Matter: Structures and Properties
Discovery Education Unit: Rocket Sled
Embedded Files
Literacy / Driving Question Board Connections
Nonfiction Science Literacy Resources
Graphic Organizers / Thinking Maps
Driving Question Boards
Multilingual Learner Language Expectations
MS-PS2-1: Collision Design Solution
Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects. (Systems and System Models)
Clarification & Boundary Statements
Clarification Statement: Examples of practical problems could include the impact of collisions between two cars, between a car and stationary objects, and between a meteor and a space vehicle.
Boundary Statement: Assessment is limited to vertical or horizontal interactions in one dimension.
MS-PS2-2: Forces, Mass and the Motion of an Object
Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. (Stability and Change)
Clarification & Boundary Statements
Clarification Statement: Emphasis is on balanced (Newton’s First Law) and unbalanced forces in a system, qualitative comparisons of forces, mass and changes in motion (Newton’s Second Law), frame of reference, and specification of units.
Boundary Statement: Assessment is limited to forces and changes in motion in one-dimension in an inertial reference frame and to change in one variable at a time. Assessment does not include the use of trigonometry.
Clarification & Boundary Statements
Clarification Statement: Emphasis is on descriptive relationships between kinetic energy and mass separately from kinetic energy and speed. Examples could include riding a bicycle at different speeds, rolling different sizes of rocks downhill, and getting hit by a wiffle ball versus a tennis ball.
Boundary Statement: none
MS-PS3-3: Thermal Energy Transfer Solution
Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. (Energy and Matter)
Clarification & Boundary Statements
Clarification Statement: Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup.
Boundary Statement: Assessment does not include calculating the total amount of thermal energy transferred.
MS-PS3-5: Energy Transfer to or from an Object
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. (Energy and Matter)
Clarification & Boundary Statements
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.
Boundary Statement: Assessment does not include calculations of energy.
Anchor Phenomenon / Local Colorado Phenomenon Connections
DRIVING QUESTION: What makes a rocket sled move?
Anchor
This lesson serves as an introduction to the Anchor Phenomenon for the students. After watching video segments and making observations concerning the speed of the rocket sled snowplow and the damage caused in the collision, students will generate questions related to their observations. This model will be refined, using the lenses of forces, energy, and collisions through the lessons of the unit.
Discovery Education Lesson / Connections to Anchor Phenomenon
Exploring a Rocket Sled / What makes a rocket sled move?
Motion in Systems / How did the rocket sled reach such a high speed?
Rocket Balloon Car / What was the purpose of so many rockets on each sled?
Investigating Collision Damage / Why are both the rocket sled and the car so damaged in the crash?
Local Colorado Phenomena Connections
To address the NGSS standard MS-PS2-2, which focuses on the motion and stability of forces and interactions, you can explore several local Colorado phenomena that demonstrate these concepts:
Colorado River Dynamics: Study the flow of the Colorado River and how water erosion impacts the landscape. Analyze the forces involved in river currents and sediment transport.
Rocky Mountain Avalanche Formation: Investigate the conditions leading to avalanches in the Rocky Mountains, focusing on the forces of gravity and friction at play.
Wind Patterns in the Great Plains: Examine the wind patterns in eastern Colorado and their effect on wind erosion and deposition, highlighting the forces driving these movements.
Sand Dunes at Great Sand Dunes National Park: Explore how wind shapes the sand dunes, looking at how the force of wind moves sand particles and forms different dune shapes.
Seismic Activity in Colorado: Investigate the forces involved in seismic activity, including plate tectonics and fault lines within Colorado, to understand the forces and motions causing earthquakes.
These phenomena can help students connect the concepts of forces and motion to real-world examples in their local environment.
Using SchoolAI, Gemini, ChatGPT to find local Colorado Phenomena
Use the following prompt, adjust accordingly. "I am a middle school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example MS-PS1-4)"
Using SchoolAI
1) Navigate to Assistants
2) Select Curriculum Coach
3) Use the prompt above
Career Connections
Career Connections
Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page.
Local Colorado Career Connections
Connecting classroom learning to real-world careers can greatly enhance student engagement and understanding. Here are some Colorado-based career connections related to the topic of matter, structures, and properties:
Materials Scientist: Materials scientists study and develop new materials. You could connect with local universities like the University of Colorado Boulder, which has research programs in materials science.
Chemical Engineer: Chemical engineers work in industries ranging from pharmaceuticals to energy. Companies like Ball Aerospace in Boulder or CoorsTek in Golden have chemical engineering roles.
Environmental Scientist: These professionals analyze environmental data and might focus on how different materials impact ecosystems. The Colorado Department of Public Health and Environment could be a resource for guest speakers or field trips.
Nanotechnologist: Involved in manipulating matter on an atomic or molecular scale, nanotechnology is a cutting-edge field. The National Renewable Energy Laboratory (NREL) in Golden conducts research in this area.
Manufacturing Engineer: They work on the production of materials and goods. Companies like Lockheed Martin in Littleton offer a glimpse into high-tech manufacturing.
Consider reaching out to these organizations for guest speakers, virtual tours, or career days to make these connections tangible for your students.
Hands On, Minds On Connections
Discovery
Discovery Hands-On Refurbishments
PASCO
St Vrain Science Center
TedEd Video
Simulations
GIZMOS
Nearpod Lessons / Activities / Videos
LabXchange Lessons / Activities / Videos
Teacher Notes / Assessments
Discovery Hands-On Refurbishments
To Extend Student Learning
5) Balloon-Powered Rocket Car Competition Additional Remediation, Extension, Differentiation Resources
Teacher Prep: Content Background Unit Storyline Driving Question Boards English Language Learner Support
Newton's First Law Visualized - Also know as the law of inertia, states that an object at rest will stay at rest, or if in motion will continue moving at a a constant velocity unless acted upon by an external force.
3 Dimensional Science Assessments
This spreadsheet is a collection of existing assessments from across the country designed to support implementation of NGSS and similar state standards. The openly available tasks represent a wide range of task types and purposes. Some of these assessments are similar to what your students will experience on their 8th grade CMAS Exam. It is a good idea to introduce these types of assessments to students at all grade levels to better prepare them for success demonstrating their science knowledge. Combined 3D Task Inventory
CDE: Grade Level Expectations
Prepared Graduates:
Prepared Graduates:
1.2: Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding interactions between objects and within systems of objects.
1.3: Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how energy is transferred and conserved.
Grade Level Expectation:
Grade Level Expectation:
1-3: Motion is described relative to a reference frame that must be shared with others and is determined by the sum of the forces acting on it. The greater the mass of the object, the greater the force needed to achieve the same change in motion.
1-5: Kinetic energy can be distinguished from the various forms of potential energy
1-7: When two objects interact, each one exerts a force on the other that can cause energy to be transferred to and from the object
Colorado Department of Education - Middle School Science Standards
Connecting Thinking Maps to Science Instruction
To help students Think Like a Scientists, they need to know how to question and gather evidence in order to refine and revise what they know and understand. The information below provides suggestions for connecting Thinking Maps to our science concepts. The thinking maps listed are general connections and should not be seen as the only maps that could be used. To better understand how to use Thinking Maps in Science, reference pages 188 to 196 in your Thinking Maps Teacher Guide. Each Thinking Map listed below includes the page number where it can be found in your Thinking Maps Teacher Guide
Graphic Organizers (Science Practices & Cross-Cutting Concepts)
Thinking Maps Guide Thinking Maps Guide (Spanish)
Thinking Map Resources (Spanish)
Patterns
Critical Questions: Is there a pattern? What caused the pattern? What predictions can I make? How does this pattern compare to others?
Possible Thinking Maps:
Flow or Bridge Maps for analyzing patterns (Page 54)
Tree Map for classifying (Page 42)
Bridge Map for relationships (Page 66)
Multi-flow Map for causes of patterns and making predictions (Page 60)
Double Bubble Map for comparing / contrasting patterns (Page 36)
Cause and Effect
Critical Questions: What evidence is there for this cause and effect relationship? What are other possible causes? How is this relationship similar to others? How does changing one event affect the results?
Possible Thinking Maps:
Multi-flow Map for cause and effect (Page 60)
Partial Multi-flow Map (Page 60)
Circle Map for Brainstorming (Page 24)
Double Bubble Map for cause and effect (Page 36)
Scale, Proportion, Quantity
Critical Questions: How does this system look at a smaller or larger scale? What is new and what is the same? What is new and what is the same? How does this scale relate to you? What happens if we change the quantity involved?
Possible Thinking Maps:
Multi-flow Map for cause and effect (Page 60)
Tree Map for details at different measures (Page 42)
Double-Bubble Map (Page 36)
Brace Map for analyzing parts at different scales or proportions (Page 48)
Bridge Map for relationships (Page 66)
Systems and System Models
Critical Questions: What parts and sub-systems make up this system? What interactions and processes involve this system? How is this system alike or different from others? What are the effects of modifying one part of the system?
Possible Thinking Maps:
Brace Map for taking systems apart (Page 48)
Flow Map for organization of the system (Page 54)
Double-Bubble Map to systems (Page 36)
Multi-flow Map to analyze impact of modifying systems (Page 60)
Energy and Matter
Critical Questions: How are energy and matter related in this system? Where does the energy for this system come from? Go?
Possible Thinking Maps:
Flow Map for tracking energy (Page 54)
Partial Multi-Flow Map for effects of changes (Page 60)
Bridge Map for relating energy and matter (Page 66)
Partial Multi-flow for causes of energy (Page 60)
Structure and Function
Critical Questions: How does the function depend on the structure? Are there other structures that serve the same function?
Possible Thinking Maps:
Brace Map to analyze structure (Page 48)
Partial Multi-Flow Map to explain how the structure causes the function (Page 60)
Double Bubble Map for different structures (Page 36)
Stability and Change
Critical Questions: What causes change in this system? Stability? Is the stability static or dynamic? What are possible catalysts for changing the stability?
Possible Thinking Maps:
Partial Multi-Flow Map for change (Page 60)
Circle Maps for defining dynamic and static stability (Page 24)
Flow map for evolution of a system (Page 54)
Double Bubble to dynamic and static stability (Page 36)
Page updated
Report abuse