualLabs.html

http://www.classzone.com/cz/books/bio_07/resources/htmls/virtual_labs/virtualLabs.html


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0105page01.cfm?chapter_no=visualization (As a class or independently)

Water Cycle Power Point – (M-Drive 2015-2016 Science course material) Students will take notes and participate in a class discussion.

Closure – http://bogglesworldesl.com/watercycle_worksheets.htm - Water cycle Close worksheet.

Lesson 6S: Topic – Water Cycle

Objective – Students will be able to understand and explain the water cycle.

NGSS – #2- MS-LS1-6 RST.6-8.1 RST.6-8.2 WHST.6-8.2

Opening – How many states of water are there?

Activities – http://www.readworks.org/passages/life-cycle-snowman (Student will read independently or as a class and answer multiple choice questions and short constructed response questions)

Closure – Exit ticket: Describe how precipitation is caused Lesson 7L: Topic- Water Cycle

Objective – Students will be able to demonstrate and explain vaporization, evaporation and the water cycle.

NGSS - #2- MS-LS1-6

Opening – In your own words define vaporization and evaporation and how they relate to the water cycle.

Activities – http://scienceprojectideasforkids.com/2009/water-cycle/ Water cycle lab.

Closure – The bottle looks clear at first, then its sides look cloudy. As time passes, the tiny droplets combine forming larger drops. Some of the drops fall and others run down the inside of bottle. Why?

Lesson 7S: Topic - Ecosystems

Objective – Every ecosystem on earth depends on a delicate balance among all of the different forms of life within it.

NGSS - - #4- MS-LS2-1 RST.6-8.1 RST.6-8.2 WHST.6-8.2

Opening – what is an ecosystem?

Activities – http://www.readworks.org/sites/default/files/passages/940_all_the_pieces_matter.pdf

(Student will read independently or as a class and answer multiple choice questions and short constructed response questions)

Closure – According to Mr. Freamon, what does every ecosystem on earth depend on? Lesson 8L: Topic -The effect of resource availability on an organism

Objective – Students will analyze and interpret data to understand and explain the


http://bogglesworldesl.com/watercycle_worksheets.htm

http://www.readworks.org/passages/life-cycle-snowman

http://scienceprojectideasforkids.com/2009/water-cycle/

http://www.readworks.org/sites/default/files/passages/940_all_the_pieces_matter.pdf

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effect of changes in biotic and abiotic factors and resource availability on organisms.

NGSS – 4 MS-LS2-1

Opening – Can populations grow indefinitely? Why or Why not? Support your answer.

Activities –

http://www.ecokids.ca/pub/eco_info/topics/frogs/chain_reaction/play_chainreaction.cfm

eco kids – chain reaction interactive – students build a food chain and explore the effects of an increase or decrease in the number of any of the organisms in the ecosystem and how the availability of resources effect a population of organisms.

“Moose and Wolves Relations” Challenge Lesson 1 page 21, Biomes and Ecosystems (Glencoe)

Closure – Give two examples of factors that would affect the sustainability of an organism.

Lesson 8S: Topic- The delicate balance of an ecosystem

Objective – Students will understand the delicate balance of an ecosystem and be able to explain the interactions and interdependence of biotic and abiotic factors

NGSS - -#2- MS-LS1-6 RST.6-8.1 RST.6-8.2 WHST.6-8.2

Opening – What is an ecosystem? List 3 different ecosystems.

Activities http://www.readworks.org/sites/default/files/passages/1000_the_ecosystem_of_the_forest_0.pdf

Closure – What is a decomposer and what do they do? Exit Ticket Lesson 9L: Topic- The effect of the availability of resources on an ecosystem

Objective – Students will analyze and interpret data using a model to represent the effect of resource availability on organisms.

NGSS - #4- MS-LS2-1

Opening – Name biotic and abiotic resources that animals must compete for in order to survive. What happens if the population of one organism in an ecosystem increases very quickly?

Activities – http://concord.org/stem-resources/virtual-ecosystem

Interactive activity, students explore the effects of an increase of the population of a given organism in an ecosystem.

http://concord.org/stem-resources/experiment-ecosystems

Closure – How does the availability of grass and plants effect an ecosystem? Lesson 9S: Topic - Biodiversity

Objective – Students will be able to explain the effects of limited water supply on an ecosystem.

NGSS - #4 MS-LS2-1

Opening – How would a limited water supply effect an ecosystem?

http://www.readworks.org/sites/default/files/passages/1000_the_ecosystem_of_the_forest_0.pdf

http://www.readworks.org/sites/default/files/passages/1000_the_ecosystem_of_the_forest_0.pdf

http://concord.org/stem-resources/virtual-ecosystem

41

Activities –http://www.readworks.org/passages/how-water-loss-affects-biodiversity (Student will read independently or as a class and answer multiple choice questions and short constructed response questions)

Closure – How might humans help prevent losses in biodiversity? Lesson 10L: Topic – Energy Flow Model

Objective – Students will design a model of an ecosystem demonstrating the flow of matter and energy.

NGSS - #5 MS-LS2-3

Opening – List five biotic and abiotic factors of the ecosystem your team chose for your Performance Task and share with your partner/team.

Activities – Ecosystem Diorama P-task. (M-Drive 2015- 2015 course material) Students will develop a 3-D model of an ecosystem demonstrating the flow of energy through the ecosystem including biotic and abiotic factors.

Assign job titles to each member of your group (Facilitator, artist, note taker, materials manager)

Research ecosystem

Design the layout and supplies needed to construct the 3-D model

Assign tasks to each team member and supplies to contribute (students must down responsibilities/supplies in their planner)

Closure – What should you remember when completing a group/team project? Write a Tweet

Lesson 10S: Topic

Objective – Student’s will explore eco-friendly techniques that can be utilized to meet our energy needs using the natural energy flow of Earth.

NGSS – MS-LS2-4 RST.6-8.1 RST.6-8.2 WHST.6-8.2

Opening – How could we use the Earth’s energy flow to power our homes?

Activities – http://www.readworks.org/sites/default/files/passages/1230_the_cooling_from_the_warmth_of_nature_0.pdf (Student will read independently or as a class and answer multiple choice questions and short constructed response questions)

Closure – What can electricity from solar power be used for? Lesson 11L: Topic Energy flow of an ecosystem

Objective – Students will design and construct an energy flow model of an ecosystem

NGSS – MS-LS2-3

Opening – What do you find difficult about working with a group/team? What do you find easier about working was a group/team?

Activities –Students will construct their ecosystem model as a team, using the rubric as a checklist. Students will keep in mind their team roles.

Closure – When planning a project, what would you do differently next time?

http://www.readworks.org/passages/how-water-loss-affects-biodiversity

http://www.readworks.org/sites/default/files/passages/1230_the_cooling_from_the_warmth_of_nature_0.pdf

http://www.readworks.org/sites/default/files/passages/1230_the_cooling_from_the_warmth_of_nature_0.pdf

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What did you learn about designing and planning a project that may be helpful to remember next time?

Lesson 11S: Topic Model Presentation

Objective – Students will be able to clearly explain and present to the class the energy flow within their ecosystem and the delicate balance of biotic and abiotic factors.

NGSS - MS-LS2-3

Opening – Write a paragraph on things you should remember when presenting to an audience.

Activities – Student presentation of their performance task. The students in the audience will provide presenting students with constructive criticism and specific compliments.

Closure – What do all of the ecosystems presented have in common?

Lesson 12L: Topic- Human Impact

Objective – Make a connection about personal consumption and how the waste each of us generates can have a negative impact on the environment

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

NGSS - # 6 MS-LS2-4

Opening –Pairs of students are given an illustration of a sea animal in or among debris in ocean.

Ask student to describe what is going on in the picture, reflect on how it makes them feel, can you do anything about it?

Discuss

Activities – Video Clip “Plastic Paradise”

http://www.imdb.com/video/wab/vi3216549401

Video clip “When a Bird Eats Plastic” https://www.youtube.com/watch?v=dAL9Xvrg3hI

Read and discuss “You are What You Eat Plastics and Marine Life” http://www.usc.edu/org/cosee-west/October06Resources/Activities/Elementary/You%20Are%20What%20You%20Eat.pdf

Or http://www-tc.pbs.org/kqed/oceanadventures/educators/pdf/OceanAdv-WhatYouEat.pdf

Closure – What types of plastics end up in the surface zone and why? Lesson 12S: Topic

Objective – Students will explore ocean cleaning techniques and discovering that even teenager can have a positive influence on our environment.

NGSS - # 6 MS-LS2-4

Opening – Brainstorm – How could we improve the cleanliness of the oceans?

Activities – http://inhabitat.com/19-year-old-student-develops-ocean-cleanup-array-that-could-remove-7250000-tons-of-plastic-from-the-worlds-oceans/

Discuss possible ocean cleaning ideas

Closure – How can you as a middle school student do your part to improve the

http://www.imdb.com/video/wab/vi3216549401

https://www.youtube.com/watch?v=dAL9Xvrg3hI

http://www.usc.edu/org/cosee-west/October06Resources/Activities/Elementary/You%20Are%20What%20You%20Eat.pdf



http://inhabitat.com/19-year-old-student-develops-ocean-cleanup-array-that-could-remove-7250000-tons-of-plastic-from-the-worlds-oceans/

http://inhabitat.com/19-year-old-student-develops-ocean-cleanup-array-that-could-remove-7250000-tons-of-plastic-from-the-worlds-oceans/

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environment, (be specific)? Lesson 13L: Topic

Objective –students will explore how our consumption of plastics has affected marine species deaths and increased human health risks, and it explores possible long-term solutions.

NGSS - # 6 MS-LS2-4

Opening – Video clip “Are You Eating Plastic for Dinner?” http://video.nationalgeographic.com/video/short-film-showcase/are-you-eating-plastic-for-dinner

Activities –Game

“You are What You Eat Plastics and Marine Life” http://www.usc.edu/org/cosee-west/October06Resources/Activities/Elementary/You%20Are%20What%20You%20Eat.pdf

Or http://www-tc.pbs.org/kqed/oceanadventures/educators/pdf/OceanAdv-WhatYouEat.pdf

Closure –Given a picture prompt, how does the human impact of previous generation effect future generations. How is this child life effected by plastics in their environment? (Tweet)

http://www.theguardian.com/environment/gallery/2009/jun/05/waste-world-environment-day

Lesson 13S: Topic- The effect of physical and biological components on ecosystem populations.

Objective – Students will understand the cause and effect relationship between components of an ecosystem and population size.

NGSS - # 6 MS-LS2-4

Opening – http://www.abpischools.org.uk/activescience/module3/group1.html

Rabbit population interactive explores how availability of food, water and other resources causes changes in rabbit populations.

Activities – http://www.readworks.org/sites/default/files/lessons/the_short_term_impact_of_the_zebra_mussel_invasion_1000_passage_and_questions.pdf

Closure – Once scientists understood the short-term impact of the zebra mussel invasion, they started to wonder about the invasion’s long-term impact on the ecosystem. Why might

the Hudson River ecosystem look different many years after the zebra mussel invasion than it did just a few years after the invasion? Use evidence from the text to support

your answer. Lesson 14L: Topic Human Footprint

Objective – Students will be able to understand the impact they exert on Earth and develop possible footprint reduction techniques.

NGSS - # 6 MS-LS2-4

Opening – How much garbage do you think you produce in a day? Calculate your estimated garbage production for a month and a year (In pounds).

Activities – Video clip from the Human Footprint.

http://video.nationalgeographic.com/video/short-film-showcase/are-you-eating-plastic-for-dinner

http://video.nationalgeographic.com/video/short-film-showcase/are-you-eating-plastic-for-dinner




http://www.abpischools.org.uk/activescience/module3/group1.html

http://www.readworks.org/sites/default/files/lessons/the_short_term_impact_of_the_zebra_mussel_invasion_1000_passage_and_questions.pdf

http://www.readworks.org/sites/default/files/lessons/the_short_term_impact_of_the_zebra_mussel_invasion_1000_passage_and_questions.pdf

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http://channel.nationalgeographic.com/videos/human-footprint/

Interactive Human foot print activity – students independently explore hoe their life impacts the environment.

http://www.wwf.org.au/our_work/people_and_the_environment/human_footprint/footprint_calculator/

http://footprintnetwork.org/en/index.php/GFN/page/calculators/

Closure – What do you think big businesses can do to reduce our carbon footprint? Lesson 14S: Topic Physical and Biological components of an ecosystem

Objective – Students will analyze data and develop conclusion about the relationship of life expectancy and available resources of a nation.

NGSS - # 6 MS-LS2-4 RST.6-8.1 RST.6-8.2 WHST.6-8.2

Opening – How do you think the population of a nation is effected by the size of its coastline, accessibility of water and forest land? Activities – read http://www.readworks.org/sites/default/files/passages/non_prose_north_america_comparing_data_from_different_countries_around_the_world.pdf (Student will read independently or as a class and answer multiple choice questions and short constructed response questions)

Closure – If you grew up in a different country, do you think your life expectancy would change and why?

http://channel.nationalgeographic.com/videos/human-footprint/



http://footprintnetwork.org/en/index.php/GFN/page/calculators/

http://www.readworks.org/sites/default/files/passages/non_prose_north_america_comparing_data_from_different_countries_around_the_world.pdf

http://www.readworks.org/sites/default/files/passages/non_prose_north_america_comparing_data_from_different_countries_around_the_world.pdf

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Learning Plan Unit 4: Interdependence Relationships in Ecosystems

Duration: 2 Months

Lesson 1L: Topic Symbiosis

Objective – Students will be able to identify and explain different types of symbiotic relationships.

NGSS #4- MS-LS2-5

Opening – Students will be given the definitions of mutualism, commensalism and parasitism and identify the type of symbiosis exists between two organisms. http://commoncorecoffey.weebly.com/uploads/8/4/0/1/8401709/symbiosis_ws_sc.pdf

Activities – Video clip and quiz. http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/symbiosis.htm

http://www.vtaide.com/png/symbiosis.htm

Symbiosis matching game – ftp://ftp.heritageacademies.com/.../Symbiosis%20Card%20Game.do

Closure – How does it benefit an organism to be parasitic? Lesson 1S: Topic Symbiosis

Objective – Students will understand the human impact on an ecosystem, explore ways to combat negative human impact and the importance of maintaining the ecosystem‘s delicate balance.


Opening – What is a wetland?

Activities –http://www.readworks.org/sites/default/files/passages/1220_wetlands_and_habitat_loss_0.pdf Students read passage and cite textual evidence to support their answers, demonstrate reading comprehension and construct cohesive written responses.

Closure - How have attitudes about wetlands changed in recent decades?

Lesson 2L: Topic Symbiosis

Objective – Students will be able to identify and explain different types of symbiotic relationships.

NGSS - #4- MS-LS2-5

Opening – Why would an organisms want to be in a mutualistic relationship?

Activities – http://www.blueworldtv.com/images/uploads/lesson-plans/Lesson_plan_webisode30Nemo.pdf http://www.blueworldtv.com/webisodes/watch/symbiosis-in-the-sea http://www.blueworldtv.com/webisodes/watch/the-real-nemo

Closure – What are the characteristics of a “good” parasite (meaning a parasite that is very effective at being parasitic)?

http://commoncorecoffey.weebly.com/uploads/8/4/0/1/8401709/symbiosis_ws_sc.pdf

http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/symbiosis.htm

http://www.vtaide.com/png/symbiosis.htm

ftp://ftp.heritageacademies.com/.../Symbiosis Card Game.do

http://www.blueworldtv.com/images/uploads/lesson-plans/Lesson_plan_webisode30Nemo.pdf

http://www.blueworldtv.com/images/uploads/lesson-plans/Lesson_plan_webisode30Nemo.pdf

http://www.blueworldtv.com/webisodes/watch/the-real-nemo

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Lesson 2S: Topic – Human Impact

Objective –Students will understanding human impact on an ecosystem and evaluated possible solutions.

NGSS – MS-LS2-2

Opening – How are organisms effected when a new housing development in introduced into a community?

Activities – https://books.google.com/books?id=nC7WQqqBwboC&pg=PA126&lpg=PA126&dq=impact+of+humans+altering+biotic+and+abiotic+factors+activities&source=bl&ots=B4lWOGs9lm&sig=iMlCglddkYCuzCRJ5U3VGtYqhDU&hl=en&sa=X&ved=0CCoQ6AEwAmoVChMI3-vBw4rvxgIV1H-SCh0N3QeL#v=onepage&q=impact%20of%20humans%20altering%20biotic%20and%20abiotic%20factors%20activities&f=false pages 126-131 Reading and Critical Thinking- 7.4 Human on Impact on Ecosystems.

Additional reading material: http://www.cms7science.com/uploads/1/3/3/6/13365944/text-_human_impact.pdf

Closure – What can humans do to limit the negative impact on an ecosystem when developing property?

Lesson 3L: Topic – Imaginary Marine Animal

Objective – Students will be able to describe the abiotic and biotic components of a marine ecosystem, list several marine organisms and explain their trophic relationships using a food web and describe the adaptations and niches of several marine organisms. Students will predict the effects abiotic changes or trophic imbalances might have upon an ecosystem as a whole.

NGSS – MS-LS2-5

Opening – What do you know about the marine ecosystem?

Activities –– http://education.nationalgeographic.com/activity/marine-ecosystem-invention/

Students are to create a fictional marine animal that could successfully survive in the marine biome, in particular the Jersey shore ecosystem. Students and partner(s) and begin brainstorming ideas for their marine animal that they will create. Final product will include eight organisms and the important abiotic components of the ecosystem, including water, sediment, rock, energy source, and other habitat features such as ocean floor features. The students will create an imaginary ecosystem food web. Students will go online to find further information on the marine biome, the Jersey Shore, and adaptations that marine animals have.

http://media.education.nationalgeographic.com/assets/file/Imaginary_Marine_Ecosystem_Instructions_and_Organism_Descriptions.pdf

http://media.education.nationalgeographic.com/assets/file/Imaginary_Marine_Ecosystem_Analysis_1.pdf

http://www.coastalwiki.org/w/images/8/8c/Food.jpg

Closure – https://www.brainpop.com/games/foodfight/ Interactive food web game (Independently or as a class) What does every food web start with?

https://books.google.com/books?id=nC7WQqqBwboC&pg=PA126&lpg=PA126&dq=impact+of+humans+altering+biotic+and+abiotic+factors+activities&source=bl&ots=B4lWOGs9lm&sig=iMlCglddkYCuzCRJ5U3VGtYqhDU&hl=en&sa=X&ved=0CCoQ6AEwAmoVChMI3-vBw4rvxgIV1H-SCh0N3QeL#v=onepage&q=impact%20of%20humans%20altering%20biotic%20and%20abiotic%20factors%20activities&f=false






http://www.cms7science.com/uploads/1/3/3/6/13365944/text-_human_impact.pdf

http://education.nationalgeographic.com/activity/marine-ecosystem-invention/

http://education.nationalgeographic.com/activity/marine-ecosystem-invention/





http://www.coastalwiki.org/w/images/8/8c/Food.jpg

https://www.brainpop.com/games/foodfight/

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Lesson 3S: Topic – Biodiversity

Objective – Students will understand that all organisms in an ecosystem need other biotic and abiotic factors for survival.

NGSS – MS-LS2-5 MS-LS2-2 RST.6-8.1 RST.6-8.2 WHST.6-8.2

Opening – Do you think that one day people will live on Mars? Why or why not? Support your answer using vocabulary from this unit.

Activities – http://www.readworks.org/sites/default/files/passages/870_life_on_mars_0.pdf Students read passage and cite textual evidence to support their answers, demonstrate reading comprehension and construct cohesive written responses.

Closure – Why is it so important to bring soil to Mars if humans are going to live there? Lesson 4L: Topic - Imaginary Marine Animal

Objective – Students will be able to describe the abiotic and biotic components of a marine ecosystem, list several marine organisms and explain their trophic relationships using a food web and describe the adaptations and niches of several marine organisms.

Students will predict the effects abiotic changes or trophic imbalances might have upon an ecosystem as a whole.

NGSS - MS-LS2-5

Opening – Interactive food web/predator prey/ biotic and abiotic factors games http://www.pbslearningmedia.org/asset/lsps07_int_oceanfoodweb/ or http://www.sims.scienceinstruction.org/predprey/index.html http://www.pbslearningmedia.org/asset/lsps07_int_ecosystem/

Activities – Student teams assign team roles/jobs (Facilitator, note taker, artist, materials/time manager). Sketch a rough draft of your “Imaginary Marine Animal” food web Students will brainstorm about the design and presentation of their imaginary marine animal. (Power Point, 3-D model, skit, song etc.) Final product must include a written and visual portion. Students illustrate a rough copy of their project and a written outline. Students must include: fictional common name for the animal Develop a food web Biotic and abiotic factors Symbiotic relationships Rubric options: http://www.rcampus.com/rubricshowc.cfm?code=B3W9AW&sp=true& http://www.rcampus.com/rubricshowc.cfm?code=L4CXB4 http://www.enchantedlearning.com/report/animal/ Imaginary Animal Project - Hrsbstaff.ednet.ns.ca Students should use the rubric as a checklist

http://www.readworks.org/sites/default/files/passages/870_life_on_mars_0.pdf

http://www.pbslearningmedia.org/asset/lsps07_int_oceanfoodweb/

http://www.sims.scienceinstruction.org/predprey/index.html

http://www.pbslearningmedia.org/asset/lsps07_int_ecosystem/

http://www.rcampus.com/rubricshowc.cfm?code=B3W9AW&sp=true&

http://www.rcampus.com/rubricshowc.cfm?code=L4CXB4

http://www.enchantedlearning.com/report/animal/

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&cad=rja&uact=8&ved=0CC4QFjADahUKEwiJjfrryfHGAhXDeD4KHQkiAa0&url=http%3A%2F%2Fhrsbstaff.ednet.ns.ca%2Fhainesra%2Fdocuments%2FImaginaryAnimalProject.doc&ei=YwmxVcnPDsPx-QGJxIToCg&usg=AFQjCNE_S61VRa3EeX5VTxcNhubftEnYlg

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Rough copy should be completed by the end of the block and students should bring in supplies to begin the final product on the next full block.

Closure – Ecology Jeopardy- Powerpoint (Interactive Ecology Jeopardy game) Lesson 4S: Topic – Interactions of Organisms

Objective – Students will understand, explore and explain communities and how populations in a community interact.

NGSS - MS-LS2-5

Opening – “What are The Roles in Your School community?” Page 759 Interactions of Life Science Textbook.

Activities – Independently or as a class read textbook pages 759-764 Interactions of Life Science Textbook.

Critical Thinking- page 765 numbers 8-9

Closure – Ecology Jeopardy- Powerpoint (Interactive Ecology Jeopardy game) Lesson 5L: Topic - Imaginary Marine Animal

Objective – Students will be able to describe the abiotic and biotic components of a marine ecosystem, list several marine organisms and explain their trophic relationships using a food web and describe the adaptations and niches of several marine organisms. Students will predict the effects abiotic changes or trophic imbalances might have upon an ecosystem as a whole.

NGSS - MS-LS2-5

Opening – Symbiosis Jeopardy (Begin class with one question on the SMART Board) https://jeopardylabs.com/play/do-you-know-your-symbiosis3

Activities – Complete Imaginary Marine Animal Project Remind students to use project rubric as a checklist. Closure – Q&A (As teams or individually) https://jeopardylabs.com/play/do-you-know-your-symbiosis3

Lesson 5S: Topic – How Communities Change

Objective – Students will predict how change within a community occurred, the causes and possible future changes to a community.

NGSS - MS-LS2-5

Opening – Students are given two pictures of ecosystem communities, one labeled “A” and the other one labeled “B”. Imagine community “A” changed and became like community “B”. On a blank piece of paper, draw what you think community “A” might look like midway in its change to becoming like community “B”. What changes did you imagine? How long do you think it would take for community “A” to become like community “B”? Summarize the changes you think would happen as the community changed from “A” to “B”. (page 47 Biomes and Ecosystems ) https://www.google.com/search?q=yellowstone+park+pictures+1990&safe=active&biw=1280&bih=923&espv=2&source=lnms&tbm=isch&sa=X&ved=0CAYQ_AUoAWoVChMI6KPr1b6DxwIVwT8-Ch1vmwN-

http://www.iteachbio.com/Life%20Science/Ecology/Ecology%20Jeopardy.ppt

http://www.iteachbio.com/Life%20Science/Ecology/Ecology%20Jeopardy.ppt

https://jeopardylabs.com/play/do-you-know-your-symbiosis3

https://jeopardylabs.com/play/do-you-know-your-symbiosis3

https://www.google.com/search?q=yellowstone+park+pictures+1990&safe=active&biw=1280&bih=923&espv=2&source=lnms&tbm=isch&sa=X&ved=0CAYQ_AUoAWoVChMI6KPr1b6DxwIVwT8-Ch1vmwN-&dpr=1#safe=active&tbm=isch&q=yellowstone+national+park+before+and+after+wolves&imgrc=SpRMMCMWJ_UDRM%3A



49

&dpr=1#safe=active&tbm=isch&q=yellowstone+national+park+before+and+after+wolves&imgrc=SpRMMCMWJ_UDRM%3A or http://ngm.nationalgeographic.com/2010/03/wolf-wars/wolf-illustration

Activities – Students will observe the changes that occurred in Yellowstone National Park, when wolves were reintroduced into the park.

http://www.yellowstonepark.com/2011/06/wolf-reintroduction-changes-ecosystem/

Or http://www.bbc.com/future/story/20140128-how-wolves-saved-a-famous-park Discuss the changes that occurred after the wolves were reintroduced to the park and why these changes were caused by the increase in number of wolves. http://www.nationalgeographic.com/geoguide/wolves/index.html Impact of drought, fire and humans etc. on forest animals.

Closure – EcoBasics2 – Science Spot

http://sciencespot.net/Pages/startersbiology.html Lesson 6L: Topic- Design solutions for maintaining biodiversity in ecosystems

Objective – Students will think about methods to preserve/purify our natural resources.

NGSS - MS-LS2-2

Opening – Where does it come from? Launch Lab page 813 Interactions of Life Science textbook.

Activities – Introduction to Performance Task. Students will choose a topic with a partner/group: beach preservation or water purification. Since Neptune is a shore community, students can relate to the importance of clean and plentiful beaches. The project must include:

Explanation of the causes of beach erosion / unsanitary beach water

Research- How does NJ/ other states/other countries preserve their beaches/clean beach water.

Students will identify positives and negatives of each method.

Explore/research ways to used recycles materials/resources to achieve beach preservation/ clean beach water.

Sketch a design to achieve the intended goal

Create a model

Written component – include all research and an explanation of why and how created design will achieve its goal. Identify potential downfalls of their system (Include economic factors/resource availability etc.)

Presentation

Students will use class time to meet with their partner/group to brainstorm (Choose a topic, assign team roles and plan)

Closure – Tweet – create a catchy slogan about how can kids help preserve/keep clean Neptune beaches. (Be creative)

Lesson 6S: Topic – How Earth’s resources maintain biodiversity

Objective – Students explore the importance of Earth’s resources on an ecosystem.

NGSS – MS-LS2-2

Opening – Did you drink water today or use water to wash today?

How important is the cleanliness of the water? How would your life be different if the



http://ngm.nationalgeographic.com/2010/03/wolf-wars/wolf-illustration

http://www.yellowstonepark.com/2011/06/wolf-reintroduction-changes-ecosystem/

http://www.bbc.com/future/story/20140128-how-wolves-saved-a-famous-park

http://www.nationalgeographic.com/geoguide/wolves/index.html

50

water that came out of your household faucet was not clean?

Activities – Given a cup of dirty water, students will record their observations of the water.

(Page 817 Mini Lab -Interactions of Life science Textbook)– Students will filter the dirty water 3 times and record observations in a data chart and complete “Analyze and Conclude”

Closure – How do the lives of people who do not have access to clean water differ from yours?

Lesson 7L: Topic - Design solutions for maintaining biodiversity in ecosystems

Objective – Students will research methods used to preserve beaches/beach water and brainstorm to develop new methods.

NGSS - MS-LS2-2

Opening – Each student will have a laptop/computer and explore options used to decrease beach erosion using the simulation.

https://ees.as.uky.edu/sites/default/files/elearning/module14swf.swf

Activities – Performance Task – Students will research their topic (methods used in NJ/Other states/other countries to preserve beaches/purify beach waters) Research positives and negatives of each method. Students will discuss with their partner/group, the design ideas that they feel are the best/worst and support their answers with research.

Closure – http://www.epa.gov/ogwdw000/kids/flash/flash_matching.html Lesson 7S: Topic - Causes and prevention of soil erosion

Objective – Students will explore how water flow intensity effects sand and soil erosion and techniques to replenish beaches.

NGSS - MS-LS2-2

Opening – Dredging and beach replenishment video clip. https://www.youtube.com/watch?v=4jHyGkcQmRI

After the students view the video clip, ask the students (Written or verbally): What do you think is happening in the video? Why? What are the positives and negatives of this project?

Activities – Video clip, explains the dredging and beach replenishment project on Long Beach Island New Jersey. https://www.youtube.com/watch?v=EkJuI2DDHKs

"How Fast Can You Turn a Sand Castle into Sediment?" Mini Lab page 826 Interactions of Life Science Textbook. Students observe the effects of water flow on sand and soil.

Closure – Which trial caused the largest change in the height of your sand castle? What natural events could each of your trials represent?

Lesson 8L: Topic- Design solutions for maintaining biodiversity in ecosystems

Objective – Students will research competing design solutions and materials (new and recycled) used to preserve beaches/beach water and brainstorm to develop new design solutions.

NGSS - MS-LS2-2

https://ees.as.uky.edu/sites/default/files/elearning/module14swf.swf

http://www.epa.gov/ogwdw000/kids/flash/flash_matching.html

https://www.youtube.com/watch?v=4jHyGkcQmRI

https://www.youtube.com/watch?v=EkJuI2DDHKs

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Opening - "What do you think happens to the cleaning chemicals that you pour down the drain?" Discuss with the class

Video clip - https://www.youtube.com/watch?v=emaver2rkaM

Appendix 3a. Worksheet: Pollution. How does your household rate? http://www.cleanup.org.au/files/downthedrain.pdf Students complete a survey and calculate their score in order to raise awareness and educate family members about keeping our water supply clean.

Activities – – P-Task - Students will: Complete research Sketch possible design solutions/ finalize design list student responsibilities/task List supplies needed

Closure – Jeopardy - Recycle-Bowlrecycle-bowl.org/wp-content/.../Jeopardy-game-Recycle-Bowl- Final.ppt

Lesson 8S: Topic- Design solutions for maintaining biodiversity in ecosystems

Objective – Students will plan construction of their beach preservation/ water filtration design solution.

NGSS - MS-LS2-2

Opening – How do you think that the size of the human population affects pollution?

http://www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway/understanding_environment/population_pollutionact.shtml - Interactive - Population and pollution (Individually or as a class)

Activities – Students will plan the actual building of the model. Assign student responsibilities and supplies needed to bring to class.

Final sketch

Material List

Students will begin the written portion of the P-Task

Closure – Interactive, students will explore the environmental impact of farming. (Independent or as a class) http://www.bbc.co.uk/education/guides/zsf82hv/activity

Lesson 9L: Topic- Design solutions for maintaining biodiversity in ecosystems

Objective – Students will begin construction of their P-Task model (Design solution- beach preservation/ ocean water filtration) and demonstrate understanding of the importance of maintaining an ecosystem in order to maintain biodiversity of an ecosystem.

NGSS - MS-LS2-2

Opening – As a design team, outline how your team will go about constructing your system for minimizing beach erosion/ ocean water filtration. Discuss challenges and solutions.

Activities – P-Task - students will construct, as a team, their design solution.

Closure – Tweet - Create a # to promote your design solution. Lesson 9S: Topic - Effects of habitat destruction

Objective – Students will explore how destruction of a habitat affects a species

https://www.youtube.com/watch?v=emaver2rkaM

http://www.cleanup.org.au/files/downthedrain.pdf

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0CB4QFjAAahUKEwiPktC27JfHAhVFWT4KHYAyDQk&url=http%3A%2F%2Frecycle-bowl.org%2Fwp-content%2Fuploads%2FJeopardy-game-Recycle-Bowl-Final.ppt&ei=7BnFVY_sKsWy-QGA5bRI&usg=AFQjCNHhCJGy4zJGmNVH721XUrqK4dDdAQ

http://www.bbc.co.uk/education/guides/zsf82hv/activity

52

NGSS - MS-LS2-2 RST.6-8.1 RST.6-8.2 WHST.6-8.2

Opening – In what ways would destruction of rainforests threaten

the leopards?

Activities –Students will explore how destruction of a habitat affects a species. Read independently or as a class - http://www.readworks.org/passages/prowl

Students will answer multiple choice questions and short constructed responses citing textual evidence.

Closure – "How would the rainforest be effected if the clouded leopard became extinct? Lesson 10L: Topic- Design solutions for maintaining biodiversity in ecosystems

Objective – Students will complete construction of their P-Task model (Design solution- beach preservation/ ocean water filtration) and demonstrate understanding of the importance of maintaining an ecosystem in order to maintain biodiversity of an ecosystem.

NGSS - MS-L S2-2

Opening – "How Ecosystems Change" pages 49-50 in Biomes and Ecosystems Chapter Resources workbook. Refer to textbook.

Activities – Students will complete model and written portion of their Performance Task.

Closure – How do dead organisms help and ecosystem? Lesson 10S: Topic- P-Task Presentation

Objective – Students will present their design idea to the class, explaining how the design works and the intended environmental impact on an ecosystem.

NGSS - MS-L S2-2

Opening – List five things that you should remember when presenting to the class and five things you should remember when you are listening to a presentation and providing constructive criticism.

Activities – P-Task presentation. Audience must provide constructive criticism and compliments. The presenting students will write a self reflection concerning the designing, working as a team and their presentation, positives and areas for improvement.

Closure – Tweet about your favorite presentation Lesson 11L: Topic - Cleaning an oil spill

Objective – Student will explore oil containing and cleansing agents and methods in order to envision future environmental clean-up techniques. Select various materials and use them to determine their effectiveness at cleaning up a model oil spill. Design an experiment to clean up a model oil spill. Test the plan and evaluate the results.

NGSS - MS-L S2-2

Opening – Given a picture prompt of a bird covered in oil, students predict what happened to the bird, how they would help the bird and how they feel looking at this

http://www.readworks.org/passages/prowl

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picture.

https://www.google.com/search?q=picture+of+bird+covered+in+oil&biw=1138&bih=561&tbm=isch&imgil=pvGOU3vBizzZXM%253A%253BDCTDybHNV6MogM%253Bhttp%25253A%25252F%25252Fopinionsofawolf.com%25252F2010%25252F06%25252F09%25252Fplease-help-the-gulf-animals%25252F&source=iu&pf=m&fir=pvGOU3vBizzZXM%253A%252CDCTDybHNV6MogM%252C_&usg=__EIV0lbkznlBbEaueLsUlUYrmzy0%3D&ved=0CDEQyjdqFQoTCPzXnqCZnMcCFYmYgAodIXIBIw&ei=zGHHVfzBEomxggSh5IWYAg#imgrc=pvGOU3vBizzZXM%3A&usg=__EIV0lbkznlBbEaueLsUlUYrmzy0%3D

Activities – Students are given a scenario in which they are asked to devise a plan to clean up an oil spill, simulate and evaluate their design plan.

Test materials

design plan http://eeinwisconsin.org/content/eewi/101624/OperationOilSpillCleanup.pdf

Closure – Exit ticket - "Which materials did your group find successful in removing the oil?"

Lesson 11S: Topic Offshore Drilling

Objective – Students will understand the pros and cons of offshore drilling.

NGSS - MS-LS2-5 RST.6-8.1 RST.6-8.2 WHST.6-8.2

Opening – Are you for or against offshore drilling? Why or why not?

Activities – Students read the passage as a class or independently.

http://www.readworks.org/sites/default/files/passages/1390_coastal_drilling_in_sunny_california.pdf


Closure – After reading the passage, has your view of offshore drilling changed, if so why?

Lesson 12L: Topic- Cleaning an oil spill

Objective – Student will explore oil containing and cleansing agents and methods in order to envision future environmental clean-up techniques. Select various materials and use them to determine their effectiveness at cleaning up a model oil spill. Design an experiment to clean up a model oil spill.

Test the plan and evaluate the results

NGSS - MS-L S2-2

Opening – Given a picture prompt of the oil spill in the Gulf of Mexico, students will discuss the negative effects that the oil spill will have on the environment and economics of that area.

https://www.google.com/search?q=oil+spill+in+gulf+of+mexico&biw=1138&bih=561&source=lnms&tbm=isch&sa=X&ved=0CAcQ_AUoAmoVChMInL2asZ2cxwIVhZUNCh3B5gfN#imgrc=-2cutVl5ykdH7M%3A









http://eeinwisconsin.org/content/eewi/101624/OperationOilSpillCleanup.pdf






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Activities – "Testing the Plan on a Model Beachfront" Students will test their oil cleanup design, http://eeinwisconsin.org/content/eewi/101624/OperationOilSpillCleanup.pdf

Closure – Which of the major cleanup tasks was the most difficult to carry out? Explain. Lesson 12S: Topic- Cleaning an oil spill

Objective – Students will evaluate their results from their oil cleanup design, and conclude which method is the most effective.

NGSS - MS-L S2-2

Opening – How do humans impact the environment? (Provide three negatives and three positives)

Activities – Analysis and drawing conclusions


Closure – How do your predictions compare with your actual results? Lesson 13L: Topic - Biodiversity

Objective – Students will understand the importance of maintaining biodiversity in an ecosystem.

NGSS - MS-L S2-2

Opening – What is biodiversity and why is it important to promote and protect?

Activities – Bill Nye "Biodiversity" Video, stop the video throughout to discuss and have students take notes.

https://www.youtube.com/watch?v=TrtUHQ16Y_w

Bill Nye "Biodiversity" Quiz

http://www.rigb.org/education/games/natural-world/biodiversity-quiz

Closure- In what ways can you help to promote biodiversity? Lesson 13S: Topic- E-Waste

Objective – Students will understand the environmental impact of e-waste and how to minimize the negative impact.

NGSS - MS-L S2-2 RST.6-8.1 RST.6-8.2 WHST.6-8.2

Opening – What do you do with your old electronics?

Do you throw them in the garbage?

Do you think that electronics can be harmful to the environment? Why or Why Not?

Activities – Students read the passage independently or as a class.

http://www.readworks.org/passages/heavy-metal


Closure – In the future what will you do with your old electronic? What incentives can be offered to minimize e-waste in our landfills?

Lesson 14L: Topic - Biodiversity

Objective – Students will understand the importance of maintaining biodiversity in an


https://www.youtube.com/watch?v=TrtUHQ16Y_w

http://www.rigb.org/education/games/natural-world/biodiversity-quiz

http://www.readworks.org/passages/heavy-metal

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ecosystem.

NGSS - MS-L S2-2

Opening – In your own words define biodiversity and why it is important to maintain biodiversity.

Activities – Biodiversity web-quest "Everything Counts"

www.aurora-schools.org/.../webquest%20biodiversit .

Closure – How do invasive species travel or spread to a different ecosystem? Give an example.

Lesson 14S: Topic - Preserving biodiversity in the Amazon Rainforest

Objective – Students will identify the importance and method of protecting the rainforest and maintaining biodiversity.

NGSS - MS-L S2-2 RST.6-8.1 RST.6-8.2 WHST.6-8.2

Opening – What do you know about the Amazon Rainforest?

Activities – Read the passage as a class or independently

http://www.readworks.org/passages/amazon-rainforest


Closure – Explain how humans might be able to reduce the harm caused by changes to the Amazon rainforest.

http://www.aurora-schools.org/.../webquest%20biodiversit

http://www.readworks.org/passages/amazon-rainforest

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Learning Plan Unit 5: Earth’s Systems

Duration: 2 Months

Lesson 1L: Topic Rock Cycle Pre-lab /Lab http://www.msnucleus.org/membership/html/k-6/rc/rocks/2/rcr2_1a.html

● Objective – SWBAT Recognize three types of rocks. Compare characteristics of different rocks. Observe and describe different rocks

● NGSS - MS-ESS2-1 ● Opening – Introduce students to lithosphere. Ask: Where are most of Earth’s rocks on surface of

earth found? Show cross section of lithosphere. Explain that 3 types of rocks are made here. What are they? Discuss

● Activities – Identify and discuss three types of rocks-sedimentary, igneous, and metamorphic and where they are found. Color the diagram-Students color rock cycle diagram according to type of rock (legend). Review three types of rocks and criteria used to identify them

● Closure- Where does obsidian come from?

Lesson 1S: Topic Rock Cycle http://ed.ted.com/on/fFryJZzM

● Objective – Recognize three types of rocks. Compare characteristics of different rocks. ● NGSS - MS-ESS2-1 ● Opening – Watch the video on "Three Main Rocks and the Rock Cycle" and answer following

questions. ● Activities – As a class, students answer interactive questions and discuss ● Closure – Which rock floats in water?

Lesson 2L: Topic Rock Cycle Pre-lab /Lab http://www.msnucleus.org/membership/html/k-6/rc/rocks/2/rcr2_1a.html

● Objective – SWBAT Recognize three types of rocks. Compare characteristics of different rocks. Observe and describe different rocks. Classify rocks into 3 main categories.

● NGSS - MS-ESS2-1 ● Opening – Review and discuss previous full block discussion on three types of rocks. Explain that

there are many different rocks within the 3 categories. Explain that certain criteria is used to describe and classify. Brainstorm words to describe

● Activities – Pass out rock sets and have students observe, describe and illustrate rocks in their notebooks. Give clues when necessary to facilitate the lab. Students categorize each rock according to characteristics and prior knowledge.

● Closure – Lesson 2S: Topic How Are Rocks Classified? Virtual Lab http://glencoe.mheducation.com/sites/0078778026/student_view0/unit1/chapter4/virtual_lab.html

● Objective- SWBAT classify rocks according to origin. Identify types of each category ● NGSS - MS-ESS2-1 ● Opening – Review video as a class ● Activities – Interactive on SmartBoard, students classify rocks as Igneous, sedimentary and

metamorphic based on characteristics ● Closure –Exit ticket- When you find a rock on your own what steps can you take to identify it?

http://www.msnucleus.org/membership/html/k-6/rc/rocks/2/rcr2_1a.html


http://ed.ted.com/on/fFryJZzM



http://glencoe.mheducation.com/sites/0078778026/student_view0/unit1/chapter4/virtual_lab.html

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Lesson 3L: Topic Rock Cycle https://www.teachengineering.org/view_curricularunit.php?url=collection/cub_/curricular_units/cub_rock/cub_rock_curricularunit.xm lhttps://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_rock/cub_rock_lesson01.xml

● Objective – Describe the basic ideas of stress. List the three different types of weathering. Explain that not all rocks break the same way or with the same amount of pressure. Describe how engineers are able to evaluate the strength of rocks. Develop a model of the rock cycle

● NGSS - MS-ESS2-1 ● Opening – Rock Solid presentation

https://www.teachengineering.org/collection/cub_/lessons/cub_rock/cub_rock_lesson01_presentation.ppt

● Activities –Students take note in lab notebook. Students complete rock solid worksheet with a partner https://www.teachengineering.org/collection/cub_/lessons/cub_rock/cub_rock_lesson01_worksheet.pdf https://www.teachengineering.org/collection/cub_/lessons/cub_rock/cub_rock_lesson01_worksheetanswers.pdf

● Closure – Why do we care if a rock is strong? Lesson 3S: Topic How water shapes Earth http://www.readworks.org/passages/water-give-and-take

● Objective – Cite specific textual evidence to support analysis of science and technical texts. ● ELA-Literacy/RST/6-8.1/ ● NGSS - MS-ESS2-1 ● Opening – Read silently Water, Give and take ● Activities – In notebook, students respond to questions sets. TTQA all and write open response

answers based on close reading of evidence in the text. ● Closure – What is the cave of Crystals?

Lesson 4L: Topic Types of Weathering

● Objective – SWBAT Categorize types of weathering: Physical/mechanical and chemical ● NGSS - MS-ESS2-1 ● Opening – Show an image of rust on sidewalk and ask: What type of weathering is shown in

image...why? Provide evidence for your answer. Discuss ● Activities – Weathering types cut and paste, Page 10. Students cut out types of weathering that

they might encounter in nature. Teacher shows PPT-Students identify and categorize each as chemical or mechanical based on descriptions. Paste each description under correct category and type (abrasion, carbonic acid, etc.)

● Closure – Tweet about today’s lesson Lesson 4S: Topic Weathering and Erosion Multimedia to support: http://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/weathering-and-erosion.htm https://prezi.com/nxcyfwkxh-p6/weathering-and-erosion-presentation/#

https://www.teachengineering.org/view_curricularunit.php?url=collection/cub_/curricular_units/cub_rock/cub_rock_curricularunit.xml




https://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_rock/cub_rock_lesson01.xml



https://www.teachengineering.org/collection/cub_/lessons/cub_rock/cub_rock_lesson01_worksheet.pdf



https://www.teachengineering.org/collection/cub_/lessons/cub_rock/cub_rock_lesson01_worksheetanswers.pdf

https://www.teachengineering.org/collection/cub_/lessons/cub_rock/cub_rock_lesson01_worksheetanswers.pdf

http://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/weathering-and-erosion.htm

http://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/weathering-and-erosion.htm

https://prezi.com/nxcyfwkxh-p6/weathering-and-erosion-presentation/

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● Objective – SWBAT differentiate between weathering and erosion ● NGSS - MS-ESS2-1 ● Opening – Ask: What is the difference between weathering and erosion? Provide illustrated

examples of each one in OUR area. ● Activities – Students view Study jams video as a class and complete interactive quiz ● Closure – Amend do now illustration and explanation if needed according to knowledge gained

in video. Lesson 5L: Topic Weathering Walk

● Objective – SWBAT identify and categorize types of weathering around their schoolyard. Gather data

● NGSS - MS-ESS2-1 ● Opening – With your partner organize weathering information from previous full block lesson on

types of weathering. Reiterate appropriate behavior for walking through building and outside. ● Activities – Weathering walk with partner. Describe example found. Is it chemical or physical?

Categorize as specific type-Abrasion, gravity, etc. ● Closure – Which type of weathering is most abundant in our area? Why?

Lesson 5S: Topic Weathering Walk Analysis

● Objective – SWBAT analyze data gathered from weathering walk and draw conclusions ● NGSS - MS-ESS2-1 ● Opening – Discuss weathering walk as a class. Comparing data of each weathering walk team,

tally number of chemical/mechanical weathering found in area. ● Activities – Partners analyze their data and answer questions based on their findings ● Closure – Exit ticket- Infer: If we lived in a desert, which category of weathering would be most

prevalent, and which type(s) might be most common? Lesson 6L: Topic Making and Breaking- Rock Cycle https://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_rock/cub_rock_lesson02.xml

● Objective –SWBAT Draw a complete, labeled diagram of the rock cycle. Explain why engineers must know about rocks when developing an area or land, or designing a new structure.

● NGSS - MS-ESS2-1 ● Opening – Today we are going to learn more about something that you walk over every day —

rocks! Warm up Question: Write the following question on the classroom board and have each student take a moment to write down their own answer. Walk around to each student, looking at what they wrote, marking their answers if correct, and gauging the class' understanding of the subject..Why do engineers need to know about rocks? (Possible answer: Because engineers must design strong foundations, structures, bridges and tunnels to keep us safe.) Engineers also use their knowledge of rocks to help determine and prevent natural disasters to humans from rock falls, landslides and earthquakes. These natural hazards can all be caused by breaking rocks. How are rocks made? Can they change over time? This can be explained by understanding the rock cycle. Let's look at a diagram of the rock cycle together and talk about the different steps. (By paper handout or overhead projection, show students the rock cycle diagram in the attached Rock Cycle Handout-Overhead. Make sure they understand that the rock cycle continually repeats over many, many years.)

● Activities – Drawing: Ask students to draw the complete rock cycle,, starting with blank paper.

https://www.teachengineering.org/collection/cub_/lessons/cub_rock/cub_rock_lesson02_rockcyclehandout-overhead.pdf

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Remind them to include all the steps, and label all the arrows between the different parts of the cycle. Hint: Note the five main "stops" along the cycle, and nine arrows (as shown in the attached Rock Cycle Handout-Overhead). Next, review the entire diagram as a class to make sure that everyone has all the parts drawn in and correctly labeled. Help students fill in any missing parts of their rock cycle diagrams, and review the entire cycle with the class. Class Voting: Ask a true/false question and have students vote by holding thumbs up for true and thumbs down for false. Tally the votes and write the total on the board. Give the right answer. True or False: Geotechnical engineers study the rock cycle. (Answer: True) True or False: The rock cycle can help engineers predict natural hazards. (Answer: True) True or False: All engineers use the rock cycle in their work. (Answer: False. Many engineers use the rock cycle, especially civil and geotechnical engineers. However, many other types of engineers do not use the rock cycle in their work.) True or False: Engineers use the properties of rocks to determine the best place to build a structure. (Answer: True) True or False: Geotechnical engineers determine the risks to humans, property and the environment from natural hazards. (Answer: True)

● Closure – As an engineer, what factors should you consider when choosing the best place to build a house? (Possible answers: Weather conditions, range of temperatures, types of rocks, etc.)

Lesson 6S: Topic Hurricane Sandy- Beach Erosion

● Objective – SWBAT analyze pre and post pictures and topography maps of effects of Hurricane Sandy in New Jersey

● NGSS - MS-ESS2-1 ● Opening – Students are asked to illustrate and explain one effect of hurricane Sandy on Nj

beaches. ● Activities –Students analyze photos taken before and after Hurricane Sandy. Discuss

http://coastal.er.usgs.gov/hurricanes/sandy/photo-comparisons/newjersey.php ● Closure – What changes have been made on our beaches due to the destruction of Hurricane

Sandy. Lesson 7L: Topic Rock Jeopardy https://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_rock/cub_rock_lesson02_activity1.xml Rock Jeopardy Example Questions/Answers

● Objective – SWBAT Explain that geotechnical engineers use their knowledge of the rock cycle to assist in the development of communities and prediction of natural hazards. Demonstrate their understanding of basic rock facts, including the rock cycle, types of rocks, types of stresses placed on rocks, and engineering applications of the rock cycle.

● NGSS - MS-ESS2-1 ● Opening – Practice Questions: Who knows the TV game show called Jeopardy? Who can tell me

how it is played? (If students do not know, describe how a panel of contestants compete for prizes by being the first to supply the question for given answers in a variety of category topics.) Today you will create your own questions and answers for our game of Rock Jeopardy. We'll break into teams, and each team will be responsible for creating five questions about engineering and rock types, the rock cycle, rock stresses, or other rock facts questions. When you are writing your questions/answers, make the hardness level of the question match with the point value. So, a 500-point question should be a lot harder than a 100-point one. Then, we'll play Rock Jeopardy together and see which team has the rock experts!

● Activities – In groups, students create questions. Choose topic categories to which students will

https://www.teachengineering.org/collection/cub_/lessons/cub_rock/cub_rock_lesson02_rockcyclehandout-overhead.pdf

http://coastal.er.usgs.gov/hurricanes/sandy/photo-comparisons/newjersey.php

https://www.teachengineering.org/collection/cub_/activities/cub_rock/cub_rock_lesson02_activity1_examplequestions.pdf

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write questions, for example: Fun Rock Facts, Rock Types, The Rock Cycle, Rock Stresses, Rock Weathering, Where in the Rock Cycle?, Geotechnical Engineering, Materials Engineering, Engineering and Natural Disasters, Types of Engineering and Rocks, and Engineering Rocks! Write each topic on its own index card. (Optional) To make sure engineering questions are included in the game, create and write out questions/answers for one engineering category in advance. See the attached Rock Jeopardy Example Questions/Answers for ideas for the "Engineering Rocks!" category and all categories.

● Closure- Engineering Exit Question: Have students each tell you one thing they learned about engineering and rocks as they leave the classroom.

Lesson 7S: Topic Great Lakes Water pollution http://www.readworks.org/sites/default/files/lessons/930_great_lakes_not_for_long.pdf

● Objective – Cite specific textual evidence to support analysis of science and technical texts. ● ELA-Literacy/RST/6-8.1/ ● NGSS - ● Opening – Read silently, Great Lakes, Not For Long ● Activities – In notebook, students respond to questions sets. TTQA all and write open response

answers based on close reading of evidence in the text. ● Closure – Name one cause of the problems in the Great Lakes

Lesson 8L: Topic Natural Resources http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/natural-resources.htmhttp://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/renewable-fuels.htm http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/fossil-fuels.htm

● Objective – SWBAT differentiate between natural resource and non-renewable resources ● NGSS - MS- ESS3.A ● Opening – Define and identify examples of key vocabulary: Non-renewable resources,

renewable resources, fossil fuels, pollution, acid rain ● Activities –With a partner in computer lab or as a class, students view and discuss Study Jams

slideshow. Pause each slide and discuss with partner ● Closure –Come together and take culminating 7 question quiz

Lesson 8S: Topic How do humans depend on natural resources? http://www.nap.edu/openbook.php?record_id=13165&page=191

● Objective – SWBAT understand that humans depend on natural resources and that these resources are unevenly distributed across our planet.

● NGSS - MS- ESS3.A ● Opening – Read silently- How Do Humans Depend on Natural Resources ● Activities – Watch Human Footprint part 1 https://www.youtube.com/watch?v=7XQfmy3CZdE ● Closure – Tweet about something that you learned today.

Lesson 9L: Topic Consumerism: Impact on Nature http://sfenvironmentkids.org/teacher/lesson_plans/True_Cost_of_Cool_6-12.pdf Multimedia: Cost of Cool, Parts 1-3 https://www.youtube.com/watch?v=7ZzEfHe6vY8 https://www.youtube.com/watch?v=4SfGXbgliw8

https://www.teachengineering.org/collection/cub_/activities/cub_rock/cub_rock_lesson02_activity1_examplequestions.pdf

http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/natural-resources.htm

http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/natural-resources.htm

http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/fossil-fuels.htm


http://sfenvironmentkids.org/teacher/lesson_plans/True_Cost_of_Cool_6-12.pdf

https://www.youtube.com/watch?v=7ZzEfHe6vY8

https://www.youtube.com/watch?v=4SfGXbgliw8

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https://www.youtube.com/watch?v=oxO3415o38w ● Objective – SWBAT Explore the impact advertisements have in promoting consumerism, learn

about hidden environmental costs in things we buy, analyze advertisements in popular teen magazines, watch video about mass consumerism, its impact on nature, and how teens can make informed consumer choices that help protect the environment

● NGSS - MS- ESS3.A ● Opening – Watch The Cost of Cool Part 1- Students are asked to respond to opening statement

of part 1 of the documentary: The U.S. has 5% of the world’s population, but uses 25% of the world's resources. https://www.youtube.com/watch?v=7ZzEfHe6vY8

● Activities – Compare life during pioneer times with our current urban life in the United States. Spark discussion- One huge difference is the amount of stuff we have today, and how we get it. Rather than making things, we buy them. In the past 500 years, United States society has changed from one in which people had to grow their food, build their homes and make their clothing, to one in which we most often buy all those things, and much, much more.

● In small groups, students discuss and answer following questions: 1. What do you usually spend most of your money on? (i.e. food, gas, bus fare, clothing etc.) 2. Do think you could go for a whole day without spending any money? 3. We currently live in a consumer culture. What does it mean to be a “consumer culture”? 4. How is this different than life during pioneer times? 5. Where do all the things we use originally come from? (natural resources that come from nature) Please give an example.

● Closure – What is the difference between “Wants” and “Needs”? Lesson 9S: Topic Consumerism: Impact on Nature Multimedia: Cost of Cool, Parts 1-3 https://www.youtube.com/watch?v=7ZzEfHe6vY8 https://www.youtube.com/watch?v=4SfGXbgliw8 https://www.youtube.com/watch?v=oxO3415o38w

● Objective –SWBAT Explore the impact advertisements have in promoting consumerism, learn about hidden environmental costs in things we buy, analyze advertisements in popular teen magazines, watch video about mass consumerism, its impact on nature, and how teens can make informed consumer choices that help protect the environment

● NGSS - MS- ESS3.A ● Opening – Answer: Is there anything we use that doesn’t come from something originally found

in nature? (Take answers. The answer ultimately, is no.) How do you think our growing demand for things affects nature? (Each thing we buy has its own lifecycle- from resource extraction, to manufacturing, transporting, use, and disposal. There are environmental costs in each of these steps, like the destruction of the rainforest to extract minerals, polluting byproducts made during an item’s manufacturing, the oil needed to transport it, or the landfill used to dispose it.

● Activities – Watch The Cost of Cool Part 2 ● Closure – How many t-shirts do you own? Describe the “True” cost of owning those t-shirts.

Lesson 10L: Topic Consumerism: Impact on Nature http://sfenvironmentkids.org/teacher/lesson_plans/True_Cost_of_Cool_6-12.pdf Multimedia: Cost of Cool, Parts 1-3 https://www.youtube.com/watch?v=7ZzEfHe6vY8 https://www.youtube.com/watch?v=4SfGXbgliw8 https://www.youtube.com/watch?v=oxO3415o38w



https://www.youtube.com/watch?v=oxO3415o38w




62

● Objective – SWBAT Explore the impact advertisements have in promoting consumerism, learn about hidden environmental costs in things we buy, analyze advertisements in popular teen magazines, watch video about mass consumerism, its impact on nature, and how teens can make informed consumer choices that help protect the environment

● NGSS - MS- ESS3.A ● Opening –With your group analyze all questions asked from previous lessons on consumerism:

Are there things on your list that you don’t need for survival? In general, do we buy more things than we really need each day? What are some examples of this? (owning 50 pairs of shoes or jackets, upgrading a cell phone yearly, TV’s for each room in a home) Why do we feel compelled to buy things we don't really need? (Fun, peer pressure/fitting in, commercials and ads, culture of consuming, hope that we’ll get some need or “deficiency” satisfied) What goes into your decision to buy things? (Cost, desire, need, cool factor) Do you think commercials and advertisements make us feel we need things when we really don't? (Yes) Can someone give a personal example of this?

● Activities – Ad Appeal -Student groups will now analyze advertisements to learn more about how teens are being targeted as consumers. Give each group 1 magazine. Direct student groups to choose one appealing magazine ad and discuss what they find appealing about the product and ad. Give students 15 minutes to do so. Call one group at a time to the front of the class and have the group show their ad to the class, briefly explaining what they found appealing about it. List products being sold on the board. After all groups share their ads, guide students in a vote on which thing they’d like to buy. Record the number of votes for each item on the board. Ask: Why would you want to buy that item? Does it meet a need? Ask students if they can guess any environmental impacts those items might have. Take a couple of answers only, as students will answer this question more in-depth after watching part 3 of Cost of Cool. Ask: Can someone give an example of a time you decided not to buy something—what influenced you? What are some other reasons we might choose not to buy something? (Cost, environmental harm, didn’t need it, didn’t want to support the company)

● Closure – What did you learn today about your own consumerism? Lesson 10S: Topic Consumerism: Impact on Nature http://sfenvironmentkids.org/teacher/lesson_plans/True_Cost_of_Cool_6-12.pdf Multimedia: Cost of Cool, Parts 1-3 https://www.youtube.com/watch?v=7ZzEfHe6vY8 https://www.youtube.com/watch?v=4SfGXbgliw8 https://www.youtube.com/watch?v=oxO3415o38w

● Objective – SWBAT Explore the impact advertisements have in promoting consumerism, learn about hidden environmental costs in things we buy, analyze advertisements in popular teen magazines, watch video about mass consumerism, its impact on nature, and how teens can make informed consumer choices that help protect the environment

● NGSS - MS- ESS3.A ● Opening – Watch The Cost of Cool Part 3 ● Activities – After watching, ask students: How does advertising or consumerism affect the

environment and nature? (Everything we buy and/or use comes from something originally found in nature. Some products are made through the use of non-renewable natural resources, like oil. Once those resources are used up, we have no more of them and the ecosystems that rely on them will suffer. Even if a resource is renewable, extracting those resources can damage or completely destroy an ecosystem, such as logging old growth trees in an ancient forest.)




https://www.youtube.com/watch?v=oxO3415o38w

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What does it mean to be a “hidden cost”? A “hidden environmental cost”? (A hidden cost is an effect, usually harmful, that creating or consuming a product has on society. A hidden environmental cost is a negative effect a product has on the environment, or on nature.) What is one hidden environmental cost of t-shirts? (The pesticides used to grow non-organic cotton damage the topsoil and can pollute groundwater below.) What are some environmental hidden costs of the items voted on in Activity 1? (To answer this question, consider whether it is a need or a “want”; where the product is made and how far it would have to travel to reach you; what natural resources go into making it—and if any natural habitat is destroyed as a result of this resource extraction; how much packaging it comes in; whether the product is reusable or disposable; and whether it can be composted or recycled, or if it has to be sent to the landfill.) Knowing these hidden environmental costs, is there anyone who would now make a different purchasing choice? Record this change in votes on the board. Explain to students that through the laws of supply and demand, they can affect what is manufactured by what they choose to buy. If we reduce the amount of stuff we buy (demand) and try to buy items that are more eco-friendly and have a lower ecological impact, then we can help shift the market (supply) in positive ways. Also tell students it is not required that we neglect our wants, it is simply important for us to evaluate our wants within a bigger picture, so we are aware of the consequences of our choices and the possible impact they might have.

● Closure – Name one thing that you buy that you now consider harmful to the environment. Lesson 11L: Topic Human Impact on Natural Resources- Protecting Earth’s Wildlife http://www.nationalgeographic.com/xpeditions/lessons/14/g68/HumanFootprint.pdf http://www.nationalgeographic.com/xpeditions/lessons/14/g68/HumanFootprintWildlife.pdf

● Objective- SWBAT learn how the need for a growing number of natural resources such as wood and coltan threaten wildlife and habitats. Select one issue and list actions that could reduce or reverse problem. Complete a project (e.g., poster, skit, graphic novel) communicating their issue and action steps

● NGSS - MS- ESS3.A ● Opening –Students analyze the following statement: Americans make up 5% of the world’s

population, own 30% of the world’s cars and consume 25% of world’s energy. By their first birthday, the average American will be responsible for more carbon dioxide emissions than a person in Tanzania generates in a lifetime. Why do different cultures us and consume things at different rates? What do these statistics tell us about contemporary American culture?

● Activities – Activity 3 page 7 Protecting Earth’s Wildlife: Introduce project. Divide students into groups. Explain that students will be given fact sheet about 2 endangered animals and their habitat. They will review fact sheet and choose one animal to focus on. Brainstorm list of action steps. http://www.nationalgeographic.com/xpeditions/lessons/14/g68/HumanFootprint.pdf

● Closure – Summarize key issues facing your chosen animal’s habitat. Lesson 11S: Topic Human Impact on Natural Resources http://www.readworks.org/passages/blood-mineral

● Objective – SWBAT Cite specific textual evidence to support analysis of science and technical texts. Understand conflict in the Congo due to mining of Coltan

● ELA-Literacy/RST/6-8/1/ ● CCSS.ELA-LITERACY.CCRA.R.10 ● NGSS - MS- ESS3.A ● Opening – Read silently Blood Mineral

http://www.nationalgeographic.com/xpeditions/lessons/14/g68/HumanFootprint.pdf

http://www.nationalgeographic.com/xpeditions/lessons/14/g68/HumanFootprintWildlife.pdf


http://www.readworks.org/passages/blood-mineral

http://www.readworks.org/passages/blood-mineral

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● Activities – Students answer questions for readworks packet in their notebook. TTQA all short constructed response questions and provide evidence to support answer within text.

● Closure – What is the passage mostly about? (Conflict in Congo due to Coltan mining) Lesson 12L: Topic Human Impact on Natural Resources- Protecting Earth’s Wildlife http://www.nationalgeographic.com/xpeditions/lessons/14/g68/HumanFootprint.pdf http://www.nationalgeographic.com/xpeditions/lessons/14/g68/HumanFootprintWildlife.pdf


● NGSS - MS- ESS3.A ● Opening – Review project requirements/rubric with students. Groups decide on method to

communicate their issue and action steps. Each student member has significant role in project completion

● Activities – Develop and create project (skit, poster, pamphlet, etc) ● Closure – Bring groups together and assign presentation times for Human Footprint Day

Lesson 12S: Topic Endangered Wildlife http://www.readworks.org/sites/default/files/passages/1040_killing_fields.pdf

● Objective – SWBAT Cite specific textual evidence to support analysis of science and technical texts. Understand conflict in the Congo due to mining of Coltan

● ELA-Literacy/RST/6-8.1/ ● CCSS.ELA-LITERACY.CCRA.R.10 ● NGSS - MS- ESS3.A ● Opening – Read silently Killing Fields ● Activities – Students answer questions for readworks packet in their notebook. TTQA all short

constructed response questions and provide evidence to support answer within text. ● Closure – Approximately how many elephants are slaughtered each year due to poachers?

Lesson 13L: Topic Human Impact on Natural Resources- Protecting Earth’s Wildlife http://www.nationalgeographic.com/xpeditions/lessons/14/g68/HumanFootprint.pdf http://www.nationalgeographic.com/xpeditions/lessons/14/g68/HumanFootprintWildlife.pdf


● NGSS - MS- ESS3.A ● Opening – Review project requirements/rubric with students. Groups decide on method to


● Activities – Develop and create project (skit, poster, pamphlet, etc) Remind students of presentations during next full block. Groups use rubric to check on progress for completion.

● Closure – Name two other reasons that the mineral coltan is in global demand besides cell phones. Remind students that project MUST be completed during next mini block.

Lesson 13S: Topic Human Impact on Natural Resources- Protecting Earth’s Wildlife

http://www.readworks.org/sites/default/files/passages/1040_killing_fields.pdf



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http://www.nationalgeographic.com/xpeditions/lessons/14/g68/HumanFootprint.pdf http://www.nationalgeographic.com/xpeditions/lessons/14/g68/HumanFootprintWildlife.pdf


● NGSS - MS- ESS3.A ● Opening –Review project requirements/rubric with students. Groups decide on method to


● Activities –Develop and create project (skit, poster, pamphlet, etc) Remind students of presentations during next full block. Groups use rubric to check on progress for completion.

● Closure –Teacher and students review projects with rubric to ensure preparation for presentations.

Lesson 14L: Topic Human Impact on Natural Resources- Protecting Earth’s Wildlife http://www.nationalgeographic.com/xpeditions/lessons/14/g68/HumanFootprint.pdf http://www.nationalgeographic.com/xpeditions/lessons/14/g68/HumanFootprintWildlife.pdf

● Objective- SWBAT learn how the need for a growing number of natural resources such as wood and coltan threaten wildlife and habitats. Select one issue and list actions that could reduce or reverse problem. Complete a project (e.g., poster, skit, graphic novel) communicating their issue and action steps. Share and review findings with class.

● NGSS - MS- ESS3.A ● Opening –Human Footprint Day Reiterate presentation guidelines and the role of the audience.

Groups present their projects to class. Audience gives feedback: positive comments and constructive comments.

● Activities –Presentation of project (skit, poster, pamphlet, etc) Remind students of presentations during next minil block.

● Closure –Students take closer look at presented projects in the Human Footprint area of classroom

Lesson 14S: Topic Human Impact on Natural Resources- Protecting Earth’s Wildlife http://www.nationalgeographic.com/xpeditions/lessons/14/g68/HumanFootprint.pdf http://www.nationalgeographic.com/xpeditions/lessons/14/g68/HumanFootprintWildlife.pdf

● Objective- SWBAT learn how the need for a growing number of natural resources such as wood and coltan threaten wildlife and habitats. Select one issue and list actions that could reduce or reverse problem. Complete a project (e.g., poster, skit, graphic novel) communicating their issue and action steps. Share and review findings with class

● NGSS - MS- ESS3.A ● Opening –Human Footprint Day. Reiterate presentation guidelines and the role of the audience.

Groups present their projects to class. Audience gives feedback: positive comments and constructive comments.

● Activities –Presentation of project (skit, poster, pamphlet, etc) Remind students of presentations during next minil block.

● Closure –Students take closer look at presented projects in the Human Footprint area of classroom








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