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Bellmore-Merrick Central High School District
8th Grade Science Curriculum
Written by
Jennifer Verwys, Jillian Powers, Stephanie Sloane
Supervised by Jane Boyd, Curriculum Developer
March 2012
Dr. Henry Kiernan, Superintendent
Bellmore-Merrick Central High School District
8th Grade Science Curriculum
This curriculum was created using an Understanding by Design framework. Topics and content are organized under Big Ideas to help students transfer understandings.
Contents of each unit:
➢ Big Ideas, Big Questions, Topic, and Suggested Time
➢ Goals as NYS Standards
➢ Common Misunderstandings
➢ Inquiry and Lab Skills
➢ Vocabulary and Additional Resources
➢ Understandings and Essential Questions
➢ What students will know and be able to do
➢ Corresponding Textbook Pages
Contents Page
Role as Scientific Thinker
Scientific Inquiry & Measurement 5
Matter
Chemistry 10
Rocks & Minerals 16
Our Changing Planet
Weathering, Erosion, Deposition 18
Energy
Types of, Conservation of, Forces & Motion, Simple Machines 21
Waves & Sound, Electromagnetic Energy, Magnetism 30
Our Changing Planet
Weather – Climate 40
Measuring the Earth 44
Dynamic Crust 48
Hazards 52
Astronomy & Seasons 55
Textbook: Physical Science, Prentice Hall, 2002
Big Idea: Role as a scientific thinker
Big Question: How do we learn about our world?
Topic: Scientific Inquiry & Measurement
Suggested Time: 3 weeks
Goals (NYS Standards):
STANDARD 1: Mathematical Analysis—Analysis, Inquiry, and Design
KI 1: Abstraction and symbolic representation are used to communicate mathematically.
M1.1a identify independent and dependent variables
M1.1b identify relationships among variables including: direct, indirect, cyclic, constant; identify non-related material
KI 2: Deductive and inductive reasoning are used to reach mathematical conclusions.
M2.1a interpolates and extrapolates from data
M2.1b quantify patterns and trends
KI 3: Critical thinking skills are used in the solution of mathematical problems
M3.1a use appropriate scientific tools to solve problems about the natural world
STANDARD 1: Scientific Inquiry—Analysis, Inquiry, and Design
KI 2: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of
conventional techniques and procedures and usually requiring considerable ingenuity.
S2.1d use appropriate tools and conventional techniques to solve problems about the natural world, including: measuring, observing, describing,
classifying, sequencing
S2.3b conduct a scientific investigation
S2.3c collect quantitative and qualitative data
KI 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new
insights into phenomena.
S3.1a organize results, using appropriate graphs, diagrams, data tables, and other models to show relationships
S3.1b generate and use scales, create legends, and appropriately label axes
S3.2f make predictions based on experimental data
S3.2h use and interpret graphs and data tables
|Common Misunderstandings/Difficult Concepts: |Inquiry Skills: |
| |Develop a hypothesis |
|It is not necessary to include a control in an experiment. |Conduct a controlled experiment |
|Every scientific question has a definite answer. |Collect and record data |
|Tables and graphs are the same thing. |Graph relationships, draw relationships and conclusions and |
|An object’s density will change when you cut the object. |extrapolate information. |
|When calculating density, the bigger number always goes into the calculator first. |Identify the independent variable, dependent variable, |
|When finding the volume of an irregular shaped solid, students sometimes think the volume of the solid is its “height” in the graduated cylinder instead |constants and control group of an experiment. |
|of determining how much water has been displaced (subtracting). |Determine the volume of a regular- and an irregular-shaped |
|Confuse mass with volume |solid, using water displacement |
|Confuse mass and weight-use them interchangeably |Determine the density of liquids, and regular- and |
| |irregular-shaped solids |
| |Lab Skills: |
| |Observe |
| |Predict |
| |Experiment |
| |Make predictions based on experimental data |
| |Making generalizations from data |
| |Recognize and analyze patterns and trends in data |
| |Identify cause and effect relationships |
| |Use appropriate units for measured or calculated values |
| |Using and understanding graphs, diagrams and charts |
|Additional Resources: |Vocabulary: |
|Myth buster videos: |Prediction, Inference, Scientific Method, Problem, Hypothesis, |
|Displacement: |Experiment, Materials, Procedures, Observation, Data, Data |
|Virtual Triple Beam Balance: |Table, Conclusion, Variable, Constant, Control, Independent |
|Triple Beam Balance Tutorial for Students: |(Manipulated) Variable, Dependent (Responding) Variable, Direct|
|Brainpop: (scientific method, measuring matter, buoyancy, graphs) |Graphing Relationship, Indirect Graphing Relationship, Constant|
|Footprints: Life Processes and Living Things/Coursework.ppt |Graphing Relationship, Extrapolate, Mass, Grams, Triple Beam |
|NYS Assessment Questions: BMCHSD/Vm-sF2/Shared Teachers/ Middle School Science/Assessments by Topic/Scientific Method – Inquiry & Processes |Balance, Volume, Displacement, Graduated Cylinder, Liter, |
| |Milliliter, Density |
|Content |Understandings |Essential Questions |Know |Do |Textbook: |
|Goals |Students will understand that: | |Students will know: |Students will be able to: | |
| | | |( observations can be made using |…make observations about the world| |
|Research |…observations of the world can be made using|How can our powers of |your five senses |around them | |
| |your senses and tools |observation be enhanced? | | |Physical Science |
|S2.1d | | |( observations can be improved |…use tools such as metric rulers, |Textbook: |
|S2.3c | | |using instruments to make accurate|thermometers, triple beam |p. 1 – 15 |
|M3.1a | | |measurements |balances, graduated cylinders, |p. 750 – 751 |
| | | | |stop watches, etc. to make | |
| | | |( inferences can be made from |quantitative observations | |
| | | |observations | | |
| | | | |…develop inferences from the | |
| | | | |observations they have made | |
| |…scientists use quantitative measurements to|How do you find the volume of |( the amount of liquid that a |… determine the volume of an | |
|Measure |express their observations more precisely. |an irregular shaped object |solid displaces is it volume |irregular solid object using | |
| | |whose sides you can not measure| |volume displacement | |
|S2.1d | |with a ruler? |( objects less dense than water | | |
|S2.3c | | |(1.0 g/ml) will float, objects |…predict the position of materials|Physical Science |
| | |Why do some objects float and |denser than water will sink. |in water based on their densities |Textbook: |
| | |others sink? | | |p. 752 – 753 |
| | | |( the formula for density is D = |…calculate the density of matter | |
| | | |m/v |(solid, liquid or gas) | |
| | | | | | |
| | | |( an object’s density is |…predict what happens to matters | |
| | | |characteristic and will not change|density when the object is cut, | |
| | | |by slicing it |the pressure increases, decreases | |
| | | | |and/or the temperature changes | |
| | | |( as temperature decreases, | | |
| | | |density increases (except for |…based on changes in an object’s | |
| | | |water) |density, predict the position of | |
| | | | |the materials in water based on | |
| | | |( phase changes result in a change|the object’s changed density | |
| | | |in density | | |
| | | | | | |
| | | |( as pressure increases, the | | |
| | | |density increases | | |
|Content |Understandings |Essential Questions |Know |Do |Textbook: |
|Goals |Students will understand that: | |Students will know: |Students will be able to: | |
| |…problems of all types require similar |How are scientific experiments |( the scientific method is a |…Identify the steps of the | |
|Experimentation |procedures to be solved |designed? |common way scientists solve a |scientific method |Physical Science |
| | | |problem. | |Textbook: |
|Problem solving | | | |…Use the scientific method to |p. 754 – 755 |
| | | |( the difference between |solve a problem | |
|M1.1a | | |dependent, independent, and | | |
|S2.3b | | |controlled variables | | |
| | | | |…identify the dependent and | |
| | | |( in order for an experiment to be|independent variables within an | |
| | | |reliable, there should only be 1 |experiment | |
| | | |independent variable | | |
| | | | | | |
| | | |( the elements of a controlled | | |
| | | |scientific experiment. | | |
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| | | |( the control is the group that is| | |
| | | |not tested | | |
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| | | |( controls are needed to compare | | |
| | | |your results to in order to see if| | |
| |…the necessity of a controlled experiment. |Why are controls used in |the independent variable had any |…design and conduct a controlled | |
| | |experiments? |effect |experiment. | |
| | | | | | |
| | | | |…identify the control group in an | |
| | | | |experiment and explain its | |
| | | | |importance | |
| |…factors in the world around them are |How can changing one variable |( how to interpret relationships |…recognize the relationships |Physical Science |
|Relationships |interrelated and changing one may cause |cause another variable to |between variables. |between variables and use it to |Textbook: |
| |other factors to change. |change? | |analyze and predict outcomes. |p. 756 – 757 |
|Cause and Effect | | | | | |
|M1.1b | | | | | |
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|Content |Understandings |Essential Questions |Know |Do |Textbook: |
|Goals |Students will understand that: | |Students will know: |Students will be able to: | |
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|Analysis |…information can be communicated in a |Why is it important to record |( there are different methods of |… use tables and graphs to |Physical Science |
| |variety of ways. |and graph data? |collecting and organizing data. |organize and analyze data. |Textbook: |
|Models | | | | |p. 758 – 762 |
| | | |( graphing your data allows you to|… organize data in tables and | |
|M2.1a | | |visually see the effect, if any, |represent relationships between | |
|M2.1b | | |of the independent variable on the|variables graphically | |
|S3.1a | | |dependent variable | | |
|S3.1b | | | |… extrapolate and make predictions| |
|S3.2f | | |( direct, inverse and constant |using their graphs | |
|S3.2h | | |graphing relationships | | |
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Big Idea: Matter
Big Question: What’s it made of? So, what’s the “matter”?
Topic: Chemistry
Suggested Time: 4 weeks
Goals (NYS Standards):
STANDARD 4: The Physical Setting
KI 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
3.1a Substances have characteristic properties. Some of these properties include color, odor, phase at room temperature, density, solubility, heat and
electrical conductivity, hardness, and boiling and freezing points.
3.1b Solubility can be affected by the nature of the solute and solvent, temperature, and pressure. The rate of solution can be affected by the size of
the particles, stirring, temperature, and the amount of solute already dissolved.
3.1c The motion of particles helps to explain the phases (states) of matter as well as changes from one phase to another. The phase in which matter
exists depends on the attractive forces among its particles.
3.1d Gases have neither a determined shape nor a definite volume. Gases assume the shape and volume of a closed container.
3.1e A liquid has definite volume, but takes the shape of a container.
3.1f A solid has definite shape and volume. Particles resist a change in position.
3.1g Characteristic properties can be used to identify different materials, and separate a mixture of substances into its components. For example,
iron can be removed from a mixture by means of a magnet. An insoluble substance can be separated from a soluble substance by such
processes as filtration, settling, and evaporation.
3.1h Density can be described as the amount of matter that is in a given amount of space. If two objects have equal volume, but one has more mass,
the one with more mass is denser.
3.1i Buoyancy is determined by comparative densities.
3.2a During a physical change a substance keeps its chemical composition and properties. Examples of physical changes include freezing,
melting, condensation, boiling, evaporation, tearing, and crushing.
3.2b Mixtures are physical combinations of materials and can be separated by physical means.
3.2c During a chemical change, substances react in characteristic ways to form new substances with different physical and chemical properties.
Examples of chemical changes include burning of wood, cooking of an egg, rusting of iron, and souring of milk.
3.2d Substances are often placed in categories if they react in similar ways. Examples include metals, nonmetals, and noble gases.
3.2e The Law of Conservation of Mass states that during an ordinary chemical reaction matter cannot be created or destroyed. In chemical reactions,
the total mass of the reactants equals the total mass of the products.
3.3a All matter is made up of atoms. Atoms are far too small to see with a light microscope.
3.3b Atoms and molecules are perpetually in motion. The greater the temperature, the greater the motion.
3.3c Atoms may join together in well-defined molecules or may be arranged in regular geometric patterns.
3.3d Interactions among atoms and/or molecules result in chemical reactions.
3.3e The atoms of any one element are different from the atoms of other elements.
3.3f There are more than 100 elements. Elements combine in a multitude of ways to produce compounds that account for all living and nonliving
substances. Few elements are found in their pure form.
3.3g The periodic table is one useful model for classifying elements. The periodic table can be used to predict properties of elements (metals,
nonmetals, noble gases).
KI 4: Energy exists in many forms, and when these forms change energy is conserved.
4.2c During a phase change, heat energy is absorbed or released. Energy is absorbed when a solid changes to a liquid and when a liquid changes to a
gas. Energy is released when a gas changes to a liquid and when a liquid changes to a solid.
4.2d Most substances expand when heated and contract when cooled. Water is an exception, expanding when changing to ice.
4.2e Temperature affects the solubility of some substances in water.
|Common Misunderstandings/Difficult Concepts: |Inquiry Skills: |
| |using the periodic table, identify an element as a metal, nonmetal, or |
|Everything is matter. |noble gas |
|There is no difference between a compound and a mixture. |determine the identity of an unknown element, using physical and chemical|
|Elements can be broken down into a simpler type of matter. |properties |
|Earth, wind, water and fire are elements. |using appropriate resources, separate the parts of a mixture |
|Ashes are still the original object. |Using triple beam baleance to obtain mass graph reading |
|Everything burns. |Distringuish between physical and chemical changes |
|A rusty nail is still all iron. | |
|Phase changes and dissolving are chemical changes. |Lab Skills: |
| |Observe and describe properties of matter |
| |Predict |
| |Experiment |
| |Use appropriate units for measured or calculated values |
| |Using and understanding graphs, diagrams and charts |
| |Identify structure and function relationships |
| |Comparing and contrasting |
| |Using tools to solve problems |
| |Create models |
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|Additional Resources: |Vocabulary: |
| |Matter, Physical & Chemical Properties, Physical & Chemical Changes, |
|Phases of Matter Animation: |Reactants, Products, Chemical Reaction, Solid, Liquid, Gas, Plasma, |
|Phase change of Water Animation with Temperature Graph: |Phase/State of Matter, Definite/Indefinite, Melting, Freezing, Melting |
|States of Matter Animation: |Point, Freezing Point, Boiling Point, Evaporation, Condensation, |
|Periodic Table with Videos about each element: |Sublimation, Atoms, Chemical Bonds, Precipitate, Surface Area, Atoms, |
|BBC: Solids, Liquids, gases interactive: |Elements, Compounds, Mixtures, Metals, Metalloids, Nonmetals, Reactivity,|
| |Homogeneous Mixture, Heterogeneous Mixture, Filtering, Chemical Formula, |
|BBS: Compounds vs. Mixtures interactive: |Chemical Equation, Periodic Table of Elements, Periods, Group/Family, |
| |Noble Gases, Atomic #, Atomic Mass, Protons, Neutrons, Electrons, |
|Practice Identifying types of solutions: |Nucleus, Energy Levels(Orbital), Valence Electron, Ion, Pure Substance, |
| |Solubility, Solution, Solute, Solvent, Dissolve, Saturated, |
|Brainpop: (Chemical Bonds, States of Matter, Matter Changing States, Atoms, Property Changes, Law of Conservation of Mass, |Supersaturated, Unsaturated, Soluble, Insoluble, Dilute, Concentrated, |
|Periodic Table of Elements, Metals, compounds & Mixtures |Flammable, Tarnish, Ratability, Oxidation, Malleability, Ductility, |
|Footprints |Luster, Conductor, Insulator |
|NYS Assessment Questions: BMCHSD/Vm-sF2/Shared Teachers/ Middle School Science/Assessments by Topic | |
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|Content |Understandings |Essential Questions |Know |Do |Textbook: |
|Goals |Students will understand that: | |Students will know: |Students will be able to: | |
| | | |( the periodic table is | | |
|Periodic Table – Atoms |…why the periodic table is organized the way it |Why do the elements in the |organized in a way that allows |…interpret the Periodic Table | |
| |is |periodic table have to be |you to gather information about | | |
|3.2d | |organized? |each atom/element |…determine the number of protons, | |
|3.3a | | | |electrons or neutrons an atom of an | |
|3.3e | | |( the atomic # tells you how |element is made up of based on the | |
|3.3f | |How do you think the organization|many protons and electrons are |information provided in the Periodic Table| |
|3.3g | |of the periodic table provides |in a neutral atom, the atomic |of Elements | |
| | |information about the elements? |mass tells you the # of neutrons|…describe how two atoms of different | |
| | | |plus the number of protons that |elements are unique using the periodic | |
| | | |can be found in the nucleus of |table | |
| | | |an atom | | |
| | | | |…determine which elements have the most in| |
| | | |( elements in the same family |common based on their position in the |Physical Science |
| | | |share the most properties with |Periodic Table of Elements |Textbook: |
| | | |one another | |p. 76-106 |
| | | | |…explain trends in mass, atomic #, | |
| | | |( there are trends in atomic |reactivity etc. as you move across a | |
| | | |mass, reactivity, atomic #, etc.|period or down a family/group | |
| | | |as you move across and down the | | |
| | | |periodic table |…classify an element as a metal, nonmetal | |
| | | | |or metalloid using the periodic table | |
| | | |( metals are found to the left | | |
| | | |of the staircase, nonmetals are |…determine if an element is a noble gas | |
| | | |found to the right of the |using the Periodic Table of Elements | |
| | | |staircase and metalloids are | | |
| | | |found touching the staircase | | |
| | | | | | |
| | | |( noble gases are found in | | |
| | | |group/family 18 and are the most| | |
| | | |non-reactive elements on the | | |
| | | |periodic table | | |
|Content |Understandings |Essential Questions |Know |Do |Textbook: |
|Goals |Students will understand that: | |Students will know: |Students will be able to: | |
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|States of Matter |…that everything in the universe is made |What is the importance of the |(that everything in the universe|…classify whether or not objects are an | |
| |of matter |states of matter? |is made up of matter |example of matter | |
|3.1c | | | | | |
|3.1d | | |( matter is anything that takes |…prove whether or not something is matter | |
|3.1e | | |up space and has mass | | |
|3.1f | | | |…classify an matter as a solid, liquid, | |
|3.3b | | |(the states of matter and their |gas or plasma based on an unknown matters | |
|3.3c | | |properties: |properties | |
|4.2c | | |1) definite/indefinite | | |
|4.2d | | |volume |…give example of matter in each phase of | |
| | | |2) definite/indefinite |matter | |
| | | |Shape | | |
| | | |3) arrangements of |…compare and contrast the density of each |Physical Science |
| | | |atoms |type of matter |Textbook: |
| | | |4) density in relation | |p. 16-64 |
| | | |to other states of |…describe how the arrangement of the atoms| |
| | | |matter |in each phase of matter relates to its | |
| | | | |density | |
| | | | | | |
| | | | |…explain how the state of matter relies on| |
| | | |(adding or removing heat will |the temperature at which the matter is | |
| | |Why do objects exist in different|change the phase of matter. |found | |
| |…why matter exists in different states |states of matter? | | | |
| | | |(describe the change in state |…predict what will happen to the state of | |
| | | |that occurs in the phase changes|matter if heat is added or removed | |
|Elements, Mixtures, Compounds | | | |…separate mixtures using techniques such | |
|3.2b |…everything can be broken down to the same set |How could you determine if the |( the difference between a |as filtering, dissolving, phase changes, | |
| |of elements and these elements can be combined |matter is an elements, compound |compound, element and mixture. |magnetism and sifting | |
| |to form compounds and mixtures. |or mixture? | | |Physical Science |
| | | | |…identify and gives examples of homogonous|Textbook: |
| | | | |and heterogeneous mixtures |p. 19-22 |
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| | |Can you take the salt out of the |(how mixtures and compounds can |…classify matter into their proper | |
| | |ocean? |be separated and created. |category. | |
|Content |Understandings |Essential Questions |Know |Do |Textbook: |
|Goals |Students will understand that: | |Students will know: |Students will be able to: | |
|Solubility | | | | | |
|3.1b |…why certain factors affect solubility |Can the ocean hold an unlimited |( the factors that affect |…interpret solubility curves | |
|4.2e | |amount of salt? |solubility including | |Physical Science |
| | | |temperature, particle size, etc.|…predict what happens to solubility when |Textbook: |
| | | | |factors are changed |p. 178-183 |
| | | |( the difference between the | | |
| | | |solute and the solvent |…classify a solution as saturated, | |
| | | | |unsaturated or supersaturated | |
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|Properties of Matter |…all matter can be identified by a unique set of|Why do different substances react|( physical properties of matter|…identify matter by its properties | |
|3.1a |physical and chemical properties |differently? |include color, density, mass, | | |
|3.1g | | |temperature, luster, etc. |…classify a property as physical or |Physical Science |
|3.1h | | | |chemical |Textbook: |
|3.1i | | |( chemical properties of matter| |p. 22-23 |
| | | |include flammability, rust |…identify examples of physical and | |
|Physical & Chemical Changes |…a materials physical characteristics and |Why can’t all materials catch on |ability, reactivity |chemical changes using their properties. | |
|3.2a |chemical composition can be altered. |fire? | | | |
|3.2c | | |( the differences between |…explain what occurs during both physical | |
|3.2e |…matter can be described by its physical and |How can new material be created |physical and chemical |and chemical changes. | |
|3.3d |chemical properties. |from existing objects? |properties. | | |
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| | |Can an object be altered while |( that during a physical change | | |
| | |keeping its original identity? |substances change their physical| | |
| | | |characteristics but not their | | |
| | | |chemical composition. | | |
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| | | |( chemical changes create | | |
| | | |substances with new physical and| | |
| | | |chemical characteristics. | | |
|Big Idea: Matter |
|Big Question: What’s it made of? |
|Topic: Rocks and Minerals |
|Suggested Time: 2 weeks |
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|Goals (NYS Standards): |
|KI 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land. |
|Performance indicator 2.1: Explain how the atmosphere (air), hydrosphere (water), and lithosphere (land) interact, evolve, and change. |
|2.1e Rocks are composed of minerals. Only a few rock-forming minerals make up most of the rocks of Earth. Minerals are identified on the basis of |
|physical properties such as streak, hardness, and reaction to acid. |
|2.1f Fossils are usually found in sedimentary rocks. Fossils can be used to study past climates and environments. |
|Performance indicator 2.2: Describe volcano and earthquake patterns, the rock cycle, and weather and climate changes. |
|2.2g Rocks are classified according to their method of formation. The three classes of rocks are sedimentary, metamorphic, and igneous. Most rocks |
|show characteristics that give clues to their formation conditions. |
|2.2h The rock cycle model shows how types of rock or rock material may be transformed from one type of rock to another |
|Common Misunderstandings/Difficult Concepts: |Physical Setting Skills: |
| |using identification tests and a flow chart, identify mineral samples |
|Rocks and minerals are the same thing. |use a diagram of the rock cycle to determine geological processes that led |
|Sedimentary rocks can’t become igneous rocks or igneous rocks can’t become sedimentary rocks (rocks can’t turn into different kind of rocks).|to the formation of a specific rock type |
|Rocks can form in the middle of the ocean. | |
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|Additional Resources: |Vocabulary: |
|Interactive rock lesson: |Mineral, sedimentary rocks, metamorphic rocks, igneous rocks, sediments, |
|Rock cycle diagram with kid friendly pictures: |crystal, streak, cleavage, fracture, hardness, Moh’s hardness scale, |
|Animated rock formation: |metallic, non-metallic, luster, fossil, molten, rock cycle, weathering, |
|Fill in rock cycle to be used on smartboard: |erosion, deposition, compaction, cementation, clastic, organic, inorganic, |
|Interactive mineral id: |land-derived, texture, vesicular, magma, lava, intrusive, extrusive, |
|Rock formation: Footprints: Middle School Science, Physical Science (BMCHSD staff shared folder) |foliated, non-foliated, contact metamorphism, regional metamorphism, |
|NYS Assessment Questions: BMCHSD/Vm-sF2/Shared Teachers/ Middle School Science/Assessments by Topic |pressure, chemical sedimentary rocks, metamorphism, chemical composition, |
| |solidification |
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|Content |Understandings |Essential Questions |Know |Do |Textbook: |
|Goals |Students will understand that: | |Students will know: |Students will be able to: | |
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|Minerals |…all matter/minerals can be identified by a |If so many minerals look the |( how to identify a mineral based |…test a mineral’s physical | |
|2.1 e |unique set of physical and chemical |same, how can we tell them |on its physical properties |properties. | |
| |properties |apart? |(hardness, streak, luster). | | |
| | | | |…identify minerals based on | |
| | | |( mineral’s characteristics |their observable characteristics| |
| | | |(inorganic solid with a definite | | |
| | | |chemical composition and a | | |
| | | |crystalline structure). | | |
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| | | | |…identify rocks based on their | |
|Rocks and rock cycle |…that by analyzing topography, the |Why are rocks not all the same?|( that rocks are classified based |observable characteristics and | |
| |environment of formation of the rocks can be| |on their origin of formation |determine how the environment in| |
|2.1f |determined. |How can rocks be recycled? |(igneous, sedimentary and |which they formed | |
|2.2g | | |metamorphic). | | |
|2.2h |…any rock can change into any other rock. |Can you take the salt out of | |…interpret a rock cycle diagram | |
| | |the ocean? |( how rocks change into different | | |
| | | |types |…explain how one rock can be | |
| |…how to interpret the rock cycle chart. | | |changed into a rock of a | |
| | | |( how to read the rock cycle |different type | |
|Big Idea: Our Changing Planet |
|Big Question: How does our changing planet affect our lives? |
|Topic: Weathering, Erosion and Deposition |
|Suggested Time: 4 days |
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|Goals (NYS Standards): |
|KI 2: Many of the phenomena that we observe on Earth involve interactions among |
|components of air, water, and land. |
|Performance indicator 2.1: Explain how the atmosphere (air), hydrosphere (water), and lithosphere (land) interact, evolve, and change. |
|2.1c The rock at Earth’s surface forms a nearly continuous shell around Earth called the lithosphere. |
|2.1d The majority of the lithosphere is covered by a relatively thin layer of water called the hydrosphere. |
|2.1g The dynamic processes that wear away Earth’s surface include weathering and erosion. |
|2.1h The process of weathering breaks down rocks to form sediment. Soil consists of sediment, organic material, water, and air. |
|2.1i Erosion is the transport of sediment. Gravity is the driving force behind erosion. Gravity can act directly or through agents such as moving |
|water, wind, and glaciers. |
|Overlapping with matter: |
|Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity. |
|Performance indicator 3.1: Observe and describe properties of materials, such as density, conductivity, and solubility. |
|3.1b Solubility can be affected by the nature of the solute and solvent, temperature, and pressure. The rate of solution can be affected by the size of |
|the particles, stirring, temperature, and the amount of solute already dissolved. |
|3.2a During a physical change a substance keeps its chemical composition and properties. Examples of physical changes include freezing, melting, |
|condensation, boiling, evaporation, tearing, and crushing. |
|3.2c During a chemical change, substances react in characteristic ways to form new substances with different physical and chemical properties. |
|Examples of chemical changes include burning of wood, cooking of an egg, rusting of iron, and souring of milk. |
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|Common Misunderstandings/Difficult Concepts: |Physical Setting Skills: |
| |Using a solubility curve, determine a |
|The breaking down of rocks (weathering) is not the same as the transport (erosion) of weathered materials (erosion) |substance’s solubility. |
|Increasing surface area means a substance is getting bigger |Based on observations of different |
|Rocks can’t rust |sediments, determine the agent of |
|Weathering and erosion occur over night rather than millions of years |erosion responsible for its physical |
| |characteristics. |
| |Determine if a substance’s solubility |
| |can be affected by changing its |
| |characteristics, such as surface area. |
| |Distringuish between physical and |
| |chemical changes |
|Additional Resources: |Vocabulary: |
|Weathering animation: |Mechanical weathering, physical |
| |weathering, chemical weathering, |
|Surface area animation: |settling, dissolved, agent, erosion, |
|Simple rock and weathering animation/video: |glaciers, sediment, transport, |
|Brainpop: weathering |weathering, gravity, lithosphere, |
|Weathering: Footprints: Middle School Science, Physical Science (BMCHSD staff shared folder) |hydrosphere, deposition, soil, surface |
|NYS Assessment Questions: BMCHSD/Vm-sF2/Shared Teachers/ Middle School Science/Assessments by Topic |area, solubility, oxidation, soil, rate|
| |of weathering |
|Content |Understandings |Essential Questions |Know |Do |Textbook: |
|Goals |Students will understand that: | |Students will know: |Students will be able to: | |
| | | | | | |
|Physical and Chemical Weathering |… air and water interact with the |What caused the object to look |( the difference between chemical |… predict the type of weathering| |
|2.1c |Earth’s surface to cause change. |like this? |weathering and physical weathering |based on the location and type | |
|2.1d | | | |of bedrock | |
|2.1g |… rocks can change both physically and |How did we get all the dirt on |( physical and chemical weathering | | |
|2.1h |chemically. |Earth? |creates sediments which comprise |… identify the type of | |
|3.1b | | |the soil on the surface of the |weathering that took place when | |
|3.2a |… soil is a product of physical and chemical| |Earth |observing sediment | |
|3.2c |weathering. | | | | |
| | | |( the factors that affect the rate |… predict the rate of weathering| |
| | | |of weathering such as surface area,|(reaction) given characteristics| |
| | |Why don’t all materials weather|hardness of the material, exposure |of the substance such as its | |
| |… not all material breaks down |at the same rate? |to water |hardness | |
| |at the same rate | | | | |
| | |Can the ocean hold an unlimited| | | |
| | |amount of salt? | | | |
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|Erosion and Deposition |… most of the material on Earth has been |What shapes the Earth’s |( how different agents of erosion |… describe the difference | |
|2.1g |transported and left by more than one |surface? |alter the shape of the transported |between sorted and unsorted | |
|2.li |process | |sediments (water makes sediments |sediments. | |
| | |How can you tell the history of|round, glaciers leaves unsorted | | |
|[pic] |… gravity can provide the force responsible |a rock? |sediment) |… identify the agent of erosion | |
| |for many of Earth’s surface changes | | |responsible for the movement of | |
| | |Why don’t both shores of Long |( the four major agents of erosion |the sediment based on its | |
| | |Island (north and south), look |(water, wind, ice and gravity) and |characteristics | |
| | |the same? |where they are dominant | | |
| | | | |… apply local geography to past | |
| | | |( the four major agents of |and present agents of erosion. | |
| | | |deposition | | |
| | | | | | |
| | | |( how materials are deposited | | |
| | | |depends on what moved them | | |
Big Idea: Energy
Big Question: Where do you get your energy? Can you run out of energy?
Topic: Types of Energy, Conservation of Energy, Forces and Motion, & Simple Machines
Suggested Time: 2 weeks
Goals (NYS Standards):
KI 4: Energy exists in many forms, and when these forms change energy is conserved.
Performance Indicator 4.1: Describe the sources and identify the transformations of energy observed in everyday life.
4.1a The Sun is a major source of energy for Earth. Other sources of energy include nuclear and geothermal energy.
4.1b Fossil fuels contain stored solar energy and are considered nonrenewable resources. They are a major source of energy in the United States.
Solar energy, wind, moving water, and biomass are some examples of renewable energy resources.
4.1c Most activities in everyday life involve one form of energy being transformed into another. For example, the chemical energy in gasoline is
transformed into mechanical energy in an automobile engine. Energy, in the form of heat, is almost always one of the products of energy
transformations.
4.1d Different forms of energy include heat, light, electrical, mechanical, sound, nuclear, and chemical. Energy is transformed in many ways.
4.1e Energy can be considered to be either kinetic energy, which is the energy of motion, or potential energy, which depends on relative position.
4.3a In chemical reactions, energy is transferred into or out of a system. Light, electricity, or mechanical motion may be involved in such transfers in
addition to heat.
4.4d Electrical energy can be produced from a variety of energy sources and can be transformed into almost any other form of energy.
Performance Indicator 4.5: Describe situations that support the principle of conservation of energy.
4.5a Energy cannot be created or destroyed, but only changed from one form into another.
4.5b Energy can change from one form to another, although in the process some energy is always converted to heat. Some systems transform energy
with less loss of heat than others.
[pic]
KI 5: Energy and matter interact through forces that result in changes in motion
Performance Indicator 5.1: Describe different patterns of motion of objects
5.1a The motion of an object is always judged with respect to some other object or point. The idea of absolute motion or rest is misleading.
5.1b The motion of an object can be described by its position, direction of motion, and speed.
5.1c An object’s motion is the result of the combined effect of all forces acting on the object. A moving object that is not subjected to a force will
continue to move at a constant speed in a straight line. An object at rest will remain at rest.
5.1d Force is directly related to an object’s mass and acceleration; the greater the force, the greater the change in motion
5.1e For every action there is an equal and opposite reaction.
5.2c Machines transfer mechanical energy from one object to another.
5.2d Friction is a force that opposes motion.
5.2e A machine can be made more efficient by reducing friction. Some common ways of reducing friction include lubricating or waxing surfaces.
5.2f Machines can change the direction or amount of force, or the distance or speed of force required to do work.
5.2g Simple machines include a lever, a pulley, a wheel and axle, and an inclined plane. A complex machine uses a combination of interacting
simple machines, e.g., a bicycle.
|Common Misunderstandings/Difficult Concepts: |Lab Skills: |
|We have an endless supply of energy |Be able to identify the various forms of energy in |
|Energy is free |different situations |
|A machine decreases the amount of work done |determine the speed and acceleration of a moving object |
|Work and energy are the same thing | |
|Machines create energy | |
|Additional Resources: |Vocabulary: |
| |Energy, Kinetic Energy, Potential Energy, Elastic |
| |Potential Energy, Gravitational Potential Energy, |
| |Mechanical Energy, Chemical Energy, Electrical Energy, |
| |Electromagnetic (Light) Energy, Nuclear Energy, Energy |
| |Conversion, Law of Conservation of Energy, Thermal Energy,|
| |Fossil Fuels, Nonrenewable resources, Renewable Resources |
| |Speed, Velocity, Motion, Force, unbalanced force, balanced|
| |force, friction, Newton’s Laws, Inertia, mass, |
| |acceleration, air resistance, sliding friction, rolling |
| |friction, Inclined Plane, Wedge, Screw, Lever, Wheel and |
| |Axle, Pulley, Compound Machine |
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|Content |Understandings |Essential Questions |Know |Do |Textbook: |
|Goals |Students will understand that: | |Students will know: |Students will be able to: | |
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|Forms of Energy |… there are many forms of energy in the |What does it mean when |( Energy is the |…identify the different forms |Pages |
|4.1a |everyday life |someone says that a person |ability to do work or |of energy |(408-409) |
|4.1d | |has “a lot of energy”? |cause change | |(412-414) |
| | | | |…describe the forms of energy | |
| |… there are other forms of energy other |What is Energy? |( Mechanical Energy |we encounter each day | |
| |than the ones we use consistently | |is energy of Motion | | |
| | | | |…describe the relationship | |
| | | |( Chemical Energy |between work and energy | |
| | | |potential energy stored | | |
| | | |in chemical bonds |…list the different forms of | |
| | | | |energy and give examples of | |
| | | |( Thermal Energy is the total energy of |each | |
| | | |the | | |
| | | |particles (heat) | | |
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| | | |( Electrical Energy is energy carried by | | |
| | | |electrical charges | | |
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| | | |( Electromagnetic | | |
| | | |Energy | | |
| | | |energy that travels | | |
| | | |in waves | | |
| | | | | | |
| | | |( Nuclear Energy, energy released during | | |
| | | |nuclear reactions | | |
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|Content |Understandings |Essential Questions |Know |Do |Textbook: |
|Goals |Students will understand that: | |Students will know: |Students will be able to: | |
| | | | |…list resources that would | |
|Renewable & Nonrenewable Resources |…how energy is converted when fossil |Is there a way for people to|( the difference between renewable and |last longer if people used |Pages |
|4.1b |fuels are used |only use renewable resources|non-renewable resources |public transportation |422-425 |
| | |for energy? | | | |
| | | |( the chemical Potential Energy of coal is|…explain why coal is |Page 689 |
| | |What is coal and what is it |used to produce thermal and electrical |considered a fossil fuel and | |
| | |used for? |energy. |wood isn’t. | |
| | | | | | |
| | | |( Renewable Resources are replaced or can |…describe the conversion of | |
| | | |be replaced by Earth or the Sun’s |chemical energy in fossil | |
| | | |processes at rates similar to the rates at|fuels to other forms of energy| |
| | | |which humans use them. Examples: | | |
| | | |drinking water, trees, soils, oxygen, fish| | |
| | | |electromagnetic energy | | |
| | | | | | |
| | | |( Nonrenewable Resources can not be | | |
| | | |replaced. Examples, fossil fuels (gas, | | |
| | | |coal, oil) | | |
| | | | | | |
|Content |Understandings |Essential Questions |Know |Do |Textbook: |
|Goals |Students will understand that: | |Students will know: |Students will be able to: | |
| |…you use many forms of energy in the |Can energy be created? |( the Law of Conservation of Energy; that |...identify energy transformations| |
|Energy Conversions |everyday life and it is constantly | |energy cannot be created or destroyed, only | |Pages |
|4.1c |changing forms. |How can energy be changed? |changed or converted from one form to another |…explain the law of conservation |416-421 |
|4.1d | | | |of energy. | |
|4.5a | |Can you run out of energy? |( energy conversions is a change from one | | |
|4.5b | | |form of energy into another |…list appliances or objects that | |
| | | | |show energy conversions and | |
| | | | |explain the conversions. | |
| | | | | | |
| | | | |…explain the Law of Conservation | |
| | | | |of Energy | |
| | | | | | |
| | | | |…identify and describe conversions| |
| | | | |from one type of energy to another| |
| |…objects have energy even when they |Can an object that is not moving |( kinetic energy is energy of motion |…describe the changes in potential| |
|PE & KE |are not moving |still have energy? | |and kinetic energy that take place|Pages |
|4.1e | | |( potential energy |when a pendulum swings back and |409-411 |
| | | |is energy that is stored or held in readiness |forth. | |
| | | | | |Page 418 |
| | | |( gravitational Potential Energy potential is |…explain why gravitational | |
| | | |energy that depends on height |potential energy is called energy| |
| | | | |of position | |
| | | |( that potential energy is converted into | | |
| | | |kinetic energy | | |
| | | | | | |
| | | |( when potential energy decreases, kinetic | | |
| | | |energy increases. | | |
| | | | | | |
| | | |( kinetic energy is converted into potential | | |
| | | |energy | | |
| | | | | | |
| | | |( kinetic energy decreases, potential energy | | |
| | | |increases. | | |
| |Understandings |Essential Questions |Know |Do |Textbook: |
|Content |Students will understand that: | |Students will know: |Students will be able to: | |
|Goals | | | | | |
| | | | | | |
| |…the difference between speed, |What causes the changes in Motion? |( Motion is a change in position measured by |…to explain when an object is in |Pages |
|Motion |velocity and acceleration | |distance and time. |motion |280-292 |
|5.1a | |When is an object in motion? | | | |
|5.1b |…when to use each formula | |( Speed tells us the rate at which an object |…explain how motion is relative to| |
| | | |moves |a reference point | |
| |…how to find the speed and velocity | | | | |
| |of an object | |( Velocity tells us the speed and direction of|…calculate an objects speed and | |
| | | |a moving object |velocity | |
| | | | | | |
| | | |( Acceleration tells us the rate speed or |…describe what happens to the | |
| | | |direction changes |motion of an object as it | |
| | | | |accelerates. | |
| | | |( the formula used to calculate speed: | | |
| | | |Speed= distance |…calculate the acceleration of an | |
| | | |time |object | |
| | | | | | |
| | | |( the formula used to calculate acceleration: |…interpret graphs | |
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| | | |a=final velocity-initial velocity | | |
| | | |time | | |
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| |Understandings |Essential Questions |Know |Do | |
|Content |Students will understand that: | |Students will know: |Students will be able to: | |
|Goals | | | | | |
| | | | | | |
|Newton’s Laws |…all objects follow the same rules |Why is it important to wear your |( force is a push or a pull exerted on an |…explain how balanced and | |
|5.1c |for motion |seatbelt when in a car? |object |unbalanced forces are related to | |
|5.1d | | | |motion | |
|5.1e |…floors, or any other object can’t |What is a Force? |( balanced Forces do NOT cause motion | | |
| |give a force | | |…apply which laws of motion are | |
| | | |( unbalanced Forces will cause a change in |occurring in a situation | |
| |…the difference in how balanced and | |motion | | |
| |unbalanced forces affect motion | | |…state Newton’s laws of motion and| |
| | | |( friction is a force that opposes motion when|list examples of each | |
| |…the relationship between the 3 | |two surfaces rub against each other produces | | |
| |quantities in Newton’s 2nd Law | |heat |…explain how force and mass are | |
| | | | |related to acceleration | |
| |…how the net force of an object | |( the 3 types of friction and the factors that| | |
| |affects its acceleration | |determine the friction force between two |…use the formula F=ma | |
| | | |surfaces: sliding friction, rolling friction, | | |
| |…how Newton’s Laws are all around us | |and fluid friction |…describe friction and identify | |
| | | | |the factors that determine the | |
| |…how action and reaction forces are | |( Newton’s 1st Law of Inertia: Once an object|friction force between surfaces. | |
| |related | |is in motion, it will stay in motion until a | | |
| | | |force acts on it. Once an object is at rest, |…describe the effects of gravity | |
| | | |it will stay at rest until a force acts on it |and air resistance on an object in| |
| | | | |free fall | |
| | | |( Newton’s 2nd Law: The force on an object is | | |
| | | |determined by its mass and its acceleration. | | |
| | | | | | |
| | | |( the formula F=ma | | |
| | | | | | |
| | | |( Newton’s 3rd Law: For every action, there is| | |
| | | |an equal and opposite reaction | | |
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|Content |Understandings |Essential Questions |Know |Do | |
|Goals |Students will understand that | |Students will know: |Students will be able to: |Textbook: |
| |…there are 6 kinds of simple machines |What is a machine? |( a machine is a device that changes the |Describe the 6 types of simple| |
|Simple Machines | | |amount of force exerted or changes the |machines |Pages 386-396 |
|5.2c | |How do machine make work |direction in which the force is exerted | | |
|5.2d | |easier? | |List and be able to give | |
|5.2e | | |( a machine does NOT decrease the amount of |examples of each type of | |
|5.2f | | |work done |simple machines | |
|5.2g | | | | | |
| | | |( machines help to make work easier or more |Identify what type of simple | |
| | | |effective |machine pictures represent | |
| | | | |Example: doorknob | |
| | | |( efficiency is a measure of the useful work a| | |
| | | |machine can do (%) | | |
| | | |( there are Six Simple Machines: | | |
| | | | | | |
| | | |Inclined Plane is a flat slanted surface, like| | |
| | | |a ramp | | |
| | | | | | |
| | | |Wedge is thick at one end and tapers to a thin| | |
| | | |edge at the other end | | |
| | | | | | |
| | | |A Screw is an inclined plane that is wrapped | | |
| | | |around a cylinder. The spiral inclined plane | | |
| | | |forms the threads of the screw | | |
| | | | | | |
| | | |Lever is a rigid bar that is free to pivot, or| | |
| | | |rotate about a fixed point (Fulcrum – the | | |
| | | |fixed point the lever pivots around) | | |
| | | | | | |
| | | |Wheel & Axle is made of two circular objects | | |
| | | |that are fastened together and rotate about a| | |
| | | |common axis | | |
| | | | | | |
| | | |Pulley is grooved wheel with a rope wrapped | | |
| | | |around it | | |
|Big Idea: Energy |
|Big Question: Where do you get your energy? Can you run out of energy? |
|Topic: Waves & Sound, Electromagnetic Energy, Electricity & Magnetism |
|Suggested Time: 2-3 weeks |
| |
|Goals (NYS Standards): |
|KI 4: Energy exists in many forms, and when these forms change energy is conserved. |
|Performance Indicator: Observe and describe the properties of sound, light, magnetism, and electricity. |
|4.4a Different forms of electromagnetic energy have different wavelengths. Some examples of electromagnetic energy are microwaves, infrared light, |
|visible light, ultraviolet light, X-rays, and gamma rays. |
|4.4b Light passes through some materials, sometimes refracting in the process. Materials absorb and reflect light, and may transmit light. To see an |
|object, light from that object, emitted by or reflected from it, must enter the eye. |
|4.4c Vibrations in materials set up wave-like disturbances that spread away from the source. Sound waves are an example. Vibrational waves move at |
|different speeds in different materials. Sound cannot travel in a vacuum. |
|4.4d Electrical energy can be produced from a variety of energy sources and can be transformed into almost any other form of energy. |
|4.4e Electrical circuits provide a means of transferring electrical energy. |
|4.4f Without touching them, material that has been electrically charged attracts uncharged material, and may either attract or repel other charged |
|material. |
|4.4g Without direct contact, a magnet attracts certain materials and either attracts or repels other magnets. The attractive force of a magnet is greatest |
|at its poles. |
|KI 5: Energy and matter interact through forces that result in changes in motion. |
|Performance Indicator 5.2: Observe, describe, and compare effects of forces (gravity, electric current, and magnetism) on the motion of objects. |
|5.2b Electric currents and magnets can exert a force on each other. |
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|Common Misunderstandings/Difficult Concepts: |Physical Setting Skills: |
| |Determine the electrical conductivity of a material, using a simple circuit|
|Black and White are colors | |
|Sound exists in space | |
|Slinkies are waves | |
|You can see color in the dark | |
|Switch is needed in a circuit | |
|Additional Resources: |Vocabulary: |
| |Wave, Medium, Mechanical Wave, Transverse Wave, Longitudinal Wave, |
| |Compressions, Rarefactions, Surface Waves, Amplitude, Wavelength, |
| |Frequency, Hertz, Reflection, Angle of Incidence, Angle of Reflection, |
| |Refraction, Diffraction, Interference |
| | |
| |Sound, Loudness, Intensity, Decibels, Pitch, Doppler Effect, Timbre, Music,|
| |Noise, Acoustics |
| | |
| |Magnetism, Magnetic Pole, Magnetic Field, Electric Charge, Electric |
| |Current, Electric Circuit, Conductor, Insulator, Battery, Switch, Resistor,|
| |Static Electricity, Conservation of Charge, Series Circuit, Parallel |
| |Circuit, Voltage, Resistance, Power, Current |
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|Content |Understandings |Essential Questions |Know |Do |Textbook: |
|Goals |Students will understand that: | |Students will know: |Students will be able to: | |
| | | | | | |
|Anatomy of a Wave |…that waves transfer energy |What is a wave? |( waves are disturbances that |… Label the anatomy of a wave |Pages |
|[pic] | | |transfer energy from place to place| |470-481 |
| |…the difference between mechanical and | |through matter or space |…list and describe the basic | |
|[pic] |electromagnetic waves | | |properties of waves | |
| | | |( A medium is a material in which | | |
|[pic] |…the difference between longitudinal and | |waves travel through |…describe how a wave’s speed is | |
| |transverse waves | | |related to its wavelength and | |
|[pic] | | |( when a wave travels through a |frequency and calculate a wave’s | |
| |…that causes waves | |medium, only the energy travels |speed. | |
| | | |forward; THE MEDIUM DOES NOT MOVE | | |
| |…the three main types of waves. (Transverse,| | |…use a slinky to create | |
| |Longitudinal and Combinations of Waves) | |( mechanical waves are waves that |longitudinal and transverse waves| |
| | | |require a medium. (Sound waves, | | |
| |…where waves get their energy | |ocean waves & seismic waves) |…list examples of types of waves | |
| | | | |that require a medium and types | |
| | | |( electromagnetic waves do not |of waves that do NOT require a | |
| | | |require a medium (LIGHT) they can |medium | |
| | | |travel through matter and through | | |
| | | |space. |…compare and contrast | |
| | | | |longitudinal and transverse waves| |
| | | |( transverse waves are waves whose | | |
| | | |particles of the medium move up and|…label the anatomy of a | |
| | | |down |transverse wave | |
| | | | | | |
| | | |( longitudinal waves are waves |…label the anatomy of a | |
| | | |whose particles of the medium move |longitudinal wave | |
| | | |back and forth | | |
| | | | |…define waves and identify what | |
| | | |(amplitude is the distance from the|causes them | |
| | | |crest or trough to the normal rest | | |
| | | |position It is the direct measure |…identify and compare the three | |
| | | |of waves energy. |main types of waves | |
| | | | | | |
| | | |( wavelength is the distance | | |
| | | |between 2 consecutive crests or | | |
| | | |troughs | | |
| | | | | | |
| | | |( frequency is the # of complete | | |
| | | |waves per unit time | | |
| | | | | | |
| | | |( a crest is the highest point of a| | |
| | | |wave | | |
| | | | | | |
| | | |( a trough is the lowest point of a| | |
| | | |wave | | |
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|Content |Understandings |Essential Questions |Know |Do | |
|Goals |Students will understand that: | |Students will know: |Students will be able to: |Textbook: |
| | | | | | |
| |…some rays are dangerous |What is Light? |( the waves of the electromagnetic | |Pages 532-565 |
|Electromagnetic | | |spectrum gamma rays, x-rays, |…describe an electromagnetic wave| |
|Radiation |…electromagnetic waves differ from one | |ultraviolet, visible (ROYGBIV), |and its properties | |
|4.4a |another | |infrared rays, microwaves, radio | | |
| | | |rays |…list and compare different types| |
| | | | |of electromagnetic waves | |
| | | |( the visible spectrum is arranged | | |
| | | |from longest wave length to the |…describe how the electromagnetic| |
| | | |shortest |spectrum is arranged | |
| | | | | | |
| | | |(electromagnetic waves differ due |…name uses for waves of the | |
| | | |to wavelengths and frequency |electromagnetic spectrum | |
| | | | | | |
| | | | |…describe an electromagnetic wave| |
| | | | |and its properties | |
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|Content |Understandings |Essential Questions |Know |Do | |
|Goals |Students will understand that: | |Students will know: |Students will be able to: |Textbook: |
| | | |( Reflection is the bouncing back | | |
|Transmitted |…what determines the color of an object |How does light behave when it |of a wave after it strikes a |…explain which color shirt (black|Page |
|4.4B | |strikes matter |boundary. All waves can be |or white) would be better to wear|568-590 |
| |…light affects color we see | |reflected. Mirrors REFLECT light: |on the beach to keep cool on a | |
| | |Why can I see color? |Example: When light hits a red |hot summer day | |
|[pic] |…the behavior of light when it strikes | |stop sign, the stop sign reflects | | |
| |matter |Why can’t I play UNO during a |mostly red wavelengths and absorbs |…identify the factors that | |
| | |black out? |all other colors so we do not see |determine the color of an object.| |
| |…the difference between transparent, | |them | | |
| |translucent and opaque | | |…describe what happens when light| |
| | | |( Refraction is the bending of a |strikes opaque, transparent and | |
| | | |wave due to a change in speed when |translucent objects. | |
| | | |it moves from one medium to another| | |
| | | | |…identify ways in which images | |
| | | |( Light strikes matter and can be |can be reflected | |
| | | |transmitted, absorbed, or reflected| | |
| | | | | | |
| | | |( Transparent: light passes through| | |
| | | |so you can see clearly. | | |
| | | |Example: window | | |
| | | | | | |
| | | |( Translucent: light passes through| | |
| | | |but it is scattered so you cannot | | |
| | | |see clearly | | |
| | | |Example: wax paper | | |
| | | | | | |
| | | |( Opaque: light does not pass | | |
| | | |through like construction paper | | |
| | | | | | |
| | | |( Absorbed: Light passes through a | | |
| | | |substance and stays there: | | |
| | | |Example: When light hits a red stop| | |
| | | |sign, the stop sign reflects mostly| | |
| | | |red wavelengths and absorbs all | | |
| | | |other colors so we do not see them | | |
| | | | | | |
| | | |( Reflected: Light strikes a | | |
| | | |substance and bounces back | | |
|Content | | | | | |
|Goals |Understandings |Essential Questions |Know |Do | |
| |Students will understand that: | |Students will know: |Students will be able to: |Textbook: |
| | | | | | |
| |…the anatomy of a wave affects sound |How do you hear Sound? |( sound is a longitudinal wave that |…define sound and explain how it |Pages |
|Sound | | |travels through a medium. |travels |496-528 |
|4.4c |…the difference between sound and noise|How is sound affected by | | | |
| | |position? |( temperature and nature of the |…identify the factors that affect the| |
| |…the difference between pitch and | |medium determines the speed of sound.|speed of sound | |
| |volume |Do thunder and lightening have | | | |
|[pic] | |the same source? |( Intensity: loudness determines the|…describe what happens when an object| |
| |…the difference between light and sound| |amplitude of a wave. The greater the|moves faster than the speed of sound | |
| | |Is there sound in space? |intensity, the louder the sound | | |
| |…sound needs a medium in order to | | |…explain how temperature affects the | |
| |travel. If there is no/little matter | |( Pitch: how high or low a sound is.|speed of sound | |
| |there are no particles to vibrate and | |Determined by the waves frequency. | | |
| |therefore, no sound | |The higher the frequency the higher |…explain the difference in the | |
| | | |the pitch |movement of sound through a solid | |
| | | | |compared to a gas | |
| | | | | | |
| | | | |…explain the difference between | |
| | | | |intensity and pitch of a sound | |
| | | | | | |
| | | | |…explain how intensity and loudness | |
| | | | |are related | |
| | | | | | |
| | | | |…explain how pitch and frequency are | |
| | | | |related | |
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| | | | |… explain the difference between | |
| | | | |light and sound | |
|[pic] | | | | | |
| | | | |…describe the apparent change in | |
| | | | |frequency observed in the Doppler | |
| | | | |Effect | |
|[pic] | | | | | |
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| | | |( Doppler Effect: a change in the | | |
| | | |frequency & pitch of a sound due to | | |
| | | |the motion of either the sound source| | |
| |…the apparent change in frequency | |or observer | | |
| |observed in the Doppler Effect | | | | |
| | |What is the Doppler Effect? |[pic] | | |
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| | | |A sound source (car, train, plane) | | |
| | | |moving toward an observer compresses | | |
| | | |the sound waves in front of it. This | | |
| | | |causes the observer to hear a | | |
| | | |higher frequency and pitch | | |
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| | | |[pic] | | |
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| | | |A sound source (car, train, plane) | | |
| | | |moving away from an observer | | |
| | | |stretches the sound waves behind it. | | |
| | | |This causes the observer to hear a | | |
| | | |lower frequency and pitch. | | |
| | | | | | |
| | | |( Diffraction: the bending of waves | | |
| | | |around a barrier or through an | | |
| | | |opening | | |
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| | | |[pic] | | |
|Content | | | | | |
|Goals |Understandings |Essential Questions |Know |Do | |
| |Students will understand that: | |Students will know: |Students will be able to: |Textbook: |
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| |…the reason why when 1 light bulb in your |What is Electricity? |( Electricity: the energy associated with charged | | |
|Electricity |house goes out the rest of the lights can | |particles | | |
|4.4e,f |stay on. | | | | |
|5.2b | | |( Law of Charges: like charges repel, unlike charges | | |
|[pic] |…the difference between static and current |Why do I get shocked when I |attract | | |
| |electricity |touch a door knob? | | | |
| | | |( Electric Field: | | |
| |…the difference between a closed and open |What is static cling? |area around a charged particle where forces of | | |
| |circuit | |attraction or repulsion are felt. | | |
| | | | | | |
| |…the difference between a parallel and | |( Static Electricity: Charges do not flow. It is a | | |
| |series circuit | |build up of UNEQUAL charges. | | |
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| |…the difference between conductors and | |( Current Electricity: Movement of electric charges | | |
| |insulators | |creates and electric current. Measure in AMPS. | | |
| | | |Charges do flow and a power source (battery, | | |
| |…the interaction between electric charges | |generator) is needed. | | |
| | | | | | |
| |…the transfer of electrons in static | |[pic] | | |
| |discharge | | | | |
| | | |( Voltage: measure of the force on a unit charge | | |
| |…the cause behind electric current flow | |“push” behind the electrons | | |
| | | | | | |
| |…the relationship between voltage and | |( Conductors: materials that easily allow the flow of| | |
| |current flow | |an electric current. Most metals are good | | |
|[pic] | | |conductors. | | |
| |…the relationships that exist between | | | | |
| |resistance and current flow | |( Insulators: materials that do not easily allow the| | |
| | | |flow of an electric current. Most nonmetal solid | | |
| |…the amount of paths a current can take in a| |materials are insulators. | | |
| |series vs. a parallel circuit. | | | | |
| | | |( Circuits: Path that an electric current follows | | |
| | | |MUST CONTAIN a Power Source (Generator, Battery), | | |
| | | |Load (Light, Motor, Heating Coil, TV, etc) and a | | |
| | | |Conductor (Wires, Metal) | | |
| | | | | | |
| | | |Complete Circuit = Closed Circuit | | |
| | | |A closed circuit allows electricity to travel | | |
| | | |through. This happens when you turn your lights on. | | |
| | | |When a circuit is closed, it works! | | |
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| | | |Open Circuits: An open circuit does not allow | | |
| | | |electricity to travel through. This happens when you| | |
| | | |turn your lights off. When a circuit is open, it | | |
| | | |doesn’t work | | |
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| | | |Series Circuit: An electrical circuit with a single | | |
| | | |path for electrons to travel on. Example: If you | | |
| | | |have a string of lights and you unplug one, all of | | |
| | | |the lights will go out. | | |
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| | | |Parallel Circuit: An electrical circuit with multiple| | |
| | | |paths for electrons to travel on. Example: If you | | |
| | | |have a string of light and you unplug one, the rest | | |
| | | |stay lit (because there are other paths for the | | |
| | | |electrons to travel.) | | |
|Content | | | | | |
|Goals |Understandings |Essential Questions |Know |Do | |
| |Students will understand that: | |Students will know: |Students will be able to: |Textbook: |
| | | | | | |
| |…that the Earth has magnetic properties |What does it mean if someone |( Electricity and magnetism are closely|…identify the magnetic properties |Page 612-627 |
|Magnetism | |says, “You have a magnetic |related. An electric current produces|of Earth | |
|4.4g |…that electric currents are related to |personality!?” |a magnetic field. | | |
|5.2b |magnetic fields | | |…define magnetic fields and | |
| | | |( Surrounding every moving charge is |describe magnetic field lines | |
| |…the interaction between magnetic poles. | |both an electric field and a magnetic | | |
| | | |field. Both can influence nearby |…identify magnetic properties of | |
| | | |charges. |Earth and compare the magnetic and| |
| |…magnets can be both attractive and | | |geographic poles | |
| |repulsive |Are magnets attractive? |( Magnet: any material that attracts | | |
| | | |iron or materials containing iron. |…define magnetic poles and | |
| | | | |describe the interaction between | |
| | | |( Magnetic Field: |like and unlike magnetic poles | |
| | | |an area around a magnet | | |
| | | |where magnetic forces act. | | |
| | | |A compass is used to detect Earth’s | | |
| | | |magnetic field | | |
| | | | | | |
| | | |( Magnetic Poles: Concentration of | | |
| | | |force at the end of a magnet. One end | | |
| | | |of a magnet points north (North Pole) | | |
| | | |One end of the magnet points south | | |
| | | |(South Pole) | | |
| | | | | | |
| | | |Concentration | | |
| | | |of force at the | | |
| | | |ends of a magnet | | |
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| | | | | | |
| | | | | | |
| | | |( Law of Charges: like charges repel, | | |
| | | |unlike charges attract | | |
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| | | |Magnets only attract certain objects. | | |
Big Idea: Our Changing Planet
Big Question: How does our changing planet affect our lives?
Topic: Weather/Climate
Suggested Time: 2-3 weeks
Goals (NYS Standards):
KI 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator 2.1: Explain how the atmosphere (air), hydrosphere (water), and lithosphere (land) interact, evolve, and change.
2.1a Nearly all the atmosphere is confined to a thin shell surrounding Earth. The atmosphere is a mixture of gases, including nitrogen and oxygen
with small amounts of water vapor, carbon dioxide, and other trace gases. The atmosphere is stratified into layers, each having distinct
properties. Nearly all weather occurs in the lowest layer of the atmosphere.
2.1b As altitude increases, air pressure decreases.
2.1j Water circulates through the atmosphere, lithosphere, and hydrosphere in what is known as the water cycle.
Performance Indicator 2.2: Describe volcano and earthquake patterns, the rock cycle, and weather and climate changes.
2.2i Weather describes the conditions of the atmosphere at a given location for a short period of time.
2.2j Climate is the characteristic weather that prevails from season to season and year to year.
2.2k The uneven heating of Earth’s surface is the cause of weather.
2.2l Air masses form when air remains nearly stationary over a large section of Earth’s surface and takes on the conditions of
temperature and humidity from that location. Weather conditions at a location are determined primarily by temperature, humidity,
and pressure of air masses over that location.
2.2m Most local weather condition changes are caused by movement of air masses.
2.2n The movement of air masses is determined by prevailing winds and upper air currents.
2.2o Fronts are boundaries between air masses. Precipitation is likely to occur at these boundaries.
2.2p High-pressure systems generally bring fair weather. Low-pressure systems usually bring cloudy, unstable conditions. The general movement of
highs and lows is from west to east across the United States.
2.2r Substances enter the atmosphere naturally and from human activity. Some of these substances include dust from volcanic eruptions and
greenhouse gases such as carbon dioxide, methane, and water vapor. These substances can affect weather, climate, and living things.
Performance Indicator 4.2: Observe and describe heating and cooling events
4.2a Heat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature.
4.2b Heat can be transferred through matter by the collisions of atoms and/or molecules (conduction) or through space (radiation). In a liquid or gas,
currents will facilitate the transfer of heat (convection).
|Common Misunderstandings/Difficult Concepts: |Physical Setting Skills: |
| | |
|The greenhouse effect is bad |generate and interpret field maps including |
|Weather and climate are the same |topographic and weather maps |
|Heat and temperature are the same |predict the characteristics of an air mass |
|Moist air is heavier than dry air |based on the origin of the air mass |
|There is no pattern to our weather conditions |measure weather variables such as wind speed |
| |and direction, relative humidity, barometric |
| |pressure, etc. |
| |interpret current weather maps and weather |
| |variables and make weather forecasts based on |
| |the interpretation |
|Additional Resources: |Vocabulary: |
|Conduction, convection and radiation: Footprints: Middle School Science, Physical Science | |
|(BMCHSD staff shared folder) |Conduction, convection, radiation, fronts, air|
|Current weather and weather maps: |masses, acid rain, absorb, electromagnetic |
|Various weather: |energy, emit, gamma rays, infrared light, |
|National climatic weather: |reflect, refracting, ultraviolet light, |
|Teacher resources from the weather channel: |visible light, wave length, collisions, heat |
|Animated fronts: |energy, heat transfer, radiation, solar |
|Satellite images with frontal symbols: |energy, temperature, condensation, |
|NYS Assessment Questions: BMCHSD/Vm-sF2/Shared Teachers/ Middle School Science/Assessments by Topic |evaporation, freezing, heat energy, |
| |thunderstorms, tornadoes, weather, water |
| |vapor, weather, water cycle, convection cells,|
| |hurricanes, global warming, ozone, air |
| |pressure, altitude, atmosphere, carbon |
| |dioxide, climate, greenhouse gases, high |
| |pressure, low pressure, humidity, methane, |
| |nitrogen, oxygen, precipitation, pressure, |
| |prevailing winds, barometric pressure, |
| |relative humidity, unstable, continental, |
| |polar, maritime, tropical, wind belts, |
| |troposphere, stratosphere, mesosphere, |
| |thermosphere |
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|Content |Understandings |Essential Questions |Know |Do |Textbook: |
|Goals |Students will understand that: | |Students will know: |Students will be able to: | |
| |. | | | | |
|Energy transfer |…properties of the material determine how |Why do deserts heat up so fast |( the difference between heat and |…identify which method of energy | |
|4.2a |energy is transferred |in the day and cool off so fast|temperature |transfer different materials | |
|4.2b | |at night? | |would transfer energy through. | |
| | | |( how energy is transferred through| | |
| | |Why does the sand get so hot at|the 3 different methods of energy |…explain how energy from the sun | |
| | |the beach on a sunny summer day|transfer |is transferred, using the | |
| | |while the water stays cool? | |different methods of energy | |
| | | | |transfer, to Earth resulting in | |
| |…energy is transferred in different ways |How does the heat from the sun | |the heat we feel. | |
| | |make it to Earth so that we and| | | |
| | |everyone else on Earth can feel| |…relate energy transfer to common| |
| | |it? | |experiences in their own home | |
| | | | |(i.e. boiling a pot of water) | |
| | | |( Earth’s atmosphere is divided | | |
|Earth’s atmosphere |…Earth’s atmosphere is divided into several |Why are planes able to fly |into layers based on temperature |…interpret an atmospheric graph | |
|and water cycle |layers each with its own characteristics |above clouds and bad weather? |changes with a distinct beginning |to determine how temperature, | |
|2.1a | | |and end |pressure and water content change| |
|2.1b |…the characteristics of Earth’s atmosphere |Why does everyone care that | |with a change in altitude. | |
|2.1j |changes as you increase altitude |there is a hole in the ozone |( the role of ozone and the | | |
|2.2r | |layer? |greenhouse gases in Earth’s |….explain how the greenhouse | |
| |…how the water cycle plays a role in Earth’s | |atmosphere |effect and global warming are | |
| |atmosphere |What is global warming all | |related. | |
| | |about? |( what man-made or natural factors | | |
| | | |influence the “greenhouse effect” |…identify the parts of the water | |
| | |Is there a connection between | |cycle. | |
| | |the greenhouse effect and |( the water cycle occurs within the| | |
| | |global warming? |troposphere of the Earth’s |…discuss why weather occurs | |
| | | |atmosphere and continuously |primarily in the troposphere. | |
| | | |recycles water from Earth’s surface| | |
| | | |back into the atmosphere and back | | |
| | | |to Earth’s surface again | | |
|Content |Understandings |Essential Questions |Know |Do |Textbook: |
|Goals |Students will understand that: | |Students will know: |Students will be able to: | |
| | | | |…determine how atmospheric | |
|Weather/Climate |…changes in energy result in different types |Why is it so difficult for a |( the difference between weather |variables affect each other | |
| |of weather. |weather forecaster to |and climate | | |
| | |accurately predict the weather?| |…interpret and analyze a weather | |
|2.2i 2.2n |…weather involves the interaction of many | |( how atmospheric variables are |map (including the presence of | |
|2.2j 2.2o |different factors. |Why can it be hot and rainy one|related to each other (temperature,|fronts, high pressure or low | |
|2.2k 2.2p | |day and cold and dry the next? |pressure, and humidity) |pressure systems) | |
|2.2l |…global patterns on Earth affect local weather| | | | |
|2.2m |conditions. | |( the difference between moisture |…prepare an appropriate safety | |
| | |What makes the climate of one |(humidity) and precipitation |plan for severe weather | |
| | |place different from another? | | | |
| |…an area’s climate is a function of its | |( the characteristics of air masses|…predict the characteristics of | |
| |location. | |and the role they play in our |an air mass based on the origin | |
| | | |weather |of the air mass and the affects | |
| | | | |it will have on locations it | |
| | | |( the different types of basic |encounters | |
| | | |fronts (cold front or warm front) | | |
| | | |and the effects they have on an |…determine an area’s weather | |
| | | |area’s weather before arrival, upon|before, during and after a | |
| | | |arrival and after they have passed |weather front has affected it | |
| | | | | | |
| | |How could a volcanic eruption |( the pattern of air movement based|…make a weather prediction based | |
| | |change our temperatures? |on the global wind patterns |on the presence of weather | |
| | | |(prevailing winds) |variables and the knowledge of | |
| |…human and natural influences can alter | | |global air movement | |
| |weather/climate patterns. | |( the effects of a high pressure | | |
| | | |system or a low pressure system on |…explain how human or natural | |
| | | |an area’s weather |influences can alter weather | |
| | | | |patterns | |
| | | |( what factors influence the | | |
| | | |climate in different locations on |…predict an area’s climate given | |
| | | |Earth |its location and the presence of | |
| | | | |other variables affecting | |
| | | |( natural occurrences such as |climates such as oceans, | |
| | | |volcanic eruptions can alter |mountains, etc | |
| | | |climate patterns | | |
Big Idea: Our Changing Planet
Big Question: How does our changing planet affect our lives?
Topic: Measuring the Earth
Suggested Time: 2 weeks
Goals (NYS Standards):
Scientific Inquiry
KI 2: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.
2.1 Select an appropriate model to begin the search for answers or solutions to a question or problem.
2.3 Demonstrate the effectiveness of different models to represent the same thing and the same model to represent different things.
Scientific Inquiry
KI2: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of
conventional techniques and procedures and usually requiring considerable ingenuity.
2.1d use appropriate tools and conventional techniques to solve problems about the natural world, including: measuring, observing, describing,
classifying, and sequencing.
KI 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
1.1f The latitude/longitude coordinate system and our system of time are based on celestial observations.
|Common Misunderstandings/Difficult Concepts: |Physical setting skills: |
| | |
|Latitude and longitude measurements have specific directions that go with them. |given the latitude and longitude of a location, indicate its |
|There are measurements on every place on a map even though isolines only connect those with a particular value. |position on a map and determine the latitude and longitude of a|
|Places on the same longitude will have the same time while places on the same latitude will have different times. |given location on a map |
| |measure the angular elevation of an object, using appropriate |
| |instruments |
| |generate and interpret field maps including topographic maps |
| |use a magnetic compass to find cardinal directions |
| |Vocabulary: |
| | |
| |Latitude, longitude, altitude, elevation, topographic map, |
| |contour map, isoline, isobar, isotherm, contour line, gradient,|
| |horizon, field, field map, steep gradient, gentle gradient, |
| |hachure marks |
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|Content |Understandings |Essential Questions |Know |Do |Textbook: |
|Goals |Students will understand that: | |Students will know: |Students will be able to: | |
| | | | | | |
|Latitude and Longitude Coordinate System |…locations on a map can be pinpointed using |Are you lost if you know your|( the equator and the prime meridian |…locate a place using latitude and | |
|1.1f |a coordinate system |latitude and longitude? |are reference lines for latitude and |longitude | |
|S2.1d | | |longitude | | |
| | |Can latitude and longitude be| |…write the latitude and longitude | |
| |…maps can be used for more than just |used for more than just |( how to properly use both latitude |for a given location | |
| |locating places |finding your location? |and longitude with their appropriate | | |
| | | |directions when determining location | | |
| | |How do we know where to draw | |…accurately determine compass | |
| | |the latitude and longitude |( latitude lines are parallel lines |directions on a map | |
| | |lines on a map? |that run east to west but measure | | |
| | | |north or south of the equator | | |
| | | | | | |
| | | |( longitude lines are not parallel | | |
| | | |lines, they meet at the poles and run| | |
| | | |north to south but measure east or | | |
| | | |west of the prime meridian | | |
| | | | |…estimate a location’s time given | |
| | | |( longitude lines are based on |its position on a map and the time | |
| | | |position of the Earth in relation to |of another location | |
| | | |the sun | | |
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|Content |Understandings |Essential Questions |Know |Do |Textbook: |
|Goals |Students will understand that: | |Students will know: |Students will be able to: | |
| | | | |…draw islines given a field map | |
|Models are Representations |…any place or measurement can be made into a|What is the purpose of a |(.isolines connect points of equal | | |
|(field and contour maps, topography) |map describing different aspects of an area.|contour map? |value (including contour lines) |…interpret field maps of an area | |
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|S2.1 | |How do contour maps help us? |(.any measurement can be made into a |…apply the rules correctly when | |
|S2.3 | | |field map with the use of isolines |interpreting a contour map | |
| | |How do you create a field | | | |
| | |map? |( the rules for contour maps and how | | |
| | | |to interpret them (stream flow, | | |
| | |Can you only make maps with |depressions, gradient, maximum and | | |
| | |locations? |minimum elevation) | | |
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|Big Idea: Our changing planet |
|Big Question: How does our changing planet affect our lives? |
|Topic: Dynamic Crust |
|Suggested Time: 2 weeks |
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|Goals (NYS Standards): |
|KI2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land. |
|Performance Indicator 2.2: Describe volcano and earthquake patterns, the rock cycle, and weather and climate changes. |
|2.2a The interior of Earth is hot. Heat flow and movement of material within Earth cause sections of Earth’s crust to move. This may result in earthquakes, |
|volcanic eruption, and the creation of mountains and ocean basins. |
|2.2b Analysis of earthquake wave data (vibrational disturbances) leads to the conclusion that there are layers within Earth. These layers-the crust, mantle, outer |
|core, and inner core-have distinct properties. |
|2.2c Folded, tilted, faulted, and displaced rock layers suggest past crustal movement. |
|2.2d Continents fitting together like puzzle parts and fossil correlations provided initial evidence that continents were once together. |
|2.2e The Theory of Plate Tectonics explains how the “solid” lithosphere consists of a series of plates that “float” on the partially molten section of the mantle. |
|Convection cells within the mantle may be the driving force for the movement of the plates. |
|2.2f Plates may collide, move apart, or slide past one another. Most volcanic activity and mountain building occur at the boundaries of these plates, often resulting |
|in earthquakes. |
|KI 4: Energy exists in many forms, and when these forms change energy is conserved. |
|Performance Indicator 4.2: Observe and describe heating and cooling events. |
|4.2a Heat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature. |
|4.2b Heat can be transferred through matter by the collisions of atoms and/or molecules (conduction) or through space (radiation). In a liquid or gas, currents will |
|facilitate the transfer of heat (convection). |
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|Common Misunderstandings/Difficult Concepts: |Physical Setting Skills: |
| |Plot the location of recent earthquake and volcanic activity on a map and |
|Divergence and convergence are easily mixed up |identify patterns of distribution |
|The relationship between plate boundaries and earthquakes/volcanoes | |
|Islands float on top of the ocean | |
|The ocean is only made of water and does not have a solid bottom | |
|Volcanoes can erupt under water | |
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|Additional Resources: |Vocabulary: |
|Youtube video showing continental drift: |Convergent, divergent, plate boundary, earthquake, focus, epicenter, |
|Continental drift animation: |convection cell, transform, crustal movement, correlation, crust, mantle, |
|A collection of continental drift animations: |outer core, inner core, seismic waves, p-wave, s-wave, plate tectonics, |
|More continental drift animations: |continental drift, subduction, tilted, folded, faulted, volcanic activity, |
|Animation of continental drift with fossils: |volcanic eruption, plates, lithosphere, earth’s interior, mountain building|
|Clear animation of continental drift: | |
|Plate boundary animation: | |
|Plate boundary animation: | |
|Lesson on plate boundary: | |
|Interactive plate tectonics lesson: | |
|Earthquake animations: | |
|Earthquake waves traveling through earth: | |
|Animated recent earthquake activity: | |
|How earthquakes happen (animated): | |
|Earthquake distribution: | |
|NYS Assessment Questions: BMCHSD/Vm-sF2/Shared Teachers/ Middle School Science/AssessmentsbyTopic | |
|Brainpop: Earth’s structure, earthquakes, mountains, ocean floor, plate tectonics, tsunami and volcanoes | |
|Google Earth | |
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|Content |Understandings |Essential Questions |Know |Do |Textbook: |
|Goals |Students will understand that: | |Students will know: |Students will be able to: | |
| | | | | | |
| |…differences in density cause convection |Has the Earth always looked the|( evidence for continental drift |…reconstruct Pangaea using | |
|Continental Drift and Plate Tectonics |currents found below the surface of the |way it does now? |(fossil correlation, jigsaw fit) |evidence and continent shape | |
|2.2a |Earth | | | | |
|2.2c | |Why do the continents look like|( convection currents, created by |…locate convection currents | |
|2.2d |…the earth is made of plates that are moving|they could all fit together? |differences in density within the |within the Earth’s mantle and | |
|2.2e |and are responsible for how the surface of | |mantle cause plate movements |identify the type of plate | |
|2.2f |the Earth looks | | |movement associated with the | |
| | |Why do we have earthquakes and |( evidences for seafloor spreading |different parts of the | |
| |…plates move in a variety of ways causing |volcanoes? |(youngest rocks are at the ridge |convection current | |
| |similar yet different results | |while oldest are furthest) |[pic] | |
| | |[pic] | | | |
| | | |( convergent, transform and |…identify the different types of| |
| | | |divergent plate boundaries and the |plate boundaries given a key | |
| | | |features they cause/create | | |
| | | |(subduction creates volcanoes and |…explain how mountains, | |
| | | |trenches, divergent creates |volcanoes and earthquakes as | |
| | | |mid-oceanic ridges, all plate |well as other features are the | |
| | | |boundaries cause earthquakes) |result of different types of | |
| | | | |plate movement | |
| | | |( the difference between oceanic | | |
| | | |and continental crust and the roles|…distinguish between the | |
| | | |they play in plate tectonics |characteristics of continental | |
| | | | |and oceanic crust | |
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|Content |Understandings |Essential Questions |Know |Do |Textbook: |
|Goals |Students will understand that: | |Students will know: |Students will be able to: | |
| | | | | | |
| |…crustal movements causes earthquakes |Why doesn’t NY have earthquakes|( that earthquakes, volcanoes, |…label the layers of the | |
| | |like California does? |mountains occur mainly at plate |interior of the earth | |
|Earthquakes and earth’s interior |…we have learned about the earth’s interior | |boundaries | | |
| |through seismic waves |Can California split apart? | |…interpret an interior of the | |
|2.2b | | |( the different types of seismic |Earth graph | |
|4.2a | |If we can’t dig to the center |waves (p and s) and how they led us| | |
|4.2b | |of the Earth, how do we know |to understand the interior of the |[pic] | |
| | |what is there? |Earth | | |
| | | | |…create a safety plan including | |
| | |Why do people die during |( characteristics of the interior |preparation and what to do in | |
| |….emergency planning and preparation are |earthquakes? |of the Earth (names of the layers, |the event of earthquakes | |
| |important | |pressure density and temperature) | | |
| | | | | | |
| | | |( how to prepare for an earthquake | | |
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|Big Idea: Our Changing Planet |
|Big Question: How does our changing planet affect our lives? |
|Topic: Hazards |
|Suggested Time: 1 week |
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|Goals (NYS Standards): |
|KI2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land. |
|2.2: Describe volcano and earthquake patterns, the rock cycle, and weather and climate changes. |
|2.2q: Hazardous weather conditions include thunderstorms, tornadoes, hurricanes, ice storms, and blizzards. Humans can prepare for and respond to |
|these conditions if given sufficient warning. |
|Common Misunderstandings/Difficult Concepts: |Physical Setting Skills: |
|Tsunamis are tidal waves |given the latitude and longitude of a location, indicate its |
|Hurricanes will never hit New York |position on a map and determine the latitude and longitude of a|
|Earthquakes and volcanic eruptions can happen everywhere |given location on a map |
|Volcanic eruptions will make the climate hotter |plot the location of recent earthquake and volcanic activity on|
|Hurricanes can cause the death of more people because they are a bigger storm |a map and identify patterns of distribution |
|Hurricanes and tornadoes can happen at any time during the year |plot and determine the path of a hurricane given latitude and |
| |longitude coordinates |
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|Additional Resources: |Vocabulary: |
|National severe storms laboratory: |Hurricane, tornado, tsunami, earthquake, focus, epicenter, |
|Severe storms videos: |plate boundaries, ring of fire, low pressure |
|Weather tracking maps: | |
|Interactive lesson on hurricane formation: | |
|Animated lesson on hurricane formation: | |
|Several different earth science topics that are animated: | |
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|USA today’s tornado formation: | |
|Current map of volcanic activity: | |
|Volcano status map: | |
|Current map of earthquake activity: | |
|NYS Assessment Questions: BMCHSD/Vm-sF2/Shared Teachers/ Middle School Science/Assessments by Topic | |
|Content |Understandings |Essential Questions |Know |Do |Textbook: |
|Goals |Students will understand that: | |Students will know: |Students will be able to: | |
| | | | | | |
| |…Earth’s hazards are naturally occurring. |What causes these natural |( the characteristics of each |…explain the characteristics and| |
|Volcano and Earthquake Patterns | |hazards to occur? |hazard |the patterns of occurrence of | |
| |…technology has added to our understanding | | |earthquakes and volcanoes | |
|2.2 |of these hazards |How has technology helped us in|( how technology (satellites, | | |
| | |understanding these natural |computer monitoring), has improved |…gather and analyze information | |
| | |hazards? |our understanding of natural |to make an informed decision on | |
| |[pic] | |hazards |where they want to live | |
| | |Should government place | | | |
| | |limitations on where a person |( how to live in a hazard zone |…explain the cost/benefit ratio | |
| | |chooses to live? |(prepare for future events or stay |of implementing safety | |
| | | |safe during an event) |regulations in high-risk areas | |
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| | | |( how to gather and analyze past | | |
| | | |occurrences to predict future | | |
| | | |outcomes | | |
| | | | | | |
| | | |( the government’s role in | | |
| | | |implementing | | |
| | | |regulations to help minimize | | |
| | | |potential dangers from these | | |
| | | |hazards | | |
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|Content |Understandings |Essential Questions |Know |Do |Textbook: |
|Goals |Students will understand that: | |Students will know: |Students will be able to: | |
| | | | | | |
| |…human activity can impact the severity of |How do our decisions influence |( how to prepare in the event of a |…explain the characteristics of | |
|Hazardous Weather Conditions and Preparation |these hazards |the outcomes of these natural |natural hazard |the different types of natural | |
| | |hazards? | |hazards such as tornadoes, | |
|2.2q |. . . precautions and steps can be taken to | |( how to gather and analyze past |hurricanes, blizzards, etc. | |
| |minimize the consequences of these hazards |Why do people choose to live in|occurrences to predict future | | |
| | |these hazardous areas? |outcomes |…identify the relationship | |
| | | | |between technology and the | |
| | | |( the government’s role in |mitigation of losses | |
| | | |implementing | | |
| | | |regulations to help minimize |…prepare a family emergency plan| |
| | | |potential dangers from these |based on the characteristics of | |
| | | |hazards |the storm (ex. Storm cellar for | |
| | | | |tornado, higher elevation for | |
| | | | |hurricane) | |
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|Big Idea: Our Changing Planet |
|Big Question: How does our changing planet affect our lives? |
|Topic: Astronomy and Seasons |
|Suggested Time: 3-4 weeks |
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|Goals (NYS Standards): |
|KI1: The Earth and celestial phenomena can be described by principles of relative motion and perspective. |
|Performance Indicator 1.1: Explain daily, monthly, and seasonal changes on Earth. |
|1.1a Earth’s Sun is an average-sized star. The Sun is more than a million times greater in volume than Earth. |
|1.1b Other stars are like the Sun but are so far away that they look like points of light. Distances between stars are vast compared to distances within our solar system. |
|1.1c The Sun and the planets that revolve around it are the major bodies in the solar system. Other members include comets, moons, and asteroids. Earth’s orbit is nearly |
|circular. |
|1.1d Gravity is the force that keeps planets in orbit around the Sun and the Moon in orbit around the Earth. |
|1.1e Most objects in the solar system have a regular and predictable motion. These motions explain such phenomena as a day, a year, phases of the Moon, eclipses, tides, |
|meteor showers, and comets. |
|1.1f The latitude/longitude coordinate system and our system of time are based on celestial observations. |
|1.1g Moons are seen by reflected light. Our Moon orbits Earth, while Earth orbits the Sun. The Moon’s phases as observed from Earth are the result of seeing different |
|portions of the lighted area of the Moon’s surface. The phases repeat in a cyclic pattern in about one month. |
|1.1h The apparent motions of the Sun, Moon, planets, and stars across the sky can be explained by Earth’s rotation and revolution. Earth’s rotation causes the length of |
|one day to be approximately 24 hours. This rotation also causes the Sun and Moon to appear to rise along the eastern horizon and to set along the western horizon. |
|Earth’s revolution around the Sun defines the length of the year as 365 1/4 days. |
|1.1i The tilt of Earth’s axis of rotation and the revolution of Earth around the Sun cause seasons on Earth. The length of daylight varies depending on latitude and season. |
|1.1j The shape of Earth, the other planets, and stars is nearly spherical. |
|KI5: Energy and matter interact through forces that result in changes in motion. |
|Performance Indicator 5.2: Observe, describe, and compare effects of forces (gravity, electric current, and magnetism) on the motion of objects. |
|5.2a Every object exerts gravitational force on every other object. Gravitational force depends on how much mass the objects have and on how far apart they are. Gravity |
|is one of the forces acting on orbiting objects and projectiles. |
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|Common Misunderstandings/Difficult Concepts: |Physical Setting Skills: |
| |Measure the angular elevation of an object using appropriate |
|the distance to the sun controls our temperature |instruments. |
|the whole earth experiences the same season at the same time | |
|confuse rotation and revolution | |
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|we are in the center of the Milky Way Galaxy | |
|the sun is a unique star | |
|people in other the hemisphere are upside down | |
|daylight savings time gives us longer days | |
|the sun moves, we don’t | |
|Earth is closer to the sun during winter | |
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|Additional Resources: |Vocabulary: |
|Seasons animation: |Gravitational force, revolve, rotation, seasons, star, sun, |
|Seasons with angle of insolation: |tide, universe, year, apparent motion, asteroids, axis of |
|Various season animations: |rotation, celestial, comets, cyclic pattern, cyclical |
|Night and day animation: |changes, day, earth, gravity, horizon, meteor, moon, moon’s |
|Polar view of Earth showing changing night and day: |phases, orbit, phase, planet, revolution, equinox, solstice, |
|Phases of the moon animation: |waxing, waning, eclipse, galaxy, constellation, apparent |
|Phases of the moon animation: |path, tilt, Big Bang theory |
|Moon tides animation: | |
|Interactive lesson on tides: | |
|Eclipses, tides and other stuff animations: | |
|Big bang interactive: | |
|You tube Video of Earth in universe from Museum of Natural History: | |
|You tube video Size of the universe: | |
|Brainpop: has an entire space category including movies on all concepts taught within this topic. | |
|NYS Assessment Questions: BMCHSD/Vm-sF2/Shared Teachers/ Middle School Science/Assessments byTopic | |
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|Content |Understandings |Essential Questions |Know |Do |Textbook: |
|Goals |Students will understand that: | |Students will know: |Students will be able to: | |
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|The Universe, Stars and Planets |…the universe is continually expanding since|Where am I? |( the theory of the beginning of |…understand the beginnings of | |
|1.1a |the “Big Bang” | |the universe (Big Bang) and there |the universe and its possible | |
|1.1b | |Are we moving? |is evidence for this theory |future. | |
|1.1c |…the Earth has a specific location in the | | | | |
|1.1d |universe | |( that our solar system is in the |…describe our place in the | |
|1.1e | | |Milky Way Galaxy and this galaxy is|universe. | |
|5.2a |[pic] |What is the center of the solar|only one of millions of other | | |
| | |system? |galaxies within the universe | | |
| |…the Earth and the sun are small components | | | | |
| |of a much larger universe | |( the sun is the center of our | | |
| | | |solar system | | |
| |…gravity is the force responsible for |What else is in space? |(heliocentric) and revolving around|…interpret a solar system data | |
| |keeping objects revolving around the Sun | |it are other planets and objects |table or a star diagram data | |
| | | |kept in place due to the force of |table. | |
| | | |gravity | | |
| | | | |…explain the components of our | |
| | | | |solar system. | |
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|Content |Understandings |Essential Questions |Know |Do |Textbook: |
|Goals |Students will understand that: | |Students will know: |Students will be able to: | |
| | | | | | |
| |…rotation and revolution are different |Why do constellations in the night |( rotation is the spinning of the Earth |… explain why we have day and night| |
|Earth in Space: | |sky change? |and takes approximately 24 hours. It is|and changing daylight hours | |
|Day, Night and Seasons |…the Earth’s motion causes the apparent | |the reason for: | | |
|1.1e |motion of most celestial objects |Why are there 24 hours in a day and | | | |
|1.1f | |365 days in a year? |day and night | | |
|1.1h |…the motions of the Earth affect how time is| |time zones | | |
|1.1i |measured | |daily motion of the stars and moon | | |
|1.1j | | |across the sky | | |
| | | |sun rising in the east and setting in | | |
| |…the apparent path of the sun and celestial | |the west (as well as all other celestial| | |
| |objects are caused by the Earth’s motions | |objects) |…indicate the seasons by labeling | |
| | | | |the Earth’s orbital diagram | |
| |…the tilt of Earth’s axis and the revolution| |( a revolution is the motion of the | | |
| |of the Earth around the sun cause the | |Earth around the sun and takes |…label on a diagram the Earth in | |
| |seasons | |approximately 365 days. It is the |its positions around the sun | |
| | | |reason for: | | |
| |…the length of daylight changes depending on| | |direction of rotation and | |
| |the latitude and season | |our year |revolution | |
| | |Why don’t we have the same |seasonal change of constellations |Season and its day | |
| | |temperatures year round? |changing seasons (along with tilt) |Shade in portion of the Earth that | |
| | | |a leap year |is night | |
| | |Why do some places have seasons while| | | |
| | |other places don’t? |( the tilt of Earth’s axis is 23.5 |…explain why we (in NY) have | |
| | | |degrees which causes: |changing seasons and why some | |
| | |Why are our winter days so short | |places don’t | |
| | |while our summer days are so long? |length of day and night for difference | | |
| | | |locations during different times of the |…predict what would happen if we | |
| | |What would happen if the Earth’s tilt|year |were to increase or decrease the | |
| | |was different? |seasons (along with revolution) |tilt | |
| | | |different temperatures based on latitude| | |
| | |Why don’t we have summer when we are |due to different angles of the sun’s | | |
| | |closest to the sun? |rays | | |
|Content |Understandings |Essential Questions |Know |Do |Textbook: |
|Goals |Students will understand that: | |Students will know: |Students will be able to: | |
| | | | | | |
| |…there is a relationship between the Earth,|Why are eclipses so rare? |( the moon revolves around the |…explain how eclipses, tides and| |
|Earth’s Moon |moon, and sun | |Earth, while the Earth revolves |phases of the moon are related | |
|1.1e | |Why does the moon change shape |around the sun in specific patterns|to the moon’s motions. | |
|1.1g |…why we have different phases of the moon |throughout the month? |that have an effect on our lives | | |
|5.2a | | | |…identify all phases of the moon| |
| |…why only a few people have seen the other | |( the moon’s revolution around |based on the moon’s position in | |
| |side of the moon |Is the dark side of the room |Earth causes the moon to change |its orbit around the Earth and | |
| | |really dark? |phases |the position of the Sun. | |
| |…the moon’s gravity has an effect on the | | | | |
| |Earth | |( the moon’s rotation and | | |
| | | |revolution has its own unique | | |
| | |Why does the water level change|pattern that affects what we can | | |
| |[pic] |throughout the day? Why do I |see | | |
| | |have to move my towel after a | |…discuss the cause of high and | |
| | |couple of hours at the beach? |( the moon is close enough to Earth|low tides and it’s pattern | |
| | | |for its gravitational pull to | | |
| | | |affect the water on Earth and when |…interpret a tidal graph and | |
| | | |combined with the sun’s gravity the|predict future high and low | |
| | | |effect is even greater |tides based on the graph. | |
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