Académique Documents
Professionnel Documents
Culture Documents
Learning Standards
Unit
1
How
can
I
contribute
Addressed (NYS)
to
scientific
research?
Skills to be Targeted
Strategies/ Activities
Formative and
Summative
Assessments
Resources
General Skills 4
Collect worksheet
S1.1a
Student
independently
identified
4
to
5
topics
of
interest.
Student
thoroughly
completes
concept
map
of
2
topics
of
interest
Student
elaborates
on
one
section
of
concept
map
identifying
at
least
five
subtopics.
Student
discovers
relevant
research
articles
and
annotates
the
text.
Science FairRubric
S1.1b
S1.1b
Distinguish
between
valid/invalid
sources
as
well
as,
primary,
secondary
and
tertiary
sources
of
information.
-
-
Annotating
text
Find
scientific
text
relating
to
research
topic
Selecting
resources
challenge
Selecting
resources
relevant
to
topic
S1.1c
S2.1b
S3.2h
S2.1c
S2.1d
S2.3c
Differentiate
between
qualitative
and
quantitative
observational
data
Bacteria
collection
and
observation
S2.2c
S2.2d
S3.1a
S3.1b
-
-
Graphing
Notes
How
to
graph
Activity
Graph
ones
own
data
Sample
citation
Reception/Cocktail
Party
verbal
and
written
Cite
resources
relevant
to
topic
Bean
Plant
Project
S3.2
Standard
1
Analysis,
Inquiry
and
Design
-
-
How
to
draw
conclusions
from
ones
experiment.
Create
ones
own
conclusion
-Student
choice
in
presentation
media.
NGSS
STANDARDS
MS-PS1-1.
Develop
models
to
describe
the
atomic
composition
of
simple
molecules
and
extended
structures.
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.
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.
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.
MS-PS1-6.
Undertake
a
design
project
to
construct,
test,
and
modify
a
device
that
either
releases
or
absorbs
thermal
energy
by
chemical
processes.*
MS-PS3-3.
Apply
scientific
principles
to
design,
construct,
and
test
a
device
that
either
minimizes
or
maximizes
thermal
energy
transfer.*
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
MS-LS1-7.
Develop
a
model
to
describe
how
food
is
rearranged
through
chemical
reactions
forming
new
molecules
that
support
growth
and/or
release
energy
as
this
matter
moves
through
an
organism.
Unit
2
Am
I
what
I
eat?
Learning Standards
Addressed (NYS)
Skills to be Targeted
Strategies/ Activities
Formative and
Summative
Assessments
Resources
Is air matter?
PS-4-3.3a
http://www.middleschoolchemistry.com/lessonpl
ans/chapter1/lesson5
PS-4-3.1h
Develop
an
experiment
to
determine
the
definition
of
matter
Relate
density
to
the
amount
of
stuff
(mass)
found
in
an
object
of
certain
volume
PS-4-3.2a
PS-4-3.2b
PS-4-3.1a
PS-4-3.3e
PS-4-3.1b-f
http://www.middleschoolchemistry.com/lessonpl
ans/chapter6/lesson1
http://www.middleschoolchemistry.com/lessonpl
ans/chapter6/lesson3
http://woodstown.org/cms/lib4/NJ01001783/Cen
tricity/Domain/8/Texts/ACS/resources/ac/ch6/act
6.pdf
http://www.homegrownfun.com/difference-real-
gold-fools-gold/
http://podcasts.shelbyed.k12.al.us/jhill/files/2011
/11/PeriodicityChemicalReactivity.pdf
https://www.flinnsci.com/media/620994/91401.p
df
http://www.middleschoolchemistry.com/lessonpl
ans/chapter4/lesson1
Phase
change
lab
PS-4-3.3g
PS-4-3.2d
Formulate
a
conclusion
as
to
how
the
periodic
table
is
arranged
&
contrast
reactive
properties
of
metals,
non-
metals,
transition
elements,
and
noble
gases.
Relate
an
element
to
its
use
in
everyday
life
and
why
it
is
capable
of
performing
those
actions.
Explain
the
difference
between
a
compound
and
a
mixture
Describe
the
types
of
bonds
and
how
they
form
What
is
my
favorite
element?
Why?
PS-4-3.2d
PS-4-3.3d
PS-4-3.2b & c
PS-4-3.3c
PS-4-3.3f
PS-4-4.2c
PS-4-3.2e
Why do I eat?
LE-4-5.2a
LE-4-5.2b
PS-4-4.5a
LE-4-5.2a
LE-4-5.2d
http://sciencespot.net/Media/blncact.pdf
Back
of
Pancake
Box
http://kidshealth.org/kid/
http://sites.jmu.edu/chemdemo/2011/06/14/gu
mmy-bear-sacrifice/
https://www.flinnsci.com/media/510570/soda_ca
n.pdf
http://www.middleschoolchemistry.com/lessonpl
ans/chapter4/lesson4
Structural
models
of
compounds
lab
http://www.kentchemistry.com/links/Matter/End
oExo.htm
Chem
demos
http://kidshealth.org/kid/
LE-4-1.2a
LE-4-1.2c
PS-4-3.3b
PS-4-3.1b
LE-4-1.2c
LE-4-7.1d
LE-4-1.2j
Compose
a
graph
demonstrating
the
use
of
enzymes
to
speed
up
rates
of
reactions
within
our
body.
Contrast
mechanical
and
chemical
digestion
&
Develop
a
hypothesis
as
to
why
some
parts
of
the
digestive
system
are
longer
than
others.
Describe
the
activities
of
several
types
of
microorganisms
that
contribute
to
human
health
Present
a
disorder
that
is
involved
with
the
digestion,
intake
or
metabolism
of
nutrients.
Am I what I eat?
LE-4-1.2a
http://www.chem4kids.com/files/react_rates.htm
l
http://www.haspi.org/curriculum-library/Med-
Chem-
lessons/09%20Standard%208%20Reactions%20Ra
tes/Labs%20and%20Activities/RateofReactionActi
vity.pdf
Graphing
enzymes
lab
http://www.drdavidwilliams.com/digestive-
health-probiotic-strains/#axzz39R2ybt00
http://www.webmd.com/digestive-disorders/
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.
Unit
3
How
does
the
human
body
survive
extremes?
Learning Standards
Addressed (NYS)
Skills to be Targeted
Strategies/ Activities
Formative and
Summative
Assessments
LE-4-5.1a
Brainpop:
Homeostasis
Choose
a
system
and
describe
how
it
helps
to
maintain
homeostasis
of
the
body
Brainpop
Kidshealth
http://www.msichicago.org/fileadmin/Education/l
earninglabs/lab_downloads/Homeostasis.pdf
LE-4-1.2a
3-2-1
3
differences
2
similarities
1
question
you
may
still
have
LE-4-1.2h
LE-4-1.2h
http://www.bbc.co.uk/schools/gcsebitesize/scien
ce/add_ocr_pre_2011/brain_mind/environmentr
ev1.shtml
What is a concussion?
LE-4-1.2h
http://www.youtube.com/watch?v=zdfF0OnjdPg
Resources
http://io9.com/5874229/10-incredibly-strange-
brain-disorders
LE-4-1.2h
http://classroom.kidshealth.org/classroom/9to12
/body/systems/endocrine.pdf
http://classroom.kidshealth.org/classroom/6to8/
body/systems/endocrine.pdf
LE-4-1.2h
Develop
relationships
between
hormones
and
bodily
changes
such
as
puberty
http://www.teachingbiologyproject.org.za/resour
ces/grade-12/human-endocrine-system/
LE-4-1.2h
Ipads
http://en.wikipedia.org/wiki/List_of_human_hor
mones
Living
Environment
Skill
#9
Describe
physiological
similarities
and
differences
between
sheep
and
human
brain.
LE-4-5.1a
Create
a
presentation
Research
and
create
a
Project
Specific
Rubric
http://kidshealth.org/teen/
describing
how
the
powerpoint
presentation
nervous/endocrine
system
describing
how
the
nervous
work
together
with
a
system
and
endocrine
systems
of
their
choice
to
maintain
interact
with
another
system
homeostasis
of
the
body.
MS-LS1-4.
Use
argument
based
on
empirical
evidence
and
scientific
reasoning
to
support
an
explanation
for
how
characteristic
animal
behaviors
and
specialized
plant
structures
affect
the
probability
of
successful
reproduction
of
animals
and
plants
respectively
MS-LS1-5.
Construct
a
scientific
explanation
based
on
evidence
for
how
environmental
and
genetic
factors
influence
the
growth
of
organisms.
MS-LS3-1.
Develop
and
use
a
model
to
describe
why
structural
changes
to
genes
(mutations)
located
on
chromosomes
may
affect
proteins
and
may
result
in
harmful,
beneficial,
or
neutral
effects
to
the
structure
and
function
of
the
organism.
MS-LS3-2.
Develop
and
use
a
model
to
describe
why
asexual
reproduction
results
in
offspring
with
identical
genetic
information
and
sexual
reproduction
results
in
offspring
with
genetic
variation.
Learning Standards
Unit
4
Addressed (NYS)
When
does
life
begin?
How
did
I
acquire
my
traits?
Skills to be Targeted
Strategies/ Activities
Formative and
Summative
Assessments
Resources
LE-4-2.1c
DNA
notes
Strawberry
DNA
lab
http://www.stevespanglerscience.com/lab/experi
ments/strawberry-dna
LE-4-2.1a
LE-4-2.1b
LE-4-2.1b
http://www.youtube.com/watch?v=TSv-Rq5C3K8
http://www.youtube.com/watch?v=NJxobgkPEAo
LE-4-2.1c
LE-4-2.2a
LE-4-2.1c
LE-4.4b
LE-4-4.a
Mitosis Activity
http://www.mnn.com/green-tech/research-
innovations/photos/12-bizarre-examples-of-
genetic-engineering/mad-science
LE-4-4.4a
LE-4-4.4c
Cubing-
Terms/definitions
are
written
down
such
as,
(4
daughter
cells,
same
DNA
as
parent,
sexual
reproduction)
students
roll
dice
in
groups
and
state
which
these
belong
to.
Journal
Entry-
What
is
Cancer,
why
is
it
so
difficult
to
combat?
What is Cancer?
LE-4-4.4d
LE-4-4.1c
LE-4-3.1a
LE-4-1.2i
LE-4-1.2i
Think-Write-Pair-Share-
Which
is
better
for
the
survival
of
a
species,
sexual
or
asexual
reproduction?
http://learn.genetics.utah.edu/content/variation/
reproduction/
LE-4-2.1b
Reebops
Lab
LE-4-2.2b
http://bonaire.cshl.edu/plantrep/ppt/ExploringGe
netics.pdf
http://teachercenter.insidecancer.org/
LE-4-2.2c
LE-4-2.2c
http://bonaire.cshl.edu/plantrep/ppt/ExploringGe
netics.pdf
Learning Standards
Unit
5
What
are
the
genetic
Addressed (NYS)
similarities
between
me,
E-coli,
bananas,
mushrooms
and
whales?
Skills to be Targeted
Strategies/ Activities
Formative and
Summative
Assessments
Resources
LE-4-3.2d
http://education-
portal.com/academy/lesson/geologic-time-scale-
major-eons-eras-periods-and-epochs.html#lesson
http://www.ig.utexas.edu/research/projects/plat
es/recons.htm
LE-4-3.2a
LE-4-3.1b
LE-4-3.2c
LE-4-3.2d
LE-4-3.1c
Unit
6
Why
can
human
beings
throw
a
ball
better
than
any
other
species?
Learning Standards
Addressed (NYS)
Skills to be Targeted
Strategies/ Activities
Formative and
Summative
Assessments
Resources
PS-4-5.1a & b
http://phet.colorado.edu/en/simulations/categor
y/new
PS-4-5.2b
PS-4-5.1d
http://phet.colorado.edu/en/simulations/categor
y/new
Calculating
Forces
worksheet
PS-4-5.1e
PS-4-5.1c
http://phet.colorado.edu/en/simulations/categor
y/new
PS-4-4.1e
Utilize
Conservation
of
Energy
to
Calculate
kinetic
and
potential
energies.
http://phet.colorado.edu/en/simulation/energy-
skate-park
PS-4-4.5b
PS-4-5.2d
PS-3-5.2e
Friction
Lab
Bow
Drill
Kit
PS-4-5.2e
PS-4-5.2f
PS-4-5.2g
LE-4-1.2g
http://www.sciencedaily.com/releases/2005/12/0
51230083922.htm
http://www.dnr.state.md.us/education/envirotho
n/FISH%20ANATOMY.pdf
LE-4-1.2g
Describe
structure/function
of
skeletal
system
components
(e.g.,
bone,
cartilage,
ligaments)
LE-4-1.2g
Contrast
structure/function
of
skeletal,
smooth
and
cardiac
muscle
tissues
LE-4-1.2g
PS-4-5.2g
Joint
Notes
Living
Environment
General
Skills
9
PS-4-5.2f
PS-4-5.2g
LE-4-1.2j
http://connect-
bridgeport.com/connect.cfm?func=view§ion=
Community&item=Students-Construct-3D-Body-
Joints6284
http://www.heart.org/idc/groups/heart-
public/@wcm/@fc/documents/downloadable/uc
m_306500.pdf
Modeling
the
human
respiratory
system
https://www.flinnsci.com/media/590441/cf10707
.pdf
https://www.flinnsci.com/media/620557/91238.p
df
http://www.instructables.com/id/Easy-Hydraulic-
Machines/
PS-4-2.1b
LE-4-1.2d
LE-4-1.2f
Whats in my blood?
LE-4-1.2f
Whats in Blood?
Physical
Science
Key
Idea
5
Living
Environment
Key
Idea
1
Unit
7
How
does
it
work?
Learning Standards
Addressed (NYS)
Skills to be Targeted
Strategies/ Activities
Formative and
Summative
Assessments
Resources
PS-4-4.4g
PS-4-5.2b
http://oceanservice.noaa.gov/education/for_fun/
MakeyourownCompass.pdf
PS-4-4.4d
http://www.stevespanglerscience.com/lab/experi
ments/fruit-power-
battery?utm_source=Steve+Spangler+Science&ut
m_campaign=787b15ad6c-
EOW_20120321&utm_medium=email
PS-4-4.4e
Electricity
Notes
http://www.energyquest.ca.gov/projects/light-
friction.html
PS-4-4.4f
PS-4-4.4d
PS-4-4.4e
http://www.stevespanglerscience.com/lab/experi
ments/static-flyer-flying-bag
Static
Electricity
lab
&
Notes
http://gadgetboy.hubpages.com/hub/Fun-Things-
to-do-with-Magnets-Cool-Experiments-and-Tricks
http://www.instructables.com/id/Build-your-own-
speaker-from-scratch/
http://www.electronicshub.org/electronics-mini-
projects-ideas/
http://www.instructables.com/id/radioshack/