Shara Gilchrist Hamilton€¦ · Physical Science/Chemistry. Grade Level: 8. Unit Summary: This unit builds upon students’ awareness, from previous study, of some of the physical

Newark Public Schools Next Generation Science Unit


Curriculum Unit Designers

Shara Gilchrist Hamilton Monica Peart Leslie Redd

Ivory Williams

NPS Science Instructional Leadership Team (SILT) Monica Peart, Director of Science

Mridula Bajaj Science Park Department Chair (Science) Carl Cimiluca First Avenue Teacher

Shara Gilchrest Hamilton Speedway Teacher Stacey Gruber MISE Partner Liaison

Karen Harris District Special Assistant (ELA) Elizabeth Lozada Abington Teacher

Caleb Perkins District Asst. to the Superintendent Tina Powell District Director of Mathematics

Mimi Rosenbaum District Supervisor (Media) Ivory Williams District Master Teacher


TABLE OF CONTENTS

Overview

1

Matrix

2

Culminating Assessment

13

Framework

(Appendix A) A1

Next Generation Science Standards & Common Core Standards

(Appendix B) B1

Essential Questions & Enduring Understandings

(Appendix C) C1


OVERVIEW NPS NEXT GENERATION SCIENCE UNIT

The NPS science units require a contextual understanding with regard to scientific knowledge, how it is acquired and applied, and how science is connected through a series of concepts that help further understanding of the world through the nexus of the three NGSS dimensions: (1) Science and Engineering Practices, (2) Crosscutting Concepts, and (3) Disciplinary Core Ideas. Performance expectations require that students demonstrate all three dimensions through contextual application of the three dimensions. Each unit includes goals (enduring understandings/essential questions/aligned standards), methods (varied instructional approaches, differentiated strategies/resources, scaffolded guiding questions), materials (inclusive of instructional supports - rubrics, teacher background information, common misconceptions, as well as multimedia materials), and assessment (a variety of methods and materials in order to determine learners’ level of knowledge, skills, and engagement.)

The Studying the Development and Reproduction of Organisms unit begins with a summary followed by aligned standards, a culminating assessment overview, and the lesson pace and sequence. Each lesson constructs new ideas on top of old ideas and addresses science misconceptions. Activities naturally integrate math and/or literacy CCSS for every lesson. Next Generation Science and Common Core language is infused so that the shifts are clear. Each lesson ends with suggested modes of receiving qualitative feedback (formative assessments) to determine whether students have met performance expectations and objectives of the lesson. This data should be used during class and/or teacher reflection to modify and elevate instruction.

The unit ends with an effective performance task that places the student in an authentic learning experience. Students are given real world situations that require real world performance and/or products. The standards for acceptable performance are clearly articulated within the culminating assessment. Additionally, the accompanying aligned rubric specifically and clearly identifies criteria for proficiency, including sufficient guidance for interpreting student performance while requiring the evaluator to give effective feedback. Culminating assessments have a direct link to the unit performance expectations, essential questions, and enduring understandings. It, at minimum, requires students to:

• solve a problem (preferably through design) and design a solution • analyze information • develop and use data to communicate information • use research to communicate their understanding (can be provided by teacher within the unit

or obtained by student through independent research) • emphasize engineering design performance expectations of the grade band

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Newark Public Schools

Unit Summary AUTHENTIC SCIENTIFIC INQUIRY COMMON CORE SHIFTS

Unit: Experimenting With Mixtures, Compounds, and Elements (Physical Science)

Content Area/ Target Course: Physical Science/Chemistry

Grade Level: 8

Unit Summary: This unit builds upon students’ awareness, from previous study, of some of the physical properties of a substance and some of its defining characteristics. In this unit, students investigate how such properties can be used to separate mixtures or how additional energy (in the form of heat or electricity) is needed to separate compounds. They examine elements and discover that elements can combine to form compounds but cannot be further separated into different components. Students engage in a series of inquiries designed to develop their understanding of the types of matter. Each lesson builds on skills, concepts, and experiences from previous lessons. The reading selections within the lessons are an integral part of the learning process for students and will help them appreciate the relevance of their schoolwork to real-life situations, history, and culture. The material should be taught as a sequential unit: it is not a source book of optional experiments. As students progress through the unit, they take greater responsibility for their own learning, gradually developing and conducting their own procedures, devising their own data tables, and analyzing their own results. They are encouraged to become aware of their own learning styles, strengths, and increasing understanding of the concepts, skills, and processes in the unit. NGSS: MS-PS1-1, MS-PS1-2, MS-PS1-3, MS-PS1-5, MS-ESS3-3 NJCCCS: 5.2.8.A.1-2, 5.2.8.B.2, 5.2.8.A.5, 5.2.8.A.3-4, 5.2.8.A.6-7, 5.2.8.B.1 Primary Literacy Connections: RI.6.1, RI.6.2, RST.6-8.1,RST.6-8.3, RST.6-8.7, W.6.1, W.6.2, WHST.6-8.7, WHST.6-8.8, SL.8.1 Primary Math Connections: 8.EE.4, 8.EE.5, 8.EE.7, 8.SP.3, 8.SP.4


Students are asked to identify 6 unknown substances found in a warehouse to determine if they pose a danger to the environment or living organisms. They must decide upon the proper disposal method and submit a final written report of their findings to the City Code Compliance Office.

Their project must include: A discussion of the problem A list/description of all materials used and procedures performed to identify the unknown

substances A discussion of observations, analysis of data, and conclusion A model of the molecular structure of the substances An evidence-based assessment of environmental dangers posed by substances Research-based recommendations for disposal (examining human environmental impacts,

assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact)

Lesson Pace & Sequence PE/CPI Lessons Suggested

Teaching Periods

Pre-Assessment

5.2.8.A.1 5.2.8.A.2 5.2.8.B.2

Lesson 1: The Nature of Matter Students explore some of the concepts, skills, and techniques associated with investigating the behavior and properties of pure substances and mixtures. These inquiries allow students to share some of their ideas, and provide a common set of experiences as an introduction to the unit.

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http://www.nextgenscience.org/msps-spm-structure-properties-matter

http://www.nextgenscience.org/msps-cr-chemical-reactions



http://www.nextgenscience.org/msess-ss-space-systems

http://www.corestandards.org/ELA-Literacy/RI/6

http://www.corestandards.org/ELA-Literacy/RI/6

http://www.corestandards.org/ELA-Literacy/RST/6-8



http://www.corestandards.org/ELA-Literacy/W/8

http://www.corestandards.org/ELA-Literacy/W/8

http://www.corestandards.org/ELA-Literacy/WHST/6-8



http://www.corestandards.org/ELA-Literacy/SL/8

http://www.corestandards.org/Math/Content/8/EE/A/4



http://www.corestandards.org/Math/Content/8/SP



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Teacher Notes :

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Major Scientific Concept: Students have ideas, preconceptions, and misconceptions about pure substances and mixtures. Literacy: STC Literacy Series™, Experimenting With Mixtures, Compounds, and Elements: The Nature of Matter, (Introduction), pg. 2 Sample CCSS Tasks: Find 2-3 articles about an interesting substance that could be a pure substance or mixture. Using print and digital sources, write an argument as to which article has the best supportive evidence to prove or disprove its claims. Use textual evidence to support the claim and share it with the class. RST.6-8.1, RST.6-8.2, WHST.6-8.1, WHST.6-8.2, SL.8.1 Suggested Formative Assessments

KWL Chart

Responses to reading materials

Writing Assignment

Journals/ Responses to lesson activities

Appropriate use of introductory terms

Formal Assessments can be found in TG

MS.PS1.3

5.2.8.A.5

Lesson 2: Pure Substance or Mixture? Students further investigate mixtures and pure substances. They use a specified set of apparatus and their own criteria to determine whether several samples of matter are mixtures or pure substances. Their results are discussed in terms of problems encountered in identifying some samples, especially solutions, as mixtures or pure substances. Major Scientific Concepts: Substances can be classified as pure substances or mixtures based on their composition and behavior. Many useful materials can be made by combining two or more substances that have different properties. Literacy: STC Literacy Series™, Experimenting With Mixtures, Compounds, and Elements: Perfect Teamwork, pgs. 18-21 Sample CCSS Tasks: Guiding Question(s):

How do the properties of materials determine their use? Perfect Teamwork Using the text, explain what is meant by “A good composite exploits the best properties of each ingredient?” How does the text define a composite? List some composites from ancient times. Explain how they improved ancient people’s way of life? Why are fiberglass and carbon fiber composites good materials for making fishing rods? How have new developed composite materials improved the wings of jet fighter planes and helicopter blades? What do carbon composites and ancient mud huts have in common? Support

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Teacher Notes :

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all of your answers with evidence from the text. RST.6-8.1, RST.6-8.2 Suggested Formative Assessments



Appropriate use of terms


5.2.8.A.2 5.2.8.A.5 5.2.8.A.3

Lesson 3: Separating a Soluble and an Insoluble Substance Students use differences in the characteristic property of solubility to separate a mixture by filtering an insoluble solvent from a mixture. They apply this technique to cleaning a mixture of rock salt. Major Scientific Concept: Crystals of solids may form when a solvent evaporates in a saturated solution. Literacy: STC Literacy Series™, Experimenting With Mixtures, Compounds, and Elements: Separating Solutions and the Salty Sea, pgs. 30-31 Sample CCSS Tasks: Separating Solutions and the Salty Sea How does the author explain the importance of evaporation in the salt mining process? RST.6-8.1, RST.6-8.2 Create a flowchart illustrating the method of desalination described in the text. RST.6-8.7 Mathematics: Below are the data results taken from a chemistry laboratory. What we notice here is not too surprising. We see that as the concentration of the NaCl goes up, the density of the solution gets higher. That makes sense because more salt dissolved will add weight to the water. Pure water is 1.000 g/ml. The concentrations plotted below are higher than pure water. What is nice about making a graph from this data is that you can find the % NaCl by weight of a solution without going through the whole process of weighing out a sample and drying it to find out the weight of salt. Let's say we measured 10.0 mL of the solution and weighed it. If the weight of the solution is 10.60g, then the density is 1.060g/ml. That is the weight (10.60g) of the solution divided by the volume of the solution (10ml) which gives you the density as grams per ml (1.060g/ml.) When you find this density on the x axis, you go up to the line and then go to the y axis to see that it corresponds to 8.0% NaCl by weight. So you found out the concentration without all the extra work. Demonstrate your understanding by using the graph to complete the chart below. 8.EE.7, 8.SP.3

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Teacher Notes :

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Suggested Formative Assessments



Appropriate use of terms


Volume of the Solution

Weight of the Solution

Density of the Solution

% NaCl by Weight

10.0ml 10.70g

20.0ml 22.0g

5.125g 1.025g/ml

10ml 7.5%

5.2.8.A.2 5.2.8.A.5

Lesson 4: Separating Solutes Students use paper chromatography to separate a mixture of solutes (inks) in a solution. They apply the chromatography separation technique to identify an unknown substance. Major Scientific Concept: A mixture can have properties of one or more of its components or a completely different set of properties. Literacy: STC Literacy Series™, Experimenting With Mixtures, Compounds, and Elements: Separation Science, pgs. 39-41 Sample CCSS Tasks: Separation Science Based on the article, why is the ability to identify unknown substances significant? What are some techniques the author lists that are available to scientists who seek to identify unknown substances? Using the text, explain the

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Teacher Notes :

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ultimate goal of all methods of chromatography? Which of the two methods of chromatography described in the text would you use to find out whether carrots get their color from one or many substances? Why is the method that you selected the most appropriate? RST.6-8.1, RST.6-8.2, RST.6-8.1, WHST.6-8.1 Suggested Formative Assessments





MS.PS1.3

5.2.8.A.2 5.2.8.A.3

Lesson 5: Changing Mixtures Students examine the effect of changing the components of a mixture on the characteristic properties of the mixture. They add salt to water and measure its boiling point and examine the melting points of three alloys of varying composition. Major Scientific Concepts: A mixture can have properties of one or more of its components or a completely different set of properties. Salt lowers the melting point and freezing point of ice. The decrease in melting point is related to the amount of salt added to the mixture. Salt raises the boiling point of water. Changing the concentration of solutes affects the properties of solutions. Alloys are mixtures that contain at least one metal. The melting point of an alloy is determined by its metal composition. Compounds have chemical and physical properties that differ from those of the elements from which they are composed. Literacy: STC Literacy Series™, Experimenting With Mixtures, Compounds, and Elements: The Samurai’s Sword, pgs. 52-55, Ice Cream in the Old Days, pgs. 56-57 Sample CCSS Tasks: The Samurai’s Sword, p. 52-55

How does the author explain his description of the Samurai Sword as “special?” Based on the text, what techniques did swordsmith’s use to modify the properties of different parts of a katana blade? What impact did combining two different types of steel have on the performance of the sword? RST.6-8.1, RST.6-8.2, WHST.6-8.1

Ice Cream in the Old Days

Using the text, explain the pros and cons of the way people got ice before households had refrigerators?

Some brands of ice cream are “slow churned,” and have smaller ice crystals than the usual ice cream. How is the “slow-churned” process related to the process described in the reading selection? RST.6-8.1, RST.6-8.2, RST.6-8.1, WHST.6-8.1




Appropriate use of introductory terms Formal Assessments can be found in TG

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Teacher Notes :

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MS.PS1.1 MS.PS1.2 MS.PS1.5

5.2.8.A.2 5.2.8.B.2

Lesson 6: Breaking Down a Compound Students focus on the properties of a pure substance, water. They use electrolysis to separate the compound into its constituent elements, oxygen and hydrogen. They compare the properties of water and its component gases as an introduction to the concepts of compounds and elements. Major Scientific Concepts: Elements are pure substances that cannot be broken down. Compounds consist of two or more elements that are chemically combined. Literacy: STC Literacy Series™, Experimenting With Mixtures, Compounds, and Elements: Car Battery or Chemical Factory, pgs. 68-69, The Properties of Hydrogen and the Death of an Airship, pgs. 70-74, Extracting Aluminum, pgs. 75-77 Sample CCSS Tasks: The Properties of Hydrogen and the Death of an Airship According to the author, what materials led to the Hindenburg being described as a “floating bomb?” Explain the step by step process of the Hindenburg igniting and exploding as described in the text. The fire consumed the entire airship. What substance was formed in this chemical reaction? You have probably seen a modern airship, or blimp, on television or over a sports stadium. Use library and Internet resources to find out how these airships work. Using textual evidence, explain how they are different from the Hindenburg? RST.6-8.1, RST.6-8.2, WHST.6-8.1, WHST.6-8.2, WHST.6-8.4, WHST.6-8.6, WHST.6-8.6 Extracting Aluminum What products available today contain aluminum? Why was aluminum chosen for those products? Use details from the text to explain your answers. RST.6-8.1, RST.6-8.2 According to the text, how is the process of extracting aluminum from alumina an example of ways that advances in technology can change the value of a product? RST.6-8.1, RST.6-8.2 Mathematics: Have students calculate the net reaction for the electrolysis of water. 8.EE.7 Suggested Formative Assessments





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5.2.8.A.4

Lesson 7: Examining and Grouping Elements Students study several elements. They collect data on these elements from direct observation and from Element Cards that contain information on the properties of these elements into groups according to their own criteria, and then compare the groups they have devised with those on the periodic table. Major Scientific Concept: Elements can be identified by their physical appearance, chemical structure, and behavior.

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Teacher Notes :

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Additional Science Activities: http://www.coolmath.com/calculators/periodictable.htm Literacy: STC Literacy Series™, Experimenting With Mixtures, Compounds, and Elements: Dmitry’s Card Game, pgs. 87-89 Sample CCSS Tasks: Dmitry’s Card Game How was Mendeleyev able to suggest some of the characteristic properties for the elements that he predicted would fill the gaps in his “Periodic Table of the Elements?” Use details from the text to explain your answer. RST.6-8.1, RST.6-8.2 Mathematics: Helium atoms are the smallest particles of any gas that exists. They are one tenth of a billionth of a meter in diameter. Write this number in scientific notation. 8.EE.4 Suggested Formative Assessments





MS.PS1.1 MS.PS1.2

5.2.8.A.5 5.2.8.A.6 5.2.8.B.2

Lesson 8: Combining Elements Students use the information they have collected in the previous lesson to classify elements into metals and nonmetals. They observe a chemical reaction between a metal (iron) and a nonmetal (oxygen) and construct a simple word equation for the synthesis reaction. Major Scientific Concept: Elements can be identified by their physical appearance, chemical structure, and behavior. Literacy: STC Literacy Series™, Experimenting With Mixtures, Compounds, and Elements: Synthesizing New Materials, pgs. 96-99, Alchemy Into Chemistry, pgs. 100-101 Sample CCSS Tasks: Guiding Question(s): How does conducting experiments help us to learn about the nature of matter? Synthesizing New Materials Using the text, create a table identifying the different types of synthetic materials utilized during World War II and their uses. Research each of their properties to complete the table. RST.6-8.1, RST.6-8.7 Mathematics: The table provides information on four different elements. Which of the elements are most likely metals? Which of the elements are most likely nonmetals? Which of the elements are most likely gases? Which element(s) would be floating in a density column filled with water (density of water is 1.0g/ml)? 8.SP.4

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http://www.coolmath.com/calculators/periodictable.htm











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Teacher Notes :

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Have students calculate problems using specific properties of elements. For example: Silver has a density of 10.5 g/mL at 25 C. What is the mass of 16 mL of silver? Answer using scientific notation.

(Answer: 1.68 X 102 g) The density of lead is 11.4 g/cc. What is the mass of a block of lead two cm by ten cm by four cm? Answer using scientific notation. (answer: 9.12 X 102 g) Osmium metal is 22.0 g/ml. What's the volume of 2.50 kg of it? Answer using scientific notation. (answer: 1.14 X 102 ml) 8.EE.4 Suggested Formative Assessments





Element Density (g/cm3) Color Does it

Conduct Electricity?

V 4.9 Purple/Black No

W 7.9 Silvery white

(when scratched) Yes

X 0.003 Green No

Y 8.9 Reddish brown Yes

Z 2.0 Yellow No

MS.PS1.1 MS.PS1.2

5.2.8.A.2 5.2.8.B.2

Lesson 9: Exploration Activity Students conduct a long-term independent research project. Students use information from a reading selection on the occurrence, history, and properties of salt and a comparison of its properties with those of its components to model their own research. Student pairs select a compound and conducts research in and out of class. Their final presentation is an exhibit and an oral presentation. Major Scientific Concept: Compounds have physical and chemical properties that differ from those of the elements of which they are composed. Literacy: STC Literacy Series™, Experimenting With Mixtures, Compounds, and Elements: A Brief History of Salt, pgs. 114-119 Sample CCSS Tasks: A Brief History of Salt Based on the text, how did salt play an important role in the political and economic history of many countries? RST.6-8.1, RST.6-8.2

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Teacher Notes :

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Use the text to create a chart detailing how different countries/cultures harvested and utilized salt throughout history. RST.6-8.1, RST.6-8.7 Student pairs select a compound and conduct research in and out of class. Their final presentation is an exhibit and an oral presentation. RST.6-8.1, RST.6-8.2, RST.6-8.1,RST.6-8.3, RST.6-8.7, WHST.6-8.1, WHST.6-8.2, WHST.6-8.4-8, SL.8.4, SL.8.5 Suggested Formative Assessments


Research Paper and Presentation



MS.PS1.1 MS.PS1.2

5.2.8.A.1 5.2.8.A.6 5.2.8.A.4 5.2.8.A.7

Lesson 10: Chemical Reactions Involving Metals Students continue to investigate reactions with metals. They compare how different metals react with dilute hydrochloric acid and construct a reactivity series based on results. They also develop operational and theoretical definitions of acids and bases. Students continue to explore the concept of reactivity and its application in designing experiments to determine the effect of air and water on different metals. Major Scientific Concept: Metals have different chemical properties and different reactions with oxygen. Literacy: STC Literacy Series™, Experimenting With Mixtures, Compounds, and Elements: About Acids and Bases, p. 128, Reactivity and Free Metals, p. 129-130, Panning for Gold, p. 131-133, Making Metals by Mistake, p. 134-135 Sample CCSS Tasks: Guiding Question(s):

How has mankind improved its quality of life through the identification and utilization of unknown substances/materials?

About Acids and Bases Use the text to answer the following questions: RST.6-8.1, RST.6-8.2 How do acids and bases differ in their chemical and physical properties? How does the Bronsted-Lowry Theory illustrate the gradual progression of explanations in science? Reactivity and Free Metals Use the text to answer the following questions: RST.6-8.1, RST.6-8.2 What property makes a metal more or less likely to be found as a nugget than as an ore? Although iron is one of the most abundant metals in the universe, and we might expect Earth to contain a great deal of it, why is it rare to find big chunks of iron? Panning for Gold What impact does prospecting for gold have on the environment? Use evidence from the text to support your answer. Make a table of the properties and applications of gold using textual information. RST.6-8.1, RST.6-8.2

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Teacher Notes :

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Making Metals by Mistake How does the process by which people figured out how to make metals thousands of years ago exhibit many of the practices of sciences utilized today? Use evidence from the text to support your answer. RST.6-8.1, RST.6-8.2 Mathematics: For each graph below, write at least 3 sentences explaining the relationship between the rate of reaction and time. 8.EE.5






MS.PS1.1 MS.PS1.2

5.2.8.A.1 5.2.8.A.6 5.2.8.A.4 5.2.8.A.7

Lesson 11: Countering Corrosion Students continue to investigate reactions with metals. They design an investigation to determine the effects of corrosion and water on treated and untreated steel. Major Scientific Concept: Corrosion is a chemical reaction with identifiable reactants and products. Oxygen and water are necessary for the corrosion of an object. Literacy: STC Literacy Series™, Experimenting With Mixtures, Compounds, and Elements: The Work Never Ends, p. 140-141, Recycling: It’s Not Over ‘Til It’s Over, p. 142-145 Sample CCSS Tasks: Guiding Question(s):

What type of relationship exists between chemistry and the environment?

Why is proper disposal of waste, particularly chemical waste, a necessity for maintenance of environmental health?

The Work Never Ends Why is the title “The Work Never Ends” appropriate for this text? RST.6-8.1, RST.6-8.2 Based on the text, what are some reasons the Golden Gate Bridge is repainted so frequently? RST.6-8.1, RST.6-8.2 Recycling: It’s Not Over ‘Til It’s Over: Why does the author describe the recycling of steel and aluminum as “especially productive?” RST.6-8.1, RST.6-8.2 Using the text, create a flowchart of the recycling process for aluminum and steel. RST.6-8.1, RST.6-8.7

4

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Teacher Notes :

21









MS.PS1.1 MS.PS1.2 MS.PS1.5

5.2.8.B.1 5.2.8.B.2

Lesson 12: Mass and Chemical Reactions Students revisit the concept of the constancy of mass and changes in matter. They apply their skills to determine what happens to the mass of the reactants during a chemical reaction. Students react an effervescent tablet with water in an open and a closed system and compare mass changes from the beginning to the end of the reaction. They then summarize mass changes for phase change, dissolving, and chemical change. Major Scientific Concept: Mass remains constant during phase changes. Literacy: STC Literacy Series™, Experimenting With Mixtures, Compounds, and Elements: The Mass of Matter, p. 152-153. Sample CCSS Tasks: The Mass of Matter How did the Lavoisiers’ experiments demonstrate that “the disappearance of matter is an illusion?” RST.6-8.1, RST.6-8.2, RST.6-8.6 Mathematics: Have students apply their knowledge of the conservation of mass to the following problems: When electrolysis is used to decompose 5.0 g of water into its constituent elements, 2.0 g of hydrogen are produced. What is the mass of oxygen released? Show your work and explain how you obtained your answer. 8.EE.7 Exactly 56.0 g of iron will react with exactly 32.0 g of sulfur. If 1.4 g of iron were heated with 10.0 g of sulfur, how much iron (II) sulfide would be made? How much sulfur would be left unreacted? Show your work and explain how you obtained your answer. 8.EE.7

3

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Teacher Notes :

23


Newark Public Schools Unit Summary

AUTHENTIC SCIENTIFIC INQUIRY COMMON CORE SHIFTS

Eighth grade students perform an experiment by mixing baking soda with vinegar. They mix 4 grams of baking soda with 50 grams of vinegar in a plastic cup as shown in the picture below. The empty plastic cup has a mass of 6 grams. The cup is left uncovered. The students record the mass and temperature of the mixture every 5 seconds. They continue these observations until 10 seconds after they see the mixture stop bubbling. Their data are shown in the table below.

Time (seconds)

Mass (gram)

Temperature (ºC)

0 60 21

5 59.75 20

10 59.60 18

15 59.50 17

20 59.45 17

25 59.40 16

30 59.40 16

35 59.40 16

Assuming that the total amount of energy remains constant, what conclusion about energy transfer does the temperature data support? (Note: The data in the table shows the temperature of the cup-baking soda-vinegar system. The temperature of the surrounding air was not measured.)

The data shows that the mass of the cup and its contents decreases while the mixture is bubbling. Explain why the mass of the cup and its contents at 25 seconds is less than the initial total mass of the cup, baking soda and vinegar. Include a valid scientific reason on which you based your explanation. 8.EE.7, 8.SP.3






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Teacher Notes :

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MS-PS1-1 MS-PS1-2 MS-PS1-3 MS-PS1-5 MS-ESS3-3

5.2.8.A.1-2 5.2.8.B.2 5.2.8.A.5

5.2.8.A.3-4 5.2.8.A.6-7 5.2.8.B.1

Performance Assessment This is a two part assessment for the entire unit. In part I, students complete an inquiry working in pairs but answer questions independently. They describe properties of several substances and determine that no change in mass occurs. Part II is a written assessment that focuses on comprehension and application of the unit’s major concepts, essential questions, and enduring understandings.

2

MS-PS1-1 MS-PS1-2 MS-PS1-3 MS-ESS3-3

5.2.8.A.1 5.2.8.A.2 5.2.8.A.4 5.2.8.B.2

Putting it All Together Students will complete the Canister Conundrum culminating assessment. The teacher may use the suggested unknowns or create his/her own. Students should be provided with STC Materials Management and Safety Lists (for this module-see TG) to complete the task. Remind students of proper lab safety, emphasizing that they cannot taste the unknown substances. Recommended Unknowns: Provide the following “samples” in test tubes with rubber stoppers (Canisters 1-3 only.) Canister I: sand, green food color, and vinegar Canister II: water, salt, aluminum (unsaturated) Canister III: Calcium hydroxide and water (limewater) The following substances are described on the provided Hazardous Chemicals Safety labels. Do not attempt to provide these substances to students. Students are to read the labels and then research to determine the substance based on the described properties. Canister IV: Mercury Canister V: Acetone Canister VI: Propane Literacy: Identification of an Unknown Substance Background, page B-4 only – Teacher may allow higher level readers to use the remainder of the handout but it is high school level material. http://science.csustan.edu/phillips/CHEM1102/1102%20lab/Identification%20of%20an%20Unknown%20-%20Background.pdf Video: Flame Test Lab http://www.youtube.com/watch?v=o3nn4zqzf6M Video: Flame Test http://www.youtube.com/watch?v=d8hpUtRnsYc Sample CCSS Tasks: Video: Flame Test Lab http://www.youtube.com/watch?v=o3nn4zqzf6M After watching the video Flame Test Lab, your teacher will perform the flame

2-4

26










http://science.csustan.edu/phillips/CHEM1102/1102%20lab/Identification%20of%20an%20Unknown%20-%20Background.pdf

http://science.csustan.edu/phillips/CHEM1102/1102%20lab/Identification%20of%20an%20Unknown%20-%20Background.pdf

http://www.youtube.com/watch?v=o3nn4zqzf6M

http://www.youtube.com/watch?v=d8hpUtRnsYc

http://www.youtube.com/watch?v=o3nn4zqzf6M


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Teacher Notes :

27




test using your unknown substances. Record your observations (change in color of flame) in the provided data chart from the Canister Conundrum task. Draw on evidence from the video and your observations to determine the unknown substance in your test tubes 1, 2, and 3. Identify flaws about the video that could dispute the accuracy of your conclusion. How does a flame test assist in determining unknown substances? Is it a helpful test? Why or why not? WHST.6-8.2 Video: Flame Test http://www.youtube.com/watch?v=d8hpUtRnsYc Identification of an Unknown Substance Background, page B-4 only This text can be printed but color copies are necessary for page B-4. Otherwise, use a Smartboard/whiteboard for visual representation of flames. Video: Flame Test & Identification of an Unknown Substance Background, p. B-4 only After watching the first video, students compare two other resources to decide which would provide the most supportive evidence to accurately determine the unknown substances in their test tubes. Have students write an explanation about which of the 3 resources was most helpful and why. They must list pros and cons of each. RST.6-8.9, WHST.6-8.8

Bolded lessons identify areas of important relevance for the culminating assessment.

28


http://www.youtube.com/watch?v=d8hpUtRnsYc




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Teacher Notes :

29




Curriculum Resources: Background information can be found at http://carolinascienceonline.com, Experimenting with Mixtures, Compounds and Elements Module, Teacher Guide (TG), Student Investigation book (SI), Content Reader: Experimenting with Mixtures, Compounds and Elements, Next Generation Science Standards www.nextgenscience.org, Internet, Spanish versions of text as well as auditory text (ebooks) are available online at http://carolinascienceonline.com

Teacher Notes: The lesson titles are inclusive of individual inquiry investigations and reading selections provided in the STC Carolina Module – Experimenting with Mixtures, Compounds and Elements. Teachers can select extensions according to the needs of their students. Samples of three unknown substances will have to be provided for students to use as they complete the culminating assessment.

Guiding Questions: Guiding questions are intended to provide students with a focus as they read the selected pieces of complex text and complete the corresponding CCSS Literacy in Science Tasks.

Science Misconceptions: In middle school, the following misconceptions may persist among students:

Only elements are pure substances with unique properties.

Pure substances are transparent, free from additives, and safe to ingest.

All mixtures are heterogeneous or homogeneous.

Mixtures have properties that are independent of their composition.

Compounds are mixtures.

The composition of compounds can vary; elements do not combine in fixed rations to form compounds.

The production of a gas, a change in temperature, or a color change is not evidence of a chemical reaction.

Dissolving is a chemical reaction.

The terms “atoms,” “molecules,” and “electrons” are interchangeable and can be used freely.

Filtration only deals with the purification of water.

Filtration will remove solute from a solution.

Chromatography separates colors according to the rules that govern mixing colors, not solutes.

Chromatography can be applied only to colored solutes.

Compounds are mixtures of elements at the microscopic level.

All metals are magnetic.

Only iron has magnetic properties.

Electrical conductivity is a property of metals only.

The “disappearance” of metals in acid is the result of dissolving rather than the result of a chemical reaction involving the formation of a soluble salt.

All chemical reactions release heat to the environment.

Students often incorrectly associate the process and/or products of corrosion with the cause.

Matter “gets lighter” in chemical reactions in which there is an apparent loss of matter.

Matter can disappear during a chemical reaction.

The appearance of products is the result of the creation of “new matter” rather than of the rearrangement of the bonds between the atoms of the reactants. In other words, reactants are independent of the products of a chemical reaction.

An apparent loss of mass during a chemical reaction is due to the destruction of matter.

30

http://carolinascienceonline.com/

http://www.nextgenscience.org/

http://carolinascienceonline.com/




Unit Vocabulary Vocabulary terms cannot be introduced until students have achieved conceptual understanding. Teachers should teach the concepts without the technical language and then only add technical language AFTER the students have an idea to hang it on. Technical terms must be “labeled” after inquiry based activities and in conjunction with student conceptual understanding as STC lesson structure indicates (constructivist approach to teaching science/7E model.) (http://www.project2061.org/publications/designs/ch7intro.htm) Students must be required to use technical language after “labeling” in order to reinforce their understanding of concepts and content thereby making communication easier.

Lesson 1: The Nature of Matter

Chemical Reaction Compound Conductor

Dissolve

Effervescent Element

Filter Insoluble

Magnetic Mixture

Physical Change Product

Reactant Reactivity

Soluble

Lesson 2: Pure Substance or Mixture?

Pure Substance Heterogeneous Homogeneous

Composite

Lesson 3: Separating a Soluble and an Insoluble Substance

Crystal Solution

Solute Solvent

Filter Filtration

Lesson 4: Separating Solutes

Absorption Adsorption

Capillary Action Chromatogram

Chromatography High-pressure Liquid Chromatography

Lesson 5: Changing Mixtures

Component

Freezing Point Melting Point

Boiling Point Alloy

Solder

Lesson 6: Breaking Down a Compound

Catalyst Decompose Electrodes

Electrolyte Flammability

Alumina Cryolite

Electrolysis

Lesson 7: Examining and Grouping Elements

Chemical Properties Electrical Conductivity

Hardness Magnetic Properties

Physical Properties Properties

Scratch Test

Fusion Supernova

Lesson 8: Combining Elements

Metal Nonmetal

Equation Alchemy Cellulose

Latex Synthetic

Lesson 9: Exploration Activity

Chemical Formula

Lesson 10: Chemical Reactions Involving Metals

Corrosion

Acid Base

Ion Proton

Lesson 11: Countering Corrosion

Control Galvanized Steel

Iron Oxide

Lesson 12: Mass and Chemical Reactions

Closed System Conservation of Mass Open System

31

http://www.project2061.org/publications/designs/ch7intro.htm




Sample CCSS Culminating Assessment

Canister Conundrum

Prompt: You are a hazmat inspector called to investigate a warehouse where the neighbors complained about suspicious canisters. Some canisters were partially marked while others were completely unmarked. All contained unknown substances.

Your Task: Identify the 6 unknown substances found in the containers and determine if they pose a danger to the environment or living organisms. Decide upon the proper disposal method. Submit your final written report of your findings to the City Code Compliance Office and your class.

Use your laboratory safety skills and knowledge of laboratory procedures to identify the sample of

unknown substances from containers 1, 2, and 3. Please wear goggles when performing tests.

Use the partial chemical hazard labels and your research skills to identify the unknown substances from

containers 4, 5, and 6.

Your written report must include:

a discussion of the problem a list/description of all materials used and procedures performed to identify the unknown substances a discussion of observations an analysis of the interpreted data with sufficient evidence that support your explanations (include claims

and evidence) a model of the molecular structure of the substances an evidence-based assessment of environmental dangers posed by substances research-based recommendations for disposal (examining human environmental impacts, assessing

the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact)

• precise language and unit vocabulary to inform about or explain your conclusions • a list of sources from research

Note: Flame Test – When introduced to a flame, different elements produce a different color flame. In the presence of:

Lithium = red flame Sodium = intense orange flame Potassium = violet flame Magnesium = colorless flame Calcium = dim orange/hint of violet flame Aluminum = colorless flame

32


Canister Conundrum Data Table for Canisters 1-3:

Canister 1 Canister 2 Canister 3

Solubility in H2O

pH

Density

Flame Test

Adding acid or base

Effect of Heat (Increased/Decreased Temperature)

Boiling Point

Melting Point

Freezing Point

Color/Luster/Odor

Conductivity

Other

Claims/Evidence

Conclusions

33


CONTAINER 4

34


CONTAINER 5

35

June 2013 Newark Public Schools Next Generation Science Unit

CONTAINER 6

36




Canister Conundrum Scoring Rubric

4 3 2 1

Re

sear

ch &

Me

chan

ics

Identifies and logically develops the topic from multiple resources (books and other reliable media) to support conclusions.

Uses precise language and related unit vocabulary to inform about or explain the topic.

Provides an accurate and detailed conclusion related to the data/information presented.

Provides an accurate list of all sources from research.

Identifies and logically develops the topic from no more than 2 resources (books and other reliable media) to support conclusions.

Uses precise language and some related unit vocabulary to inform about or explain the topic.

Provides a conclusion related to the data/information presented but some details of the data are inaccurate.

Provides an accurate list of some sources from research.

• Identifies information from one or more resources (either a book or other reliable media) to support conclusions but does not develop the topic in a logical or reasonable sequence.

Uses precise language but unit vocabulary is unrelated or inaccurately used.

Provides a conclusion related to the data/information presented but some details of the data are missing and inaccurate.

Inaccurately lists some sources from research.

Does not develop the topic from any reliable resource to support conclusions.

Does not use precise language and most unit vocabulary is missing, unrelated, or inaccurate.

Conclusion is missing, inaccurate, or provides unrelated data/information.

Does not provide a list of sources from research or inaccurately lists them.

Engi

ne

erin

g D

esig

n S

olu

tio

ns

Accurately defines the problem

All data/models are scientifically accurate and provide the molecular of the unknown substances.

All research-based recommendations for disposal include: o examining human

environmental impacts

o assess the kinds of solutions that are feasible

o include designing and evaluating solutions that reduce environmental dangers posed by substances

Accurately defines most of the problem

Most data/models are scientifically accurate and provide the molecular structure of the unknown substances with few errors.

5 of 6 research-based recommendations for disposal include: o examining human



o include designing and evaluating solutions that reduce environmental dangers posed by substances

Attempts to accurately define the problem but it is not completely accurate

Some data are missing or

models provide

scientifically inaccurate

illustrations of the

molecular structure of the

unknown substances.

4 of 6 research-based recommendations for disposal include: o examining human



o include designing and

evaluating solutions

that reduce

environmental

dangers posed by

substances

Does not define the problem

Some data are missing

and models provide

scientifically inaccurate

illustrations of the

molecular structure of

the unknown

substances.

2- 3 research-based recommendations for disposal include: o examining human



o include designing

and evaluating

solutions that

reduce

environmental

dangers posed by

substances

37


Pra

ctic

es

of

Scie

nce

Observations and measurements produce data to serve as the basis for evidence.

Logical patterns, paired with conceptual connections between evidence and explanations are: o clear o sufficient and

scientifically sound

o used to support the conclusion.

Cause and effect relationships are routinely identified, tested, and used to explain change.

Results of each experiment yield a logical, scientifically accurate and reproducible plan to determine substances.

Most observations and measurements produce data to serve as the basis for evidence for an explanation of the phenomenon.

Logical patterns, paired with conceptual connections between evidence and explanations are clear but some are not: o sufficient and/or

scientifically sound o used to support

the conclusion.

Some cause and effect relationships are identified, tested, and used to explain change.

Results of each experiment yield a logical, scientifically accurate plan but are missing some detail to determine substances.

Some observations are unclear and measurements data are not included as the basis for evidence for an explanation of the phenomenon.

Logical patterns, paired with conceptual connections between evidence and explanations are clear but many are not: o sufficient or

scientifically sound o used to support the

conclusion.

Cause and effect relationships are rarely identified, tested, and used to explain change.

Some results of some experiments are scientifically accurate but do not provide a detailed reproducible plan to determine substances.

Observations and measurements data are not included as the basis for evidence for an explanation of the phenomenon.

Patterns are not logical and conceptual connections are unclear or are not used as evidence to support the conclusion.

Cause and effect relationships are not identified, tested, and used to explain change.

Results of the experiments are not included or are scientifically inaccurate and do not provide a detailed reproducible plan to determine substances.

Teac

her

Co

mm

en

ts

38




APPENDIX A –Unit Framework

Unit: Title of Unit

Content Area/Target Course: Science content around which the unit’s standards are primarily aligned; grade level of the unit; primary unit content

Grade Level: Grade band by which the unit is aligned

Unit Summary: Includes a clear and explicit purpose for instruction that builds students’ ability to reason in a scientific context through engagement in authentic work of the science disciplines and the practices of science and engineering of the unit. Next Generation Science Standards alignment is evident. NGSS: Primary alignment to Next Generation Science Standards NJCCCS: Primary alignment to 2009 NJ State Standards for Science Primary Literacy Connections: Primary alignment to ELA Common Core State Standards Primary Math Connections: Primary alignment to Math Common Core State Standards


An effective performance task places the student in authentic learning experiences. Students are given real world situations that require real world performance and/or products. The standards for acceptable performance are clearly articulated within the culminating assessment. Additionally, the accompanying aligned rubric specifically and clearly identifies criteria for proficiency, including sufficient guidance for interpreting student performance while requiring the evaluator to give effective feedback. Culminating assessments have a direct link to the unit performance expectations, essential questions, and enduring understandings. It should, at minimum, require students to:

• solve a problem (preferably through design) and design a solution • analyze information • develop and use data to communicate information • use research to communicate their understanding (can be provided by teacher within the unit or obtained by student

through independent research) • emphasize engineering design performance expectations of the grade band

Lesson Pace & Sequence

PE/CPI Lessons Suggested Teaching Periods

Performance Expectations/Cumulative

Progress Indicator

• Construct new ideas on top of old ideas (provide sequence) and addresses science misconceptions.

• Naturally integrate math and/or literacy CCSS for every lesson.

• Infuse NGSS and common core language so that the shifts are clear.

• Suggested modes of receiving qualitative feedback (formative assessments) used to determine whether students have met performance expectations and objectives of the lesson. This data should be used during class and/or teacher reflection to modify and elevate instruction.

Suggested pacing based on a 40 minute class period

Unit Vocabulary

Vocabulary terms cannot be introduced until students have achieved conceptual understanding. Teachers should teach the concepts without the technical language and then only add technical language after the students have an idea to hang it on. Technical terms must be “labeled” after inquiry based activities and in conjunction with student conceptual understanding as STC lesson structure indicates (constructivist approach to teaching science/7E model.) (http://www.project2061.org/publications/designs/ch7intro.htm) Students must be required to use technical language after “labeling” in order to reinforce their understanding of concepts and content thereby making communication easier.

Appendix A Page 1 of 1

http://www.project2061.org/publications/designs/ch7intro.htm




APPENDIX B –Unit Next Generation Science Standards & Common Core Standards

Performance Expectations (PE) 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-PS1-1 (5.2.8.A.1, 5.2.9.A.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 HCl.] [Assessment Boundary: Assessment is limited to analysis of the following properties: density, melting point, boiling point, solubility, flammability, and odor.] MS-PS1-2 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-PS1-3 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-PS1-5 (5.2.8.B.1) 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-ESS3-3

NGSS Disciplinary Core Ideas PS1.A: Structure and Properties of Matter

Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. (MS-PS1-1)

Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-3) (Note: This Disciplinary Core Idea is also addressed by MS-PS1-2.)

Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) PS1.B: Chemical Reactions

Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-3) (Note: This Disciplinary Core Idea is also addressed by MS-PS1-2 and MS-PS1-5.)

PS1.A: Structure and Properties of Matter

Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-2) (Note: This Disciplinary Core Idea is also addressed by MS-PS1-3.)

PS1.B: Chemical Reactions

Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-2), (MS-PS1-5) (Note: This Disciplinary Core Idea is also addressed by MS-PS1-3.)

The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-5) Some chemical reactions release energy, others store energy. (MS-PS1-6) ETS1.B: Developing Possible Solutions

A solution needs to be tested, and then modified on the basis of the test results, in order to improve it. (secondary to MS-PS1-6)

Page 1 of 6 Appendix B





http://www.nextgenscience.org/msess-es-earth-systems




















NGSS Science and Engineering Practices Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems.

Develop a model to predict and/or describe phenomena and describe unobservable mechanisms. Analyzing and Interpreting Data Analyzing data in 6–8 builds on K–5 and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.

Analyze and interpret data to determine similarities and differences in findings. Connections to Nature of Science Scientific Knowledge is Based on Empirical Evidence

Science knowledge is based upon logical and conceptual connections between evidence and explanations. Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in 6–8 builds on K–5 and progresses to evaluating the merit and validity of ideas and methods.

Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or now supported by evidence.

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Laws are regularities or mathematical descriptions of natural phenomena.

NGSS Cross Cutting Concepts Scale, Proportion, and Quantity Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. (MS-PS1-1) Structure and Function Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used. (MS-PS1-3) Connections to Engineering, Technology, and Applications of Science Interdependence of Science, Engineering, and Technology Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems. (MS-PS1-3) Influence of Science, Engineering and Technology on Society and the Natural World The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus technology use varies from region to region and over time. (MS-PS1-3) Patterns Macroscopic patterns are related to the nature of microscopic and atomic-level structure. (MS-PS1-2) Energy and Matter Matter is conserved because atoms are conserved in physical and chemical processes. (MS-PS1-5) The transfer of energy can be tracked as energy flows through a designed or natural system. (MS-PS1-6)

NJCCCS Content Statements 5.2.8.A.1 5.2.8.A.2 5.2.8.A.3 5.2.8.A.4 5.2.8.A.5 5.2.8.A.6 5.2.8.A.7 5.2.8.B.1 5.2.8.B.2

All matter is made of atoms. Matter made of only one type of atom is called an element.

All substances are composed of one or more of approximately 100 elements.

Properties of solids, liquids, and gases are explained by a model of matter as composed of tiny particles (atoms) in motion.

The Periodic Table organizes the elements into families of elements with similar properties.

Elements are a class of substances composed of a single kind of atom. Compounds are substances that are chemically formed and have physical and chemical properties that differ from the reacting substances.

Substances are classified according to their physical and chemical properties. Metals are a class of elements that exhibit physical properties, such as conductivity, and chemical properties, such as producing salts when combined with nonmetals.

Appendix B Page 2 of 6

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Substances are classified according to their physical and chemical properties. Acids are a class of compounds that exhibit common chemical properties, including a sour taste, characteristic color changes with litmus and other acid/base indicators, and the tendency to react with bases to produce a salt and water.

When substances undergo chemical change, the number and kinds of atoms in the reactants are the same as the number and kinds of atoms in the products. The mass of the reactants is the same as the mass of the products.

Chemical changes can occur when two substances, elements, or compounds react and produce one or more different substances. The physical and chemical properties of the products are different from those of the reacting substances.

CPI# Cumulative Progress Indicator (CPI) 5.2.8.A.1 Explain that all matter is made of atoms, and give examples of common elements.

5.2.8.A.2 Analyze and explain the implications of the statement “all substances are composed of elements”.

5.2.8.A.3 Use the kinetic molecular model to predict how solids, liquids, and gases would behave under various physical circumstances, such as heating or cooling.

5.2.8.A.4 Predict the physical and chemical properties of elements based on their positions on the Periodic Table.

5.2.8.A.5 Identify unknown substances based on data regarding their physical and chemical properties.

5.2.8.A.6 Determine whether a substance is a metal or nonmetal through student-designed investigations.

5.2.8.A.7 Determine the relative acidity and reactivity of common acids, such as vinegar or cream of tartar, through a variety of student-designed investigations.

5.2.8.B.1 Explain, using an understanding of the concept of chemical change, why the mass of reactants and the mass of products remain constant.

5.2.8.B.2 Compare and contrast the physical properties of reactants with products after a chemical reaction, such as those that occur during photosynthesis and cellular respiration.

CCSS Common Core Literacy Standards RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts.

RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior

knowledge or opinions.

RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph or table).

WHST.6-8.1

Write arguments focused on discipline-specific content.

WHST.6-8.2

Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

WHST.6-8.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

WHST.6-8.5

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

WHST.6-8.6

Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

WHST.6-8.7

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.

WHST.6-8.8

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

SL.8.1 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.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.

SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

CCSS Common Core Math Standards

8.EE.4

Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology.

8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different

proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.

8.EE.7 Solve linear equations in one variable.

8.SP.3 Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the

slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.

8.SP.4

Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?













Performance Expectations (PE) Performance expectations simply clarify the expectations of what students will know and be able to do be the end of the unit grade band. Additionally, they include a student’s ability to apply a practice to content knowledge; thereby focusing on understanding and application as opposed to memorization of facts devoid of context. (NGSS Appendix A, p. 1)

NGSS Disciplinary Core Ideas (DCIs) Specifically, a core ideas for K-12 science instruction should: 1. Have broad importance across multiple sciences or engineering disciplines or be a key organizing principle of a single discipline.

2. Provide a key tool for understanding or investigating more complex ideas and solving problems.

3. Relate to the interests and life experiences of students or be connected to societal or personal concerns that require scientific or

technological knowledge.

4. Be teachable and learnable over multiple grades at increasing levels of depth and sophistication. That is, the idea can be made accessible to younger students but is broad enough to sustain continued investigation over years. (NGSS Appendix A, p. 3)

NGSS Science and Engineering Practices (SEPs) Engaging in the practices of science helps students understand how scientific knowledge develops; such direct involvement gives them an appreciation of the wide range of approaches that are used to investigate, model, and explain the world. Engaging in the practices of engineering likewise helps students understand the work of engineers, as well as the links between engineering and science. Participation in these practices also helps students form an understanding of the crosscutting concepts and disciplinary ideas of science and engineering; moreover, it makes students’ knowledge more meaningful and embeds it more deeply into their worldview. The eight practices of science and engineering that the Framework identifies as essential for all students to learn and describes in detail are listed below:

1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information (NGSS Appendix F, p. 1-2)

NGSS Cross Cutting Concepts (CCCs) Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas. (Framework p. 233) 1. Pattern: Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them. 2. Cause and effect: Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in new contexts. 3. Scale, proportion, and quantity: In considering phenomena, it is critical to recognize what is relevant at different measures of size, time, and energy and to recognize how changes in scale, proportion, or quantity affect a system’s structure or performance. 4. Systems and system models: Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering. 5. Energy and matter: Flows, cycles, and conservation. Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems’ possibilities and limitations. 6. Structure and function. The way in which an object or living thing is shaped and its substructure determine many of its properties and functions. 7. Stability and change: For natural and built systems alike, conditions of stability and determinants of rates of change or evolution of a system are critical elements of study. (NGSS Appendix G, p. 1)





APPENDIX B –Unit Next Generation Science Standards & Common Core Standards NJCCCS Content Statements Standard/Strand New Jersey’s Core Curriculum Content Standards (CCCS) describe expectations for all students by the end of a

variety of grades and in different subjects. They are the road map that guides the development of each district’s curriculum and the State’s standards-based assessments.

CPI# Cumulative Progress Indicator (CPI) Standard/Strand/ Indicator

The cumulative progress indicators (CPIs) break the CCCS into smaller grade groupings to better guide expectations and judge progress. Consequently, the CPIs for each subject and grade are good barometers to assess each student’s progress in the general education curriculum and identify academic strengths and weaknesses.

CCSS Common Core ELA Standards Anchor Standard and Strand

Unit primary literacy options that: • give students the lens of language with which to focus and clarify their thinking. • allow students to extend their learning beyond the classroom, presenting them with relevant, challenging,

age-appropriate reading selections and research activities with which they can enhance literacy skills.

CCSS Common Core Math Standards Anchor Standard and Strand

Unit primary math options that: • provide a focus and coherence of math standards stressing conceptual understanding of key ideas that

naturally integrate within the unit.





APPENDIX C –Unit Essential Questions & Enduring Understandings

Unit Essential Questions Unit Enduring Understandings

How do the properties of materials determine their use?

How does conservation of mass apply to the interaction of materials in a closed system?

The structures of materials determine their properties.

When materials interact within a closed system, the total mass of the system remains the same.

Unit Essential Questions Unit Enduring Understandings

Designed to engage student interest, promote and guide inquiry into the important ideas of the unit. Essential questions:

• Have no simple “right” answer. • Address conceptual or philosophical foundations. • Can be differentiated to meet student needs. • Raise other important questions. • Naturally and appropriately recur. • Stimulate vital, ongoing discussion and rethinking.

Frame the big ideas that give meaning and importance to the unit elements. Enduring understandings:

• Summarize the core processes and relevant ideas that are central to the unit.

• Have lasting value beyond the classroom. • Unpack areas of the unit where students may

struggle to gain understanding or demonstrate misunderstandings and misconceptions.



Documents

Shara Gilchrist Hamilton€¦ · Physical Science/Chemistry. Grade Level: 8. Unit Summary: This unit builds upon students’ awareness, from previous study, of some of the physical