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Strand II: Reflect on the Nature, Adequacy, and Connections Across Scientific Knowledge
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Content Standard 1: All students will analyze claims for their scientific merit and explain how scientists decide what constitutes scientific knowledge; how science is related to other ways of knowing; how science and technology affect our society; and how people of diverse cultures have contributed to and influenced developments in science. (Reflecting on Scientific Knowledge) |
| Benchmark: Evaluate the strengths and weaknesses of claims, arguments, or data. (SCI.II.1.MS.1) Benchmark Clarification: Key Concepts (voc.)/Tools: Real-World Context: Resources: |
| Benchmark Describe limitations in personal knowledge. (SCI.II.1.MS.2) Benchmark Clarification Key Concepts (voc.)/Tools Recognizing degrees of confidence in ideas or knowledge from different sources, evaluating data and reference sources. Real-World Context Resources: |
| Benchmark Show how common themes of science, mathematics, and technology apply in real-world contexts. (SCI.II.1.MS.3) Benchmark Clarification
Key Concepts (voc.)/Tools Real-World Context Resources: |
| Benchmark Describe the advantages and risks of new technologies. (SCI.II.1.MS.4) Benchmark Clarification Key Concepts (voc.)/Tools
Real-World Context Technological systems for:
Resources: |
| Benchmark Develop an awareness of and sensitivity to the natural world. (SCI.II.1.MS.5) Benchmark Clarification Key Concepts (voc.)/Tools Real-World Context Resources: |
| Benchmark Recognize the contributions made in science by cultures and individuals of diverse backgrounds. (SCI.II.1.MS.6) Benchmark Clarification
Key Concepts (voc.)/Tools Cultural contributions made in science, contributions made by people of diverse backgrounds. Real-World Context Resources: |
Strand III: Use Scientific Knowledge from the Life Sciences in Real-World Contexts
Content Standard 1: All students will apply an understanding of cells to the functioning of multi-cellular organisms, including how cells grow, develop, and reproduce. (Cells) |
| Benchmark Demonstrate evidence that all parts of living things are made of cells (SCI.III.1.MS.1). Benchmark Clarification In some multi-cellular organisms, students will:
Living thing/organism: anything that has the ability to grow, reproduce, take in substances, respond to stimuli, and interact with the environment Key Concepts
See specific functions SCI.III.1.MS.2. Parts of organisms:
Tools:
Real-World Context
Single-celled organisms:
Instructional Example SCI.III.1.MS.1Benchmark Question: What are cells_ The class will brainstorm what they already know about cells (KWL, small group, large group discussion). Students will observe a variety of cell samples through the use of printed material, videos, multimedia, and lab explorations. Students will use a variety of scientific tools, such as microscopes and hand lenses. Students will compile a log/journal and illustrate their findings about cells from living things or once living things. As a class, students will research how scientists have developed an understanding of cells and how they function in living things. Together, students will compile this information to develop a class timeline. The teacher should make sure that students expand their understanding of scientific contributions to include scientists from diverse populations (cultures, ethnicity, gender). Such scientists might include the following:
Constructing: (link to SCI.I.1.MS.1), (link to SCI.I.1.MS.3), (link to SCI.I.1.MS.5). Reflecting: (link to SCI.II.1.MS.6). Resources/References: Webliography Cells. Connecting with Learning: An Equity Toolkit. MDE . "Looking Inside an Onion." Microworlds. The Lives of Plants. NEW DIRECTIONS UNIT. Magnificent Micro-World Adventures. AIMS. McCliRuef, Kerry. The Private Eye. The Private Eye Project, 1998.
Classroom Assessment Example SCI.III.1.MS.1Based on all the cell samples they have observed, students will create a product providing evidence that all living things are made of cells. This presentation should also highlight one scientist from the timeline and explain his or her contributions. Students may select from a variety of presentation mediums, including illustrations, multimedia presentations, models, posters, prepared slides, or informational books. Students will present their product to the class and explain characteristics of the different cells. (Give students rubric before activity.)
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| Benchmark Explain why and how selected specialized cells are needed by plants and animals (SCI.III.1.MS.2). Benchmark Clarification
Students will:
Key Concepts
See Systems and processes in cells SCI.III.2.MS.4. Real-World Context
Specialized plant cells:
Instructional Example SCI.III.1.MS.2Benchmark Question: How are cells adapted to grow, develop, and reproduce_ Working in small groups, students will examine a common small plant, such as a marigold. Looking at the plant, students will draw the entire plant and label the three basic organs (leaf, stem, and roots). Next to each organ, the students will:
Students will continue investigating plant cells by:
Students will also use a similar process to expand their knowledge to include animal cells by:
Constructing: (link to SCI I.1.MS.1), (link to SCI.I.1.MS.3), (link to SCI.I.1.MS.5). Reflecting: (link to SCI.II.1.MS.1). Resources/References: Webliography The Budding Botanist. AIMS. GrowLab: Activities for Growing Minds. The Lives of Plants. NEW DIRECTIONS UNIT. "Looking Inside an Onion." Microworlds. Magnificent Micro-world Adventures. AIMS. http://www.fi.edu/tfi/units/life/anatomy/anatomy/html http://www.utm.edu/departments/ed/cece/fifth/5F2.shtml Ruef, Kerry .The Private Eye. The Private Eye Project, 1998. Classroom Assessment Example SCI.III.1.MS.2Students will select an organism and one of its specialized cells to research. They will prepare a summary of their research, including information about its structure (visual representation) and function (written summary) that could be used on a class web site. (Give students rubric before activity.)
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Content Standard 2: All students will use classification systems to describe groups of living things; compare and contrast differences in the life cycles of living things; investigate and explain how living things obtain and use energy; and analyze how parts of living things are adapted to carry out specific functions. (Organization of Living Things) |
| Benchmark Compare and classify organisms into major groups on the basis of their structure (SCI.III.2.MS.1). Benchmark Clarification Students will:
Key Concepts
Groups of vertebrates:
Observation tools:
Real-World Context
Instructional Example SCI.III.2.MS.1Benchmark Question: How are groups of living things classified_ Students need several experiences classifying organisms in order to understand better the key scientific concepts of diversity and unity of living things. Each student should be given a similar set of 15 to 20 pictures of vertebrate and invertebrate animals. Students should then sort the pictures into different groups, according to their own classification system. Have them repeat this process two more times, using different classification rules each time. Students then will record each sort on paper, give each group a title, and list common characteristics they used to classify these organisms. Next, students will form pairs and share their data. Each team will use their data to select a system they think will work best. The teacher should continue to combine pairs of students and have them share their method until the entire class agrees upon one system. Discuss, as a class, the titles for each group and identify characteristics for each group of organisms. Students should become familiar with the terminology contained in the key concepts. They should also be introduced to more formal classification systems, such as a dichotomous key (a tool used by scientists to classify organisms). Constructing: (link to SCI.I.1.MS.1), (link to SCI.I.1.MS.5). Reflecting: (link to SCI.II.1.MS.1). Resources/References: Webliography. The Budding Botanist. AIMS. Project WILD. Unique U. AIMS. Classroom Assessment Example SCI.III.2.MS.1Students will classify a variety of organisms into groups according to their structure. Students will use the following categories:
These categories could be used in class games such as Jeopardy or Concentration. (Give students rubric before activity.)
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| Benchmark Describe the life cycle of a flowering plant (SCI.III.2.MS.2). Benchmark Clarification Students will:
Key Concepts
Tools:
Real-World Context
Instructional Example SCI.III.2.MS.2Benchmark Question: What are the life cycles of living things_ Students will dissect a variety of flowers to observe their structures. Dissection should be done carefully and sequentially, so structural parts are kept together. Students should then place a sheet of black construction paper on a table and gently tap the flower to collect pollen on the paper. They should examine the pollen under the microscope. Specifically, they should:
Students should then discuss the role the flower plays in the life cycle of a plant. They should examine a variety of seeds, such as a lima bean, to observe the embryonic plants inside. They should hypothesize which areas will develop into the roots, stem(s), and leaves. Then the students should design an investigation to determine what effect one variable might have on the life cycle of a flowering plant (e.g., photo-period [amount of sunlight], temperature, soil composition, water, fertilizer, competition [number of plants], acid rain). Self-Evaluation Checklist for the Investigation
Constructing: (link to SCI.I.1.MS.1), (link to SCI.I.1.MS.2), (link to SCI.I.1.MS.3), (link to SCI.I.1.MS.5). Reflecting: (link to SCI.II.1.MS.5). Resources/References: Webliography. "Flower Study," Budding Botanist. AIMS. The Lives of Plants. NEW DIRECTIONS UNIT. "Plants from Seeds." GrowLab: Activities for Growing Minds. Plants/Forests. Bill Nye Video. Disney Educational (800/295-5010). http://www.argon.iastate.edu.soybean/beangrows.html Michigan Soybean Promotion Committee (free classroom kit) Wisconsin Fast Plants. Classroom Assessment Example SCI.III.2.MS.2Students will create a model (PowerPoint presentation, flip-book, flowchart, picture book, song, poem) illustrating the development of a flowering plant (seed (Give students rubric before activity.)
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plant | Benchmark Describe the evidence that plants make and store food (SCI.III.2.MS.3). Benchmark Clarification Students will:
Key Concepts
See Use of food for energy SCI.III.2.MS.4. Real-World Context
Starch storage in plants grown under different conditions Instructional Example SCI.III.2.MS.3Benchmark Question: How do living things obtain and use energy_ Students will:
The teacher will explain the following:
In order to develop an understanding of how plants store food, students will examine various food storage organs (e.g., potatoes, onions, carrots). They will conduct a simple iodine/starch test to discover that the storage organ is a vessel that plants use to store food energy. A simple iodine starch test involves dropping iodine solution on a piece of food. Initially, iodine appears reddish-brown in color. When iodine comes in contact with starch, it turns to a bluish-black indicating the presence of starch. Then, students will participate in a guided discussion of the food storage organs:
Students will design an investigation to test their hypothesis about what is happening to their potato, onion, or carrot. Follow up with a discussion and presentation of data from the investigations. End the lesson with a "Did You Know…" i.e., Native Americans in South and Central America first cultivated many tuber plants, like the potato. One of these plants has erroneously been called the Irish potato. Its fried version is called French fries. Ask the students to talk about what observations they can make from this interesting story. Constructing: (link to SCI.I.1.MS.1), (link to SCI.I.1.MS.2), (link to SCI.I.1.MS.3), (link to SCI.I.1.MS.6). Reflecting: (link to SCI.II.1.MS.1), (link to SCI.II.1.MS.5). Resources/References: "Basic Needs," GrowLab: Activities for GrowingMinds. The Budding Botanist. AIMS. http://chem.lapeer.org/Bio1Dos/Index.html/ "The Eyes Have It," GrowLab: Activities for Growing Minds. The Lives of Plants. NEW DIRECTIONS UNIT. "Plants As Food Makers," GrowLab: Activities for Growing Minds. Classroom Assessment Example SCIIII.2.MS.3Students will respond to the following scenario and justify their answers based on their knowledge of the food-making process and food storage organs of plants. The agricultural company Potatoes R Us claims that growing potatoes in a high CO2 atmosphere will produce bigger crops. If potatoes are grown under two different concentrations of CO2, then what is the best evidence to determine which potato plants are making and storing more food_ A. Amount of CO2 produced by plants Select the best answer. Write a letter to the company, Potatoes R US, citing at least two pieces of scientific evidence that would support your answer. (Give students rubric before activity.)
Scoring of Classroom Assessment Example SCI.III.2.MS.3 |
| Benchmark Explain how selected systems and processes work together in animals (SCI.III.2.MS.4). Benchmark Clarification
Students will:
Key Concepts digestion
Real-World Context
Instructional Example SCI.III.2.MS.4Benchmark Question: How are the parts of living things adapted to carry out specific functions_ Have students work in small groups to write and perform a play that shows the functions and interactions among the circulatory, respiratory, and digestive systems. In their groups, students will:
To culminate the activity, the class will create an interactive play that combines the three body systems. After the class play, a discussion could review:
Constructing: (link to SCI.I.1.MS.5). Reflecting: (link to SCI.II.1.MS.3). Resources/References: Braus, Judy. Birds, Birds, Birds! Ranger Rick’s Nature Scope Series. National Wildlife Federation, 1991. Birds/Fish/Insects/Mammals/Reptiles. Bill Nye Videos. Disney Educational (800/295-5010). Food, Energy & Growth. NEW DIRECTIONS UNIT. From Head to Toe: Respiratory, Circulatory, and Skeletal Systems. AIMS. http://www.innerbody.com/text/index.html Human Body Systems. MSU Middle School Assessment Project. Michigan State University, 1997. Stotsky, Sandra. Diving Into Oceans. Ranger Rick’s Nature Scope Series. National Wildlife Federation, 1998. Classroom Assessment Example SCI.III.2.MS.4Students will collaborate in small groups to write and produce a play showing the functions of the circulatory, digestive, and respiratory systems. The groups will present their plays to an audience other than their class, such as the PT0, other classes, and civic groups. Each group will submit their script for evaluation. (Give students rubric before activity.)
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Content Standard 3: All students will investigate and explain how characteristics of living things are passed on through generations; explain why organisms within a species are different from one another; and explain how new traits can be established by changing or manipulating genes. (Heredity) |
| Benchmark Describe how the characteristics of living things are passed on through generations (SCI.III.3.MS.1). Benchmark Clarification Students will:
Key Concepts
Real-World Context
Instructional Example SCI.III.3.MS.1Benchmark Question: How are characteristics of living things passed on through generations_ Students will explore the role of heredity in their lives by examining the following traits:
Students will record their unique combination of traits/genetic makeup. Students should begin to understand that their unique individual traits are a direct result of the blending of their parents’ genetic information. The class will collect their data and record it in a chart.
Note: Students will need to further expand their understanding of how hereditary information is passed on from parents to the offspring through the reproduction process. Constructing: (link to SCI.I.1.MS.1). Reflecting: (link to SCI.II.1.MS.2). Resources/References: Aronson, Billy. They Came From DNA. W.H.Freeman, 1993. Unique U. AIMS. Classroom Assessment Example SCI.III.3.MS.1Using the Internet, encyclopedias, books, and magazines, students will select pictures of two dogs. Assuming one dog is female and the other dog is male, students will predict either through illustration and/or written description what traits might appear in the offspring. Possible traits: hair color, hair length, leg length, tail, ears, distinct markings, eye color, nose length. (Give students rubric before activity.)
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| Benchmark Describe how heredity and environment may influence/determine characteristics of an organism (SCI.III.3.MS.2). Benchmark Clarification
Acquired traits develop or occur after an organism is born. They occur in response to environmental factors such as stress, overall health, nutritional choices, chemical exposure, and changes in land use and are not a result of the organism’s genetic code. These include:
Students will:
Key Concepts
Real-World Context
Instructional Example SCI.III.3.MS.2Benchmark Question: In what ways do living things adapt to survive in their environments_ The teacher will ask the class to consider the following general questions:
The teacher will present the students with the following scenario: Pretend that you are a scientist in the year 2020. You observe that a longer grass has invaded an island. How might a ladybug population living on this island adapt to this change in environment_ Consider the following traits: body color, exoskeleton hardness, size of wings, length of legs, etc. In small groups, students will write predictions about the adaptations they think might occur in order for the ladybug population to survive. Each student will justify his or her predictions and present his or her reasons in chart form. Use a chart with the headings: ADAPTATION, REASON. Constructing: (link to SCI. I.1.MS.1). Reflecting: (link to SCI.II.1.MS.5). Resources/References: http://home.uleth.ch/bio/sc1000/sc1000genetics.html Mader, Sylvia. Inquiry Into Life with ESP CD-ROM and E-text CD-ROM. Murphy, Pat. "Cells and Heredity," SCIENCE EXPLORER: Family Experiments from the World’s Favorite Hands-On Museum. Owlet, 1996. Classroom Assessment Example SCI.III.3.MS.2Students will construct a model that shows the traits that a futuristic insect might acquire as a result of a current environmental change. Students will present their models to the class and explain their answers to the following questions:
(Give students rubric before activity.)
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Content Standard 4: All students will explain how scientists construct and scientifically test theories concerning the origin of life and evolution of species; compare ways that living organisms are adapted (suited) to survive and reproduce in their environments; and analyze how species change through time. (Evolution) |
| Benchmark Describe how scientific theory traces possible evolutionary relationships among present and past life forms (SCI.III.4.MS.1). Benchmark Clarification Evolutionary trees or diagrams, similarities in bone structure, or embryos of vertebrates may represent common ancestry. Present species may be modified descendants of more primitive ancestors. Students will:
Key Concepts
Real-World Context
Instructional Example SCI.III.4.MS.1Benchmark Question: How do scientists trace the origin and development of species_ Students will write a journal entry listing ten things they know about the physical characteristics of dinosaurs. Then students will meet in small groups and use their lists to discuss the following questions:
Small groups will share their hypotheses with the class. Students then will examine several fossils and hypothesize what modern organisms the fossils resemble. They will discuss the use of fossils as scientific evidence. Then small groups will research one of the following pairs of animals to determine similarities and whether fossil evidence exists to support their common ancestry:
Students will present their findings to the class. Constructing: (link to SCI.I.1.MS.1), (link to SCI.I.1.MS.5). Reflecting: (link to SCI.II.1.MS.1), (link to SCI.II.1.MS.3). Resources/References: Dinosaurs/Reptiles, Dinosaurs: Those Big Boneheads. Bill Nye Video. Disney Educational (800/295-5010). Digging into Dinosaurs. RANGER RICK’S NATURE SCOPE SERIES. National Wildlife Federation, 1996. Mader, Sylvia. Inquiry Into Life with ESP CD-ROM and E-Text CD-ROM. McGraw Hill, 2000. Niles, Gregory et al. The Fossil Factory. Addison-Wesley, 1989. Classroom Assessment Example SCI.III.4.MS.1Students will research a pair of organisms (possible examples are listed below) to determine their similarities and whether fossil evidence exists to support common ancestry. In small groups or individually, students will compile their findings to write and illustrate a children’s story that includes a hypothesis and possible evidence for connecting the two organisms. They will present their stories to a group of elementary students. Possible examples:
(Give students rubric before activity.)
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| Benchmark Explain how new traits might become established in a population and how species become extinct (SCI.III.4.MS.2). Benchmark Clarification Students will:
Reproductive success: the ability to reproduce offspring from one generation to the next Key Concepts
Real-World Context
Examples of variations due to new gene combinations, such as:
Instructional Example SCI.III.4.MS.2Benchmark Question: How do species change through time_ Begin by finding out what students know about moths. With a partner, students will brainstorm at least ten questions they have about moths. The partners will share their questions with the class and organize their questions into common categories. Then, the teacher will ask students to think about how moths may adapt to survive. Look at the class list of questions. The teacher will ask students to focus on the questions related to successful moth adaptations. Next, share the scenario of a real-world occurrence that happened with the peppered moth in England: In the early 1800s, the majority of the moths were light-colored, allowing them to blend into the light-colored tree bark. By the late 1800s, the peppered moth population had adapted their coloring to a darker color. With an expansion of local industries, air pollution covered tree bark with dark soot. Moths adapted their coloring to a darker hue in order to survive. As clean-up began and pollution was reduced, the light colored moth population began increasing. Students will cut out equal numbers of black, red, white, and newspaper moths and glue them down on a piece of newspaper. Students will review each other’s pictures to see which color moths are most easily seen. Students will create their own models of moth species they think would best survive in this newspaper environment. Students will present their models and explain the traits the moths have acquired. Constructing: (link to SCI.I.1.MS.1). Reflecting: (link to SCI.II.1.MS.1), (link to SCI.II.1.MS.2), (link to SCI.II.1.MS.3), (link to SCI.II.1.MS.5). Resources/References: http://www.biology.com/visitors/ae/voyage/introduction.html Critters. AIMS. Stein, Sara. The Evolution Book. Workman Publishing, 1986. "Where Have All the Condors Gone_" Breakthroughs: Strategies for Thinking, Zaner-Bloser, Inc.,1990. Classroom Assessment Example SCI.III.4.MS.2The teacher will give the students the following imaginary newspaper article: Scientists Discover New Organisms Living in a Student’s Bedroom Students should work in pairs and imagine that they are the student in the scenario. They should select an organism they think might be found in one of their bedrooms after they graduate from 8th grade. They should construct a model of the organism and present it to the class. They should explain which new traits were acquired and the reasons for these adaptations. * Possible traits: heavier outer layer/coating, changes in coloring, loss of hearing, longer legs, change in diet, change in sleeping pattern. (Give students rubric before activity.)
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Content Standard 5: All students will explain how parts of an ecosystem are related and how they interact; explain how energy is distributed to living things in an ecosystem; investigate and explain how communities of living things change over a period of time; describe how materials cycle through an ecosystem and get reused in the environment; and analyze how humans and the environment interact. (Ecosystems) |
| Benchmark Describe common patterns of relationships among populations (SCI.III.5.MS.1). Benchmark Clarification
Students will:
Key Concepts (voc.)
Real-World Context
Parasitic (harmful) relationships:
Competitive relationships:
Instructional Example SCI.III.5.MS.1Benchmark Question: How are parts of an ecosystem related and how do they interact_ Students will write a journal entry listing relationships they have with other people that are helpful to them, harmful to them, or competitive. Students will share their lists with a partner. Students will watch a video about interrelationships and discuss the main concepts as a class. Students will take a walk to an area near the school and observe relationships in an ecosystem. With a partner, students will record their observations. As a class, students will share and compile their data. Students then will evaluate the relationships they have observed (helpful, harmful, competitive). The teacher will introduce key concepts and name the relationships that were identified. Constructing: (link to SCI.I.1.MS.1), (link to SCI.I.1.MS.5). Reflecting: (link to SCI.II.1.MS.1), (link to SCI.II.1.MS.3), (link to SCI.II.1.MS.5). Resources/References: Ecology. MSU ASSESSMENT PROJECT. Michigan State University, 1997. Good Buddy. PROJECT WILD. Pollack, Steve. Ecology. Dorling Kindersley, 1993. http://www.pbs.org/edens/denali/mooswolf.htm Classroom Assessment Example SCI.III.5.MS.1The teacher will present small groups with the following scenario: "Survivor II, The Next Generation" is coming out next season. The rules have changed slightly. This season, teams of survivors will be placed on separate islands where they will remain for one month. The teacher will select a variety of islands from around the world and write the names of the islands on slips of paper. Each team will draw a slip and then research the island. The winning survivors will be chosen as a result of their fine scientific journaling. To win the one million, you must discover a way to show all of the relationships you see among the different island populations on Earth. Team journals should include the following information:
(Give students rubric before activity.)
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| Benchmark Describe how all organisms acquire energy directly or indirectly from the sunlight (SCI.III.5.MS.2). Benchmark Clarification Students will:
See Photosynthesis and food use SCI.III.2.MS.3 Key Concepts
Real-World Context Instructional Example SCI.III.5.MS.2Benchmark Question: How is energy distributed to living things in an ecosystem_ In small groups, students will draw a picture of a double cheeseburger and list the contents in a table (include all possible items on a typical burger, including condiments). They will identify the contents as coming from a plant or animal. They will draw a food chain showing how the various contents can be traced back to the sun. Each group will present their food chain to the class and discuss similarities and differences. The class will discuss the following questions:
Extension: Analyze owl pellets to identify members of a food chain. Constructing: (link to SCI.I.1.MS.1), (link to SCI.I.1.MS.6). Reflecting: (link to SCI.II.1.MS.1), (link to SCI.II.1.MS.2), (link to SCI.II.1.MS.3), (link to SCI.II.1.MS.5). Resources/References: Ecology. MSU ASSESSMENT PROJECT. Michigan State University, 1997. Environment - Block 1 Seventh Grade – Baylor College of Medicine. http://ericir.syr.edu/Projects/Newton/9/photosy.html. Exploring Environments. AIMS. Field Detectives. AIMS. Food Web/Ocean Life. Bill Nye Video. Disney Educational (800/295-5010). Lobster in a Lunchbox. PROJECT WILD. Owl Pellets. PROJECT WILD. Classroom Assessment Example SCI.III.5.MS.2Students will select a presentation format (concept map, poster, or 3-D display) and design a food web to present at a parent open house. The food web should:
(Give students rubric before activity.)
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| Benchmark Predict the effects of changes in one population in a food web on other populations (SCI.III.5.MS.3). Benchmark Clarification Populations may be affected:
Students will:
Non-Native species: a species that is introduced to an ecosystem either accidentally or intentionally Biodiversity: the number of different species that live within a given area Key Concepts
See SCI.III.5.E.2. Real-World Context Comparison of animals and plants found in:
Instructional Example SCI.III.5.MS.3Benchmark Question: How is energy distributed to living things in an ecosystem_ Students should envision a Michigan forest and describe the populations living in a natural balance. They should brainstorm a list of the different organisms that live there:
Each student will construct a food chain:
In small groups, students will share their food chains to construct a food web and present their webs to the class. As a class, evaluate each group’s web to make sure they formed a food web and not just a food chain. The teacher will present the following scenario to the class: A camper is careless and leaves his or her site with a campfire burning. A spark ignites the dry grass due to drought conditions. This fire is stopped, but not before it wipes out the mouse population. Predict the changes that will occur in the other populations within the forest food web. After reading the scenario, each student will remove the "mice" card from their webs. As a class, discuss which populations within the web may increase or decrease after the removal of the mice population from this ecosystem. Constructing: (link to SCI.I.1.MS.1). Reflecting: (link to SCI.II.1.MS.5). Resources/References: "Catch Me If You Can." Critters. AIMS. http://www.fi.edu/tfi/units/life/habitat/habact3.html http://www.globalclassroom.org/antart7.html Merritt, Brett. Great Lakes Story. MSTA Journal, Spring 1998. The Mysterious Chain. Flinn Scientific- Biolabs.(800/452-1261). The Tale of the Urban Coyote. (Leadership Resources.) Williams, Paul. Bottle Biology. Kendall Hunt Publishing, 1993. Classroom Assessment Example SCI.III.5.MS.3Students will read a news article describing the deer population increase and its effects on other populations within its food web. They will write letters to the editor describing changes in a population. They will include both positive and negative effects on other populations in a food web and create a plan for solving the problems created by these population changes. The students will submit these letters for publication to a newspaper or magazine. (Give students rubric before activity.)
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| Benchmark Describe the likely succession of a given ecosystem over time (SCI.III.5.MS.4). Benchmark Clarification Students will:
Pioneer species: the first species to appear and establish life in an ecosystem that has undergone major natural or manmade changes or disturbances (e.g., grasses/plants growing in a newly plowed field; lichens and moss growing on barren rocks) Climax community: the last evolving stage of organisms living in a given ecosystem (e.g., beech/maple forest and the organisms living within) Key Concepts
Real-World Context Instructional Example SCI.III.5.MS.4Benchmark Question: How do communities of living things change over time_ Using videos, pictures, field trips, or other suitable resources, students will view examples of forests or grasslands showing the stages of succession:
Pairs of students will identify examples of plant communities in different stages of succession. Students should look for the following stages of succession:
Next, each pair of students will draw a flowchart showing the stages of succession that were observed. (Extension: Students can explore other examples of succession:
Constructing: (link to SCI.I.1.MS.1), (link to SCI.I.1.MS.4), (link to SCI.I.1.MS.6). Reflecting: (link to SCI.II.1.MS.2), (link to SCI.II.1.MS.3), (link to SCI.II.1.MS.5). Resources/References: "Fire Ecologies." PROJECT WILD. "Forest in a Jar." PROJECT WILD. http://www.educationalimages.com/sx050006.htm Magnificent Micro-World Adventures. AIMS. "Nothing Succeeds Like Succession." PROJECT LEARNING TREE. Classroom Assessment Example SCI.III.5.MS.4Each student will work with a partner to draw a storyboard of the stages of succession in a specific ecosystem of their choice. Possible choices may include terrestrial or aquatic ecosystems – farm fields, beaches, sand dunes, fence rows, barren rocks, abandoned wetlands, ponds, or lakes. Students will research this ecosystem. They will illustrate their research using a flow chart, diorama, 3-D display, or multimedia presentation. The project should illustrate the likely stages of succession of a given ecosystem from a pioneer species to a climax community. They will present their project to another class. (Give students rubric before activity.)
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| Benchmark Explain how humans use and benefit from plant and animal materials (SCI.III.5.MS.5). Benchmark Clarification Students will:
Key Concepts
Materials from animals, including:
Real-World Context
Instructional Example SCI.III.5.MS.5Benchmark Question: How do humans interact with the environment_ Each student will list plant and animal products commonly found in their homes. Students will meet in small groups and compile their data. Small groups will present their findings to the class. As a class, students will discuss and evaluate which plants and animals are used for food and other products. Each small group will select one plant or animal to research. Each group will answer the following questions about their plant or animal:
Each group will create a display including the following:
Constructing: (link to SCI.I.1.MS.1), (link to SCI.I.1.MS.5). Reflecting: (link to SCI.II.1.MS.1), (link to SCI.II.1.MS.3), (link to SCI.II.1.MS.4), (link to SCI.II.1.MS.5). Resources/References: "Plants R Us." GrowLab: Activities for Growing Minds. http://www.aea10.k12.ia.us/instruct/sci4-9/Ecology/Ecolo695.html Classroom Assessment Example SCI.III.5.MS.5Students will read the following scenario: It is the year 2020 and a fabulous new product has hit the market – Food 4 Life. Food 4 Life is an incredible break-through food substitute that you take once a week. It will supply all of your nutritional needs. Just think, no more hassling at the dinner table. Food 4 Life will take us into the new millennium as space colonization becomes a reality. With the problem of food solved, humans will be free to live a healthy, happy, plant-less life. Students will debate the claims of Food 4 Life and decide if humans could live in a world without plants. Each student will write a position statement giving five substantial, scientifically accurate reasons for or against the following idea: I want to live in a world without plants. (Give students rubric before activity.)
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| Benchmark Describe ways in which humans alter the environment (SCI.III.5.MS.6). Benchmark Clarification Students will:
Key Concepts
See SCI.V.1.MS.5. Real-World Context
Instructional Example SCI.III.5.MS.6Benchmark Question: How do humans alter the environment_ The class will brainstorm and identify non-native organisms that have been introduced to the Great Lakes since the St. Lawrence Seaway opened. If necessary, students should be directed to the following:
Using periodicals, newspapers, and the Internet, students will research the following questions about a non-native species introduced into the Great Lakes:
Students will present their findings in a debate of the positive/negative effects of the introduction of the (intentional or accidental) non-native species into the Great Lakes. Constructing: (link to SCI.I.1.MS.1), (link to SCI.I.1.MS.5). Reflecting: (link to SCI.II.1.MS.4), (link to SCI.II.1.MS.5). Resources/References: Braus, Judy. Pollution: Problems & Solutions. RANGER RICK’S NATURESCOPE SERIES. National Wildlife Federation, 1992. Braus, Judy. RainForests: Tropical Treasures. RANGER RICK’S NATURESCOPE SERIES. National Wildlife Federation 1991. Free classroom kit and information http://www.greatlakes.net/teach/pollution Research Vessels. Grand Valley State University, 1998. Merritt,Brett. The Great Lakes Story. MSTA Journal, Spring 1998. Classroom Assessment Example SCI.III.5.MS.6If possible, have students read In the Next Three Seconds by Morgan. This book takes a look at common human activities and their impacts on our world. Students then should read the following statement: In the next three seconds, 93 trees will be cut down to make the liners for disposable diapers. Students should brainstorm ways that the use of disposable diapers has impacted our world. Next, present the following scenario to the students: In light of this statement, a new law has been proposed in Lansing banning the use of disposable diapers. Students will receive a card from the teacher indicating the role of a community member they will take, such as:
Students must prepare a two-minute speech reflecting their character’s point of view, either supporting or opposing this law. Students will present their speeches to the legislative body in Lansing (or a social studies class). (Give students rubric before activity.)
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Strand IV: Use Scientific Knowledge from the Physical Sciences in Real-World Contexts
Content Standard 1: All students will measure and describe the things around us; explain what the world around us is made of; identify and describe forms of energy; and explain how electricity and magnetism interact with matter. (Matter and Energy) |
| Benchmark: Describe and compare objects in terms of mass, volume, and density (SCI.IV.1.MS.1). Benchmark Clarification: The mass of a solid or a liquid can be measured using a balance. Students should remember to subtract the mass of the container when they measure the mass of a liquid. Density can be calculated by dividing mass by volume, or D = M/V.
See Making measurements SCI.I.1.MS.4 Volume: the space an object takes up, regardless of shape (the tools used in measuring volume include the ruler and graduated cylinder; the units used in measuring volume are the cubic centimeter, milliliter, and liter) Mass: the amount of matter (stuff) within an object (the tool used to measure mass is the balance; the units used to measure mass are milligrams and grams) Density: the amount of mass in a given space, calculated by mass divided by volume Key Concepts (voc.): Measurement tools:
Real-World Context: Common objects and substances Instructional Example SCI.IV.1.MS.1 Benchmark Question: How are physical properties used to describe and compare matter_ The teacher will set out several different liquids, solids, containers of various sizes, and measuring devices (balance, graduated cylinders, and metric rulers). Students will work in small groups to create tables for recording mass, volume, and density. They will measure the mass, volume, and density of several items. After they have completed their investigations, the small groups should discuss and compare values for liquids and solids. Students also will discuss the differences in individual measurements within the class and focus on limitations of their personal knowledge. (Extension: Students will research a scientist and give a presentation describing how he or she utilized mass, volume, and/ or density in the work he or she conducted. See “Culturally Relevant Materials for Science Education” (link). Constructing: SCI.I.1.MS.1, SCI.I.1.MS.3, SCI.I.1.MS.4, SCI.I.1.MS.5 Reflecting: SCI.II.1.MS.1, SCI.II.1.MS.2, SCI.II.1.MS.3 Resources/References: Webliography Floaters and Sinkers. AIMS. Graham, Ian. Boats, Ships, Submarines & Other Floating Machines. Kingfisher, 1994. “Culturally Relevant Materials for Science Education.” MEGOSE. (MDE), 1991. Classroom Assessment Example SCI.IV.1.MS.1 The teacher will pass out the appropriate measuring tools and the following items to each group: a piece of Styrofoam, oil, toothpick, water, molasses, and marble. Students will calculate the density of these objects. Students will pour equal amounts of the liquids into a clear container in order from most dense to least dense. Then they will drop in the solids from most dense to least dense*. Students should then draw and label a picture of these items when combined in one container and justify their answers using density calculations. Finally, students should hypothesize based on the following: If air is added to the bottom layer of the container through a straw, what will happen to the air_ *Most dense to least dense is as follows: marble, molasses, water, oil, toothpick, styrofoam. (Give students rubric before activity.) Scoring of Classroom Assessment Example SCI.IV.1.MS.1
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| Benchmark Explain when length, mass, weight, density, area, volume, or temperature are appropriate to describe the size of an object or the amount of a substance (SCI.IV.1.MS.2). Benchmark Clarification It is important for students to become knowledgeable about the appropriate tools that are used to measure each property and the appropriate measurements that are used to describe the property. For instance, one wouldn’t measure a table with a balance and record the measurement in miles; the table would be measured with a metric tape and described in centimeters. Students will:
Weight: Weight is not the same as mass; weight is the result of the pull of gravity on an object. For example, if you weigh one hundred pounds on the Earth, you would weigh sixteen pounds on the Moon while the mass remains constant. See Mass SCI.IV.1.MS.1 Key Concepts (voc.) Appropriate metric (SI) units. Measurement tools:
Real-World Context
Instructional Example SCI.IV.1.MS.2 Benchmark Question: How do we measure matter_ The teacher should construct a large table listing the properties of matter, the tools that are used to measure each property, and the units of measurement that are used to describe each property. The table should be posted, so students can refer to it throughout these lessons. Students will have misconceptions about English units and standardized/metric units. It is important that students understand that standardized units are used in science and industry around the world. Have students discuss the advantages and disadvantages of using standardized units.
The teacher should set up workstations with the following tools: metric ruler, meter stick, graduated cylinder, metric measuring cup (with printed measures on the side), spring scale, balance, and thermometer. Have students construct a data table, measure a variety of commonly found solids and liquids (water, wood block, box, vegetable oil, rubbing alcohol, etc.), and record their measurements in their data tables. Students in groups will discuss their results and possible reasons for differences in their measurements. Students should share their observations and conclusions with the class. (Extension: Challenge students to find the volume, mass, and density of carbon dioxide that is formed when mixing vinegar and baking soda.) See SCI.IV.1.MS.1. Constructing: SCI.I.1.MS.1, SCI.I.1.MS.3, SCI.I.1.MS.4 Reflecting: SCI.II.1.MS.1, SCI.II.1.MS.2, SCI.II.1.MS.3 Resources/References: Webliography Molecular movement at different temperatures. Sussman, Beverley. “Building Atoms Shell By Shell.” Science Scope, April 1993. VanCleave, Janice. Janice VanCleave’s Molecules.Wiley, 1993. Weight on other planets + explanation of weight & mass differences. Classroom Assessment Example SCI.IV.1.MS.2 Object Physical property Estimate (Give students rubric before activity.) Scoring of Classroom Assessment Example SCI.IV.1.MS.2
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| Benchmark Classify substances as elements, compounds, or mixtures and justify classifications in terms of atoms and molecules (SCI.IV.1.MS.3). Benchmark Clarification Atoms may exist alone or be combined together. When two or more atoms join together, they form molecules. When different kinds of elements join together, they form compounds (link to Glossary). For example, oxygen exists as a molecule containing two oxygen atoms in the atmosphere. When three oxygen atoms join together, they form the molecule called ozone. Water is a substance/ a compound made of hydrogen and oxygen atoms. Each water molecule is made of two atoms of hydrogen and one atom of oxygen. These molecules/compounds do not break down into individual atoms/elements when they are heated or cooled during phase changes. Molecules can be broken down into separate atoms or simpler molecules when exposed to electrical current or during a chemical reaction. Examples of chemical reactions include:
When two or more elements and/or compounds are physically combined together, they are called a mixture (link to Glossary). Mixtures can be physically separated into their original components. Students will:
See Molecular Structure of solids, liquids, and gases, (SCI.IV.1.MS.4). Elements: any of more than 100 fundamental substances that consist of atoms of only one kind and that singly or in combination constitute all matter. Elements are listed in the Periodic Table of Elements (http://pearl1.lanl.gov/periodic/default.htm) Compounds: These exist when different kinds of atoms are joined together to form a new chemical substance (water [H2O], table salt [NaCl], and chalk [CaCO3] are all examples of compounds) Mixtures: a combination of two or more substances (element and/or compounds) that keep their properties. Soil, salt and pepper, Kool-Aid, and sugar water are examples of mixtures. A solution is a type of mixture that is uniform throughout, such as Kool-Aid and sugar water. Key Concepts (voc.)
Real-World Context Elements such as:
Compounds such as:
Mixtures such as:
Instructional Example SCI.IV.1.MS.3 Benchmark Question: How do we classify the things around us_ Each student will construct at least one model of an element and one model of a compound by using broken toothpicks and raisins, colored mini-marshmallows, or gumdrops. Students will work in small groups and create a concept map to classify elements, compounds, and mixtures in terms of atoms and molecules. They will glue and label the models they are creating onto the concept map. Students will choose a single color item to represent one kind of atom. They will label this on the concept map as atom 1. They should repeat this step for atom 2 and atom 3. Then they should combine individual atoms (single color items) to form elements (all atoms the same color and property) and glue their element samples onto their concept maps and label them. They should form compounds by attaching elements with toothpicks (toothpicks represent bonds) and glue these samples onto their concept maps and label them. They should form mixtures by combining two or more elements and/or compounds (these are not bonded; do not use toothpicks) and glue these samples onto their concept maps and label them. They should add definitions of terms and real-world examples for each element and compound. Constructing: SCI.I.1.MS.1, SCI.I.1.MS.6 Reflecting: SCI.II.1.MS.3 Resources/References: Webliography. Edible Molecule. AIMS. Molecular Model Kits. Classroom Assessment Example SCI.IV.1.MS.3 Students will create a chart, arranging at least nine items into the appropriate classification as an element, compound, or mixture. They should justify the classification in terms of atoms and molecules. Possible items to choose from: Kool-Aid, water, salt, aluminum foil, salad dressing, copper wire, soil, chalk, air, salt water, milk, coal, graphite, helium, sulfur. The teacher will supply a list of ingredients for each of the items. Note: Check Benchmark Clarification for proper classification. (Give students rubric before activity.) Scoring of Classroom Assessment Example SCI.IV.1.MS.3
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| Benchmark Describe the arrangement and motion of molecules in solids, liquids, and gases. (SCI.IV.1.MS.4). Benchmark Clarification Students should correctly describe the state of matter based on the motion and arrangement of molecules as they interact with energy. There is nothing occupying the spaces between the molecules. The state of matter can be altered by a loss or gain of heat energy. (Link to SCI.IV.2.MS.5). Students should know that “phases of matter” is a synonym for “states of matter.” Students will:
See Molecular explanations of changes of state, (link to IV.2.MS.4). Solids: atoms or molecules that are very close together and that move in a rigid pattern (e.g., a brick) Liquids: atoms or molecules that are close together and that move in random motion (e.g., water) Gases: atoms or molecules that are far apart and that move freely with random motion (e.g., helium) Key Concepts (voc.)
Distance between molecules:
Molecular motion:
Real-World Context Instructional Example SCI.IV.1.MS.4 Benchmark Question: How are molecules arranged in matter_ Students will observe models of molecular motion in solids, liquids, and gases. The teacher will demonstrate each state of matter and discuss the motion and arrangement of molecules with the class. For a gas, the teacher will pour peppermint extract into a petri dish placed on the overhead projector. Note the time it takes for everyone in class to notice the smell. For a solid, the teacher will pre-make a petri dish with clear, thick gelatin*. During the demonstration, the teacher will drop dark food coloring around the inside wall of the dish. Note the time it takes to evenly color the gelatin. For a liquid, the teacher will place a water-filled petri dish on the overhead projector and drop food coloring into the water. Note the time it takes to color the water throughout. Students will record their observations on data tables during the demonstration. As a class, students will compare the rate of movement to the molecular motion in different states of matter and discuss real-world observations (e.g., room fresheners, scratch and sniff magazine advertisements). Alternative activity: Students may demonstrate solids, liquids, and gases by using their bodies as molecules. In a solid, students should be shoulder-to-shoulder and slightly vibrating. In a liquid, students must be arm-to-arm, vibrating, and moving randomly but close together. In a gas, students should take on the shape of the room by moving in straight lines until they bounce off someone or something. Extension: Students may design an experiment to test the effects of temperature by using cold and warm water. *Note: Gelatin is a suspension/mixture called a colloid, but it can be used in this demonstration to exhibit properties that are similar to a solid. Constructing: SCI.I.1.MS.1, SCI.I.1.MS.2, SCI.I.1.MS.3, SCI.I.1.MS.4, SCI.I.1.MS.6 Reflecting: SCI.II.1.MS.3 Resources/References: Cooper, Christopher. Matter. Dorling Kindersley, 1992. Hann, Judith. How Science Works. Reader’s Digest Association, 1991. Matter & Molecules for Middle School. NEW DIMENSIONS UNIT. Classroom Assessment Example SCI.IV.1.MS.4 Students will respond to the following prompt by writing a short story It is a hot summer day; you are an ice cube left in a glass. Identify the phases that you experience. Include your molecular motion and arrangement of molecules during each phase. (Give students rubric before activity.) Scoring of Classroom Assessment Example IV.1.MS.4
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| Benchmark Construct simple circuits and explain how they work in terms of the flow of current (SCI.IV.1.MS.5). Benchmark Clarification In order for this movement to occur, the path or circuit must be closed and complete, which allows the energy to flow back to the original power source. An open circuit is not a complete circuit because of a break in the pathway. A short circuit is a complete, but unintended flow of energy that will take the easiest pathway back to its starting place. A short circuit may not always be the shortest path. Short circuits are often caused by insulated wires that become worn, which causes contact between the two wires. Fires may begin in homes due to short circuits. Students will:
Conductors: materials that allow electrical energy to flow through them Non-conductors: materials that do not allow electrical energy to flow through them Key Concepts (voc.)
Tools:
Real-World Context
Instructional Example SCI.IV.1.MS.5 Benchmark Question: How does current flow in simple circuits_ The teacher will give groups of students a “C” or “D” cell battery, a flashlight bulb, and two pieces of wire. Ask students to see if they can make the bulb light. Students will find several ways to make the bulb light. Students will discuss similarities among the different ways they found to light the bulb. For example, the points of contact on the battery will always remain the same. Next, the students will try to light the bulb using one wire. As students experiment, explain that an electric bulb lights when it is part of a continuous path of materials that form a loop through which the electrical current moves. This path/ loop is called a circuit. Students will draw the circuit in each arrangement they make and label the current flow with arrows. (Extension: Discuss various examples of simple circuits used in manufacturing, transportation, energy distribution, and housing.) Constructing: SCI.I.1.MS.1, SCI.I.1.MS.2, SCI.I.1.MS.3 Reflecting: SCI.II.1.MS.2, SCI.II.1.MS.4 Resources/References: Webliography Electrical Connections. AIMS. Electrical Current/Light & Optics. Bill Nye Video. Disney Educational (800/295-5010). Electricity. TOPS. Classroom Assessment Example SCI.IV.1.MS.5 After several completed activities on circuits, students will use the following materials to create at least four complete circuits that light a bulb and/or activate a buzzer: batteries, wires, light bulbs, switches, buzzers, and various conducting and non-conducting materials (e.g., paperclips, paper fasteners, tin foil, straws, etc.). Scoring of Classroom Assessment Example SCI.IV.1.MS.5
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| Benchmark Investigate electrical devices and explain how they work, using instructions and appropriate safety precautions (SCI.IV.1.MS.6). Benchmark Clarification It is important to follow the instructions for their use and to operate them safely. Grounding is an example of a safety precaution. An object is grounded when a charged object is connected to the ground by a conductor. For example, a lightning rod carries electricity from the top of a barn to the ground so that the barn does not ignite and burn. Surge protectors work as a circuit breaker to protect electrical appliances from an overload of current reaching the appliance. Students will:
See Transformations of Energy (SCI.IV.2.MS.3). Caution: Taking apart large appliances is dangerous! Residual charges in capacitors can injure students. Key Concepts (voc.) Safety precautions for using electrical appliances; grounding Documentation for toys and appliances-wiring diagrams, written instructions Real-World Context
Connecting electrical appliances:
Instructional Example SCI.IV.1.MS.6 Benchmark Question: How do humans use electricity safely_ Students will work in small groups and compare characteristics of several working appliances. Characteristics include on/off switches, wires, complete circuits, etc. Have students take apart flashlights, reassemble them to work, and diagram the internal mechanism showing the current flow. Students may bring in small broken appliances from home. In small groups, students will take appliances apart and hypothesize why they are not working. (Extension: Have an appliance repair person come to class to discuss students’ hypotheses as to why the appliances are not working.) Note: Remind students that before they work with an electrical appliance, they should disconnect it from the power source. The teacher should instruct students on proper electrical safety procedures (see resource link)ious examples of simple circuits used in manufacturing, transportation, energy distribution, and housing.) Constructing: SCI.I.1.MS.1, SCI.I.1.MS.2, SCI.I.1.MS.3 Reflecting: SCI.II.1.MS.3, SCI.II.1.MS.4 Resources/References: Webliography. Primarily Physics. AIMS. Safety procedures. Classroom Assessment Example SCI.IV.1.MS.6 The teacher will give each student a small, broken electrical device (e.g., flashlight, battery-operated toy). The students will list at least four reasons why the device might not be working. The students will list at least two safety precautions that should be taken while fixing the appliance. Extension: Have students take their writing home and explain to their parents why the electrical device does not work. Scoring of Classroom Assessment Example SCI.IV.1.MS.6
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Content Standard 2: All students will investigate, describe, and analyze ways in which matter changes; describe how living things and human technology change matter and transform energy; explain how visible changes in matter are related to atoms and molecules; and how changes in matter are related to changes in energy. (Changes in Matter) |
| Benchmark: Describe common physical changes in matter:
(SCI.IV.2.MS.1) Benchmark Clarification: Students will:
Closed system: a system in which the total mass of each element in the system remains constant before as well as after any kind of chemical or physical change. No matter is created or destroyed during the change. Evaporation: liquid changes to gas; this change is speeded up by heating Condensation: gases change to a liquid; this change requires cooling. Sublimation: gas changes to a solid or a solid changes to a gas without passing through the liquid state (e.g., dry ice, solid to gas) Thermal expansion: an increase in volume (not mass) due to heat; this change may occur in solids, liquids, or gases Contraction: a decrease in volume (not mass) due to heat loss; this change may occur in solids, liquids, or gases Key Concepts (voc.):
Processes that cause changes in states or thermal effect:
Mass/weight remains constant during physical changes in closed systems Real-World Context:
Changes in state:
Instructional Example SCI.IV.2.MS.1 Benchmark Question: How does matter undergo physical change_ Materials: 1 can butane lighter fluid, thirty locking sandwich bags, dry ice cut in small sections. Each student will zip a small locking sandwich bag almost closed and leave an opening just large enough to insert the nozzle of a butane can. The teacher will squirt a small amount of butane (about one-quarter tehtmloon) into the bag and quickly seal it. The body heat of the students’ hands and fingers will cause the butane to boil and become a gas that inflates the bag. Students will discuss why the bag inflates (the volume of the gas increases, because the molecules move farther apart). Students may rub their bags over a small block of dry ice to reduce the heat energy in the bag. Students will discuss why the bag deflates (the volume of the gas decreases, because the molecules move closer together). Students will draw a picture of the molecular motion for each change of state the butane undergoes. This experiment can be repeated as often as desired and the changes of evaporation and condensation discussed. Sublimation of the dry ice can also be discussed. Caution:
Note: Due to the porous property of the locking sandwich bags, bags cannot be prepared in advance. Constructing: SCI.I.1MS.1, SCI.I.1MS.6 Reflecting: SCI.II.1.MS.5 Resources/References: Webliography Steamed Up. NEW DIRECTIONS UNIT. Water, Precious Water. AIMS. Gregg Zulauf—Math and Science Center, Muskegon, Michigan. Classroom Assessment Example SCI.IV.2.MS.1 The teacher will present the following scenario: Angelo wanted to make some spaghetti. He put a pot of water to heat on the stove and left the kitchen for several minutes. When he returned he observed the following: The water was bubbling, the water gave off heat, steam was rising from the pot, water droplets were on the hood above the stove, and the water level was lower in the pan. He was puzzled about the source of the water droplets on the hood above the stove. Each student will write a letter to Angelo and explain where the water on the hood came from. Each letter should include a diagram with labels. Note: The teacher may want to demonstrate this activity before students write. (Give students rubric before activity.)
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| Benchmark Describe common chemical changes in terms of properties of reactants and products (SCI.IV.2.MS.2). Benchmark Clarification Students will:
Reactant: substances that enter into a chemical reaction Product: a substance produced by a chemical reaction Closed system: a system in which the total mass of each element in the system remains constant before as well as after any kind of chemical or physical change. No matter is created or destroyed during the change. Key Concepts (voc.) Common chemical changes:
Mass/weight remains constant in closed systems Real-World Context
Instructional Example SCI.IV.2.MS.2 Benchmark Question: What happens to matter when it undergoes a chemical change_ Students will work in small groups and brainstorm lists of different changes they have observed in matter. One student will cut paper into pieces and place the paper into an aluminum pie pan. The teacher should remind students that this is a physical change (SCI.IV.2.MS.1). The students should carefully burn the paper in the pie pan. Each student will draw and describe the reactants involved in burning the paper. Reactants should include the sulfur on the match head, oxygen, and carbon (paper pieces). Each student will describe the chemical change and draw what they observed. Specifically, students should do the following:
Each student will create a table , which includes the drawing and observations of the following:
Products (after burning)
Constructing: SCI.I.1.MS.1, SCI.I.1.MS.6 Reflecting: SCI.II.1.MS.5 Resources/References: Webliography. Chemical Reactions/Phases of Matter. Bill Nye Video. Disney Educational (800/295-5010). Chemistry That Applies. NEW DIRECTIONS UNIT. Off The Wall Science. AIMS. Classroom Assessment Example SCI.IV.2.MS.2 After students have experienced and discussed burning in terms of products and reactants (see Instructional Strategy), they will be ready to assess the burning of a candle. Working within a small group, students will observe a burning candle. Students will list and categorize the reactants (wax, O2, wick) and products (smoke, CO2, and H2O vapor) of the burning process. The process of photosynthesis is related to a burning candle because they both involve an energy transfer utilizing reactants and producing products. Students will list the reactants and products of photosynthesis (link to Glossary and SCI.III.2.MS.3). (Give students rubric before activity.) Scoring of Classroom Assessment Example IV.2.MS.2
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| Benchmark Explain physical changes in terms of the arrangement and motion of atoms and molecules (SCI.IV.2.MS.3). Benchmark Clarification As a substance undergoes a physical change, for example, when water changes from a solid to a liquid or from a liquid to a gas, the motion of the particles (atoms and/or molecules) increases and the space between particles increases also. There is nothing occupying the spaces between the particles. Students will:
Solids (link to Glossary) See Changes in state of matter, SCI.IV.1.MS.4 Key Concepts (voc.) Molecular descriptions of states of matter
Real-World Context Examples of physical changes of matter Instructional Example SCI.IV.2.MS.3 Benchmark Question: How does heat energy change the physical arrangement and motion of atoms and molecules_ The teacher should place about one hundred bb’s in a petri dish with a lid and place the dish on the overhead projector. The teacher should roll the bb’s, so they clump in one spot. The teacher should discuss with students that this represents the arrangement and motion of atoms/molecules in a solid. The teacher should tell students that heat energy is being added as he or she gently wiggles the petri dish (the teacher should use enough movement to make the bb’s move freely but not wildly). The teacher should discuss that this change represents a solid to liquid phase change. Finally, the teacher will shake the petri dish more rapidly while keeping the dish flat on the overhead projector. Bb’s should rapidly ricochet off the sides and off each other. The teacher should discuss with students that this represents more heat being added and a phase change from liquid to gas. Reverse the process to show heat energy being removed. Constructing: SCI.I.1.MS.1 Reflecting: SCI.II.1.MS.3 Resources/References: Webliography. Hard as Ice. NEW DIMENSIONS UNIT. Heat/Energy. Bill Nye Video. Disney Educational. (800/295-5010). Matter and Its Changes. OPERATION PHYSICS. Classroom Assessment Example SCI.IV.2.MS.3 Using a Chinese checkerboard set in an open box, students should manipulate the set to demonstrate the phase changes from solid to liquid to gas. Students should explain how heat energy causes this process to occur. Ask them how they can tell heat energy is present. Working in small groups, students will demonstrate the arrangement and motion of water molecules. During class discussion, students should describe each change of phase:
(Give students rubric before activity.) Scoring of Classroom Assessment Example SCI.IV.2.MS.3
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| Benchmark Describe common energy transformations in everyday situations (SCI.IV.2.MS.4). Benchmark Clarification Appliances, the body, plants, vehicles, musical instruments, toys, cold packs, hand warmers, etc. are examples of systems. In each system, energy changes form. For example, a battery demonstrates chemical energy being transformed to electrical energy. Students will:
See Electricity in circuits, SCI.IV.1.MS.5. Key Concepts (voc.) Forms of energy:
Total amount of energy remains constant in all transformations Real-World Context
Instructional Example SCI.IV.2.MS.4 Benchmark Question: How are common energy transformations used in everyday situations_ Before beginning the explorations, students should be familiar with energy and its forms (see Key Concepts). Also, the teacher should discuss everyday examples of energy transformations burning coal to produce electricity, digestion of food, speakers, photosynthesis, etc.). The teacher will give each small group a toy that undergoes one or more energy transfers (See Toy Examples below). Groups will investigate the mechanics of their toy and identify its energy transfers. Groups will demonstrate and explain how the types of energy change in their toy. Toy Examples: tops, music boxes, Jack-in-the-Boxes, wind-up toys, push and pull toys, string-pull toys, and battery-operated toys. Constructing: SCI.I.1.MS.1, SCI.I.1.MS.6 Reflecting: SCI.II.1.MS.3 Resources/References: Webliography Inventions/Computers. Bill Nye Video. Disney Educational (800/295-5010). Taylor, Beverley. Teaching Science with Toys: Physics Activities for Grades K-9. McGraw Hill, 1995. Power Company. Classroom Assessment Example SCI.IV.2.MS.4 After students have investigated various energy transformations, the following assessment can be used: Pairs of students will observe the energy transformation that occurs when 250 ml (one-half cup) of cold water is combined with fifteen grams (one tehtmloon) of calcium chloride in a locking sandwich bag. Each student will write a description of the energy transformation that is occurring and a description of a real-world application. (Give students rubric before activity.) Scoring of Classroom Assessment Example SCI.IV.2.MS.4
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Content Standard 3: All students will describe how things around us move and explain why things move as they do; demonstrate and explain how we control the motions of objects; and relate motion to energy and energy conversions. (Motion of Objects) |
| Benchmark Qualitatively describe and compare motion in two dimensions (SCI.IV.3.MS.1). Benchmark Clarification For example, a thrown ball travels in a curved path. The speed changes as friction with the air slows the ball as it moves horizontally. The pull of gravity pulls the ball down, so the path of the ball curves downward. Students will:
Key Concepts (voc.)
Speed:
Real-World Context
Instructional Example SCI.IV.3.MS.1 Benchmark Question: How can the motion of objects in two dimensions be described and compared qualitatively_ While students observe, the teacher will place a checker on a table and flick it with a finger, roll a toy car in a straight line across the floor, and drop a ball from a table. The teacher will ask the students to describe the path of each object and to draw a conclusion about the direction of motion. Students will realize that each object moved in a straight line. The teacher will tell the students that scientists call such motion “regular straight-line motion.” The teacher will discuss other examples with students: a bicycle continues moving in the same straight line if the front wheel is not turned, and people lurch forward in a bus, train, or car when it stops quickly. Working in small groups, students will roll marbles across a smooth, level surface. Students will see that the marbles always go in straight lines. Then students will roll a single marble and blow on it from the side as it travels. Students should discuss how this changes the motion. They should record their observations. Next, one student will hold a strip of thin cardboard on edge and curve it slightly. S/he will roll a single marble into the curve of the strip and discuss any change in its direction. Students will write their ideas about the effect of the cardboard and the effect of the blowing on the motion of the marble. Students will begin to realize that all moving objects travel in a straight line (e.g., hockey pucks, rain drops) unless influenced by other forces. Continue the study of the motion of objects by having students design and conduct an experiment to determine what variables affect the speed of various moving objects. Constructing: SCI.I.1.MS.1, SCI.I.1.MS.2, SCI.I.1.MS.3, SCI.I.1.MS.4, SCI.I.1.MS.5 Reflecting: SCI.II.1.MS.2 Resources/References: Webliography Road Rally Activity. AIMS. Classroom Assessment Example SCI.IV.3.MS.1 Small groups of students will set up two identical ramps with distinctly different slopes (one steep slope and one gradual slope). Before using two identical toy cars, each student will write a prediction about which car will go down the ramp the fastest and which car will go down the ramp the farthest. Each student will record his or her hypothesis. The students will take turns releasing both cars at the same time. Students will write observations of what happened and explain reasons why their prediction was correct or incorrect. (Give students rubric before activity.) Scoring of Classroom Assessment Example SCI.IV.3.MS.1
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| Benchmark Relate motion of objects to unbalanced forces in two dimensions (SCI.IV.3.MS.2). Benchmark Clarification Students will:
Balanced forces: These forces occur when an object is at rest or when an object is in motion at a constant speed and direction Unbalanced forces: These forces cause an object to change direction or speed Key Concepts (voc.)
Additional forces:
Size of change is related to strength of unbalanced force and mass of object Real-World Context Changing the direction:
Changing the speed:
Instructional Example SCI.IV.3.MS.2 Benchmark Question: How do forces affect the motion of an object_ Each student will thread a string at least five meters long through a drinking straw and tie the string between two chairs that are set at least four meters apart so that the string is taut. The teacher will inflate the balloon (“hotdog” type balloons work best) and twist and hold the end to keep it inflated (do not tie). The teacher will attach the balloon with tape to the drinking straw with the twisted end closest to one chair. When releasing the balloon, the teacher will ask students, “What started the balloon moving_” and “What happened as the balloon was released_” Using the terms “balanced” and “unbalanced forces,” students will explain the motion of the balloon. Discussion should include the terms found in the Key Concepts. Students should be able to set up their own investigations and write formal lab reports for the second activity. The teacher will give each small group a wooden block with a sturdy eye hook on two opposite ends, two spring scales, and a flat surface to work on. Students will design and carry out an investigation to determine the effects of balanced and unbalanced forces on the motion of the block. Students will record data. Each student will write a lab report describing the investigation. Each student will discuss their results using the terms in the Key Concepts. Students should have access to reference materials that could assist them in their investigation design (e.g., encyclopedias, science textbooks, etc.). Constructing: SCI.I.1.MS.1, SCI.I.1.MS.2, SCI.I.1.MS.3, SCI.I.1.MS.4, SCI.I.1.MS.5, SCI.I.1.MS.6 Reflecting: SCI.II.1.MS.2, SCI.II.1.MS.3 Resources/Referemces: Webliography Taylor, Beverley. Teaching Physics with Toys: Activities for Grades K-9. McGraw-Hill, 1995. On-line Teaching Physics Manual. Classroom Assessment Example SCI.IV.3.MS.2 Each student will draw a picture of two teams of students playing tug-of-war. Using the words “balanced forces,” “unbalanced forces,” and “motion,” each student will write an explanation of what happens when the tug-of-war teams both pull away from each other but there is no movement. Students should use arrows on the diagram to represent the forces of both teams. The stronger force should be represented by a larger arrow. Using the words “balanced forces,” “unbalanced forces,” and “motion,” each student will write an explanation of what needs to happen for one team to be the winner of the tug-of-war. (Give students rubric before activity.) Scoring of Classroom Assessment Example SCI.IV.3.MS.2
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| Benchmark Describe the non-contact forces exerted by magnets, electrically charged objects, and gravity (SCI.IV.3.MS.3). Benchmark Clarification The magnetic poles of a magnet (link to Glossary) will either repel or attract other magnet poles of another magnet. For example, the north pole of one magnet will repel the north pole of the other magnet (same thing will occur with two south poles), but the north pole of one magnet will attract the south pole of the other magnet. Electrically charged objects (link to Glossary) will either repel other electrically charged objects if their charges are alike, such as a positively charged object near another positively charged object, or will attract other electrically charged objects, such as if one object is charged positively and the other negatively. Unlike charges attract, like charges repel. Gravity is an attractive force that occurs between any two objects that have mass. These objects are attracted to each other (Moon held in orbit by the Earth). The greater the mass of the object, the stronger the gravitational pull. Increased distance between objects results in decreased gravitational pull. Students will:
Magnet (link to Glossary on CD-ROM) any material, such as iron, that is able to produce and hold a magnetic field. Electricaly Charged Object (link to Glossary on CD-ROM) any object that carries either a positive charge or negative charge as a result of an imbalance in the number of charged particles which compose it. See Forces and motion, SCI.IV.3.MS.2. Key Concepts (voc.)
Charging by rubbing or touching Real-World Context
Instructional Example SCI.IV.3.MS.3 Benchmark Question: What are the non-contact forces involved with magnets, electrically charged objects, and gravity_ The teacher will ask students, “Between two magnets, where do pushes and/or pulls occur_” Students will discuss possible answers and reasons for their answers. Each student will write a prediction of how close two magnets must be before one magnet moves. Each small group will measure how close one magnet must be to another before the other one moves (any movement counts) using two similar magnets (any kinds) and a ruler. Each group will follow these procedures:
Students will record their data and write their conclusions. Each group will present its data and the teacher will construct a graph of class data. Students should conclude that the movement will occur at the same distance no matter what combination of poles is used. When like pole combinations are used, a push occurs, and when unlike pole combinations are used, a pull occurs. Constructing: SCI.I.1.MS.1, SCI.I.1.MS.3, SCI.I.1.MS.4 Reflecting: SCI.II.1.MS.2 Resources/Referemces: Webliography Mostly Magnets. AIMS. Magnetism. TOPS. Mostly Magnets. AIMS. Popping With Power. AIMS. Classroom Assessment Example SCI.IV.3.MS.3 The teacher will give students several ring magnets and a pencil. Ask students, “What would happen if a student put two ring magnets on an upright pencil_” Each student will write a prediction and then conduct the following investigation:. Arrange various numbers of magnets and a pencil in various ways.
(Give students rubric before activity.) Scoring of Classroom Assessment Example SCI.IV.3.MS.3
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| Benchmark Use electric current to create magnetic fields and explain applications of this principle. (SCI.IV.3.MS.4). Benchmark Clarification A magnetic field is the area around a magnetic object where the force of the magnet can be detected. For example, if you take a wire, wrap it around an iron nail, and connect it to a battery it will result in a closed circuit. The electric current will create a magnetic field that will be able to pick up paper clips or other magnetic objects. This same principle can be seen in junkyards (crane magnet) and doorbells. When a doorbell is pushed, a closed circuit results, causing the electromagnet to become magnetic; the armature (hammer that hits the bell) is then attracted to the electromagnet and hits the bell. Students will:
See Magnetic fields, SCI.IV.1.MS.5. Key Concepts (voc.)
Tools:
Real-World Context
Instructional Example SCI.IV.3.MS.4 Benchmark Question: How is electricity used to create a magnetic field_ Small groups of students will place a navigational compass on a flat surface. They will pass a magnet near the compass, observe what happens, and discuss their observations. Next, they will construct a simple circuit by using a 1.5 V battery and a twelve-inch length of bell wire (18-22 AWG insulated wire). Each student will write a prediction about where the magnetic field is located in the circuit. Then they will put a navigational compass flat on a desk or other flat surface. They will place the wire on top of the compass parallel to the needle and connect the battery to the ends of the wire. Each student will write observations of the movement of the compass needle. Students will compare and discuss results with the whole class.
Note: When the circuit is connected, the battery gets hot and drains quickly. Limit connected time. Constructing: SCI.I.1.MS.1, SCI.I.1.MS.5 Reflecting: SCI.II.1.MS.3, SCI.II.1.MS.4 Resources/Referemces: Webliography Electrical Connections. AIMS. Electrical Units. STC. Carolina Biological Supply,1988. Machine Shop. AIMS. Magnetism and Electricity. Milliken, 1985. Magnetism. TOPS. Mostly Magnets. AIMS. Classroom Assessment Example SCI.IV.3.MS.4 After students have completed an investigation on electromagnets and their construction, they will experiment with the effects of different variables on the strength of an electromagnet. Working in groups, students will design and conduct an investigation to test the strength of their electromagnet designs. Each student will write a hypothesis and predict how many paperclips the electromagnet can pick up. They may change the number of wire wraps, the length of wire, core size (nail thickness), change in current, and tightness and space of wire on the core. Each group should experiment with a different variable and construct a chart that shows how changes in that variable affect the strength of their electromagnet and the number of paperclips it is able to attract. Each student will write a lab report describing the investigation. After sharing and discussing their results with the rest of the class, students should choose two of the variables and write an essay that discusses the following: the affect these variables have on the strength of the electromagnet, the number of wire wraps, the length of wire, the core size (nail thickness), the change in current, and the tightness and spacing of wire on the core. See (resource link to Electrical Connections). (Give students rubric before activity.) Scoring of Classroom Assessment Example SCI.IV.3.MS.4
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| Benchmark Design strategies for moving objects by application of forces, including the use of simple machines (SCI.IV.3.MS.5). Benchmark Clarification The only disadvantage for simple machines is that an external force must be applied over a greater distance in order to move an object a small distance. With a lever, a force must push down on the lever at a longer distance to lift an object a smaller distance. A screw must be twisted many times in order to move it into a piece of wood a shorter distance. Students will:
Key Concepts (voc.)
Other Key Concepts:
Real-World Context
Instructional Example SCI.IV.3.MS.5 Benchmark Question: How can we control the motions of objects_ Students will work in small groups to complete the following activities: Students will pound a large nail into a piece of wood. The teacher should make sure they leave at least three cm of the top of the nail above the board. Students will try to remove the nail with their fingers and then with the claw of a hammer. Students will discuss the difference in effort needed to remove the nail with their fingers and with the hammer claw. How and why did the hammer make the job easier_ Next, students will screw a screw into a piece of wood. Students will try to unscrew the screw with their hand and then with a screwdriver. Students will discuss the difference in effort needed to remove the screw with their fingers and with the screwdriver. How and why did the screwdriver make the job easier_ Caution: Make sure that all students wear safety glasses during this activity. Constructing: SCI.I.1.MS.1, SCI.I.1.MS.4 Reflecting: SCI.II.1.MS.3 Resources/Referemces: Webliography Brick Layers. AIMS. Friction/Simple Machines. Bill Nye Video. Disney Educational (800/295-5010). Machine Shop. AIMS. Momentum/Gravity. Bill Nye Video. Disney Educational (800/295-5010). OPERATION PHYSICS. Classroom Assessment Example SCI.IV.3.MS.5 The following assessment can be used at the end of the pulley section of the simple machine unit. The teacher will read the following scenario to the class: A man has fallen into a deep hole with slippery sides. He has tried but cannot climb out. Before falling into the hole, he left a long rope, two fixed pulleys, and two movable pulleys on the ground above. Traveling with the man was his small son. The man can shout directions to his son but his son cannot pull him out or run for help. There are no ladders or anyone else to help. The only way out is to use the pulleys and rope. Each student will write out directions that explain to the son what to do in order to get the man out of the hole and will draw a picture of the procedure to get the man out of the hole. (Give students rubric before activity.) Scoring of Classroom Assessment Example SCI.IV.3.MS.5
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Content Standard 4: All students will describe sounds and sound waves; explain shadows, color, and other light phenomena; measure and describe vibrations and waves; and explain how waves and vibrations transfer energy. (Waves and Vibrations) |
| Benchmark: Explain how sound travels through different media (SCI.IV.4.MS.1). Benchmark Clarification: In a gas, the molecules are far apart with unrestricted motion, which results in a slower transmission of sound waves. In a liquid, the molecules are closer together than in a gas, which allows sound to travel faster. In a solid, the molecules are tightly packed together and more molecules bounce off each other and return to their original position, which allows an even faster transmission of sound. Students will:
Medium: matter through which energy, such as light and sound, passes Key Concepts (voc.):
Vacuum Real-World Context:
Sound traveling through liquids:
Sound traveling through gases:
Instructional Example SCI.IV.4.MS.1 Benchmark Question: How does sound travel through different media_ The teacher might let students experiment by holding vibrating objects against various parts of their heads (e.g., chin, jawbone) to discover that sounds may reach the ear through solid parts of the body (e.g., bones). Students will discuss why, historically, Native Americans put their ears to the ground to listen for hoof beats. Students will discuss possible advantages for animals that live underground.
Constructing: SCI.I.1.MS.1 Reflecting: SCI.II.1.MS.5 Resources/References: Webliography Primarily Physics. AIMS. Sound/Light & Color. Bill Nye Video. Disney Educational (800/295-5010). Sound waves through solid objects Sound waves through gases . Classroom Assessment Example SCI.IV.4.MS.1 After students have described the differences in the particles composing solids, liquids, and gases and have examined several musical instruments, they will work in small groups and conduct an investigation that answers the question, “How is sound transmitted by a telephone_” Each group will make a cup phone consisting of two plastic cups and a piece of string held between the cups. Each student will complete a lab report that includes answers to the following questions:
Students should include the following terms in their writings: particles or molecules of matter, vibration, and collisions between particles. (Give students rubric before activity.) Scoring of Classroom Assessment Example SCI.IV.4.MS.1
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| Benchmark Explain how echoes occur and how they are used (SCI.IV.4.MS.2). Benchmark Clarification Echoes have many uses. With sonar, a sound wave is reflected back and received by a receiver. By using this device one can measure how far an object is from the sonar device. Sonar is used by bats to locate objects. Sonar is also used in medicine (ultrasound) and in recreation (fish-finders). Students will:
Key Concepts (voc.)
Real-World Context
Practical uses of echoes:
Instructional Example SCI.IV.4.MS.2 Benchmark Question: How do echoes occur and how are they used_ Take students on a field trip to an echo-producing place in or around school. Once in place, students need to produce an echo by clapping two wooden boards together and should note the following: the distance from the reflecting surface, the type of reflecting surface, and any objects that might interfere with the sound’s reflection (See Benchmark Clarification). Discuss what conditions are needed to produce an echo. Constructing: SCI.I.1.MS.1, SCI.I.1.MS.3, SCI.I.1.MS.4 Reflecting: none Resources/References: Bats Incredible. AIMS. Weisler, Jules. Physical Science Worktext. Classroom Assessment Example SCI.IV.4.MS.2 Students will sketch and label their location in a setting where an echo was produced. The following should be noted for each location: distance from the reflecting surface, the type of reflecting surface, and any objects that might interfere with the sound reflection. Students will then present and explain this information to the teacher. (Give students rubric before activity.) Scoring of Classroom Assessment Example SCI.IV.4.MS.2
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| Benchmark Explain how light is required to see objects (SCI.IV.4.MS.3). Benchmark Clarification Students will:
Key Concepts (voc.)
Real-World Context
Instructional Example SCI.IV.4.MS.3 Benchmark Question: How is light required to see objects_ Students will discuss the following situations: Coal miners wear helmets with lights. Why is the light necessary for the job_ Sometimes it is easy to see at night; sometimes it is not. Why_ Students will work in small groups and conduct the following investigations that answer the question, “What must happen to light in order for a person or other animal to see light_” Each student will write a hypothesis before beginning the investigation.
Through repetition, students will discover that they can see only when light is present. Students will write answers to the following questions:
(Extension: Have students use colored filters or cellophane and observe results.) Constructing: SCI.I.1.MS.1 Reflecting: SCI.II.1.MS.3 Resources/References: Webliography. Gore, Gordon. Light & Colour. EXPERIMENTING WITH…SERIES. Trifolium Books, Classroom Assessment Example SCI.IV.4.MS.3 Students will work in small groups and conduct the following investigation to answer the question, “Which color paper reflects light the best_”
Students will record their results in lab reports and answer the following questions:
NOTE: If you were to replace the screen in the diagram with an observer, this activity would explain correctly how the reflection of light off an object results in the observer’s ability to see that object. (Give students rubric before activity.) Scoring of Classroom Assessment Example SCI.IV.4.MS.3
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| Benchmark Describe ways in which light interacts with matter (SCI.IV.4.MS.4). Benchmark Clarification
Students will:
Medium: matter through which energy, such as light an sound, passes. Key Concepts (voc.)
Transmission of light:
Real-World Context Objects that reflect or absorb light, including mirrors Media that transmit light:
Objects that refract light:
Uses of lenses:
Instructional Example SCI.IV.4.MS.4 Benchmark Question: How does light interact with matter_ Focus Question: What happens to light when it is reflected, refracted, or transmitted_ The teacher will explain the terms: transparent, translucent and opaque. Students will brainstorm examples of materials that have these characteristics. Students will shine flashlights in a darkened room on a variety of transparent, translucent, and opaque objects (mirrors, plastic, clear water, water with a drop of milk, wood block, prism, etc.). With a partner, each student will classify objects into three categories based upon the way light does or does not pass through them. As a class, students will discuss situations in the real world in which light is reflected (mirror/ calm water), refracted (light passing through water in a pool causing the perceived position of an object to be different from its actual position), and transmitted (stained glass window). Students will use their knowledge of light and write a paragraph that explains a desert mirage.). Constructing: SCI.I.1.MS.1 Reflecting: SCI.II.1.MS.3 Resources/References: Webliography DiSpezio, Michael. Awesome Experiments in Light & Sound. Sterling Publications, 1999. Ray’s Reflections. AIMS. Sound/Light & Color. Bill Nye Video. Disney Educational (800/295-5010). Zubrowski, Bernie. Mirrors: Finding Out About the Properties of Light. BOSTON CHILDREN’S MUSEUM ACTIVITY BOOK. Morrow, 1992. Classroom Assessment Example SCI.IV.4.MS.4 Students will be given a diagram of a pencil placed in a four hundred ml beaker of water at an angle other than ninety degrees. This diagram will also include the incoming rays of light. Each students will draw the rays of light that are reflected, refracted, and transmitted from the beaker and pencil and write a paragraph that describes the behavior of the light rays. (Give students rubric before activity.) Scoring of Classroom Assessment Example SCI.IV.4.MS.4
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| Benchmark Describe the motion of vibrating objects (SCI.IV.4.MS.5). Benchmark Clarification
For example, the motion of a tuning fork can be described in the following way: One vibration of the tines represents the period. The more vibrations the tines of the tuning fork make during a certain time period, the higher the frequency. The harder the tuning fork is struck, the higher the amplitude will be. This can be heard by an increase in loudness or volume with no change in pitch. Students will:
Medium: matter through which energy, such as light an sound, passes. Key Concepts (voc.)
Real-World Context Vibrating or oscillating objects:
Instructional Example SCI.IV.4.MS.5 Benchmark Question: How may the motion of vibrating objects be described by frequency, period, and amplitude_ Students will work in small groups to design and conduct an investigation that answers the Focus Question. Each student will write a hypothesis before beginning the investigation. Then students will follow these procedures:
Each student will write a lab report describing the investigation. Extension: Give students various toys that make sound. Have them investigate the differences in pitch and loudness and how they can be changed. Similarly, strips can be placed over the different strings of string instruments. Constructing: SCI.I.1.MS.1, SCI. I.1.MS.3 Reflecting: SCI.II.1.MS.2 Resources/References: Webliography. Hisorical Connections.AIMS. Popping With Power. AIMS. Waves/Wind. Bill Nye Video. Disney Educational (800/295-5010). Classroom Assessment Example SCI.IV.4.MS.5 The teacher will give students pictures of sound waves produced by an oscilloscope or diagrams of sound waves that represent different sounds. Each student will write responses to the following questions on frequency, period, and amplitude:
(Give students rubric before activity.) Scoring of Classroom Assessment Example SCI.IV.4.MS.5
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| Benchmark Explain how mechanical waves transfer energy (SCI.IV.4.MS.6). Benchmark Clarification Students will:
See Electrical circuits transfer electrical energy, (SCI.IV.1.MS.6). Absorption: energy that is taken in by matter Transmission: the transfer of energy from one molecule to another through a medium Reflection: the bouncing back of energy Mechanical wave: waves that disturb a medium; a way of transferring energy through a medium such as through air, water or metals; these waves cannot pass through a vacuum (no medium); examples are sound waves and water waves. Key Concepts (voc.)
Media:
Real-World Context Waves in slinkies and long springs:
Instructional Example SCI.IV.4.MS.6 Benchmark Question: How do mechanical waves transfer energy_ The teacher will present a demonstration to the whole group or ask small groups to conduct investigations following the procedures below:
Each student will write a lab report that includes answers to the following questions:
Extension: Have students research the use or effects of waves in real-world situations (e.g., the new technologies used in building earthquake-resistant buildings, in ultrasound technology, in lithotriptors, in sonar, etc. Constructing: SCI.I.1.MS.1, SCI.I.1.MS.5 Reflecting: SCI.II.1.MS.3, SCI.II.1.MS.4, SCI.II.1.MS.5 Resources/References: Webliography. DiSpezio, Michael. Awesome Experiments in Force & Motion. Sterling Publications, 1999. Gartrell, Jack.. Methods of Motion: An Introduction to Mechanics: Book One. NSTA, 1998. Machine Shop. AIMS. Classroom Assessment Example SCI.IV.4.MS.6 Using their bodies as particles, students will work in groups of six to eight to prepare demonstrations showing how a mechanical wave can be transmitted from one person to another. Each group will present to the class. (Give students rubric before activity.) Scoring of Classroom Assessment Example SCI.IV.4.MS.6
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Strand V: Use Scientific Knowledge from the Earth and Space Sciences in Real-World Contexts
Content Standard 1: All students will describe the Earth’s surface; describe and explain how the Earth’s features change over time; and analyze effects of technology on the Earth’s surface and resources. (Geosphere) |
| Benchmark: Describe and identify surface features using maps (SCI.V.1.MS.1). Benchmark Clarification: Students will:
Key Concepts (voc.)/Tools:
Tools:
Real-World Context: Maps showing local and regional surface features:
Maps showing global surface features:
Instructional Example SCI.IV.1.MS.1 Benchmark Question: What is the Earth’s surface like_ Students will write their personal definitions of “surface features.” Students will work together to develop one common definition. The teacher should be sure that the final definition includes both features below sea level/ocean floor features and above sea level/continental features Once a common definition of surface features is complete, the class could brainstorm specific surface features and their locations in the world. Working in small groups, students will use a variety of maps (i.e., satellite imaging, topographical, physical and relief to compare and contrast designated areas across the U.S. and the world. Each small group will create a model of a specific area/region showing features from various maps that may include plains, deserts, plateaus, basins, the Great Lakes, the Continental Divide, a mountain range, and a mountain chain. Each group of students will present their information to the class. In their presentations, students will describe in detail the characteristics of the surface features and compare their model to the maps they used. After their presentations, students will identify different surface features from stations of topographical maps. Constructing: SCI.I.1.MS.1, SCI.I.1.MS.4, SCI.I.1.MS.5 Reflecting: SCI.II.1.MS.1, SCI.II.1.MS.3, SCI.II.1.MS.5 Resources/References: Webliography http://nationalgeographic.com/maps/map_links.html#mag http://www.fourmilab.ch/earthview/vplanet.html http://www.nationalgeographic.com/maps/physical.html USGS Topographic Maps Illustrating Physiographic Features: "Use this index to select the names and locations of topographic maps that illustrate the particular physical feature of interest, such asthose resulting from glaciation, karst, tectonics, orvolcanism. The index is also organized by state." Map Finder: find 7.5 minute topographic maps by entering zip code, city, or clicking a state image map. Landforms on Topographic Maps: find examples of landforms depicted on topographic maps inclucing Geologic Structures, Igneous Activity, Mass Movement, Streams, Underground Water, Glaciers, Wind, Waves and Currents. Landform Identification: Cerritos College offers a series of tutorials using topographic maps, photos, and aerial imagery to identify glacial, coastal, volcanic, wind, fluvial, karst, tectonic, and mass wasting landforms. In some cases, exercises are present for students to test their skills in identifying landforms. Topographic Map Examples: entire quads depicting landforms and cultural features. File sizes are large. Color Landform Atlas of the U.S. offers shaded relief maps (large file size), county maps, black and white maps, satellite image, 1895 maps (Big: 1.92 Mb), and postscript file maps for printing of all 50 states. Seafloor and Land Elevation Map: spectacular 2 x 2 minute map of earth bathymetry/topography. Tapestry of Time and Terrain: USGS map merging topographic and geologic maps, click on maps for further information on a particular location's physiographic province and geologic age. Braus, Judy. Geology: The Active Earth. RANGER RICK’S NATURESCOPE SERIES. National Wildlife Federation, 1995. Deserts/Volcanoes. Bill Nye Video. Disney Educational. (800/295-5010). Finding Yours Bearings. AIMS. Through The Eyes of Explorers. AIMS. Wetlands, Rivers & Streams. Bill Nye Video. Disney Educational. (800/295-5010). Classroom Assessment Example SCI.V.1.E.1 (Give students rubric before activity.) Scoring of Classroom Assessment Example SCI.V.1.E.1
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| Benchmark Explain how rocks are formed (SCI.V.1.MS.2). Benchmark Clarification Students will:
Key Concepts (voc.)/Tools Rock cycle processes:
Heat source is the breakdown of radioactive elements in the interior of the Earth Materials:
Real-World Context
Depositional environments:
Instructional Example SCI.V.1.MS.2 Benchmark Question: How are rocks formed_ Note: This benchmark is best taught after a volcano unit. Students will observe a variety of rocks. They will collect data on the shape and size of crystals or mineral grains, rock color, and the presence of rock layers. The teacher will ask what is similar and different about these rocks. From these data, students will develop charts and make generalizations to determine which of the three basic groups the rocks fit into. Care must be taken to differentiate sedimentary and metamorphic rocks. Foliated (layered) metamorphic rocks like schist and gneiss often look just like sedimentary rocks Discussions about where rocks come from will help students infer the cyclical nature of the raw recycled materials necessary to form rocks. Students will demonstrate their understanding of the classification of rocks and how they are formed by drawing a preliminary diagram of the rock cycle and communicating their rationale to the class. Students also will question the conclusions of their peers. If students don’t generate questions about incorrect rock cycles, the teacher will ask leading questions specific to the presented rock cycle. It is important that the teacher allow students to construct meaning on their own. An accurate rock cycle should include the following ideas: Igneous rock:
Sedimentary rock:
Metamorphic rock:
As a class, with teacher guidance, students will use their models and reasoning to complete a traditional rock cycle drawing. Constructing: SCI.I.1.MS.2, SCI.I.1.MS.3, SCI.I.1.MS.5, SCI.I.1.MS.6 Reflecting: SCI.II.1.MS.1, SCI.II.1.MS.3, SCI.II.1.MS.5 Resources/References: Webliography. http://www.ucmp.berkeley.edu/exhibit/geology.html Geology 202: Introduction to Geology: "This site contains notes and self-directed exercises which complement the lectures and laboratories of Geology 202, Introduction to Petrology - a course offered in the Geological Sciences Department of the University of British Columbia (UBC)." Organization of Igneous Rocks: a comprehensive guide to igneous rocks. At this easily navigated site, resources are available for igneous rock classification, keys for identification, landforms, phase diagrams, distribution, and a self test. Image Gallery: a search engine for rock imagery from UBC. A limited number of landforms images are also available. Earth’s Crust/Rocks & Soil. Bill Nye Video. Disney Educational. (800/295-5010). Classroom Assessment Example SCI.V.1.E.2 (Give students rubric before activity.) Scoring of Classroom Assessment Example SCI.V.1.E.2
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| Benchmark Explain how rocks are broken down, how soil is formed, and how surface features change (SCI.V.1.MS.3). Benchmark Clarification Students will:
Weathering: the process by which rock and other materials at the Earth’s surface are broken down and decomposed by the action of rain, running water, oxidation, wind, and other natural, mechanical, and chemical means Erosion: the transport of weathered materials from the Earth’s surface by running water, rain, wind, waves, downslope movment, or other natural forces Key Concepts (voc.) Erosion by:
Decomposition (Chemical Weathering) by:
Real-World Context Regions in Michigan where erosion by wind, water, or glaciers have occurred:
Physical weathering from frost action:
Physical and chemical weathering by:
Instructional Example SCI.V.1.MS.3 Benchmark Question: How does soil determine surface changes over time_ The class will examine three different types of sediments: sand, silt, and clay and compare grain size, shape, and color. The class will collect and identify three very different types of soil samples by analyzing their components and describing their qualities. While collecting their samples, students will need to list features of the environment – number of trees, percent of ground cover, standing water, etc. Students will place their samples in jars with water, shake their jars, and observe them. Students will record observations of the layers of sediment and measure the depth of each layer. Students will estimate the percent of sand, silt, and/or clay in their soil samples. They will classify their soil samples based on these estimates. Students will apply their gathered environmental data to hypothesize what surface changes can occur at the soil sample site due to wind, water, and erosion. Students will present their findings and discuss their conclusions in written lab reports. Note: This is a good activity related to soil and surface change. Students may not be able to collect three different types of sediments. Sandy, silty, and clayey soil (soil texture) may not be found on one campus (or town). The teacher may need to get these soils well ahead of time. Surface samples will have plenty of organic matter that will cloud the water so much that it will be difficult to see the sediment. Teachers should get soil samples that are relatively free of organic matter. Also, the number of trees, percent of ground cover, standing water, etc. are not likely to be distinguished by soil type on a campus as a function of texture because other factors (perched water table, amount of humus, presence of surface impermeable surface) can mask the effect of soil textures. Constructing: SCI.I.1.MS.1, SCI.I.1.MS.2, SCI.I.1.MS.3, SCI.I.1.MS.4, SCI.I.1.MS.6 Reflecting: SCI.II.1.MS.1, SCI.II.1.MS.2, SCI.II.1.MS.3, SCI.II.1.MS.5 Resources/References: Webliography. County Soil Survey books. USDA. Dig In! Hands-On Soil Investigations. NSTA, 2001. DETERMINATION OF SOIL TEXTURE IN THE FIELD: A University of Florida brochure for using the hand texture test properly. Soil Quality Information Sheets: concise, readable summaries of soil quality resource concerns like erosion, compaction, salinization, and pesticides. There is also a section on how soil quality can be judged through organic matter, pH, and infiltration. National Resources Conservation Service Educational Resources: an introduction for K-6 level students answering basic questions about the physical, chemical, and biological properties of soil with a special emphasis on soil conservation. NASA's Soil Science Education Page: "This page contains a lot of new, exciting, funand informative material on the soil." Classroom Assessment Example SCI.V.1.MS.3 Each student will write an essay that answers the following questions:
Each student will create a visual aid (i.e., a picture, map, 3D model) that lists the three basic soil types and describes their characteristics. (Give students rubric before activity.) Scoring of Classroom Assessment Example SCI.V.1.MS.3
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| Benchmark Explain how rocks and fossils are used to understand the age and geological history of the Earth (SCI.V.1.MS.4). Benchmark Clarification Students will:
Key Concepts (voc.)
See Ancient life (SCI.III.4.E.1). Real-World Context Fossils found in:
Instructional Example SCI.V.1.MS.4 Benchmark Question: How do the Earth’s features change over time_ Students will discuss timelines:
Students will:
Once this process is complete, students will apply the information to a new fossil and correctly place the new fossil in the correct geological time period. Constructing: SCI.I.1E.1, SCI.I.1.MS.2, SCI.I.1.MS.3, SCI.I.1E.4, SCI.I.1.MS.5, SCI.I.1.MS.6 Resources/References: Webliography. Fossils, Rocks, and Time—This 24-page free booklet explains the basics of how fossils are used in establishing time sequence in geology. 94-0054 Geologic Time—“This 20-page booklet explains relative and radiometric time scales and how geologists measure the age of the Earth. It illustrates the scientific processes that are used to interpret the Earth's geologic history. 94-0121” Michigan Stratigraphy (rock layers): The Michigan Department of Environmental Quality (DEQ) Dinosaurs Fact and Fiction: "contains answers to some frequently asked questions about dinosaurs, with current ideas and evidence to correct some long-lived popular misconceptions." Geological Time Machine: The University of California at Berkeley Museum of Paleontology offers the easily navigable Geological Time Machine with sections on stratigraphy with information about deposition, nomenclature, and strata identification; ancient life with an overview of major biological events, including origin and extinction of important groups;localitieswith resources about particular fossil localities, and tectonics which discusses continental migrations, changes in global circulation, and climate change. This site also offers links to K-12 educational resources and museum exhibits. American Museum of Natural History. VanBurgh, Dana. How To Teach With Topographic Maps. NSTA, 1994. http://www.nationalgeographic.com/ Classroom Assessment Example SCI.V.1.MS.4 Pairs of students will compose a newspaper article on a animal fossil and include the following information: the climate in which it lived, how the organism moved, what it ate, and what it looked like. Based on their understanding of that information, small groups of students will create a travel brochure showing what life was like during that time period and why people would want to visit that time period. The brochure should include information about their fossils, illustrations of their fossils, and details about the geological time period. (Give students rubric before activity.) Scoring of Classroom Assessment Example V.1.MS.4
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| Benchmark Explain how technology changes the surface of the Earth (SCI.V.1.MS.5). Benchmark Clarification Students will:
Key Concepts (voc.) Types of human activities:
Real-World Context
Instructional Example SCI.V.1.MS.5 Benchmark Question: How has technology changed the surface of the Earth_ Through student discussion groups, field trips, and inquiry-based activities, students will observe the positive and negative effects associated with a technological society. Students will collect data through the use of observations and measurements on a variety of environmental effects linked to humans’ use of automobiles, industry, agriculture, construction, sewage disposal, and manufacturing. Students will then use concept maps to visually connect these relationships. Students will develop real-world connections by producing a plan for their local community that will address one of the above issues and communicating that plan to an appropriate agency or government body. Students could also use this information to write a letter to the editor of a local newspaper. Constructing: SCI.I.1.MS.1, SCI.I.1.MS.3, SCI.I.1.MS.5, SCI.I.1.MS.6 Reflecting: SCI.II.1.MS.1, SCI.II.1.MS.3, SCI.II.1.MS.4, SCI.II.1.MS.5 Resources/References: Webliography. Land and People: Finding a Balance—for reference and the brighter student: “This teaching packet for high school challenges students to examine current environmental issues in three different regions and helps them prepare to find a balance between humans and the environment in the future. It contains a teaching guide, a colorful poster, and separate activities. The student materials include a reading about each region, a focus question that leads to role-playing activities, and scientific data about the region. 97-0350” Guide to Environmental Issues: “The Guide offers basic information on numerous environmental topics. Frequently asked questions are answered in plain English, and an extensive glossary gives nonbureaucratic definitions for more than 200 environmental terms. The Guide includes synopses of federal environmental laws and six pages of telephone numbers and Hotlines.” Terms of Environment “defines hundreds of terms in non-technical language the more commonly used environmental terms appearing in EPA publications, news releases, and other Agency documents available to the general public, students, the media, and Agency employees. U.S. EPA Student Center: designed for the K-12 audience, a complete guide to environmental issues relating to air, water, and land. River Cutters. GEMS. Wright, Russell. Gold Rush! Rocks & Minerals Module. NSTA, 1996. Wright, Russell. Oil Spill! Oceanography Module. NSTA, 1995. Classroom Assessment Example SCI.V.1.MS.5 Each student will create a concept map that connects the relationships of positive and negative effects associated with a technological society and will develop a written plan that identifies and explains one of the identified issues. Each student will show cause and effect relationships with arrows on the concept map to support his or her claims. Each student will write a letter to the editor and propose solutions that offset the negative effects of this technology. (Give students rubric before activity.) Scoring of Classroom Assessment Example V.1.MS.5
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Content Standard 2: All students will describe the characteristics of water and demonstrate where water is found on Earth; describe how water moves; and analyze the interaction of human activities with the hydrosphere. (Hydrosphere) |
| Benchmark: Use maps of the Earth to locate water in its various forms and describe conditions under which they exist .(SCI.V.2.MS.1). Benchmark Clarification: Students will:
Key Concepts (voc.):
Frozen water forms:
Gaseous water in atmosphere Real-World Context:
Examples of frozen water:
Instructional Example SCI.V.2.MS.1 Benchmark Question: Where is water found on Earth and what are its characteristics_ Students will use a variety of maps to locate where various forms of water occur on the Earth’s surface (i.e., in solid and liquid states, water vapor is always present in the atmosphere). Students will make a data table listing the examples and the state of matter associated with each example. Students will discuss where each form of water exists. Students will graphically show relationships between the form that water takes and its location based on latitude and elevation. Students should conclude that water in its solid state is found at higher elevations and higher latitudes. Water in its liquid state is found at lower elevations and lower latitudes nearer the equator. Note: Half of Michigan’s residents get their water through groundwater. Ground water should be included in instruction of this benchmark. Constructing: SCI.I.1.MS.3, SCI.I.1.MS.5 Reflecting: SCI.II.1.MS.1, SCI.II.1.MS.2, SCI.II.1.MS.5 Resources/References: Webliography. EPA Office of Water Water Science for Schools: offers information on many htmlects of water, along with pictures, data, maps, and an interactive center where you can give opinions and test your water knowledge. River Cutters. GEMS. VanBurgh, Dana. How To Teach With Topographic Maps. NSTA, 1994. http://water.usgs.gov/education.html http://mapping usgs.gov/esic/index.html http://mapping usgs.gov/esic/map_dealers/mi.html Classroom Assessment Example SCI.V.2.MS.1 Students will form small groups. Each group will choose a continent and obtain maps and references for one of the continents’ regions. (Consider surface maps, relief maps, an almanac, and internet sites that are listed in the resources). It may be hard to find these maps for regions outside the U.S. Each group will research to find the elevation of the snow line for each mountain chain, the direction of flow for major rivers, and the location of major bodies of water (if applicable). Each group will develop a chart listing the two forms of water and ten different surface features according to the form of water found on that feature. Each student will write an essay that explains the role that latitude and elevation play in the form that water takes across this region of the continent. Note: The teacher will need to provide substantial background information for students, it will be difficult to list a surface features on which ice will occur beyond mountain tops and valleys. (Give students rubric before activity.) Scoring of Classroom Assessment Example SCI.V.2.MS.1
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| Benchmark Describe how water in Michigan reaches the oceans and returns (SCI.V.2.MS.2). Benchmark Clarification Students will:
Key Concepts (voc.)/Tools Water path:
See Water cycle (link to SCI.V.3.MS.3). See About groundwater (link to SCI.V.2.MS. Sources:
Real-World Context
Examples of groundwater:
Instructional Example SCI.V.2.MS.2 Benchmark Question: How does water move_ Students will examine maps of North America, the U.S., the Great Lakes Basin, the State of Michigan, and their local area. On the U.S map, students will highlight major rivers and tributaries from Michigan to the Atlantic Ocean; on the state map they will highlight major rivers. Students will also study a topographic map of their local area in Michigan and determine the direction of flow for major streams in their area. Students will work together to determine the paths that water takes from Michigan to reach the Great Lakes and the Atlantic Ocean. They will use arrows to show this path on a United States map. Constructing: SCI.I.1.MS.3, SCI.I.1.MS.5, SCI.I.1.MS.6 Reflecting: SCI.II.1.MS.2, SCI.II.1.MS.5 Resources/References: Webliography. The Michigan Watershed Homepage: links to Michigan watershed information, educational resources, and more. Sharing Michigan's Watersheds it's Everyone's Business: Information for upper elementary level students about water and Michigan's watersheds. Crowder, Jane. Water Matters- Volume 3- Oceans, Watersheds & Hazardous Waste. NSTA, 1999. River Cutters. GEMS. Water Cycle/ Oceanography. Bill Nye Video. Disney Educational. (800/295-5010). Water Precious Water. AIMS. Classroom Assessment Example SCI.V.2.MS.2 (Give students rubric before activity.) Scoring of Classroom Assessment Example IV.2.MS.2 This is a pass/fail activity. Three out of four equals a pass.
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| Benchmark Explain how water exists below the Earth’s surface and how it is replenished (SCI.V.2.MS.3). Benchmark Clarification Students will:
Key Concepts (voc.)/Tools Groundwater:
Sources:
Real-World Context Instructional Example SCI.V.2.MS.3 Benchmark Question: Where is water found on Earth and what are its characteristics_ Note: Prior to this activity, the teacher may want to construct a model of groundwater using an aquarium. Workshops are available through the Michigan State University Cooperative Extension Service Groundwater Education Program. Students will observe and interpret diagrams showing the direction of movement of groundwater and some of its sources. Students will develop their own diagrams that replicate this movement. Student diagrams might include the following:
Students will place samples of these materials (sandstone, types of soil, pebbles) or materials that represent natural Earth materials in a clear container and slowly pour water over the materials. Students will describe the movement of water through each material and record their observations. Students will compare the movement of water through each material and relate these observations to real-world phenomena. They will consider filtration, permeability. Once diagrams are complete, students will write an essay that describes their diagrams and explains how and why movement takes place. Students will receive feedback from peers as they compare and share their essays. Constructing: SCI.I.1.MS.2, SCI.I.1.MS.3, SCI.I.1.MS.4 Reflecting: SCI.II.1.MS.5 Resources/References: Webliography Groundwater Basics - Information on the benefits from groundwater and ways to conserve and protect it. Ground water Primer-If you have any questions about ground water and what you can do to help protect it, chances are you'll find an answer here. Healthy Lawns for Healthy People -An environmental education curriculum for upper elementary and middle school consisting of activities and educational handouts targeting groundwater preservation and related topics. For a free copy of the curriculum guide write: Healthy People, Healthy Oakland Organization, 1200 North Telegraph, Pontiac 48336, or phone: 248-452-9174 Acid Rain. GEMS. Crowder, Jane. Water Matters- Volume 2- Navigation, Groundwater and Water Quality. NSTA, 1997. Groundwater Education Manual & Model. MSU Extension Service. Wright, Russell. Toxic Leak! GROUNDWATER MODULE. NSTA, 1996. Classroom Assessment Example SCI.V.2.MS.3 (Give students rubric before activity.) Scoring of Classroom Assessment Example IV.2.MS.3
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| Benchmark Describe the origins of pollution in the hydrosphere (SCI.V.2.MS.4). Benchmark Clarification
Students will:
Key Concepts (voc.)/Tools Sources of pollution:
See Agricultural pollution (link to SCI.III.5.MS.6). Real-World Context
Instructional Example SCI.V.2.MS.4 Benchmark Question: How do human activities interact with the hydrosphere_ Students will participate in a field trip to collect water samples or the teacher will provide water samples from a lake, stream, river, pond, and household source. Students will make observations or receive descriptions of the natural and industrial surroundings of the five water sources. Students will hypothesize which water sample is most polluted, undrinkable, and why. Students will collect data by performing chemical tests (pH, dissolved oxygen, phosphate, nitrate, colliform, and turbidity and by making microscopic observations of the water samples. Students will compile and use data in charts and graphs to evaluate their original hypothesis. Students will compare and contrast the results of the four water samples to household drinking water and determine if they would consume water from the other four sources. Note: Teachers should emphasize the increasingly important role that aerial transport of contaminants into water bodies. Most of the Pb and Hg reaching Lake Superior, for example, comes from aerial transport. This leads to a discussion on our interconnectedness because with aerial transport, state and international boundaries are easily crossed. How one state pollutes impacts another. Constructing: SCI.I.1.MS.2, SCI.I.1.MS.3, SCI.I.1.MS.4 Reflecting: SCI.II.1.MS.1, SCI.II.1.MS.2, SCI.II.1.MS.3, SCI.II.1.MS.5 Resources/References: Webliography. A List of 100 Curricula for Educating Youth About Water Acid Rain Sourcebook: “Activities, information and things you can do about acid rain.” Acorn Naturalists: “Resources for Exploring Aquatic Habitats (Water quality monitoring equipment, aquatic nets, etc.” Common Aquatic Plants of Michigan: - A description of some of the most commonly occurring aquatic plants in Michigan.” Ecosystem Experiments for Young Investigators - Water Experiments. Acid Rain. GEMS. Crowder, Jane. Water Matters- Volume 2- Navigation, Groundwater and Water Quality. NSTA, 1997. Stapp, William. Field Guide for Water Quality Testing. Water Precious Water. AIMS. Classroom Assessment Example SCI.V.2.MS.4 (Give students rubric before activity.) Scoring of Classroom Assessment Example IV.2.MS.4
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Content Standard 3: All students will investigate and describe what makes up weather and how it changes from day to day, from season to season, and over long periods of time; explain what causes different kinds of weather; and analyze the relationships between human activities and the atmosphere. (Atmosphere and Weather) |
| Benchmark Explain patterns of changing weather and how they are measured (SCI.V.3.MS.1). Benchmark Clarification Students will:
Key Concepts (voc.)
Tools:
Real-World Context
Instructional Example SCI.V.3.MS.1 Benchmark Question: What causes different kinds of weather_ A local meteorologist could be invited to speak to the class as an introduction or to evaluate projects at the end of the unit. The teacher will introduce students to standard weather symbols. Students will track the movement of weather across a global map using weather symbols. Students will use this data to interpret and predict forecasts of upcoming weather. Students will observe, identify, and record weather data using weather maps, satellite images, weather measuring instruments, and local weather forecasts. They will record their data in a data table. Students will design and make one weather instrument. Using their constructed instrument, students will design an investigation to show how that instrument is used to predict the weather. Students will share their tools and data with the class. Constructing: SCI.I.1.MS.1, SCI.I.1.MS.3, SCI.I.1.MS.4 Reflecting: SCI.II.1.MS.3, SCI.II.1.MS.5 Resources/References: Webliography. Michigan Weather Conditions: most current weather reports and forecasts from Michigan's weather stations. Surface Weather Map from Intellicast-see the location of pressure zones, fronts, precipitation, and isobars. http://www.intellicast.com/LocalWeather/World/UnitedStates/SurfaceAnalysis/ Midwest Temperature Map: color contour of temperature patterns. Surface Wind Map: Color contour map of surface wind intensity; wind vector arrows are displayed to show the wind direction. National Jetsteam Chart: undulations in the path of the jet stream are a main determinant in the type of weather we receive. Weather Radar from Lansing: the closest location for receiving radar imagery of weather systems affecting the state Atmosphere/ Flight. Bill Nye Video. Disney Educational. (800/295-5010). Down To Earth. AIMS. Global Warming and the Greenhouse Effect. GEMS. Wild About Weather. RANGER RICK’S NATURESCOPE SERIES. National Wildlife Federation, 1993. Classroom Assessment Example SCI.V.3.MS.1 From the data collected in the Instructional Example, students will work in small groups to formulate weather patterns and explain relationships. Each group will chart the patterns using weather symbols and use all gathered information to create a forecast to present to the class. This forecast should include weather tools, maps, and data tables. (Give students rubric before activity.) Note: Changes in the jet stream can produce big changes over a short period of time. Lake effect snow makes snowfall variable. Summer precipitation is notoriously variable over a small area. Teachers should be looking for logic and consistency in write-up rather than a total reliance on whether a forecast is right or wrong. Scoring of Classroom Assessment Example SCI.V.3.MS.1
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| Benchmark Describe the composition and characteristics of the atmosphere (SCI.V.3.MS.2). Benchmark Clarification Students will:
Key Concepts (voc.) Composition:
Characteristics:
Real-World Context Examples of characteristics of the atmosphere:
Examples of air-borne particulates:
Effects of humidity:
Instructional Example SCI.V.3.MS.2 Benchmark Question: What makes up weather_ Focus Question: What is air pressure and how does it affect weather_ Students will demonstrate that air exerts pressure by experimenting with tubs of water and different sized beakers/jars. Students will experience the force of air pressure between the trapped gas in the beakers/jars and the water. Students will write predictions about how the size of the jar affects the amount of air pressure. Working in small groups, they will design and conduct experiments to test their hypothesis. They will collect, record, and interpret data. Students will relate their data to weather changes caused by the differences in air pressure. A variety of activities can be completed to show water vapor in the air. One activity is to use two tablespoons of cobalt chloride to one pint of water solution. Coffee filters can be dipped into the solution and hung to dry. When dry, students can form a flower using a pipe cleaner and a student lunch milk carton for the base. Students can place the flower in their bathrooms at home and observe the color of the flower before they shower and again after they shower and record their observations. Constructing: SCI.I.1.MS.1, SCI.I.1.MS.2, SCI.I.1.MS.3, SCI.I.1.MS.4, SCI.I.1.MS.5, SCI.I.1.MS.6 Reflecting: SCI.II.1.MS.1, SCI.II.1.MS.3, SCI.II.1.MS.5 Resources/Referemces: Webliography. CLIMATE EFFECTS ON HUMAN HEALTH: long term effects of how temperature, humidity, wind, and pressure affect human health. Weather Topics: indexed weather topics in the easy to read format characteristic of USA Today. Weather Animations: USA Today archives a number of effective and quick loading animated gifs depicting weather phenomena relating to air masses, air pressure, El Nino, floods, hurricanes, lightning, optical effects, seasons, storms, winds, and more. Williams, Jack. The Weather Book- An Easy-to Understand Guide to the USA’s Weather. NSTA, 1997. Classroom Assessment Example SCI.IV.3.MS.2 Students will build models to show variations in air pressure or humidity. They will work with the model to explore and collect data on the properties of air. They will write their observations and conclusions from the investigation. They will relate their work to another application such as hot air balloons, temperature variation at the top and bottom of a mountain, and pressurized cabins on an airplane. (Give students rubric before activity.) Scoring of Classroom Assessment Example SCI.V.3.MS.2
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| Benchmark Explain the behavior of water in the atmosphere. (SCI.V.3.MS.3) Benchmark Clarification Students will:
Key Concepts (voc.) Water cycle:
See Changes of State (SCI.IV.2.MS.1). Precipitation:
Real-World Context Aspects of the water cycle in weather:
Instructional Example SCI.V.3.MS.3 Benchmark Question: What form does water take as it moves through the water cycle_ Students will observe a demonstration that introduces the concept of water changing forms through condensation, evaporation, and precipitation, which are processes of the water cycle. In the demonstration, water is heated by a hot plate. This represents the Sun heating water from the lakes, rivers, streams, and the ocean. Students will observe the process of evaporation, draw diagrams of the movement of water molecules, explain what happens to the water molecules in captions under the diagrams, and give examples of the process of evaporation. The steam from the heated water represents the process of condensation as water vapor in the air cools. Students will observe that water droplets or ice crystals are formed from the water vapor that is cooled by the air. They will observe the process of condensation, draw diagrams of the movement of water molecules, explain what happens to the water molecules in captions under the diagrams, and give real-world examples of the process of condensation. Finally, students will observe droplets that fall to the floor and compare them to the rain or other forms of precipitation that fall back to the oceans and ground. They will observe the process of precipitation, draw diagrams of the movement of water molecules, explain what happens to the water molecules in captions under the diagrams, and give real-world examples of the process of precipitation. Last, students will draw pictures that illustrate real-world examples of evaporation, condensation, and precipitation. Constructing: SCI.I.1.MS.1, SCI.I.1.MS.2 Reflecting: SCI.II.1.MS.2, SCI.II.1.MS.3, SCI.II.1.MS.5 Resources/References: Webliography. Follow a Drip Through the Water Cycle The Water Cycle Smith, P. Sean. Project Earth Science: Meteorology. NSTA,1999. Water Cycle. Classroom Assessment Example SCI.V.3.MS.3 Students will create diagrams that accurately illustrate all processes (evaporation, condensation, and precipitation) and varying forms that water takes as it moves throughout the water cycle. Diagrams must include short written descriptions of real-life examples. Processes and states of matter must be labeled correctly. (Rubric not required.) Scoring of Classroom Assessment Example SCI.V.3.MS.3
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| Benchmark Describe health effects of polluted air (SCI.V.3.MS.4). Benchmark Clarification Students will:
Note: Indoor air pollution needs to be considered, given the fact that we spend 90% of our time indoors and that many of the pollutants that we fear are higher inside the house than outside. See web link listed in resources. Key Concepts (voc.) Effects:
Sources (man-made):
Real-World Context
Instructional Example SCI.V.3.MS.4 Benchmark Question: What are the relationships between human activities and the atmosphere_ Students in small groups will select an urban, agricultural, or industrial area. Using a variety of resources, including technology and media, students will collect and share data relating to health issues caused by air-borne pollutants from the chosen area. Each small group will create a visual presentation displaying that pollutants are normally found in the chosen area, where the pollutants originate, and the health effects associated with them. Each small group will generate a plan to eliminate or decrease these pollutants. The plan can be shared with parents and other members of the community to increase a general awareness of the human health risks from air pollution. Constructing: SCI.I.1.MS.1, SCI.I.1.MS.5 Reflecting: SCI.II.1.MS.1, SCI.II.1.MS.2, SCI.II.1.MS.3, SCI.II.1.MS.4, SCI.II.1.MS.5 Resources/References: Webliography. Ozone Action! - clean air coalition of Southeast Michigan Teacher's Resource Kits for grades K-12. Resources and activities link MEAP science proficiency standards and math/science objectives with the Ozone Action! Program. Ozone Action - Teacher Packets: Available in K-5, 6-8, and 9-12 grand formats. Packets include lesson plans and activities for teachers to use as part of their science curriculum to educate students on the effects of ground-level ozone. The Inside Story This page provides basic facts about pollutants found inside our buildings and homes. Midwest Air Quality Information: air quality trends, maps, and reports for EPA Region 5 (Michigan, Wisconsin, Indiana, Illinois, Ohio, and Minnesota). EPA'S National Air Quality Trends: "This is the twenty-fourth annual report on air pollution trends in the United States issued by the U.S. Environmental Protection Agency." Acid Rain. GEMS. Classroom Assessment Example SCI.V.3.MS.4 Students will create letters to the editor that alert the community to the airborne pollutants in the surrounding area and the health effects related to these pollutants. Each letter to the editor should include:
Students should send copies of their letters to a local newspaper. (Rubric not required.) Scoring of Classroom Assessment Example SCI.V.3.MS.4
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Content Standard 4: All students will compare and contrast our planet and Sun to other planets and star systems; describe and explain how objects in the solar system move; explain scientific theories as to the origin of the solar system; and explain how we learn about the universe. (Solar System, Galaxy, and Universe) |
| Benchmark: Compare the Earth to other planets in terms of supporting life (SCI.V.4.MS.1). Benchmark Clarification:
Students will:
Key Concepts (voc.): Surface conditions:
Relative distances; relative sizes Sun produces light and heat for each planet Molecules necessary to support life:
See Cell processes (SCI.III.1.MS.2). Real-World Context:
Instructional Example SCI.V.4.MS.1 Benchmark Question: How does our planet and Sun compare to other planets and star systems_ Students will brainstorm conditions necessary for life on Earth (water, oxygen, suitable temperatures, presence of ozone, proper amount of greenhouse gases like carbon dioxide and water vapor etc.) Students will list characteristics and traits that allow organisms to sustain life on Earth. Using a variety of sources, students in small groups will select a planet (other than Earth), conduct research, and gather factual information about that planet, including its atmosphere, surface features, gravitational pull, and temperature conditions. These sources may include data collected from Galileo, Voyager, and other NASA space probes. Using gathered information on the planets, each small group will create an illustration of an alien creature that has adapted to the conditions found on their selected planet, such as an alien drawn with space suit to adapt to the gases and extremely hot temperatures of Venus. Students will write and present a report describing their alien and its adaptations in relation to the planet’s conditions. Constructing: SCI.I.1.MS.1, SCI.I.1.MS.2, SCI.I.1.MS.5 Reflecting: SCI.II.1.MS.1, SCI.II.1.MS.2, SCI.II.1.MS.4, SCI.II.1.MS.5, SCI.II.1.MS.6 Resources/References: Webliography. The Nine Planets: Take Bill Arnett's multimedia tour of the Solar System. " 'The Nine Planets' is a collection of information about our Solar System intended for a general audience with little technical background. " http://www.nashtmlacelink.com/ http://www.thursdaysclassroom.com/ Fraknoi, Andrew. The Universe at Your Fingertips. NSTA, 1995. Messages From Space. GEMS. Out of This World. AIMS. Sun/Planets. Bill Nye Video. Disney Educational. (800/295-5010). Classroom Assessment Example SCI.IV.4.MS.1 Small groups will build a form or a model of an alien from another planet found in our solar system. They will use their research information to determine which characteristics the alien must have to adapt to their planet’s atmosphere, surface features, gravitational pull, and temperature conditions. Each group will present its design to the class and support their design with research information. (Give students rubric before activity.) Scoring of Classroom Assessment Example SCI.IV.4.MS.1
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| Benchmark Describe, compare, and explain the motions of solar system objects (SCI.V.4.MS.2). Benchmark Clarification Students will:
Rotation: the motion of one object spinning on an axis Key Concepts (voc.)
Tilt of the Earth on its axis Direct/Indirect rays See Force and Change in Motion (SCI.IV.3.MS.2). Real-World Context
Instructional Example SCI.V.4.E.2 Benchmark Question: How do objects in the solar system move_ Students will brainstorm a list of objects in the solar system. Using this list, students will connect prior knowledge to how the objects move. Students may remember information about Halley’s Comet and how it returns to the Earth’s view every seventy-six years. This could spark a discussion on where the comet is when we can’t see it. Students will have prior knowledge about some celestial objects; the teacher will direct discussion accordingly. By the end of the discussion, students should gain an understanding of how objects revolve around the Sun. Students will demonstrate that understanding by role-playing a solar system. Students will write a role-play in groups that demonstrate how planets, comets, and other objects revolve around the Sun. Some natural questions will arise once students begin to write. Students will question why “moons” or natural satellites revolve around planets and not the Sun. The teacher will facilitate a discussion about gravity and get students to arrive at answers to their own questions. Students will create a relative-size model of the Sun and planets. See the chart below for the scale model. From this model, students will be able to visualize how large the Sun is compared to the rest of the planets. Students will relate size to gravitational pull. Constructing: SCI.I.1.MS.1, SCI.I.l.E.4, SCI.I.l.E.5 Reflecting: SCI.II.1.MS.1, SCI.II.1.MS.4, SCI.II.1.MS.5, SCI.II.1.MS.6 Resources/References: Webliography. Captain Comet:Stardust is the first NASA mission dedicated to exploring a comet. Geared toward a K-12 audience, this site offers images, a FAQ section, puzzles, and general information about comets. The Nine Planets: Take Bill Arnett's multimedia tour of the Solar System. " 'The Nine Planets' is a collection of information about our Solar System intended for a general audience with little technical background. " http://www.spacelink.nasa.gov/ Fraknoi, Andrew. The Universe at Your Fingertips. NSTA, 1995. Messages From Space. GEMS. Moon. Out of This World. AIMS. Sun/Planets. Bill Nye Video. Disney Educational. (800/295-5010).
Classroom Assessment Example SCI.V.4.MS.2 Students will work in pairs, taking on the identity of a particular planet, to write and perform a role-play about how (in terms of revolution duration) and why (in terms of gravitational attraction) objects move around the Sun. One student should move around the Sun as his or her partner does the following:
Each pair of students will write explanations to the above considerations (These should be written prior to the role-play). Role-plays should include many different approaches so all students might fully comprehend the effect that heavenly bodies have on one another. (Give students rubric before activity.) Scoring of Classroom Assessment Example SCI.V.4.MS.2
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| Benchmark Describe and explain common observations of the night skies (SCI.V.4.MS.3). Benchmark Clarification Students will:
Key Concepts (voc.)
The Sun is the light source for all solar system objects except meteors, whose light is due to friction with the atmosphere Real-World Context
Instructional Example SCI.V.4.E.2 Benchmark Question: How do objects in the solar system move_ On a nightly basis (early fall or late spring), students will practice using star charts to locate constellations in the night sky. Students will study the phases of the Moon and provide insightful, thoughtful explanations for the changing phases. Through role-play they are to use their knowledge in a new situation. For example, a student (Earth) holding a ball (Moon) could revolve around a light source (Sun) to diagram various phases. For a month, students will diagram the appearance (the amount of reflected light) of the Moon and its location relative to the horizon in the night sky. They will research the make-up, appearance, and occurrence of meteor showers and comets, offering a meaningful account of their presence and composition. Constructing: SCI.I.1.MS.1, SCI.I.l.E.3 Reflecting: SCI.II.1.MS.3, SCI.II.1.MS.5 Resources/References: Webliography. Lunar Phases Web Tool: First, there are three tutorial pages that explain the elements of the lunar phases diagram one-by-one. Second, there is the lunar phases tool and quiz. The tool is an interactive version of the diagram and can be used to solve the problems posed by the quiz. Your Sky: -A useful resource for obtaining sky maps for "any time and date, viewpoint, and observing location. Each map is accompanied by an ephemeris for the Sun, Moon, planets, and any tracked asteroid or comet. A control panel permits customization of magnitudes, color, image size, and other parameters." http://www.thursdaysclassroom.com/ Earth, Moon and Stars. GEMS. Moon/ Outer Space. Bill Nye Video. Disney Educational. (800/295-5010). Outer Space/Way Out There. Bill Nye Video. Disney Educational. (800/295-5010). Pieces and Patterns. AIMS. Classroom Assessment Example SCI.V.4.MS.3 Pairs of students will create a three-dimensional or poster model that shows the Earth-Moon-Sun system. The model should be detailed, colorful, and easy to understand. It should include the phases of the Moon with consideration given to the misconceptions that the new moon phase is not the 1st Quarter phase and that a lunar eclipse does not occur with each full moon. Each pair of students will explain their model to the class. Each student should be prepared to answer teacher-and student-posed questions about the following:
(Give students rubric before activity.) Scoring of Classroom Assessment Example SCI.V.4.MS.3
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Strand I: Constructing | Strand II: Reflecting | Strand III: Life Sciences | Strand IV: Physical Sciences | Strand V: Earth and Space Sciences
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