8th Grade. Extraordinary Inquiry Science for Middle School. Exclusive Sneak Peek

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1 Exclusive Sneak Peek Extraordinary Inquiry Science for Middle School Science & Engineering Practices 8th Grade

2 Providing Extraordinary Inquiry Science for 20 Years The Smithsonian Science Education Center has a long history in providing curricula to educators that develop students skills in science and engineering practices and integrate crosscutting concepts into rich disciplinary core ideas through the STC Program. The Smithsonian and Carolina are committed to continuing to be resources in cutting-edge science curricula to support today s classrooms and to support educators in the implementation of the Next Generation Science Standards. Science & Engineering Practices Introducing the New Science and Technology Concepts for Middle School, STC 3 Edition Science and Engineering Practices CrossCutting Concepts STC Middle School Features: Research-based, field-tested curriculum Explicitly written to NGSS, supporting all Performance Expectations, Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting Concepts Engineering design challenges anchored in solid, real-world applications Investigations that encourage critical thinking, communication, and problem solving to support college and career readiness Literacy selections that bring cutting-edge Smithsonian scientists and researchers into the classroom Science is important because it s the direction that our world is going. People going into the work force are expected to understand science, and technology, and math. That s where the jobs of the future are. It s really important that our kids are getting these skills. They need to be good communicators. They need to be good writers. They need to be good readers, and they need to be good problem solvers, as well as being team players. When they re learning science, they re doing all of those things. Middle School Teacher 1

3 Science & Engineering Practices PHYSICAL SCIENCE Energy, Forces, and Motion MS-PS2-1, MS-PS2-2, MS-PS2-3, MS-PS2-5, MS-PS3-1, MS-PS3-2, MS-PS3-5, ETS1-1, ETS1-2, ETS1-3, ETS1-4 Matter and Its Interactions MS-PS1-1, MS-PS1-2, MS-PS1-3, MS-PS1-4, MS-PS1-5, MS-PS1-6, MS-PS3-4, MS-PS3-5, ETS1-1, ETS1-2, ETS1-3, ETS1-4 Electricity, Waves, and Information Transfer MS-LS1-8, MS-PS2-3, MS-PS3-3, MS-PS3-5, MS-PS4-1, MS-PS4-2, MS-PS4-3, MS-ETS1-1, MS-ETS1-2, MS-ETS1-3, MS-ETS1-4 LIFE SCIENCE Ecosystems and their Interactions MS-LS1-5, MS-LS1-6, MS-LS1-7, MS-LS2-1, MS-LS2-2, MS-LS2-3, MS-LS2-4, MS-LS2-5, MS-LS4-4, MS-LS4-6, MS-ESS3-3 Structure and Function MS-LS1-1, MS-LS1-2, MS-LS1-3, MS-LS1-6, MS-LS1-7, MS-LS1-8, MS-LS4-2, MS-LS4-3 Genes and Molecular Machines MS-LS1-1, MS-LS1-4, MS-LS1-5, MS-LS3-1, MS-LS3-2, MS-LS4-3, MS-LS4-5 EARTH/SPACE Weather and Climate Systems MS-ESS2-4, MS-ESS2-5, MS-ESS2-6, MS-ESS3-2, MS-ESS3-4, MS-ESS3-5, ETS1-1, ETS1-3 Earth s Dynamic Systems MS-LS4-1, MS-ESS1-4, MS-ESS2-1, MS-ESS2-2, MS-ESS2-3, MS-ESS3-1, MS-ESS3-2 Space Systems Exploration MS-PS2-4, MS-ESS1-1, MS-ESS1-2, MS-ESS1-3, MS-ETS1-1, MS-ETS1-2, MS-ETS1-3, MS-ETS1-4 SCIENCE AND TECHNOLOGY CONCEPTS MIDDLE SCHOOL SCIENCE AND TECHNOLOGY CONCEPTS MIDDLE SCHOOL ELECTRICITY, WAVES, and INFORMATION O TRANSFER SPACE SYSTEMS S S EXPLORATION Teacher Edition Teacher Edition STC 3 Science & Engineering Practices 3 STC 3 Science & Engineering Practices 2

4 The STC Middle School Program Extraordinary Inquiry Science Science and Engineering Practices CrossCutting Concepts STC Middle School s inquiry investigations offer ALL students: 3 dimensions of learning by connecting Science and Engineering Practices and Crosscutting Concepts to rigorous Disciplinary Core Ideas College and career readiness skills in communication, creativity, and innovation through science notebooking, meaningful literacy connections, and real-world applications of knowledge Opportunities to work collaboratively in student-directed teams to identify problems, devise strategies to solve them, and communicate solutions Opportunities for success in science by presenting natural differentiation in learning and teaching strategies The STC Middle School Program Offers Teachers: Resources explicitly developed to address the 3 dimensions of NGSS An assessment system that includes pre-assessment, formative assessment, and a post-assessment that includes both performance-based and written assessment Step-by-step instructions for materials setup, classroom setup, and lesson procedures Exactly what you need background information, teacher tips, and materials management advice from real teachers who have classroom experience teaching STC Quality materials tested in the classroom that help ensure successful outcomes The STC Program easily allows me to challenge those students who excel at a higher level, while fostering a deeper understanding of concepts for those students with basic skills. Middle School Teacher 3

5 You Get It All! All-Inclusive STC Middle School Unit Kits for Grades 6 8 Online Teacher and Student Resources! Each STC Middle School Unit Kit Includes: Teacher s Edition (Print and Digital) Access to Carolina Science Online Teacher ebook Access Student Sheets and Lesson Masters Interactive Whiteboard Activities Student ebook Access Spanish Resources 16 Hardbound Student Guides Hands-On Materials Kit of Choice: 1-Class Kit (with enough materials for up to 32 students) 5-Class Kit (with enough materials for up to 160 students) 4

6 Energy, Forces, and Motion Storyline DRAFT Smithsonian Science Education Center Energy, Forces, and Motion Teacher Edition SCIENCE AND TECHNOLOGY CONCEPTS TM MIDDLE SCHOOL Unit Driving Question: How can I affect the motion of objects? STC 3 Science & Engineering Practices Performance Expectations: MS-PS2-1, MS-PS2-2, MS-PS2-3, MS-PS2-5, MS-PS3-1, MS-PS3-2, MS-PS3-5, ETS1-1, ETS1-2, ETS1-3, ETS1-4 Unit Highlight: Students design, refine, and redesign a roller coaster for optimal performance. As part of the unit assessment, students are challenged to apply their content knowledge and science and engineering practice skills to design a solution for safely transporting fruit in a dynamics car. Lesson 1 Pre-Assessment: Let s Get Moving Students perform short, simple investigations that evaluate their existing knowledge of one or more concepts related to energy, forces, and motion. Students observe collisions, construct and analyze graphs, predict changes in motion, and model energy changes. Students also plan and carry out their own procedures and use engineering design skills to construct a balloon rocket. Lesson 2 Force, Velocity, and Acceleration Students observe the motion of a rolling ball and investigate how mass and different surfaces affect its speed. Students consider how forces are involved in the ball s motion and predict how rolling a ball up or down an inclined plane will affect its speed. Students also investigate how mass relates to weight and prepare a graph showing the relationship. Lesson 3 Magnetic Forces Students organize prior knowledge about magnets and magnetism and then distinguish between magnetic and nonmagnetic materials. Students plan and conduct investigations to determine how the force of a magnetic field is affected by magnet strength and distance from the magnet. Lesson 4 Newton s First and Second Laws Students are introduced to Newton s first and second laws, and apply their understanding to the motion of a dynamics car. Students plan investigations, predict the motion of a car, and construct explanations using evidence gathered during their investigations. 5

7 Lesson 5 Kinetic and Gravitational Potential Energy Students are introduced to gravitational potential energy and use a ball falling into sand to investigate how the mass or height of an object relates to its potential and kinetic energy. Students develop a model to describe the energy of a system and use experimental evidence to support the claim that an energy transfer is responsible for changes in kinetic energy. Lesson 6 Newton s Third Law Students are introduced to Newton s third law and use a battery-powered fan to determine the effects of balanced and unbalanced forces on the motion of a dynamics car. Students draw diagrams showing action-reaction force pairs and then apply Newton s third law to move a tennis ball in an engineering design challenge. Lesson 7 Collisions Students predict the motion of a dynamics car following a collision with a car of the same mass and a car of a different mass. Students apply the law of conservation of energy to explain energy transfer during a collision, develop a model to describe the total energy of the system, and apply Newton s three laws to explain the outcome of a collision. Lesson 8 Transforming Energy Students use foam pipe insulation to build a basic roller coaster that transforms gravitational potential energy into kinetic energy and can be used to test roller coaster design elements. Next, students construct a roller coaster that accomplishes a design challenge by defining criteria and constraints, evaluating competing design solutions, and testing and refining designs to optimize roller coaster performance. Lesson 9 Assessment The unit concludes with a two-part assessment. The first part is a performance assessment, in which students demonstrate their content knowledge and science and engineering skills to design a solution for transporting plastic fruit in a dynamics car without it falling off of the vehicle. In the second part, students complete a written assessment covering the performance expectations, disciplinary core ideas, crosscutting concepts, and science and engineering practices covered in this unit. 6

8 Genes and Molecular Machines Storyline DRAFT Unit Driving Question: How has human understanding of inheritance allowed us to influence change in biodiversity? Performance Expectations: MS-LS1-1, MS-LS1-4, MS-LS1-5, MS-LS3-1, MS-LS3-2, MS-LS4-3, MS-LS4-5 Lesson 1 Pre-Assessment Lesson 2 Cells Investigations: Observing, Drawing, and Measuring an Onion Leaf Cell; Observing, Drawing, and Measuring Paramecium; Exploring Cell Types How the Driving Question is Addressed: All living things are made of cells, the smallest unit that is alive. It s at this level that reproduction and heredity happen. Lesson 3 Asexual and Sexual Reproduction Investigations: Investigating the Regeneration of Blackworms; Investigating the Budding of Hydra; Investigating the Fission of Paramecium; Examination of Coleus; Pollination of Wisconsin Fast Plants How the Driving Question is Addressed: Asexual reproduction results in organisms with offspring that are identical to the parent, and sexual reproduction results in offspring that are different than the parents. Lesson 4 Mitosis and Meiosis Investigations: Onion Root Tip Mitosis; Simulating Mitosis; Examining Meiosis; Simulating Meiosis; Comparing Mitosis and Meiosis How the Driving Question is Addressed: The process of mitosis drives asexual reproduction and explains why asexual reproduction results in offspring with identical genetic information than that of their parents. The process of meiosis drives sexual reproduction and explains why sexual reproduction results in offspring with different genetic information than that of their parents. 15

9 Lesson 5 Introduction to Genetics Investigations: Variation within a Species; Create a Creature; Baby Creatures; Creature Punnett Squares; Fast Plants Punnett Squares How the Driving Question is Addressed: Sexual reproduction results in offspring with genetic variation who have obtained half of their genetic information from each of their parents. Lesson 6 DNA to Trait Investigations: It s All in the Strand; Creature Traits; Changes to the Strand How the Driving Question is Addressed: DNA codes RNA, which codes amino acids, which code proteins, which determine the traits of an organism. Changes to DNA (mutations) cause changes to the proteins produced and the traits exhibited. Lesson 7 Successful Sexual Reproduction and Offspring Survival Investigations: Investigating Flowers and their Pollinators; Seed Dispersal; Successful Germination How the Driving Question is Addressed: Certain animal behaviors and plant structures increase the likelihood of reproduction and offspring survival. This increases the chance for their genes to be passed to the next generation in a population. Lesson 8 Genetic Diversity in a Population Investigations: Harvest Wisconsin Fast Plants Seed; Germinate Fast Plants Seed in a Petri Dish and Examine Seedlings; Punnett Squares; Diversity How the Driving Question is Addressed: Genetic diversity is a result of differences in genes. Because there is genetic diversity among individuals there is variation in a population. Lesson 9 Selection Investigations: Natural Selection Simulation; Artificial Selection Simulation How the Driving Question is Addressed: Variation in a population leads to differences in survival among individuals within the population, which results in changes to a population. Lesson 10 Genetic Manipulation Investigations: Observation of Organisms that Humans Have Influenced; Research on the Types of Genetic Modifications that Exist and Choose Topic for Final Project How the Driving Question is Addressed: There are many ways in which humans have influenced the inheritance of desired traits in organisms. Lesson 11 Assessment Investigations: Students will create a presentation on a technology that has changed the way humans influence the inheritance of desired traits in organisms. In the second part, students complete a written assessment covering the performance expectations, disciplinary core ideas, crosscutting concepts, and science and engineering practices covered in the unit. 16

10 Space Systems Exploration Storyline DRAFT SCIENCE AND TECHNOLOGY CONCEPTS MIDDLE SCHOOL SPACE SYSTEMSS S EXPLORATION O Teacher Edition STC 3 Science & Engineering Practices Performance Expectations: MS-PS2-4, MS-ESS1-1, MS-ESS1-2, MS-ESS1-3, MS-ETS1-1, MS-ETS1-2, MS-ETS1-3, MS-ETS1-4 Unit Highlight: Using physical and mathematical models plus data analysis, students get a thorough understanding of the Earth-Sun-Moon system. They then apply what they ve learned to investigate environmental conditions on Mars and engineer scientifically sound human habitations. As part of the unit assessment students develop a scale model of Uranus and its five largest moons and use it to make predictions about the moons gravities, orbital speeds, and eclipses. Pre-Assessment Our Amazing Universe Students conduct a series of investigations to reveal what they know about the scale properties, lunar phases, and seasons within the Sun-Earth-Moon system; the role of gravity and analyzing scale properties of objects in the solar system; and the engineering design process. Lesson 1 Calendar in the Sky: Introducing the Sun-Earth-Moon System Students use a model to study the periodicity of the orbits of Earth and the Moon and how their orbits relate to the Gregorian calendar. Lesson 2 Howling at the Moon: Investigating Lunar Phases Students use a model to investigate changes in the appearance of the Moon as it orbits Earth and how these changes relate to the positions of the Sun, Earth, and Moon. Lesson 3 Pulling Water: Gravity and Tides Students analyze tide chart and moon phase data to infer how the lunar cycle affects tides. Lesson 4 Blackout: Solar and Lunar Eclipses Students use models to investigate how the arrangement of orbital planes, within the Sun-Earth-Moon system, creates the special circumstances needed for eclipses to occur. Lesson 5 Reasons for Seasons: Why Earth s Tilt Matters Students use a model to investigate how the tilted axis of Earth causes changes in the distribution of solar energy on Earth s surface as Earth orbits the Sun. Lesson 6 Stellar Proportions: Modeling the Solar System Students develop scaled plan-view and side-view models of the solar system and use them to make predictions about the seasonality of climates on other planets. 21

11 Exploration Activity Jupiter and Its Moons Students develop and use models of Jupiter and its four largest moons to explore research questions. Lesson 7 Gravity: Bending Space-Time Students compare the weight of an object on different planets with respect to planet mass. They use a simple physical model to investigate how gravity affects objects of different mass. Lesson 8 Keeping It Together: Gravity s Role in the Universe Students use a hand-held Moon orbiter model to explore the relationships between planetary mass and the distance and speed of an orbiting body. Finally, students read about the function of gravity in the universe. They use what they have learned to construct an explanation for how gravity affects orbital properties of planets and their moons. Lesson 9 Geologists in Space: Searching for Water on Mars Students analyze pairs of images from Mars and Earth to interpret various geologic features potentially related to surface water. Students use textual evidence about how water shapes Earth and photographic comparisons of Earth and Mars features to develop scientific arguments for why Mars does or does not have water. Lesson 10 The Challenges of Space Exploration Students design human habitations for Mars by analyzing planetary conditions, developing design criteria, planning and modeling design solutions, and evaluating competing designs. Assessment Lesson How Does the Universe Work? The unit concludes with a two-part assessment. In a performance assessment, students develop a scale model of Uranus and its five largest moons and use it to make predictions about the moons gravities, orbital speeds, and eclipses. Students also analyze the model s ability to demonstrate other aspects of the Uranus-moons system, including scale properties, axial tilts, orbital properties, lunar phases, and seasons on the moons. In the second part, students complete a written assessment covering the performance expectations, disciplinary core ideas, crosscutting concepts, and science and engineering practices covered in the unit. 22

12 Science & Engineering Practices Smithsonian Science Education Center PHYSICAL SCIENCE Energy, Forces, and Motion MS-PS2-1, MS-PS2-2, MS-PS2-3, MS-PS2-5, MS-PS3-1, MS-PS3-2, MS-PS3-5, ETS1-1, ETS1-2, ETS1-3, ETS1-4 Matter and Its Interactions MS-PS1-1, MS-PS1-2, MS-PS1-3, MS-PS1-4, MS-PS1-5, MS-PS1-6, MS-PS3-4, MS-PS3-5, ETS1-1, ETS1-2, ETS1-3, ETS1-4 Electricity, Waves, and Information Transfer MS-LS1-8, MS-PS2-3, MS-PS3-3, MS-PS3-5, MS-PS4-1, MS-PS4-2, MS-PS4-3, MS-ETS1-1, MS-ETS1-2, MS-ETS1-3, MS-ETS1-4 LIFE SCIENCE Ecosystems and their Interactions MS-LS1-5, MS-LS1-6, MS-LS1-7, MS-LS2-1, MS-LS2-2, MS-LS2-3, MS-LS2-4, MS-LS2-5, MS-LS4-4, MS-LS4-6, MS-ESS3-3 Structure and Function MS-LS1-1, MS-LS1-2, MS-LS1-3, MS-LS1-6, MS-LS1-7, MS-LS1-8, MS-LS4-2, MS-LS4-3 Genes and Molecular Machines MS-LS1-1, MS-LS1-4, MS-LS1-5, MS-LS3-1, MS-LS3-2, MS-LS4-3, MS-LS4-5 EARTH/SPACE Weather and Climate Systems MS-ESS2-4, MS-ESS2-5, MS-ESS2-6, MS-ESS3-2, MS-ESS3-4, MS-ESS3-5, ETS1-1, ETS1-3 Earth s Dynamic Systems MS-LS4-1, MS-ESS1-4, MS-ESS2-1, MS-ESS2-2, MS-ESS2-3, MS-ESS3-1, MS-ESS3-2 Space Systems Exploration MS-PS2-4, MS-ESS1-1, MS-ESS1-2, MS-ESS1-3, MS-ETS1-1, MS-ETS1-2, MS-ETS1-3, MS-ETS1-4 Carolina Biological Supply Company Carolina Biological Supply Company/Printed in the USA. CB