WestWiindsorP

PlainsbooroReggionalSchoolD
District
ScienceGradde8


Unit1:Chemistry
ContentArea:Science
Course&GradeLevel:8thGradeScience
SummaryandRationale
Theeighthgradescienceprogramisbasedonunderstandingthestructureoftheuniverse,physical
principlesonwhichitoperates,andourplaceinit.Studentsidentify,understandandconnectimportant
themesandpatternsinthelivingandnonlivingworld.Forexample,howcanthestudyofchemistrycan
beappliedtotheconceptofenergytransformationsinthefollowingLightUnit?
Studentsshouldgrasptheideathatmuchinthenaturalworldcanbeexplainedbyvarious
arrangementsofgreatnumbersofsmallmovingandinvisibleatoms.Buildingonstudents
understandingofstatesofmatterandphasechanges,studentswillplanandcarryoutinvestigationsto
differentiatebetweenphysicalchanges(phasechanges)andchemicalreactions(reactionsbetween
substancesthatresultinnewsubstancesdifferentfromthereactants).Indoingsostudentswillcreate
modelsanduseevidencetodemonstrateConservationofEnergyandConservationofMass/Matter.
RecommendedPacing
10weeks

NGSSStandards/PerformanceExpectations
Developmodelstodescribetheatomiccompositionofsimplemoleculesandextended
structures.[ClarificationStatement:Emphasisisondevelopingmodelsofmoleculesthat
varyincomplexity.Examplesofsimplemoleculescouldincludeammoniaandmethanol.
Examplesofextendedstructurescouldincludesodiumchlorideordiamonds.Examplesof
MSPS11 molecularlevelmodelscouldincludedrawings,3Dballandstickstructures,orcomputer
representationsshowingdifferentmoleculeswithdifferenttypesofatoms.][Assessment
Boundary:Assessmentdoesnotincludevalenceelectronsandbondingenergy,discussing
theionicnatureofsubunitsofcomplexstructures,oracompletedepictionofallindividual
atomsinacomplexmoleculeorextendedstructure.]
Analyzeandinterpretdataonthepropertiesofsubstancesbeforeandafterthe
substancesinteracttodetermineifachemicalreactionhasoccurred.[Clarification
Statement:Examplesofreactionscouldincludeburningsugarorsteelwool,fatreacting
MSPS12
withsodiumhydroxide,andmixingzincwithhydrogenchloride.][AssessmentBoundary:
Assessmentislimitedtoanalysisofthefollowingproperties:density,meltingpoint,
boilingpoint,solubility,flammability,andodor.]
Gatherandmakesenseofinformationtodescribethatsyntheticmaterialscomefrom
naturalresourcesandimpactsociety.[ClarificationStatement:Emphasisisonnatural
MSPS13 resourcesthatundergoachemicalprocesstoformthesyntheticmaterial.Examplesof
newmaterialscouldincludenewmedicine,foods,andalternativefuels.][Assessment
Boundary:Assessmentislimitedtoqualitativeinformation.]
 Developamodelthatpredictsanddescribeschangesinparticlemotion,temperature,
andstateofapuresubstancewhenthermalenergyisaddedorremoved.[Clarification
Statement:Emphasisisonqualitativemolecularlevelmodelsofsolids,liquids,andgases
MSPS14 toshowthataddingorremovingthermalenergyincreasesordecreaseskineticenergyof
theparticlesuntilachangeofstateoccurs.Examplesofmodelscouldincludedrawings
anddiagrams.Examplesofparticlescouldincludemoleculesorinertatoms.Examplesof
puresubstancescouldincludewater,carbondioxide,andhelium.]
Developanduseamodeltodescribehowthetotalnumberofatomsdoesnotchange
inachemicalreactionandthusmassisconserved.[ClarificationStatement:Emphasisis
MSPS15 onlawofconservationofmatterandonphysicalmodelsordrawings,includingdigital
forms,thatrepresentatoms.][AssessmentBoundary:Assessmentdoesnotincludethe
useofatomicmasses,balancingsymbolicequations,orintermolecularforces.]
Undertakeadesignprojecttoconstruct,test,andmodifyadevicethateitherreleases
orabsorbsthermalenergybychemicalprocesses.*[ClarificationStatement:Emphasisis
onthedesign,controllingthetransferofenergytotheenvironment,andmodificationofa
MSPS16 deviceusingfactorssuchastypeandconcentrationofasubstance.Examplesofdesigns
couldinvolvechemicalreactionssuchasdissolvingammoniumchlorideorcalcium
chloride.][AssessmentBoundary:Assessmentislimitedtothecriteriaofamount,time,
andtemperatureofsubstanceintestingthedevice.]
Plananinvestigationtodeterminetherelationshipsamongtheenergytransferred,
thetypeofmatter,themass,andthechangeintheaveragekineticenergyofthe
particlesasmeasuredbythetemperatureofthesample.[ClarificationStatement:
Examplesofexperimentscouldincludecomparingfinalwatertemperaturesafter
MSPS34 differentmassesoficemeltedinthesamevolumeofwaterwiththesameinitial
temperature,thetemperaturechangeofsamplesofdifferentmaterialswiththesame
massastheycoolorheatintheenvironment,orthesamematerialwithdifferent
masseswhenaspecificamountofenergyisadded.][AssessmentBoundary:Assessment
doesnotincludecalculatingthetotalamountofthermalenergytransferred.]
Construct,use,andpresentargumentstosupporttheclaimthatwhenthekinetic
energyofanobjectchanges,energyistransferredtoorfromtheobject.[Clarification
MSPS35
Statement:Examplesofempiricalevidenceusedinargumentscouldincludeaninventory
orotherrepresentationoftheenergybefore.
 InstructionalFocus
UnitEnduringUnderstandings
ThePeriodicTableorganizeselementsaccordingtotheirstructure;structuredetermines
properties.Matteriselectricalinnature,andmadeofparticlesthatareinconstantmotion.
Multiplepiecesofevidencecanbeusedtodeterminephysicalandchemicalchanges.
Energyisinvolvedinallchemicalreactions.
Thetotalofthemassplusenergyinvolvedinanyreactionorchangeisconserved.
Energycanbetransformed.Chemicalreactionsamongsubstancescausechangesproducingnew
products.
UnitEssentialQuestions
Whataretherelationshipsoftheelementsontheperiodictable?
Howcanyoutellthedifferencebetweenachemicalandphysicalchange
How does the atomic structure of an atom relate to its ability to bond with itself and other
atoms?
Howdoesthelawofconservationofenergydifferfromthelawofconservationofmass?
ContentStatements
Substancesaremadefromdifferenttypesofatoms,whichcombinewithoneanotherinvarious
ways.Atomsformmoleculesthatrangeinsizefromtwotothousandsofatoms.(MSPS11)
Eachpuresubstancehascharacteristicphysicalandchemicalproperties(foranybulkquantity
undergivenconditions)thatcanbeusedtoidentifyit.(MSPS12),(MSPS13)
Gasesandliquidsaremadeofmoleculesorinertatomsthataremovingaboutrelativetoeach
other.(MSPS14)
Inaliquid,themoleculesareconstantlyincontactwithothers;inagas,theyarewidelyspaced
exceptwhentheyhappentocollide.Inasolid,atomsarecloselyspacedandmayvibratein
positionbutdonotchangerelativelocations.(MSPS14)
Solidsmaybeformedfrommolecules,ortheymaybeextendedstructureswithrepeating
subunits(e.g.,crystals).(MSPS11)
Thechangesofstatethatoccurwithvariationsintemperatureorpressurecanbedescribedand
predictedusingthesemodelsofmatter.(MSPS14)
Substancesreactchemicallyincharacteristicways.Inachemicalprocess,theatomsthatmakeup
theoriginalsubstancesareregroupedintodifferentmolecules,andthesenewsubstanceshave
differentpropertiesfromthoseofthereactants.(MSPS12),(MSPS13),(MSPS15)
Thetotalnumberofeachtypeofatomisconserved,andthusthemassdoesnotchange.(MS
PS15)
Somechemicalreactionsreleaseenergy,othersstoreenergy.(MSPS16)
Thetermheatasusedineverydaylanguagerefersbothtothermalenergy(themotionof
atomsormoleculeswithinasubstance)andthetransferofthatthermalenergyfromoneobject
toanother.Inscience,heatisusedonlyforthissecondmeaning;itreferstotheenergy
transferredduetothetemperaturedifferencebetweentwoobjects.(secondarytoMSPS14)
 Thetemperatureofasystemisproportionaltotheaverageinternalkineticenergyandpotential
energyperatomormolecule(whicheveristheappropriatebuildingblockforthesystems
material).
Thedetailsofthatrelationshipdependonthetypeofatomormoleculeandtheinteractions
amongtheatomsinthematerial.Temperatureisnotadirectmeasureofasystem'stotalthermal
energy.Thetotalthermalenergy(sometimescalledthetotalinternalenergy)ofasystem
dependsjointlyonthetemperature,thetotalnumberofatomsinthesystem,andthestateof
thematerial.(secondarytoMSPS14)
Asolutionneedstobetested,andthenmodifiedonthebasisofthetestresults,inorderto
improveit.(secondarytoMSPS16)
Althoughonedesignmaynotperformthebestacrossalltests,identifyingthecharacteristicsof
thedesignthatperformedthebestineachtestcanprovideusefulinformationfortheredesign
processthatis,someofthecharacteristicsmaybeincorporatedintothenewdesign.
(secondarytoMSPS16)
Theiterativeprocessoftestingthemostpromisingsolutionsandmodifyingwhatisproposedon
thebasisofthetestresultsleadstogreaterrefinementandultimatelytoanoptimalsolution.
(secondarytoMSPS16)
Temperatureisameasureoftheaveragekineticenergyofparticlesofmatter.Therelationship
betweenthetemperatureandthetotalenergyofasystemdependsonthetypes,states,and
amountsofmatterpresent.(MSPS33),(MSPS34)
Whenthemotionenergyofanobjectchanges,thereisinevitablysomeotherchangeinenergyat
thesametime.(MSPS35)
Theamountofenergytransferneededtochangethetemperatureofamattersamplebyagiven
amountdependsonthenatureofthematter,thesizeofthesample,andtheenvironment.(MS
PS34)
Energyisspontaneouslytransferredoutofhotterregionsorobjectsandintocolderones.(MS
PS33)
AbilityObjectives
Askquestionsthatarisefromcarefulobservationofphenomena,models,orunexpectedresults,
toclarifyand/orseekadditionalinformation,toidentifyand/orclarifyevidenceand/orthe
premise(s)ofanargument.
Askquestionsthatcanbeinvestigatedwithinthescopeoftheclassroom,outdoorenvironment,
andmuseumsandotherpublicfacilitieswithavailableresourcesand,whenappropriate,framea
hypothesisbasedonobservation.
Developormodifyamodelbasedonevidencetomatchwhathappensifavariableor
componentofasystemischanged.
Developand/orreviseamodeltoshowtherelationshipsamongvariables,includingthosethat
arenotobservablebutpredictobservablephenomena.
Developand/oruseamodeltopredictand/ordescribephenomena.
Developamodeltodescribeunobservablemechanisms.

 Plananinvestigationindividuallyandcollaboratively,andinthedesign:identifyindependentand
dependentvariablesandcontrols,whattoolsareneededtodothegathering,how
measurementswillberecorded,andhowmanydataareneededtosupportaclaim.
Conductaninvestigationand/orevaluateand/orrevisetheexperimentaldesigntoproducedata
toserveasthebasisforevidencethatmeetthegoalsoftheinvestigation.
Collectdataabouttheperformanceofaproposedobject,tool,process,orsystemunderarange
ofconditions.
Construct,analyze,and/orinterpretgraphicaldisplaysofdataand/orlargedatasetstoidentify
linearandnonlinearrelationships.
Distinguishbetweencausalandcorrelationalrelationshipsindata.
Applyconceptsofstatisticsandprobability(includingmean,median,mode,andvariability)to
analyzeandcharacterizedata,usingdigitaltoolswhenfeasible.
Considerlimitationsofdataanalysis(e.g.,measurementerror),and/orseektoimproveprecision
andaccuracyofdatawithbettertechnologicaltoolsandmethods(e.g.,multipletrials).
Analyzeandinterpretdatatodeterminesimilaritiesanddifferencesinfindings.
Usemathematicalrepresentationstodescribeand/orsupportscientificconclusionsanddesign
solutions.
Applymathematicalconceptsand/orprocesses(suchasratio,rate,percent,basicoperations,and
simplealgebra)toscientificandengineeringquestionsandproblems.
Constructanexplanationthatincludesqualitativeorquantitativerelationshipsbetweenvariables
thatpredict(s)and/ordescribe(s)phenomena.
Constructanexplanationusingmodelsorrepresentations.
Applyscientificreasoningtoshowwhythedataorevidenceisadequatefortheexplanationor
conclusion.
Respectfullyprovideandreceivecritiquesaboutonesexplanations,procedures,modelsand
questionsbycitingrelevantevidenceandposingandrespondingtoquestionsthatelicitpertinent
elaborationanddetail.
Construct,use,and/orpresentanoralandwrittenargumentsupportedbyempiricalevidence
andscientificreasoningtosupportorrefuteanexplanationoramodelforaphenomenonora
solutiontoaproblem.
Criticallyreadscientifictextsadaptedforclassroomusetodeterminethecentralideasand/or
obtainscientificand/ortechnicalinformationtodescribepatternsinand/orevidenceaboutthe
naturalanddesignedworld(s).
Gather,read,synthesizeinformationfrommultipleappropriatesourcesandassessthecredibility,
accuracy,andpossiblebiasofeachpublicationandmethodsused,anddescribehowtheyare
supportedornotsupportedbyevidence.
**seeNGSSPracticesAppendixFdocumentandrubricforMiddleSchoolexpectations
SamplePerformanceTasksSpecificforUnit1:SWBAT:
ChemicalPhysicalChangeCER:Studentswilldesignandcarryoutexperiments;thenstudentwilluse
evidencefromtheexperimentstosupportclaimsforwhetherachemicalforphysicalchangehas
occurred.(MSPS12)
ScienceandEngineeringPractices:Planningandcarryingoutinvestigations,Engaginginargumentfrom
evidence
DisciplinaryCoreIdeas:
Gasesandliquidsaremadeofmoleculesorinertatomsthataremovingaboutrelativetoeach
other,Inaliquid,themoleculesareconstantlyincontactwithothers;inagas,theyarewidely
spacedexceptwhentheyhappentocollide.Inasolid,atomsarecloselyspacedandmayvibrate
inpositionbutdonotchangerelativelocations,
Solidsmaybeformedfrommolecules,ortheymaybeextendedstructureswithrepeating
subunits(e.g.,crystals),
Thechangesofstatethatoccurwithvariationsintemperatureorpressurecanbedescribedand
predictedusingthesemodelsofmatter,
Substancesreactchemicallyincharacteristicways.Inachemicalprocess,theatomsthatmakeup
theoriginalsubstancesareregroupedintodifferentmolecules,andthesenewsubstanceshave
differentpropertiesfromthoseofthereactants
CrosscuttingConcepts:Stabilityandchange
ModelingConservationofMass:Studentswillobserveacombinationoftwosubstancesand
determine(usingevidence)ifachemicalorphysicalchangehasoccurred.Thenstudentswillmodelthe
reactionusingchosenmedia.(MSPS15)
ScienceandEngineeringPractices:Developingandusingmodels,Analyzingandinterpretingdata
DisciplinaryCoreIdeas:
Substancesreactchemicallyincharacteristicways.Inachemicalprocess,theatomsthatmakeup
theoriginalsubstancesareregroupedintodifferentmolecules,andthesenewsubstanceshave
differentpropertiesfromthoseofthereactants,
Thetotalnumberofeachtypeofatomisconserved,andthusthemassdoesnotchange
CrosscuttingConcepts:Stabilityandchange,Systemsandsystemmodels,Patterns,MatterandEnergy
Exothermic/EndothermicDesignChallenge:Studentswilldesignaninstanticepackandhandwarmers
aftertestingreactionsofsubstancestogatherdataofenergytransfertodrivetheirdesign.(MSPS16)
ScienceandEngineeringPractices:PlanningandCarryingOutInvestigations,AnalyzingandInterpreting
Data,ConstructingExplanationsandDesigningSolutions
DisciplinaryCoreIdeas:
Somechemicalreactionsreleaseenergy,othersstoreenergy.
Theiterativeprocessoftestingthemostpromisingsolutionsandmodifyingwhatisproposedon
thebasisofthetestresultsleadstogreaterrefinementandultimatelytoanoptimalsolution.
Asolutionneedstobetested,andthenmodifiedonthebasisofthetestresults,inorderto
improveit.
CrosscuttingConcepts:Energyandmatter,Stabilityandchange
 Resources
CoreText:n/a
SuggestedResources:
VideosandWebsitesforContent:
BozemanScience:http://www.bozemanscience.com/chemistry/
CrashCourseChemistry:
https://www.youtube.com/watch?v=FSyAehMdpyI&list=PL8dPuuaLjXtPHzzYuWy6fYEaX9mQQ8oGr
ScienceCrashCourseKids:https://www.youtube.com/user/crashcoursekids
ChemforKids:http://www.chem4kids.com/
ChemWiki:http://chemwiki.ucdavis.edu/
PBSChemistry:http://www.pbslearningmedia.org/resource/lsps07.sci.phys.matter.ionicbonding/ionic
bonding/
VisionLearning:http://www.visionlearning.com/en/library/Chemistry/1
WebsitesforLessonPlanning:
BOEINGAlternativeEnergyDesign(10DayUnit):https://www.teachingchannel.org/windenergy
engineeringunitboeing
MiddleSchoolChemistry:http://www.middleschoolchemistry.com/


Unit2:Light:EnergyandtheElectromagneticSpectrum
ContentArea:Science
Course&GradeLevel:8thGradeScience
SummaryandRationale
TheunitconnectstotheconservationofenergyfromChemistrytoadeepunderstandingofenergy
transformationsrelatedtotheSun(astheultimateenergysourceonEarth),currentanddeveloping
technologies,aswellastheapplicationofalternativeenergysourcestocombatlocalandglobalclimate
issues.
Theelectromagneticspectrum(EMS)iscomprisedoftypesofradiationwithdifferentbehaviors,uses,
andotherquantifiableproperties;studentswillexplorethesewavesandtheiruses.Thisunitallows
studentstoobserve,measure,record,andpredictthepathofvisiblelight(partofofEMS)undermany
conditions.Additionally,studentswillmaketheconnectionbetweenthecolortheyobserveandthe
visiblelightwavelengthsthatarereflectedoffanobjecttotheireye.
RecommendedPacing
8weeks
NGSSStandards/PerformanceExpectations
Applyscientificprinciplestodesign,construct,andtestadevicethateitherminimizes
ormaximizesthermalenergytransfer.*[ClarificationStatement:Examplesofdevices
MSPS33 couldincludeaninsulatedbox,asolarcooker,andaStyrofoamcup.][Assessment
Boundary:Assessmentdoesnotincludecalculatingthetotalamountofthermalenergy
transferred.]
Plananinvestigationtodeterminetherelationshipsamongtheenergytransferred,the
typeofmatter,themass,andthechangeintheaveragekineticenergyoftheparticles
asmeasuredbythetemperatureofthesample.[ClarificationStatement:Examplesof
experimentscouldincludecomparingfinalwatertemperaturesafterdifferentmassesof
MSPS34 icemeltedinthesamevolumeofwaterwiththesameinitialtemperature,the
temperaturechangeofsamplesofdifferentmaterialswiththesamemassastheycoolor
heatintheenvironment,orthesamematerialwithdifferentmasseswhenaspecific
amountofenergyisadded.][AssessmentBoundary:Assessmentdoesnotinclude
calculatingthetotalamountofthermalenergytransferred.]
Construct,use,andpresentargumentstosupporttheclaimthatwhenthekinetic
energyofanobjectchanges,energyistransferredtoorfromtheobject.[Clarification
Statement:Examplesofempiricalevidenceusedinargumentscouldincludeaninventory
MSPS35
orotherrepresentationoftheenergybeforeafterthetransferintheformof
temperaturechangesormotionofobject.][AssessmentBoundary:Assessmentdoesnot
includecalculationsofenergy.]
 Usemathematicalrepresentationstodescribeasimplemodelforwavesthatincludes
howtheamplitudeofawaveisrelatedtotheenergyinawave.[Clarification
MSPS41 Statement:Emphasisisondescribingwaveswithbothqualitativeandquantitative
thinking.][AssessmentBoundary:Assessmentdoesnotincludeelectromagneticwaves
andislimitedtostandardrepeatingwaves.]
Developanduseamodeltodescribethatwavesarereflected,absorbed,or
transmittedthroughvariousmaterials.[ClarificationStatement:Emphasisisonboth
MSPS42 lightandmechanicalwaves.Examplesofmodelscouldincludedrawings,simulations,
andwrittendescriptions.][AssessmentBoundary:Assessmentislimitedtoqualitative
applicationspertainingtolightandmechanicalwaves.]
Applyscientificprinciplestodesignamethodformonitoringandminimizingahuman
impactontheenvironment.*[ClarificationStatement:Examplesofthedesignprocess
includeexamininghumanenvironmentalimpacts,assessingthekindsofsolutionsthat
arefeasible,anddesigningandevaluatingsolutionsthatcouldreducethatimpact.
MSESS33
Examplesofhumanimpactscanincludewaterusage(suchasthewithdrawalofwater
fromstreamsandaquifersortheconstructionofdamsandlevees),landusage(suchas
urbandevelopment,agriculture,ortheremovalofwetlands),andpollution(suchasof
theair,water,orland).]
Askquestionstoclarifyevidenceofthefactorsthathavecausedtheriseinglobal
temperaturesoverthepastcentury.[ClarificationStatement:Examplesoffactors
includehumanactivities(suchasfossilfuelcombustion,cementproduction,and
agriculturalactivity)andnaturalprocesses(suchaschangesinincomingsolarradiation
MSESS35
orvolcanicactivity).Examplesofevidencecanincludetables,graphs,andmapsofglobal
andregionaltemperatures,atmosphericlevelsofgasessuchascarbondioxideand
methane,andtheratesofhumanactivities.Emphasisisonthemajorrolethathuman
activitiesplayincausingtheriseinglobaltemperatures.]
InstructionalFocus
UnitEnduringUnderstandings
Energycannotbecreatedordestroyed,butonlychangedfromoneformtoanother.
Most of what goes on in the universe involves transformation of energy; heatenergyis almost
alwaysabyproduct.
TheSunistheultimatesourceofenergyonEarthitisrenewable.
Alternativeand/orrenewableenergysourcesmaybeasolutiontocurrentglobalclimateissues
andconcerns.
The EMS is composed of a range of radiation with different properties; visible light can be
detectedbythehumaneye.
UnitEssentialQuestions
Isalltheenergytransformedusable.
Canhumanscombattheriseinglobaltemperaturewhilemaintainingenergycosts?
Howislightproducedandhowdoeslighttravel?
Howdoeslightinteractwithmatter?
Isawavelengthinvisiblesimplybecausehumansareunabletodetectit?
Doweallperceivecolorthesame(way)?
AretoolsthatutilizeEMSradiationamongstthemostapplicabletechnologiesinthemodern
world?
ContentStatements
Asimplewavehasarepeatingpatternwithaspecificwavelength,frequency,andamplitude.
(MSPS41)
Asoundwaveneedsamediumthroughwhichitistransmitted.(MSPS42)
Whenlightshinesonanobject,itisreflected,absorbed,ortransmittedthroughtheobject,
dependingontheobjectsmaterialandthefrequency(color)ofthelight.(MSPS42)
Thepaththatlighttravelscanbetracedasstraightlines,exceptatsurfacesbetweendifferent
transparentmaterials(e.g.,airandwater,airandglass)wherethelightpathbends.(MSPS42)
Awavemodeloflightisusefulforexplainingbrightness,color,andthefrequencydependent
bendingoflightatasurfacebetweenmedia.(MSPS42)
However,becauselightcantravelthroughspace,itcannotbeamatterwave,likesoundor
waterwaves.(MSPS42)
Theamountofenergytransferneededtochangethetemperatureofamattersamplebya
givenamountdependsonthenatureofthematter,thesizeofthesample,andthe
environment.(MSPS34)
Energyisspontaneouslytransferredoutofhotterregionsorobjectsandintocolderones.(MS
PS33)
Humanactivities,suchasthereleaseofgreenhousegasesfromburningfossilfuels,aremajor
factorsinthecurrentriseinEarthsmeansurfacetemperature(globalwarming).Reducingthe
levelofclimatechangeandreducinghumanvulnerabilitytowhateverclimatechangesdooccur
dependontheunderstandingofclimatescience,engineeringcapabilities,andotherkindsof
knowledge,suchasunderstandingofhumanbehaviorandonapplyingthatknowledgewiselyin
decisionsandactivities.(MSESS35)
AbilityObjectives
Askquestionsthatrequiresufficientandappropriateempiricalevidencetoanswer.
Askquestionsthatcanbeinvestigatedwithinthescopeoftheclassroom,outdoorenvironment,
andmuseumsandotherpublicfacilitieswithavailableresourcesand,whenappropriate,framea
hypothesisbasedonobservation.
Defineadesignproblemthatcanbesolvedthroughthedevelopmentofanobject,tool,process
orsystemandincludesmultiplecriteriaandconstraints,includingscientificknowledgethatmay
limitpossiblesolutions.
Useand/ordevelopamodelofsimplesystemswithuncertainandlesspredictablefactors.
Developamodeltodescribeunobservablemechanisms.
Developand/oruseamodeltogeneratedatatotestideasaboutphenomenainnaturalor
designedsystems,includingthoserepresentinginputsandoutputs,andthoseatunobservable
scales.
Evaluatetheaccuracyofvariousmethodsforcollectingdata.
Collectdatatoproducedatatoserveasthebasisforevidencetoanswerscientificquestionsor
testdesignsolutionsunderarangeofconditions.
Collectdataabouttheperformanceofaproposedobject,tool,process,orsystemunderarange
ofconditions.
Construct,analyze,and/orinterpretgraphicaldisplaysofdataand/orlargedatasetstoidentify
linearandnonlinearrelationships.
Usegraphicaldisplays(e.g.,maps,charts,graphs,and/ortables)oflargedatasetstoidentify
temporalandspatialrelationships.
Analyzeandinterpretdatatoprovideevidenceforphenomena.
Analyzedatatodefineanoptimaloperationalrangeforaproposedobject,tool,processor
systemthatbestmeetscriteriaforsuccess.
Usemathematicalrepresentationstodescribeand/orsupportscientificconclusionsand
designsolutions.
Usedigitaltoolsand/ormathematicalconceptsandargumentstotestandcompareproposed
solutionstoanengineeringdesignproblem.
Constructanexplanationusingmodelsorrepresentations.
Constructascientificexplanationbasedonvalidandreliableevidenceobtainedfromsources
(includingthestudentsownexperiments)andtheassumptionthattheoriesandlawsthat
describethenaturalworldoperatetodayastheydidinthepastandwillcontinuetodosointhe
future.
Applyscientificideasorprinciplestodesign,construct,and/ortestadesignofanobject,tool,
processorsystem.
Undertakeadesignproject,engaginginthedesigncycle,toconstructand/orimplementa
solutionthatmeetsspecificdesigncriteriaandconstraints.
Optimizeperformanceofadesignbyprioritizingcriteria,makingtradeoffs,testing,revising,and
retesting.
 Compareandcritiquetwoargumentsonthesametopicandanalyzewhethertheyemphasize
similarordifferentevidenceand/orinterpretationsoffacts.
Makeanoralorwrittenargumentthatsupportsorrefutestheadvertisedperformanceofa
device,process,orsystem,basedonempiricalevidenceconcerningwhetherornotthe
technologymeetsrelevantcriteriaandconstraints.
Evaluatecompetingdesignsolutionsbasedonjointlydevelopedandagreedupondesigncriteria.
Integratequalitativeand/orquantitativescientificand/ortechnicalinformationinwrittentext
withthatcontainedinmediaandvisualdisplaystoclarifyclaimsandfindings.
Gather,read,synthesizeinformationfrommultipleappropriatesourcesandassessthe
credibility,accuracy,andpossiblebiasofeachpublicationandmethodsused,anddescribehow
theyaresupportedornotsupportedbyevidence.
Communicatescientificand/ortechnicalinformation(e.g.aboutaproposedobject,tool,
process,system)inwritingand/orthroughoralpresentations.
**seeNGSSPracticesAppendixFdocumentandrubricforMiddleSchoolexpectations
SamplePerformanceTasksSpecificforUnit2:SWBAT:
AlternativeEnergyPlan/Essay:StudentswillexplorealternativeenergyoptionsforNJtocombatthe
risingtrendinglobaltemperatureanduseofunsustainableresourcesanduseevidenceandresearchto
eithercommunicate/pitchoneoptionovertheotherORtodesignaplanforthechosenoption.(MS
ESS33andMSESS35)
ScienceandEngineeringPractices:Askingquestions(forscience)anddefiningproblems(for
engineering),Analyzingandinterpretingdata,Constructingexplanations(forscience)anddesigning
solutions(forengineering),Obtaining,evaluating,andcommunicatinginformation
DisciplinaryCoreIdeas:
Energyisspontaneouslytransferredoutofhotterregionsorobjectsandintocolderones
Humanactivities,suchasthereleaseofgreenhousegasesfromburningfossilfuels,aremajor
factorsinthecurrentriseinEarthsmeansurfacetemperature(globalwarming).Reducingthe
levelofclimatechangeandreducinghumanvulnerabilitytowhateverclimatechangesdooccur
dependontheunderstandingofclimatescience,engineeringcapabilities,andotherkindsof
knowledge,suchasunderstandingofhumanbehaviorandonapplyingthatknowledgewiselyin
decisionsandactivities.
CrosscuttingConcepts:Causeandeffect,Energyandmatter,Stabilityandchange
DesignChallenge:Studentswilldetermineaproblem(simpleorcomplex)anddesignaproductthat
eitherminimizesormaximizesthermalenergytransfer.Multipledesignswillbetestedandperfectedto
meettheintendedgoalofmaintainingtemperature.(i.e.:thermos,sleepingbag,cooler)(MSPS33)
ScienceandEngineeringPractices:Askingquestions(forscience)anddefiningproblems(for
engineering),Analyzingandinterpretingdata,Usingmathematicsandcomputationalthinking,
Constructingexplanations(forscience)anddesigningsolutions(forengineering)
DisciplinaryCoreIdeas:
Theamountofenergytransferneededtochangethetemperatureofamattersamplebyagiven
amountdependsonthenatureofthematter,thesizeofthesample,andtheenvironment,
 Energyisspontaneouslytransferredoutofhotterregionsorobjectsandintocolderones
CrosscuttingConcepts:Patterns.Causeandeffect,Systemsandsystemmodels,Structureandfunction,
Stabilityandchange.
OpticsDesign:Studentswilldesignanopticsolutionforaspecificproblem(i.e.correctivelensesfor
visuallyimpaired;telescopeforsomeoneatsea).Studentswillgatherdatausinglensestodeterminethe
imageseachproduceaslightenergyistransmittedinanefforttodevelopasolutionfortheirgiventask.
(MSPS42)
ScienceandEngineeringPractices:Planningandcarryingoutinvestigations,Analyzingandinterpreting
data,Usingmathematicsandcomputationalthinking,Obtaining,evaluating,andcommunicating
information
DisciplinaryCoreIdeas:
Thepaththatlighttravelscanbetracedasstraightlines,exceptatsurfacesbetweendifferent
transparentmaterials(e.g.,airandwater,airandglass)wherethelightpathbends.
CrosscuttingConcepts:Energyandmatter
Resources
CoreText:n/a
SuggestedResources:
VideosandWebsitesforContent/Simulations:
EnergyKids:http://www.energykids.eu/energytransform
EIAEnergy:http://www.eia.gov/kids/index.cfm
DiscoveryEducation:
https://app.discoveryeducation.com/public:session/login?next=https%3A%2F%2Fapp%2Ediscoveryeduc
ation%2Ecom%2Fsearch%3FN%3D18342%2B4294924345%26browseFilter%3Dd_Service%3ADE%2520St
reaming%2C#selItemsPerPage=20&intCurrentPage=1&No=20&N=18342%2B4294924345&Ne=&Ntt=&N
s=p_wtd%257C1&Nr=&browseFilter=d_Service%253ADE%2BStreaming%252C&Ntk=&indexVersion=
BillNyeColor:https://www.youtube.com/watch?v=pU4oj_5QN8Y
PhysicsClassroom:http://www.physicsclassroom.com/class/light
PhETSimulations:https://phet.colorado.edu/en/simulations/category/new
WebsitesforLessonPlanning:
NASAProjectSpectra:http://lasp.colorado.edu/home/education/k12/projectspectra/
TeachEngineering:https://www.teachengineering.org/


Unit3:Astronomy
ContentArea:Science
Course&GradeLevel:8thGradeScience
SummaryandRationale
Ashumanexplorationsadvance,studyingandunderstandingtheUniverseitsrelevance,scale,and
patternsthatgovernitisincreasinglyimportant.IntheAstronomyUnit,studentswillrealizethe
scientificnotionthatthesamephysicalprinciplesofmatter,energy,andforcesapplyeverywhere
despitethehighdifferencesinscalefromplanetstostarsandbeyond.Studentswilldevelopadeep
understandingoftheroleofgravityintheuniverse,galaxy,solarsystemandbeabletopredictorbital
motion.
Afterexploringthehistoricalcontextforourcurrentunderstandingsofuniverse,galaxy,solarsystemas
wellaspastspaceexploration,studentwillhavetheopportunitytoresearch,design,and/ordevelop
theirowntechnologiesandplansrelatedtothestudyofastronomy.
RecommendedPacing
8weeks

NGSSStandards/PerformanceExpectations
Standard
DevelopanduseamodeloftheEarthsunmoonsystemtodescribethecyclicpatterns
MSESS11 oflunarphases,eclipsesofthesunandmoon,andseasons.[ClarificationStatement:
Examplesofmodelscanbephysical,graphical,orconceptual.]
Developanduseamodeltodescribetheroleofgravityinthemotionswithingalaxies
andthesolarsystem.[ClarificationStatement:Emphasisforthemodelisongravityas
theforcethatholdstogetherthesolarsystemandMilkyWaygalaxyandcontrolsorbital
motionswithinthem.Examplesofmodelscanbephysical(suchastheanalogyof
MSESS12 distancealongafootballfieldorcomputervisualizationsofellipticalorbits)orconceptual
(suchasmathematicalproportionsrelativetothesizeoffamiliarobjectssuchas
studentsschoolorstate).][AssessmentBoundary:AssessmentdoesnotincludeKeplers
Lawsoforbitalmotionortheapparentretrogrademotionoftheplanetsasviewedfrom
Earth.]
Analyzeandinterpretdatatodeterminescalepropertiesofobjectsinthesolarsystem.
[ClarificationStatement:EmphasisisontheanalysisofdatafromEarthbased
instruments,spacebasedtelescopes,andspacecrafttodeterminesimilaritiesand
differencesamongsolarsystemobjects.Examplesofscalepropertiesincludethesizesof
MSESS13
anobjectslayers(suchascrustandatmosphere),surfacefeatures(suchasvolcanoes),
andorbitalradius.Examplesofdataincludestatisticalinformation,drawingsand
photographs,andmodels.][AssessmentBoundary:Assessmentdoesnotincluderecalling
factsaboutpropertiesoftheplanetsandothersolarsystembodies.]
 Constructandpresentargumentsusingevidencetosupporttheclaimthat
gravitationalinteractionsareattractiveanddependonthemassesofinteracting
objects.[ClarificationStatement:Examplesofevidenceforargumentscouldincludedata
MSPS24 generatedfromsimulationsordigitaltools;andchartsdisplayingmass,strengthof
interaction,distancefromtheSun,andorbitalperiodsofobjectswithinthesolarsystem.]
[AssessmentBoundary:AssessmentdoesnotincludeNewtonsLawofGravitationor
KeplersLaws.]
InstructionalFocus
UnitEnduringUnderstandings
Theuniverseismadeupofmanybillionsofgalaxies,eachconsistingofbillionsofstarsand
orbitingthesestarsareothercelestialbodies.
Gravityistheforcethatorganizestheuniverseandcausesobjectstomoveinaregularand
predictablemotion.
TheSunisastar,andsharesitscharacteristicswithotherstars.Itisthesourceofallenergyon
earth.
Theearth,sunandmoonworkasasystemthatproducesseasons,tides,moonphasesand
day/night.Thissystemalsoinfluencesclimateandweatherpatterns.
Thepropertiesofthebodiesinthesolarsystemrevealinformationaboutitsearlyhistory.
UnitEssentialQuestions
WhatcelestialbodiesarepresentintheUniverseandwhataretheirscalerelationships?
Whatisgravitysroleintheuniverseanditssmallercomponents?
Howdostars,suchasourSun,produceenergy?
Howdotheearth,moon,andsunoperateasasystem?
Howdoestheposition,motionandtiltoftheEarth,relativetotheSun,produceseasonsand
night/day?
Howcantechnologyhelpusunderstandthehistoryoftheuniverseandwhatisyettobe
discovered?
ContentStatements
Patternsoftheapparentmotionofthesun,themoon,andstarsintheskycanbeobserved,
described,predicted,andexplainedwithmodels.(MSESS11)
EarthanditssolarsystemarepartoftheMilkyWaygalaxy,whichisoneofmanygalaxiesinthe
universe.(MSESS12)
Thesolarsystemconsistsofthesunandacollectionofobjects,includingplanets,theirmoons,
andasteroidsthatareheldinorbitaroundthesunbyitsgravitationalpullonthem.(MSESS1
2),(MSESS13)
Thismodelofthesolarsystemcanexplaineclipsesofthesunandthemoon.Earthsspinaxisis
fixedindirectionovertheshorttermbuttiltedrelativetoitsorbitaroundthesun.Theseasons
arearesultofthattiltandarecausedbythedifferentialintensityofsunlightondifferentareasof
 Earthacrosstheyear.(MSESS11)
Thesolarsystemappearstohaveformedfromadiskofdustandgas,drawntogetherbygravity.
(MSESS12)
Gravitationalforcesarealwaysattractive.Thereisagravitationalforcebetweenanytwomasses,
butitisverysmallexceptwhenoneorbothoftheobjectshavelargemasse.g.,Earthandthe
sun.(MSPS24)
AbilityObjectives
Askquestionsthatrequiresufficientandappropriateempiricalevidencetoanswer.
Askquestionsthatchallengethepremise(s)ofanargumentortheinterpretationofadataset.
Defineadesignproblemthatcanbesolvedthroughthedevelopmentofanobject,tool,process
orsystemandincludesmultiplecriteriaandconstraints,includingscientificknowledgethatmay
limitpossiblesolutions.
Evaluatelimitationsofamodelforaproposedobjectortool.
Developormodifyamodelbasedonevidencetomatchwhathappensifavariableor
componentofasystemischanged.
Developand/orreviseamodeltoshowtherelationshipsamongvariables,includingthosethat
arenotobservablebutpredictobservablephenomena.
Developand/oruseamodeltopredictand/ordescribephenomena.
Developamodeltodescribeunobservablemechanisms.
Developand/oruseamodeltogeneratedatatotestideasaboutphenomenainnaturalor
designedsystems,includingthoserepresentinginputsandoutputs,andthoseatunobservable
scales.
Collectdatatoproducedatatoserveasthebasisforevidencetoanswerscientificquestionsor
testdesignsolutionsunderarangeofconditions.
Collectdataabouttheperformanceofaproposedobject,tool,process,orsystemunderarange
ofconditions.
Construct,analyze,and/orinterpretgraphicaldisplaysofdataand/orlargedatasetstoidentify
linearandnonlinearrelationships.
Usegraphicaldisplays(e.g.,maps,charts,graphs,and/ortables)oflargedatasetstoidentify
temporalandspatialrelationships.
Analyzeandinterpretdatatoprovideevidenceforphenomena.
Analyzeandinterpretdatatodeterminesimilaritiesanddifferencesinfindings.
Usedigitaltools(e.g.,computers)toanalyzeverylargedatasetsforpatternsandtrends.
Constructanexplanationthatincludesqualitativeorquantitativerelationshipsbetweenvariables
thatpredict(s)and/ordescribe(s)phenomena.
Constructanexplanationusingmodelsorrepresentations.
Constructascientificexplanationbasedonvalidandreliableevidenceobtainedfromsources
(includingthestudentsownexperiments)andtheassumptionthattheoriesandlawsthat
describethenaturalworldoperatetodayastheydidinthepastandwillcontinuetodosointhe
 future.
Applyscientificideas,principles,and/orevidencetoconstruct,reviseand/oruseanexplanation
forrealworldphenomena,examples,orevents.
Undertakeadesignproject,engaginginthedesigncycle,toconstructand/orimplementa
solutionthatmeetsspecificdesigncriteriaandconstraints.
Optimizeperformanceofadesignbyprioritizingcriteria,makingtradeoffs,testing,revising,and
retesting.
Compareandcritiquetwoargumentsonthesametopicandanalyzewhethertheyemphasize
similarordifferentevidenceand/orinterpretationsoffacts.
Construct,use,and/orpresentanoralandwrittenargumentsupportedbyempiricalevidence
andscientificreasoningtosupportorrefuteanexplanationoramodelforaphenomenonora
solutiontoaproblem.
Evaluatecompetingdesignsolutionsbasedonjointlydevelopedandagreedupondesigncriteria.
Gather,read,synthesizeinformationfrommultipleappropriatesourcesandassessthecredibility,
accuracy,andpossiblebiasofeachpublicationandmethodsused,anddescribehowtheyare
supportedornotsupportedbyevidence.
Evaluatedata,hypotheses,and/orconclusionsinscientificandtechnicaltextsinlightof
competinginformationoraccounts.
**seeNGSSPracticesAppendixFdocumentandrubricforMiddleSchoolexpectations
SamplePerformanceTasksSpecificforUnit3:SWBAT:
RocketDesign:UsingtheprinciplesoftheLawsofMotionandresearchofrocketdesign,studentswill
usetheengineeringdesignprocesstobuild,test,andoptimizeitsperformancebyusingthepatterns
foundinthedatacollectedtodeterminewhichcomponentstothedesignaremostreliable,consistent,
andeffective.
ScienceandEngineeringPractices:
DisciplinaryCoreIdeas:
CrosscuttingConcepts:
SolarSystemSurvival:Studentswilldevelop,underselfidentifiedandprioritizedcriteria,aplantomeet
humanneedsinaninhospitableenvironmentoftheirchoosing,suchasaplanetormoon,through
researchandanalysisofcelestialbodies,consideringthescaleofoursolarsystem.(MSESS13)
ScienceandEngineeringPractices:Askingquestions(forscience)anddefiningproblems(for
engineering),Constructingexplanations(forscience)anddesigningsolutions(forengineering),
Obtaining,evaluating,andcommunicatinginformation
DisciplinaryCoreIdeas:
Thesolarsystemconsistsofthesunandacollectionofobjects,includingplanets,theirmoons,
andasteroidsthatareheldinorbitaroundthesunbyitsgravitationalpullonthem.
Thesolarsystemappearstohaveformedfromadiskofdustandgas,drawntogetherbygravity.
Gravitationalforcesarealwaysattractive.Thereisagravitationalforcebetweenanytwomasses,
butitisverysmallexceptwhenoneorbothoftheobjectshavelargemasse.g.,Earthandthe
sun.
CrosscuttingConcepts:Scale,proportion,andquantity
Earth,Moon,SunPhenomenonBasedModelsandCERs:
Example1Studentswillobservethatwealwaysseethesamesideofthemoonandmust
thereforeresearchcausesandevidenceforthephenomenonandformulateaclaim.
Example2Studentswillobservethatthemoonmayappeardifferentsizesandorcolorsand
mustthereforeresearchpasteventsandfindevidencetoexplainwhy;theywillformulateaclaim
toexplainwhatcausesthephenomenonbackedbyevidenceandscientificreasoning.
(MSESS11,MSESS12,andMSESS13)
ScienceandEngineeringPractices:Askingquestions(forscience),Developingandusingmodels,
Usingmathematicsandcomputationalthinking,Constructingexplanations(forscience),Engagingin
argumentfromevidence
DisciplinaryCoreIdeas:
Patternsoftheapparentmotionofthesun,themoon,andstarsintheskycanbeobserved,
described,predicted,andexplainedwithmodels,
Thesolarsystemconsistsofthesunandacollectionofobjects,includingplanets,theirmoons,
andasteroidsthatareheldinorbitaroundthesunbyitsgravitationalpullonthem,
Thismodelofthesolarsystemcanexplaineclipsesofthesunandthemoon.Earthsspinaxisis
fixedindirectionovertheshorttermbuttiltedrelativetoitsorbitaroundthesun.Theseasons
arearesultofthattiltandarecausedbythedifferentialintensityofsunlightondifferentareasof
Earthacrosstheyear
CrosscuttingConcepts:Patterns,Causeandeffect,Scale,proportion,andquantity,Systemsandsystem
models
InterpretingLocal(US)andGlobalTemperatureMapsandGraphs:Studentswillobserveandanalyze
dataandlaterexplain/modeltemperatureandseasonalvariationsandthecause(s)(MSESS11)
ScienceandEngineeringPractices:Askingquestions(forscience),Analyzingandinterpretingdata,Using
mathematicsandcomputationalthinking,Constructingexplanations(forscience)
DisciplinaryCoreIdeas:Thismodelofthesolarsystemcanexplaineclipsesofthesunandthemoon.
Earthsspinaxisisfixedindirectionovertheshorttermbuttiltedrelativetoitsorbitaroundthesun.
Theseasonsarearesultofthattiltandarecausedbythedifferentialintensityofsunlightondifferent
areasofEarthacrosstheyear.
CrosscuttingConcepts:Patterns,Causeandeffect,Energyandmatter,Stabilityandchange
 Resources
CoreText:n/a
SuggestedResources:
VideosandWebsitesforContent/Simulations:
JourneytotheEdgeoftheUniverse:https://www.youtube.com/wa
PhysicsoftheUniverse:http://www.physicsoftheuniverse.com/intro.html
NASA:http://www.nasa.gov/
Phetsimulator:https://phet.colorado.edu/sims/mysolarsystem/mysolarsystem_en.html
MoonConnection:http://www.moonconnection.com/
TidalBulgeSimulation:http://astro.unl.edu/classaction/animations/lunarcycles/tidesim.html
NASAEducation:http://www.nasa.gov/offices/education/about/index.html
BriefHistoryofRockets:https://www.grc.nasa.gov/www/k12/TRC/Rockets/history_of_rockets.html
WebsitesforLessonPlanning:
NASAforEducators:http://www.nasa.gov/education/resources
BOEINGMissiontoMars(10Lessons)https://www.teachingchannel.org/rocketlaunchengineering
unitboeing

 Unit4:NervousSystem
ContentArea:Science
Course&GradeLevel:8thGradeScience
SummaryandRationale
Thisunitexploreshowhumansprocessinformationtomakesenseoftheworldviainteractionsofour
sensorysystemsandphysicalenvironmentalstimuli.Theseunderstandingsincludethestructureand
functionofthenervoussystemsanditscomponents,aswellasthedirectionandmeansofinformation
flowfromenvironmenttobraintoeffectors.Inexploringboththesensoryandmotorfunctionsofthe
nervoussystem,studentscanmakeconnectionsbetweenthestudyoflightanditsroleinhumansight
andvision.
RecommendedPacing
4weeks

NGSSStandards/PerformanceExpectations
Useargumentsupportedbyevidenceforhowthebodyisasystemofinteracting
subsystemscomposedofgroupsofcells.[ClarificationStatement:Emphasisisonthe
conceptualunderstandingthatcellsformtissuesandtissuesformorgansspecializedfor
MSLS13 particularbodyfunctions.Examplescouldincludetheinteractionofsubsystemswithina
systemandthenormalfunctioningofthosesystems.][AssessmentBoundary:Assessment
doesnotincludethemechanismofonebodysystemindependentofothers.Assessmentis
limitedtothecirculatory,excretory,digestive,respiratory,muscular,andnervoussystems.]
Gatherandsynthesizeinformationthatsensoryreceptorsrespondtostimulibysending
messagestothebrainforimmediatebehaviororstorageasmemories.[Assessment
MSLS18
Boundary:Assessmentdoesnotincludemechanismsforthetransmissionofthis
information.]
InstructionalFocus
UnitEnduringUnderstandings
Thebrainisthecontrolcenterofthehumanbodyandiscomposedofmanyspecializedcells.
Thestructureofabiologicalfeatureisdirectlyrelatedtothefunction.
UnitEssentialQuestions
Whichprocessismorevitalsensoryormotorimpulses?
Isthebrainthemostimportanthumanorgan?
How do the differences in structure relate to the function of the biological features of the
nervoussystem?
ContentStatements
Inmulticellularorganisms,thebodyisasystemofmultipleinteractingsubsystems.These
subsystemsaregroupsofcellsthatworktogethertoformtissuesandorgansthatarespecialized
forparticularbodyfunctions.(MSLS13)
Eachsensereceptorrespondstodifferentinputs(electromagnetic,mechanical,chemical),
transmittingthemassignalsthattravelalongnervecellstothebrain.Thesignalsarethen
processedinthebrain,resultinginimmediatebehaviorsormemories.(MSLS18)
AbilityObjectives
Askquestionsthatarisefromcarefulobservationofphenomena,models,orunexpectedresults,
toclarifyand/orseekadditionalinformation,toidentifyand/orclarifyevidenceand/orthe
premise(s)ofanargument,todeterminerelationshipsbetweenindependentanddependent
variablesandrelationshipsinmodels,and/ortoclarifyand/orrefineamodel,anexplanation,or
anengineeringproblem.
Askquestionsthatcanbeinvestigatedwithinthescopeoftheclassroom,outdoorenvironment,
andmuseumsandotherpublicfacilitieswithavailableresourcesand,whenappropriate,framea
hypothesisbasedonobservation.
Defineadesignproblemthatcanbesolvedthroughthedevelopmentofanobject,tool,process
orsystemandincludesmultiplecriteriaandconstraints,includingscientificknowledgethatmay
limitpossiblesolutions.
Developand/orreviseamodeltoshowtherelationshipsamongvariables,includingthosethat
arenotobservablebutpredictobservablephenomena.
Developamodeltodescribeunobservablemechanisms.
Plananinvestigationindividuallyandcollaboratively,andinthedesign:identifyindependentand
dependentvariablesandcontrols,whattoolsareneededtodothegathering,how
measurementswillberecorded,andhowmanydataareneededtosupportaclaim.
Conductaninvestigationand/orevaluateand/orrevisetheexperimentaldesigntoproducedata
toserveasthebasisforevidencethatmeetthegoalsoftheinvestigation.
Evaluatetheaccuracyofvariousmethodsforcollectingdata.
Collectdatatoproducedatatoserveasthebasisforevidencetoanswerscientificquestionsor
testdesignsolutionsunderarangeofconditions.
Collectdataabouttheperformanceofaproposedobject,tool,process,orsystemunderarange
ofconditions.
Applyconceptsofstatisticsandprobability(includingmean,median,mode,andvariability)to
analyzeandcharacterizedata,usingdigitaltoolswhenfeasible.
Considerlimitationsofdataanalysis(e.g.,measurementerror),and/orseektoimproveprecision
andaccuracyofdatawithbettertechnologicaltoolsandmethods(e.g.,multipletrials).
Analyzeandinterpretdatatodeterminesimilaritiesanddifferencesinfindings.
Usemathematicalrepresentationstodescribeand/orsupportscientificconclusionsanddesign
solutions.
Constructanexplanationusingmodelsorrepresentations.
Constructascientificexplanationbasedonvalidandreliableevidenceobtainedfromsources
 (includingthestudentsownexperiments)andtheassumptionthattheoriesandlawsthat
describethenaturalworldoperatetodayastheydidinthepastandwillcontinuetodosointhe
future.
Applyscientificideas,principles,and/orevidencetoconstruct,reviseand/oruseanexplanation
forrealworldphenomena,examples,orevents.
Applyscientificreasoningtoshowwhythedataorevidenceisadequatefortheexplanationor
conclusion.
Applyscientificideasorprinciplestodesign,construct,and/ortestadesignofanobject,tool,
processorsystem.
Respectfullyprovideandreceivecritiquesaboutonesexplanations,procedures,modelsand
questionsbycitingrelevantevidenceandposingandrespondingtoquestionsthatelicitpertinent
elaborationanddetail.
Criticallyreadscientifictextsadaptedforclassroomusetodeterminethecentralideasand/or
obtainscientificand/ortechnicalinformationtodescribepatternsinand/orevidenceaboutthe
naturalanddesignedworld(s).
Gather,read,synthesizeinformationfrommultipleappropriatesourcesandassessthecredibility,
accuracy,andpossiblebiasofeachpublicationandmethodsused,anddescribehowtheyare
supportedornotsupportedbyevidence.
Communicatescientificand/ortechnicalinformation(e.g.aboutaproposedobject,tool,process,
system)inwritingand/orthroughoralpresentations.
**seeNGSSPracticesAppendixFdocumentandrubricforMiddleSchoolexpectations
SamplePerformanceTasksSpecificforUnit4:SWBAT:
Designtools:Studentswillinvestigateneurologicaldisorders,evaluateexistingsolutions,anddesignor
improvetoolstoassisthumanswithneurologicaldisorders.Theywillinvestigatehowthestructureof
cellsandorgansinthenervoussystemaffecttheirfunctionsandhowproblemscanariseinthissystem.
(MSLS13)
ScienceandEngineeringPractices:Planningandcarryingoutinvestigations,Analyzingandinterpreting
data,Usingmathematicsandcomputationalthinking,Obtaining,evaluating,andcommunicating
information
DisciplinaryCoreIdeas:
Inmulticellularorganisms,thebodyisasystemofmultipleinteractingsubsystems.These
subsystemsaregroupsofcellsthatworktogethertoformtissuesandorgansthatarespecialized
forparticularbodyfunctions.
Eachsensereceptorrespondstodifferentinputs(electromagnetic,mechanical,chemical),
transmittingthemassignalsthattravelalongnervecellstothebrain.Thesignalsarethen
processedinthebrain,resultinginimmediatebehaviorsormemories.
CrosscuttingConcepts:Structureandfunction,
Modelingneurons:Studentswillmodelinformationprocessingeitherfromsenseorgantobrainorbrain
tosenseorgantoshowhowmessagesaresentandreceivedandhowthestructureofneuronsand
organsrelatetotheirfunctions.(MSLS13andMSLS15)
ScienceandEngineeringPractices:
DisciplinaryCoreIdeas:
CrosscuttingConcepts:
BrainInvestigations:Studentswillplaninvestigationsonachosenorassignedtopicrelatedtothebrain
and/orsensestotestaphenomenontheyhaveobservedorexperiencedorpaststudiestheyhave
researched.(MSLS15)
Example1:testablequestionHowdoestheageofapersonrelatetotheirabilitytoidentify
tastesORtones?
Example2:testablequestionHowdoesthecoloroffontaffectorrelatetoone'sshortterm
memory?
ScienceandEngineeringPractices:Askingquestions(forscience),Planningandcarryingout
investigations,Analyzingandinterpretingdata,Usingmathematicsandcomputationalthinking,
Constructingexplanations(forscience),Engaginginargumentfromevidence,Obtaining,evaluating,and
communicatinginformation
DisciplinaryCoreIdeas:Eachsensereceptorrespondstodifferentinputs(electromagnetic,mechanical,
chemical),transmittingthemassignalsthattravelalongnervecellstothebrain.Thesignalsarethen
processedinthebrain,resultinginimmediatebehaviorsormemories
CrosscuttingConcepts:Patterns,Causeandeffect,Structureandfunction.
Resources
CoreText:n/a
SuggestedResources:
VideosandWebsitesforContent/Simulations:
BrainConnection:http://brainconnection.brainhq.com/
CowEyeDissection:http://www.exploratorium.edu/learning_studio/cow_eye/