Bellmore-Merrick Central High School District8th Grade Science Curriculum

Written by Jennifer Verwys, Jillian Powers, Stephanie Sloane

Supervised by Jane Boyd, Curriculum DeveloperMarch 2012

Dr. Henry Kiernan, Superintendent

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Bellmore-Merrick Central High School District8th 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 ThinkerScientific Inquiry & Measurement 5

MatterChemistry 10Rocks & Minerals 16

Our Changing PlanetWeathering, Erosion, Deposition 18

EnergyTypes of, Conservation of, Forces & Motion, Simple Machines 21Waves & Sound, Electromagnetic Energy, Magnetism 30

Our Changing PlanetWeather – Climate 40Measuring the Earth 44Dynamic Crust 48Hazards 52Astronomy & Seasons 55

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Textbook: Physical Science, Prentice Hall, 2002

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Big Idea: Role as a scientific thinker Big Question: How do we learn about our world?Topic: Scientific Inquiry & MeasurementSuggested 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 variablesM1.1b 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 dataM2.1b quantify patterns and trends

KI 3: Critical thinking skills are used in the solution of mathematical problemsM3.1a 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 investigationS2.3c 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 relationshipsS3.1b generate and use scales, create legends, and appropriately label axesS3.2f make predictions based on experimental dataS3.2h use and interpret graphs and data tables

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Common Misunderstandings/Difficult Concepts:

It is not necessary to include a control in an experiment. Every scientific question has a definite answer. Tables and graphs are the same thing. An object’s density will change when you cut the object. When calculating density, the bigger number always goes into the calculator first. 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 of determining how much water has been displaced (subtracting). Confuse mass with volume Confuse mass and weight-use them interchangeably

Inquiry Skills: Develop a hypothesis Conduct a controlled experiment Collect and record data Graph relationships, draw relationships and

conclusions and extrapolate information. Identify the independent variable, dependent

variable, constants and control group of an experiment.

Determine the volume of a regular- and an irregular-shaped solid, using water displacement

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 chartsAdditional Resources:Myth buster videos: http://dsc.discovery.com/tv/mythbusters/Displacement:http://www.cstephenmurray.com/onlinequizes/chemistry/measuring/displacementmethod.htmVirtual Triple Beam Balance: http://www.touchspin.com/chem/DisplayTBB.htmlTriple Beam Balance Tutorial for Students: http://www.wisc-online.com/objects/ViewObject.aspx?ID=GCH202Brainpop: www.brainpop.com (scientific method, measuring matter, buoyancy, graphs)Footprints: Life Processes and Living Things/Coursework.pptNYS Assessment Questions: BMCHSD/Vm-sF2/Shared Teachers/ Middle School Science/Assessments by Topic/Scientific Method – Inquiry & Processes

Vocabulary:Prediction, Inference, Scientific Method, Problem, Hypothesis, Experiment, Materials, Procedures, Observation, Data, Data Table, Conclusion, Variable, Constant, Control, Independent (Manipulated) Variable, Dependent (Responding) Variable, Direct Graphing Relationship, Indirect Graphing Relationship, Constant Graphing Relationship, Extrapolate, Mass, Grams, Triple Beam Balance, Volume, Displacement, Graduated Cylinder, Liter, Milliliter, Density

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ContentGoals

UnderstandingsStudents will understand that:

Essential Questions

KnowStudents will know:

DoStudents will be able to:

Textbook:

Research

S2.1dS2.3cM3.1a

…observations of the world can be made using your senses and tools

How can our powers of observation be enhanced?

observations can be made using your five senses

observations can be improved using instruments to make accurate measurements

inferences can be made from observations

…make observations about the world around them

…use tools such as metric rulers, thermometers, triple beam balances, graduated cylinders, stop watches, etc. to make quantitative observations

…develop inferences from the observations they have made

Physical Science

Textbook:p. 1 – 15

p. 750 – 751

Measure

S2.1dS2.3c

…scientists use quantitative measurements to express their observations more precisely.

How do you find the volume of an irregular shaped object whose sides you can not measure with a ruler?

Why do some objects float and others sink?

the amount of liquid that a solid displaces is it volume

objects less dense than water (1.0 g/ml) will float, objects denser than water will sink.

the formula for density is D = m/v

an object’s density is characteristic and will not change by slicing it

as temperature decreases, density increases (except for water)

phase changes result in a change in density

as pressure increases, the density increases

… determine the volume of an irregular solid object using volume displacement

…predict the position of materials in water based on their densities

…calculate the density of matter (solid, liquid or gas)

…predict what happens to matters density when the object is cut, the pressure increases, decreases and/or the temperature changes

…based on changes in an object’s density, predict the position of the materials in water based on the object’s changed density

Physical Science

Textbook:p. 752 – 753

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ContentGoals

UnderstandingsStudents will understand that:

Essential Questions

KnowStudents will know:

DoStudents will be able to:

Textbook:

Experimentation

Problem solving

M1.1a

S2.3b

…problems of all types require similar procedures to be solved

…the necessity of a controlled experiment.

How are scientific experiments designed?

Why are controls used in experiments?

the scientific method is a common way scientists solve a problem.

the difference between dependent, independent, and controlled variables

in order for an experiment to be reliable, there should only be 1 independent variable

the elements of a controlled scientific experiment.

the control is the group that is not tested

controls are needed to compare your results to in order to see if the independent variable had any effect

…Identify the steps of the scientific method

…Use the scientific method to solve a problem

…identify the dependent and independent variables within an experiment

…design and conduct a controlled experiment.

…identify the control group in an experiment and explain its importance

Physical Science

Textbook:p. 754 – 755

Relationships

Cause and Effect

M1.1b

…factors in the world around them are interrelated and changing one may cause other factors to change.

How can changing one variable cause another variable to change?

how to interpret relationships between variables.

…recognize the relationships between variables and use it to analyze and predict outcomes.

Physical Science

Textbook:p. 756 – 757

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ContentGoals

UnderstandingsStudents will understand that:

Essential Questions

KnowStudents will know:

DoStudents will be able to:

Textbook:

Analysis

Models

M2.1aM2.1bS3.1aS3.1bS3.2fS3.2h

…information can be communicated in a variety of ways.

Why is it important to record and graph data?

there are different methods of collecting and organizing data.

graphing your data allows you to visually see the effect, if any, of the independent variable on the dependent variable

direct, inverse and constant graphing relationships

… use tables and graphs to organize and analyze data.

… organize data in tables and represent relationships between variables graphically

… extrapolate and make predictions using their graphs

Physical Science

Textbook:p. 758 – 762

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Big Idea: Matter Big Question: What’s it made of? So, what’s the “matter”?Topic: ChemistrySuggested 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.

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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:

Everything is matter. There is no difference between a compound and a mixture. Elements can be broken down into a simpler type of matter. Earth, wind, water and fire are elements. Ashes are still the original object. Everything burns. A rusty nail is still all iron. Phase changes and dissolving are chemical changes.

Inquiry Skills: using the periodic table, identify an element as a metal,

nonmetal, or noble gas determine the identity of an unknown element, using

physical and chemical properties using appropriate resources, separate the parts of a

mixture Using triple beam baleance to obtain mass graph

reading Distringuish between physical and 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:Phases of Matter Animation: http://mutuslab.cs.uwindsor.ca/schurko/animations/phasescontainers/phasescontainer.htmlPhase change of Water Animation with Temperature Graph: http://mutuslab.cs.uwindsor.ca/schurko/animations/waterphases/status_water.htmStates of Matter Animation: http://www.harcourtschool.com/activity/states_of_matter/index.htmlPeriodic Table with Videos about each element: http://www.periodicvideos.com/BBC: Solids, Liquids, gases interactive: http://www.bbc.co.uk/schools/ks3bitesize/science/chemical_material_behaviour/particle_model/activity.shtmlBBS: Compounds vs. Mixtures interactive:http://www.bbc.co.uk/schools/ks3bitesize/science/chemical_material_behaviour/compounds_mixtures/activity.shtmlPractice Identifying types of solutions: http://www.cstephenmurray.com/onlinequizes/chemistry/solutions,acidsandbases/unsaturated,saturated.htmBrainpop: www.brainpop.com (Chemical Bonds, States of Matter, Matter Changing States, Atoms, Property Changes, Law of Conservation of Mass, Periodic Table of Elements, Metals, compounds & MixturesFootprintsNYS Assessment Questions: BMCHSD/Vm-sF2/Shared Teachers/ Middle School Science/Assessments by Topic

Vocabulary:Matter, Physical & Chemical Properties, Physical & Chemical Changes, Reactants, Products, Chemical Reaction, Solid, Liquid, Gas, Plasma, Phase/State of Matter, Definite/Indefinite, Melting, Freezing, Melting Point, Freezing Point, Boiling Point, Evaporation, Condensation, Sublimation, Atoms, Chemical Bonds, Precipitate, Surface Area, Atoms, Elements, Compounds, Mixtures, Metals, Metalloids, Nonmetals, Reactivity, Homogeneous Mixture, Heterogeneous Mixture, Filtering, Chemical Formula, Chemical Equation, Periodic Table of Elements, Periods, Group/Family, Noble Gases, Atomic #, Atomic Mass, Protons, Neutrons, Electrons, Nucleus, Energy Levels(Orbital), Valence Electron, Ion, Pure Substance, Solubility, Solution, Solute, Solvent, Dissolve, Saturated, Supersaturated, Unsaturated, Soluble, Insoluble, Dilute, Concentrated, Flammable, Tarnish, Ratability, Oxidation, Malleability, Ductility, Luster, Conductor, Insulator

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ContentGoals

UnderstandingsStudents will understand that:

Essential Questions

KnowStudents will know:

DoStudents will be able to:

Textbook:

Periodic Table – Atoms

3.2d3.3a3.3e3.3f3.3g

…why the periodic table is organized the way it is

Why do the elements in the periodic table have to be organized?

How do you think the organization of the periodic table provides information about the elements?

the periodic table is organized in a way that allows you to gather information about each atom/element

the atomic # tells you how many protons and electrons are in a neutral atom, the atomic mass tells you the # of neutrons plus the number of protons that can be found in the nucleus of an atom

elements in the same family share the most properties with one another

there are trends in atomic mass, reactivity, atomic #, etc. as you move across and down the periodic table

metals are found to the left of the staircase, nonmetals are found to the right of the 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

…interpret the Periodic Table

…determine the number of protons, electrons or neutrons an atom of an element is made up of based on the information provided in the Periodic Table of Elements…describe how two atoms of different elements are unique using the periodic table

…determine which elements have the most in common based on their position in the Periodic Table of Elements

…explain trends in mass, atomic #, reactivity etc. as you move across a period or down a family/group

…classify an element as a metal, nonmetal or metalloid using the periodic table

…determine if an element is a noble gas using the Periodic Table of Elements

Physical Science

Textbook:p. 76-106

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ContentGoals

UnderstandingsStudents will understand that:

Essential Questions

KnowStudents will know:

DoStudents will be able to:

Textbook:

States of Matter

3.1c3.1d3.1e3.1f3.3b3.3c4.2c4.2d

…that everything in the universe is made of matter

…why matter exists in different states

What is the importance of the states of matter?

Why do objects exist in different states of matter?

that everything in the universe is made up of matter

matter is anything that takes up space and has mass

the states of matter and their properties: 1) definite/indefinite volume 2) definite/indefinite Shape 3) arrangements of atoms 4) density in relation to other states of matter

adding or removing heat will change the phase of matter.

describe the change in state that occurs in the phase changes

…classify whether or not objects are an example of matter

…prove whether or not something is matter

…classify an matter as a solid, liquid, gas or plasma based on an unknown matters properties

…give example of matter in each phase of matter

…compare and contrast the density of each type of matter

…describe how the arrangement of the atoms in each phase of matter relates to its density

…explain how the state of matter relies on the temperature at which the matter is found

…predict what will happen to the state of matter if heat is added or removed

Physical Science

Textbook:p. 16-64

Elements, Mixtures, Compounds

3.2b

…everything can be broken down to the same set of elements and these elements can be combined to form compounds and mixtures.

How could you determine if the matter is an elements, compound or mixture?

Can you take the salt out of the ocean?

the difference between a compound, element and mixture.

how mixtures and compounds can be separated and created.

…separate mixtures using techniques such as filtering, dissolving, phase changes, magnetism and sifting

…identify and gives examples of homogonous and heterogeneous mixtures

…classify matter into their proper category.

Physical Science

Textbook:p. 19-22

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ContentGoals

UnderstandingsStudents will understand that:

Essential Questions

KnowStudents will know:

DoStudents will be able to:

Textbook:

Solubility3.1b4.2e

…why certain factors affect solubility Can the ocean hold an unlimited amount of salt?

the factors that affect solubility including temperature, particle size, etc.

the difference between the solute and the solvent

…interpret solubility curves

…predict what happens to solubility when factors are changed

…classify a solution as saturated, unsaturated or supersaturated

Physical Science

Textbook:p. 178-183

Properties of Matter3.1a3.1g3.1h3.1i

Physical & Chemical Changes

3.2a 3.2c3.2e3.3d

…all matter can be identified by a unique set of physical and chemical properties

…a materials physical characteristics and chemical composition can be altered.

…matter can be described by its physical and chemical properties.

Why do different substances react differently?

Why can’t all materials catch on fire?

How can new material be created from existing objects?

Can an object be altered while keeping its original identity?

physical properties of matter include color, density, mass, temperature, luster, etc.

chemical properties of matter include flammability, rust ability, reactivity

the differences between physical and chemical properties.

that during a physical change substances change their physical characteristics but not their chemical composition.

chemical changes create substances with new physical and chemical characteristics.

…identify matter by its properties

…classify a property as physical or chemical

…identify examples of physical and chemical changes using their properties.

…explain what occurs during both physical and chemical changes.

Physical Science

Textbook:p. 22-23

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Big Idea: MatterBig Question: What’s it made of? Topic: Rocks and MineralsSuggested Time: 2 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.2.1e 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 anotherCommon Misunderstandings/Difficult Concepts: Rocks and minerals are the same thing. Sedimentary rocks can’t become igneous rocks or igneous rocks can’t become sedimentary rocks

(rocks can’t turn into different kind of rocks). Rocks can form in the middle of the ocean.

Physical Setting Skills: using identification tests and a flow chart, identify

mineral samples use a diagram of the rock cycle to determine

geological processes that led to the formation of a specific rock type

Additional Resources:Interactive rock lesson: http://www.open2.net/sciencetechnologynature/worldaroundus/geologytooklit/rocktypes_embedded.htmlRock cycle diagram with kid friendly pictures: http://www.oum.ox.ac.uk/thezone/rocks/cycle/index.htmAnimated rock formation: http://www.childrensmuseum.org/geomysteries/faq1.htmlFill in rock cycle to be used on smartboard: http://www.kscience.co.uk/animations/rock_cycle.htmInteractive mineral id: http://www.minsocam.org/MSA/K12/properties/minpropindex.htmlRock formation: Footprints: Middle School Science, Physical Science (BMCHSD staff shared folder)NYS Assessment Questions: BMCHSD/Vm-sF2/Shared Teachers/ Middle School Science/Assessments by Topic

Vocabulary:Mineral, sedimentary rocks, metamorphic rocks, igneous rocks, sediments, crystal, streak, cleavage, fracture, hardness, Moh’s hardness scale, metallic, non-metallic, luster, fossil, molten, rock cycle, weathering, erosion, deposition, compaction, cementation, clastic, organic, inorganic, land-derived, texture, vesicular, magma, lava, intrusive, extrusive, foliated, non-foliated, contact metamorphism, regional metamorphism, pressure, chemical sedimentary rocks, metamorphism, chemical composition, solidification

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ContentGoals

UnderstandingsStudents will understand that:

Essential Questions

KnowStudents will know:

DoStudents will be able to:

Textbook:

Minerals2.1 e

…all matter/minerals can be identified by a unique set of physical and chemical properties

If so many minerals look the same, how can we tell them apart?

how to identify a mineral based on its physical properties (hardness, streak, luster).

mineral’s characteristics (inorganic solid with a definite chemical composition and a crystalline structure).

…test a mineral’s physical properties.

…identify minerals based on their observable characteristics

Rocks and rock cycle

2.1f2.2g2.2h

…that by analyzing topography, the environment of formation of the rocks can be determined.

…any rock can change into any other rock.

…how to interpret the rock cycle chart.

Why are rocks not all the same?

How can rocks be recycled?

Can you take the salt out of the ocean?

that rocks are classified based on their origin of formation (igneous, sedimentary and metamorphic).

how rocks change into different types

how to read the rock cycle

…identify rocks based on their observable characteristics and determine how the environment in which they formed

…interpret a rock cycle diagram

…explain how one rock can be changed into a rock of a different type

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Big Idea: Our Changing PlanetBig Question: How does our changing planet affect our lives?Topic: Weathering, Erosion and Deposition Suggested Time: 4 days

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: The breaking down of rocks (weathering) is not the same as the transport (erosion) of weathered materials (erosion) Increasing surface area means a substance is getting bigger Rocks can’t rust Weathering and erosion occur over night rather than millions of years

Physical Setting Skills: Using a solubility

curve, determine a substance’s solubility.

Based on observations of different sediments, determine the agent of 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:Weathering animation: http://as17.as.uky.edu/academics/departments_programs/EarthEnvironmentalSciences/EarthEnvironmentalSciences/Educational%20Materials/Documents/elearning/module07swf.swfSurface area animation: http://courses.soil.ncsu.edu/resources/physics/texture/soilgeo.swfSimple rock and weathering animation/video: http://downloads.bbc.co.uk/schools/ks3bitesize/science/activities/activity18/activity_18_09-03-26.swfBrainpop: weatheringWeathering: Footprints: Middle School Science, Physical Science (BMCHSD staff shared folder)NYS Assessment Questions: BMCHSD/Vm-sF2/Shared Teachers/ Middle School Science/Assessments by Topic

Vocabulary:Mechanical weathering, physical weathering, chemical weathering, settling, dissolved, agent, erosion, glaciers, sediment, transport, weathering, gravity, lithosphere, hydrosphere, deposition, soil, surface area, solubility, oxidation, soil, rate of weathering

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ContentGoals

UnderstandingsStudents will understand that:

Essential Questions

KnowStudents will know:

DoStudents will be able to:

Textbook:

Physical and Chemical Weathering

2.1c2.1d2.1g2.1h3.1b3.2a3.2c

… air and water interact with the Earth’s surface to cause change.

… rocks can change both physically and chemically.

… soil is a product of physical and chemical weathering.

… not all material breaks down at the same rate

What caused the object to look like this?

How did we get all the dirt on Earth?

Why don’t all materials weather at the same rate?

Can the ocean hold an unlimited amount of salt?

the difference between chemical weathering and physical weathering

physical and chemical weathering creates sediments which comprise the soil on the surface of the Earth

the factors that affect the rate of weathering such as surface area, hardness of the material, exposure to water

… predict the type of weathering based on the location and type of bedrock

… identify the type of weathering that took place when observing sediment

… predict the rate of weathering (reaction) given characteristics of the substance such as its hardness

Erosion and Deposition2.1g2.li

… most of the material on Earth has been transported and left by more than one process

… gravity can provide the force responsible for many of Earth’s surface changes

What shapes the Earth’s surface?

How can you tell the history of a rock?

Why don’t both shores of Long Island (north and south), look the same?

how different agents of erosion alter the shape of the transported sediments (water makes sediments round, glaciers leaves unsorted sediment)

the four major agents of erosion (water, wind, ice and gravity) and where they are dominant

the four major agents of deposition

how materials are deposited depends on what moved them

… describe the difference between sorted and unsorted sediments.

… identify the agent of erosion responsible for the movement of the sediment based on its characteristics

… apply local geography to past and present agents of erosion.

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Big Idea: EnergyBig 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.

KI 5: Energy and matter interact through forces that result in changes in motion

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Performance Indicator 5.1: Describe different patterns of motion of objects5.1a 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 motion5.1e 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:

22

We have an endless supply of energy Energy is free A machine decreases the amount of work done Work and energy are the same thing Machines create energy

Be able to identify the various forms of energy in different situations

determine the speed and acceleration of a moving object

Additional Resources:www.brainpop.comhttp://www.thinkquest.org/pls/html/think.libraryhttp://www.exploratorium.edu/http://science-class.nethttp://sunshine.chpc.utah.edu/javalabs/java12/machine/index.htm http://www.physics4kids.com/files/motion_intro.htmlhttp://science.pppst.com/newtonmotion.htmlhttp://www.williamsclass.com/EighthScienceWork/NewtonsThreeLaws.htmhttp://www.nrel.gov/docs/gen/fy01/30927.pdfhttp://www.neok12.com/Law-of-Conservation.htmhttp://www4.uwsp.edu/cnr/wcee/keep/Mod1/Whatis/experiments.htmhttp://library.thinkquest.org/2745/data/ke.htmhttp://www.stmary.k12.la.us/fhs/kinetic_and_potential_energy_web.htm

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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ContentGoals

UnderstandingsStudents will understand that:

Essential Questions

KnowStudents will know:

DoStudents will be able to:

Textbook:

Forms of Energy4.1a4.1d

… there are many forms of energy in the everyday life

… there are other forms of energy other than the ones we use consistently

What does it mean when someone says that a person has “a lot of energy”?

What is Energy?

Energy is the ability to do work or cause change

Mechanical Energy is energy of Motion

Chemical Energy potential energy stored in chemical bonds

Thermal Energy is the total energy of the particles (heat)

Electrical Energy is energy carried by electrical charges

Electromagnetic Energy energy that travels in waves

Nuclear Energy, energy released during nuclear reactions

…identify the different forms of energy

…describe the forms of energy we encounter each day

…describe the relationship between work and energy

…list the different forms of energy and give examples of each

Pages (408-409)(412-414)

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ContentGoals

UnderstandingsStudents will understand that:

Essential Questions

KnowStudents will know:

DoStudents will be able to:

Textbook:

Renewable & Nonrenewable Resources

4.1b

…how energy is converted when fossil fuels are used

Is there a way for people to only use renewable resources for energy?

What is coal and what is it used for?

the difference between renewable and non-renewable resources

the chemical Potential Energy of coal is used to produce thermal and electrical energy.

Renewable Resources are replaced or can be replaced by Earth or the Sun’s processes at rates similar to the rates at 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)

…list resources that would last longer if people used public transportation

…explain why coal is considered a fossil fuel and wood isn’t.

…describe the conversion of chemical energy in fossil fuels to other forms of energy

Pages 422-425

Page 689

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ContentGoals

UnderstandingsStudents will understand that:

Essential Questions

KnowStudents will know:

DoStudents will be able to:

Textbook:

Energy Conversions4.1c

4.1d

4.5a

4.5b

…you use many forms of energy in the everyday life and it is constantly changing forms.

Can energy be created?

How can energy be changed?

Can you run out of energy?

the Law of Conservation of Energy; that energy cannot be created or destroyed, only changed or converted from one form to another

energy conversions is a change from one form of energy into another

...identify energy transformations

…explain the law of conservation of energy.

…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

Pages 416-421

PE & KE4.1e

…objects have energy even when they are not moving

Can an object that is not moving still have energy?

kinetic energy is energy of motion

potential energy is energy that is stored or held in readiness

gravitational Potential Energy potential is energy that depends on height

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.

…describe the changes in potential and kinetic energy that take place when a pendulum swings back and forth.

…explain why gravitational potential energy is called energy of position

Pages 409-411

Page 418

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ContentGoals

UnderstandingsStudents will understand that:

Essential Questions

KnowStudents will know:

DoStudents will be able to:

Textbook:

Motion5.1a5.1b

…the difference between speed, velocity and acceleration

…when to use each formula

…how to find the speed and velocity of an object

What causes the changes in Motion?

When is an object in motion?

Motion is a change in position measured by distance and time.

Speed tells us the rate at which an object moves

Velocity tells us the speed and direction of a moving object

Acceleration tells us the rate speed or direction changes

the formula used to calculate speed: Speed= distance time

the formula used to calculate acceleration:

a=final velocity-initial velocity time

…to explain when an object is in motion

…explain how motion is relative to a reference point

…calculate an objects speed and velocity

…describe what happens to the motion of an object as it accelerates.

…calculate the acceleration of an object

…interpret graphs

Pages280-292

ContentUnderstandings

Students will understand that:Essential Questions

KnowStudents will know:

DoStudents will be able to:

27

Goals

Newton’s Laws5.1c5.1d5.1e

…all objects follow the same rules for motion

…floors, or any other object can’t give a force

…the difference in how balanced and unbalanced forces affect motion

…the relationship between the 3 quantities in Newton’s 2nd Law

…how the net force of an object affects its acceleration

…how Newton’s Laws are all around us

…how action and reaction forces are related

Why is it important to wear your seatbelt when in a car?

What is a Force?

force is a push or a pull exerted on an object

balanced Forces do NOT cause motion

unbalanced Forces will cause a change in motion

friction is a force that opposes motion when two surfaces rub against each other produces heat

the 3 types of friction and the factors that determine the friction force between two surfaces: sliding friction, rolling friction, and fluid friction

Newton’s 1st Law of Inertia: Once an object is in motion, it will stay in motion until a force acts on it. Once an object is at rest, it will stay at rest until a force acts on it

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

…explain how balanced and unbalanced forces are related to motion

…apply which laws of motion are occurring in a situation

…state Newton’s laws of motion and list examples of each

…explain how force and mass are related to acceleration

…use the formula F=ma

…describe friction and identify the factors that determine the friction force between surfaces.

…describe the effects of gravity and air resistance on an object in free fall

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ContentGoals

UnderstandingsStudents will understand that

Essential Questions

KnowStudents will know:

DoStudents will be able to: Textbook:

Simple Machines5.2c5.2d5.2e5.2f5.2g

…there are 6 kinds of simple machines

What is a machine?

How do machine make work easier?

a machine is a device that changes the amount of force exerted or changes the direction in which the force is exerted

a machine does NOT decrease the amount of work done

machines help to make work easier or more effective

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

Describe the 6 types of simple machines

List and be able to give examples of each type of simple machines

Identify what type of simple machine pictures representExample: doorknob

Pages 386-396

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Big Idea: EnergyBig 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: 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

Physical Setting Skills: Determine the electrical conductivity of a material,

using a simple circuit

Additional Resources:www.brainpop.comhttp://science.hq.nasa.gov/kids/imagers/ems/waves3.htmlhttp://scifiles.larc.nasa.gov/text/kids/Problem_Board/problems/sound/sound_waves2.htmlhttp://science.pppst.com/sound.htmlhttp://www.physicsclassroom.com/class/waves/u10l2a.cfmhttp://www.youtube.com/watch?v=xd875L3QBzchttp://www.nidcd.nih.gov/health/education/video/pages/sound_vid.aspxhttp://mssciencetime.wetpaint.com/page/Characteristics+of+Waveshttp://www.physicsclassroom.com/class/light/u12l2c.cfmhttp://science.pppst.com/electricity.htmlhttp://www.physics4kids.com/files/elec_intro.htmlhttp://www.factmonster.comhttp://www.explorelearning.com/index.cfm?method=cResource.dspResourcesForCourse&CourseID=311http://www.explorelearning.com/index.cfm?method=cResource.dspResourcesForCourse&CourseID=313http://www.neok12.com/Electricity.htmhttp://www.neok12.com/Magnetism.htmhttp://www.neok12.com/Light-Optics.htmhttp://www.neok12.com/Sound.htm

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

31

ContentGoals

UnderstandingsStudents will understand that:

Essential Questions

KnowStudents will know:

DoStudents will be able to:

Textbook:

Anatomy of a Wave …that waves transfer energy

…the difference between mechanical and electromagnetic waves

…the difference between longitudinal and transverse waves

…that causes waves

…the three main types of waves. (Transverse, Longitudinal and Combinations of Waves)

…where waves get their energy

What is a wave? waves are disturbances that transfer energy from place to place through matter or space

A medium is a material in which waves travel through

when a wave travels through a medium, only the energy travels forward; THE MEDIUM DOES NOT MOVE

mechanical waves are waves that require a medium. (Sound waves, ocean waves & seismic waves)

electromagnetic waves do not require a medium (LIGHT) they can travel through matter and through space.

transverse waves are waves whose particles of the medium move up and down

longitudinal waves are waves whose particles of the medium move back and forth

amplitude is the distance from the crest or trough to the normal rest position It is the direct measure of waves energy.

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

… Label the anatomy of a wave

…list and describe the basic properties of waves

…describe how a wave’s speed is related to its wavelength and frequency and calculate a wave’s speed.

…use a slinky to create longitudinal and transverse waves

…list examples of types of waves that require a medium and types of waves that do NOT require a medium

…compare and contrast longitudinal and transverse waves

…label the anatomy of a transverse wave

…label the anatomy of a longitudinal wave

…define waves and identify what causes them

…identify and compare the three main types of waves

Pages470-481

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ContentGoals

UnderstandingsStudents will understand that:

Essential Questions

KnowStudents will know:

DoStudents will be able to:

Textbook:

Electromagnetic Radiation

4.4a

…some rays are dangerous

…electromagnetic waves differ from one another

What is Light? the waves of the electromagnetic spectrum gamma rays, x-rays, ultraviolet, visible (ROYGBIV), infrared rays, microwaves, radio rays

the visible spectrum is arranged from longest wave length to the shortest

electromagnetic waves differ due to wavelengths and frequency

…describe an electromagnetic wave and its properties

…list and compare different types of electromagnetic waves

…describe how the electromagnetic spectrum is arranged

…name uses for waves of the electromagnetic spectrum

…describe an electromagnetic wave and its properties

Pages 532-565

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ContentGoals

UnderstandingsStudents will understand that:

Essential Questions

KnowStudents will know:

DoStudents will be able to:

Textbook:

Transmitted4.4B

…what determines the color of an object

…light affects color we see

…the behavior of light when it strikes matter

…the difference between transparent, translucent and opaque

How does light behave when it strikes matter

Why can I see color?

Why can’t I play UNO during a black out?

Reflection is the bouncing back of a wave after it strikes a boundary. All waves can be reflected. Mirrors REFLECT light: 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

Refraction is the bending of a wave due to a change in speed when it moves from one medium to another

Light strikes matter and can be 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

…explain which color shirt (black or white) would be better to wear on the beach to keep cool on a hot summer day

…identify the factors that determine the color of an object.

…describe what happens when light strikes opaque, transparent and translucent objects.

…identify ways in which images can be reflected

Page 568-590

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ContentGoals Understandings

Students will understand that:Essential Questions

KnowStudents will know:

DoStudents will be able to:

Textbook:

Sound

4.4c

…the anatomy of a wave affects sound

…the difference between sound and noise

…the difference between pitch and volume

…the difference between light and sound

…sound needs a medium in order to travel. If there is no/little matter there are no particles to vibrate and therefore, no sound

How do you hear Sound?

How is sound affected by position?

Do thunder and lightening have the same source?

Is there sound in space?

sound is a longitudinal wave that travels through a medium.

temperature and nature of the medium determines the speed of sound.

Intensity: loudness determines the amplitude of a wave. The greater the intensity, the louder the sound

Pitch: how high or low a sound is. Determined by the waves frequency. The higher the frequency the higher the pitch

…define sound and explain how it travels

…identify the factors that affect the speed of sound

…describe what happens when an object moves faster than the speed of sound

…explain how temperature affects the speed of sound

…explain the difference in the 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

… explain the difference between light and sound

…describe the apparent change in frequency observed in the Doppler Effect

Pages496-528

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…the apparent change in frequency observed in the Doppler Effect

What is the Doppler Effect?

Doppler Effect: a change in the frequency & pitch of a sound due to the motion of either the sound source or observer

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

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

36

ContentGoals

UnderstandingsStudents will understand that:

Essential Questions

KnowStudents will know:

DoStudents will be able to:

Textbook:

Electricity

4.4e,f

5.2b

…the reason why when 1 light bulb in your house goes out the rest of the lights can stay on.

…the difference between static and current electricity

…the difference between a closed and open circuit

…the difference between a parallel and series circuit

…the difference between conductors and insulators

…the interaction between electric charges

…the transfer of electrons in static discharge

…the cause behind electric current flow

…the relationship between voltage and current flow

…the relationships that exist between resistance and current flow

…the amount of paths a current can take in a series vs. a parallel circuit.

What is Electricity?

Why do I get shocked when I touch a door knob?

What is static cling?

Electricity: the energy associated with charged particles

Law of Charges: like charges repel, unlike charges attract

Electric Field: area around a charged particle where forces of attraction or repulsion are felt.

Static Electricity: Charges do not flow. It is a build up of UNEQUAL charges.

Current Electricity: Movement of electric charges creates and electric current. Measure in AMPS. Charges do flow and a power source (battery, generator) is needed.

Voltage: measure of the force on a unit charge “push” behind the electrons

Conductors: materials that easily allow the flow of an electric current. Most metals are good conductors.

Insulators: materials that do not easily allow the flow of an electric current. Most nonmetal solid materials are insulators.

Circuits: Path that an electric current follows MUST CONTAIN a Power Source (Generator, Battery), Load

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(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!

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

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.

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.)

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ContentGoals Understandings

Students will understand that:Essential Questions

KnowStudents will know:

DoStudents will be able to:

Textbook:

Magnetism

4.4g

5.2b

…that the Earth has magnetic properties

…that electric currents are related to magnetic fields

…the interaction between magnetic poles.

…magnets can be both attractive and repulsive

What does it mean if someone says, “You have a magnetic personality!?”

Are magnets attractive?

Electricity and magnetism are closely related. An electric current produces a magnetic field.

Surrounding every moving charge is both an electric field and a magnetic field. Both can influence nearby charges.

Magnet: any material that attracts iron or materials containing iron.

Magnetic Field: 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

Law of Charges: like charges repel, unlike charges attract

Magnets only attract certain objects.

…identify the magnetic properties of Earth

…define magnetic fields and describe magnetic field lines

…identify magnetic properties of Earth and compare the magnetic and geographic poles

…define magnetic poles and describe the interaction between like and unlike magnetic poles

Page 612-627

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Big Idea: Our Changing PlanetBig Question: How does our changing planet affect our lives?Topic: Weather/ClimateSuggested 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 events4.2a 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).

40

Common Misunderstandings/Difficult Concepts:

The greenhouse effect is bad Weather and climate are the same Heat and temperature are the same Moist air is heavier than dry air There is no pattern to our weather conditions

Physical Setting Skills: generate and interpret field

maps including topographic and weather maps

predict the characteristics of an air mass based on the origin of the air mass

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:Conduction, convection and radiation: Footprints: Middle School Science, Physical Science (BMCHSD staff shared folder)Current weather and weather maps: www.weather.comVarious weather: http://www.wxdude.com/National climatic weather: http://www.ncdc.noaa.gov/oa/ncdc.htmlTeacher resources from the weather channel: http://www.theweatherchannelkids.com/weather-ed/teacher-resources/Animated fronts: http://www.classzone.com/books/earth_science/terc/content/visualizations/es2002/es2002page01.cfm?chapter_no=visualizationSatellite images with frontal symbols: http://www.atmos.washington.edu/~ovens/loops/wxloop.cgi?fronts_ir+/48h/NYS Assessment Questions: BMCHSD/Vm-sF2/Shared Teachers/ Middle School Science/Assessments by Topic

Vocabulary:Conduction, convection, radiation, fronts, air masses, acid rain, absorb, electromagnetic energy, emit, gamma rays, infrared light, reflect, refracting, ultraviolet light, visible light, wave length, collisions, heat energy, heat transfer, radiation, solar energy, temperature, condensation, 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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ContentGoals

UnderstandingsStudents will understand that:

Essential Questions

KnowStudents will know:

DoStudents will be able to:

Textbook:

Energy transfer4.2a4.2b

.…properties of the material determine how energy is transferred

…energy is transferred in different ways

Why do deserts heat up so fast in the day and cool off so fast at night?

Why does the sand get so hot at the beach on a sunny summer day while the water stays cool?

How does the heat from the sun make it to Earth so that we and everyone else on Earth can feel it?

the difference between heat and temperature

how energy is transferred through the 3 different methods of energy transfer

…identify which method of energy transfer different materials would transfer energy through.

…explain how energy from the sun is transferred, using the different methods of energy transfer, to Earth resulting in the heat we feel.

…relate energy transfer to common experiences in their own home (i.e. boiling a pot of water)

Earth’s atmosphereand water cycle

2.1a2.1b2.1j2.2r

…Earth’s atmosphere is divided into several layers each with its own characteristics

…the characteristics of Earth’s atmosphere changes as you increase altitude

…how the water cycle plays a role in Earth’s atmosphere

Why are planes able to fly above clouds and bad weather?

Why does everyone care that there is a hole in the ozone layer?

What is global warming all about?

Is there a connection between the greenhouse effect and global warming?

Earth’s atmosphere is divided into layers based on temperature changes with a distinct beginning and end

the role of ozone and the greenhouse gases in Earth’s atmosphere

what man-made or natural factors influence the “greenhouse effect”

the water cycle occurs within the troposphere of the Earth’s atmosphere and continuously recycles water from Earth’s surface back into the atmosphere and back to Earth’s surface again

…interpret an atmospheric graph to determine how temperature, pressure and water content change with a change in altitude.

….explain how the greenhouse effect and global warming are related.

…identify the parts of the water cycle.

…discuss why weather occurs primarily in the troposphere.

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ContentGoals

UnderstandingsStudents will understand that:

Essential Questions

KnowStudents will know:

DoStudents will be able to:

Textbook:

Weather/Climate

2.2i 2.2n

2.2j 2.2o

2.2k 2.2p

2.2l

2.2m

…changes in energy result in different types of weather.

…weather involves the interaction of many different factors.

…global patterns on Earth affect local weather conditions.

…an area’s climate is a function of its location.

…human and natural influences can alter weather/climate patterns.

Why is it so difficult for a weather forecaster to accurately predict the weather?

Why can it be hot and rainy one day and cold and dry the next?

What makes the climate of one place different from another?

How could a volcanic eruption change our temperatures?

the difference between weather and climate

how atmospheric variables are related to each other (temperature, pressure, and humidity)

the difference between moisture (humidity) and precipitation

the characteristics of air masses and the role they play in our weather

the different types of basic fronts (cold front or warm front) and the effects they have on an area’s weather before arrival, upon arrival and after they have passed

the pattern of air movement based on the global wind patterns (prevailing winds)

the effects of a high pressure system or a low pressure system on an area’s weather what factors influence the climate in different locations on Earth

natural occurrences such as volcanic eruptions can alter climate patterns

…determine how atmospheric variables affect each other

…interpret and analyze a weather map (including the presence of fronts, high pressure or low pressure systems)

…prepare an appropriate safety plan for severe weather

…predict the characteristics of an air mass based on the origin of the air mass and the affects it will have on locations it encounters

…determine an area’s weather before, during and after a weather front has affected it

…make a weather prediction based on the presence of weather variables and the knowledge of global air movement

…explain how human or natural influences can alter weather patterns

…predict an area’s climate given its location and the presence of other variables affecting climates such as oceans, mountains, etc

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Big Idea: Our Changing PlanetBig Question: How does our changing planet affect our lives?Topic: Measuring the EarthSuggested 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:

Latitude and longitude measurements have specific directions that go with them.

Physical setting skills:

given the latitude and longitude of a location,

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There are measurements on every place on a map even though isolines only connect those with a particular value.

Places on the same longitude will have the same time while places on the same latitude will have different times.

indicate its position on a map and determine the latitude and longitude of a 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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ContentGoals

UnderstandingsStudents will understand that:

Essential Questions

KnowStudents will know:

DoStudents will be able to:

Textbook:

Latitude and Longitude Coordinate System

1.1fS2.1d

…locations on a map can be pinpointed using a coordinate system

…maps can be used for more than just locating places

Are you lost if you know your latitude and longitude?

Can latitude and longitude be used for more than just finding your location?

How do we know where to draw the latitude and longitude lines on a map?

the equator and the prime meridian are reference lines for latitude and longitude

how to properly use both latitude and longitude with their appropriate directions when determining location

latitude lines are parallel lines 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

longitude lines are based on position of the Earth in relation to the sun

…locate a place using latitude and longitude

…write the latitude and longitude for a given location

…accurately determine compass directions on a map

…estimate a location’s time given its position on a map and the time of another location

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ContentGoals

UnderstandingsStudents will understand that:

Essential Questions

KnowStudents will know:

DoStudents will be able to:

Textbook:

Models are Representations(field and contour maps,

topography)

S2.1S2.3

…any place or measurement can be made into a map describing different aspects of an area.

What is the purpose of a contour map?

How do contour maps help us?

How do you create a field map?

Can you only make maps with locations?

.isolines connect points of equal value (including contour lines)

.any measurement can be made into a field map with the use of isolines

the rules for contour maps and how to interpret them (stream flow, depressions, gradient, maximum and minimum elevation)

…draw islines given a field map

…interpret field maps of an area

…apply the rules correctly when interpreting a contour map

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Big Idea: Our changing planetBig Question: How does our changing planet affect our lives?Topic: Dynamic CrustSuggested Time: 2 weeks

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: Divergence and convergence are easily mixed up 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

Physical Setting Skills: Plot the location of recent earthquake and volcanic

activity on a map and identify patterns of distribution

Additional Resources:Youtube video showing continental drift: http://www.youtube.com/watch?v=uGcDed4xVD4Continental drift animation: http://www.ucmp.berkeley.edu/geology/anim1.htmlA collection of continental drift animations: http://www.ucmp.berkeley.edu/geology/tectonics.htmlMore continental drift animations: http://www.scotese.com/newpage13.htmAnimation of continental drift with fossils: http://www.scotese.com/newpage13.htmClear animation of continental drift: http://education.sdsc.edu/optiputer/flash/pangea_4.htmPlate boundary animation: http://education.sdsc.edu/optiputer/flash/pangea_4.htmPlate boundary animation: http://www.iris.edu/hq/programs/education_and_outreach/animations/11Lesson on plate boundary: http://terra.rice.edu/plateboundary/index.htmlInteractive plate tectonics lesson: http://www.learner.org/interactives/dynamicearth/plate2.htmlEarthquake animations: http://earthquake.usgs.gov/learn/animations/Earthquake waves traveling through earth: http://www.pbs.org/wnet/savageearth/animations/earthquakes/main.htmlAnimated recent earthquake activity: http://earthquake.usgs.gov/earthquakes/recenteqsanim/How earthquakes happen (animated): http://news.bbc.co.uk/2/hi/4126809.stmEarthquake distribution: http://www.neiu.edu/~llsander/earthquakes.htmlNYS Assessment Questions: BMCHSD/Vm-sF2/Shared Teachers/ Middle School Science/AssessmentsbyTopicBrainpop: Earth’s structure, earthquakes, mountains, ocean floor, plate tectonics, tsunami and volcanoesGoogle Earth

Vocabulary:Convergent, divergent, plate boundary, earthquake, focus, epicenter, convection cell, transform, crustal movement, correlation, crust, mantle, outer core, inner core, seismic waves, p-wave, s-wave, plate tectonics, continental drift, subduction, tilted, folded, faulted, volcanic activity, volcanic eruption, plates, lithosphere, earth’s interior, mountain building

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ContentGoals

UnderstandingsStudents will understand that:

Essential Questions

KnowStudents will know:

DoStudents will be able to:

Textbook:

Continental Drift and Plate Tectonics

2.2a2.2c2.2d2.2e2.2f

…differences in density cause convection currents found below the surface of the Earth

…the earth is made of plates that are moving and are responsible for how the surface of the Earth looks

…plates move in a variety of ways causing similar yet different results

Has the Earth always looked the way it does now?

Why do the continents look like they could all fit together?

Why do we have earthquakes and volcanoes?

evidence for continental drift (fossil correlation, jigsaw fit)

convection currents, created by differences in density within the mantle cause plate movements

evidences for seafloor spreading (youngest rocks are at the ridge while oldest are furthest)

convergent, transform and divergent plate boundaries and the features they cause/create (subduction creates volcanoes and trenches, divergent creates mid-oceanic ridges, all plate boundaries cause earthquakes)

the difference between oceanic and continental crust and the roles they play in plate tectonics

…reconstruct Pangaea using evidence and continent shape

…locate convection currents within the Earth’s mantle and identify the type of plate movement associated with the different parts of the convection current

…identify the different types of plate boundaries given a key

…explain how mountains, volcanoes and earthquakes as well as other features are the result of different types of plate movement

…distinguish between the characteristics of continental and oceanic crust

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ContentGoals

UnderstandingsStudents will understand that:

Essential Questions

KnowStudents will know:

DoStudents will be able to:

Textbook:

Earthquakes and earth’s interior

2.2b4.2a4.2b

…crustal movements causes earthquakes

…we have learned about the earth’s interior through seismic waves

….emergency planning and preparation are important

Why doesn’t NY have earthquakes like California does?

Can California split apart?

If we can’t dig to the center of the Earth, how do we know what is there?

Why do people die during earthquakes?

that earthquakes, volcanoes, mountains occur mainly at plate boundaries

the different types of seismic waves (p and s) and how they led us to understand the interior of the Earth

characteristics of the interior of the Earth (names of the layers, pressure density and temperature)

how to prepare for an earthquake

…label the layers of the interior of the earth

…interpret an interior of the Earth graph

…create a safety plan including preparation and what to do in the event of earthquakes

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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

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: Tsunamis are tidal waves Hurricanes will never hit New York Earthquakes and volcanic eruptions can happen everywhere Volcanic eruptions will make the climate hotter Hurricanes can cause the death of more people because they are a bigger storm Hurricanes and tornadoes can happen at any time during the year

Physical Setting Skills: given the latitude and longitude of a location,

indicate its position on a map and determine the latitude and longitude of a given location on a map

plot the location of recent earthquake and volcanic activity on a map and identify patterns of distribution

plot and determine the path of a hurricane given latitude and longitude coordinates

Additional Resources:National severe storms laboratory: http://www.nssl.noaa.gov/Severe storms videos: http://www.severestudios.com/Weather tracking maps: http://www.stormpulse.com/Interactive lesson on hurricane formation: http://scifiles.larc.nasa.gov/kids/Problem_Board/problems/weather/hurricanebasics.swfAnimated lesson on hurricane formation: http://www.cbsnews.com/htdocs/natural_disasters/hurricanes/framesource_flash.htmlSeveral different earth science topics that are animated: http://www.teaching-gems.com/index.php?option=com_weblinks&view=category&id=4&Itemid=27&limitstart=20USA today’s tornado formation: http://www.usatoday.com/weather/graphics/tornadoes/flash.htmCurrent map of volcanic activity: http://www.volcano.si.edu/reports/usgs/index.cfm?content=worldmapVolcano status map: http://volcanoes.usgs.gov/activity/Current map of earthquake activity: http://earthquake.usgs.gov/earthquakes/recenteqsww/NYS Assessment Questions: BMCHSD/Vm-sF2/Shared Teachers/ Middle School Science/Assessments by Topic

Vocabulary:Hurricane, tornado, tsunami, earthquake, focus, epicenter, plate boundaries, ring of fire, low pressure

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ContentGoals

UnderstandingsStudents will understand that:

Essential Questions

KnowStudents will know:

DoStudents will be able to:

Textbook:

Volcano and Earthquake Patterns

2.2

…Earth’s hazards are naturally occurring.

…technology has added to our understanding of these hazards

What causes these natural hazards to occur?

How has technology helped us in understanding these natural hazards?

Should government place limitations on where a person chooses to live?

the characteristics of each hazard

how technology (satellites, computer monitoring), has improved our understanding of natural hazards

how to live in a hazard zone (prepare for future events or stay safe during an event)

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

…explain the characteristics and the patterns of occurrence of earthquakes and volcanoes

…gather and analyze information to make an informed decision on where they want to live

…explain the cost/benefit ratio of implementing safety regulations in high-risk areas

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ContentGoals

UnderstandingsStudents will understand that:

Essential Questions

KnowStudents will know:

DoStudents will be able to:

Textbook:

Hazardous Weather Conditions and Preparation

2.2q

…human activity can impact the severity of these hazards

. . . precautions and steps can be taken to minimize the consequences of these hazards

How do our decisions influence the outcomes of these natural hazards?

Why do people choose to live in these hazardous areas?

how to prepare in the event of a natural hazard

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

…explain the characteristics of the different types of natural hazards such as tornadoes, hurricanes, blizzards, etc.

…identify the relationship between technology and the mitigation of losses

…prepare a family emergency plan based on the characteristics of 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

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: the distance to the sun controls our temperature the whole earth experiences the same season at the same time confuse rotation and revolution 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

Physical Setting Skills:Measure the angular elevation of an object using appropriate instruments.

Additional Resources:Seasons animation: http://highered.mcgraw-hill.com/sites/007299181x/student_view0/chapter2/seasons_interactive.htmlSeasons with angle of insolation: http://astro.unl.edu/naap/motion1/animations/seasons_ecliptic.htmlVarious season animations: http://mintaka.sdsu.edu/faculty/erics/teach/animations.htmlNight and day animation: http://www.classzone.com/books/earth_science/terc/content/visualizations/es0404/es0404page01.cfm?chapter_no=visualizationPolar view of Earth showing changing night and day: http://science.sbcc.edu/physics/flash/LengthofDay.swfPhases of the moon animation: http://www.sumanasinc.com/webcontent/animations/content/moonphase.htmlPhases of the moon animation: http://www.harcourtschool.com/activity/moon_phases/Moon tides animation: http://www.mmscrusaders.com/newscirocks/tides/tideanim.htmInteractive lesson on tides: http://www.pbs.org/wgbh/nova/earth/what-causes-the-tides.htmlEclipses, tides and other stuff animations: http://www.valdosta.edu/~cbarnbau/astro_demos/frameset_moon.html Big bang interactive: http://resources.schoolscience.co.uk/STFC/bang/bang.htmYou tube Video of Earth in universe from Museum of Natural History: http://www.youtube.com/watch?v=17jymDn0W6UYou tube video Size of the universe: http://www.youtube.com/watch?v=b0lxbzgwW7I&feature=relatedBrainpop: 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

Vocabulary:Gravitational force, revolve, rotation, seasons, star, sun, tide, universe, year, apparent motion, asteroids, axis of rotation, celestial, comets, cyclic pattern, cyclical changes, day, earth, gravity, horizon, meteor, moon, moon’s phases, orbit, phase, planet, revolution, equinox, solstice, waxing, waning, eclipse, galaxy, constellation, apparent path, tilt, Big Bang theory

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ContentGoals

UnderstandingsStudents will understand that:

Essential Questions

KnowStudents will know:

DoStudents will be able to:

Textbook:

The Universe, Stars and Planets

1.1a1.1b1.1c1.1d1.1e5.2a

…the universe is continually expanding since the “Big Bang”

…the Earth has a specific location in the universe

…the Earth and the sun are small components of a much larger universe

…gravity is the force responsible for keeping objects revolving around the Sun

Where am I?

Are we moving?

What is the center of the solar system?

What else is in space?

the theory of the beginning of the universe (Big Bang) and there is evidence for this theory

that our solar system is in the Milky Way Galaxy and this galaxy is only one of millions of other galaxies within the universe

the sun is the center of our solar system (heliocentric) and revolving around it are other planets and objects kept in place due to the force of gravity

…understand the beginnings of the universe and its possible future.

…describe our place in the universe.

…interpret a solar system data table or a star diagram data table.

…explain the components of our solar system.

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ContentGoals

UnderstandingsStudents will understand that:

Essential Questions

KnowStudents will know:

DoStudents will be able to:

Textbook:

Earth in Space:Day, Night and

Seasons1.1e1.1f1.1h1.1i1.1j

…rotation and revolution are different

…the Earth’s motion causes the apparent motion of most celestial objects

…the motions of the Earth affect how time is measured

…the apparent path of the sun and celestial objects are caused by the Earth’s motions

…the tilt of Earth’s axis and the revolution of the Earth around the sun cause the seasons

…the length of daylight changes depending on the latitude and season

Why do constellations in the night sky change?

Why are there 24 hours in a day and 365 days in a year?

Why don’t we have the same temperatures year round?

Why do some places have seasons while other places don’t?

Why are our winter days so short while our summer days are so long?

What would happen if the Earth’s tilt was different?

Why don’t we have summer when we are closest to the sun?

rotation is the spinning of the Earth and takes approximately 24 hours. It is the reason for:

day and night time zones daily motion of the stars and

moon across the sky sun rising in the east and

setting in the west (as well as all other celestial objects)

a revolution is the motion of the Earth around the sun and takes approximately 365 days. It is the reason for:

our year seasonal change of

constellations changing seasons (along with

tilt) a leap year

the tilt of Earth’s axis is 23.5 degrees which causes:

length of day and night for difference locations during different times of the year

seasons (along with revolution)

different temperatures based on latitude due to different angles of the sun’s rays

… explain why we have day and night and changing daylight hours

…indicate the seasons by labeling the Earth’s orbital diagram

…label on a diagram the Earth in its positions around the sun

a) direction of rotation and revolution

b) Season and its dayc) Shade in portion of

the Earth that is night

…explain why we (in NY) have changing seasons and why some places don’t

…predict what would happen if we were to increase or decrease the tilt

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ContentGoals

UnderstandingsStudents will understand that:

Essential Questions

KnowStudents will know:

DoStudents will be able to:

Textbook:

Earth’s Moon

1.1e1.1g5.2a

…there is a relationship between the Earth, moon, and sun

…why we have different phases of the moon

…why only a few people have seen the other side of the moon

…the moon’s gravity has an effect on the Earth

Why are eclipses so rare?

Why does the moon change shape throughout the month?

Is the dark side of the room really dark?

Why does the water level change throughout the day? Why do I have to move my towel after a couple of hours at the beach?

the moon revolves around the Earth, while the Earth revolves around the sun in specific patterns that have an effect on our lives

the moon’s revolution around Earth causes the moon to change phases

the moon’s rotation and revolution has its own unique pattern that affects what we can see

the moon is close enough to Earth for its gravitational pull to affect the water on Earth and when combined with the sun’s gravity the effect is even greater

…explain how eclipses, tides and phases of the moon are related to the moon’s motions.

…identify all phases of the moon based on the moon’s position in its orbit around the Earth and the position of the Sun.

…discuss the cause of high and low tides and it’s pattern

…interpret a tidal graph and predict future high and low tides based on the graph.

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