science curriculum framework science/2006-2… · web viewmission statement and belief statement...

Science Curriculum Framework

7th Grade

2006-2007

Table of Contents 1

Mission Statement and Belief Statement 2

Acknowledgement 3

Introduction 4

Student Participation in TEKS-Based Inquiry and the BISD Science Fair 5

Scope & Sequence 6

Curriculum Frameworks First Six Weeks 8 - 11

Second Six Weeks 12 - 13

Third Six Weeks 14

Fourth Six Weeks 15 - 18

Fifth Six Weeks 19 - 21

Sixth Six Weeks 22 - 26

Appendix

Texas Essential Knowledge and Skills Subchapter A. ElementarySubchapter B. Middle SchoolSubchapter C. High School

Texas Assessment of Knowledge and Skills Objectives Fifth Grade, Eighth Grade, Tenth Grade, and Eleventh Grade

Science TEKS Toolkit Excerpts Materials and Safety Equipment List Checklist for Science Field Investigations Science Facility Safety Checklist Laboratory Safety Survey Assessment Methods and Web-Based Resources

Recommended/Exemplar Labs

National Science Education Standards

Science Curriculum Framework 2006-2007 1

Table of Contents

The mission of the Brownsville Independent School District, an international community respected for its rich cultural heritage is to produce responsible, well-rounded graduates

Who -have the ability to pursue a post-secondary education and/or career -possess a capability for independent learning and thinking with a competitive edge in a multi-cultural, multi-lingual world

By - identifying and maximizing physical, financial, and human resources and -Unifying community and school commitment to excellence in education and equal educational opportunity.

Excellence is our common goal. Parental responsibility is an integral factor in student success. Belief in self is fundamental to success. Everyone deserves respect as a human being. Perseverance and hard work are essential for success. Change creates opportunities for growth. Truthfulness is important for effective communication. Public schools are an extension of the community. Sensitivity is essential for understanding the needs of others. Great achievements follow high expectations. Cooperation is necessary to get things done. Active listening is essential for effective communication. Successful students are active participants in the learning process.


Brownsville Independent School District

Mission Statement

Brownsville Independent School District

Belief Statement

The Brownsville Independent School District gratefully acknowledges the contributions given by the Science teachers who participated in the development of this secondary Science curriculum framework. Science teachers from the following campuses assisted in the development of the framework:

Besteiro Middle School Cummings Middle School Faulk Middle School Garcia Middle School Lucio Middle School Oliveira Middle School Perkins Middle School Stell Middle School Stillman Middle School Vela Middle School Secondary Science Curriculum Specialists


Acknowledgement

Texas Legislation requires that all Texas school districts develop, implement, and evaluate a comprehensive educational program aimed at student mastery of the Texas Essential Knowledge and Skills as defined in Chapter 112.

The purpose of this Secondary Science Curriculum Framework is to match learning experiences to the Texas Essential Knowledge and Skills and provide a sequence of objectives and lab activities that are also aligned, including the 40% lab requirement for all High School Science courses. Brownsville ISD also requires the 40% lab minimum curriculum requirement for all Middle School Science courses.

In addition, this document includes sample activities and required “RECOMMENDED/EXEMPLAR” labs to be taught in each course. These labs are not intended to be the only labs taught in each course, but are provided to ensure consistency in high-quality instruction throughout the district. They should further serve to avoid overemphasis in one area while neglecting another, and thus, focus on student needs.

Pre-AP accommodations are indicated throughout the document, either as additional TEKS added to the course to meet the needs of the Pre-AP course sequence, or emphasized TEKS that need to be taught with added depth to the Pre-AP student in order to prepare them for the AP or Dual Enrollment course. Adaptations for other special populations will be made as needed, but the basic curriculum is the same for all students.

The textbook provided by the state is a resource for teaching the course, not the curriculum. Although the textbook “covers” all TEKS for the course, it does not necessarily provide instructional support for teaching the TEKS to the level of depth necessary to fulfill the TEKS intention. Therefore, it is highly recommended that teachers use a variety of additional resources from multiple sources in order to meet the TEKS requirements. Some of these resources may include, but are not limited to the required Recommended/Exemplar Labs, FOSS kits (which should be taught in their entirety as a unit), TEXTEAMS activities, Calculator Based Labs, Snapshot Activities and Vistas provided through the Charles A. Dana Center Science Toolkit.


Introduction

This curriculum framework is primarily a working document that prescribes what is to be taught in a given subject or area of study. It gives both structure and direction to the educational program. As a formal document, it is an official statement of the curriculum and a teacher’s guide to instruction.

Research, inquiry and invention are essential skills successful students must develop as they grow academically. Students must be able to discuss and evaluate social, technological and scientific issues evident today and trends influencing the future. A challenge for educators is to exploit the natural curiosity all students possess. Allowing time, opportunity and support during school hours for student-based inquiry permits learners to expose their misconceptions and pursue the “why” questions they have. Students should plan investigations and conduct research that can help them test their ideas, interpret differing points of view and justify consequent discoveries. Students are much more likely to internalize and remember concepts learned if they are actively involved with them, rather than passively observing them take place.

TEKS-based investigations enable students to effectively learn and use content-area concepts and skills. Through these types of direct investigations students are able to “maximize their ability to make sense of the world and to learn more about it.” (Science for All Americans) Therefore, it is a BISD requirement that all students participate in a research-based inquiry project at the sixth, seventh, and eighth grades. Participation at other grades or courses is highly recommended since successful research projects take two to four years. When students are engaged in research-based inquiry, they are involved in using a rich variety of primary and secondary source materials and the Science Process Skills as required by law in the Science TEKS.

A successful classroom science investigation may be developed into a research-based inquiry project and entered in the Science Fair. Students who choose to enter the fair will be able to create investigations from among fifteen different categories. The Science Fair will be held annually in the fall, allowing teachers and students to prepare for one science competition per year following the rules of the Intel International Science and Engineering Fair, www.sciserv.org/isef . All students will have the opportunity to complete an original investigation . Individual campuses,


Student Participation in TEKS-Based Inquiry and the BISD Science Fair

http://www.sciserv.org/isef

teachers and students will be able to choose which projects to enter in the Science and Engineering Fair.


7th Grade Framework 2006-2007Six Weeks

TAKS TEKS Recommended Chapters

Concepts Exemplar LabsRecommended Labs

1st

Obj.1: Nature of Science*

7.1 A,B; 7.2 A-E; 7.3 A-E;7.4 A,B

Intro. To Science

Safety; measurements (length, mass, volume & density); proper use of scientific tools and equipment; scientific skills and process skills

Measurements: FOSS Variable Kit, Rainbow Lab, Surface Tension of Water & Mystery PowdersScience Fair (optional)

2nd

Obj.5: Earth 7.14 A-C 7 & 8 Weathering (Mechanical and Chemical), Erosion, Deposition and Catastrophic events.

"Streams in Action" 268-269 Earth History FOSS Kit

Obj.5: Space 7.13 A,B 9 Seasons (Earth's Revolution/Rotation), Moon Phases.

“Reason for the Seasons” p.304-305"Oreo Cookie Lab"

3rd

Obj.3: Matter 7.7 A,B 1 States of Matter, Physical & Chemical Properties, Physical & Chemical Changes.

"Observing a Chemical Reaction" & "Mineral Oil, Water & Iodine Mix"

Obj.3: Chemistry

7.7C 1 Elements, Compounds and the Periodic Table.

"Conductivity - Metal & Non-Metals" & Solubility of Elements

4thObj.4: Physics

7.6 A-C; 7.8 A,B 4, 5 & 6 Balanced/Unbalanced Forces, Motion, Simple Machines, Potential/Kinetic Energy, & Photosynthesis.

"Walk Like Me" and "Racing Against Friction" Wheel & Axle Lab, Lever & Lifting

5thObj.2: Living Systems

7.9 A,B; 7.10 A-C 10, 11, 12, 13, 14, 15 &16

Human Body Systems & Genetics. "Iron for Breakfast" 381, "As the Stomach Churns" 388-389, Frog Dissection, & "Chromosomes and Inheritance"

6th

Obj.2: Living Systems

7.12 A-D 17, 18 &19 Ecosystems, Food Chains, Food Webs, Biomes & Succession.

"Change in a Tiny Community" 584“Toothpick Birds”

Review 7.5 A,B; 7.11A,B; 7.3 D,F, 6.14

10 Equilibrium, Stimulus/Response &History of Scientists. Sixth Grade - Watershed, Ground water, & Surface Water.

"Contamination in Fruitvale" SEPUP

* Objective 1: On-going throughout school yearDisclaimer: Science Fair Projects are enrichment to be worked at home and after-school.

Science Framework 2006-2007 6

Science—7th GradeResources

Six Weeks

TAKS TEKS Other Resources (Websites)

1st Objective 1Nature of Science(Lab Basic Skills)

7.1A,B7.2A-E7.3A-E7.4A

Lab Safety: http://www.csun.edu/~vceed002/ref/laboratory/safety/safety.html Metric System: http://www.metrication.com/intro.htm Reading Graphs:

http://www.bbc.co.uk/schools/ks3bitesize/maths/handling_data/representingdata1_intro.shtml.

2nd Objective 5Earth and Space Systems(Earth Science)

7.13A,B7.14A-C

Weathering: http://gpc.edu/%7Epgore/geology/geo101/weather.htm : http://www.geosci.unc.edu/faculty/glazner/Images/Weathering/weathering.html Erosion: http://www.geography4kids.com/files/land_erosion.html Soil formation and composition: http://library.thinkquest.org/J003195F/soil.htm Earth’s seasons: http://www.enchantedlearning.com/subjects/astronomy/planets/earth/: Moon phases: http://www.moon-phases.com/ http://www.stardate.org/nightsky/moon/ http://www.astro.wisc.edu/~dolan/java/MoonPhase.html http://tycho.usno.navy.mil/vphase.html http://imagiware.com/astro/moon.cgi

3rd Objective 3Structures and Properties of Matter(Chemistry)

7.7A-C Periodic Table: http://www.chemicalelements.com/ Bonds: http://www.ithacasciencezone.com/chemzone/lessons/03bonding/mleebonding/

covalent_bonds.htm

4th Objective 4Motion, Forces and Energy (Physics)

7.6 A-C 7.8 A,B

Newton’s Laws of Motion: http://www.beyondbooks.com/psc91/4.asp Force, Motion, and Energy: http://scienceideas.org/cm/Energy_CM/

5th Objective 2Living Systems and Environment (Biology)

7.9 A,B7.10 A-C7.12 A-D

Body Systems: http://www.innerbody.com/htm/body.html http://www.stcms.si.edu/hbs/hbs_student.htm http://edtech.kennesaw.edu/web/humanbo.html http://www.fcps.k12.va.us/OakViewES/bodysystems/fred/home.html

6th TAKS Review 7.5 A,B7.11 A,B

Ecosystems: http://museums.state.nm.us/nmmnh/SMNHC/lesson1-2.html http://museums.state.nm.us/nmmnh/SMNHC/lesson1-2.html


http://museums.state.nm.us/nmmnh/SMNHC/lesson1-2.html

http://museums.state.nm.us/nmmnh/SMNHC/lesson1-2.html

http://www.fcps.k12.va.us/OakViewES/bodysystems/fred/home.html

http://edtech.kennesaw.edu/web/humanbo.html

http://www.stcms.si.edu/hbs/hbs_student.htm

http://www.innerbody.com/htm/body.html

http://scienceideas.org/cm/Energy_CM/

http://www.beyondbooks.com/psc91/4.asp

http://www.ithacasciencezone.com/chemzone/lessons/03bonding/mleebonding/covalent_bonds.htm

http://www.ithacasciencezone.com/chemzone/lessons/03bonding/mleebonding/covalent_bonds.htm

http://www.chemicalelements.com/

http://imagiware.com/astro/moon.cgi

http://tycho.usno.navy.mil/vphase.html

http://www.astro.wisc.edu/~dolan/java/MoonPhase.html

http://www.stardate.org/nightsky/moon/

http://www.moon-phases.com/

http://www.enchantedlearning.com/subjects/astronomy/planets/earth/

http://library.thinkquest.org/J003195F/soil.htm

http://www.geography4kids.com/files/land_erosion.html

http://www.geosci.unc.edu/faculty/glazner/Images/Weathering/weathering.html

http://gpc.edu/~pgore/geology/geo101/weather.htm

http://www.bbc.co.uk/schools/ks3bitesize/maths/handling_data/representingdata1_intro.shtml

http://www.metrication.com/intro.htm

http://www.csun.edu/~vceed002/ref/laboratory/safety/safety.html

Science--Seventh Grade

Time Frame: 1st Six Weeks (page 1 of 4)

Unit Concepts: Unit Themes: Notes:Nature of ScienceSafety, Measurements, Tools,Equipment, Scientific Method

Systems Properties, Patterns and Models

Concept and Process TEKS

7.1A,B; 7.2A-E; 7.3A-E; 7.4A,B

Exemplar Lab“FOSS Variable Kit-

Investigation 4Recommended Labs

“Rainbow Lab”“Water Drop Penny Lab”

“Mystery Powders”and

Suggested Instructional Activities Integrating Concepts & Processes

Suggested Resources(Use of additional & various

resources from multiple sources is necessary to meet the TEKS)

Scientific Processes7.1, 7.2, 7.3, 7.4(40% Course Requirement minimum)Ongoing / Integrated with Concepts throughout unit.

(7.1)Scientific Processes. The student conducts field and laboratory investigations using safe, environmentally appropriate and ethical practices. The student is expected to:

(A)demonstrate safe practices during field and laboratory investigations; and

(B) make wise choices in the use and conservation of resources and the disposal or recycling of materials.

Exemplar Lab-“FOSS Variable Kit- Investigation 4:

Activity: The student is expected to: use scientific inquiry to complete the catapult investigation.

Prentice Hall Science Explorer Grade 7: Intro to Science What is Science?

pp. 10-21 Skills Handbook

pp. 652-668 Appendices A,B,C pp. 669-674

United Streaming Video: Safe Science: Lab Safety Awareness (Grades 6-8) 42 min

Scientific Method and Measurement (Grades 6-8) 38 min

Snapshot Activitieshttp://www.utdanacenter.org


http://www.utdanacenter.org/

Time Frame: 1st Six Weeks (page 2 of4)


(reinforced TEKS in parentheses)7.1A,B; 7.2A-E; 7.3A-E;

7.4A,B; Pre-AP course add 8.10A

Recommended Labs and


Suggested Resources

(Use of additional & various resources from

multiple sources is necessary to meet the

TEKS)

(7.2) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to:

(A)plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting and using equipment and technology;

(B) collect data by observing and measuring;

(C) organize, analyze, make inferences, and predict trends from direct and indirect evidence;

(D)communicate valid conclusions; and

(E) construct graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate data.

Recommended Lab –“Water Drop Penny Lab”

Activity: The student will use the scientific method to predict then carry out an investigation to find out how many drops of water fit on a penny head and tail.

Prentice Hall Science Explorer Grade 7: Intro to Science

STUDENT PRODUCTS may include (but are not limited to):~ Journals/Notebooks/Reports ~ Projects ~Labs ~Presentations




(reinforced TEKS in parentheses)

7.1A,B; 7.2A-E; 7.3A-E; 7.4A,B;

Pre-AP course add 8.10A



Suggested Resources



TEKS)

(7.3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: (A)analyze, review, and

critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information;

(B) draw inferences based on data related to promotional materials for products and services;

(C) represent the natural world using models and identify their limitations;

(D)evaluate the impact of research on scientific thought, society and the environment; and

(E) connect Grade 7 science concepts with the history of science and contributions of scientists.

Recommended Lab –“ “Mystery Powders”

Activity: The student will use the scientific method to hypothesize the identity of three mystery powders based on its reactions.

Science Project: (optional at 7th grade)

Choose a limited subject, ask a question; identify or originate/define a problem to study.

Review published materials related to problem or question.

Evaluate possible solutions and make hypothesis.

ISEF Science Fair:http://www.sciserv.org/isef/teachers/index.asp

United Streaming Video:

How to Prepare a Science fair Project (Grades 6-8) 24 min


http://www.sciserv.org/isef/teachers/index.asp





(reinforced TEKS in parentheses)7.1A,B; 7.2A-E; 7.3A-E;

7.4A,B; Pre-AP course add 8.10A



Suggested Resources



TEKS)

(7.4) Scientific processes. The student knows how to use tools and methods to conduct science inquiry. The student is expected to:

(A)collect, analyze, and record information to explain a phenomenon using tools including beakers, Petri dishes, meter sticks, graduated cylinders, weather instruments, hot plates, dissecting equipment, test tubes, safety goggles, spring scales, balances, microscopes, telescopes, thermometers, calculators, field equipment, computers, computer probes, timing devices, magnets, and compasses; and

(B) collect and analyze information to recognize patterns such as rates of change.

Recommended Lab - “Rainbow Lab”:

Activity: The student is expected to: to develop skills measuring chemicals with a graduated cylinder, practice using the metric system, test precision and ability to follow directions, to practice safe lab procedures.


Time Frame: 2nd Six Weeks (page 1 of 2)

Unit Concepts: Unit Themes: Notes:Earth & Environmental Sciences:Weathering (Mechanical and Chemical)Erosion/DepositionCatastrophic EventsSeasons/Moon Phases

Systems Properties, Patterns and Models Constancy & Change



7.14 A-C; 7.13 A, B; (7.6, 7.7)7.1 – 7.4

Pre-AP course add 8.12B

Required Exemplar Lab-Earth History FOSS KitRecommended Labs-

“Streams in Action” pp. 268-269“Reasons for the Seasons” pp.304-

305“Oreo Cookie Lab”

andSuggested Instructional Activities Integrating Concepts & Processes

Suggested Resources



TEKS)

(7.14) Science concepts. The student knows that natural events and human activity can alter Earth systems. The student is expected to:

(A)describe and predict the impact of different catastrophic events on the Earth;

(B) analyze effects of regional erosion, deposition and weathering; and

(C) make inferences and draw conclusions about effects of human activity on Earth’s renewable, non-renewable, and inexhaustible resources.

Required Exemplar Lab- Earth History FOSS Kit

Activity: The student will analyze erosion, deposition, and weathering.

Recommended Labs- “Streams in Action” pp. 268-269 or FOSS Landforms-Stream Tables

Activity: The student will make a model of a stream; observe differences in how time and angle of slope affect how a stream erodes the land; predict how increasing the angle of slope will affect how a stream erodes the land.

Prentice Hall Science Explorer Grade 7: Chapters 7, 8, 9

Chapter 7 Weathering and Soil Formation Chapter 8Erosion and DepositionChapter 9Earth-Moon System

FOSS: Earth History FOSS: Landforms


Time Frame: 2nd Six Weeks (page 2 of 2)



7.14 A-C; 7.13 A, B; (7.6, 7.7)7.1 – 7.4

Pre-AP course add 8.12B

Required Exemplar Lab-Earth History FOSS KitRecommended Labs-

“Streams in Action” p 268-269 “Reasons for the Seasons” p.304-

305“Oreo Cookie Lab”

andSuggested Instructional Activities Integrating Concepts & Processes

Suggested Resources



TEKS)

(7.13) Science concepts. The student knows components of our solar system. The student is expected to:

(A) identify and illustrate how the tilt of the Earth on its axis as it rotates and revolves around the Sun causes changes in seasons and the length of a day; and

(B) relate the Earth's movement and the moon's orbit to the observed cyclical phases of the moon.

Recommended Labs- “Reasons for the Seasons”

Activity: The student will make an Earth/sun model to observe the effect of the tilt of Earth’s axis on the seasons.

Recommended Labs- “Oreo Cookie Lab”

Activity: The student will model the phases of the moon.

Prentice Hall Science Explorer Grade 7: Chapters 7, 8, 9

United Streaming Video: Basics of Geology: Erosion and Weathering (Grades 6-8) 21 min

Space Exploration: Our Solar System (Grades 6-8) 31 min

The Reasons for the Seasons (Grades 6-8) 26 min

Spin around the Solar System - A: Moon Dance (Grades 6-8) 15 min


Time Frame: 3rd Six Weeks (page 1 of 1)

Unit Concepts: Unit Themes: Notes:Structures and Properties of MatterStates of Matter, Physical/Chemical Properties, Elements/ Compounds/ Periodic Table

Systems Properties, Patterns and Models


7.7 A-C7.1 – 7.4

Required Exemplar Labs “Solubility of Elements” Recommended Labs

“ Conductivity –Metal & Nonmetals” “Mineral, Water &

Iodine Mix” “Observing a Chemical Reaction”

and Suggested Instructional Activities

Suggested Resources



TEKS)


(7.7) Science concepts. The student knows that substances have physical and chemical properties. The student is expected to:

(A) identify and demonstrate everyday examples of chemical phenomena such as rusting and tarnishing of metals and burning of wood;

(B) describe physical properties of elements and identify how they are used to position an element on the periodic table; and

(C) recognize that compounds are composed of elements.

Scientific Processes7.1 - 7.4(40% Course Requirement minimum throughout unit.)

Exemplar Lab- “Solubility of Elements”

Activity: The student will determine an element’s solubility and relate it to where it is located on the periodic table.

Recommended Labs- “Conductivity –Metal & Nonmetals ”

Activity: The student will determine what areas of the periodic table have elements that are electrical conductors.

Recommended Labs- “ Mineral, Water & Iodine Mix ”

Activity: The student will observe and identify when a chemical change takes place.

Recommended Labs- “Observing a Chemical Reaction ”Activity: The student will observe and identify when a chemical change takes place.

Prentice Hall Science Explorer Grade 7: Chapter 1:

The Properties of Matter

Appendix D pp. 675Appendix E pp.676-677

United Streaming Video: Physical Science Series: Properties of Matter: (Grades 6-8) 18 minPhysical Science Series: Atomic Structure and the Periodic Table (Grades 6-8) 17minPhysical Science Series: Mixtures and Solutions (Grades 6-8) 18minMatter and its Properties (Grades 3-5) 17min

Time Frame: 4th Six Weeks (page 1 of 4)

Unit Concepts: Unit Themes: Notes:Physics:Balanced/Unbalanced ForcesMotion, PhotosynthesisSimple MachinesKinetic/Potential Energy

Systems Form & FunctionConstancy & Change


7.6 A-C; 7.8 A,B7.1 – 7.4

Exemplar Lab“Walk Like Me”

Recommended Labs “Racing Against Friction”

“Wheel & Axle” “Lever & Liftingand

Suggested Instructional Activities

Suggested Resources



TEKS)


Exemplar Lab “Walk Like Me” Students explore the relationship between motion, direction and speed by matching their motion to a given graph.

Recommended Labs

“Racing Against Friction” Predict which material will allow the car to move down a ramp.

“Wheel & Axle” How can changing the size of the wheel affect the amount of work it takes to lift a load?

“Lever & Lifting” How does the distance from the fulcrum affect work”

Prentice Hall Science Explorer Grade 7: Chapters 4, 5, & 6

Snapshot Activities:http://www.utdanacenter.org

United Streaming Clips:

Basic of Physics: Exploring the Laws of Motion (Grades 6-8) 21min

Exploring the Laws of Motion (Grades 6-8) 18min

Work Energy, and the Simple Machine: Compound Machines (Grades 6-8) 15min

Simply Science: Energy Transformation (Grades 9-12) 27min






7.6 A-C; 7.8 A,B7.1 – 7.4





Suggested Resources(Use of additional &

various resources from multiple sources is

necessary to meet the TEKS)

(7.6) Science concepts. The student knows that there is a relationship between force and motion. The student is expected to:(A)demonstrate basic

relationships between force and motion using simple machines including pulleys and levers;

(B) demonstrate that an object will remain at rest or move at a constant speed and in a straight line if it is not being subjected to an unbalanced force; and

(C) relate forces to basic processes in living organisms including the flow of blood and the emergence of seedlings

Activity: The student will demonstrate the basic relationship between force and motion using simple machines including pulleys and levers: Use the scientific method to plan

and implement an investigation in how pulleys or levers make work easier while using safe laboratory practices and making wise choices in the use of resources.

Evaluate different types of exercise equipment that use simple machines.

Activity: The student will demonstrate that an object will remain at rest or move at a constant speed and in a straight line if it is not being subjected to an unbalanced force: Use the scientific method to plan

and implement an investigation of the principles of Newton’s First Law of Motion using safe laboratory practices and making wise choices in the use of resources.




7.6 A-C; 7.8 A,B7.1 – 7.4








(7.8) Science concepts. The student knows that complex interactions occur between matter and energy. The student is expected to:

(A) illustrate examples of potential and kinetic energy in everyday life such as objects at rest, movement of geologic faults, and falling water;

Activity: The student will demonstrate an understanding of the relationship of forces to basic processes of living organisms including the flow of blood and the emergence of seedlings:

Create or use a model of a circulatory system that demonstrates the force needed to circulate blood.

Compare and contrast different fertilizers by planning and conducting an investigation while utilizing safe laboratory practices and making wise choices in the use of resources and disposal or recycling of materials and by analyzing labels.

Activity: The student will identify that radiant energy from the Sun is transferred into chemical energy through the process of photosynthesis:

Plan and implement an investigation into photosynthesis while using safe laboratory practices and making wise choices in the use and disposal of materials.

Communicate valid conclusions based on evidence collected and analyzed.




7.6 A-C; 7.8 A,B7.1 – 7.4








(B) identify that radiant energy from the Sun is transferred into chemical energy through the process of photosynthesis.

Scientific Processes7.1 - 7.4(40% Course Requirement minimum)Ongoing / Integrated with Concepts throughout unit.

Activity: The student will identify that radiant energy from the Sun is transferred into chemical energy through the process of photosynthesis:

Plan and implement an investigation into photosynthesis while using safe laboratory practices and making wise choices in the use and disposal of materials.

Communicate valid conclusions based on evidence collected and analyzed.



Unit Concepts: Unit Themes: Notes:Life Science, Living Systems:Human Body SystemsGenetics

Systems Form & FunctionConstancy & Change


7.9 A B 7.10 A B C

7.1 – 7.4

Exemplar LabFrog Dissection

Recommended Labs “Iron for Breakfast” p381

“As the Stomach Churns” p388& “Chromosomes and

Inheritance”and




(7.9) Science concepts. The student knows the relationship between structure and function in living systems. The student is expected to:

(A) identify the systems of the human organism and describe their functions;

Exemplar Lab: Frog DissectionStudents will explore structure and function in living systems through frog dissection.Recommended Labs:

“Iron for Breakfast” Students explore a variety of cereal brands to find out if iron has been added.

“As the Stomach Churns” Students will draw conclusions about protein digestion.“Chromosomes and Inheritance” Students determine the different allele combinations for unimonster offspring

Activity: The students will identify the systems of the human organism and describe their functions: Create and use models of the

organ systems that demonstrate their functions.

Research the organ systems.

Prentice Hall Science Explorer Grade 7: Chapters 10, 11, 12, 13, 14, 15, 16

FOSS: “Diversity of Life”



Life Science: Human Biology (Grades 6-8) 20min

Human Body System: The Endocrine System (Grades 6-8) 17min

Human Body System: The Reproductive System(Grades 6-8) 17min

The Basics of Biology: The Human Body: Organ Systems Working Together (Grades 6-8) 15min





7.9 A B 7.10 A B C

7.1 – 7.4




Inheritance”and




(B) describe how organisms maintain stable internal conditions while living in changing external environments.

Analyze, review and critique scientific explanations relating to human organ systems, including hypothesis and theories, as to their strengths and weaknesses, using scientific evidence and information.

Develop a time line of scientific discoveries and advancements in human biology.

Evaluate how advancements in understanding human biology have affected scientific thought and society.

Activity: The student will describe how organisms maintain stable internal conditions while living in changing external environments:

Plan and implement an investigation into the responses of earthworms to changing external environments.

Research how individual species of animals respond to seasonal changes in their habitat and communicate conclusions.

Biologix: Introduction to Classical Genetics and Monohybrid Crosses (Grades 6-8) 29 min

Genes, Genetics, and DNA (Grades 6-8) 24 min




7.9 A B 7.10 A B C

7.1 – 7.4




Inheritance”and




(7.10) Science concepts. The student knows that species can change through generations and that the instructions for traits are contained in the genetic material of the organisms. The student is expected to:

(A) identify that sexual reproduction results in more diverse offspring and asexual reproduction results in more uniform offspring;

(B) compare traits of organisms of different species that enhance their survival and reproduction.

(C) distinguish between dominant and recessive traits and recognize that inherited traits of an individual are contained in genetic material.

Activity: The student will predict that the genetic material of organisms will change the traits of species through generations:

Analyze data from Punnett Squares to predict trends and recognize patterns.

Predict what traits are dominant or recessive based on data observed and collected.

Evaluate the impact of genetic research on scientific thought, society and the environment.



Unit Concepts: Unit Themes: Notes:Life and Environmental Sciences:Ecosystems/ Biomes/SuccessionHistory of Science/ScientistsFood Chains/WebEquilibrium/Stimulus/Response

SystemsConstancy and Change


7.12 A B C D 7.3 D F, 7.5 A B, 7.11 A

B7.1 – 7.4

6.14

Exemplar LabsReview & Continue 6th grade SEPUP Lab Contamination in

FruitvaleRecommended Lab“Toothpick Birds”

“Change in a Tiny Community” p 584and




(7.12) Science concepts. The student knows that there is a relationship between organisms and the environment. The student is expected to:

(A) identify components of an ecosystem;

Exemplar Lab: Contamination in Fruitvale Students review concepts on 6th grade water contamination lab.

Recommended Labs:“Toothpick Birds” Students will observe how protective coloration helps some animals survive.“Change in a Tiny Community” Students explore how a pond community changes over time.

Activity: The student will identify the biotic and abiotic component of an ecosystem: Collect data on a school yard

ecosystem using safe field practices and making wise choices in the use and conservation of resources.

Create a map of a school yard ecosystem and communicating valid conclusions about data collected.

Prentice Hall Science Explorer Grade 7: Chapters 17, 18, 19, 10

FOSS: Diversity of Life



Food Chains and Webs(Grades 6-8) 22min.

Biology: The Science of Life: Ecology: Organisms in Their Environment (Grades 6-8) 15min.

Life Science: Ecology (Grades 6-8) 20 min






7.12 A B C D 7.3 D F, 7.5 A B, 7.11 A B

7.1 – 7.46.14


FruitvaleRecommended Lab“Toothpick Birds”“Change in a Tiny Community” p 584

andSuggested Instructional

Activities



(B) observe and describe how organisms including producers, consumers, and decomposers live together in an environment and use existing resources;

(C) describe how different environments support different varieties of organisms; and

(D) observe and describe the role of ecological succession in ecosystems.

Design and create a model of a compost system to test hypotheses on different variables that affect the rate of decomposition such as the amount of light, water, or the presence of decomposers.

Activity: The student will observe and describe how organisms including producers, consumers, and decomposers live together in en environment and use existing resources:

Create an aquatic ecosystem in a bottle and observe how the fish and plant or algae survive without any outside assistance.




7.12 A B C D 7.3 D F, 7.5 A B, 7.11 A B

7.1 – 7.46.14


FruitvaleRecommended Lab“Toothpick Birds”“Change in a Tiny Community” p 584


Activities



(7.3) Science processes. The student uses critical thinking and scientific problem solving to make informed decisions.

(D) evaluate the impact of research on scientific thought, society, and the environment; and

(E) connect Grade 7 science concepts with the

history of science and contributions of scientists.

Activity: The student will describe how different environments support different varieties of organisms:

Create a chart to compare and contrast the organisms that live in different biomes.

Activity: The student will observe and describe the role of ecological succession in ecosystems by:

Researching how an environment recovers after a fire, flood, tornado, hurricane, etc. (for example, how the area around Mt. St. Helen’s has recovered).




7.12 A B C D 7.3 D F, 7.5 A B, 7.11 A B

7.1 – 7.46.14

Exemplar LabsReview & Continue 6th grade SEPUP Lab Contamination

in FruitvaleRecommended Lab“Toothpick Birds”“Change in a Tiny Community” p 584


Activities



(7.5) Science concepts. The student knows that equilibrium of a system may change. The student is expected to:

(A)describe how systems may reach equilibrium such as when a volcano erupts.

(B) observe and describe the role of ecological succession in maintaining equilibrium in an ecosystem.

Activity: The student will demonstrate an understanding of the conditions for a system to reach equilibrium and the conditions for an ecosystem to maintain equilibrium through ecological succession:

Create and use a model to represent an ecosystem and identify its limitations.

Collect and analyze information through observation.

Research and evaluate the impact of man on the equilibrium of specific ecosystems.




7.12 A B C D 7.3 D F, 7.5 A B, 7.11 A B

7.1 – 7.46.14

Exemplar LabsReview & Continue 6th grade SEPUP Lab Contamination

in FruitvaleRecommended Lab“Toothpick Birds”“Change in a Tiny Community” p 584


Activities



(7.11) Science concepts. The student knows that the responses of organisms are caused by internal or external stimuli. The student is expected to: (A) analyze changes in

organisms such as a fever or vomiting that may result from internal stimuli; and

(B) identify responses in organisms to external stimuli found in the environment such as the presence or absence of light.

(6.14) The student knows the structures and functions of Earth systems.(B) identify relationships

between groundwater and surface water in a watershed

Scientific Processes7.1 - 7.4(40% Course Requirement minimum throughout unit.)

Activity: The student will determine the importance of responses to internal and external stimuli: Collect and chart data by

observing and measuring responses of a plant to deprivation of water or light.


APPENDIX

Texas Essential Knowledge and Skills Fifth Grade Science (Texas Essential Knowledge and Skills for Science

Subchapter A Elementary)http://www.tea.state.tx.us/rules/tac/chapter112/ch112a.html

Texas Essential Knowledge and Skills for Science Subchapter B Middle Schoolhttp://www.tea.state.tx.us/rules/tac/chapter112/ch112b.html

Texas Essential Knowledge and Skills for Science Subchapter C High Schoolhttp://www.tea.state.tx.us/rules/tac/chapter112/ch112c.html

Texas Assessment of Knowledge and Skills Objectives Fifth Grade

http://www.tea.state.tx.us/student.assessment/resources/guides/study/Gr5Rdg_Mth_Sci.pdf

Eighth Gradehttp://www.tea.state.tx.us/student.assessment/resources/guides/study/Gr8Sci.pdf

Tenth Grade

http://www.tea.state.tx.us/student.assessment/resources/guides/study/Gr10Mth_Sci.pdf

Eleventh Grade


Science TEKS Toolkit Excerpts http://www.utdanacenter.org/sciencetoolkit Materials and Safety Equipment List Checklist for Science Field Investigations Science Facility Safety Checklist Laboratory Safety Survey Assessment Methods Web-Based Resources

National Science Education Standards http://www.nsta.org/standards


http://www.nsta.org/standards

http://www.utdanacenter.org/sciencetoolkit





http://www.tea.state.tx.us/student.assessment/resources/guides/study/Gr8Sci.pdf

http://www.tea.state.tx.us/student.assessment/resources/guides/study/Gr8Sci.pdf



http://www.tea.state.tx.us/rules/tac/chapter112/ch112c.html

http://www.tea.state.tx.us/rules/tac/chapter112/ch112b.html

http://www.tea.state.tx.us/rules/tac/chapter112/ch112a.html

Seventh Grade Recommended/Exemplar Labs

Six Weeks

TEKS Recommended Lab Source

1st 7.1 A,B; 7.2 A-E; 7.3 A-E; 7.4 A,B

Measurements: FOSS Variable Kit, Rainbow Lab, Surface Tension of Water & Mystery PowdersScience Fair (optional)

Measurements: FOSS Variable KitRainbow Lab: See AppendixSurface Tension of Water: See AppendixMystery Powders: See Appendix

2nd 7.14 A-C

"Streams in Action" Earth History FOSS Kit “Reason for the Seasons” pp.304-305"Oreo Cookie Lab"

Streams in Action: Earth History FOSS Kit Reason for the Seasons: PH Textbook pp. 304-305

3rd 7.13 A,B

"Observing a Chemical Reaction" & "Mineral Oil, Water & Iodine Mix""Conductivity - Metal & Non-Metals" & Solubility of Elements

Solubility of Elements: See AppendixConductivity - Metal & Non-Metals: See AppendixWater & Iodine Mix: See AppendixObserving a Chemical Reaction: See Appendix

4th 7.7 A,B

"Walk Like Me" and "Racing Against Friction" Wheel & Axle Lab, Lever & Lifting

Walk the Line: http://education.ti.com/educationportal/activityexchange/Activity.do?cid=US&aId=3877 Racing Against Friction: See AppendixWheel & Axle Lab: See AppendixLever & Lifting: See Appendix

5th 7.7C

"Iron for Breakfast" pg. 381, "As the Stomach Churns" pp. 388-389, Frog Dissection, & "Chromosomes and Inheritance"

Iron for Breakfast: PH Textbook pg. 381As the Stomach Churns: PH Textbook pg. 388-389Chromosomes and InheritanceFrog Dissection: See Appendix

6th 7.6 A-C; 7.8 A,B

"Change in a Tiny Community" 584“Toothpick Birds” "Contamination in Fruitvale" SEPUP

“Contamination in Fruitvale”: SEPUP Trouble in Fruitvale KitChange in a Tiny Community: PH Textbook pg. 584Toothpick Birds: See Framework Disc 2


http://education.ti.com/educationportal/activityexchange/Activity.do?cid=US&aId=3877

http://education.ti.com/educationportal/activityexchange/Activity.do?cid=US&aId=3877

Rainbow Lab

by E.S. Belasic

Teacher NotesObjectives:

to develop skills measuring chemicals with a graduated cylinder. to practice using the metric system. to test precision and ability to follow directions. to practice lab safety procedures.

Procedure:

Part 1:

1. Label 6 test tubes in order : A, B, C, D, E & F. 2. Fill a beaker half full with water. Use this to rinse your graduated cylinder and test

tubes. 3. The second beaker is for contaminated waste water. 4. Into test tube A, measure 25 mL of RED liquid. 5. Into test tube C, measure 17 mL of YELLOW liquid. 6. Into test tube E, measure 21 mL of BLUE liquid.

Part 2:

1. From test tube C, measure 4 mL and pour into test tube D. 2. From test tube E, measure 7 mL and pour into test tube D. Swirl. 3. From test tube E, measure 4 mL and pour into test tube F. 4. From test tube A, measure 7 mL and pour into test tube F. Swirl. 5. From test tube A, measure 8 mL and pour into test tube B. 6. From test tube C, measure 3 mL and pour into test tube B. Swirl. 7. Save your results . Measure the contents of each test tube and record how many mL

were found in each test tube. 8. Answer questions.


http://www.middleschoolscience.com/rbteacher.html

Data :

Table 1: Test Tube Results

Test Tube Color of Liquid Amount of Liquid (mL)

A

B

C

D

E

F

Total liquid Test Tubes A-F mL

Analysis/Results:

1. Name the colors that you created. 2. How many mL of liquid were in each test tube at the start of this lab? 3. Why is it important to follow directions exactly? 4. What would have happened if your measurements were not correct? 5. Look at your hands. Do you have any stains on your hands? If so, those stains represent

chemicals that would be on your skin right now! 6. How many mL of liquid did you have at the end of the lab? How many should you

have? What are some reasons why you may have more or less than when you started?

Conclusion:

2-3 sentences on what you learned.


How is the Surface Tension of Water Affected By Soap?

Problem: How does soap affect the water's surface tension?

Hypothesis:

Make your hypothesis: If then,

Research: Surface tension refers to water's ability to "stick to itself". Surface tension can be measured and observed by dropping water (drop by drop) onto a penny. The number of water drops that can fit on a penny will surprise you.

Make your prediction: (Explain your choice)

Variables

Manipulated Variables:

Responding Variables:

Control:

Observations: Qualitative Observations: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________


Quantitative Observations:

Table: ________________________

Trial 1 Trial 2 Trial 3 Trial 4 Trial 5 Average

Tap Water

Soapy Water

Results: Graph: __________________________________

Conclusion: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Post- Lab Analysis

1. Explain what surface tension is.

2. Why were many trials taken and averaged?

3. In this experiment, what was your control group?

4. Identify the independent variable in the experiment.

5. Identify the dependent variable in the experiment.

6. What if the experimental question was "How does sugar affect the surface tension of water?" Describe how you would answer this question using the scientific method. If you have time, you can test this.


Mystery Powders

Problem: What are the mystery powders?

Hypothesis: Identity of Powder A ______________________________________________________Identity of Powder B ______________________________________________________Identity of Powder C ______________________________________________________

Variables:Manipulated Variable: ____________________________________________________

Responding Variable: _____________________________________________________

Control: ________________________________________________________________

Materials:*3 ounces (85 grams) of Baking Soda in its original container *3 ounces (85 grams) of Cornstarch in its original container *3 ounces (85 grams) of Flour in its original container *6 small Labels *6 small Dishes *3 Spoons *Water *Iodine (the kind used to prevent infections) *Vinegar *Eye dropper *Black paper *Magnifying lens *Goggles

Procedure:1. Turn three of the small dishes upside down and attach a label to each bottom that says

baking soda, cornstarch or flour.2. Turn the three dishes right side up.3. Put about 3oz. (85 grams) of the powder on the label (baking soda, cornstarch, or

flour) into each dish. Make sure the amounts are equal. After the dishes are filled, you should no longer be able to read the labels on the bottom.

4. Move the dishes around until you no longer know which powder is which. 5. Add a label to the side of each dish that says A, B, or C.6. Gather information by studying Table 1. Notice how each powder looks or feels and

how it reacts with water, iodine and vinegar. Iodine will turn a powder black if the powder contains starch. Vinegar, an acid, will make a powder bubble or fizz if the powder is a base. The acid and base react with each other to produce carbon dioxide.

7. Observe Table 2. You will fill in the table as you test each powder.8. Pour a small amount of Powder A on the black paper, and carefully observe it with

the magnifying lens. Repeat with Powders B and C. Do you notice any slight variations in color or any other differences? Add your observations to Table 2.

9. Feel each powder, rinsing your hands after touching each one. Record your observations on Table 2.

10. Based on your observations, make a hypothesis about the identities of Powders A, B and C.

11. Fill an empty dish with about 2oz. (60ml) of water. Add about 189 ounce (14 grams) of Powder A and stir with a spoon. Notice whether the powder dissolves in the water and the water remains clear, or whether the powder does not dissolve and the water becomes cloudy. Record your observations in Table 2.


12. Throw away the powder sample you just tested. Rinse and dry the spoon and small dish. Use the same spoon and dish each time you test Powder A.

13. Repeat Steps 11 and 12 with Powder B and Powder C, using the other 2 dishes. Record your observations.

14. Place about 189 ounces (14 grams) of Powder A into its empty dish.15. Use the eye dropper to add 1 to 2 drops of iodine to Powder A. Observe what

happens and record the results in your table. If Powder A contains starch, the iodine will turn it black or purple.

Illustration of Step 15.

16. Repeat Steps 14 and 15 with Powder B and Powder C. When you are finished, rinse out the eye dropper. Record what you observed in Table 2.

17. Repeat Steps 14 and 15 with each of the powders, adding 1-2 drops of vinegar this time. Add your observations to Table 2. If the powder is a base, the acidic vinegar will mix with it and form fizzling carbon dioxide gas.

Post Lab Questions:

1. Compare the results in Table 2 with the characteristics in Table 1. Can you use your test results to establish the identity of each powder? _____________________________________________________________________________________________________

2. Pick up each dish of powder and read the label on the bottom. Was your Hypothesis correct? _________________________________________________________________________________________________________________________________________________________________________________________________________________

3. What other powders can you include to test? How would you test the powders listed? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Science Resource Center Document Number: CV2644200037


Solubility of Elements

Problem: How does the solubility of an element relate to where it is located on the

Periodic Table?

Purpose: In this experiment you are determining an element’s solubility.

Hypothesis: ________________________________________________________

_______________________________________________________________________

Variables: Manipulated Variable ______________________________________________________

Responding Variable ______________________________________________________

Control _________________________________________________________________

Materials:Sodium carbonate (washing soda), potassium carbonate, calcium carbonate (chalk), water,

measuring spoons, metal spoon, measuring cup, plastic gloves, three glasses, masking tape,

marking pen

Procedures:1. Pour 250ml of room temperature water into each glass. 2. Label each glass with the

name of one of the salts. 3. Crush the calcium carbonate into a powder by wrapping

a small piece of chalk or tablet in plastic wrap and pressing down on it with a spoon.

4. Measure out 1 teaspoon of the crushed calcium carbonate and stir it thoroughly in

the water in the glass labeled “calcium carbonate” for at least 1 minute. You may

need to stir for up to 2 minutes. 5. Examine the bottom of the glass for any powder

residue and note the solubility. 6. Repeat steps 4 and 5 for the other two salts using

the other two glasses of water.


Observations: Calcium carbonate________________________________________________________

_______________________________________________________________________

Potassium carbonate ______________________________________________________

_______________________________________________________________________

Sodium carbonate ________________________________________________________

_______________________________________________________________________

Results:______________________________________________________________

_______________________________________________________________________

Conclusion:Was your hypothesis correct? _______________________________________________

Why are the salts of Alkali Metals more soluble than Alkali Earth Metals? ____________

________________________________________________________________________

Post Lab:Write up a brief description of the experiment, analyzing your conclusion.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________



Metals versus Nonmetals

Problem: Which areas of the periodic table have elements that conduct electricity?

Purpose: In this experiment you will determine what areas of the periodic table have

elements that are electrical conductors.

Hypothesis: _________________________________________________________

_______________________________________________________________________

Variables:Manipulated Variable ______________________________________________________

Responding Variable ______________________________________________________

Control _________________________________________________________________

Materials: Periodic table, wire strippers, pliers, scissors or wire cutters, two 1.5 volt batteries, battery

holder, 6 insulated alligator clips, insulated copper wire (61cm), small light bulb and socket

(less than 3 volts), Elements: aluminum (foil, wire), silver (jewelry, silverware,wire), gold

(jewelry), zinc (penny made after 1982 ), copper (wire, penny 1962-1982), carbon (pencil

lead), silicon (glass)

Procedures:1. Insert the 2 batteries in the battery holder so the positive and negative ends are

opposite to one another. 2. Cut three pieces of wire, each 15 to 30cm long. 3. Strip

about 1.3cm of the insulation off both ends of each piece of wire. 4. Insert each end

of the wire through the hole in the alligator clip and twist. There should now be 3

pieces of wire with clips on each end. 5. Twist or press the light bulb into the base.

6. Assemble the control experiment. With one wire, attach one clip to the exposed

end of the battery wire and the clip on the other side to the light socket. Repeat with a

second wire on the other side of the light socket. Note the results. 6. Remove one

clip from the socket, and attach the third wire’s clip in place of that clip. 7. Attach

the clip of the free end of the third wire to one of the test elements. Attach the free

end of the second wire to the other end of the element. When the path is complete,


note whether the light glows. 8. Repeat step 7, replacing the element with each test

element one at a time. Note the results for each.

Observations:Aluminum ___________________________________________________________

Silver _______________________________________________________________

Gold ________________________________________________________________

Zinc ________________________________________________________________

Copper ______________________________________________________________

Carbon ______________________________________________________________

Silicon ______________________________________________________________

Results: Create a chart of your results, writing down whether each element was a

conductor or nonconductor

Conclusion:________________________________________________________ _____________

________________________________________________________ _____________

_______________________________________________________ ______________

_______________________________________________________ ______________

________________________________________________________________________

__________________________________________________________ ________


Post Lab:What elements conducted electricity and where are they located in the periodic table?

_____________________________________________________________________

_____________________________________________________________________

Examine the number of electrons in the elements you used. Look up how many electrons

are in their outer shell and explain why some elements would make better conductors

than others. ________________

________________________________


What happens during a Chemical Reaction?

Problem: What happens when mineral oil, water and iodine mix?

Hypothesis: ____________________________________________________________________________________________________________________________________

Research:Define chemical reaction: __________________________________________________________________________________________________________________________

Make your prediction: (Explain your choice)________________________________________________________________________________________________________________________________________________________________________________________________________________________



Control: ________________________________________________________________

Materials:*2 Jars with lids, such as peanut butter jars *Labels *Water *A container of iodine with a dropper *Mineral oil *Measuring cups *Goggles

Procedure:1. Label one jar “experiment” and one jar “control.” 2. Pour 188 cup (60ml) of water into each jar.3. Add about 5 drops of iodine to the experiment jar.

4. Record you observations in Table 2.5. Pour 188 cup (60ml) of mineral oil into each jar. Record your observations in the

table.6. Shake both jars, one in each hand, for 2 minutes. Again record any changes you

observe.



Post Lab Questions:

1. Study your observations. Was your hypothesis correct? _______________________________________________________________________________________________

2. Did a chemical reaction take place in the mixture containing iodine? How do you know? __________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Did a reaction occur in the mixture without the iodine? What happened there? __________________________________________________________________________________________________________________________________________________________________________________________________________________



What happens during a Chemical Reaction?

Problem: What happens when white glue and borax mix?

Hypothesis: ____________________________________________________________________________________________________________________________________

Research:Define chemical reaction: __________________________________________________________________________________________________________________________

Make your prediction: (Explain your choice)________________________________________________________________________________________________________________________________________________________________________________________________________________________



Control: ________________________________________________________________

Materials:*White glue *Water *Food Coloring *3 Jars with lids *Borax *Labels *Spoons *Measuring Spoons *Sealable Plastic Bag *Goggles

Procedure:1. Measure 3 tablespoons (44ml) of water and the same amount of white glue into one

jar.2. Add several drops of food coloring to the jar.3. Close the jar and shake the mixture vigorously until the glue dissolves in the water.

Label the jar “experiment.”4. Repeat Steps 1 to 3, using another jar, and label this jar “control.”5. In the third jar, put 3 tablespoons (44ml) of water. Slowly pour in 2 tablespoons

(30ml) of borax. Allow the mixture to settle for a minute.6. Carefully pour the excess water from the third jar down a sink drain.7. Use a spoon to scrape the wet borax mixture into the “experiment” jar.8. With the lids closed, shake both the experiment and control jars for at least 2 minutes.9. Record your observations of the “experiment” jar and the “control” jar in Table 1.

Wait half an hour and record them again. After another half an hour, record your final observations.

10. Open the experimental jar and remove the product you have created. Observe and experiment with its new physical properties.

11. Store your “slime” in the sealable plastic bag to keep it from spoiling.



Post Lab Questions:

1. Study your observations. Was your hypothesis correct? _______________________________________________________________________________________________

2. Did the combination of white glue and borax produce a chemical reaction? How do you know? ______________________________________________________________________________________________________________________________________________________________________________________________________________

3. Did the same reaction occur in the control jar without the borax? What happened there? __________________________________________________________________________________________________________________________________________________________________________________________________________________



Racing Against Friction Teacher Sheet(s)

Objective: To understand how friction affects the speed of a vehicle.

Level: 5-8Subjects(s): Physical Science, MathematicsPrep Time: Less than 10 minutesDuration: 10-30 minutesMaterials Category: Special Requirements

National Education StandardsScience: 2a, 3b, 7e Math: 14b, 14c Technology (ISTE): Technology (ITEA): NGS Geography Standards:

Materials: Large sheets of corrugated cardboard Masking tape Felt fabric Wax paper Sandpaper Construction paper Various textbooks Small toy cars Stopwatches Student Sheets

Scissors Related Links:Howstuffworks.com—How Brakes Work: Friction

Supporting NASAexplores Article(s):Two-Ton Hockey PucksPre-Lesson Instructions:

Cut out strips of felt fabric, wax paper, and sandpaper slightly


http://www.nasaexplores.com/show2_articlea.php?id=03-071

http://auto.howstuffworks.com/brake4.htm

http://www.nasaexplorers.com/../standards/standards-geography.php

http://www.nasaexplorers.com/../standards/standards-geography.php

http://www.nasaexplorers.com/../standards/standards-itea.php

http://www.nasaexplorers.com/../standards/standards-iste.php

http://www.nasaexplorers.com/../standards/standards-mathematics.php

http://www.nasaexplorers.com/../standards/standards-science.php

http://www.nasaexplorers.com/../standards/standards.php

wider than the width of the toy car and approximately 1 foot long. Ensure each group has a piece of cardboard approximately 1.5 feet

by 2 feet to make their ramp surface.

Tell students they will work in groups of two to four students. Background Information:Working in space can be tricky. With no gravity or friction to keep things in place, relatively simple tasks can become complicated ordeals. To prepare for the rigors of working in space, astronauts train in many different facilities on Earth. One of these facilities, the Precision Air Bearing Facility at Johnson Space Center in Houston, Texas, is used to simulate the reduced friction found in space.

This lesson will introduce students to the concept of friction being a slowing force.Guidelines:

1. Write the word “friction” on the board. Have students share any information they may know about friction.

2. Explain that the class is going to investigate friction and the effects it has on a moving vehicle.

3. Place students into groups, and hand out the Student Sheets. 4. Go over the instructions on the Student Sheets, and answer any

questions the students may have.

5. Allow time for the students to complete the activity. Discussion/Wrap-up:

Have students share their results, and discuss why the results turned out as they did.

Read the NASAexplores 5-8 article, “Two-Ton Hockey Puck.” Discuss the article and why astronauts train for their space walks on air-bearing floors.

Extensions: Study Isaac Newton’s Laws of Motion.


Wheel and Axle

Problem: How can changing the size of the wheel affect the amount of work it takes to lift a load?

Hypothesis: ____________________________________________________________________________________________________________

Variables: Manipulated Variable ______________________________________________________Responding Variable ______________________________________________________Control _________________________________________________________________

Materials:two small paper or plastic cups, metal washers all of equal size (at least 20), dowel (should fit through spools to allow spools to spin), masking tape, ruler, hole puncher, marking pen, string (optional), two full thread spools of equal size(wheel and axle), three cylindrical objects of varying sizes:(full thread spools or ribbon spools work well). Use the thread spool as a guide when collecting these objects: find one about half the size, one about twice its diameter, and one about three or four times its diameter.

Procedures: 1. Measure and note the diameters of the two equal-size cylinders in a data chart.2. Set up a wheel and axle control by placing the dowel into the two cylinders of the

same size: the wheel and axle. Tape the spools together so they move as one unit. Set the dowel on a table with the wheel and axle hanging just over the edge, then tape the dowel firmly to the table at the far end and several points along the dowel. The wheel is the outside cylinder.

3. Label the cups “A” and “B.” Punch two holes in each of the cups on opposite sides near the open upper rim. Cut two pieces of string slightly larger than the diameter of the cup. Tie each end of the string to a hole on the outside of the cup so that it is slightly loose.

4. Pull down 20 inches (51 centimeters) of thread from the axle and attach cup A to the thread. Use several inches of the thread from the wheel to attach cup B. (Note: If you are not using thread spools or the thread is weak, then tape a piece of string to the center of the cylinder.)

5. Wrap the thread around the wheel until cup B is sitting just below the thread.6. Place eight washers in cup A.7. Apply force by placing washers in cup B, one at time, until cup A has been raised and

is sitting just below the axle. Note the force needed by counting the amount of washers. Record your results.


8. Remove the wheel; cup A will fall back in its starting point. 9. Measure the diameter of a second spool. Slide this wheel on the dowel and firmly

attach it to the axle. Pull down the string (or ribbon) and reattach cup B to the new spool, making sure it is at the same starting point just below the spool.

10. Again, apply force by placing washers in cup B, one at a time, until cup A is sitting below the axle. Note the results.

11. Repeat steps 7 through 10 for the next two wheels.

Data Table:Science Framework 2006-2007 52

Results:Examine your chart. Compare the ratio of the diameters between the wheel and axle, and the ratio between the load and force for each wheel. How do they relate to each other, and how do they relate to the control?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Conclusion: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Post Lab:What size wheel made the work of lifting the load the easiest?________________________________________________________________________ In your wheel and axle, look at what other type of machine is in use? ________________________________________________________________________How does changing the direction of the force provide an additional mechanical advantage? ________________________________________________________________________________________________________________________________________________


Lever Lifting

Problem: How does the distance from the fulcrum affect work?

Hypothesis: __________________________________________________________________________________________________________________________

Variables:Manipulated Variable ____________________________________________________Responding Variable _____________________________________________________Control _________________________________________________________________

Materials:*12-inch (30-centimeter) flat ruler *ten metal washers of the same size *narrow flat object, such as a pencil or domino

Procedures: 1. Make a lever by placing the narrow object that serves as the fulcrum, under a

ruler at the 6-inch mark.2. Place four washers at one end of the ruler. Add washers on the opposite end

of the ruler until the load is lifted and the lever is balanced. Note the number of washers and the distance.

3. Remove the washers on the 12-inch mark so that the opposite side lies on the table.

4. Place washers one at a time on the 10-inch (25.4-centimeter) mark, until the lever is balanced. Note the number of washers and the distance.

5. Remove the washers on the 10-inch mark and repeat, placing the washers on the 8-inch (20.3-centimeter) mark.

* Place the washers closer to the fulcrum to determine how many it takes to lift the load.


Results:Examine your results and compare the different loads required to accomplish the same amount of work: lifting the load. For each trail, complete the equation work equals force times distance, where force is the number of washers needed to push down one side, and distance is the distance from the fulcrum.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Conclusion:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Post Lab:

Was your hypothesis correct? ______________________________________________________________________________________________________________________

How many washers did you need to lift the load? _____________________________Distance? __________________________

Where is more force needed when lifting the load? __________________________________________________________________________________________________________________________________________________________________________


Frog Dissection Worksheet

1. What do you think is the function of the nictitating membrane, and why?

2. A frog does not chew its food. What do the positions of its teeth suggest about how the frog uses them?

3. Trace the path of food through the digestive tract.

4. Trace the path of blood through the circulatory system, starting at the right atrium.

5. Trace the path of air through the respiratory system.

6. Trace the paths of sperm in a male and eggs in a female.

7. Trace the path of urine in both sexes.

8. Which parts of the frog’s nervous system can be observed in its abdominal cavity and hind leg?

9. Suppose in a living frog the spinal nerve extending to the leg muscle were cut. What ability would the frog lose? Why?

10. The abdominal cavity of a frog at the end of hibernation season would contain very small fat bodies or none at all. What is the function of the fat bodies?

11. Structures of an animal’s body that fit it for its environment are adaptations. How do the frog’s powerful hind legs help it to fit into a life both in water and on land?

12. During one mating of frogs, the female lays some 2,000 to 3,000 eggs in water as the male sheds millions of sperm


over them. How do these large numbers relate to the frog’s fitness for life in water?


National Science Education Content Standards

For Grades 5-8 Content Standard

A: Science As Inquiry Abilities to do scientific inquiry Understandings about scientific inquiry

B: Physical Science Properties and changes of properties in matter Motions and forces Transfer of energy

C: Life Science Structure and function in living systems Reproduction and heredity Regulation and Behavior Populations and ecosystems Diversity and adaptations of organisms

D: Earth and Space Science

Structure of the earth system Earth’s history Earth in the solar system

E: Science and Technology

Abilities of technological design Understandings about science and technology

F: Science in Personal and Social Perspectives

Personal health Populations, resources, and environments Natural hazards Risks and benefits Science and technology in society

G: History and Nature of Science

Science as a human endeavor Nature of science History of science


science curriculum framework science/2006-2… · web viewmission statement and belief statement...

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