Curriculum and Instruction – Office of Science—Physical ...



Purpose of Science Curriculum MapsThis map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025.? It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides?suggested sequencing, pacing, time frames, and aligned resources. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.?The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice.? In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards.? Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task,, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices.? However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable.? We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.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 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. Science PracticesTo 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.2365375135255Commonalities between ELA, Math, and Science As you use the instructional maps, teachers should remember that 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 connection to 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. . 5 E Instructional Model The 5E instructional 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 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. 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.(More Academic Vocabulary support can be found at the following link: )Following the vocabulary development work of Beck, McKeown and Kucan, the CCSS references three tiers of words that are vital to academic achievement:?Tier One words are the words of everyday speech usually learned in the early grades… Tier Two words (what the Standards refer to as general academic words) are far more likely to appear in written texts than in speech. They appear in all sorts of texts: informational texts (words such as relative, vary, formulate, specificity, and accumulate), technical texts (calibrate, itemize, periphery), and literary texts (dignified, faltered).?Tier Two words often represent subtle or precise ways to say relatively simple things—saunter instead of walk, for example. Because Tier Two words are found across many types of texts, they are highly generalizable.?Tier Three words (what the Standards refer to as domain-specific words) are specific to a domain or field of study (lava, legislature, circumference, aorta) and key to understanding a new concept within a text… Recognized as new and “hard” words for most readers (particularly student readers), they are often explicitly defined by the author of a text, repeatedly used, and otherwise heavily scaffolded (e.g., made a part of a glossary).It is important to target specific instruction on Tier 2 and Tier 3 vocabulary words to help students develop deep understanding that cannot be acquired through independent reading. Since Tier 3 words are typically targeted in content specific instruction, it's particularly important and challenging to identify and target Tier 2 words, since they appear across all disciplines.?Basic Guidelines for effective structured language practice strategies:?Make the target language rigorous, and mandatory.?Never use structured language practice strategies with language that hasn’t been explicitly taught first.?Post the graphic organizers or word banks and sentence frames that you’ve taught. Require students to use them during the activity and continuously remind them to focus on their use of the language.?Use a timer, chime, or other signal to mark the beginning, transitions, and ending of the activity. Keep it moving! Don’t adjust your pace to allow all students to finish. If you use these strategies regularly, students will increase their speed to match your snappy pace.?Circulate to monitor for participation as well as accuracy. Provide targeted support as needed.?Take it to writing. A brief written product (sentence(s) in a journal, language log, note sheet, poster, post-it, exit ticket…) helps hold all students accountable.?Strategies includeFrayer Model - Webs - Vocabulary Log - StandardEmbedded StandardOutcomesResourcesConnectionsStandard 3 - Motion - (2 weeks)CLE 3202.3.1 Investigate the relationships among speed, position, time, velocity, and acceleration. CLE 3202.Inq.2 Design and conduct scientific investigations to explore new phenomena, verify previous results, test how well a theory predicts, and compare opposing theories. CLE 3202.Math.1 Understand the mathematical principles behind the science of physics. CLE 3202.Math.2 Utilize appropriate mathematical equations and processes to solve basic physics problemsCLE 3202.Inq.4 Apply qualitative and quantitative measures to analyze data and draw conclusions that are free of bias. Investigate the factors that determine the speed of an object rolling down a ramp. Distinguish between speed and velocity. Interpret a position-time graph for velocity or a velocity-time graph for acceleration. Solve application problems related to velocity and acceleration, using appropriate units of measurement (v=d/t, a=Δv/t). Effectively solve for variables in problems involving velocity, acceleration, force, and momentum.Demonstrate the relationship between speed and velocity.Collect data to construct, analyze, and interpret graphs for experiments that involve distance, speed, velocity, and time.Prentice Hall Physical Science: Concepts in Action – Motion -Chapter 1111.1 Distance and Displacement11.2 Speed and Velocity11.3 AccelerationInquiry Activity -- How Does a Ramp Affect a Rolling Marble? P327Quick Lab – Comparing Distance and Displacement p. 330Math Skills and Math Practices p. 333Teacher Demo – Pendulum Accelerometer p. 334Math Skills and Math Practice p. 346Exploration Lab – Investigating the Velocity of a Sinking Marble p. 349Glencoe Science – Motion- Chapter 22.1 – Describing Motion2.2 – Acceleration2.3 – Motion and ForcesMath Practice – Speed Equation p. 40Science Online: Running SpeedsEugene Ely LAB – Describing the Motion of a Car p. 42Lab Design Your Own – Comparing Motion from Different Forces pp. 58-59Changing Motion Activity HYPERLINK "" activities and readings on speed, velocity and acceleration GO MotionSciLinks GO AccelerationPerformance Assessment “Creating a Table- TE p.353How Does a Ramp Affect a Rolling Marble? p. 263Vernier Physical ScienceGraphing Your Motion # 35VocabularyFrame of reference, relative motion, distance, vector, resultant vector, speed, average speed, instantaneous speed, velocity, acceleration, free fall, constant acceleration, linear graph, nonlinear graphVocabulary StrategyScience Words for Knowledge Rating-Directions: Here are son words we will be learning in our next science unit. Please place an X in the box that best describes your understanding of this word.Teacher prepares a table and lists the words on the left and uses the following knowledge ratings WordNo clueHave heard or seen itKnow the wordKnow it well and can define itPerformance TasksReading Strategy –Predicting Students will read the section “Choosing a Frame of Reference” on p. 328, Students will write a definition and then compare their definition with the scientific definition. Writing in Science – Compare – Contrast ParagraphStudents will write a paragraph describing how the distance traveled from home to school is different from their displacement from home to school. Enrichment – Student will research how speeds are measured on ships, airplanes or spacecraft. Students will write a paragraph explaining their findings.MotionStudent will make a graphic organizer to help understand motion as they read the chapter. Science and Language Arts Students will read the poem by Maya Angelou on p. 60. Students will write a six line poem that describes Earth’s movement from the point of view of the moon. (Glencoe Physical Science)Aircraft CarrierAn aircraft carrier provided a landing strip for airplanes to land and take of at sea. The carrier must be equipped to provide enough negative acceleration to stop a moving plane. Students will read the article on Eugene Ely. Students will then research modern day aircraft carriers and compare them to the one that Ely used.Standard 3 - Motion (2 weeks)CLE 3202.4.1 Explore the difference between mass and weight.CLE 3202.3.2 Investigate and apply Newton’s three laws of motion.CLE 3202.3.3 Examine the Law of Conservation of Momentum in real world situations. CLE 3202.Math.2 Utilize appropriate mathematical equations and processes to solve basic physics problems. CLE 3202.T/E.2 Differentiate among elements of the engineering design cycle: design constraints, model building, testing, evaluating, modifying, and retesting.CLE 3202.Math.1 Understand the mathematical principles behind the science of physics. CLE 3202.Inq.1 Recognize that science is a progressive endeavor that reevaluates and extends what is already accepted.Distinguish between mass and weight using SI units. Solve application problems related to acceleration and force using appropriate units of measurement (F=ma).Build a device that will launch an object according to stated criteria and constraints. Distinguish among the concepts inherent in Newton’s three laws of motion.Choose a correct representation of the Law of Conservation of Momentum.Interpret a position-time graph for velocity or a velocity-time graph for acceleration. Prentice Hall Physical Science: Concepts in Action – Forces and Motion- Chapter 12 12.1 Forces12.2 Newton’s First and Second Laws of Motion12.3 Newton’s Third Law of Motion and MomentumInquiry Activity – What starts an object moving? P. 355Quick Lab – Observing the Effects of Friction p. 360For Enrichment p.366Math Skills and Math Practice TE pp. 367, 369Newton’s Laws of Motion Science - Forces Chapter 33.1 Newton’s Second Law3.1 Gravity3.3 The Third Law of MotionMath Practice p. 69, 86Mini LAB – Comparing Friction p. 71LAB – The Momentum of Colliding Objects pp. 90-91Science Online: Gravity on Other PlanetsSciLinks Go ForcesSciLinks GO MassSciLinks Go Newton’s LawsPerformance Assessment “Communicating Results” p. 386 What Starts an Object Moving? p. 355Vernier Physical Science – Newton’s Second Law - #39Academic VocabularyForce, newton, net force, friction, static friction, sliding friction, rolling friction, fluid friction, air resistance, gravity, terminal velocity, projectile motion, inertia, mass, weight, momentum, law of conservation of momentumVocabulary StrategyScience Words for Knowledge Rating-Directions: Here are son words we will be learning in our next science unit. Please place an X in the box that best describes your understanding of this word.Teacher prepares a table and lists the words on the left and uses the following knowledge ratings WordNo clueHave heard or seen itKnow the wordKnow it well and can define itPerformance TasksReading Strategy – Summarizing -Students will use a concept map to organize what they know about momentum p. 372Writing in Science - Amusement Park RidesStudents will write a paragraph about one of the amusement park rides in the timeline. Students will describe the motion of the ride using Newton’s Laws of Motion. pp. 374-375Writing in Science – Explanatory Paragraph – Students will a paragraph explaining why it is impossible to identify a single isolated force. p. 377GlencoeStudents will make a foldable to help them compare three types of friction-static friction, sliding friction and rolling friction.Science and History – Newton and the Plague p. 92 Students will read the article and research how both Newton’s law of gravitation and Einstein’s general theory of relativity have been used to develop the current model of the universe.Forces and motion foldable’s and solutions of Newton’s laws 1 – Matter - 1 weekCLE3202.1.8 Investigate relationships among the pressure, temperature, and volume of gases and liquids.CLE3202.Math.1 Understand the mathematical principles behind the science of physics.Conduct, analyze, and communicate the results of an experiment that demonstrates the relationship between pressure and volume of a gas.Prentice Hall Physical Science - Concepts in Action – Forces in Fluids Chapter 1313.1 Fluid Pressure13.2 Forces and Pressure in Fluids13.3 BuoyancyInquiry Activity – What Makes Something Sink or Float? P. 389Math Skills and Math Practice TE p. 393Quick Lab – Changing Buoyancy p. 401Exploration Lab – Determining Buoyant Force p.405Glencoe Science – Solids, Liquids, and Gases Chapter 16 16.1 Kinetic Theory16.2 Properties of Fluids16.3 Behavior of GasesLaunch Lab – The Expansion of a Gas – p. 475Lab –Thermal Energy Changes in Matter – p. 484Mini LAB Observing Density and Buoyancy of Substances p. 486Math Practice p. 487, 493Lab – Testing the Viscosity of Common Liquids – pp. 496-497SciLinks – Go BuoyancySciLinks - Go Bernoulli’s PrinciplePerformance Assessment“Using Models” TE p. 408Vernier Physical Science – Gas Pressure and Volume #s 30, 31, 32Academic Vocabulary Pressure, Pascal, fluid, hydraulic system, lift, buoyancy, buoyant force, Archimedes’ principleVocabulary StrategyPossible SentencesThis strategy expands students’ word knowledge by asking then to contextualize words they will encounter in an upcoming unit of instruction. Students are asked to use as many words as possible to create sentences.Performance TasksReading Strategy – Using Prior KnowledgeBefore reading the section on pressure, have students write their own definition of pressure. Students will then read the section on pressure and compare their definition with the one in the textbook. p. 390Writing in Science – Students will write a paragraph comparing the forces acting on an object that floats in water and an object that sinks in water. p 404.Using visuals to teach Boyle’s Lawvideos/teach-boyles-lawUsing visuals to teach Boyles law, Liquids, and Gases The students will create a graphic organizer help them organize information about solids, liquids, and gases.Standard 3 – Motion - 2 weeksCLE 3202.4.3 Demonstrate the relationships among work, power, and machines.CLE 3202.Inq.2 Design and conduct scientific investigations to explore new phenomena, verify previous results, test how well a theory predicts, and compare opposing theories.CLE 3202.Inq.5 Compare experimental evidence and conclusions with those drawn by others about the same testable question.CLE 3202.Inq.1 Recognize that science is a progressive endeavor that reevaluates and extends what is already accepted... CLE 3202.T/E.3 Explain the relationship between the properties of a material and the use of the material in the application of a technology.Experiment with selected simple machines to discover the relationship between force and distance.Solve problems related to force, work, and power.Identify various types of simple machines. Recognize the simple machines found in a compound machine. Solve application problems related to mechanical advantage and the efficiency of simple machines, given appropriate equations (MA=FO/FI and Eff=WO/WI).Design and construct a toy that uses simple machinesPrentice Hall Physical Science: Concepts in Action – Work, Power, and Machines - Chapter 1414.1 Work and Power14.2 Work and Machines14.3 Mechanical Advantage and Efficiency14.4 Simple MachinesInquiry Activity – How Do Ramps Help You Raise Objects? P. 411Math Skills and Math Practice pp. 415, 416, 425, 426Quick Lab – Using Friction to Change Mechanical Advantage – p. 425Quick Lab – Comparing Lever Arms p.429Data Analysis - Pulley System Performance -p. 433Glencoe Science – Work and Machines Chapter 55.1 Work5.2 Using Machines5.3 Simple MachinesMath Practice p. 128, 130Mini LAB – Calculating Your Work and Power p. 129Mini Lab – Machine Multiplying Force p. 134Lab – Levers p. 147Lab – Model and Invent – Using Simple Macines – pp. 148-149SciLinks - GO WorkSciLinks – GO MachinesSciLinks – GO Mechanical AdvantageSciLinks – Go Simple MachinesVernier Physical Science – Simple Machines #s 20, 21, 22Academic VocabularyWork, Joule, power, horsepower, watt, machine, input distance, output force, input force, work input, output distanceVocabulary StrategyPossible SentencesThis strategy expands students’ word knowledge by asking then to contextualize words they will encounter in an upcoming unit of instruction. Students are asked to use as many words as possible to create sentences.Performance TasksReading Strategy – Summarizing – Complete the table on p. 417. After reading the section on machines, write a sentence summarizing the idea that the table illustrates.Writing in Science – Explanatory ParagraphStudy the photo of one of the inventions shown in the time line, write an explanation that identifies the simple machines used in the device and how these machines are used to operate the device. pp. 422-423Writing in Science – Steps in a Process Students will write a paragraph describing the series of events that occur in the operation of a complex machine that they have used today. p. 435WorkStudents will make a graphic organizer to help them understand how machines make doing work easierWriting in Science – Steps in a Process Students will write a paragraph describing the series of events that occur in the operation of a complex machine that they used today.Science Online: Nanorobots Students will research nanorobots on how tiny robots called nanorobots might be used as microsurgical instruments.Science and Society p. 150Demonstration of simple machines Machines portfolio HYPERLINK "" 2 – Energy - 2 weeksCLE 3202.4.2 Relate gravitational force to mass. CLE 3202.3.3 Investigate the Law of Conservation of Energy.CLE 3202.Math.2 Utilize appropriate mathematical equations and processes to solve basic physics problems. CLE 3202.Inq.1 Recognize that science is a progressive endeavor that reevaluates and extends what is already accepted. CLE 3202.T/E.2 Differentiate among elements of the engineering design cycle: design constraints, model building, testing, evaluating, modifying, and retesting.Identify the effects of gravitational force on a falling body or satellite. Identify a scenario that illustrates the Law of Conservation of Energy. Investigate energy transformations and conservation on a roller coaster ride, using a model, simulation, or actual ride. Prentice Hall Physical Science: Concepts in Action, Chapter 1515.1 Energy and Its Forms15.2 Energy Conversion and Conservation15.3 Energy ResourcesInquiry Activity – How Can Energy Change Forms? P. 445Math Skills and Math Practices pp. 448, 452, 458, 459, 463Quick Lab – Investigating Elastic Potential Energy p. 450 Quick Lab – Exploring Energy Conversion p. 454Glencoe Science, Chapter 4Math Practice p. 102, 104 Science Online: Glacier Flow p. 102Mini LAB – Interpreting Data from a Slingshot – p. 103LAB – Bouncing Balls p. 106Science Online: Nuclear Fusion – 9. 111LAB – Design Your Own – Swinging Energy – pp. 116-117A simulation of the law conservation of energy using roller coasters - GO Potential and Kinetic EnergySciLinks - GO EnergyVernier Physical Science – Frictional Forces # 19Academic VocabularyEnergy, kinetic energy, potential energy, gravitational potential energy, elastic potential energy, mechanical energy, thermal energy, chemical energy, electrical energy, electromagnetic energy, nuclear energy, energy conversions, nonrenewable energy resources, fossil fluids, renewable energy resources, hydroelectric energy, solar energy, geothermal energy, biomass energy, energy conservation Vocabulary StrategyScience Words for Knowledge Rating-Directions: Here are son words we will be learning in our next science unit. Please place an X in the box that best describes your understanding of this word.Teacher prepares a table and lists the words on the left and uses the following knowledge ratings WordNo clueHave heard or seen itKnow the wordKnow it well and can define itPerformance TasksRoller Coasters – Going Further – Students will select a roller coaster ride that they enjoy. Students will use the library or internet resources to discover the principles of physics that allow the ride to work and write a report- pp. 460-461Wind Turbine – The most extensive wind resources on earth are found over the oceans. Have students research large offshore wind farms currently in use or in development. Students will write a report or prepare a presentation for the class about their finds. Pp. 464-465Writing to Persuade in Science – Students are to suppose that they are energy planners concerned about the possibility of future shortage of electricity. Students are to write several paragraphs describing one or two proposals that would help to accord this potential problem.GlencoeStudents are to make a foldable to help identify what already know, what they want to know, and what they learn about energy. P. 99Science and Society – The Impossible Dream Students will read the article on p. 118. Student will use available resources to locate a picture or diagram of a perpetual-motion machine. Students will figure out why it won’t run forever. Students will explain to the class what the problem is.Interactive Science notebooks 3 - Motion (2 weeks)PlansThe students will be able to make a distance vs. time graph of a bowling ball and have practice reading distance vs. time graphs of various motions. Lesson plans connecting Time, Distance, and velocity : for TeachersAn online tutorial with animations and links to related topics is available at science PowerPoint presentations: entire physics textbook is online at the following website. This link connects to the section on speed and velocity, but links to additional topics is located at the bottom of the page. ActivitiesThe websites should help students enrich their knowledge of speed and velocity worksheet with velocity and acceleration the speed of a meal worm lab ResourcesStudents can review the basics of momentum and then take an online quiz at Articles that connect science to STEM and the common core. PowerPoint raymundmemije1995/speed-and-velocity-11784053Standard 3 –Motion - 2 weeksPlansStudents will apply their knowledge of object motion by animating sequences of pictures that model a set of physical conditions, such as the orbital motion of planets and satellites, the effects of gravity on a falling body, and motions of objects in inertial (moving) frames of reference. website you can create a free account and share/view other teachers lesson plans: objectives of this lesson on Newton’s Laws include the following: 1. To be able to state Newton's laws of motion. 2. To initiate an understanding in describing the principles and dynamics involved in the Laws. 3. To apply the laws to describe everyday situations. for TeachersYou can't teach a physics lesson on forces and motion without first discussing Sir Isaac Newton, and the infamous story about how he became inspired by a falling apple which lead to developing his theory of gravitation. Learn more science.innovation/scientific-experiments/newton-law-of-motion2.htm ActivitiesExplore the forces at work in a tug of war or pushing a refrigerator, crate, or person. Create an applied force and see how it makes objects move. Change friction and see how it affects the motion of objects. This simulation can be downloaded and/or run from ’s Law Article with questions. This supports common core standards. ’s laws of motion tutorial with online quizzes and activities.Newton Games and Interactive Activities following website provides a concise explanation of Newton’s laws: ResourcesThe science of speed-This is a website that explores the concepts of science using NASCAR experiences. Supports STEM of NFL Football-Third law of Motion video explore the science of NFL-STEM supported activitiesCurrent Event Physics Articles-Great Common Core Resource 1 - Matter 1 - weekPlansThis lesson is a demonstration lecture that defines gas pressure in terms of force, explains how pressure is measured, and defines and converts units of pressure. Students will create a slide show presentation on a gas and its uses in science, medicine, or technology. presentations on Forces and Fluids: in Fluid Lesson PlansThis is a collection of activities for forces in fluids that teachers can use in their classrooms. for TeachersBackground information about pressure and volume in a gas with an animation: 's_law explanation of the gas laws with graphics that might be useful in the classroom: explanations of gas laws and animations: ActivitiesIn this series of simulated experiments, you will control the action of a piston in a pressure chamber which is filled with an ideal gas. gas molecules to a box and see what happens as you change the volume, add or remove heat, change gravity, and more. Measure the temperature and pressure, and discover how the properties of the gas vary in relation to each other. a Mini –Submarine In this activity students will explore Archimedes Principle while making a submarine. this activity the students will make models of a boat to test buoyancy.Penny Boat Challenge: ResourcesThis 8 minute video will help students make sense of Boyle’s Law with demonstrations and concrete models: is a website in which students can create an online poster. 3 – Motion - 2 weeksPlansExplore forces, energy and work as you push household objects up and down a ramp. Lower and raise the ramp to see how the angle of inclination affects the parallel forces acting on the file cabinet. Graphs show forces, energy and work. Download a lesson plan for using this simulation by selecting one from the list in the center of the page. and Power lesson plans: , Energy and Power Calculations: advantages of machines. (related to technology and engineering standards)This is a lesson plan that identifies the six simple machines and explains why engineers are interested in them for TeachersAn explanation of simple machines: Anderson (Bozemanscience) explains the most important concepts about work, power, energy, and simple machines ActivitiesThese are simple activities that will help students understand simple machines: collection of videos and activities to incorporate in your science lesson plans: machine lab: Machine Marshmallow Catapult –This is a great STEM-based activity in which students use simple machines in order to create a catapult that will launch a marshmallow. ResourcesSelect from a list of videos on simple machines at Resources: studyjams.studyjams/index.htm 2 - Energy - 2 weeksPlansLearn about conservation of energy with a skater dude! Build tracks, ramps and jumps for the skater and view the kinetic energy, potential energy and friction as he moves. You can also take the skater to different planets or even space! Download a lesson plan for using this simulation by selecting one from the list in the center of the page. Plan overview on Potential and kinetic Energy PowerPoint to help explain Potenital and Kinetic archive/science-class/PowerPoints/PEKE.pptThe students will become aware of sources of energy Plan: Conservation of Energy using a Music Video and potential energyThis is a lesson plan for teaching students how energy is conserved. It also explains how mechanical engineers use the law of conservation on energy for TeachersAn explanation of how roller coasters work contains animations that might be useful in the classroom. Academy tutorial on work and energy Plan overview on Potential and kinetic Energy ActivitiesBitesize will help you understand energy transformation, and includes games and test to review: interactive computer tutorial on Thermodynamics collection of student projects to better understand energy transformations: science of hockeyThis website explores the concepts of energy conservation that occurs during the sport of hockey. Great STEM activity. Transformation Game. In this printable worksheet, students will identify the energy transformation of common items.Glencoe-Virtual Lab: Energy Conversion ResourcesNo Limits is the ultimate roller coasters simulation game that lets you experience authentic roller coaster thrills. Focusing on realism and speed, No Limits lets you ride real existing coasters, or build roller coasters to your own specifications - with 27 different track styles, including inverted, hyper-coasters, wooden and shuttle coasters. Game: and rollercoaster Article with questions-Great resource that supports common core videos and related activity guides will provide engaging and exciting new content for educators to incorporate into their curriculum and lesson ................
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