All science fair projects - Shelby County Schools



Introduction In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. The curriculum maps contain components to ensure that instruction focuses students toward college and career readiness. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards. Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe varieties of expertise that science educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in science education. The Science Framework emphasizes process standards of which include planning investigations, using models, asking questions and communicating information. The science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered around four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), and informational text (specific writing activities). The Science Framework for K-12 Science Education provides the blueprint for developing the effective science practices. The Framework expresses a vision in science education that requires students to operate at the nexus of three dimensions of learning: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. The Framework identified a small number of disciplinary core ideas that all students should learn with increasing depth and sophistication, from Kindergarten through grade twelve. Key to the vision expressed in the Framework is for students to learn these disciplinary core ideas in the context of science and engineering practices. The importance of combining science and engineering practices and disciplinary core ideas is stated in the Framework as follows:Standards and performance expectations that are aligned to the framework must take into account that students cannot fully understand scientific and engineering ideas without engaging in the practices of inquiry and the discourses by which such ideas are developed and refined. At the same time, they cannot learn or show competence in practices except in the context of specific content. (NRC Framework, 2012, p. 218)To develop the skills and dispositions to use scientific and engineering practices needed to further their learning and to solve problems, students need to experience instruction in which they use multiple practices in developing a particular core idea and apply each practice in the context of multiple core ideas. We use the term “practices” instead of a term such as “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. Students in grades K-12 should engage in all eight practices over each grade band. This guide provides specific goals for science learning in the form of grade level expectations, statements about what students should know and be able to do at each grade level.236537510795000An instructional model or learning cycle, such as the 5E model is a sequence of stages teachers may go through to help students develop a full understanding of a lesson concept. Instructional models are a form of scaffolding, a technique a teacher uses that enables a student to go beyond what he or she could do independently. Some instructional models are based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. Engage captures the students’ attention. Gets the students focused on a situation, event, demonstration, of problem that involves the content and abilities that are the goals of instruction. In the explore phase, students participate in activities that provide the time and an opportunities to conducts activities, predicts, and forms hypotheses or makes generalizations. The explain phase connects students’ prior knowledge and background to new discoveries. Students explain their observations and findings in their own words. Elaborate, in this phase the students are involved in learning experience that expand and enrich the concepts and abilities developed in the prior phases. Evaluate, in this phase, teachers and students receive feedback on the adequacy of their explanations and abilities. The components of instructional models are found in the content and connection columns of the curriculum maps.Science is not taught in isolation. There are commonalities among the practices of science (science and engineering), mathematics (practices), and English Language Arts (student portraits). There is an early focus on informative writing in ELA and science. There’s a common core in all of the standards documents (ELA, Math, and Science). At the core is: reasoning with evidence; building arguments and critiquing the arguments of others; and participating in reasoning-oriented practices with others. The standards in science, math, and ELA provide opportunities for students to make sense of the content through solving problems in science and mathematics by reading, speaking, listening, and writing. Early writing in science can focus on topic specific details as well use of domain specific vocabulary. Scaffold up as students begin writing arguments using evidence during middle school. In the early grades, science and mathematics aligns as students are learning to use measurements as well as representing and gathering data. As students’ progress into middle school, their use of variables and relationships between variables will be reinforced consistently in science class. Elements of the commonalities between science, mathematics and ELA are embedded in the standards, outcomes, content, and connections sections of the curriculum maps.Science Curriculum Maps OverviewThe science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered around four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), informational text (specific writing activities), and NGSS (science practices). At the end of the elementary science experience, students can observe and measure phenomena using appropriate tools. They are able to organize objects and ideas into broad concepts first by single properties and later by multiple properties. They can create and interpret graphs and models that explain phenomena. Students can keep notebooks to record sequential observations and identify simple patterns. They are able to design and conduct investigations, analyze results, and communicate the results to others. Students will carry their curiosity, interest and enjoyment of the scientific world view, scientific inquiry, and the scientific enterprise into middle school. At the end of the middle school science experience, students can discover relationships by making observations and by the systematic gathering of data. They can identify relevant evidence and valid arguments. Their focus has shifted from the general to the specific and from the simple to the complex. They use scientific information to make wise decision related to conservation of the natural world. They recognize that there are both negative and positive implications to new technologies.As an SCS graduate, former students should be literate in science, understand key science ideas, aware that science and technology are interdependent human enterprises with strengths and limitations, familiar with the natural world and recognizes both its diversity and unity, and able to apply scientific knowledge and ways of thinking for individual and social purposes. Purpose of the Science Curriculum MapsThe Shelby County Schools curriculum maps are intended to guide planning, pacing, and sequencing, reinforcing grade level expectations of the grade/subject. Curriculum maps are NOT meant to replace teacher preparation or judgment; however, they serve as a resource for good first teaching and making instructional decisions based on best practices, and student learning needs and progress. Teachers should consistently use student data differentiate and scaffold instruction to meet the needs of students. The curriculum maps should be referenced each week as you plan your daily lessons, as well as daily when instructional support and resources are needed to adjust instruction based on the needs of your students. How to Use the Science Curriculum MapsTennessee State StandardsThe TN State Standards are located in the first three columns. Each content standard is identified as the following: grade level expectations, embedded standards, and outcomes of the grade/subject. Embedded standards are standards that allow students to apply science practices. Therefore, you will see embedded standards that support all science content. It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard. ContentThe performance tasks blend content, practices, and concepts in science with mathematics and literacy. Performance tasks should be included in your plans. These can be found under the column content and/or connections. Best practices tell us that making objectives measureable increases student mastery.ConnectionsDistrict and web-based resources have been provided in the Instructional Support and Resources column. The additional resources provided are supplementary and should be used as needed for content support and differentiation.State StandardsEmbedded StandardsOutcomesContentConnectionsStandard 11- Motion (3 weeks)GLE 0707.11.1 Identify six types of simple machines.GLE 0707.11.2 Apply the equation for work in experiments with simple machines to determine the amount of force needed to do work.Scaffolded (Unpacked) IdeasThings move when they are pushed or pulled.An object's motion can be described by observing and measuring its position over a period time.Tools and machines can be used to apply forces (pushes and pulls) that make things move.An object’s motion can be described by its position relative to some other object, direction of motion, and speed.Simple machines have few or no moving parts and only require the application of a single force to work.The net force on an object is the sum of all the forces acting on the object.The amount of work done by a machine is the distance the force moves the object against the resistive force (Work (Joules) = Force (Newtons) x Distance (meters).GLE 0707.Inq.1 Design and conduct open-ended scientific investigations.GLE 0707.Inq.2 Use appropriate tools and techniques to gather, organize, analyze, and interpret data.GLE 0707.Inq.5 Communicate scientific understanding using descriptions, explanations, and models.Differentiate between the simple machines.Determine the amount of force needed to do work using different simple machines.Identify the simple machines that make up a compound machine. Analyze how simple machines are used in adaptive and assistive bioengineered products.Tennessee Holt Science and Technology TE, Chapter 21, section 2: What is a Machine??and Section 3: Types of Machines p. 578-590Glencoe Tennessee Science Grade 7 TWE, Chapter 14, Section 3: Simple Machines p. 437 - 443Recommended activities:(For labs and investigations, allow students to identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, provide evidence to support explanations or solutions and how many data are needed to support a claim.)Science Activity a Day investigation:Inclined planes p. 41Levers p. 42Three classes of levers p. 43Labs:Vernier – 1st class lever investigationPulley - In this experiment, you will,? Use a computer-interfaced Force Sensor to measure force.? Calculate actual mechanical advantage and ideal mechanical advantage.? Determine efficiency.? Make conclusions about pulley rmational text - The following are adaptive bioengineering and simple machines articles from the website, NEWSELA. NEWSELA provides students with non-fiction text, related to content, that can be read on the most appropriate lexile level for maximum reading comprehension. Videos: Khan Academy Video - Introduction to Work and Energy. WorkStudents can test their ability to determine when work is done (according to the scientific definition of work) as they move through this online tutorial. Physics4kidsLessons:This slideshow is a lesson with activities that reinforce the concept of work. Work and machinesUnit plan on Work and Simple Machines: MachinesAdditional resources:This slideshow is a lesson with activities that reinforce the concept of work. Work and machinesThis is a great website for retrieving background information about work. This website includes great explanations for the formulas used when doing work. School for championsStudents learn about the relationship between forces and work as they complete the simple hands-on activities described in this worksheet. PhysicsSimple Machine interactive game: Activities/gamesAssessments:Simple machine quiz – ten items form the Math and Science Activity CenterCommunity connections:Gibson Guitar FactoryC.H. Nash Museum at ChucalissaPink Palace Field exhibit: Clyde Park CircusMemphis RiverboatsMemphis Railroad and trolley museumScience fair/challenge ideas:Lever challenge – from National geographicRobotics – challenges from STEM worksAcademic vocabulary: simple machines, work, compound machine, work input, work output, mechanical advantage, mechanical efficiency, lever, pulley, wheel and axle, inclined plane, wedge, screw **(For academic vocabulary, use one of Marzano’s high yield instructional strategies)**Performance task: This is a PowerPoint on the six simple machines and work. Simple machines After viewing, write how the machines differ from each other and the capacity to make work easier. (Science Practice/Literacy RST)Performance task: Design, build, and demonstrate a machine that solves a problem, and that incorporates at least two simple machines. Simple machines –p.19 (Science Practice/Literacy RST)Performance task: Have relay races to demonstrate force and work.? (HPELW connection)Using a broom to push and pull an item in a relay race could be named, "The Clean Sweep."?Discuss the concepts of force and work as they relate to the relay races.? (Science Practice/Literacy RST)Performance task: Ask students to work in cooperative groups to create skits demonstrating the principles of force and work.?Enact the skits for the class.?(Science Practice/Literacy RST)Performance task: Discuss the origination of the wheelbarrow in China.?Briefly present geography and how the wheelbarrow originated.?(Science Practice/Literacy RST)Performance task – Teachengineering – For this task, Calculate the mechanical advantage of an inclined plane in two different ways.Explain why the concept of mechanical advantage is useful for engineers.Perform engineering design work in a group (Science practice/Literacy RST)Standard 11- Motion (3 weeks)GLE0707. 11.3 Distinguish between speed and velocity.GLE 0707. 11.4 Investigate how Newton’s laws of motion explain an object’s movement.Scaffolded (Unpacked) IdeasAn object that is not being subjected to a force will continue to move at a constant speed and in a straight line.Simple machines make work easier by converting a smaller amount of force over a larger distance to a greater amount of force exerted over a shorter distance, or vice versa.A net force of greater than zero will cause an object to changes its direction, speed, and velocity.The greater the amount of force, the greater the resulting change in motion.When more than one force acts on an object their directions and magnitudes will determine whether they strengthen one another or cancel each other out.Newton’s laws of motion are used to calculate the effects of forces on the motion of objects.0707.Inq.1 Design and conduct an open-ended scientific investigation to answer a question that includes a control and appropriate variables.GLE 0707.Inq.5 Design a method to explain the results of an investigation using descriptions, explanations, or models.Apply proper equations to solve basic problems pertaining to distance, time, speed, and velocity.Identify and explain how Newton’s laws of motion relate to the movement of objects.Tennessee Holt Science and Technology TE, Chapter 19, Section 1: Measuring Motion, p. 508-515.Chapter 20, Section 2: Newton's Law of Motion, p. 550-557Glencoe Tennessee Science Grade 7 TWE, Chapter 13, Section 1: Motion, Section 3: The Laws of Motion p. 398 - 415Recommended activities:(For labs and investigations, allow students to identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, provide evidence to support explanations or solutions and how many data are needed to support a claim.)Science Activity a Day investigation:Newton’s First Law of Motion p. 34Newton’s Second Law of Motion p. 37Using the speed formula p. 38Newton’s Third Law of Motion p. 39Labs:Motion Graphs - Now that students understand the concept of motion, it is time for them to apply what they know by observing motion graphs and making logical sense of what is being represented in the graph. This lesson, included with worksheets will help you to teach students how to read motion graphs and then allows them to practice on their own. Motion graphsAn explanation and animation of Newton’s three Laws of motion with a quiz and labs. text - Safe at any speed – Readworks 990L lexile levelVideos: Khan Academy Video on Newton’s Law of Motion. Khan – lesson on speed and velocity that allows student to perform mathematical calculationsAdditional resources:Motion, Force & Newton’s Law. Great resource to use to refresh background knowledge of those physical science terminology, and equations. Can also be used as a great resource for students. Newton’s lawsAssessments:An explanation and animation of Newton’s three Laws of motion with a quiz and labs. TeachertechCommunity connections:Shelby Farms Park ConservatoryPink Palace Field trips:Pink Palace Museum OutreachScience fair/challenge ideas:All science fair projects - How does the bounciness of a golf ball affect the distance that it will travel?Teachengineering – Building roller coasters (During the design of model roller coasters, students encounter many of the same issues that real-world roller coaster engineers address. In order to build working roller coasters, students must recognize the constraints placed on their designs and the design of real roller coasters by the fundamental laws of physics. Students learn that their ability to understand and work within these constraints is paramount to the success of their roller coasters.)Academic Vocabulary: motion, force, newton, acceleration, mechanical advantage, momentum, speed, velocityPerformance task: Obtain bus, train, or airplane schedules from your local transit system (MATA, Amtrak, or Memphis International). Plan a trip using the route of the map, estimate the distance between points on the route, calculate the average speed of the vehicle between checkpoints and compare the average speed for each segment. Does the average speed remain constant or does it change? What might account for any differences? Develop a graph to illustrate points. (Science Practice/Literacy RST) Performance task: Research navigational terms referring to speed and velocity. Include terms related to sailing, aviation, and rocketry to compare usages. Develop a brochure to explain the findings. (Science Practice/Literacy RST) Performance task: Chose your favorite sport or activity (teacher approved) and describe how itobeys Newton’s three laws of motion. You may do this as a paragraph, poster, or multi-media presentation. (Science Practice/Literacy RST)Performance task: Write a persuasive essay convincing people to wear their seatbelts based on Newton’s 3 Laws. (Science Practice/Literacy RST) Performance task: Describe 3 situations in which more than one of Newton’s Laws of Motion is evident. Identify the laws that are evident and the reasoning behind your answer. (Science Practice/Literacy RST) Performance task: Do an online search for?1 Physics video?which demonstrate?any?of Newton's Three Laws of Motion and write a brief?summary on how the Law is obeyed in your own words (between 20 to 50?words) ??- Do an online research on for 3 videos on 3?real life applications?(daily life activities, sports, walking, rockets, cars etc.)?of?Newton's Three Laws of Motion?(1 application for each Law) and write a brief summary in your own words (between 20 to?50 words for each application) ??* Provide acknowledgment on the urls of the videos (Science Practice/Literacy RST) Standard 11 – Waves (3 weeks)GLE 0707. 11.5 Compare and contrast the basic parts of a wave.GLE 0707.11.6 Investigate the types and fundamental properties of waves.Scaffolded (Unpacked) Ideas1. When matter vibrates a disturbance called a wave results that spreads away from the source of the vibration.2. Waves have energy and transfer this energy when they interact with matter.3. Waves travel at different speeds.4. A wave’s speed can be described in terms of its height and the distance between peaks of successive waves.5. The way a wave behaves is dependent on the nature of the material through which it moves.6. In a transverse wave, particles move perpendicular to the direction of wave propagation.7. In longitudinal waves, particles oscillate back and forth around positions parallel to the direction of wave propagation.GLE 0707.Inq.5 Communicate scientific understanding using descriptions, explanations, and models.GLE 0707.Inq.3 Use evidence from a dataset to determine cause and effect relationships that explain a pare and contrast the different parts of a wave.Differentiate between transverse and longitudinal waves in terms of how they are produced and transmitted.Tennessee Holt Science and Technology TE, Chapter 22, Section 1: The Nature of Waves, p. 600-617 Glencoe Tennessee Science Grade 7 TWE, Chapter 15, Section 1: What are waves? and Section 2: Wave Properties, p. 454 – 463Recommended activities:(For labs and investigations, allow students to identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, provide evidence to support explanations or solutions and how many data are needed to support a claim.)Science Activity a Day investigation:Mechanical waves p. 52Transverse waves p. 53Compressional waves p. 54Labs: Virtual Lab (manipulate variable)- virtual experience that allows students to manipulate variableCreating Waves- quick activities on creating various types of wavesInformational text – Readwork article Lexile level 1050L -Water: Give an take Achieve the Core - Grade 7 Literature Mini-Assessment “From the Wave” by Thom GunnVideos: Interactive Activities and Videos on waves: Interactive Web Activity - WavesA tutorial on the general properties of waves. General wavesLessons:Bite-Size Physics is an awesome resource for understanding wave types and characteristics. Demonstrations requiring minimum resources are provided. Wave TypesAdditional resources:Additional background information on the nature and properties of waves. Students can graph water waves at different frequencies and amplitudes using a simulation at: Assessments:An online wave properties quiz. McGraw-HillPrintable tests and worksheets from these?Grade 7 Waves and Sound?questions - Community connections:Mississippi RiverMud IslandPink Palace Field tripsPink Palace Museum OutreachScience fair/challenge ideas:Making waves – 7th grade challenges with literacy connections and standardsAcademic vocabulary: amplitude, crest, longitudinal wave, speed, transverse wave, trough, vibrationPerformance task: Bring in magazine and newspaper articles about tidal waves and earthquakes form around the world. Display articles at various stations within the classroom. Discuss the relationship between energy, wave amplitude, and the amount of destruction caused. To expand, discuss the potential impact on the city of Memphis if such a disaster occurred. (Science Practice/ Literacy RST) Performance task: Collaborate with the band teacher so that students can observe students playing instruments. Incorporate a writing task which requires students to journal how compressional waves of high and low frequency produce notes of varying pitch. If an oscilloscope is available, connect it to a microphone and show students the wavelengths and amplitudes of the notes. (Science Practice/Literacy RST)Performance task: Allow students to prepare presentations that demonstrate how the types of waves produced by a combination or two transverse waves in which the crest overlaps and two transverse waves in which the crests and troughs overlap. (Science Practice/ Literacy RST) Performance task: You are motionless on a rubber raft in the middle of the your community swimming pool. A classmate sitting on the edge of the pool tries to make the raft move to the other edge of the pool by slapping the water every second to form a wave. Explain whether the wave produced will cause you to move to the edge of the pool. (Science Practice/Literacy RST) ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download