West Windsor-Plainsboro Regional School District
Course Title: Science
Grade: 8
Revised: 6/30/2024
The Mission of the West Windsor-Plainsboro Science Department
Our mission is to cultivate science learners who have the foundational knowledge to make ethical, scientifically literate decisions and the ability to apply scientific practices in order to contribute to the needs of society and a changing world.
● Vision
We envision a K-12 science experience that supports and challenges every student in their science learning journey. We will:
○ Capitalize on diversity by reaching and exciting students at all levels and interests by differentiating learning within classrooms and by offering a robust program of studies.
○ Emphasize authentic science and engineering practices and leverage the interdisciplinary nature of science with arts, technology, math, reading, and writing.
○ Integrate scientific knowledge and 21st century competencies to prepare students to make informed decisions and take action to address real world problems.
○ Cultivate an inclusive and diverse community where all learners are welcomed, valued, respected, and celebrated.
8th Grade Science Storyboard
Essential Questions:
● How do the brain and the nervous system affect how we experience the world?
● How do chemical reactions affect the Earth’s systems?
● How can we transform energy in order to combat the rise in global temperatures?
● What is our place in the universe?
Unit 1:
Exploring the Wonders of the Nervous System
THE FOCUS OF THE STORY
Together, we'll examine how the human brain handles information and helps us understand the world around us. First, we’ll learn about the different parts of the nervous system and what they do. From the brain to the nerves, we'll discover how they work together like a team. We will incorporate the disability curriculum component into this unit as well. (See link) We'll also find out how information travels from the world around us to our brain and then back out to make things happen. Then, we’ll explore how our senses help us experience the world. We'll talk about sight, hearing, taste, smell, and touch, and how they're all connected to our brain. You'll start to see how the science of our brain relates to your daily life, and make fascinating connections between science and our own amazing minds!
LEARNING TARGETS
I can explain how the structure of a biological feature is directly related to the function.
I can determine how external factors influence the brain and the body’s interconnected systems.
I can make connections between my personal experiences and the science of the brain.
Unit 2:
Unlocking the Secrets of Chemistry
THE FOCUS OF THE STORY
Let’s unlock the secrets of chemistry by exploring how much in the natural world can be explained by various arrangements of great numbers of small moving and invisible atoms. First, we’ll begin with what we already know about matter and its different forms, like solid, liquid and gas. We’ll also learn about phase changes, which are when matter changes from one state to another, like when ice melts into water or water evaporates into steam. Then we’ll figure out the differences between phase changes and chemical reactions. A chemical reaction is when different substances combine and create new substances. For example, if you mix vinegar and baking soda, they produce a fizzing and bubbling reaction and become what is called sodium acetate. Lastly, we’ll explore how these types of chemical reactions can affect our world by studying emissions data and how they cause significant changes to the Earth’s systems.
LEARNING TARGETS
I can conduct experiments that illustrate physical changes and chemical changes.
I can analyze and interpret data from chemical experiments and explain the
significance of the outcomes.
I can make connections between what I know about chemistry, and how it impacts both human beings and the natural world.
Unit 3:
Illuminating the Secrets of Light & the Electromagnetic Spectrum
THE FOCUS OF THE STORY
How does energy affect our planet? Although the Sun is the ultimate source of energy, we’ll also discover different technologies and alternative energy sources that can help us tackle the rise of global temperatures. We’ll conduct experiments to observe, predict, measure, record, and analyze how light and energy affect our environment. We’ll also determine the impact of human activities on the environment including greenhouse gasses and light pollution. Get ready to have a better understanding of how energy works, and to come up with some solutions to real-world problems like climate change!
LEARNING TARGETS
I can demonstrate my understanding that energy cannot be created or destroyed, but only changed from one form to another.
I can examine data and provide evidence and reasoning to determine how alternative and/or renewable energy sources may be a solution to current global climate issues and concerns.
I can explain how humans can combat the rise in global temperature while maintaining energy costs.
Unit 4:
Discovering the Mysteries of the Universe
THE FOCUS OF THE STORY
In our study of astronomy, we’ll discover that the same rules of matter, energy, and forces apply everywhere in the Universe, regardless of size! We’ll learn how gravity affects objects in our solar system, galaxy, and beyond, and even be able to predict how things move in their orbits. We’ll also explore how we can use technology such as satellites and spectroscopes to analyze light to identify solutions for issues like greenhouse gas emissions. Gain a better understanding of the universe, our place in it, and how we can protect it!
LEARNING TARGETS
I can conduct experiments that demonstrate how gravity is the force that organizes the universe and causes objects to move in a regular and predictable motion.
I can analyze and interpret data to determine scale properties of objects in the solar system.
I can explain that the earth, sun and moon work as a system that produces seasons, tides, moon phases and day/night which also influences climate and weather patterns.
Unit 1: Nervous System
Content Area: Science
Course & Grade Level: 8th Grade Science
Summary and Rationale
The eighth grade science program is based on understanding the structure of the universe, physical principles on which it operates, and our place in it. Students identify, understand and connect important themes and patterns in the living and non-living world through the analysis and observation of phenomena. For example, how do the intricacies of the nervous system tie into our study of chemistry (unit 2) ? And how can chemistry then be applied to the concept of energy transformations in the following Light Unit (unit 3) Students can then apply their knowledge and skills from the first 3 units to our study of Astronomy.
The Nervous System unit explores how humans process information to make sense of the world via interactions of our sensory systems and physical environmental stimuli. These understandings include the structure and function of the nervous systems and its components, as well as the direction and means of information flow from environment to brain to effectors. As students make sense of the world around them, they make connections with their own cultural and individual backgrounds, as well as those of their peers through the lens of nervous system phenomena. For example, students can explore neurodiversity and neurological disorders. In exploring both the sensory and motor functions of the nervous system, students can make connections between their personal experience and the science of their brain.
Students will be able to transfer their understanding of the nervous system and the interconnectedness of the body systems and apply it to how we are impacted by and connected to environmental or geographical factors such as the effects of climate change. Students will research to find understanding of the impacts of pollution on body systems, as well as the systemic factors that impact exposure to pollution.
Recommended Pacing
30 days
New Jersey Student Learning Standards for The Nervous System
CPI #
Cumulative Progress Indicator (CPI)
MS-LS1-3
Use arguments supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
[Clarification Statement: Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems.] [Assessment Boundary: Assessment does not include the mechanism of one body system independent of others. Assessment is limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous systems.]
MS-LS1-8
Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
[Assessment Boundary: Assessment does not include mechanisms for the transmission of this information.]
MS-ESS3-5
Ask questions to clarify evidence of the factors that have caused climate change over the past century.
[Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gasses such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.]
New Jersey Student Learning Standards for English Language Arts
CPI #
Cumulative Progress Indicator (CPI)
RI.AA.8.7.
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
SL.PE.6.1.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8* topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.PI.8.4.
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
W.AW.8.1.
Write arguments on discipline-specific content (e.g., social studies, science, technical subjects, English/Language Arts) to support claims with clear reasons and relevant evidence.
A. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
B. Support claim(s) with logical reasoning and relevant evidence, using relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
C. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
D. Establish and maintain a formal or academic style, approach, and form.
E. Provide a concluding statement or section that follows from and supports the argument presented.
W.WR.8.5.
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Mathematics
6.EE.C.
Represent and analyze quantitative relationships between dependent and independent variables
9. Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.
Social Studies
6.1 U.S.
History
America in the World. All students will acquire the knowledge and skills to think
analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.
6.3 U.S.
History
Active Citizenship in the 21st Century: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.
New Jersey Student Learning Standards for Career Readiness, Life Literacies and Key Skills
CPI #
Cumulative Progress Indicator (CPI)
9.2.8.CAP.5
Develop a personal plan with the assistance of an adult mentor that includes information about career areas of interest, goals and an educational plan.
9.2.8.CAP.8
Compare education and training requirements, income potential, and primary duties of at least two jobs of interest.
9.4.8.CI.1
Assess data gathered on varying perspectives on causes of climate change (e.g., cross cultural, gender-specific, generational), and determine how the data can best be used to design multiple potential solutions
9.4.8.CT.1
Evaluate diverse solutions proposed by a variety of individuals, organizations, and/or agencies to a
local or global problem, such as climate change, and use critical thinking skills to predict which one(s) are likely to be effective (e.g., MS-ETS1-2).
9.4.8.GCA.2
Demonstrate openness to diverse ideas and perspectives through active discussions to achieve a group goal.
9.4.8.IML.1
Critically curate multiple resources to assess the credibility of sources when searching for information.
9.4.8.IML.7
Use information from a variety of sources, contexts, disciplines, and cultures for a specific purpose
9.4.8.IML.8
Apply deliberate and thoughtful search strategies to access high-quality information on climate change
9.4.8.TL.1
Construct a spreadsheet in order to analyze multiple data sets, identify relationships, and facilitate data-based decision-making.
9.4.8.TL.2
Gather data and digitally represent information to communicate a real-world problem
New Jersey Student Learning Standards for Computer Science and Design Thinking
CPI #
Cumulative Progress Indicator (CPI)
8.1.2.DA.1:
Collect and present data, including climate change data, in various visual formats.
8.1.2.DA.3:
Identify and describe patterns in data visualizations.
8.1.2.DA.4:
Make predictions based on data using charts or graphs.
8.1.5.DA.1
Collect, organize, and display data in order to highlight relationships or support a claim.
8.2.5.ED.2
Collaborate with peers to collect information, brainstorm to solve a problem, and evaluate all possible solutions to provide the best results with supporting sketches or models.
Instructional Focus
Unit Enduring Understandings
● The brain is the control center of the human body and is composed of many specialized cells. (MS-LS1-3)
● The structure of the nervous system is directly related to the function. (MS-LS1-3) (MS-LS1-8)
● The human brain can be impacted by external factors (like pollution, drug use/exposure, and noise) which can impact the other interconnected systems in the body. (MS-LS1-3)(MS-ESS3-5)
Unit Essential Questions
● In what ways can the brain be considered the most important human organ?
● How do the differences in structure relate to the function of the biological features of the nervous system?
● How are sensory and motor impulses vital?
● How do sensory receptors detect stimuli and process them to produce responses?
● How does the amount of air pollution someone is exposed to impact their brain and body systems?
Objectives
General for all Units:
● Ask questions and define problems
● Develop and use models
● Plan and carry out investigations
● Analyze and interpret data and communicate information using a variety of modalities.
● Using mathematics and computational thinking to support scientific conclusion
● Construct explanations and design solutions for complex and real world problems
● Engage in argument from evidence
● Obtain, evaluate, and communicate information
Evidence of Learning (include sample assessments in each corresponding checkbox row)
Formative Assessment
- Research opportunity: Students research the links between any of the above phenomena and the nervous system.
- Modeling the Central Nervous System- Students will model the brain and spine to explain structure and function of these organs (MS-LS1-3)
- Students explore the McGurk effect, to see relationships between hearing and vision in speech perception (MS-LS1-8)
- Brain Related Illness and the Environment- Students analyze studies claiming correlation between brain-related illness and environment (with respect to certain areas/groups of people). Students assess source credibility to highlight environmental and geographical inequality as it pertains to climate change. (MS-LS1-3) (MS-LS1-8) (MS-ESS3-5)
- Cow Eye Dissection - (MS-LS1-3)
Summative Assessment
- Design tools: Students will investigate neurological disorders, evaluate existing solutions, and design or improve tools to assist humans with neurological disorders. They will investigate how the structure of cells and organs in the nervous system affect their functions and how problems can arise in this system. (MS-LS1-3)
- Brain and Senses Investigations: Students will plan investigations on a chosen topic related to the brain and/or senses to test a phenomenon they have observed or experienced; or students may utilize past studies they have researched to explore further. Students will Investigate brain behavior through their senses by following the design process and testing their peers (MS-LS1-3) (MS-LS1-8)
Common Assessment -
- Modeling Nervous System Phenomena: (MS-LS1-3) (MS-LS1-8)
Alternative Assessment - Assessments will be differentiated in various ways based on the needs of the students. Differentiation could be in…
● Content (texts, phenomena, graphs, data tables, vocabulary, etc.)
● Process (scaffolding, guiding questions, small group instruction, etc.)
● Product (individual components, student choice in modality such as video, skit, etc)
Assessment Statement for Science Curriculum
The assessment plan includes teacher-designed formative and summative assessments, including common assessments, self-assessments, and performance tasks aligned with the NJSLS-S and the NJSLS-S for Climate Change. During each common, formative, and summative assessment, teachers will provide alternative assessment opportunities that adhere to 504 and IEP requirements. Alternative assessments are
individualized for the needs of all students.
Accommodations
Resources
Core Text: NA
Suggested Resources:
Phenomena
● The Wonder of Science (various phenomena)
● Concussions and Neuroplasticity: After a minor concussion, patients heal over time. Additional information about neuroplasticity. (MS-LS1-3) (MS-LS1-8)
● Visual Illusions: People sometimes see images which are not real when viewing optical illusions. (MS-LS1-8)
● Color Synesthesia- Some people associate colors with numerals. (MS-LS1-8)
● Reaction Time: People of different ages have differing reaction times.(MS-LS1-8)
● Hormonal Regulation: A lion lunges at a child in a zoo and the child instinctively moves away. (MS-LS1-3)
(MS-LS1-8)
Research on climate change and the brain:
Climate Change and a Child’s Brain
How Air Pollution Threatens Brain Health
The Brain and Climate Change
Technology based lessons:
Videos and Websites for Content/Simulations:
Unit 2: CHEMISTRY
Content Area: Science
Course & Grade Level: 8th Grade Science
Summary and Rationale
In this unit, students will grasp the idea that much in the natural world can be explained by various arrangements of huge amounts of small moving and invisible atoms. Building on students' understanding of states of matter and phase changes, students will plan and carry out investigations to differentiate between physical changes (phase changes) and chemical reactions (reactions between substances that result in new substances different from the reactants). In doing so, students will create models and use evidence to demonstrate Conservation of Energy and Conservation of Mass/Matter.
As students solidify their understanding of chemical reactions, students will use that knowledge to understand the human impact on the chemical compounds that impact our world. Students will analyze emissions data from a chemistry lens and dissect the chemical processes that cause large scale change to the earth’s systems. This human impact can have a personal point of view, as we consider how our diverse backgrounds, cultures, and
socioeconomic status can expose us to different stages of varying chemical processes. For example there may be a lack of equity in vulnerability to these chemical processes.
Recommended Pacing
40 Days
New Jersey Student Learning Standards for Chemistry
CPI #
Cumulative Progress Indicator (CPI)
MS-PS1-1
Develop models to describe the atomic composition of simple molecules and extended structures.
[Clarification Statement: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3D ball and stick structures, or computer representations showing different molecules with different types of atoms.] [Assessment Boundary: Assessment does not include valence electrons and bonding energy, discussing the ionic nature of subunits of complex structures, or a complete depiction of all individual atoms in a complex molecule or extended structure.]
MS-PS1-2
Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
[Clarification Statement: Examples of reactions could include burning sugar or steel wool, fat reacting with sodium hydroxide, and mixing zinc with hydrogen chloride.] [Assessment Boundary: Assessment is limited to analysis of the following properties: density, melting point, boiling point, solubility, flammability, and odor.]
MS-PS1-3
Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
[Clarification Statement: Emphasis is on natural resources that undergo a chemical process to form the synthetic material. Examples of new materials could include new medicine, foods, and alternative fuels.] [Assessment Boundary: Assessment is limited to qualitative information.]
MS-PS1-4
Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
[Clarification Statement: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the
particles until a change of state occurs. Examples of models could include drawings and diagrams. Examples of particles could include molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and helium.]
MS-PS1-5
Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
[Clarification Statement: Emphasis is on law of conservation of matter and on physical models or drawings, including digital forms, that represent atoms.] [Assessment Boundary: Assessment does not include the use of atomic masses, balancing symbolic equations, or intermolecular forces.]
MS-PS1-6
Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.
[Clarification Statement: Emphasis is on the design, controlling the transfer of energy to the environment, and modification of a device using factors such as type and concentration of a substance. Examples of designs could involve chemical reactions such as dissolving ammonium chloride or calcium chloride.] [Assessment Boundary: Assessment is limited to the criteria of amount, time, and temperature of substance in testing the device.]
MS-ESS3-5
Ask questions to clarify evidence of the factors that have caused climate change over the past century.
[Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gasses such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.]
New Jersey Student Learning Standards
ELA
CPI #
Cumulative Progress Indicator (CPI)
RI.AA.8.7.
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
SL.PE.6.1.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8* topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.PI.8.4.
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
W.AW.8.1.
Write arguments on discipline-specific content (e.g., social studies, science, technical subjects, English/Language Arts) to support claims with clear reasons and relevant evidence.
A. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
B. Support claim(s) with logical reasoning and relevant evidence, using relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
C. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
D. Establish and maintain a formal or academic style, approach, and form.
E. Provide a concluding statement or section that follows from and supports the argument presented.
W.WR.8.5.
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Mathematics
6.EE.C.
Represent and analyze quantitative relationships between dependent and independent variables
9. Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.
6.NS.C.
Apply and extend previous understandings of numbers to the system of rational numbers
5. Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
Social Studies
U.S History
6.1
America in the World. All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.
U.S History
6.3
Active Citizenship in the 21st Century: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.
New Jersey Student Learning Standards for Career Readiness, Life Literacies and Key Skills
CPI #
Cumulative Progress Indicator (CPI)
9.4.8.CI.1
Assess data gathered on varying perspectives on causes of climate change (e.g., cross cultural, gender-specific, generational), and determine how the data can best be used to design multiple potential solutions
9.4.8.CT.1
Evaluate diverse solutions proposed by a variety of individuals, organizations, and/or agencies to a local or global problem, such as climate change, and use critical thinking skills to predict which one(s) are likely to be effective (e.g., MS-ETS1-2).
9.4.8.GCA.2
Demonstrate openness to diverse ideas and perspectives through active discussions to achieve a group goal.
9.4.8.IML.1
Critically curate multiple resources to assess the credibility of sources when searching for information.
9.4.8.IML.7
Use information from a variety of sources, contexts, disciplines, and cultures for a specific purpose
9.4.8.IML.8
Apply deliberate and thoughtful search strategies to access high-quality information on climate change
9.4.8.TL.1
Construct a spreadsheet in order to analyze multiple data sets, identify relationships, and facilitate data-based decision-making.
9.4.8.TL.2
Gather data and digitally represent information to communicate a real-world problem
New Jersey Student Learning Standards for Computer Science and Design Thinking
CPI #
Cumulative Progress Indicator (CPI)
8.1.2.DA.1:
Collect and present data, including climate change data, in various visual formats.
8.1.2.DA.3:
Identify and describe patterns in data visualizations.
8.1.2.DA.4:
Make predictions based on data using charts or graphs.
8.1.5.DA.1
Collect, organize, and display data in order to highlight relationships or support a claim.
8.2.5.ED.2
Collaborate with peers to collect information, brainstorm to solve a problem, and evaluate all possible solutions to provide the best results with supporting sketches or models.
Instructional Focus
Unit Enduring Understandings
● The Periodic Table organizes elements according to their structure; structure determines properties. (MS-PS1-1)
● Matter is made of particles that are in constant motion. (MS-PS1-1)(MS-PS1-4)
● Multiple pieces of evidence can be used to determine physical and chemical changes. (MS-PS1-2)
● Mass and energy involved in any chemical reaction is conserved. (MS-PS1-5)
● Chemical reactions among substances cause changes producing new products. (MS-PS1-2)(MS-PS1-5)
● When atoms come together in a specific way, they can create molecules that impact the earth's temperature. (MS-PS1-2)(MS-ESS3-5)
● Human-correlated actions like farming, use of cars, and large-scale manufacturing can produce certain molecules in high concentrations that can alter the earth’s natural processes. (MS-PS1-2)(MS-ESS3-5)
Unit Essential Questions
● Why are elements likely to bond with groups of specific elements, but will act inert towards other groups of elements?
● How can you tell the difference between a chemical and physical change?
● How does the atomic structure of an atom relate to its ability to bond with itself and other atoms?
● How does the law of conservation of energy differ from the law of conservation of mass?
● How do humans impact the types of molecules that are abundant in our world?
● Why do certain molecules have the ability to impact the earth’s natural processes when produced in large quantities?
Evidence of Learning
Formative Assessment - Phenomena examples:
- When cooking poori dough (made of wheat flour, oil, salt and water) in hot oil, the dough puffs up. (MS-PS1-2)(MS-PS1-4)
- Cutting an onion causes crying(MS-PS1-1)(MS-PS1-2)
- Two watermelons are dropped from a high altitude. The watermelon with a polymer coating does not burst, while the one with no coating bursts.
(MS-PS1-1)(MS-PS1-2)(MS-PS1-3)(MS-PS1-6)
- A railroad tank car implodes after the inside was steam cleaned and sealed closed. (MS-PS1-1)(MS-PS1-4)
- When steel wool is burned, its mass increases. (MS-PS1-2)(MS-PS1-5) - Glacier National Park used to have 150 glaciers and it now only has 25. (MS-PS1-2)(MS-ESS3-5)
- Bath Bombs, when added to water will effervesce. (MS-PS1-2)
- When fireworks are lit, they get hot, and produce different colors of light. (MS-PS1-2)
- Identify Periodic Table Trends: Students will learn to use the periodic table as a tool to explore patterns in atomic structure properties.(MS-PS1-1) (*see assessment boundary for MS-PS1-1*)
- Modeling Conservation of Mass: Students will observe a “combination” of two substances and determine (using evidence) if a chemical or physical change has occurred. Then students will model the reaction using chosen media. (MS-PS1-2)(MS-PS1-5)
- Transition to light: Use CO2 and CH4 (atomic structure) to transition into light through research of the greenhouse effect. Students will research EM spectrum and why certain gasses are involved in earth’s warming (MS-ESS3-5)
Summative Assessment
- Chemical/Physical Change CER: Students will design and carry out experiments; then students will use evidence from the experiments to support claims for whether a chemical or physical change has occurred. (MS-PS1-2)
- Exothermic/Endothermic Design Challenge: (MS-PS1-6)
- Thermal Energy: Design a device that demonstrates change in temperature utilizing thermal expansion. Example is a thermoscope. (MS-PS1-4)
Alternative Assessment:
Assessments will be differentiated in various ways based on the needs of the students.
Differentiation could be in…
● Content (texts, phenomena, graphs, data tables, vocabulary, etc.)
● Process (scaffolding, guiding questions, small group instruction, etc.)
● Product (individual components, student choice in modality such as video, skit, etc)
Benchmark: Climate Change Common Assessment Task:
Assessment Statement for Science Curriculum
The assessment plan includes teacher-designed formative and summative assessments, including common assessments, self-assessments, and performance tasks aligned with the NJSLS-S and the NJSLS-S for Climate Change. During each common, formative, and summative assessment, teachers will provide alternative assessment opportunities that adhere to 504 and IEP requirements. Alternative assessments
are individualized for the needs of all students.
Accommodations
Resources
Core Text: NA
Phenomena
The Wonder of Science
NGSS Phenomena — The Wonder of Science
Technology based lessons
Climate Change Specific Resources:
NASA Ozone and Gases https://climate.nasa.gov/
Additional resources:
Unit 3: Light: Energy and the Electromagnetic Spectrum
Content Area: Science
Course & Grade Level: 8th Grade Science
Summary and Rationale
The unit connects to the conservation of energy from Chemistry to a deep understanding of energy transformations related to the Sun (as the ultimate energy source on Earth), current and developing technologies, as well as the application of alternative energy sources to combat local and global climate issues. Students will be able to utilize cross cutting concepts focusing on energy and matter, cause and effect, patterns, systems and system models, as well as stability and change while making connections to the greenhouse effect.
The electromagnetic spectrum (EMS) is made up of the various types of radiation with different behaviors, uses, and other quantifiable properties; students will explore these waves and their uses. This unit allows students to observe, measure, record, and predict the path of visible light (part of EMS) under many conditions. Students will make the connection between the color they observe and the visible light wavelengths that are reflected off an object to their eye.
Additionally, students will be able to gather data to support the argument that greenhouse gasses absorb energy in the infrared range of the EMS. Students will also make local and global connections in terms of human impact on the environment, greenhouse gasses, light pollution, and propose solutions to real world problems including climate change. This human impact can have a personal point of view, as we consider how our diverse backgrounds, cultures, and socioeconomic statuses can expose us to different amounts of heat and radiation. For example there may be a lack of equity in vulnerability to extreme heat.
Recommended Pacing
40 Days
New Jersey Student Learning Standards for Light: Energy and the Electromagnetic Spectrum
CPI #
Cumulative Progress Indicator (CPI)
MS-PS3-3
Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
[Clarification Statement: Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup.] [Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.]
MS-PS3-4
Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.
[Clarification Statement: Examples of experiments could include comparing final water temperatures after different masses of ice melted in the same volume of water with the same initial temperature, the temperature change of samples of different materials with the same mass as they cool or heat in the environment, or the same material with different masses when a specific amount of energy is added.] [Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.]
MS-PS3-5
Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.
[Clarification Statement: Examples of empirical evidence used in arguments could include an inventory or other representation of the energy before and after the transfer in the form of
temperature changes or motion of object.] [Assessment Boundary: Assessment does not include calculations of energy.]
MS-PS4-1
Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave
.[Clarification Statement: Emphasis is on describing waves with both qualitative and quantitative thinking.] [Assessment Boundary: Assessment does not include electromagnetic waves and is limited to standard repeating waves.]
MS-PS4-2
Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
[Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.] [Assessment Boundary: Assessment is limited to qualitative applications pertaining to light and mechanical waves.]
MS-ESS3-3
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
[Clarification Statement: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).]
MS-ESS3-5
Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
[Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gasses such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.]
New Jersey Student Learning Standards
ELA
CPI #
Cumulative Progress Indicator (CPI)
RI.AA.8.7.
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
SL.PE.6.1.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8* topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.PI.8.4.
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
W.AW.8.1.
Write arguments on discipline-specific content (e.g., social studies, science, technical subjects, English/Language Arts) to support claims with clear reasons and relevant evidence.
A. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
B. Support claim(s) with logical reasoning and relevant evidence, using relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
C. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
D. Establish and maintain a formal or academic style, approach, and form.
E. Provide a concluding statement or section that follows from and supports the argument presented.
W.WR.8.5.
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Mathematics
6.EE.C.
Represent and analyze quantitative relationships between dependent and independent variables
10. Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.
Social Studies
6.1 U.S.
History
America in the World. All students will acquire the knowledge and skills to think
analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.
6.3 U.S.
History
Active Citizenship in the 21st Century: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.
New Jersey Student Learning Standards for Career Readiness, Life Literacies and Key Skills
CPI #
Cumulative Progress Indicator (CPI)
9.4.8.CI.1
Assess data gathered on varying perspectives on causes of climate change (e.g., cross cultural, gender-specific, generational), and determine how the data can best be used to design multiple potential solutions
9.4.8.CT.1
Evaluate diverse solutions proposed by a variety of individuals, organizations, and/or agencies to a local or global problem, such as climate change, and use critical thinking skills to predict which one(s) are likely to be effective (e.g., MS-ETS1-2).
9.4.8.GCA.2
Demonstrate openness to diverse ideas and perspectives through active discussions to achieve a group goal.
9.4.8.IML.1
Critically curate multiple resources to assess the credibility of sources when searching for information.
9.4.8.IML.7
Use information from a variety of sources, contexts, disciplines, and cultures for a specific purpose
9.4.8.IML.8
Apply deliberate and thoughtful search strategies to access high-quality information on climate change
9.4.8.TL.1
Construct a spreadsheet in order to analyze multiple data sets, identify relationships, and facilitate data-based decision-making.
9.4.8.TL.2
Gather data and digitally represent information to communicate a real-world problem
New Jersey Student Learning Standards for Computer Science and Design Thinking
CPI #
Cumulative Progress Indicator (CPI)
8.1.2.DA.1:
Collect and present data, including climate change data, in various visual formats.
8.1.2.DA.3:
Identify and describe patterns in data visualizations.
8.1.2.DA.4:
Make predictions based on data using charts or graphs.
8.1.5.DA.1
Collect, organize, and display data in order to highlight relationships or support a claim.
8.2.5.ED.2
Collaborate with peers to collect information, brainstorm to solve a problem, and evaluate all possible solutions to provide the best results with supporting sketches or models.
Instructional Focus
Unit Enduring Understandings
● Devices like insulated boxes and solar cookers are designed based on scientific principles to control thermal energy transfer. (MS-PS3-4)
● Different materials and masses respond to changes in energy in unique ways, affecting the temperature of substances. (MS-PS3-4)
● Energy travels in unique ways through different mediums, causing its path to change. (MS-PS4-2)
● Mathematical models describe how wave amplitude relates to energy in simple, repeating waves, emphasizing both qualitative understanding and quantitative analysis. (MS-PS4-1)
Unit Essential Questions
● How can we design and test devices to optimize thermal energy transfer, and what scientific principles govern their effectiveness?
● What relationships exist among energy transferred, the type of matter, mass, and changes in average kinetic energy during temperature changes?
● How does light behave when introduced to different media?
● How can scientific arguments be constructed and supported using evidence to explain energy transfer when kinetic energy changes in objects?
Objectives
General for all Units:
● Ask questions and define problems
● Develop and use models
● Plan and carry out investigations
● Analyze and interpret data and communicate information using a variety of modalities.
● Using mathematics and computational thinking to support scientific conclusion
● Construct explanations and design solutions for complex and real world problems
● Engage in argument from evidence
● Obtain, evaluate, and communicate information
Evidence of Learning (include sample assessments in each corresponding checkbox row)
Phenomena
-
Water Arrow - Mad Science When water is poured into a beaker in front of an arrow, the arrow appears to change direction. (MS-PS4-2)
- Disappearing Beaker When oil is poured into a beaker, a beaker inside seems to disappear. (MS-PS4-2)
- Queen waving The queen’s wave can be described as having a high frequency and low amplitude. (MS-PS4-1)
- Phenomenon of polarized light When polarized lenses interact, they appear opaque (MS-PS4-2)
-
Prism Demonstration When light is shone through a prism, a rainbow can be observed. (MS-PS4-2)
Formative Assessments
- Students will be able to develop a model and construct an explanation after researching and observing refraction, diffraction, and reflection (MS-PS4-2)
- Students will observe a digital wave model and be able to describe simple waves using quantitative measurements. (MS-PS4-1)
- Students observe ice melting on different materials and draft an explanation using research about heat transfer (MS-PS3-4)
- Greenhouse Effect: Students gather data for IR absorption by greenhouse and non-greenhouse gasses and formulate cause and effect relationships with increased global temperatures. (MS-ESS3-3)
- Light Pollution: (MS-ESS3-3)
- Thermal energy - (MS-PS3-5)
Summative Assessments
- Electromagnetic spectrum - (MS-PS4-2)
- Waves - (MS-PS4-2)
- Heat transfer - (MS-PS3-4)
- Alternative Energy Plan/Essay: (MS-ESS3-3 and MS-ESS3-5)
Common Assessment:
- Thermal Heat Islands Investigation - (MS-PS3-3) (MS-ESS3-3)
Alternative Assessment: Assessments will be differentiated in various ways based on the needs of the students. Differentiation could be in…
● Content (texts, phenomena, graphs, data tables, vocabulary, etc.)
● Process (scaffolding, guiding questions, small group instruction, etc.)
● Product (individual components, student choice in modality such as video, skit, etc)
Assessment Statement for Science Curriculum
The assessment plan includes teacher-designed formative and summative assessments, including common assessments, self-assessments, and performance tasks aligned with the NJSLS-S and the NJSLS-S for Climate Change. During each common, formative, and summative assessment, teachers will provide alternative assessment opportunities that adhere to 504 and IEP requirements. Alternative assessments
are individualized for the needs of all students.
Accommodations
Resources
Core Text: NA
Phenomena and explanatory videos:
The Original Double Slit Experiment
Light waves, visible and invisible
Light and Color
Light Behavior Slides Presentation
Technology based lessons:
Climate Change Specific Resources:
What is an urban heat island?
Learn About Heat Islands | US EPA
Extreme heat is worse in redlined neighborhoods Interactive heat vulnerability index
Unit 4: Astronomy
Content Area: Science
Course & Grade Level: 8th Grade Science
Summary and Rationale
As human explorations advance, studying and understanding the Universe - its relevance, scale, and patterns that govern it - is increasingly important. In the Astronomy Unit, students will realize the scientific notion that the same physical principles of matter, energy, and forces apply everywhere despite the high differences in scale from planets to stars and beyond. Students will develop a deep understanding of the role of gravity in the universe, galaxy, solar system and be able to predict orbital motion.
As students make sense of the world around them, they make connections with their own cultural and individual backgrounds, as well as those of their peers through the lens of space phenomena. For example the waste produced from space exploration can have negative impacts on remote populations' access to wifi and communication networks. Students will explore the significance of astronomy in their lives and over various cultures. After exploring the historical context for our current understandings of the universe, our galaxy, our solar system, and space exploration, students will explore how technology can be leveraged to understand how the earth is changing. Data from these satellites and spectroscopes can be used to identify and propose solutions for increases in greenhouse gas emissions.
Recommended Pacing
30 Days
New Jersey Student Learning Standards for Astronomy
CPI #
Cumulative Progress Indicator (CPI)
MS-ESS1-1
Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.
[Clarification Statement: Examples of models can be physical, graphical, or conceptual.]
MS-ESS1-2
Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
[Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical (such as the analogy of distance along a football field or computer visualizations of elliptical orbits) or conceptual (such as mathematical proportions relative to the size of familiar objects such as students’ school or state).] [Assessment Boundary: Assessment does not include Kepler’s Laws of orbital motion or the apparent retrograde motion of the planets as viewed from
Earth.]
MS-ESS1-3
Analyze and interpret data to determine scale properties of objects in the solar system. [Clarification Statement: Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among solar system objects. Examples of scale properties include the sizes of an object’s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs, and models.] [Assessment Boundary: Assessment does not include recalling facts about properties of the planets and other solar system bodies.]
MS-PS2-4
Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.[Clarification
Statement: Examples of evidence for arguments could include data generated from simulations or digital tools; and charts displaying mass, strength of interaction, distance from the Sun, and orbital periods of objects within the solar system.] [Assessment Boundary: Assessment does not include Newton’s Law of Gravitation or Kepler’s Laws.]
MS-ESS3-5
Ask questions to clarify evidence of the factors that have caused climate change over the past century.
[Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.]
New Jersey Student Learning Standards
ELA
CPI #
Cumulative Progress Indicator (CPI)
RI.AA.8.7.
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
SL.PE.6.1.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8* topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.PI.8.4.
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
W.AW.8.1.
Write arguments on discipline-specific content (e.g., social studies, science, technical subjects, English/Language Arts) to support claims with clear reasons and relevant evidence.
A. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
B. Support claim(s) with logical reasoning and relevant evidence, using relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
C. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
D. Establish and maintain a formal or academic style, approach, and form.
E. Provide a concluding statement or section that follows from and supports the argument presented.
W.WR.8.5.
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Mathematics
6.EE.C.
Represent and analyze quantitative relationships between dependent and independent variables
11. Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.
Social Studies
6.1 U.S.
History
America in the World. All students will acquire the knowledge and skills to think
analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in
local, national, and global communities.
6.3 U.S.
History
Active Citizenship in the 21st Century: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.
New Jersey Student Learning Standards for Career Readiness, Life Literacies and Key Skills
CPI #
Cumulative Progress Indicator (CPI)
9.4.8.CI.1
Assess data gathered on varying perspectives on causes of climate change (e.g., cross cultural, gender-specific, generational), and determine how the data can best be used to design multiple potential solutions
9.4.8.CT.1
Evaluate diverse solutions proposed by a variety of individuals, organizations, and/or agencies to a local or global problem, such as climate change, and use critical thinking skills to predict which one(s) are likely to be effective (e.g., MS-ETS1-2).
9.4.8.GCA.2
Demonstrate openness to diverse ideas and perspectives through active discussions to achieve a group goal.
9.4.8.IML.1
Critically curate multiple resources to assess the credibility of sources when searching for information.
9.4.8.IML.7
Use information from a variety of sources, contexts, disciplines, and cultures for a specific purpose
9.4.8.IML.8
Apply deliberate and thoughtful search strategies to access high-quality information on climate change
9.4.8.TL.1
Construct a spreadsheet in order to analyze multiple data sets, identify relationships, and facilitate data-based decision-making.
9.4.8.TL.2
Gather data and digitally represent information to communicate a real-world problem
New Jersey Student Learning Standards for Computer Science and Design Thinking
CPI #
Cumulative Progress Indicator (CPI)
8.1.2.DA.1:
Collect and present data, including climate change data, in various visual formats.
8.1.2.DA.3:
Identify and describe patterns in data visualizations.
8.1.2.DA.4:
Make predictions based on data using charts or graphs.
8.1.5.DA.1
Collect, organize, and display data in order to highlight relationships or support a claim.
8.2.5.ED.2
Collaborate with peers to collect information, brainstorm to solve a problem, and evaluate all possible solutions to provide the best results with supporting sketches or models.
Instructional Focus
Unit Enduring Understandings
● The Earth-sun-moon system exhibits predictable cyclic patterns of lunar phases, tides, solar and lunar eclipses, and seasonal changes. (MS-ESS1-1)
● Gravity is the fundamental force shaping the motions within galaxies and the solar system. (MS-PS2-4) (MS-ESS1-2)
● Analysis of data from Earth-based instruments, space telescopes, and spacecraft reveals scale properties of objects in the solar system. (MS-ESS1-3)
● Gravitational interactions between objects in the solar system are attractive forces that vary based on the masses of the interacting objects. (MS-PS2-4) (MS-ESS1-2)
Unit Essential Questions
● How do models of the Earth-sun-moon system explain the cyclic patterns of lunar phases, eclipses, and seasonal changes on Earth?
● What role does gravity play in shaping the motions within galaxies and our solar system?
● How can data analysis of solar system objects reveal their scale properties and similarities/differences?
Evidence of Learning
Phenomena
- Moonrise to Moonset The moon can be observed rising and setting over the course of a day. (MS-ESS1-1)
- Moon during the day The moon can be seen during the day sometimes, but not always. (MS-ESS1-1)
- Eclipses - sometimes the moon covers the sun and causes the earth to experience darkness during the day. (MS-ESS1-1)
- Scale Solar system model To be able to create a true scale model of the solar system, you would need over a football field of space. (MS-ESS1-3)
- Gravity and orbits demonstration - (MS-PS2-4) (MS-ESS1-2) Formative Assessment
- Lunar Calendars: Some of the world’s religions have calendars and/or holidays based on the moon’s phases. Some religions add a “leap month” while others do not. Students investigate the moon phenomenon and why some religious holidays may or may not fall at the same time each year (MS-ESS1-1)
- Space Junk- (MS-ESS3-5)
- Scale solar system - (MS-ESS1-3)
- Gravity and Orbits modeling - (MS-PS2-4) (MS-ESS1-2) - Eclipses -
Summative Assessment
- Tidal data analysis - (MS-ESS1-1)
- Seasons explanation - (MS-ESS1-1)
- Stars life cycle - (MS-ESS1-2)
Common Assessments :
Moon Phenomenon-Based Models and CERs: (MS-ESS1-1, MS-ESS1-2, and MS-ESS1-3)
Alternative Assessment: Assessments will be differentiated in various ways based on the needs of the students. Differentiation could be in…
● Content (texts, phenomena, graphs, data tables, vocabulary, etc.)
● Process (scaffolding, guiding questions, small group instruction, etc.)
● Product (individual components, student choice in modality such as video, skit, etc)
Assessment Statement for Science Curriculum
The assessment plan includes teacher-designed formative and summative assessments, including common assessments, self-assessments, and performance tasks aligned with the NJSLS-S and the NJSLS-S for Climate Change. During each common, formative, and summative assessment, teachers will provide alternative assessment opportunities that adhere to 504 and IEP requirements. Alternative assessments
are individualized for the needs of all students.
Accommodations
Resources
Core Text: NA
Explanatory videos:
Technology based lessons: