(Enter NJCCCS or Common Core CPI’s here) MS-PS1-2: Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. MS-PS1-4: Develop a model that predicts and describes changes in the particle motion, temperature, and state of a pure substance when thermal energy is added or removed. MS-PS1-5: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. Instructional Focus: Components of a Lab Report Constants Controls Independent Variable Dependent Variable Physical/ Chemical Changes and Properties Properties of an Element Lab Mass v. Volume Density Experiments Equation Calculations Conservation of Mass Periodic Table Layout Components Reactivity Experiments Atomic Model History Bohr Model LEDS Ions Identify them Bonding Covalent Sample Assessments: Benchmarks for units Formal Assessments Do Now Exit Ticket Surveys Discussions Homework Scientific Lab/Demonstrations Periodic Activity of Metals Demonstration Tube Demonstration Atomic Target Practice How to….Covalent Bond Atomic Dating Game Skit Human Bohr Model Lab Reports Chemistry Lab
Essential Questions What provocative questions will foster inquiry, understanding, and transfer of learning? How are scalars and vectors used to describe motion? How is speed, velocity, and acceleration calculated to describe the motion of an object? What are Newton’s 3 Laws? How does Newton’s Laws explain and predict how objects move? How does friction and an object’s momentum affect how it What is the relationship between kinetic and potential energy? How can energy be transferred from one type to another? How is the mass of an object and the force of the object related? How are waves classified? What are the properties used to describe waves? Which type of signal is the most reliable to encode and transmit data? Enduring Understandings What will students understand about the big ideas? Students will understand that… Scalars are quantities that are measured using only a numerical value, while vectors include both the numerical value and the direction. Speed is a measurement of the distance an object moves over time. Velocity is the of an object in a certain direction. Newton’s laws can explain and predict how objects move. Different forces, such as friction can change how objects move. The amount of kinetic and potential energy can vary depending on the mass of an object and its distance from the ground. Energy is not lost or made, it is transferred to or from an object. are classified according to how they move. properties of waves include their amplitude, frequency, speed and wavelength. Digitalized signals are more reliable way to encode and transmit data. Areas of Focus: Proficiencies (Cumulative Progress Indicators) Students will: (Enter NJCCCS or Common Core CPI’s here) MS- PS2-1 Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects MS-PS2-2 Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object MS-PS3-1 Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the of an object. Examples, Outcomes, Assessments (see below about the content of this section) Instructional Speed, Velocity, and Acceleration Newton’s Three Laws Gravitational Force Friction and Momentum Kinetic Energy Potential energy Transformation of Energy Collisional Forces Types of waves and their properties Digital vs. Analogue Signal Transmission Sample Assessments: Formal Assessments Do Now Exit Ticket Surveys Discussions Homework
Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Culturally Responsive Teaching Acknowledging that each student comes from different backgrounds and culture; therefore, we will have discussions and surveys to bring the differences into the classroom Quarter 3: Patterns of Force, Energy, & Motion in Nature Essential Questions What provocative questions will foster inquiry, understanding, and transfer of learning? What are the similarities and differences between weather and climate? Do human activities contribute to global climate change? How does the analysis and interpretation of real time data predict global climate events? What is the relationship between the atmosphere and the ocean? How does the unequal heating of the Earth cause global wind patterns? How does the interaction between the Sun, Earth, and Moon cause the phases of the moon, tides, and eclipses? How does the Earth, Sun, and Moon relationship impact humans? How does the tilt of the Earth cause seasonal changes? Enduring Understandings What will students understand the big ideas? Students will understand that… Weather is the minute by minute changes in the atmosphere. Climate is the overall weather of a specific location over a long period of time. Humans impact the environment in a negative/positive way. Sea surface temperature maps and graphs of ocean currents can be used to predict changes in global climate. The unequal heating of the earth creates pressure belts in the atmosphere causing predictable global wind patterns. The phases of the moon from Earth and space are determined by the position of the moon relative to the Earth and the Sun. The tilt of the Earth causes the seasonal changes. The direct alignment of the Sun, Earth and moon causes lunar and solar eclipses. The gravitational pull of the sun and the moon cause tides on Earth’s surface. The angle of insolation from the sun affects the temperature of the Earth’s surface at different locations.. of Focus: Proficiencies (Cumulative Progress Indicators) Students will: (Enter NJCCCS or Common Core CPI’s here) MS-PS1-6: Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Examples, Outcomes, Assessments (see about the content of this section) Instructional Focus: Climate Change Corilois Effect Global Winds El Nino Ocean Currents Satellite Image interpretations Weather Map Interpretations
Natural selection also to the suppression of certain traits in a population. Humans have the capacity to influence certain characteristics/traits in an organism. Technologies have changed the way humans influence the inheritance of desired traits in an organism. Traits that support successful survival and reproduction in a new environment become more common; those that do not become less common. Areas of Focus: Proficiencies (Cumulative Progress Indicators) Students will: (Enter NJCCCS or Common Core CPI’s here) MS-LS1-3 Use argument supported by evidence for how the body is a system interacting subsystems composed of group of cells. MS-LS1-8 Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. MS-LS4-3 Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evidence in the fully formed anatomy. MS-LS4-4 Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. MS-LS4-5 Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. MS-LS4-6 Examples, Outcomes, Assessments (see below about the content of this section) Instructional Evolution Survival of the Fittest Genetic Variation Natural Selection Components of Natural Selection Evidence of Evolution Fossil Record Anatomy Structure Vestigial Homologous Embryological Development DNA Comparison Artificial Selection Techniques/ Technology Genetic Engineering Genetic Modification Cloning Gene Therapy Selective Breeding Designer Babies GATTACA Movie PSA Human Body Organization Body Systems Interactions between all systems How to build a “better” body ( Better Body 2.0) The Brain Components Functions Memory Sample Assessments: