NEPTUNE TOWNSHIP SCHOOL DISTRICT · NEPTUNE TOWNSHIP SCHOOL DISTRICT Science Curriculum Grade 7...

NEPTUNE TOWNSHIP SCHOOL DISTRICT

Science Curriculum

Grade 7


Office of the Superintendent

60 Neptune Blvd.

Neptune, NJ 07753-4836

April 30, 2019 Document C1#1

NEPTUNE TOWNSHIP BOARD OF EDUCATION

Dorothea L. Fernandez, President

Laura G. Granelli, Vice President

Brady M. Connaughton Nicole M. Green

Jerome H. Hubbard Jason A. Jones

Mark A. Matson Michelle A. Moss

Donna Puryear Antonio Lopez, Neptune City Rep.

SCHOOL DISTRICT ADMINISTRATION

Tami R. Crader, Ed.D.

Superintendent of Schools

Matthew Gristina, Ed.D.

Assistant Superintendent of Schools

Peter J. Leonard

Business Administrator/Board Secretary

Peter I. Bartlett

Assistant Business Administrator/Assistant Board Secretary

Sally A. Millaway, Ed.D.

Director for Curriculum, Instruction & Assessment

Kathleen M. Skelton

Director of Special Services

Heba Abdo, Ed.D.

Supervisor of STEM

Lakeda Demery-Alston

Supervisor of Humanities & ESL

Charles Kolinofsky

Supervisor of Data & Information

Kathleen M. Thomsen

Supervisor of Early Childhood Education

ELEMENTARY SCHOOL ADMINISTRATION

Principals

Lori B. Burns, Ed.D., Early Childhood Center

Joshua Loveland, Gables

James M. Nulle, Green Grove

Mark K. Alfone, Ed.D., Midtown Community

Janelle Williams, Shark River Hills

Jerard L. Terrell, Ed.D., Summerfield

MIDDLE SCHOOL ADMINISTRATION

Arlene M. Rogo, Ed.D., Principal

Thomas Decker, Vice Principal

Michael V. Smurro, Vice Principal

HIGH SCHOOL ADMINISTRATION

Jennifer C. Joseph, Principal

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

Kevin McCarthy, Vice Principal

James H. Whitson, Vice Principal

Richard Arnao, Administrator for Athletic & Co-Curricular Activities

DEPARTMENT CHAIRPERSONS

Kelly Baldino

Juan Beltran

Dawn Reinhardt

Nicole Sanyigo

Tara L. Stephenson

Karen Watt

Hillary L. Wilkins


SCIENCE

GRADE 7

CURRICULUM

Table of Contents

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

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

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

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

Curriculum

Unit Title Page

Pre-Unit: First Week of School “Getting to Know You” ................................................. 1

Unit 1: Chemical Reactions .............................................................................................. 7

Unit 2: Matter and Energy in Organisms and Ecosystems ............................................. 26

Unit 3: Interdependent Relationships in Ecosystems...................................................... 47

Unit 4: Forces and Interactions ....................................................................................... 68

Unit 5: Earth Systems ..................................................................................................... 89


Science

Grade 7

Acknowledgements

The Science grade 7 curriculum was developed for Neptune Township Middle School

through the efforts of Christine Serhus, Neptune Middle School Science Teacher, in

cooperation with the Curriculum Steering Committee inclusive of Tara Stephenson, Science

Department Chairperson, Heba Abdo, Ed.D., STEM Supervisor, and Sally A. Millaway,

Ed.D., Director for Curriculum, Instruction, and Assessment.

Ms. Serhus is to be commended for her dedication in creating detailed learning plans that

are aligned to the New Jersey Student Learning Standards for Science and the New Jersey

Model Science Curriculum. These learning plans contain student-centered, inquiry-based

activities that meet the requirements of the New Jersey Student Learning Standards for

Science and incorporate the New Jersey Student Learning Standards for Mathematics and

the New Jersey Student Learning Standards for English Language Arts. 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 students for a

life-long learning process in a complex and diverse world. It is with high expectations

that our schools foster:

• A strong foundation in academic and modern technologies.

• 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 people.

• 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 Student Learning Standards (NJSLS).

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

GRADE 7

CURRICULUM

COURSE DESCRIPTION

The Science grade 7 curriculum is based on the New Jersey Model Science Curriculum

which is aligned to the New Jersey Student Learning Standards-Science, the New Jersey

Student Learning Standards-Mathematics and the New Jersey Student Learning

Standards-English Language Arts. This course takes an integrated approach to teaching

Science. Students will study aspects of Life Science, Earth and Space Science, and

Physical Science.

iv

1

Learning Plans

Pre-Unit: Getting to Know You/Beginning of the Year

Duration: 1 Week

Lesson 1: Getting to Know You Survey

Objective – SWBAT: explore their learning styles and provide the teacher with

information to understand and getting to know how they learn, as well as, their

strengths, weaknesses, and interests.

NJSLS-S – NJSLS-S Engineering Practice #4; NJSLS-S Engineering Practice #8

Opening – First Day Demo – Physical and Chemical Changes (Anchoring

Phenomenon): Students will complete the ‘Before’ picture section and the

hypothesis of the Demo worksheet or write about what they think the hypothesis

is for the Demo and what they predict will happen.

Activities – Students will complete the Getting to Know You Survey

Resource –

1.Survey:

http://www.whatkidscando.org/specialcollections/student_voice/pdf/Who%20Are

%20You%20Questionnaire.PDF

2.Survey:

https://docs.google.com/document/d/1VZoxvw50wTT9wooJB3BdQxOuN_ct3H

OtM58R40JwWM8/edit

3.Multiple Intelligences:

https://drive.google.com/file/d/0B7URmVNGH3yiZGM5SlIyMWY2dmM/view?t

s=5b575d93

4.Multiple Intelligences/Learning Styles Online Test:

https://www.psychologytoday.com/us/tests/iq/multiple-intelligences-learning-

style-test

5.Demos - https://www.keslerscience.com/a-science-demo-day-that-students-will-

never-forget/

6.Demos- https://www.education.com/activity/middle-school/science/

Closure – Students will work on their goal cards for the year (students will state

what their goal is for the year in science).

Lesson 2: Procedures and Expectations

Objective – SWBAT: identify appropriate classroom expectations and procedures

for 7th grade science for the school year.

NJSLS-S – NJSLS-S Engineering Practice #8

Opening – Four Corners – Favorite topic from previous year’s science class.

Followed by students introducing themselves and discussing what they liked

about the topic and memorable activities/labs.

Activities – Students will complete guided notes on the classroom expectations

and procedures for 7th grade science (teacher will model some behaviors and

students will model others). Students will sign the procedures and then bring them

home to be signed by parents. The Lab Safety contract will be reviewed and

signed in class before students bring it home to have it signed by parents.

http://www.whatkidscando.org/specialcollections/student_voice/pdf/Who%20Are%20You%20Questionnaire.PDF


https://docs.google.com/document/d/1VZoxvw50wTT9wooJB3BdQxOuN_ct3HOtM58R40JwWM8/edit


https://drive.google.com/file/d/0B7URmVNGH3yiZGM5SlIyMWY2dmM/view?ts=5b575d93


https://www.psychologytoday.com/us/tests/iq/multiple-intelligences-learning-style-test


https://www.keslerscience.com/a-science-demo-day-that-students-will-never-forget/


https://www.education.com/activity/middle-school/science/

2

Closure – Have students log in to Google Classroom to ensure no one is having

any issues. If student has Google Classroom functioning, then they will continue

to working on goal cards.

Lesson 3: Pre-Assessment

Objective – SWBAT: demonstrate prior knowledge on the concepts students will

be learning throughout the year by completing the 7th Grade Science Pre-

Assessment.

NJSLS-S - All 7th Grade NJSLS-S

Opening – Display the Procedures for Tests and Quizzes on the board. Students

will write down on a Do Now Ticket which procedure they think is most

important.

Activities – Students will complete the multiple choice and written portions of the

7th grade science pre-assessment. Students can work on Goal Cards if they need

to complete them.

Closure – Discussion: What did students know on the pre-assessment? What

didn’t they know? What parts did they find difficult? Easy?

Lesson 4: Group by Common Interest Engineering Design Task

Objective – SWBAT: work collaboratively to identify a problem and create and

test a solution through the engineering process.

NJSLS-S – NJSLS-S Engineering Practice #1; NJSLS-S Engineering Practice #3;

NJSLS-S Engineering Practice #6; NJSLS-S Engineering Practice #8

Opening – Do Now Ticket: What do you think engineering is and what do you

think the engineering process is?

Activities – Review the Do Now as a class. Students will be grouped by common

interests to complete an engineering design task. No more than four students in a

group in six groups.

Resource – Engineering tasks

1. https://ww2.kqed.org/quest/2016/01/21/building-fun-5-civil-engineering-

activities-for-the-classroom/

2. https://stemactivitiesforkids.com/

3.

https://pbskids.org/designsquad/pdf/parentseducators/DS_Act_Guide_complete.p

df

4. https://www.sciencebuddies.org/science-fair-projects/engineering-design-

process/engineering-design-process-steps

Closure – Exit Ticket: What was the most challenging part of you engineering

design task? How well did your group work together to solve the problem?

Lesson 5: Lab Safety Review

Objective – SWBAT: identify appropriate lab safety procedures by watching

Flynn Lab Safety and taking notes/answering questions.

NJSLS-S - NJSLS-S Engineering Practice #8

Opening – Do Now Ticket: What do you think is the most important lab safety

https://ww2.kqed.org/quest/2016/01/21/building-fun-5-civil-engineering-activities-for-the-classroom/


https://stemactivitiesforkids.com/

https://pbskids.org/designsquad/pdf/parentseducators/DS_Act_Guide_complete.pdf


https://www.sciencebuddies.org/science-fair-projects/engineering-design-process/engineering-design-process-steps


3

rule and why?

Activities – Students will complete the Flynn Lab Safety video

(https://www.youtube.com/watch?v=5g0hNM91iyg) and students will answer

questions/take notes while watching the video.

Closure – Review and Discuss the video questions or notes students have taken.

Lesson 6: Lab Safety Quiz

Objective – SWBAT: demonstrate knowledge of appropriate lab safety

procedures by completing the lab safety quiz.


Opening – Students will take 5 minutes to study before their lab safety quiz.

Activities – Students will complete the lab safety quiz (from Flynn Scientific).

Closure – When all students have completed the quiz review the questions as a

class.

Lesson 7: Setting Up Personalized Science Notebook

Objective – SWBAT: create their science notebooks with a sense of personal

ownership and will familiarize themselves with routines around using their

science notebooks.


Opening – Students will gather their notebook from where it will be placed all

year and then write a Do Now about what they think they will use their notebook

for.

Activities – Review student Do Now responses as a class. Students will follow

along as the teacher instructs how to set up their notebooks. Students will work on

personalizing their notebooks. They must include their Name, Classroom

Number, and Subject on the cover.

Resource - https://www.calacademy.org/educators/lesson-plans/decorate-your-

science-notebook

Closure – Students will place notebooks where they belong, so they can build the

routine of getting and putting away their notebooks.

INTEGRATED TECHNOLOGY

8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information

in order to solve problems individually and collaborate and create and communicate

knowledge.

8.2 Technology Integration, Engineering, Design and Computational Thinking -

Programming All students will develop an understanding of the nature and impact of technology,

engineering, technological design, computational thinking and the designed world as

they relate to the individual, global society, and the environment.

https://www.youtube.com/watch?v=5g0hNM91iyg

4

INTEGRATED SOCIAL AND EMOTIONAL LEARNING COMPETENCIES

The following social and emotional competencies are integrated in this curriculum

document:

Self-Awareness

x Recognize one’s own feelings and thoughts

x Recognize the impact of one’s feelings and thoughts on one’s own behavior

x Recognize one’s personal traits, strengths and limitations

x Recognize the importance of self-confidence in handling daily tasks and

challenges

Self-Management

x Understand and practice strategies for managing one’s own emotions, thoughts

and behaviors

x Recognize the skills needed to establish and achieve personal and educational

goals

Identify and apply ways to persevere or overcome barriers through alternative

methods to achieve one’s goals

Social Awareness

x Recognize and identify the thoughts, feelings, and perspectives of others

x Demonstrate an awareness of the differences among individuals, groups, and

others’ cultural backgrounds

x Demonstrate an understanding of the need for mutual respect when viewpoints

differ

x Demonstrate an awareness of the expectations for social interactions in a variety

of settings

Responsible Decision Making

x Develop, implement and model effective problem solving and critical thinking

skills

Identify the consequences associated with one’s action in order to make

constructive choices

5

Evaluate personal, ethical, safety and civic impact of decisions

Relationship Skills

x Establish and maintain healthy relationships

x Utilize positive communication and social skills to interact effectively with others

Identify ways to resist inappropriate social pressure

Demonstrate the ability to present and resolve interpersonal conflicts in

constructive ways

x Identify who, when, where, or how to seek help for oneself or others when needed

Student Resources

Surveys:

http://www.whatkidscando.org/specialcollections/student_voice/pdf/Who%20Are%20Yo

u%20Questionnaire.PDF;

https://docs.google.com/document/d/1VZoxvw50wTT9wooJB3BdQxOuN_ct3HOtM58

R40JwWM8/edit

Multiple Intelligence Surveys:

https://drive.google.com/file/d/0B7URmVNGH3yiZGM5SlIyMWY2dmM/view?ts=5b5

75d93; https://www.psychologytoday.com/us/tests/iq/multiple-intelligences-learning-

style-test

Flynn Lab Safety Video:


Teacher Resources

Demos:

https://www.keslerscience.com/a-science-demo-day-that-students-will-never-forget/;


Engineering Challenges:

https://ww2.kqed.org/quest/2016/01/21/building-fun-5-civil-engineering-activities-for-

the-classroom/; https://stemactivitiesforkids.com/;

https://pbskids.org/designsquad/pdf/parentseducators/DS_Act_Guide_complete.pdf;

https://www.sciencebuddies.org/science-fair-projects/engineering-design-

process/engineering-design-process-steps














https://stemactivitiesforkids.com/




6

Modifications Special Education Students: (These are just suggested ideas to

modify instruction. All modifications and accommodations should

be specific to each individual child’s IEP. All students with 504

plans should be provided the necessary tools to be successful in the

course. ) Multi-sensory instruction. Differentiated instruction. Additional Vocabulary Activities. Provide hands-on manipulatives with format skeletons to

groups of students. Draw and label diagrams to represent the data for visual

learners. Provide time for revision of work when students show need. Facilitate group discussions to assess understanding among

varying ability levels of students. Scaffolding content. Graphic organizers. Project-based learning options.

English Language Learners: Identify key phrases or new vocabulary to pre-teach. Additional Vocabulary Activities: to support the ELL students

to build understanding. Draw and label diagrams to represent the data for visual

learners. Provide visual cues. Provide time for revision of work when students show need. Scaffolding content. Graphic organizers. Encourage students to offer bilingual assistance to each other. Project-based learning options.

Students at Risk of Failure: Reteach to Build Understanding: for struggling learners to

revisit and practice the lesson concept or skill modeling. Provide time for revision of work when students show need. Scaffolding content. Graphic organizers. Mnemonics. Project-based learning options.

Gifted Students: Enrichment Activities: to challenge the advanced-proficient

student. Provide extension assignments and activities. Projects in multiple tasks. Grouping. Project-based learning options.

Honors-level courses should feature activities and assessments that

challenge students beyond the general education class requirements.

7

Adapted from the NJDOE MODEL CURRICULUM

CONTENT AREA: Science GRADE: 7 UNIT #: 1 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

MS-PS1-6

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

8

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.]

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)

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

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)

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

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

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



















































9

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)

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

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)

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 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)



































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


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

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

10

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)

New Jersey Student Learning Standards Connections:

ELA/Literacy –

RI.7.1. Cite several pieces of textual evidence and make relevant connections to support analysis of what the text says explicitly as well as

inferences drawn from the text. (MS-PS1-2)(MS-PS1-5)(MS-PS1-6)

W.7.1. Write arguments to support claims with clear reasons and relevant evidence. (MS-PS1-2)(MS-PS1-6)

W.7.2.

W.7.7.

W.7.9.

SL.7.1.

SL.7.5.

L.7.6.

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection,

organization, and analysis of relevant content. (MS-PS1-6)

Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused

questions for further research and investigation. (MS-PS1-6)

Draw evidence from literary or informational texts to support analysis, reflection, and research. (MS-PS1-6)

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7

topics, texts, and issues, building on others’ ideas and expressing their own clearly. (MS-PS1-2)(MS-PS1-5)(MS-PS1-6)

Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

(MS-PS1-5)

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary

knowledge when considering a word or phrase important to comprehension or expression. (MS-PS1-2)(MS-PS1-5)(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.5

7.RP.A.2.C

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

Represent proportional relationships by equations. (MS-PS1-5)

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

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


http://nextgenscience.org/hsps3-energy



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/SP


11

In this unit plan, the following 21st Century Life and Careers skills are addressed:

Check ALL that apply –

21st Century Themes

Indicate whether these skills are:

E – encouraged

T – taught

A – assessed

Career Ready Practices

9.1 Personal Financial

Literacy

ET CRP1. Act as a responsible and

contributing citizen and employee.

Income and Careers ET CRP2. Apply appropriate academic and

technical skills.

Money Management CRP3. Attend to personal health and

financial well-being.

Credit and Debt

Management

ETA CRP4. Communicate clearly and

effectively and with reason.

Planning, Saving, and

Investing

ET CRP5. Consider the environmental,

social and economic impacts of decisions.

Becoming a Critical

Consumer

ETA CRP6. Demonstrate creativity and

innovation.

Civic Financial

Responsibility

ETA CRP7. Employ valid and reliable

research strategies.

Insuring and Protecting ETA CRP8. Utilize critical thinking to make

sense of problems and persevere in

solving them.

9.2 Career Awareness,

Exploration, and

Preparation

ET CRP9. Model integrity, ethical

leadership and effective management.

X Career Awareness CRP10. Plan education and career paths

aligned to personal goals.

Career Exploration ET CRP11. Use technology to enhance

productivity.

Career Preparation ETA CRP12. Work productively in teams

while using cultural global competence.




knowledge.



engineering, technological design, computational thinking and the designed world as they

relate to the individual, global society, and the environment.

12



document:

Self-Awareness





challenges

Self-Management


and behaviors


goals



Social Awareness





differ


of settings



skills



13


Relationship Skills





constructive ways


Student Resources

Lesson #1

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

Lesson #2

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

Lesson #5

https://www.quia.com/quiz/303980.html

https://www.brainpop.com/science/matterandchemistry/chemicalequations/

https://www.brainpop.com/science/matterandchemistry/chemicalequations/quiz/

Lesson #6

https://www.youtube.com/watch?v=Wwmsy4huZQ0

http://www.gpb.org/files/pdfs/gpbclassroom/chemistry/note_ep201.pdf

Lesson #7

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

Lesson #9

https://phet.colorado.edu/en/simulation/build-a-molecule

Lesson #13

https://phet.colorado.edu/sims/html/reactants-products-and-leftovers/latest/reactants-

products-and-leftovers_en.html https://www.youtube.com/watch?v=Wwmsy4huZQ0

Lesson #15

https://www.brainpop.com/science/matterandchemistry/conservationofmass/

Lesson #16

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

Lesson #17

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










https://phet.colorado.edu/sims/html/reactants-products-and-leftovers/latest/reactants-products-and-leftovers_en.html






14

http://www.softschools.com/quizzes/science/chemical_reactions/quiz380.html

Lesson #25

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

Teacher Resources

Lesson #2

https://create.kahoot.it/details/chemistry-chemical-and-physical-

Lesson #6

https://create.kahoot.it/details/duplicate-of-physical-and-chemical-changes/4fab6a0f-

af97-4331-a27d-cbc31128cab7

Lesson #11-12

http://www.middleschoolchemistry.com/lessonplans/chapter6/lesson1

Lesson #13-15

https://betterlesson.com/lesson/resource/3271350/conservation-of-mass-

investigation?from=resource_image

Lesson #16

http://sciencespot.net/Pages/classchem.html#Anchor8

Lesson #17

https://www.stevespanglerscience.com/lab/experiments/homemade-hand-warmer/

Lesson #18

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

toothpaste?modal=1&videoid=2crFb3Z6aSY&autoplay=1

https://betterlesson.com/lesson/614836/catalyst-lab-elephant-toothpaste

Lesson #19


Lesson #21

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

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

Grade_Chemistry_5E_LessonPlans_073113.pdf

Lesson #28

https://create.kahoot.it/details/duplicate-of-physical-and-chemical-changes/4fab6a0f-

af97-4331-a27d-cbc31128cab7

https://jeopardylabs.com/play/physical-and-chemical-changes-test3

https://www.quia.com/cb/822641.html

https://www.superteachertools.us/jeopardyx/jeopardy-review-game-

live.php?gamefile=96234&playid=3299298




https://create.kahoot.it/details/duplicate-of-physical-and-chemical-changes/4fab6a0f-af97-4331-a27d-cbc31128cab7



https://betterlesson.com/lesson/resource/3271350/conservation-of-mass-investigation?from=resource_image




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





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






https://www.superteachertools.us/jeopardyx/jeopardy-review-game-live.php?gamefile=96234&playid=3299298


15

Learning Plan

Unit I

Chemical Reactions

Duration: 8 Weeks

Lesson 1: Physical vs. Chemical Changes ● Objective – SWBAT analyze a change in matter to determine which evidence is

present to classify changes as either physical or chemical

● NJSLS-S -MS-PS1-2

● Opening – Given a photograph (a rusty car), students identify the change as

physical or chemical and identify 3 pieces evidence to support their claim. Class

discussion to follow.

● Activities –Bozeman Science Physical and Chemical Changes. Students view

podcast and take notes, students may work independently or notes can be

completed as a class. Identify signs of physical and chemical changes. Discuss

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

● Closure – Exit ticket- Boiling water is a chemical or physical change? Provide

three pieces of evidence to support your claim.

Lesson 2: Physical vs. Chemical Changes ● Objective – SWBAT analyze a change in matter to determine which evidence is

present to classify changes as either physical or chemical.

● NJSLS-S - MS-PS1-2

● Opening – Watch video clip - Physical and Chemical Properties of Matter


● Activities – Respond to video questions THINK, class discussion to follow

● Kahoot - https://create.kahoot.it/details/chemistry-chemical-and-physical-

changes/8c30f4dd-9587-423a-a0d0-2cd8529ca8d0

● Closure – List 5 Chemical changes with evidence to support your claim

Lesson 3: Physical vs. Chemical Changes

● Objective – SWBAT analyze a change in matter to determine which evidence is



● Opening – List 3 pieces of evidence of a physical change and 3 pieces of

evidence of a chemical change.

● Activities –

GE and ICS -Intro to the Alka-Seltzer Lab – Physical and chemical changes

Honors - Intro to the Taco Sauce Penny Cleaner Lab – Physical and chemical

changes

and engineering design lab.

Students will compose a hypothesis based the purpose/question presented to them.

Materials and instructions as well as criteria and constraints will be reviewed

and discussed.

Q&A

● Closure – In an exit ticket provide the safety rules needed for this lab.




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

16


● Objective – SWBAT analyze a change in matter to determine which evidence is



● Opening – Prepare for the lab, review safety rules, instructions, clear lab area etc.

● Activities – Lab (see previous lesson)

● Closure – In one paragraph state your lab conclusion and support your conclusion

with evidence from your observations.


● Objective – SWBAT analyze and interpret data on substances before and after

substances interact to determine if chemical or physical change has occurred.


● Opening - Interactive quiz on physical and chemical changes


● Activities - Video clip – Brainpop Chemical Equations https://www.brainpop.com/science/matterandchemistry/chemicalequations/

● Complete lab conclusion (answer all questions within conclusion on student

activity sheet)

● Class discussion – What were some challenges that you encountered during this

investigation, what were your observations, conclusion and evidence to support

your conclusion? Etc.

● Closure – Interactive quiz Brainpop Chemical Equations https://www.brainpop.com/science/matterandchemistry/chemicalequations/quiz/

Lesson 6: Physical vs. Chemical Changes ● Objective – SWBAT analyze and interpret data on substances before and after

substances interact to determine if chemical or physical change has occurred.


● Opening - Given picture prompts, students identify as physical or chemical

changes providing supporting evidence of their claim. (Ice melting, water boiling,

cooking an egg)

● Activities – Video notetaking activity and follow-up student response sheet

● https://www.youtube.com/watch?v=Wwmsy4huZQ0

Note-taking guides


http://www.gpb.org/files/pdfs/gpbclassroom/chemistry/physicalchemwkst2.pdf

Closure – Kahoot - https://create.kahoot.it/details/duplicate-of-physical-and-

chemical-changes/4fab6a0f-af97-4331-a27d-cbc31128cab7

Lesson 7: Counting Atoms ● Objective – SWBAT identify atoms/elements in a molecule and count atoms

using coefficients and subscripts


● Opening – Counting atoms worksheet

● Activities Students take detailed notes identifying parts of a chemical formula






http://www.gpb.org/files/pdfs/gpbclassroom/chemistry/physicalchemwkst2.pdf



17

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

As a class review vocabulary: Reactants, Products, Yields, Coefficient, and

Subscript etc.

● Closure – What elements and how many atoms of each element are in a glucose

molecule:

C6H12O6

Lesson 8: Building Molecules ● Objective – SWBAT identify atoms/elements in a molecule, construct molecules

when given a chemical formula and describe that when atoms bond, the new

substance created has new and different properties.


● Opening – Students are asked to illustrate a molecule when given a chemical

formula.

● Activities - Students are working in pairs to create models of molecules given a

molecule kit. Students will then research and describe the properties of the atoms

before they are bonded and the properties of the new substance created. As a class

we discuss how the bonding of atoms creates a chemical change producing a new

substance with new and different properties.

Closure –How does Sodium (Na) and Chlorine (Cl) change after they are bonded

together?

Lesson 9: Building Molecules ● Objective – SWBAT identify atoms/elements in a molecule, construct molecules

when given a chemical formula and describe that when atoms bond, the new

substance created has new and different properties.


● Opening – What type of atoms and how many of each would you need to make

two molecules of water?

● Activities – Build a molecule interactive activity


● Pre- lab, student activity sheet and Post lab documents available on the website.

Students may work independently or in pairs.

● Closure – What does the coefficient in a chemical formula identify?

Lesson 10: Model a Chemical Reaction ● Objective – SWBAT utilize colored links to model the chemical reaction that

takes place during photosynthesis.

● NJSLS-S - MS-PS1-2, MS-PS1-5

● Opening – Given a picture prompt (including the chemical equation for

photosynthesis and graphic), students write one paragraph using unit vocabulary,

explaining the process of photosynthesis, include a labeled diagram.

● Pair-share

● Activities - Students will construct a model of the chemical reaction required for

photosynthesis using colored links.

Class discussion and analysis questions to follow.



18

● Closure – Did you have any left-over links after constructing the products? How

many Carbon, Oxygen and Hydrogen atoms were contained in the reactants?

How many Carbon, Oxygen and Hydrogen atoms were contained in the product?

What can you conclude after constructing the reactants and the products of

photosynthesis?

Lesson 11: The Law of conservation of Mass ● Objective – SWBAT describe that atoms are neither created nor destroyed in a

chemical reaction.


● Opening – Given the chemical equation and molecular model of a burning candle

chemical reaction, students will count atoms, share their observations and

conclusions.

Activities - Demonstration - Burning Candle

Light a tea candle, ask students questions such as:

Is this a physical or chemical change?

Looking at the chemical equation identify reactants and products.

Cover the candle with a jar – students note their observations on the Student

Activity Sheet

Continue with lesson suggested questioning, adjust rigor as needed. American Chemical Society – Middle School Chemistry What is a Chemical Reaction


● Closure – What does the Law of Conservation of Mass state? What evidence can

you provide to support this scientific law?

Lesson 12: The Law of Conservation of Mass ● Objective – SWBAT model that atoms are neither created nor destroyed in a

chemical reaction.


● Opening – Given a molecular model of a chemical equation, students identify as

balanced or not balanced and provide evidence to support their claim.

● Activities – Students will construct a model of the chemical equation of a burning

candle utilizing materials provided on the link below.

American Chemical Society – Middle School Chemistry What is a Chemical

Reaction


● Closure – What happens to the atoms of the reactants during a chemical reaction?

Lesson 13: The Law of Conservation of Mass

Objective – SWBAT model that atoms are neither created nor destroyed in a

chemical reaction, atoms are simply rearranged. Different substances are created

by the combination of different atoms.

NJSLS-S - MS-PS1-2, MS-PS1-5

● Opening – Interactive Law of conservation of Mass activity.

Demo – Conservation of Matter https://phet.colorado.edu/sims/html/reactants-




19

products-and-leftovers/latest/reactants-products-and-leftovers_en.html

● Activity – Law of Conservation of Matter https://www.youtube.com/watch?v=Wwmsy4huZQ0

● Introduction to The Law of Conservation of Mass Lab


investigation?from=resource_image

● Class will discuss lab safety procedure/rules and the lab procedures

● Closure – If the reactants of a chemical reaction have the mass of 532.0 grams,

what will the mass of the products measure?

Lesson 14: The Law of Conservation of Mass ● Objective – SWBAT demonstrate that atoms are neither created nor destroyed in

a chemical reaction, atoms are simply rearranged. Different substances are

created by the combination of different atoms.


● Opening – Students observe the sample lab set-up and review safety procedures

and lab instructions.

● Activities – The Law of conservation of Mass Lab


investigation- extension?from=resource_image

● Closure – Q & A- What was challenging about the lab? What did you learn?

Students share their observations and conclusions. Was the total mass of the

reactants equal the mass of the products?

Lesson 15: The Law of Conservation of Mass ● Objective – SWBAT demonstrate that atoms are neither created nor destroyed in

a chemical reaction, atoms are simply rearranged. Different substances are

created by the combination of different atoms.


● Opening – Video clip – Law of Conservation of Mass


Activities Student activity sheet for reinforcement

https://www.brainpop.com/science/matterandchemistry/conservationofmass/activ

ity/#=vocabulary

Identifying balanced equations activity – See “Handout/Worksheet with

Directions”

https://middleschoolscience.com/2016/02/29/identifying-and-balancing-

chemical-reactions/

● Closure – Review Quiz (as a class or printable quiz)

https://www.brainpop.com/science/matterandchemistry/conservationofmass/quiz/

Lesson 16: The Law of Conservation of Mass ● Objective – SWBAT demonstrate The Law of Conservation of Mass






https://betterlesson.com/lesson/resource/3271349/conservation-of-mass-%20%20%20%20%20%20%20%20%20%20%20%20%20investigation-

https://betterlesson.com/lesson/resource/3271349/conservation-of-mass-%20%20%20%20%20%20%20%20%20%20%20%20%20investigation-


https://www.brainpop.com/science/matterandchemistry/conservationofmass/activity/#=vocabulary

https://www.brainpop.com/science/matterandchemistry/conservationofmass/activity/#=vocabulary

https://middleschoolscience.com/2016/02/29/identifying-and-balancing-chemical-reactions/

https://middleschoolscience.com/2016/02/29/identifying-and-balancing-chemical-reactions/

https://www.brainpop.com/science/matterandchemistry/conservationofmass/quiz/

20

● Opening – Balancing act activity


● Activities – A Beginner's Guide to Balancing Equations- Bozeman Science

Students take notes and practice balancing simple equations


● Closure- Why is it important to remember that you can NEVER change a

subscript?

Lesson 17: Endothermic and Exothermic Reactions ● Objective – SWBAT describe 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.


● Opening – Watch : Heat and Cold Packs https://www.youtube.com/watch?v=-

lHZg0tMdVU http://www.stevespanglerscience.com/lab/experiments/homemade-

hand-warmer

Activities Students watch video explaining the science behind heat and cold

packs. https://www.stevespanglerscience.com/lab/experiments/homemade-hand-

warmer/

Interactive Quiz - http://www.softschools.com/quizzes/science/chemical_reactions/quiz380.html

Closure – List self-warming/cooling devices you have used in past, identify each

as the result of an endothermic or exothermic reaction.

Lesson 18: Energy Change in Chemical Reaction ● Objective –SWBAT describe decomposition reaction as breaking into component

parts. Define catalyst. Classify chemical reaction as exothermic


● Opening- Show students video of a variation of the experiment they will perform

Elephant Toothpaste

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

toothpaste?modal=1&videoid=2crFb3Z6aSY&autoplay=1

● Activities – Demo - Elephant’s toothpaste: Decomposition of hydrogen peroxide

with yeast. With a partner students mix peroxide, soap and yeast. Observe and

note changes Elephant Toothpaste Lab


● Closure – What ingredient in this experiment served as the catalyst?

Lesson 19: Energy Change in Chemical Reaction ● Objective – SWBAT describe an endothermic and exothermic reaction. Students

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 an endothermic chemical reaction observe and

draw conclusions.






http://www.stevespanglerscience.com/lab/experiments/homemade-hand-warmer

http://www.stevespanglerscience.com/lab/experiments/homemade-hand-warmer







21

● Opening – Students review lab and safety procedure. Prepare for lab (hair and

sleeves up, clear desk etc.) 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. American Chemical Society Middle School Chemistry

Energy Changes in a Chemical Reaction


● Activities- Partners measure temperature change during chemical reaction of

baking soda and vinegar. Discuss student observations and ask questions. Project

images of reaction to explain.

American Chemical Society Baking Soda and Vinegar Reaction simulation

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

da_and_vinegar

● Closure – What is the highest temperature reached during your group’s reaction

Lesson 20: Self Warming/Cooling devices ● Objective – SWBAT name the functions of devices for self-warming/cooling


● Opening – Read together Self-warming and cooling devices.

● Activities- After reading article below, student research other self- warming

devices using different chemical combinations.

● Closure – Reflect on 2 ideas found during research. How may discoveries in this

area help people in the future?

Lesson 21: - Investigating Temperature Change as evidence (7-8 day activity) ● Objective – SWBAT research components of and begin to design a device that

uses exothermic or endothermic energy to create a temperature change.


● Opening – Review vocabulary: chemical change, physical change, endothermic,

exothermic, reactants, and products. Methane reaction energy-Review image of

methane reaction as a exothermic reaction American Chemical Society Methane

Reaction http://www.middleschoolchemistry.com/multimedia/chapter6/lesson7

Teacher asks, “What holds atoms together in molecular compounds?” What is

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 which cools or warms. (Refer to the link below – alter lesson to adhere

to current acceptable MS Chemicals)

● Energy Changes http://www.t4t.org/wp-content/uploads/2013/07/T4T_8th-

Grade_Chemistry_5E_LessonPlans_073113.pdf

Explain that in chemical reactions, bonds are formed or broken apart and there

is a change in energy. 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


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

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




22

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 22: - Investigating Temperature Change as evidence of a Chemical Change

Objective – SWBAT develop 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.

● NJSLS-S – MS-PS1-2, 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 investigative design as needed.

● Closure – Share procedures and safety precautions to prepare for upcoming lab.

Lesson 23: - Investigating Temperature Change as evidence of a Chemical Change

Objective – SWBAT test and evaluate a change as either chemical or physical

(based on criteria) and use evidence to prove if the change is exothermic or

endothermic.


● 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 complete response sheet (which includes

table of reactants used, products formed, type of change, evidence of change, and

temperature change) Students share results by one or more of the following

(students record results of other groups on handout): 1) present results to the

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.

● Closure – Was your reaction an exothermic or endothermic reaction. Provide

evidence to support your claim.

Lesson 24: -Analyze results of previous experiments ● Objective – SWBAT analyze results from class’s experiments and draw

conclusions.


● 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 ideas of new devices that could

use the chemicals to self-warm or cool it.

23

Lesson 25: Design of self-warming/cooling device with use of exothermic or

endothermic reactions. ● 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.


● Opening – Teacher shows students a movie clip Hypothermia:

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 26: Design of self-warming/cooling device with use of exothermic or

endothermic reactions

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.


● 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


24

explanation/advertisement of: who will use your device? How does your device

work? Why is your device useful? A slogan or name for your device.

● Closure- Share device creations thus far.

Lesson 27: Presentations: Design of self-warming/cooling ● Objective – SWBAT present investigation results during presentation of self-

heating/cooling device to the class.


● 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

Lesson 28: Unit Assessment Review ● Objective – SWBAT demonstrate knowledge of Unit I concepts.

● NJSLS-S – MS-PS1-2, MS-PS1-5, MS-PS1-6

● Opening – Kahoot - https://create.kahoot.it/details/duplicate-of-physical-and-

chemical-changes/4fab6a0f-af97-4331-a27d-cbc31128cab7

● Activities –Students play bingo with Unit I terms. Online review quizzes –

Changes in Matter https://jeopardylabs.com/play/physical-and-chemical-changes-

test3 https://www.quia.com/cb/822641.html

https://www.superteachertools.us/jeopardyx/jeopardy-review-game-

live.php?gamefile=96234&playid=3299298

● Closure –Q & A for stickers

Lesson 29: Unit I Assessment- Multiple Choice Portion ● Objective – SWBAT demonstrate knowledge of Unit I concepts.


● Opening – Prepare for multiple choice portion of The Unit I Assessment

Place AR book on desk, clear all other items from desk, no talking or getting out

of your seat during the test etc. (Establish all testing procedures/rules prior to the

Assessment)

Activities –Linkit Unit I Test- Multiple Choice portion

● Closure –Read silently as testing materials are collected.

Lesson 30: Unit I Assessment- Lab/Open-Ended Portion ● Objective – SWBAT demonstrate knowledge of Unit I concepts.


● Opening - Prepare for Lab/Open-Ended portion of The Unit I Assessment

Review all safety procedures if needed.

Place AR book on desk, clear all other items from desk, no talking or getting out

of your seat during the test etc. (Establish all testing procedures/rules prior to the

Assessment)

● Activities – Lab/Open-Ended portion of the Unit I Assessment

● Closure – Read silently as testing materials are collected.








25

Modifications Special Education Students: (These are just suggested ideas to modify

instruction. All modifications and accommodations should be specific to

each individual child’s IEP. All students with 504 plans should be

provided the necessary tools to be successful in the course.) Multi-sensory instruction.

Differentiated instruction.

Additional Vocabulary Activities.

Provide hands-on manipulatives with format skeletons to groups of

students.

Draw and label diagrams to represent the data for visual learners.

Provide time for revision of work when students show need.

Facilitate group discussions to assess understanding among varying

ability levels of students.

Scaffolding content.

Graphic organizers.

Project-based learning options.

English Language Learners: Identify key phrases or new vocabulary to pre-teach.

Additional Vocabulary Activities: to support the ELL students to

build understanding.


Provide visual cues.



Graphic organizers.

Encourage students to offer bilingual assistance to each other.


Students at Risk of Failure: Reteach to Build Understanding: for struggling learners to revisit

and practice the lesson concept or skill modeling.



Graphic organizers.

Mnemonics.



student.

Provide extension assignments and activities.

Projects in multiple tasks.

Grouping.




26


CONTENT AREA: Science GRADE: 7 UNIT #: 2

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 MS-LS2-1

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




27

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.]

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 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.]

MS-LS2-3

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


Education:



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.


phenomena. (MS-LS2-3)


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


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

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

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























28


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.

Analyze and interpret data to provide

evidence for phenomena. (MS-LS2-1)


Solutions






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

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 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)

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

Small changes in one part of a system

might cause large changes in another part.

(MS-LS2-4)

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


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)






























































29

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)

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


Scientific Knowledge is Based on

Empirical Evidence


logical connections between evidence and

explanations. (MS-LS1-6)

Science disciplines share common

rules of obtaining and evaluating empirical

evidence. (MS-LS2-4)

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 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








































30

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)


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)


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
















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

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

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


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


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/hsls2-ecosystems-interactions-energy-dynamics



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


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



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



31


ELA/Literacy –

RI.7.1. Cite several pieces of textual evidence and make relevant connections to support analysis of what the text says explicitly as well

as inferences drawn from the text. (MS-LS1-6)(MS-LS2-1)(MS-LS2-4)

W.7.2.

W.7.1.

W.7.7.

W.7.8.

W.7.9.

SL.7.1.

SL.7.5.

L.7.6.

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)

Write arguments to support claims with clear reasons and relevant evidence. (MS-LS1-6)(MS-LS2-4)


questions for further research and investigation. (MS-LS1-6)(MS-LS1-7) (MS-LS2-1)(MS-LS2-3)(MS-LS2-4)

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-LS1-6)(MS-LS2-1)(MS-LS2-3)(MS-LS2-4)

Draw evidence from literary or informational texts to support analysis, reflection, and research. (MS-LS1-6)(MS-LS2-1)(MS-

LS2-3)(MS-LS2-4)

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade

7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. (MS-LS1-6)

Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient

points.(MS-LS1-7) (MS-LS2-3)


knowledge when considering a word or phrase important to comprehension or expression. (MS-LS1-6)(MS-LS1-7) (MS-LS2-

1)(MS-LS2-3)(MS-LS2-4)

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/RST/6-8


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





32



21st Century Themes


E – encouraged

T – taught

A – assessed


9.1 Personal Financial Literacy ET CRP1. Act as a responsible and


Income and Careers ET CRP2. Apply appropriate academic

and technical skills.

Money Management CRP3. Attend to personal health

and financial well-being.

Credit and Debt Management ETA CRP4. Communicate clearly and



Investing

ETA CRP5. Consider the

environmental, social and economic

impacts of decisions.

Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and

innovation.

Civic Financial Responsibility ETA CRP7. Employ valid and reliable


Insuring and Protecting ETA CRP8. Utilize critical thinking to

make sense of problems and

persevere in solving them.


Exploration, and Preparation

E CRP9. Model integrity, ethical

leadership and effective

management.

X Career Awareness CRP10. Plan education and career

paths aligned to personal goals.

X Career Exploration ET CRP11. Use technology to enhance

productivity.

Career Preparation ET CRP12. Work productively in

teams while using cultural global

competence.


8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in

order to solve problems individually and collaborate and create and communicate

knowledge.

8.2 Technology Integration, Engineering, Design and Computational Thinking –




33



document:

Self-Awareness





challenges

Self-Management


and behaviors


goals



Social Awareness





differ


of settings



skills



34


Relationship Skills





constructive ways


Student Resources

Lesson# 1

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

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

Lesson #2

https://www.ck12.org/earth-science/flow-of-matter-in-ecosystems/lesson/Flow-of-

Matter-in-Ecosystems-MS-ES/

https://nj.pbslearningmedia.org/resource/lsps07.sci.life.eco.oceanfoodweb/antarctic-

food-web-game/#.W3GuIRFe7IV

Lesson #3

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

Lesson #4

https://www.education.com/worksheet/article/paraphrasing-6/

https://s-media-cache-

ak0.pinimg.com/236x/18/14/ef/1814ef0ef11d0ba82fbd7afbba008090.jpg

Lesson #5

https://www.brainpop.com/science/ecologyandbehavior/carboncycle/

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

Matter.pdf

Lesson #8

https://www.readworks.org/article/The-Eco-Pyramid/b800b419-85a0-49d5-9bfc-

3b8788b45049#!articleTab:content/



https://www.ck12.org/earth-science/flow-of-matter-in-ecosystems/lesson/Flow-of-Matter-in-Ecosystems-MS-ES/


https://nj.pbslearningmedia.org/resource/lsps07.sci.life.eco.oceanfoodweb/antarctic-food-web-game/#.W3GuIRFe7IV


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


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



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


https://www.readworks.org/article/The-Eco-Pyramid/b800b419-85a0-49d5-9bfc-3b8788b45049#!articleTab:content/


35

Lesson #9

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

https://www.classzone.com/books/hs/ca/sc/bio_07/virtual_labs/virtualLabs.html

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

l

Lesson #12

https://www.youtube.com/watch?v=QI2ixJeIxEU

https://blogs.cornell.edu/cibt/labs-activities/labs/oh-deer-mary-bowman/

https://www.heart.org/idc/groups/heart-public/@wcm/@fc/.../ucm_306499.pdf

Lesson #13

http://www.bozemanscience.com/020-biotic-and-abiotic-factors/

Lesson #24

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

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

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

Lesson #25

http://inhabitat.com/19-year-old-student-develops-ocean-cleanup-array-that-could-

remove-7250000-tons-of-plastic-from-the-worlds-oceans/

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

environment-day

Lesson #26

https://www.abpischools.org.uk/topic/population-growth/2


https://www.readworks.org/article/The-Short-Term-Impact-of-the-Zebra-Mussel-

Invasion/d88ed588-05cf-4fa7-aef3-f853fad209c7#!articleTab:content/

https://www.caryinstitute.org/sites/default/files/public/downloads/...

Lesson #27

https://www.nationalgeographic.org/education/human-footprint-education/

https://www.watercalculator.org/

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

nt_calculator/

https://www.nationalgeographic.org/activity/perils-plastic/

Lesson #28



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

nt_calculator/


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


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




https://www.readworks.org/article/The-Short-Term-Impact-of-the-Zebra-Mussel-Invasion/d88ed588-05cf-4fa7-aef3-f853fad209c7#!articleTab:content/


https://www.caryinstitute.org/sites/default/files/public/downloads/



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








36

Lesson #28

https://create.kahoot.it/details/ecology-introduction/96821dcd-b542-491c-9a61-

c3630969e990

https://quizlet.com/

https://quizlet.com/149015919/matter-and-energy-in-organisms-and-ecosystems-flash-

cards/

Teacher Resources

Please list texts, websites, and additional resources here

Lesson #7 http://science-class.net/archive/science-

class/Meteorology/Water_cycle.htm

Lesson #13 https://betterlesson.com/lesson/resource/3221778/pictures-for-abiotic-

and-biotic-interactions

https://create.kahoot.it/details/ecology-introduction/96821dcd-b542-491c-9a61-c3630969e990



https://quizlet.com/149015919/matter-and-energy-in-organisms-and-ecosystems-flash-cards/


http://science-class.net/archive/science-class/Meteorology/Water_cycle.htm


https://betterlesson.com/lesson/resource/3221778/pictures-for-abiotic-and-biotic-interactions


37

Learning Plan

Matter and Energy in Organisms and Ecosystems

Unit: II

Duration: 8 Weeks

Lesson 1: Energy Flow through an organism

Objective – SWBAT explain how energy flows into and out of an organism.

NJSLS-S - MS-LS1-6

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 –Food Chain Models.

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 Model P-

task. (M-Drive 2015- 2015 course material) Model describes energy flow through

an ecosystem

Closure – Students share ideas for P-Task, questions and concerns?

Lesson 2: Energy flow through an ecosystem

Objective – SWBAT create a model to demonstrate how matter is cycled through

an ecosystem.

NJSLS-S - MS-LS1-6,

Opening – Students read and respond

Flow of Matter in Ecosystems. https://www.ck12.org/earth-science/flow-of-

matter-in-ecosystems/lesson/Flow-of-Matter-in-Ecosystems-MS-ES/

Activities – PBS Antarctic Food Web Game

https://nj.pbslearningmedia.org/resource/lsps07.sci.life.eco.oceanfoodweb/antarct

ic-food-web-game/#.W3GuIRFe7IV

Students continue to brainstorm with their partner – Ecosystem Model – Choose a

topic and begin research

Closure – What did you learn today that you did not know prior to this lesson?

Lesson 3: Cycling of Matter through Photosynthesis

Objective – SWBAT identify the step, reactants, and products of photosynthesis

and understand that the Sun is the constant energy source of Earth.

NJSLS-S - MS-LS1-6

Opening – Imagine an Earth without trees or plants, write 1 paragraph detailing

what Earth would look like and the impact that the absence of trees and plants

would have on Earth. Include a sketch.

Activities - Students will take notes, participate in class discussion and Q&A

session for stickers)

Students will practices paraphrasing while reinforcing the concept of recycling

matter through photosynthesis.







38

Paraphrasing in Science.


Closure – Tweet about the importance of the Sun. https://s-media-cache-


Lesson 4: Photosynthesis and the Carbon Cycle

Objective – SWBAT describe how matter is recycled through photosynthesis and

the Carbon Cycle

NJSLS-S - MS-LS1-6

Opening – What do plants and trees require for photosynthesis? How is matter

recycled through photosynthesis?

Activities – Introduce the carbon cycle

The Carbon Cycle. https://www.thegeoexchange.org/carboncycle/carbon-

cycle.html

Read together as a class, students take the quiz independently or as a class.

Continue with research for the Ecosystem Model (See research template and

modify as needed for course level)

Closure – How can the amount of carbon remain the same but it takes different

forms?

Create a Tweet https://s-media-cache-


Lesson 5: Carbon Cycle

Objective – SWBAT describe how matter is recycled on Earth.

NJSLS-S - MS-LS1-6

Opening – Video Clip Brainpop Game - Ecology


Activities – Carbon Cycle Quiz (as a class, independently or on a hard copy)

Continue with Ecosystem Model research.

Closure – What did you learn about your ecosystem today?

Lesson 6: Water Cycle

Objective – SWBAT explain how matter is cycled on Earth.

NJSLS-S - MS-LS1-6

Opening – “Before You Read” page 336

Activities – “Read to Learn” pages 336 – 342 “Matter and Energy in the

Environment”

Complete “Reading Check Questions” and “After You Read” Questions, discuss

as a class.

http://www.somersetcanyons.com/ourpages/auto/2015/4/24/57569571/Cycles%2

0of%20Matter.pdf

Closure – In your own words summarize the Water Cycle

Lesson 7: Water Cycle

Objective – SWBAT model the water cycle.

NJSLS-S - MS-LS1-6, MS-LS2-3




https://www.thegeoexchange.org/carboncycle/carbon-cycle.html

https://www.thegeoexchange.org/carboncycle/carbon-cycle.html






39

Opening – How do plants and animals depend on each other? What do humans

give off that plants need for photosynthesis? (1 Paragraph)

Activities Modeling the Water Cycle Activity

http://science-class.net/archive/science-class/Meteorology/Water_cycle.htm (Set

up the model and make observations for two weeks, students observe how water

is recycled)

Continue with Ecosystem Model Research.

Closure – Name the steps of the water cycle.

Lesson 8: Energy flow in an Ecosystem

Objective – SWBAT describe and list the sources and flow of energy in an

ecosystem.

NJSLS-S – MS-LS1-6

Opening – Record observations of the water cycle model. Discuss as a class

Activities- Readworks passage – The Eco-Pyramid.

https://www.readworks.org/article/The-Eco-Pyramid/b800b419-85a0-49d5-9bfc-

3b8788b45049#!articleTab:content/

Read, independently or with audio assistance – Modify for students as needed

Continue with Ecosystem Research.

Closure – Why are “producers” called producers?

Lesson 9: Cycling of Matter in an Ecosystem

Objective – SWBAT conduct an investigation to determine how carbon dioxide

cycles through a biological system.


Opening –Record observations of water cycle model.

Activities – Cellular respiration virtual labs


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

abs.html

Student will conduct a virtual lab.

Closure – Why you need to add the Elodea to your snail aquarium?

Lesson 10: Cycles of Matter

Objective – SWBAT demonstrate comprehension of complex literary and

informational science texts independently and proficiently. Describe the energy

flow of an ecosystem.

NJSLS-S - MS-LS1-6

Opening – Record observations of the water cycle model.

Activities – Read pages 713- 720 in the “Interactions of Life” textbook

(Independently or as a class) and answer questions 1-9 on page 720.

What types of matter on Earth cycle through an ecosystem?

Closure – What is your part in the Oxygen cycle?

Lesson 11: Food Webs and Food Chains

Objective – SWBAT model the cycling and flow of matter/energy through an







40

ecosystem.


Opening – Think: Pair- Share: what is the first link in a food chain?

Activities – Student teams will research and create a sketch of a food web to

model the flow of matter and energy through an ecosystem. The food web will be

used for their Ecosystem Project, students need to sketch the model and create a

material list.

Closure – What is the energy source for every food web?

Lesson 12: Limiting factors

Objective – SWBAT list the factors that limit populations.

NJSLS-S –MS-LS2-1, MS-LS2-4

Opening – What do you think a limiting factor in an ecosystem? (One paragraph)

Activities – Video clip

Carrying Capacity - https://www.youtube.com/watch?v=pPw51fDTl68

Limiting Factors - https://www.youtube.com/watch?v=QI2ixJeIxEU

Limiting Factor Activities: Activity options



Closure – Exit ticket: List five limiting factors in an ecosystem.

Lesson 13: Biotic and Abiotic Factors in an Ecosystem

Objective – SWBAT identify biotic and abiotic factors in an ecosystem ant their

role in an ecosystem. .

NJSLS-S - MS-LS2-3

Opening – Video clip class discussion and notes.

Abiotic Factors: http://www.bozemanscience.com/020-biotic-and-abiotic-factors/

Activities – Abiotic and Biotic interactive

Images of abiotic and biotic factors.

https://betterlesson.com/lesson/resource/3221778/pictures-for-abiotic-and-biotic-

interactions

Continue design phase of Ecosystem Model Project

Closure – List five biotic and five abiotic factors in your ecosystem.

Lesson 14: Ecosystems Model Project

Objective – SWBAT design and construct an ecosystem model to demonstrate the

energy flow through an ecosystem.

NJSLS-S - MS-LS2-3

Opening – What may be a factor that causes a decrease in a population in an

ecosystem?

Activities – Ecosystem Model Project – Design phase

Closure – What is the next step in the Engineer Process after designing?

Lesson 15: Ecosystem Model Project

Objective – SWBAT design and construct an ecosystem model to demonstrate

energy flow through an ecosystem.

https://www.youtube.com/watch?v=pPw51fDTl68







41

NJSLS-S –MS-LS2-3

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

answer.

Activities –

Design phase of the Ecosystem Model Project- material list, sketch, and research

component.

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

organism.


Objective – SWBAT construct a model demonstrating energy flow through an

ecosystem.

NJSLS-S –MS-LS2-3

Opening – How do humans impact your ecosystem?

Activities –

Design phase of the Ecosystem Model Project- material list, sketch, and research

component. Students must get rough sketch and material list approved by teacher

Class discussion of safety procedures for model construction (Ex. Safety googles

when cutting, gluing and painting. No aerosol sprays etc.)

Closure – What natural events can alter an ecosystem?



ecosystem.

NJSLS-S –MS-LS2-3

Opening – How can humans help your ecosystem survive?

Activities –

Building phase of the Ecosystem Model Project- Reinforce safety

rules/procedure prior to model construction. Students work with their partner to

begin model construction.

Closure – Clean up and Q&A for stickers using unit vocabulary.



ecosystem.

NJSLS-S –MS-LS2-3

Opening – What challenges are you facing during Ecosystem Model

construction? Will you need to alter your original design? Do you think that

engineers often alter their design after construction has begun? Why?

Activities –




Closure – Clean up and Q&A for stickers using unit concepts.


42


ecosystem.

NJSLS-S –MS-LS2-3

Opening – Explain how the loss of a biotic or abiotic factor would impact your

ecosystem, be specific.

Activities –




Closure – (Clean-up) what should you remember when completing a group/team

project? Write a Tweet.



ecosystem.

NJSLS-S –MS-LS2-3

Opening – What are four limiting factors in your ecosystem?

Activities –




Closure – (Clean-up) Compare and contrast a community and population.



ecosystem.

NJSLS-S –MS-LS2-3

Opening – What can you foresee as possible threats to any species in your

ecosystem? Explain – one paragraph

Activities –




Closure – (Clean-up) what is a “Niche” and provide an example within your

ecosystem.

Lesson 22: Model Presentation

Objective – SWBAT present to the class the energy flow within their ecosystem

and the delicate balance of biotic and abiotic factors.

NJSLS-S - 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?

43

Lesson 23: Model Presentation

Objective – SWBAT present to the class the energy flow within their ecosystem

and the delicate balance of biotic and abiotic factors.

NJSLS-S - MS-LS2-3

Opening – How would you improve this project? (Be specific)

Activities – Student presentation of their performance task. The students in the

audience will provide presenting students with constructive criticism and specific

compliments.

Students in the audience will offer constructive criticism as well as compliments

on the presented models.

Closure – What be the effects on your ecosystem if a factory was build nearby?

Lesson 24: Human Impact on an Ecosystem

Objective – SWBAT develop 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.

NJSLS-S - 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”


Video clip “When a Bird Eats Plastic”


Read and discuss “You are What You Eat Plastics and Marine Life”

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 25: Human Impact on Ecosystems

Objective – SWBAT explore ocean cleaning techniques and discovering that even

teenager can have a positive influence on our environment.

NJSLS-S - MS-LS2-4

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

Activities – Students solving environmental issues; 19-Year Old Develops Ocean

Cleanup Array that Could Remove 7,250,000 Tons of Plastic From the World’s

Oceans

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; The World’s Poor Overwhelmed by

Rubbish







44

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

environment-day

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

environment, (be specific)?

Lesson 26: The effect of physical and biological components on ecosystem

populations.

Objective – SWBAT describe the cause and effect relationship between

components of an ecosystem and population size.

NJSLS-S - MS-LS2-4

Opening – https://www.abpischools.org.uk/topic/population-growth/2

Rabbit population interactive explores how availability of food, water and other

resources causes changes in rabbit populations.

Activities – Various student worksheets to accompany interactive

Population Growth questions https://www.abpischools.org.uk/topic/population-

growth/4

Read Works reading passage and question set and optional student activity

https://www.readworks.org/article/The-Short-Term-Impact-of-the-Zebra-Mussel-

Invasion/d88ed588-05cf-4fa7-aef3-f853fad209c7#!articleTab:content/

https://www.caryinstitute.org/sites/default/files/public/downloads/...

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 27: Human Footprint and the impact on an Ecosystem

Objective – SWBAT describe the impact they exert on Earth and develop

possible footprint reduction techniques.

NJSLS-S - 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 - Human Footprint.


Interactive Human footprint activity – students independently explore how their

life impacts the environment.

Carbon Footprint videos:


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

/footprint_calculator/


Closure – What do you think big businesses can do to reduce our carbon

footprint?

Lesson 28: Unit II Review

Objective – SWBAT review and demonstrate knowledge of Unit II concepts.








https://www.caryinstitute.org/sites/default/files/public/downloads/






45

NJSLS-S – MS-LS1-6, MS-LS1-7, MS-LS2-1, MS-LS2-3, MS-LS2-4

Opening – Review interactive game

https://create.kahoot.it/details/duplicate-of-ecosystems-and-recycling-of-

matter/f058ef52-3c64-48c3-8fae-aebb838c3052

Activities – Review games

https://jeopardylabs.com/build/

https://jeopardylabs.com/play/ecosystems-review-game34

https://www.quia.com/jg/136985list.html

https://quizizz.com/admin/quiz/57f399fa26e5fb256be2fe84/unit-2-review-energy-

and-matter-in-ecosystems

Closure – What are limiting factors in an ecosystem?

Lesson 29: Unit II Review

Objective – SWBAT review and demonstrate knowledge of Unit II concepts.


Opening – Kahoot review interactive game

https://create.kahoot.it/details/ecology-introduction/96821dcd-b542-491c-9a61-

c3630969e990

Activities – Students create a “Quizlet” with Unit II vocabulary and concepts


https://quizlet.com/149015919/matter-and-energy-in-organisms-and-ecosystems-

flash-cards/

Students review utilizing Quizlet interactive study games

Closure – How is matter cycled on Earth?

Lesson 30: Unit II Assessment Multiple Choice Portion

Objective – SWBAT demonstrate knowledge of Unit II concepts.


Opening – Prepare for Unit II Assessment

Review class procedures for test taking (AR book on desk to read after the test,

no passes, no talking etc., raise your hand if you have a question)

Activities – Unit II Assessment (Linkit) Multiple Choice Portion

Closure – Collect testing materials, students read quietly

Lesson 31: Unit II Assessment Open Ended Portion/Lab Practical Portion

Objective – SWBAT demonstrate knowledge of Unit II concepts.


Opening – Prepare for Unit II Assessment

Review class procedures for test taking (AR book on desk to read after the test,

no passes, no talking etc., raise your hand if you have a question)

Review safety procedures if needed.

Activities – Unit II Assessment Open Ended Portion/Lab Practical Portion

Closure – Collect testing materials, students read quietly

https://create.kahoot.it/details/duplicate-of-ecosystems-and-recycling-of-matter/f058ef52-3c64-48c3-8fae-aebb838c3052

https://create.kahoot.it/details/duplicate-of-ecosystems-and-recycling-of-matter/f058ef52-3c64-48c3-8fae-aebb838c3052

https://jeopardylabs.com/build/

https://jeopardylabs.com/play/ecosystems-review-game34


https://quizizz.com/admin/quiz/57f399fa26e5fb256be2fe84/unit-2-review-energy-and-matter-in-ecosystems

https://quizizz.com/admin/quiz/57f399fa26e5fb256be2fe84/unit-2-review-energy-and-matter-in-ecosystems






46

Modifications Special Education Students: (These are just suggested ideas to

modify instruction. All modifications and accommodations should be

specific to each individual child’s IEP. All students with 504 plans

should be provided the necessary tools to be successful in the course.) Multi-sensory instruction.



Provide hands-on manipulatives with format skeletons to groups

of students.

Draw and label diagrams to represent the data for visual

learners.


Facilitate group discussions to assess understanding among

varying ability levels of students.


Graphic organizers.





Draw and label diagrams to represent the data for visual

learners.




Graphic organizers.







Graphic organizers.

Mnemonics.


Gifted Students:

Enrichment Activities: to challenge the advanced-proficient

student.



Grouping.

Project-based learning options. Honors-level courses should feature activities and assessments that challenge

students beyond the general education class requirements.

47


CONTENT AREA: Science GRADE: 7 UNIT #: 3 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

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

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

48


Education:



Solutions




explanations and designing solutions supported

by multiple sources of evidence consistent

with scientific ideas, principles, and theories.

Construct an explanation that includes

qualitative or quantitative relationships

between variables that predict phenomena.

(MS-LS2-2)



builds on K–5 experiences and progresses to

constructing a convincing argument that



designed world(s).

Evaluate competing design solutions

based on jointly developed and agreed-


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 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)


Patterns

Patterns can be used to identify cause

and effect relationships. (MS-LS2-2)


Small changes in one part of a system

might cause large changes in another part.

(MS-LS2-5)

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

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

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

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






























































49

upon design criteria. (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)

as climate, natural resources, and economic

conditions. Thus technology use varies

from region to region and over time. (MS-

LS2-5)

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


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)


MS.LS1.B (MS-LS2-2); MS.ESS3.C (MS-LS2-5)


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)


ELA/Literacy –


inferences drawn from the text. (MS-LS2-5)

W.7.1. Write arguments to support claims with clear reasons and relevant evidence. (MS-LS2-5)

W.7.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection,

organization, and analysis of relevant content. (MS-LS2-5)





















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












http://www.corestandards.org/ELA-Literacy/RI/6

http://www.corestandards.org/ELA-Literacy/RI/6

50

W.7.7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions

for further research and investigation. (MS-LS2-2)

W.7.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and


standard format for citation. (MS-LS2-5)

W.7.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. (MS-LS2-5)

SL.7.1.

L.7.6.


topics, texts, and issues, building on others’ ideas and expressing their own clearly. (MS-LS2-2)


knowledge when considering a word or phrase important to comprehension or expression. (MS-LS2-5)

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









51



21st Century Themes


E – encouraged

T – taught

A – assessed


9.1 Personal Financial

Literacy

ET CRP1. Act as a responsible and


Income and Careers ET CRP2. Apply appropriate academic and

technical skills.



Credit and Debt

Management

ETA CRP4. Communicate clearly and



Investing

ET CRP5. Consider the environmental, social

and economic impacts of decisions.

Becoming a Critical

Consumer


innovation.

Civic Financial

Responsibility

ET CRP7. Employ valid and reliable research

strategies.

Insuring and Protecting ETA CRP8. Utilize critical thinking to make

sense of problems and persevere in solving

them.


Exploration, and

Preparation

ET CRP9. Model integrity, ethical leadership

and effective management.

X Career Awareness CRP10. Plan education and career paths

aligned to personal goals.


productivity.

Career Preparation CRP12. Work productively in teams while

using cultural global competence.




knowledge.





52



document:

Self-Awareness





challenges

Self-Management


and behaviors


goals



Social Awareness





differ


of settings



skills



53


Relationship Skills





constructive ways


Student Resources

Lesson #1

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

https://www.ck12.org/assessment/tools/geometry-

tool/plix.html?eId=SCI.BIO.434&questionId=55c259488e0e082a6c0018e6&artifactID=

2116524&plix_redirect=1

Lesson #2

https://www.brainpop.com/science/ecologyandbehavior/symbiosis/

https://www.brainpop.com/science/ecologyandbehavior/symbiosis/activity/#=vocabulary

https://www.brainpop.com/science/ecologyandbehavior/symbiosis/quiz/

Lesson #3

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

Lesson #8

http://www.pbslearningmedia.org/asset/lsps07_int_ecosystem/

Lesson #9

https://jeopardylabs.com/play/do-you-know-your-symbiosis3

Lesson #10

https://www.readworks.org/article/How-Water-Loss-Affects-Biodiversity/17a50e2a-




https://www.ck12.org/assessment/tools/geometry-tool/plix.html?eId=SCI.BIO.434&questionId=55c259488e0e082a6c0018e6&artifactID=2116524&plix_redirect=1






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






https://www.readworks.org/article/How-Water-Loss-Affects-Biodiversity/17a50e2a-37bc-4f0d-b91f-6c47aa842ad5#!articleTab:content/

54

37bc-4f0d-b91f-6c47aa842ad5#!articleTab:content/

https://www.readworks.org/article/Are-the-Everglades-Forever/9c1285cd-177d-4532-

9be0-3255b9cc34d1#!articleTab:content/

https://www.readworks.org/article/Worldwide-Loss-of-Bees-a-Growing-

Concern/38a40aed-4077-4270-954e-9179baec17e5#!articleTab:content/

https://www.readworks.org/article/Threats-to-Biodiversity/82865388-a63e-45ee-aa09-

eaae9447b178#!articleTab:content/contentSection:6d31efda-1626-4e26-8451-

883de10d478e/

Lesson #11


Lesson #16

http://www.epa.gov/ogwdw000/kids/flash/flash_matching.html

https://www.youtube.com/watch?v=4jHyGkcQmRI

https://www.youtube.com/watch?v=EkJuI2DDHKs

Lesson #24

https://www.readworks.org/article/Coastal-Drilling-in-Sunny-California/9038fe65-440b-

47b8-bb78-55f3ab85d3cf#!articleTab:content/

https://ocean.si.edu/conservation/pollution/gulf-oil-spill

http://eeinwisconsin.org/content/eewi/101624/OperationOilSpillCleanup.pdf

Lesson #27

www.aurora-schools.org/.../webquest%20biodiversity

Teacher Resources

Lesson #4

https://www.coursehero.com/file/17556583/Symbiosis-Activity-Wrkst/

https://betterlesson.com/lesson/639642/relationship-status-symbiosis

https://www.ck12.org/biology/symbiosis/

Lesson #6-7

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

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

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

Lesson #8

http://www.rcampus.com/rubricshowc.cfm?code=B3W9AW&sp=true&

http://www.rcampus.com/rubricshowc.cfm?code=L4CXB4


https://www.readworks.org/article/Are-the-Everglades-Forever/9c1285cd-177d-4532-9be0-3255b9cc34d1#!articleTab:content/


https://www.readworks.org/article/Worldwide-Loss-of-Bees-a-Growing-Concern/38a40aed-4077-4270-954e-9179baec17e5#!articleTab:content/


https://www.readworks.org/article/Threats-to-Biodiversity/82865388-a63e-45ee-aa09-eaae9447b178#!articleTab:content/contentSection:6d31efda-1626-4e26-8451-883de10d478e/







https://www.readworks.org/article/Coastal-Drilling-in-Sunny-California/9038fe65-440b-47b8-bb78-55f3ab85d3cf#!articleTab:content/




http://www.aurora-schools.org/.../webquest%20biodiversit





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





55

http://www.enchantedlearning.com/report/animal/

http://www.superteachertools.us/jeopardyx/jeopardy-review-

game.php?gamefile=1745379#.W3NqYhFe7IU

Lesson #12

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_AUoAWoVCh

MI6KPr1b6DxwIVwT8-Ch1vmwN-

&dpr=1#safe=active&tbm=isch&q=yellowstone+national+park+before+and+after+wolv

es&imgrc=SpRMMCMWJ_UDRM%3A

http://www.yellowstonepark.com/2011/06/wolf-reintroduction-changes-ecosystem/

https://www.yellowstonepark.com/things-to-do/wolf-reintroduction-changes-ecosystem

http://www.bbc.com/future/story/20140128-how-wolves-saved-a-famous-park

http://sciencespot.net/Pages/startersbiology.html

Lesson #15

https://ees.as.uky.edu/sites/default/files/elearning/module14swf.swf

Lesson #17

https://jeopardylabs.com/play/reduce-reuse-recycle3

https://www.youtube.com/watch?v=emaver2rkaM

Lesson #18

http://www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway/understanding_environ

ment/population_pollutionact.shtml

http://www.bbc.co.uk/education/guides/zsf82hv/activity

https://www.bbc.com/education/guides/zsf82hv/test

Lesson #22

https://www.google.com/search?q=birds+covered+in+oil&tbm=isch&source=iu&ictx=1

&fir=hDnpN-

AdGAOUEM%253A%252CDizqM5ZY71ycGM%252C_&usg=AFrqEzfXMmeODmj8

S9uuPQeR50XsdupHXQ&sa=X&ved=2ahUKEwjVov7s7e3cAhWmg-

AKHep3DsgQ9QEwAXoECAUQBg#imgrc=hDnpN-AdGAOUEM:


Lesson #25


Lesson #28

https://quizizz.com/admin/quiz/56f87c5f1aec7c1c0afffacc/unit-7-ecology-review

https://www.youtube.com/watch?v=vFqv_y1QKRA

https://jeopardylabs.com/play/interdependent-relationships

https://create.kahoot.it/details/bf525b21-c1be-42e0-9837-2e0966bb8aa3


http://www.superteachertools.us/jeopardyx/jeopardy-review-game.php?gamefile=1745379#.W3NqYhFe7IU


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












http://www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway/understanding_environment/population_pollutionact.shtml




https://www.google.com/search?q=birds+covered+in+oil&tbm=isch&source=iu&ictx=1&fir=hDnpN-AdGAOUEM%253A%252CDizqM5ZY71ycGM%252C_&usg=AFrqEzfXMmeODmj8S9uuPQeR50XsdupHXQ&sa=X&ved=2ahUKEwjVov7s7e3cAhWmg-AKHep3DsgQ9QEwAXoECAUQBg#imgrc=hDnpN-AdGAOUEM











56

Learning Plan –Interdependence Relationships in Ecosystems

Unit: III

Duration: 8 Weeks

Lesson 1: Symbiosis

Objective – SWBAT identify and describe different types of symbiotic

relationships.

NJSLS-S - MS-LS2-2

Opening – Students will be given the definitions of mutualism, commensalism

and parasitism and identify the type of symbiosis exists between two organisms.

Types of Symbiosis

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

.pdf

Activities – Video clip and quiz. Students can take notes independently or as a

class.

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

m


Symbiosis matching game –

https://www.ck12.org/assessment/tools/geometry-

tool/plix.html?eId=SCI.BIO.434&questionId=55c259488e0e082a6c0018e6&artif

actID=2116524&plix_redirect=1

Closure – How does it benefit an organism to be parasitic?

Lesson 2: Symbiosis


relationships.

NJSLS-S - MS-LS2-2

Opening – Picture prompt provided and students identify the type of symbiotic

relationship and explain their answer. (dog and a tick)

Activities – Video clip, notes, activity page, and quiz –Students may work

independently or as a class. Brainpop games.


https://www.brainpop.com/science/ecologyandbehavior/symbiosis/activity/#=voc

abulary


Closure – What type of symbiotic relationship occurs between a human and

bacteria living in the human’s digestive tract?

Lesson 3: Symbiosis


relationships.

NJSLS-S - MS-LS2-2

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

Activities – Symbiotic relationship video clips:

http://www.blueworldtv.com/images/uploads/lesson-














57

plans/Lesson_plan_webisode30Nemo.pdf



Closure – What are the characteristics of a “good” parasite?

(meaning a parasite that is very effective at being parasitic)

Lesson 4: Symbiotic Relationships


relationships. Students will cite evidence to support their claim

NJSLS-S - MS-LS2-2

Opening – Compare and contrast Commensalism and Mutualism.

Activities – Students are given six picture prompts with a scenario

Students will be asked to identify the type of symbiotic relationship as well as

identify how each participant is affected.

Symbiosis worksheet: https://www.coursehero.com/file/17556583/Symbiosis-

Activity-Wrkst/

Additional resources: Symbiotic relationships



Closure – Using a Venn diagram, compare and contrast Mutualism,

Commensalism and Parasitism.

Lesson 5: Human Impact

Objective – SWBAT analyze human impact on an ecosystem and evaluated

possible solutions.

NJSLS-S – MS-LS2-2, MS-LS2-5

Opening – How are organisms effected when a new housing development in

introduced into a community?

Activities – Modify reading and “Critical Thinking” Questions as needed

Work can be completed independently, with a partner or as a class.

Closure – What can humans do to limit the negative impact on an ecosystem

when developing property?

Lesson 6: Imaginary Marine Animal

Objective – SWBAT 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.


Opening – What do you know about the marine ecosystem?

Activities –– National Geographic 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









58

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 possess.

National Geographic Imaginary Marine Ecosystem Instructions and Organism

Descriptions

http://media.education.nationalgeographic.com/assets/file/Imaginary_Marine_Eco

system_Instructions_and_Organism_Descriptions.pdf


system_Analysis_1.pdf

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

Interactive food web game (Independently or as a class)

What does every food web start with?





organisms.




Opening – What is the name of your marine animal?

Activities –– National Geographic 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 possess.


system_Instructions_and_Organism_Descriptions.pdf


system_Analysis_1.pdf

Closure – Who is the apex predator in your marine ecosystem?


Objective – SWBAT create a model abiotic and biotic components of a marine












59


organisms.




Opening – Interactive game – Vocabulary reinforcement. PBS Learning

Ecosystems.


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:




Students should use the rubric as a checklist

Rough copy should be completed by the end of the period

Closure – Symbiosis Jeopardy

http://www.superteachertools.us/jeopardyx/jeopardy-review-

game.php?gamefile=1745379#.W3NqYhFe7IU





organisms. Students will predict the effects abiotic changes or trophic imbalances

might have upon an ecosystem as a whole.

NJSLS-S - MS-LS2-2

Opening – Symbiosis Jeopardy (Begin class with one question on the SMART

Board)


Activities – Complete Imaginary Marine Animal Project

Remind students to use project rubric as a checklist.

Closure – Q&A (As teams or individually). Symbiosis Jeopardy






http://www.iteachbio.com/Life%20Science/Ecology/Ecology%20Jeopardy.ppt

http://www.iteachbio.com/Life%20Science/Ecology/Ecology%20Jeopardy.ppt





60

Lesson 10: Biodiversity

Objective – SWBAT understand that all organisms in an ecosystem need other

biotic and abiotic factors for survival.


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 – Students read passage and cite textual evidence to support their

answers, demonstrate reading comprehension and construct cohesive written

responses. Audio passage available for struggling students.

https://www.readworks.org/article/How-Water-Loss-Affects-

Biodiversity/17a50e2a-37bc-4f0d-b91f-6c47aa842ad5#!articleTab:content/

Honors: https://www.readworks.org/article/Are-the-Everglades-

Forever/9c1285cd-177d-4532-9be0-3255b9cc34d1#!articleTab:content/

Optional readings: Readworks

https://www.readworks.org/article/Worldwide-Loss-of-Bees-a-Growing-

Concern/38a40aed-4077-4270-954e-9179baec17e5#!articleTab:content/

https://www.readworks.org/article/Threats-to-Biodiversity/82865388-a63e-45ee-

aa09-eaae9447b178#!articleTab:content/contentSection:6d31efda-1626-4e26-

8451-883de10d478e/

Closure – Why is it so important to maintain biodiversity in an ecosystem?

Lesson 11: Interactions of Organisms

Objective – SWBAT explore and explain communities and how populations in a

community interact.

NJSLS-S - MS-LS2-2

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 – Java Games – Flashcard Ecology Vocabulary Review


Lesson 12: How Communities Change

Objective – SWBAT predict how change within a community occurred, the

causes and possible future changes to a community.

NJSLS-S - MS-LS2-2

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”?











61

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=activ

e&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+afte

r+wolves&imgrc=SpRMMCMWJ_UDRM%3A

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/

https://www.yellowstonepark.com/things-to-do/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 Ecology


Lesson 13: Design solutions for maintaining biodiversity in ecosystems

Objective – SWBAT brainstorm about methods to preserve/purify our natural

resources.


Opening – Where does it come from? Launch Lab page 813 Interactions of Life

Science textbook.

Activities – Introduction to Performance Task. Students will select 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)











http://www.nationalgeographic.com/geoguide/wolves/index.html


62

Closure – Tweet – create a catchy slogan about how can kids help preserve/keep

clean Neptune beaches. (Be creative)

Lesson 14: How Earth’s resources maintain biodiversity

Objective – SWBAT explore the importance of Earth’s resources on an

ecosystem.


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 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?


Objective – SWBAT research methods used to preserve beaches/beach water and

brainstorm to develop new methods.

NJSLS-S - MS-LS2-5

Opening – Each student will utilize Chromebooks to explore options used to

decrease beach erosion using the simulation.

Coastal erosion, longshore drift, engineering methods


Activities – Continue Project-Based Learning – 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 – Thirstin’s Matching Game


Lesson 16: Causes and prevention of soil erosion

Objective – SWBAT explore how water flow intensity affects sand and soil

erosion and techniques to replenish beaches.


Opening – Dredging and beach replenishment video clip.


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.




63


"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?


Objective – SWBAT research competing design solutions and materials (new and

recycled) used to preserve beaches/beach water and brainstorm to develop new

design solutions.

NJSLS-S - MS-LS2-5

Opening - "What do you think happens to the cleaning chemicals that you pour

down the drain?" Discuss with the class

Video clip – Where does the water go when it goes down the drain?


Activities –

Project-Based Learning - Students will:

Complete research

Sketch possible design solutions/ finalize design

list student responsibilities/task

List supplies needed

Closure – Jeopardy Review Game



Objective – SWBAT plan construction of their beach preservation/ water filtration

design solution.

NJSLS-S - MS-LS2-5

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_e

nvironment/population_pollutionact.shtml - Interactive - Population and pollution

(Individually or as a class)

Activities – Students will plan the construction 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 Project-Based Learning Task

Closure – Interactive, students will explore the environmental impact of farming.

(Independent or as a class)

Fertilizers and Farming http://www.bbc.co.uk/education/guides/zsf82hv/activity



Objective – SWBAT construct a Project-Based Learning model (Design solution-








64

beach preservation/ ocean water filtration) and demonstrate understanding of the

importance of maintaining an ecosystem in order to maintain biodiversity of an

ecosystem.

NJSLS-S - MS-LS2-5

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 – Project - students will construct, as a team, their design solution.

Closure – Tweet - Create a Hashtag to promote your design solution.


Objective – SWBAT complete construction of their 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.

NJSLS-S - MS-L S2-5

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 Project-

Based Learning Task.

Closure – How do dead organisms help and ecosystem?

Lesson 21: Project Presentations

Objective – SWBAT present their design idea to the class, explaining how the

design works and the intended environmental impact on an ecosystem.

NJSLS-S - MS-L S2-2, MS-L S2-5

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 – Project presentations. 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 22: Designing solutions for maintaining biodiversity

Objective – SWBAT explore oil containing, removing and cleansing agents and

methods in order to envision future environmental clean-up techniques.

Select various materials and use them to determine their effectiveness of

cleaning a model oil spill. Design an investigation to clean up a model oil spill.

Test the plan and evaluate the results.

NJSLS-S - MS-L S2-5

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 picture.

Bird image

65

https://www.google.com/search?q=birds+covered+in+oil&tbm=isch&source=iu&

ictx=1&fir=hDnpN-

AdGAOUEM%253A%252CDizqM5ZY71ycGM%252C_&usg=AFrqEzfXMme

ODmj8S9uuPQeR50XsdupHXQ&sa=X&ved=2ahUKEwjVov7s7e3cAhWmg-

AKHep3DsgQ9QEwAXoECAUQBg#imgrc=hDnpN-AdGAOUEM:

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.

Research

Test materials

Operation Oil Spill Cleanup Inquiry Lab


Closure – Exit ticket - "Which materials did your group find successful in

removing the oil?"

Lesson 23: Offshore Drilling

Objective – SWBAT identify the pros and cons of offshore drilling.

NJSLS-S - MS-LS2-5

Opening – Are you for or against offshore drilling? Why or why not?

Activities – Students read the passage as a class or independently.

Readworks passage Oil Drilling https://www.readworks.org/article/Coastal-

Drilling-in-Sunny-California/9038fe65-440b-47b8-bb78-

55f3ab85d3cf#!articleTab:content/

Students will answer multiple choice questions and short constructed responses

citing textual evidence.

Closure – After reading the passage, has your view of offshore drilling changed, if

so why?

Lesson 24: Cleaning an Oil Spill

Objective – SWBAT 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 cost and the effectiveness.

NJSLS-S - MS-L S2-5

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.

Smithsonian Gulf Oil Spill https://ocean.si.edu/conservation/pollution/gulf-oil-

spill

Activities – Students testing their oil spill cleanup technique Operation Oil Spill

Cleanup Inquiry Lab


Closure – Which of the major cleanup tasks was the most difficult to carry out?

Explain.

Lesson 25: Evaluate design solutions













66

Objective – SWBAT evaluate their results from their oil cleanup design, and

conclude which method is the most effective.

NJSLS-S - MS-L S2-5

Opening – How do humans impact the environment? (Provide three negatives and

three positives)

Activities – Analysis and drawing conclusions

Operation Oil Spill Cleanup Inquiry Lab


Closure – How do your predictions compare with your actual results?


Objective – SWBAT describe the importance of maintaining biodiversity in an

ecosystem and developing solutions for threats to the environment.

NJSLS-S - 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.

Bill Nye "Biodiversity" Quiz

Closure- In what ways can you help to promote biodiversity?


Objective – SWBAT describe the importance of maintaining biodiversity in an

ecosystem.

NJSLS-S - 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%20biodiversity

Closure – How do invasive species travel or spread to a different ecosystem?

Give an example.

Lesson 28: Unit 3 Review

Objective – SWBAT demonstrate knowledge of Unit III concepts.


Opening – Hoe does competition affect the size of a specific population.

Activities – Quizlet – students create a Quizlet using Unit III vocabulary and

concepts given a study guide.

Review Game resources:





Closure- Why are abiotic factors necessary in an ecosystem?

Lesson 29: Unit III Assessment – Multiple Choice Portion

Objective – SWBAT demonstrate knowledge of Unit III concepts.


http://www.aurora-schools.org/.../webquest%20biodiversit





67


Opening – Prepare for Assessment – Review test taking procedures

Activities – Unit III Assessment – Multiple Choice Portion

Closure- Students read quietly, testing supplies are collected

Lesson 30: Unit III Assessment – Open-Ended/Practical Portion

Objective – Students will demonstrate knowledge of Unit III concepts.


Opening – Prepare for Assessment – Review test taking procedures

Activities – Unit III Assessment – Open-Ended/Practical Portion

Closure- Students read quietly, testing supplies are collected

Modifications Special Education Students: (These are just suggested ideas to modify instruction. All

modifications and accommodations should be specific to each individual child’s IEP. All

students with 504 plans should be provided the necessary tools to be successful in the course. )

Multi-sensory instruction.



Provide hands-on manipulatives with format skeletons to groups of students.



Facilitate group discussions to assess understanding among varying ability levels of

students.


Graphic organizers.


English Language Learners:

Identify key phrases or new vocabulary to pre-teach.

Additional Vocabulary Activities: to support the ELL students to build understanding





Graphic organizers.



Students at Risk of Failure:

Reteach to Build Understanding: for struggling learners to revisit and practice the

lesson concept or skill modeling.



Graphic organizers.

Mnemonics.


Gifted Students:

Enrichment Activities: to challenge the advanced-proficient student.



Grouping.


Honors-level courses should feature activities and assessments that challenge students beyond

the general education class requirements.

68


CONTENT AREA: Science GRADE: 7 UNIT #: 4 UNIT NAME: Forces and Interactions

How can one describe physical interactions between objects and within systems of objects?

Students are able to apply Newton’s Third Law of Motion to relate forces to explain the motion of objects. Students also apply ideas about

gravitational, electrical, and magnetic forces to explain a variety of phenomena including beginning ideas about why some materials attract each

other while other repel. In particular, students develop the understanding that gravitational interactions are always attractive but that electrical and

magnetic forces can be both attractive and negative. Students also develop ideas that objects can exert forces on each other even though the

objects are not in contact, through fields. Students apply engineering practices and concept to solve a problem caused when objects collide. The

crosscutting concepts of cause and effect; system and system models; stability and change; and the influence of science, engineering, and

technology on society and the natural world serve as organizing concepts for these disciplinary core ideas. In these performance expectations,

students are expected to demonstrate proficiency in asking questions, planning and carrying out investigations, and designing solutions, and

engaging in argument; and to use these practices to demonstrate understanding of the core ideas.


PEs

1

Apply Newton’s Third Law to design a solution to a problem involving the motion of two

colliding objects.* [Clarification Statement: Examples of practical problems could include the

impact of collisions between two cars, between a car and stationary objects, and between a meteor

and a space vehicle.] [Assessment Boundary: Assessment is limited to vertical or horizontal

interactions in one dimension.]

MS-PS2-1

2

Plan an investigation to provide evidence that the change in an object’s motion depends on

the sum of the forces on the object and the mass of the object. [Clarification Statement:

Emphasis is on balanced (Newton’s First Law) and unbalanced forces in a system, qualitative

comparisons of forces, mass and changes in motion (Newton’s Second Law), frame of reference,

and specification of units.] [Assessment Boundary: Assessment is limited to forces and changes in

motion in one-dimension in an inertial reference frame and to change in one variable at a time.

Assessment does not include the use of trigonometry.]

MS-PS2-2

http://nextgenscience.org/msps-fi-forces-interactions

69

3

Ask questions about data to determine the factors that affect the strength of electric and

magnetic forces. [Clarification Statement: Examples of devices that use electric and magnetic

forces could include electromagnets, electric motors, or generators. Examples of data could

include the effect of the number of turns of wire on the strength of an electromagnet, or the effect

of increasing the number or strength of magnets on the speed of an electric motor.] [Assessment

Boundary: Assessment about questions that require quantitative answers is limited to

proportional reasoning and algebraic thinking.]

MS-PS2-3

4

Construct and present arguments using evidence to support the claim that gravitational

interactions are attractive and depend on the masses of interacting objects. [Clarification

Statement: Examples of evidence for arguments could include data generated from simulations or

digital tools; and charts displaying mass, strength of interaction, distance from the Sun, and

orbital periods of objects within the solar system.] [Assessment Boundary: Assessment does not

include Newton’s Law of Gravitation or Kepler’s Laws.]

MS-PS2-4

5

Conduct an investigation and evaluate the experimental design to provide evidence that

fields exist between objects exerting forces on each other even though the objects are not in

contact. [Clarification Statement: Examples of this phenomenon could include the interactions of

magnets, electrically-charged strips of tape, and electrically-charged pith balls. Examples of

investigations could include first-hand experiences or simulations.] [Assessment Boundary:

Assessment is limited to electric and magnetic fields, and limited to qualitative evidence for the

existence of fields.]

MS-PS2-5

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


Asking Questions and Defining Problems

Asking questions and defining problems in

grades 6–8 builds from grades K–5

experiences and progresses to specifying


PS2.A: Forces and Motion

For any pair of interacting objects, the

force exerted by the first object on the

second object is equal in strength to


Cause and Effect

Cause and effect relationships may be

used to predict phenomena in natural

or designed systems. (MS-PS2-

http://www.nextgenscience.org/msps-fi-forces-interactions#framework













70

relationships between variables, and clarifying

arguments and models.

Ask questions that can be investigated

within the scope of the classroom,

outdoor environment, and museums

and other public facilities with

available resources and, when

appropriate, frame a hypothesis based

on observations and scientific

principles. (MS-PS2-3)

Planning and Carrying Out Investigations

Planning and carrying out investigations to

answer questions or test solutions to problems

in 6–8 builds on K–5 experiences and

progresses to include investigations that use

multiple variables and provide evidence to

support explanations or design solutions.

Plan an investigation individually and

collaboratively, and in the design:

identify independent and dependent

variables and controls, what tools are

needed to do the gathering, how

measurements will be recorded, and

how many data are needed to support a

claim. (MS-PS2-2)

Conduct an investigation and evaluate the

experimental design to produce data to

serve as the basis for evidence that can

meet the goals of the investigation. (MS-

the force that the second object exerts

on the first, but in the opposite

direction (Newton’s third law). (MS-

PS2-1)

The motion of an object is determined

by the sum of the forces acting on it; if

the total force on the object is not zero,

its motion will change. The greater the

mass of the object, the greater the

force needed to achieve the same

change in motion. For any given

object, a larger force causes a larger

change in motion. (MS-PS2-2)

All positions of objects and the

directions of forces and motions must

be described in an arbitrarily chosen

reference frame and arbitrarily chosen

units of size. In order to share

information with other people, these

choices must also be shared. (MS-PS2-

2)

PS2.B: Types of Interactions

Electric and magnetic

(electromagnetic) forces can be

attractive or repulsive, and their sizes

depend on the magnitudes of the

charges, currents, or magnetic

strengths involved and on the distances

3),(MS-PS2-5)

Systems and System Models

Models can be used to represent

systems and their interactions—such

as inputs, processes and outputs—and

energy and matter flows within

systems. (MS-PS2-1),(MS-PS2-4)


Explanations of stability and change in

natural or designed systems can be

constructed by examining the changes

over time and forces at different scales.

(MS-PS2-2)

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

Connections to Engineering, Technology,

and Applications of Science

Influence of Science, Engineering, and

Technology on Society and the Natural

World

The uses 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.

(MS-PS2-1)







































































71

PS2-5)


Solutions






consistent with scientific ideas, principles, and

theories.

Apply scientific ideas or principles to

design an object, tool, process or system.

(MS-PS2-1)



builds from K–5 experiences and progresses

to constructing a convincing argument that



designed world.

Construct and present oral and written

arguments supported by empirical

evidence and scientific reasoning to

support or refute an explanation or a

model for a phenomenon or a solution

to a problem. (MS-PS2-4)

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

between the interacting objects. (MS-

PS2-3)

Gravitational forces are always

attractive. There is a gravitational

force between any two masses, but it is

very small except when one or both of

the objects have large mass—e.g.,

Earth and the sun. (MS-PS2-4)

Forces that act at a distance (electric,

magnetic, and gravitational) can be

explained by fields that extend through

space and can be mapped by their

effect on a test object (a charged

object, or a ball, respectively). (MS-

PS2-5)












































72


Scientific Knowledge is Based on Empirical

Evidence


logical and conceptual connections

between evidence and explanations.

(MS-PS2-2),(MS-PS2-4)


MS.PS3.A (MS-PS2-2); MS.PS3.B (MS-PS2-2); MS.PS3.C (MS-PS2-1); MS.ESS1.A (MS-PS2-4); MS.ESS1.B (MS-PS2-4); MS.ESS2.C (MS-

PS2-2),(MS-PS2-4)


3.PS2.A (MS-PS2-1),(MS-PS2-2); 3.PS2.B (MS-PS2-3),(MS-PS2-5); 5.PS2.B (MS-PS2-4); HS.PS2.A (MS-PS2-1),(MS-PS2-2); HS.PS2.B (MS-

PS2-3),(MS-PS2-4),(MS-PS2-5); HS.PS3.A (MS-PS2-5); HS.PS3.B (MS-PS2-2),(MS-PS2-5); HS.PS3.C (MS-PS2-5); HS.ESS1.B (MS-PS2-

2),(MS-PS2-4)


ELA/Literacy -

RI.8.1. Cite the textual evidence and make relevant connections that most strongly support an analysis of what the text says

explicitly as well as inferences drawn from the text. (MS-PS2-4),(MS-PS2-3)

W.8.1. Write arguments to support claims with clear reasons and relevant evidence. (MS-PS2-4)

W.8.7.

W.8.8.

W.8.9.

SL.8.1.

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-PS2-1),(MS-

PS2-2),(MS-PS2-5)

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-PS2-4)

Draw evidence from literary or informational texts to support analysis, reflection, and research. (MS-PS2-4),(MS-PS2-3)

http://www.nextgenscience.org/msps3-energy



http://www.nextgenscience.org/msess1-earth-place-universe

http://www.nextgenscience.org/msess1-earth-place-universe

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

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



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

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

http://www.nextgenscience.org/hsps3-energy



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


73

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-PS2-1),(MS-PS2-

2),(MS-PS2-3), (MS-PS2-4),(MS-PS2-5)

Mathematics -

MP.2 Reason abstractly and quantitatively. (MS-PS2-1),(MS-PS2-2),(MS-PS2-3)

6.NS.C.

5

Understand that positive and negative numbers are used together to describe quantities having opposite directions or

values; use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in

each situation. (MS-PS2-1)

6.EE.A

.2

Write, read, and evaluate expressions in which letters stand for numbers. (MS-PS2-1),(MS-PS2-2)

7.EE.B.

3

Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form, using

tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as

appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. (MS-PS2-

1),(MS-PS2-2)

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-PS2-1),(MS-PS2-2)



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

















74




knowledge.







21st Century Themes


E – encouraged

T – taught

A – assessed


9.1 Personal Financial Literacy CRP1. Act as a responsible and








Planning, Saving, and Investing ET CRP5. Consider the environmental,

social and economic impacts of

decisions.

Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and

innovation.

Civic Financial Responsibility CRP7. Employ valid and reliable




persevere in solving them.





management.




productivity.

Career Preparation ET CRP12. Work productively in teams

while using cultural global

competence.

75



document:

Self-Awareness





challenges

Self-Management


and behaviors


goals



Social Awareness





differ


of settings



skills



76


Relationship Skills





constructive ways


Student Resources

Lesson #1

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

Lesson #2

https://www.youtube.com/watch?v=6gzCeXDhUAA

https://www.youtube.com/watch?v=sabH4bJsxWA

https://www.youtube.com/watch?v=hwmf73Bwky8

https://study.com/academy/practice/quiz-worksheet-properties-of-newton-s-first

law-of-motion.html

https://www.teachengineering.org/lessons/view/ucd_newton_lesson01

Lesson #7

http://studyjams.scholastic.com/studyjams/jams/science/forces-and-

motion/acceleration.htm

http://glencoe.mheducation.com/sites/0078617707/student_view0/chapter2/virtual_lab.ht

ml

Lesson #8

http://studyjams.scholastic.com/studyjams/jams/science/forces-and-motion/action-and-

reaction.htm

Lesson #10

https://study.com/academy/practice/quiz-worksheet-action-reaction-forces.html

Lesson #15

https://wonderopolis.org/wonder/how-do-metal-detectors-work

https://phet.colorado.edu/en/simulation/magnets-and-electromagnets

https://phet.colorado.edu/en/contributions/view/4478

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







http://glencoe.mheducation.com/sites/0078617707/student_view0/chapter2/virtual_lab.html


http://studyjams.scholastic.com/studyjams/jams/science/forces-and-motion/action-and-reaction.htm







77

Lesson #16 https://wonderopolis.org/wonder/how-does-electricity-work

Lesson #19

https://www.youtube.com/watch?v=KNNFTtgjb1c

www.ldsd.org/cms/lib/PA09000083/Centricity/.../Gravity%20Web%20Quest.doc

https://phet.colorado.edu/en/simulation/gravity-force-lab


Lesson #21

https://www.youtube.com/watch?v=SybIX2nEn1E

www.csulb.edu/~lhenriqu/Magnets.pdf

https://quizlet.com/168970674/contact-non-contact-forces-flash-cards/

Lesson #24

https://www.brainpop.com/science/energy/electromagnets/

http://www.harcourtschool.com/activity/electromagnets/

Lesson #26

https://www.youtube.com/watch?v=yUp4W9htmuY

http://www.softschools.com/quizzes/physics/newtons_laws_of_motion/quiz5440.html

Lesson #27



https://www.brainpop.com/science/motionsforcesandtime/newtonslawsofmotion/

https://create.kahoot.it/details/newton-s-laws/3adf66ab-3933-496f-8e5b-b3428bebf67a

https://create.kahoot.it/details/net-force/c65887d6-772a-4978-81cc-852fe03212c0

Teacher Resources

Lesson #1

https://create.kahoot.it/details/8354c9a1-fd56-4156-96fb-754e0033e2ab

Lesson #3

http://www.bbc.co.uk/bitesize/standard/physics/revision_videos/newtons_first_law/video

https://nj.pbslearningmedia.org/resource/118a6999-d30d-4b6b-b647-

1a1c060d5aca/newtons-first-law/#.W3Re-BFe7IU

https://nj.pbslearningmedia.org/resource/b31ea76b-d558-46d0-b0ea-

9251e01fd976/teachable-moment-newtons-first-law/#.W3RdphFe7IU

http://www.thephysicsaviary.com/Physics/Programs/Games/NetForceSimpleGame/index

.html

Lesson #4

https://betterlesson.com/lesson/resource/3200798/net-force-notebook-page

https://betterlesson.com/lesson/resource/3200799/net-force-notebook-page-answer-key

https://wonderopolis.org/wonder/how-does-electricity-work


http://www.ldsd.org/cms/lib/PA09000083/Centricity/.../Gravity%20Web%20Quest.doc




http://www.csulb.edu/~lhenriqu/Magnets.pdf












https://nj.pbslearningmedia.org/resource/118a6999-d30d-4b6b-b647-%20%20%20%20%20%20%20%20%201a1c060d5aca/newtons-first-law/#.W3Re-BFe7IU

https://nj.pbslearningmedia.org/resource/118a6999-d30d-4b6b-b647-%20%20%20%20%20%20%20%20%201a1c060d5aca/newtons-first-law/#.W3Re-BFe7IU

https://nj.pbslearningmedia.org/resource/b31ea76b-d558-46d0-b0ea-%20%20%20%20%20%20%20%20%209251e01fd976/teachable-moment-newtons-first-law/#.W3RdphFe7IU

https://nj.pbslearningmedia.org/resource/b31ea76b-d558-46d0-b0ea-%20%20%20%20%20%20%20%20%209251e01fd976/teachable-moment-newtons-first-law/#.W3RdphFe7IU

http://www.thephysicsaviary.com/Physics/Programs/Games/NetForceSimpleGame/index.html



https://betterlesson.com/lesson/resource/3200799/net-force-notebook-page-answer-key

78

https://betterlesson.com/lesson/resource/3244624/net-force-game-video

https://betterlesson.com/lesson/resource/3200853/net-force-game-cards-set-b


Lesson #6


Lesson #12

https://kelleciscience.weebly.com/uploads/2/5/7/9/.../newtons_laws_bellwork.doc

Lesson #14

http://www.physicsclassroom.com/class/circuits

http://www.physicsclassroom.com/reasoning/circuits

Lesson #18

https://study.com/academy/lesson/the-effects-of-mass-distance-on-gravity.html

https://studylib.net/doc/9020750/gravity-exploration-worksheet

Lesson #20

https://mpbn.pbslearningmedia.org/resource/mss13.sci.engin.design.detect/inspector-

detector-challenge/#.W3THOBFe7IU

https://ngss.nsta.org/Resource.aspx?ResourceID=246.

http://sciencenetlinks.com/lessons/magnets-2-how-strong-is-your-magnet/

http://sciencenetlinks.com/student-teacher-sheets/how-strong-your-magnet/

Lesson #23

https://nationalmaglab.org/education/magnet-academy/plan-a-lesson/compasses

Lesson #28

https://nationalmaglab.org/education/magnet-academy/watch-play/demos/seeing-

https://www.brainpop.com/science/motionsforcesandtime/magnetism/

https://www.brainpop.com/science/motionsforcesandtime/magnetism/quiz/

https://create.kahoot.it/details/magnetic-and-electric-fields/18fcf2cf-fb1b-4041-b2b0-

7b827488a294

https://create.kahoot.it/details/gravity/3c3a6082-7ab6-4289-b99c-78b30707ca99










https://mpbn.pbslearningmedia.org/resource/mss13.sci.engin.design.detect/inspector-%20%20%20%20detector-challenge/#.W3THOBFe7IU

https://mpbn.pbslearningmedia.org/resource/mss13.sci.engin.design.detect/inspector-%20%20%20%20detector-challenge/#.W3THOBFe7IU

https://ngss.nsta.org/Resource.aspx?ResourceID=246







https://create.kahoot.it/details/magnetic-and-electric-fields/18fcf2cf-fb1b-4041-b2b0-%20%20%20%207b827488a294



79

Learning Plan

Unit: 4 Forces and Motion

Duration: 8 Weeks

Lesson 1: Speed, Velocity and Acceleration (Review needed vocabulary) ● Objective – SWBAT identify the causes and effects of forces and motion.


● Opening – Write one paragraph comparing and contrasting speed, velocity and

acceleration. (Include illustrations) Share responses

● Great Western Railway https://www.youtube.com/watch?v=dKDDrnx-Fgw

● Activities – As a class or independently take notes on speed, velocity and

acceleration.

● Closure – Kahoot Review Game

● https://create.kahoot.it/details/8354c9a1-fd56-4156-96fb-754e0033e2ab

Lesson 2: Newton’s First Law of Motion ● Objective – SWBAT describe Newton’s First Law of Motion.


● Opening – Does it require more force to push a box of feathers or a box of

bricks?

Include a picture prompt

Activities – Newton’s First Law of Motion Demonstration - Teacher conducts

demo/ if students have allergies to any of the material teacher can play video

clips.




● Quiz

https://study.com/academy/practice/quiz-worksheet-properties-of-newton-s-first

law-of-motion.html

● Additional Resource: Newton Engineering Lessons


● Closure – Give an example of Newton’s First Law of Motion

Lesson 3: Newton’s First Law of Motion ● Objective – SWBAT describe an unbalanced force, as well as understand

and explain inertia.


● Opening –. Define Inertia and illustrate an example of Inertia.

● Activities -

● First Law of Thermodynamics

http://www.bbc.co.uk/bitesize/standard/physics/revision_videos/newtons_first_law/vi

deo

https://nj.pbslearningmedia.org/resource/b31ea76b-d558-46d0-b0ea-

9251e01fd976/teachable-moment-newtons-first-law/#.W3RdphFe7IU






https://study.com/academy/practice/quiz-worksheet-properties-of-newton-s-first%20%20%20%20%20%20%20%20%20%20%20%20law-of-motion.html

https://study.com/academy/practice/quiz-worksheet-properties-of-newton-s-first%20%20%20%20%20%20%20%20%20%20%20%20law-of-motion.html




https://nj.pbslearningmedia.org/resource/b31ea76b-d558-46d0-b0ea-%20%20%20%20%20%20%20%20%20%20%20%20%20%20%209251e01fd976/teachable-moment-newtons-first-law/#.W3RdphFe7IU

https://nj.pbslearningmedia.org/resource/b31ea76b-d558-46d0-b0ea-%20%20%20%20%20%20%20%20%20%20%20%20%20%20%209251e01fd976/teachable-moment-newtons-first-law/#.W3RdphFe7IU

80

● Closure –. Calculating net force game

http://www.thephysicsaviary.com/Physics/Programs/Games/NetForceSimpleGame/index

.html

Lesson 4: Calculating Net Force ● Objective – SWBAT calculate net force, understand, explain and model

inertia.


● Opening – Calculating Net Force Do Now


● Activities – Net Force Board Game



● Closure – Kahoot interactive


Lesson 5: Newton’s First Law of Motion ● Objective – SWBAT demonstrate examples of Newton’s First Law of

Motion.


● Opening – Roll a ball across the floor and ask the students to explain the forces

that are

acting upon the ball and explain how this demonstrates the Law of Inertia.

● Activities – Students will demonstrate Newton’s First Law of Motion, given

materials

such as a toy car, a ball, string, a ramp, etc.

Students must illustrate and explain each of their demonstrations (three min.)

● Closure – Q&A for stickers

Lesson 6: Newton’s Second Law of Motion ● Objective – SWBAT describe Newton’s Second Law of Motion, as well

as define related vocabulary.


● Opening – Newton’s Second Law of Motion Demonstration (Teacher

demonstration)

Slowly roll a tennis ball into a row of standing dominos, count how many

dominos fell.

Repeat rolling the tennis ball with greater acceleration.

Tell students what Newton’s second Law states and ask students to write one

paragraph connecting the demonstration to Newton’s Second Law.

● Activities – Presentation, review vocabulary and student response sheets

● What is Engineering Design?


● Closure – If you are on a budget and gas prices increase should you buy a

compact car






https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces-and-motion-basics_en.html



81

or a large SUV? Support your answer using unit vocabulary and concepts.

Lesson 7: Newton’s Second Law of Motion ● Objective – SWBAT model Newton’s Second Law of Motion.

● NJSLS-S – MS-PS2-2

● Opening – Interactive quiz- Newton’s Second Law of Motion


motion/acceleration.htm

● Activities – Virtual Lab and Journal Questions– Newton’s Second Law of

Motion.

http://glencoe.mheducation.com/sites/0078617707/student_view0/chapter2/virtual_la

b.html

● Closure – How does the force of gravity affect acceleration?

Lesson 8: Colliding Objects

Objective – SWBAT brainstorm solutions involving the motion of two objects

colliding.


● Opening – (Play Newton’s Cradle clip in background) explain what would

happen to the

other side of the Newton’s Cradle, if you pulled two balls back on one side and

released.

● Activities Students will watch the ‘Newton’s Third Law’ Study Jams video that

discusses

action and reaction pairings. They will answer the video questions while

watching before

discussing the answers as a class.


motion/action-and-reaction.htm

● Closure – How could be diminish the impact of a car accident, keeping in mind

what you

know about Newton’s Third Law of Motion?

Lesson 9: Applying Newton’s Third Law of Motion – Design a solution ● Objective – SWBAT design, build, and test a Newton’s Cradle and

explain how the cradle demonstrates the third law.


● Opening – How does Newton’s Cradle work? Why will motion eventually stop?

● Activities – Students will create their own Newton’s Cradle. Students may

complete the

project individually or with a partner. Show students examples from prior years

and an actual cradle, so they can see differences and ways of potential building.

Students will begin to plan and design their projects.

● Closure – How can understanding Newton’s Third Law of Motion help you in






82

your everyday life?

Lesson 10: Applying Newton’s Third Law of Motion – Design a solution ● Objective – SWBAT design, build, and test a Newton’s Cradle and



● Opening – Action reaction interactive quiz


● Activities – Students continue to plan and design their Newton’s Cradle. Students

must include a sketch and material list.

● Closure – What is important to remember when designing your cradle? (Keeping

in mind

the Third Law of Motion)

Lesson 11: Colliding Objects -Design a solution ● Objective – SWBAT design, build, and test a Newton’s Cradle and



● Opening – Provide and illustrate three action reaction pairs.

Share Do Now responses and review lab/construction safety procedures.

● Activities – Students will complete the designing phase and start on the

construction

phase of the Newton’s Cradle Challenge. If modifications have been made to

their model, it must be noted in student sketch/material list.

● Closure – During construction, did you need to alter your original design? How?

Why?

Lesson 12: Colliding Objects -Design a solution ● Objective – SWBAT design, build, and test a Newton’s Cradle and



● Opening – Identify the Law of Motion that applies –Review concepts


● Activities –– Students will continue the construction phase of the Newton’s

Cradle Challenge. If modifications have been made to their model, it must be

noted in student sketch/material list. Students should test, evaluate and redesign if

needed.

● Closure – Identify the law of motion that can be applied to Newton’s Cradle.

Lesson 13: Design Solutions - Presentations

● Objective – SWBAT present their design involving colliding objects.


● Opening – When a car hits a parked car, why does the car that was driving also

have damage? (Include a picture prompt)

● Activities – Students present their design of Newton’s Cradle and explain how it



83

works.

● Students in the audience will contribute constructive criticism and compliments.

● Closure – How could we design cars to limit the effects of a car crash?

Lesson 14: Electricity as a Force

● Objective – SWBAT hypothesize; what factors would affect the strength

of an electrical force. Design a model to test one factor at a time. Gather data on

electrical force. Draw a conclusion based upon relevant data.


● Opening – If you had a charger with a long cord would it take longer than a

charger

with a short cord to charge your phone?

● Activities –Review answers. Record affirmative and negative responses. Record

rationale given by students on board. Correct misconceptions. Explain principles

The Physics Classroom – Circuits


Interactives/Media to help illustrate concepts.

● Closure – The Physics Classroom – Circuits

http://www.physicsclassroom.com/reasoning/circuits Select two-three questions

and review answers.

Lesson 15: Electric and Magnetic Forces

● Objective – SWBAT hypothesize or question what factors would

affect the strength of a magnetic force. Design a model to test one factor at a time.

Gather qualitative data on variable tested. Draw a conclusion based upon data

obtained.

● NJSLS-S -MS-PS2- 3

● Opening – How do metal detectors work – Do Now reading and Questions


● Activities – PHeT Simulation


● Student response sheet


● Closure – Explain why increasing the number of coils around a magnet increases

the force. https://www.youtube.com/watch?v=LniPuGTAmaQ

Lesson 16: Electrical Forces

Objective – SWBAT question the factors that create and affect electrical

forces.


● Opening – Reading and questions “How does Electricity Work?”


● Review lab safety and procedures

● Activities – “Electrifying Liquids Lab”

● Pre-Lab Questions








84

● Materials – 5 beakers with liquid samples (tap water, salt water, soapy water,

lemon

juice, coca cola), two batteries, one lightbulb and electrical tape.

● Students will conduct the investigation, record observations and complete open-

ended conclusion questions.

● Closure – Which liquid was the best conductor of electricity? Why?

Lesson 17: Magnetic Force and Distance ● Objective – SWBAT determine if distance affects the force of a magnet.


● Opening – How do you think the distance between a metallic object and a magnet

affect the force of the magnet?

● Activities – “How Strong is your Magnet Lab”


Student activity Sheet


● Closure – How will adding multiple magnets together affect the combined force

of the magnets?

Lesson 18: Gravitational Interactions ● Objective – SWBAT construct an argument using evidence

gathered from simulation. Record data and utilize to support claim.


● Opening –Do you think that mass effects gravity? Support your claim.

● Activities – Introduction video clip – Mass, distance and gravity

● https://study.com/academy/lesson/the-effects-of-mass-distance-on-gravity.html

● Gravity Exploration Activity


● Closure – Use your data to support your answer the following question: Why is

the Sun at the center of the solar system?

Lesson 19: Gravitational Interactions ● Objective – SWBAT construct an argument using evidence from

information gathered about the relationship between mass and gravitational

forces. Record data and utilize to support claim.


● Opening – Why do astronauts seem to float when walking on the Moon?

https://www.youtube.com/watch?v=KNNFTtgjb1c – Video clip of the first moon

walk

● Activities –.Gravity Web Quest – Student response sheet

www.ldsd.org/cms/lib/PA09000083/Centricity/.../Gravity%20Web%20Quest.doc

● Alternative activity : Exploring Gravity Phet interactive and student response

sheet








http://www.ldsd.org/cms/lib/PA09000083/Centricity/.../Gravity%20Web%20Quest.doc



85

● Closure – On which planet would you weigh the most? Provide evidence to

support your answer.

Lesson 20: Non-contact Forces (Investigation) ● Objective – SWBAT design an investigation to provide evidence that fields exist

between objects that exert force. Utilize qualitative data to support the existence

of fields.


● Opening – identify three pieces of data that you could observe to support that

forces can act on objects even though they are not touching?

● Activities – Students design and build magnetic-field detectors and use them to

find hidden magnet

https://mpbn.pbslearningmedia.org/resource/mss13.sci.engin.design.detect/inspec

tor- detector-challenge/#.W3THOBFe7IU

https://NJSLS-S .nsta.org/Resource.aspx?ResourceID=246.

● Closure – Large Group discussion as to the evidence produced by investigations.

Lesson 21: Non-contact Forces ● Objective – SWBAT examine an investigation to provide evidence that

fields exist between objects that exert force. Utilize qualitative data to support the

existence of fields.


● Opening – What are other non-contact forces? Cite evidence to support your

answer.

● Activities – Students observe non-contact forces and discuss


● Investigation Lab – Students provide evidence that fields exist between objects

exerting forces on each other even though the objects do not touch.

● Magnets Lab www.csulb.edu/~lhenriqu/Magnets.pdf

● Closure – Quizlet games – Non-contact forces


Lesson 22: Non-contact Forces (Investigation) ● Objective – SWBAT design an investigation to provide evidence

that fields exist between objects that exert force. Utilize qualitative data to

support the existence of fields.


● Opening – How does gravitational force provide stability to the solar system?

● Activities – Review answers. Students complete investigations. Research and

record data. Organize and display data. Complete write up of investigation with a

conclusion statement that has the evidence supporting their claim.

● Closure – Students share group conclusion statement

https://mpbn.pbslearningmedia.org/resource/mss13.sci.engin.design.detect/inspec%20%20%20%20%20%20%20%20%20%20tor-%20%20detector-challenge/#.W3THOBFe7IU

https://mpbn.pbslearningmedia.org/resource/mss13.sci.engin.design.detect/inspec%20%20%20%20%20%20%20%20%20%20tor-%20%20detector-challenge/#.W3THOBFe7IU

https://ngss.nsta.org/Resource.aspx?ResourceID=246


http://www.csulb.edu/~lhenriqu/Magnets.pdf


86

Lesson 23: Non-contact Forces (Investigation)

Objective – SWBAT design an investigation to provide evidence




Opening – What is a compass and how does it work?

Activities – Students will build a compass to demonstrate forces between non-

contact objects.

Magnet Academy – Compasses https://nationalmaglab.org/education/magnet-

academy/plan-a-lesson/compasses

Closure- How does a magnet demonstrate forces between non-contact objects?

Lesson 24: Electric and Magnetic Forces ● Objective – SWBAT describe how electricity and magnets work and

what factors affect the strength of their forces. Provide evidence that forces occur

between non-contact objects.

NJSLS-S - MS-PS2-3, MP-PS2-5

Opening – Video clip and quiz - Electromagnets


Activities – Electromagnet Simulation


Closure- Tweet about electromagnets and their uses.

Lesson 25: Non-contact Forces (Investigation) ● Objective – SWBAT design an investigation to provide evidence




● Opening – How does gravitational force provide stability to the solar system?

● Activities – Review answers. Students complete investigations. Research and

record data. Organize and display data. Complete write up of investigation with a

conclusion statement that has the evidence supporting their claim.

● Closure – Students share group conclusion statement

Lesson 26: Newton’s Laws of Motion

● Objective – SWBAT demonstrate knowledge of the cause and effect forces

and motion.

● NJSLS-S -MS-PS2-1, MS-PS2-2

● Opening – Newton’s Laws of Motion Song


● Activities – Review and Interactive quiz- Newton’s Laws of Motion


● Closure – Write three pieces of evidence that helped solidify the concept.







87


● Objective – SWBAT demonstrate understanding of the cause and effect of

and motion.

● NJSLS-S -MS-PS2-1, MS-PS2-2

● Opening – Newton’s Laws of Motion Song.


● Activities – Review, video clips and Interactive quizzes- Newton’s Laws of

Motion



https://create.kahoot.it/details/newton-s-laws/3adf66ab-3933-496f-8e5b-

b3428bebf67a


● Closure – Provide one example of each law.

Lesson 28: Unit 4 Review ● Objective – SWBAT demonstrate knowledge of Unit 4 concepts.

● NJSLS-S - MPS-PS2-3, MS-PS2-4, MS-PS2-5

● Opening – Video clip – “Seeing Magnetic Field Lines”


● Activities – Magnets, electricity and gravity - video clip and quizzes



https://create.kahoot.it/details/magnetic-and-electric-fields/18fcf2cf-fb1b-4041-

b2b0- 7b827488a294


● Closure – The larger the object the______ the gravitational force.

Lesson 29: Unit 4 Assessment –Multiple Choice Portion ● Objective – SWBAT demonstrate knowledge of Unit 4 concepts, Forces

and Interactions.

● NJSLS-S –MP-PS2-1, MS-PS2-2, MPS-PS2-3, MS-PS2-4, MS-PS2-5

● Opening – Prepare for Unit Assessment, review test taking procedures.

● Activities – Unit 4 Linkit Assessment – Multiple Choice

● Closure – Students read quietly, testing materials are collected.

Lesson 30: Unit 4 Assessment –Open Ended/Practical Exam Portion ● Objective – SWBAT demonstrate knowledge of Unit 4 concepts, Forces

and Interactions.

● NJSLS-S –MP-PS2-1, MS-PS2-2, MPS-PS2-3, MS-PS2-4, MS-PS2-5

● Opening – Prepare for Unit Assessment, review test taking procedures/lab safety.

● Activities – Unit 4 Linkit Assessment – Open-Ended/Practical Exam.

● Closure – Students read quietly, testing materials are collected.












88




provided the necessary tools to be successful in the course. ) Multi-sensory instruction.




students.






Graphic organizers.




build understanding





Graphic organizers.







Graphic organizers.

Mnemonics.


Gifted Students:

Enrichment Activities: to challenge the advanced-proficient

student.



Grouping.




89


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

Develop a model to describe the cycling of water through Earth's systems driven by energy

from the sun and the force of gravity. [Clarification Statement: Emphasis is on the ways water

changes its state as it moves through the multiple pathways of the hydrologic cycle. Examples of

models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of

the latent heats of vaporization and fusion is not assessed.]

MS-ESS2-4

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 MS-ESS3-1

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

90

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).]


Education:



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)


unobservable mechanisms. (MS-

ESS2-4)

Constructing Explanations and

Designing Solutions



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


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

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











































91

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)

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)

___________________________________________

Connections to Engineering, Technology, and

Applications of Science

Influence of Science, Engineering, and Technology

on Society and the Natural World

All human activity draws on natural resources and

has both short and long-term consequences, positive

as well as negative, for the health of people and the

natural environment. (MS-ESS3-1)

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)


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-




































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


92

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 –


inferences drawn from the text. (MS-ESS3-1)

RI.7.8. 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-ESS3-1)

W.7.1. Write arguments to support claims with clear reasons and relevant evidence. (MS-ESS3-1)

W.7.7.

W.7.8.

W.7.9.

SL.7.1.

SL.7.5.


questions for further research and investigation. (MS-ESS3-1)

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and


standard format for citation. (MS-ESS3-1)(MS-ESS2-1)

Draw evidence from literary or informational texts to support analysis, reflection, and research. (MS-ESS3-1)(MS-ESS2-1)


topics, texts, and issues, building on others’ ideas and expressing their own clearly. (MS-ESS3-1)(MS-ESS2-1)

Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

(MS-ESS3-1)(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/hsps4-waves-applications-technologies-information-transfer

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

















93



21st Century Themes


E – encouraged

T – taught

A – assessed


9.1 Personal Financial Literacy ET CRP1. Act as a responsible and









Investing

ET CRP5. Consider the environmental,

social and economic impacts of

decisions.

X Becoming a Critical

Consumer


innovation.

Civic Financial Responsibility ETA CRP7. Employ valid and reliable




persevere

in solving them.





management.



X Career Exploration ETA CRP11. Use technology to enhance

productivity.

Career Preparation ETA CRP12. Work productively in teams

while using cultural global

competence.


8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in

order to solve problems individually and collaborate and create and communicate knowledge.


Programming All students will develop an understanding of the nature and impact of technology, engineering,

technological design, computational thinking and the designed world as they relate to the

individual, global society, and the environment.

94



document:

Self-Awareness




x Recognize the importance of self-confidence in handling daily tasks and challenges

Self-Management

x Understand and practice strategies for managing one’s own emotions, thoughts and

behaviors

x Recognize the skills needed to establish and achieve personal and educational goals



Social Awareness


x Demonstrate an awareness of the differences among individuals, groups, and others’

cultural backgrounds

x Demonstrate an understanding of the need for mutual respect when viewpoints differ

x Demonstrate an awareness of the expectations for social interactions in a variety of

settings


x Develop, implement and model effective problem solving and critical thinking skills

Identify the consequences associated with one’s action in order to make constructive

choices


Relationship Skills

95




Demonstrate the ability to present and resolve interpersonal conflicts in constructive

ways


Student Resources

Lesson #1

https://www.learner.org/interactives/rockcycle/about.htmldiagram

Lesson #2

https://www.brainpop.com/science/earthsystem/rockcycle/

https://www.brainpop.com/science/earthsystem/rockcycle/quiz/

Lesson #4

https://www.brainpop.com/science/weather/weathering/

https://www.brainpop.com/science/weather/weathering/quiz/

http://www.glencoe.com/sites/common_assets/science/virtual_labs/E06/E06.swf

Lesson #13

http://coastal.er.usgs.gov/hurricanes/sandy/photo-comparisons/newjersey.php

Lesson # 15

http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/natural-

resources.htm

http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/renewable-

fuels.htm

http://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

http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/fossil-

fuels.htm

Lesson #16

https://www.ck12.org/earth-science/water-distribution/lesson/Water-Distribution-MS-








http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/natural-%20%20%20%20%20%20%20%20resources.htm


http://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




https://www.ck12.org/earth-science/water-distribution/lesson/Water-Distribution-MS-ES/?referrer=concept_details

96

ES/?referrer=concept_details

Lesson #17

https://www.youtube.com/watch?v=7ZzEfHe6vY8


https://www.youtube.com/watch?v=4SfGXbgliw8

https://www.youtube.com/watch?v=oxO3415o38w

Lesson #18

https://www.ck12.org/earth-science/landforms-from-glacial-erosion-and-

deposition/lesson/Landforms-from-Glacial-Erosion-and-Deposition-HS-



deposition/enrichment/Glacial-Erosion-Landforms/?referrer=concept_details


deposition/rwa/Ice-Hockey-is-Melting-Away/?referrer=concept_details

https://www.ck12.org/assessment/ui/?test/view/practice/earth-science/Landforms-from-

Glacial-Erosion-and-Deposition-Practice&ep=https://www.ck12.org/earth-

science/landforms-from-glacial-erosion-and-deposition/?referrer=concept_details

Lesson #20

https://phet.colorado.edu/en/simulation/legacy/glaciers

Lesson #21

http://science-class.net/archive/science-

class/Lessons/Water%20Cycle/water_cycle_model.pdf

Lesson #23

https://www.brainpop.com/science/energy/fossilfuels/

https://www.brainpop.com/science/energy/fossilfuels/quiz/

Lesson #24

https://www.brainpop.com/science/energy/naturalresources/

https://www.brainpop.com/science/energy/naturalresources/quiz/

Lesson #25

https://www.brainpop.com/science/ourfragileenvironment/humansandtheenvironment/

https://www.brainpop.com/science/ourfragileenvironment/humansandtheenvironment/quiz/

Lesson #26

https://www.brainpop.com/science/earthsystem/climatechange/





https://www.ck12.org/earth-science/landforms-from-glacial-erosion-and-deposition/lesson/Landforms-from-Glacial-Erosion-and-Deposition-HS-ES/?referrer=concept_details



https://www.ck12.org/earth-science/landforms-from-glacial-erosion-and-deposition/enrichment/Glacial-Erosion-Landforms/?referrer=concept_details


https://www.ck12.org/earth-science/landforms-from-glacial-erosion-and-deposition/rwa/Ice-Hockey-is-Melting-Away/?referrer=concept_details


https://www.ck12.org/assessment/ui/?test/view/practice/earth-science/Landforms-from-Glacial-Erosion-and-Deposition-Practice&ep=https://www.ck12.org/earth-science/landforms-from-glacial-erosion-and-deposition/?referrer=concept_details




http://science-class.net/archive/science-class/Lessons/Water%20Cycle/water_cycle_model.pdf









97

https://www.brainpop.com/science/earthsystem/greenhouseeffect/

Lesson #28


http://www.softschools.com/quizzes/science/water/quiz316.html

Teacher Resources

Lesson #2

https://www.teachengineering.org/activities/view/cub_rock_lesson01_activity1

Lesson #3

http://www.gmsdk12.org/Downloads/RockCycleWorksheetwithQuestions.pdf

https://www.dvusd.org/cms/lib011/AZ01901092/Centricity/Domain/5849/Rock%20Cycle%

20Crayon%20lab.pdf

Lesson #5

https://www.youtube.com/watch?v=ddkdzeCu8zs

http://www.softschools.com/quizzes/science/weathering_and_erosion/quiz448.html

Lesson #6

https://www.clake.org/view/1919.pdf

Lesson #8-9

mjksciteachingideas.com/pdf/Walk.pdf

Lesson #10-11

https://pmm.nasa.gov/video-gallery/what-is-global-precipitation-measurement .

https://pmm.nasa.gov/education/sites/default/files/lesson_plan_files/exploring-water-

cycle/Exploring%20the%20Water%20Cycle%20SCS.pdf

http://www.youtube.com/watch?v=iohKd5FWZOE.

https://pmm.nasa.gov/education/sites/default/files/lesson_plan_files/exploring-water-

cycle/Exploring%20the%20Water%20Cycle%20SCS.pdf

Lesson #14

https://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_rock

/cub_rock_lesson02_activity1.xml

Lesson #19

https://betterlesson.com/lesson/639004/where-should-we-land-this-ship






https://www.dvusd.org/cms/lib011/AZ01901092/Centricity/Domain/5849/Rock%20Cycle%20Crayon%20lab.pdf





https://pmm.nasa.gov/video-gallery/what-is-global-precipitation-measurement

https://pmm.nasa.gov/education/sites/default/files/lesson_plan_files/exploring-water-cycle/Exploring%20the%20Water%20Cycle%20SCS.pdf





https://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_rock/cub_rock_lesson02_activity1.xml



98

https://betterlesson.com/lesson/resource/3218819/briefing-guidelines-and-research-

questions?from=resource_image

https://betterlesson.com/register?grade=20&subject=2&from=resource_image

Lesson #20

https://phet.colorado.edu/services/download-

servlet?filename=%2Factivities%2F4038%2Fphet-contribution-4038-7300.pdf

Lesson #22-25

https://www.teacherspayteachers.com/FreeDownload/MS-ESS3-1-Uneven-Distribution-of-

Resources-Lab-Stations-Activity-3234272

externalfile:drive3b69bd51763c0ec06d55dbcea33c408693f1765/root/MSESS31UnevenDistr

ibutionofResourcesLabStationsActivity.pdf

Lesson #26

https://www.teachengineering.org/lessons/view/wst_environmental_lesson01

chrome-extension://bpmcpldpdmajfigpchkicefoigmkfalc/views/app.htmllesson

chrome-extension://bpmcpldpdmajfigpchkicefoigmkfalc/views/app.html


Lesson #27

www.lake.k12.fl.us/cms/lib05/.../Virtual%20Alternative%20Energy%20Lab.docx/CT13/CT

13.html

Lesson #28

https://create.kahoot.it/details/abb4a45b-753a-4ced-8a31-d3b69ecc540a

https://betterlesson.com/lesson/resource/3218819/briefing-guidelines-and-research-questions?from=resource_image



https://phet.colorado.edu/services/download-servlet?filename=%2Factivities%2F4038%2Fphet-contribution-4038-7300.pdf


https://www.teacherspayteachers.com/FreeDownload/MS-ESS3-1-Uneven-Distribution-of-Resources-Lab-Stations-Activity-3234272



http://www.lake.k12.fl.us/cms/lib05/.../Virtual%20Alternative%20Energy%20Lab.docx/CT13/CT13.html

http://www.lake.k12.fl.us/cms/lib05/.../Virtual%20Alternative%20Energy%20Lab.docx/CT13/CT13.html


99

Learning Plan

Unit 5: Earth’s Systems

Duration: 8 Weeks

Lesson 1: Cycling of Earth’s Materials ● Objective – SWBAT explain that the Earth’s materials take different forms as

they move through different cycles.

● NJSLS-S - MS-ESS2-1

● Opening – How is sand formed?

● Activities – Rock Cycle Interactive


Closure- Does the rock cycle occur quickly?

Lesson 2: Rock Cycle ● Objective – SWBAT model the rock cycle and understand that the materials

contained in rocks change form over time.


● Opening – Rock Cycle video clip and quiz



● Activities – Students model the rock cycle using soap


● Closure – Name two of the forces that drive the rock cycle.

Lesson 3: Rock Cycle

● Objective – SWBAT name the forces that drive the changes that occur in the rock

cycle.


● Opening – Rock Cycle graphic and OEQs

. http://www.gmsdk12.org/Downloads/RockCycleWorksheetwithQuestions.pdf

● Activities – Students model the rock cycle and the forces that cause rocks to

change. Rock Cycle and Geological Time Simulation Lab

https://www.dvusd.org/cms/lib011/AZ01901092/Centricity/Domain/5849/Rock%

20Cycle%20Crayon%20lab.pdf (2-day lab)

● Closure – Name three weathering agents of rocks.

Lesson 4: Weathering ● Objective- SWBAT identify the forces that cause and the effects of weathering.


● Opening – What happens to a basketball if you leave it outside? (include a picture

prompt) Class discussion

● Activities – Weathering video clip and quiz



Weathering Virtual Lab and journal questions












100

● Closure –Exit ticket- How can you protect your belonging from weathering?

Lesson 5: Weathering, Erosion and Deposition ● Objective – SWBAT identify, compare and contrast causes of physical and

chemical weathering, erosion and deposition.


● Opening – Utilizing prior knowledge of physical and chemical changes, do your

best to compare and contrast physical and chemical weathering.

● Activities – As a class or independently view and take note – Weathering,

Erosion and Deposition. https://www.youtube.com/watch?v=ddkdzeCu8zs

● Quiz- Weathering and Erosion Quiz

http://www.softschools.com/quizzes/science/weathering_and_erosion/quiz448.ht

ml

● Closure – What is the difference between weathering, erosion and deposition?

Lesson 6: Weathering, Erosion and Deposition ● Objective – SWBAT compare and contrast weathering, erosion and deposition

and the role of each in the cycling of Earth’s materials.


● Opening – Create a Venn diagram comparing and contrasting weathering, erosion

and deposition. (Students may use their notes from the previous lesson.

● Activities – Weathering, Erosion and Deposition Web-quest and sorting activity.


● Closure – How was the Grand Canyon formed?

Lesson 7: Types of Weathering ● Objective – SWBAT identify different types of physical and chemical weathering

and the causes of each type of weathering.


● 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 sorting, Page 10. Teacher shows PPT-Students

identify and categorize each as chemical or mechanical based on descriptions.

Place each description under correct category and type (abrasion, carbonic acid,

etc.)

● Closure – Tweet about today’s lesson

Lesson 8: Weathering Walk Investigation

● Objective – SWBAT differentiate between weathering and erosion


● Opening – (Picture prompt of a tree growing through a rock) Identify the type of

weathering and if it is physical or chemical weathering and why.

● Activities – As a class walk around the campus of the school recording examples

of weathering. Identify as physical or chemical as well as the cause of

weathering. Weathering Walk





101


● Closure – Did you observe more physical or chemical weathering examples?

Why?

Lesson 9: Weathering Walk Investigation Analysis ● Objective – SWBAT analyze weathering walk observations and the factors that

contribute to the breakdown of rock in our area.


● Opening – What happens to the weathered materials over time?

● Activities – Students will complete Weathering Walk Analysis Questions, pair-

share with their partner and a class discussion to follow.


● Closure – Which type of weathering is most abundant in our area? Why?

Lesson 10: Hydrologic Cycle ● Objective – SWBAT investigate the movement of water through the different

stages of the water cycle and determine what drives this cycle.


● Opening – Show video clip – Think-Pair-Share the question: Based on what we

just viewed, why is it so important to study and understand the water cycle?

NASA – Precipitation Measurement Missions https://pmm.nasa.gov/video-

gallery/what-is-global-precipitation-measurement .

● Activities – Water Cycle Capture Sheet and video clip

https://pmm.nasa.gov/education/sites/default/files/lesson_plan_files/exploring-

water-cycle/Exploring%20the%20Water%20Cycle%20SCS.pdf


● Follow “Explore” questioning during the video clip

● Teacher Demonstration – page 5

● Exploring the Water Cycle Teacher’s Guide Precipitation



● Closure – Where does the water on the Earth’s surface obtain its energy from to

change states?

Lesson 11: Hydrologic Cycle ● Objective – SWBAT investigate the movement of water through the different

stages of the water cycle and determine what drives this cycle.


● Opening –. Students view then answer: How is water found naturally? Why is

this so unique? NASA Precipitation Education

https://pmm.nasa.gov/education/videos/water-water-everywhere

● Activities – Teacher demo – page 5 – “Transpiration”. NASA Precipitation

Education









https://pmm.nasa.gov/education/videos/water-water-everywhere


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● Closure – How does the water move through the closed system demonstrated

today?

Lesson 12: Rock Cycle ● Objective – SWBAT investigate how Earth’s cycling of materials need to be

carefully considered by engineers.


● 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. 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.)


https://www.teachengineering.org/collection/cub_/lessons/cub_rock/cub_rock_lesson02_rockcyclehandout-overhead.pdf



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Lesson 13: Hurricane Sandy- Weathering, Erosion and Deposition ● Objective – SWBAT analyze pre and post pictures and topography maps of

effects of Hurricane Sandy in New Jersey to provide evidence of the cycling of

Earth’s materials.


● Opening – Students are asked to illustrate and explain one effect of hurricane

Sandy on NJ beaches.

● Activities –Students analyze a series of photos taken before and after Hurricane

Sandy. Discuss Hurricane Sandy images


● Closure – What changes have been made on our beaches due to the destruction of

Hurricane Sandy? What are engineers doing to prevent the damaging effects of

hurricanes?

Lesson 14: Rock Cycle ● 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.


● 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 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. Teaching Engineering

https://www.teachengineering.org/view_activity.php?url=collection/cub_/activiti

es/cub_rock/cub_rock_lesson02_activity1.xml

● Closure- Engineering Exit Question: Have students each discuss you one thing


https://www.teachengineering.org/collection/cub_/activities/cub_rock/cub_rock_lesson02_activity1_examplequestions.pdf

https://www.teachengineering.org/collection/cub_/activities/cub_rock/cub_rock_lesson02_activity1_examplequestions.pdf



104

they learned about engineering and rocks as they leave the classroom.

Lesson 15: Energy Resources ● Objective – SWBAT differentiate between natural resource and non-renewable

resources.

● NJSLS-S - MS- ESS3-1

● Opening – Define and identify examples of key vocabulary: Non-renewable

resources, renewable resources, fossil fuels, pollution, acid rain

● Activities –With a partner or as a class, students view and discuss Study Jams

slideshow. Study Jams Slideshows: Energy Clips - Pause each slide and discuss

with partner

http://studyjams.scholastic.com/studyjams/jams/science/energy-light-

sound/naturalresources.htm


sound/renewable-fuels.htm


sound/renewable-fuels.htm


sound/fossil-fuels.htm

● Closure –Come together 7 question quiz :


sound/fossil-fuels.htm

Lesson 16: Distribution of Resources

● Objective – SWBAT describe the uneven distribution of water on Earth.


● Opening – What do you have to do to get water? What do people in other

countries have to do to get water?

● Activities – Read together as a class and discuss emphasis that water is not

naturally abundant in certain regions. Watch video clips and continue with

questioning provided. Water Distribution https://www.ck12.org/earth-

science/water-distribution/lesson/Water-Distribution-MS-


● Closure – How is Earth’s water distributed?

Lesson 17: Consumerism: Impact on Nature ● Objective – SWBAT describe the impact of advertisements on consumerism,

identify hidden environmental costs in products, analyze advertisements in teen

magazines, and explain how teens can make informed consumer choices that

steward the environment


● 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.
















105

● Activities – Compare life during pioneer times with our current urban life in the

United States. Spark discussion- One difference is the amount of personal items

we have today. 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. Cost of Cool, Parts 1-3



https://www.youtube.com/watch?v=oxO3415o38w

● In small groups, students discuss and answer following questions: 1.What do you

usually spend most of your money on? (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 18: Glaciers creating Landforms ● Objective – SWBAT describe how Earth’s materials are distributed.


● Opening – How does a glacier carry materials so far? Discuss responses, and then

read as a class. Landforms from Glacial Erosion and Deposition


deposition/lesson/Landforms-from-Glacial-Erosion-and-Deposition-HS-


● Activities – Video clip - Glaciers


deposition/enrichment/Glacial-Erosion-Landforms/?referrer=concept_details

Evidence of global changes from natural and human impact-


deposition/rwa/Ice-Hockey-is-Melting-Away/?referrer=concept_details

● Closure – Practice questions Landforms from Glacial Erosion and Deposition

https://www.ck12.org/assessment/ui/?test/view/practice/earth-science/Landforms-

from-Glacial-Erosion-and-Deposition-Practice&ep=https://www.ck12.org/earth-

science/landforms-from-glacial-erosion-and-

deposition/?referrer=concept_details

Lesson 19: Uneven Distribution of Earth’s Resources ● Objective – SWBAT examine how Earth’s materials are distributed and identify

regions that have an abundance of natural resources.


● Opening – Hypothesize: What region of Earth do you think will have the greatest

abundance of natural resources? Why? Discuss responses as a class.

● Activities – “Briefing Guidelines and Research Questions”
















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https://betterlesson.com/lesson/resource/3218819/briefing-guidelines-and-

research-questions?from=resource_image


● Closure – In what location(s) do we have the best chance of creating a successful

long term society?

Lesson 20: Distribution of Earth’s Resources ● Objective – SWBAT examine how Earth’s materials are distributed by glaciers

and the causes and effects of increased global temperature.


● Opening –. What might increase the mobility of a glacier?

● Activities – Glacier simulation and student response sheet


https://phet.colorado.edu/services/download-

servlet?filename=%2Factivities%2F4038%2Fphet-contribution-4038-7300.pdf

● Closure – What claim can you make about the relationship between the average

temperature and the movement and thickness of glaciers?

Lesson 21: Water Cycle ● Objective – SWBAT model the cycling of water.


● Opening –. List Earth’s materials that are cycled.

● Activities – Students will model the water cycle, make observations and draw a

conclusion. Observing the Water Cycle

http://science-class.net/archive/science-

class/Lessons/Water%20Cycle/water_cycle_model.pdf

● Closure – What are the five processes of the water cycle?

Lesson 22: Distribution of Natural Resources ● Objective – SWBAT describe how natural resources are distributed unevenly and

how current and past geoscience processes have effected this distribution.


● Opening – Students complete the “Pre-Lab Assignment” (page 6)

● Activities – #1 -Students create a circle graph to demonstrate the location of oil

on Earth. (page 7)

#2 – Students will reference a graphic to answer questions concerning the

location of the Earth’s supply of copper. Free documents on natural resources:

https://www.teacherspayteachers.com/FreeDownload/MS-ESS3-1-Uneven-

Distribution-of-Resources-Lab-Stations-Activity-3234272

externalfile:drive-

53b69bd51763c0ec06d55dbcea33c408693f1765/root/MSESS31UnevenDistributi

onofResourcesLabStationsActivity.pdf

● Closure – How might the uneven distribution of natural resources affect the local

economy?











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Lesson 23: Distribution of Natural Resources ● Objective – SWBAT describe how natural resources are distributed unevenly and

how current and past geoscience processes have effected this distribution.

Reading informational text and citing textual evidence


● Opening – Video clip and quiz (Brainpop)



● Activities – Reading informational text, citing textual evidence and constructing

scientific explanations. (pages 9 and 10)



externalfile:drive-



● Closure – How does the Earth’s climate impact the distribution of resources?

Lesson 24: Distribution of Natural Resources ● Objective – SWBAT demonstrate knowledge of how natural resources are

distributed unevenly and how current and past geoscience processes have effected

this distribution.





● Activities – Students explain concepts, determine cause and effect and interpret

data (pages 11 - 15)



externalfile:drive-



● Closure – What constraints limit the solutions created by the uneven distribution

of natural resources?

Lesson 25: Distribution of Natural Resources ● Objective – SWBAT demonstrate knowledge of how natural resources are

distributed unevenly and how current and past geoscience processes have effected

this distribution.



https://www.brainpop.com/science/ourfragileenvironment/humansandtheenviron

ment/

https://www.brainpop.com/science/ourfragileenvironment/humansandtheenviron












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ment/quiz/

● Activities – Post-Lab: Students utilize higher order thinking to analyze, evaluate,

draw conclusions and brainstorm solutions concerning the uneven distribution of

natural resources (pages 16 - 18)



externalfile:drive-



● Closure – What past geologic processes influenced the distribution of natural

resources?

Lesson 26: Human Impact -Environmental Engineering ● Objective – SWBAT describe factors that have caused climate change and

brainstorm solutions to this environmental issue.





Activities – Presentation – Environmental Engineering and student response sheet

Students follow the engineering process to brainstorm services or technologies to

solve global environmental issues


chrome-extension://bpmcpldpdmajfigpchkicefoigmkfalc/views/app.htmllesson



Closure – What are three aspects of our environment that engineers are trying to

improve?

Lesson 27: Alternative Energy - Investigation ● Objective – SWBAT test and evaluate alternative energy solutions.


● Opening – Video clip and quiz – Biofuels Brainpop

https://www.brainpop.com/science/energy/biofuels/

Activities – Students investigate and evaluate alternative energy sources using a

virtual lab simulation. Students answer “Journal Questions” and class discussion

follows.


Energy Sources Interactive Lesson

http://www.glencoe.com/sites/common_assets/science/virtual_labs/CT13/CT13.h

tml

Closure – Why is it so important to develop alternative energy sources?








https://www.brainpop.com/science/energy/biofuels/

http://www.glencoe.com/sites/common_assets/science/virtual_labs/CT13/CT13.html

http://www.glencoe.com/sites/common_assets/science/virtual_labs/CT13/CT13.html

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● Objective – SWBAT demonstrate knowledge of Unit 5 concepts.

● NJSLS-S - MS-ESS2-1, MS-ESS2-4, MS- ESS3-1

● Opening – Cycling of Earth’s Materials – Kahoot


Activities – Students will create their own “Quizlet” utilizing terms and concepts

on the Study Guide provided.


Water Cycle Review Quiz


Closure – How will you prepare for the Unit 5 Assessment? Class discussion to

follow.

Lesson 29: Unit 5 Assessment– Multiple Choice Portion ● Objective – SWBAT demonstrate knowledge of Unit 5 concepts.


● Opening – Prepare for The Unit 5 Assessment – Multiple Choice Portion

Activities – Students will be able to demonstrate knowledge of Unit 5 concepts,

given a Linkit Assessment.

Closure – Students will read quietly and testing materials will be collected.

Lesson 30: Unit 5 Assessment– Open-Ended/Lab Practical Portion ● Objective – SWBAT demonstrate knowledge of Unit 5 concepts.


Opening – Prepare for The Unit 5 Assessment – Open-Ended/Lab Practical

Portion Activities – Students will be able to demonstrate knowledge of Unit 5

concepts, given a Linkit Assessment.

Closure – Students will read quietly and testing materials will be collected.




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provided the necessary tools to be successful in the course.) Multi-sensory instruction.




students.






Graphic organizers.









Graphic organizers.



Students at Risk of Failure:

Reteach to Build Understanding: for struggling learners to revisit




Graphic organizers.

Mnemonics.



student.



Grouping.





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NEPTUNE TOWNSHIP SCHOOL DISTRICT · NEPTUNE TOWNSHIP SCHOOL DISTRICT Science Curriculum Grade 7...

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Transcript of NEPTUNE TOWNSHIP SCHOOL DISTRICT · NEPTUNE TOWNSHIP SCHOOL DISTRICT Science Curriculum Grade 7...