7th Grade Science Guide

Instructional Guide 2026-2027

7 Grade Science th

Grade 7

SEEd Introduction

INTRODUCTION

The seventh grade SEEd standards look for relationships of cause and effect which enable students to pinpoint mechanisms of nature and allow them to make predictions. Students will explore how forces can cause changes in motion and are responsible for the transfer of energy and the cycling of matter. This takes place within and between a wide variety of systems, from simple, short-term forces on individual objects to the deep, long- term forces that shape our planet. In turn, Earth’s environments provide the conditions for life as we know it. Organisms survive and reproduce only to the extent that their own mechanisms and adaptations allow. Evidence for the evolutionary histories of life on Earth is provided through the fossil record, similarities in the various structures among species, organism development, and genetic similarities across all organisms. Additionally, mechanisms shaping Earth are understood as forces affecting the cycling of Earth’s materials. Questions about cause and effect and the ongoing search for evidence in science, or science’s ongoing search for evidence, drive this storyline. Science is a way of knowing, a process for gaining knowledge and understanding of the natural world. Engineering combines the fields of science, technology, and mathematics to provide solutions to real-world problems. The nature and process of developing scientific knowledge and understanding includes constant questioning, testing, and refinement, which must be supported by evidence and has little to do with popular consensus. Since progress in the modern world is tied so closely to this way of knowing, scientific literacy is essential for a society to be competitively engaged in a global economy. Students should be active learners who demonstrate their scientific understanding by using it. It is not enough for students to read about science; they must participate in the three dimensions of science. They should observe, inquire, question, formulate and test hypotheses, analyze data, report, and evaluate findings. The students, as scientists, should have hands-on, active experiences throughout the instruction of the science curriculum. These standards help students find value in developing novel solutions as they engage with complex problems. Science education includes three dimensions of science understanding: science and engineering practices, crosscutting concepts, and disciplinary core ideas. Every standard includes each of the three dimensions; Science and Engineering Practices are bolded, Crosscutting Concepts are underlined, and Disciplinary Core Ideas are in normal font. Standards with specific engineering expectations are italicized. DISCIPLINARY CORE IDEAS SCIENCE & ENGINEERING PRACTICES CROSSCUTTING CONCEPTS ●​ DCI 1: Earth and Space science ●​ DCI 2: Life science ●​ DCI 3: Physical science ●​ DCI 4: Engineering ●​ SEP 1: Asking questions or defining problems ●​ SEP 2: Developing and using models ●​ SEP 3: Planning and carrying out investigations ●​ SEP 4: Analyzing and interpreting data ●​ SEP 5: Using mathematics and computational thinking ●​ SEP 6: Constructing explanations and designing solutions ●​ SEP 7: Engaging in argument from evidence ●​ SEP 8: Obtaining, evaluating and communicating information ●​ CCC 1: Patterns ●​ CCC 2: Cause and effect: mechanism and explanation ●​ CCC 3: Scale, proportion, and quantity ●​ CCC 4: Systems and system models ●​ CCC 5: Energy and matter: flows, cycles, and conservation ●​ CCC 6: Structure and function ●​ CCC 7: Stability and change SCIENCE LITERACY FOR ALL STUDENTS 3 DIMENSIONS OF SCIENCE

Science Grade 7

YEAR AT A GLANCE

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Suggested Pacing

6 Weeks

4 Weeks

8 Weeks

6 Weeks

6 Weeks

6 Weeks

Field Forces: Gravity, Electricity, Magnetism

Changes in Species Over Time

Structure & Function of Life

Reproduction & Inheritance

Unit

Force & Motion

Changes to Earth

7.2.1 7.2.2 7.2.3 7.2.4 7.2.5

7.4.1 7.4.2 7.4.3 7.4.4

7.5.1 7.5.2 7.5.3 7.5.4

Science Performance Expectations

7.1.3 7.1.4 7.1.5

7.3.1 7.3.2 7.3.3

7.1.1 7.1.2

Carry Out Investigation

Construct a Model & Argue from Evidence

Obtain, Evaluate and Communicate Information

Analyze Data Use Math and Computational Thinking

Ask Questions & Analyze and Interpret Data

Develop Models & Construct Explanations

Prioritized SEP

& Design Solutions

Writing Focus

Narrative

Information

Argument

Information

Argument

Argument

Infer Variability Innovate Suffix (-ness, -cide)

Classify Probability Suffix (-ship, -able, -ible)

Analyze Collaborate Characteristics

Infer Evidence Structure

Claim Refutation Credibility

Roots (Chrom-, Geo-, Homo-, Hetero)

Prioritized Vocabulary

DWSBA Guide

DWSBA Information

DWSBA #1 7.1.4 October/ November

DWSBA #2 7.2.5

DWSBA #3 7.4.1 March/April

None

None

None

January/ February

Science Grade 7

AT A GLANCE SUMMARY

Unit

Pacing

Summary

Big Ideas

Unit 1 Force & Motion

6 Weeks

Students investigate how forces affect the motion of objects and develop a conceptual understanding of Newton's Laws of Motion. They explore how mass and force influence acceleration, how action-reaction forces occur during interactions. Students also collect and analyze data to determine factors that affect the strength of these forces and apply their understanding to engineering design challenges. Students investigate how gravitational, electric, and magnetic forces operate. Students also collect and analyze data to determine factors that affect the strength of these forces and apply their understanding to engineering design challenges. Students examine how energy and matter cycle through Earth's systems. They investigate the rock cycle, plate tectonics, geologic hazards, Earth's internal structure, and evidence from fossils and rock layers. Students learn how slow processes such as mountain building and rapid events such as earthquakes and landslides shape Earth's surface and history. Students investigate cells as the fundamental unit of life and learn how cell structures contribute to cell functions. They explore how cells form tissues, tissues form organs, and organs work together within organ systems to support survival. Students develop models and explanations that show how life functions through interconnected systems. Students investigate how sexual and asexual reproduction affect genetic variation. They examine how inherited traits influence survival and

​Motion changes when forces act on objects. ​The effects of forces depend on mass and the total force applied.

Unit 2 Field Forces, Gravity, Electricity, Magnetism

4 Weeks

​Forces can occur through contact or through fields at a distance. ​Gravitational, electric, and magnetic interactions help explain many natural phenomena ​Energy flow and matter cycling drive changes within Earth systems. ​The rock cycle continuously transforms Earth's materials. ​Plate tectonics explains earthquakes, volcanoes, and many surface features. ​Fossils and rock layers provide evidence of Earth's long history. ​Engineering can help reduce the impacts of geologic hazards. ​All living things are composed of cells. ​Cell structures work together to perform necessary life functions. ​Organisms may be single-celled or multicellular. ​Cells, tissues, organs, and organ systems are organized into increasingly complex levels of structure.

Unit 3 Changes to Earth

8 Weeks

Unit 4 Structure & Function of Life

6 Weeks

Unit 5 Reproduction & Inheritance

6 Weeks

​Genetic information is passed from parents to offspring.

reproduction, how mutations can change traits, and how humans use technologies to influence inheritance in plants and animals. Students also study adaptations that improve reproductive success in different environments.

​Sexual reproduction increases genetic variation, while asexual reproduction produces more similar offspring. ​Mutations can have beneficial, harmful, or neutral effects. ​Adaptations increase the likelihood of successful reproduction. ​Humans can influence inherited traits through technology and selective breeding. ​Variation exists within populations of organisms. ​Traits that improve survival and reproduction tend to become more common over time. ​Fossils provide evidence of life's history, diversity, and extinction. ​Similarities in anatomy and development provide evidence of evolutionary relationships. ​Evolution explains both the diversity and relatedness of living things.

Unit 6 Changes in Species Over Time

6 Weeks

Students explore how genetic variation within populations affects survival and reproduction. They investigate natural selection, fossil evidence, comparative anatomy, and embryological development to understand how scientists infer evolutionary relationships among organisms. Students use evidence to explain how populations change over time and how life on Earth has evolved.

7.1: Forces & Motion 3 Dimensions & Progressions

Unit 1

PACING

RESOURCES

KEY LANGUAGE USES

●​ 6 Weeks

●​ CSD Storyline ●​ OER Textbook ●​ State Resource ●​ Vocabulary Cards

●​ INFORM ●​ EXPLAIN ●​ ARGUE

STRAND Forces are push or pull interactions between two objects. Changes in motion, balance and stability, and transfers of energy are all facilitated by forces on matter. Forces, including electric, magnetic, and gravitational forces, can act on objects that are not in contact with each other. Scientists use data from many sources to examine the cause and effect relationships determined by different forces. STANDARDS ●​ 7.1.1 C arry out an investigation which provides evidence that a change in an object’s motion is dependent on the mass of the object and the sum of the forces acting on it. Various experimental designs should be evaluated to determine how well the investigation measures an object’s motion . Emphasize conceptual understanding of Newton’s First and Second Laws. Calculations will only focus on one-dimensional movement; the use of vectors will be introduced in high school. (MS-PS2-2) ●​ 7.1.2 Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects in a system. Examples could include collisions between two moving objects or between a moving object and a stationary object. (MS-PS2-1) Disciplinary Core Ideas (DCI) Science & Engineering Practices

●​ The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. ●​ All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared.

●​ SEP 1: Asking Questions & Designing Problems ●​ SEP 6: Construction Explanations ●​ SEP 7: Engaging in Argument from Evidence Cross Cutting Concepts ●​ CCC 2: Cause and Effect ●​ CCC 4: Systems & System Models

7.1: Forces & Motion 3 Dimensions & Progressions

Unit 1

●​ CCC 7: Stability & Change

K-2

3-5

9-12

●​ Pushes and pulls can have different strengths and

●​ The effect of unbalanced forces on an

●​ Newton’s 2nd law (F=ma) and the conservation of momentum can be used to predict changes in the motion of macroscopic objects. ●​ Forces at a distance are explained by fields that can transfer energy and can be described in terms of the arrangement and properties of the interacting objects and the distance between them. These forces can be used to describe the relationship between electrical and magnetic fields.

directions, and can change the speed or direction of its motion or start or stop it.

object results in a change of motion. motion can be used to predict future motion. Some forces act through contact, some forces act even when the objects are not in contact.

●​ Patterns of

7.1: Forces & Motion 3 Dimensions & Progressions

Unit 1

STANDARD 7.1.1 ●​ 7.1.1 C arry out an investigation which provides evidence that a change in an object’s motion is dependent on the mass of the object and the sum of the forces acting on it. Various experimental designs should be evaluated to determine how well the investigation measures an object’s motion . Emphasize conceptual understanding of Newton’s First and Second Laws. Calculations will only focus on one-dimensional movement; the use of vectors will be introduced in high school. (MS-PS2-2)

CONCEPTS

SKILLS

●​ Change in objects motion ●​ Mass of an object ●​ Forces acting on objects

●​ Investigate ●​ Provide evidence

LEARNING PROGRESSIONS

●​ Identify balanced and unbalanced forces ●​ Calculate the mass of an object ●​ Learn about different forces and how they act on objects ●​ Calculate forces acting on an object ●​ Determine independent and dependent variables ●​ Determine controls for experimental condition ●​ Determine number of trials for experimental condition ●​ Collect and analyze data about laws of motion

VOCABULARY ●​ Push ●​ Pull

●​ Weight ●​ Net Force ●​ Gravity ●​ Newton’s Law ●​ Inertia

●​ Momentum ●​ Velocity ●​ Acceleration ●​ Collision ●​ Mass

●​ Balance Force ●​ Unbalanced Force

●​ Speed ●​ Friction

POSSIBLE PHENOMENA ●​ When a measuring tape is pulled out of a tape measure and then released to rewind the tape measure recoils and spins on the tabletop. ●​ When the level of water in the canal is high, more water flows into the ditch than when the level of water in the canal is low. ●​ When a little child is skiing down a hill and collides with someone the collision causes less damage than when a big person collides with someone. ●​ The Hogle Zoo and Lagoon have a large rolling ball fountain. Observe what it takes to get it moving, keep it moving, and cause it to stop.

7.1: Forces & Motion 3 Dimensions & Progressions

Unit 1

END OF UNIT COMPETENCY WITH LANGUAGE SUPPORTS ●​ I can 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. ○​ Language Supports: ■​ Verbs to support relationship (have, be)

■​ Word choice to support stance (could/might, a possibility is, usually) ■​ Clauses to express causality (when forces are unbalanced, when forces are balanced)

DIFFERENTIATION IN ACTION

Skill Building

Allow students many different opportunities to see Newton’s 1st and 2nd laws in motion through different inquiry activities. One might include: ●​ Newton car Give students several images, and ask them to explain the images using Newton’s Laws of Motion.

Extension

FORMATIVE ASSESSMENT

SEEd 7.1.1 Formative Assessment

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

MATH CONNECTIONS ●​ MP.2: Reason abstractly and quantitatively.

●​ 7.EE.B.3: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form, using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. ●​ 7.EE.B.4: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

7.1: Forces & Motion 3 Dimensions & Progressions

Unit 1

STANDARD 7.1.2 ●​ Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects in a system. Examples could include collisions between two moving objects or between a moving object and a stationary object. (MS-PS2-1)

CONCEPTS

SKILLS

●​ Newton’s Third Law ●​ Colliding objects

●​ Design a Solution

LEARNING PROGRESSIONS

●​ A larger force causes a larger change in motion ●​ Motion of an object is determined by sum of forces acting on it ●​ The greater the mass of an object, the greater the force needed to achieve same motion

VOCABULARY ●​ Push ●​ Pull

●​ Weight ●​ Net Force ●​ Gravity ●​ Newton’s Law ●​ Inertia

●​ Momentum ●​ Velocity ●​ Acceleration ●​ Collision ●​ Mass

●​ Balance Force ●​ Unbalanced Force

●​ Speed ●​ Friction

POSSIBLE PHENOMENA ●​ A paper airplane can fly forward when dropped straight down. Engineering Challenge – Design and build a glider capable of flying 2X when dropped from a height of 1X. ●​ Sometimes when a person throws a water balloon at me I can catch it without it breaking and sometimes it breaks when I try to catch it. Engineering Challenge: Develop a device and/or method for catching water balloons that travel a specified distance without breaking them. ●​ Slow Motion video of Golf Ball Collision/marble collision END OF UNIT COMPETENCY WITH LANGUAGE SUPPORTS ●​ I can apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects

DIFFERENTIATION IN ACTION

Skill Building

Allow students many different opportunities to view Newton’s 3rd law in motion prior to designing a solution to a problem. ●​ Pop Can Engine ●​ Rocket Races

7.1: Forces & Motion 3 Dimensions & Progressions

Unit 1

●​ Ping Pong Ball vs. Golf Ball Experiment - use a template taped to the table to show how far to pull back the ruler so the same force is applied each time like shown in the image below.

Extension

Students could research Rockets, specifically how scientists use math to launch a rocket into space.

FORMATIVE ASSESSMENT ●​ SEEd 7.1.2 Formative Assessment

ELA CONNECTIONS ●​ RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. ●​ RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. ●​ 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.

MATH CONNECTIONS ●​ MP.2: Reason abstractly and quantitatively.

●​ 7.EE.B.3: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form, using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.

7.1: Forces & Motion 3 Dimensions & Progressions

Unit 1

●​ 7.EE.B.4: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

7.1: Forces & Motion 3 Dimensions & Progressions

Unit 1

CSD Resources Phenomena: Change in Motion

Objective

Overview

Materials

●​ Students watch one or two of the videos and make observations on the change in motion.

●​ “Science of the Winter Olympics--Ski Jumping” ●​ “ESPN Sports Science: The anatomy of a Top Fuel Dragster” ●​ Optional video for more drag racing fun: “Physics Drag Racing” ●​ Myth Busters Table Cloth Yank

●​ I can make observations about change in motion.

Activity: Balanced & Unbalanced Forces

Objective

Overview

Materials

●​ I can describe how

●​ Students participate in 2 different experiments showing balanced and unbalanced forces.

●​ Balanced vs. Unbalanced Forces Lab ●​ Cups ●​ Pennies ●​ Rulers ●​ Ping Pong Balls

balanced and unbalanced forces affect objects.

Activity: Micro:bit Simple Tilt Arm

Objective

Overview

Materials

●​ I can investigate forces and how they act on objects.

●​ Students investigate

●​ Chromebooks ●​ Micro:bit ●​ Simple Tilt Arm Lesson

motion, movement, and forces acting on an object.

Activity: Newton’s Laws Webquest

Objective

Overview

Materials

●​ I can 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.

●​ Simulations provide experiences that are

●​ Computer/iPad Lab ●​ Newton’s Law Simulation Investigation ●​ Newton’s Law Webquest

difficult to replicate in the lab and help students explore how forces

7.1: Forces & Motion 3 Dimensions & Progressions

Unit 1

change the motion of objects

Activity: Gizmo - Free Fall

Objective

Overview

Materials

●​ Observe that all objects fall at the same rate in a vacuum. ●​ Understand the effects of air resistance on falling objects. ●​ Determine the effect of an object’s mass and radius on its terminal velocity. ●​ Interpret graphs of position, velocity, and acceleration. ●​ Calculate the final velocity and drop time for an object falling from a given height. ●​ Determine that a force is needed to cause a change in motion. ●​ Understand that friction is a force resisting motion. ●​ See that a moving object will continue at constant speed if no forces are acting upon it. ●​ Determine that larger

●​ Investigate the motion of an object as it falls to the ground. A variety of objects can be compared, and their motion can be observed in a vacuum, in normal air, and in denser air. The position, velocity, and acceleration are measured over time, and the forces on the object can be displayed. Using the manual settings, the mass, radius, height, and initial velocity of the object can be adjusted, as can the air density and wind.

●​ Gizmo

Activity: Gizmos - Force & Fan Carts

Objective

Overview

Materials

●​ Explore the laws of motion using a simple fan cart. Use

●​ Gizmo ●​ Chromebooks

the buttons to select the speed of the fan and the surface, and press Play to begin. You can drag up to three objects onto the fan cart. The speed of the cart is displayed with a speedometer and recorded in a table and a graph.

forces cause greater changes in motion.

●​ Understand the

relationship between

7.1: Forces & Motion 3 Dimensions & Progressions

Unit 1

speed, position, and time. ●​ Observe that a constant

force gives rise to a constant change in speed.

Activity: Newtonian Bowling

Objective

Overview

Materials

●​ I can 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.

●​ Students will bowl with objects of different masses to demonstrate that the motion or

●​ Lesson Plan ●​ Student Lab Sheet

acceleration of the object depends on its mass and the forces on the object.

Activity: Force PowerPoint

Objective

Overview

Materials

●​ I can describe forces acting on objects, and

●​ Student use Cornell Notes while listening to a lecture on forces

●​ Forces PowerPoint

describe Newton’s laws of motion.

Activity: Changes in Mass Effect Motion?

Objective

Overview

Materials

●​ I can 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.

●​ Students explore the

●​ Lesson Plan ●​ Cars, Pulley, Pulley

relationship between the force acting on an object and the object’s mass and resulting motion. Student investigate what makes a system stable and what causes changes within a system and draw conclusions from patterns.

clamp, Mass for Cars, String, Hanging Weight Set, Meter stick, Balance, Motion sensor - Vernier

●​ Use the Micro:bit

Counter to measure.

Activity: Balloon Rockets

Objective

Overview

Materials

7.1: Forces & Motion 3 Dimensions & Progressions

Unit 1

●​ I can 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.

●​ Students use a balloon rocket, and change variables (shape, size, weight) to explore how

●​ Under Pressure: Launch a Balloon Rocket ●​ Use Micro:bit Counter to measure ●​ Balloons (various shapes and sizes), Plastic Straw, Tape, Stopwatch (optional), Weights (optional) Note: Weights can be added to balloons for more in-depth exploration, Veneer Probes (optional), iPads (optional)

the changes in an object’s motion depends on the sum of the force

Activity: Coin Curling Lab

Objective

Overview

Materials

●​ I can 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. AND Apply Newton’s Third Law to design a solution to a problem involving

●​ Students explore

●​ Lesson Plan ●​ Different coins, masking tape, ruler and meter stick

balanced and unbalanced forces, energy transfer and friction.

the motion of two colliding objects

Formative Assessment: SEEd 7.1.1 Formative Assessment

Activity: Matchbox Car Collisions

Objective

Overview

Materials

●​ I can describe the forces acting on two colliding objects. AND I can describe the forces acting on objects.

●​ Students are given matchbox cars,

●​ Additional Resources;

Collision Carts Interactive

●​ Matchbox cars (1 per

pennies/gram weights, a block of wood and asked to collide the car with different amounts of mass into blocks of wood (also different amounts of mass)

group), Pennies or other masses to tape to car, or block of wood, Tape, Interactive Notebooks,

7.1: Forces & Motion 3 Dimensions & Progressions

Unit 1

and asked to make observations. Students could use ipads, etc. to video the collisions to

Meter Sticks, Scale, iPads (optional)

●​ Micro:bit Counter

make accurate measurements.

Activity: Carnival Collisions

Objective

Overview

Materials

●​ Student investigate collisions by reading

●​ Lesson Plan ●​ Micro:bit Counter

●​ I can describe how collisions are used in real-life situations.

about how speed affects the energy of collisions by exploring collisions at a carnival through bumper cars or milk bottle toss.

Activity: Sport Reading & Egg Helmet Design

Objective

Overview

Materials

●​ I can apply laws of

●​ Students read about how the laws of motion apply to sports and brain protection with helmets. ●​ After reading, students partner up and develop a system to protect an astronaut's brain from impacts. Cold call on students to share their answers. Correct any misconceptions and have students develop and build a device to protect an egg from impact.

●​ Sport Science Reading and Helmet Challenge ●​ Checking for Understanding Reading Strategy

motion to sports. AND I can use engineering design cycle to create a helmet to protect a brain (egg).

Activity: Bumper Boats

Objective

Overview

Materials

●​ I can apply Newton’s Third Law to design a solution to a problem

●​ Students study collisions using “Bumper Boats”

●​ Lesson Plan

7.1: Forces & Motion 3 Dimensions & Progressions

Unit 1

involving the motion of two colliding objects.

Formative Assessment: SEEd 7.1.2 Formative Assessment

Phenomena Assessment: Force & Motion

Objective

Overview

Materials

●​ Students watch one or two of the videos and write a claim using evidence from notes, labs, texts, etc. about force and motion.

●​ CER Scaffold for Writing ●​ “Science of the Winter Olympics--Ski Jumping” ●​ “ESPN Sports Science: The anatomy of a Top Fuel Dragster” ●​ Optional video for more drag racing fun: “Physics Drag Racing” ●​ Myth Busters Table Cloth Yank

●​ I can write a claim and support it with 2 pieces of evidence to explain force and motion.

7.1: Field Forces 3 Dimensions & Progressions

Unit 2

PACING

RESOURCES

KEY LANGUAGE USES

●​ 4 Weeks

●​ CSD Storyline ●​ OER Textbook ●​ State Resource ●​ Vocabulary Cards

●​ INFORM ●​ EXPLAIN ●​ ARGUE

STRAND Forces are push or pull interactions between two objects. Changes in motion, balance and stability, and transfers of energy are all facilitated by forces on matter. Forces, including electric, magnetic, and gravitational forces, can act on objects that are not in contact with each other. Scientists use data from many sources to examine the cause and effect relationships determined by different forces. STANDARDS ●​ 7.1.3 Construct a model using observational evidence to describe the nature of fields existing between objects that exert forces on each other even though the objects are not in contact . Emphasize the cause and effect relationship between properties of objects (such as magnets or electrically charged objects) and the forces they exert. ●​ 7.1.4 Collect and analyze data to determine the factors that affect the strength of electric and magnetic forces . Examples could include electromagnets, electric motors, or generators. Examples of data could include the effect of the number of turns of wire on the strength of an electromagnet, or of increasing the number or strength of magnets on the speed of an electric motor. (MS-PS2-3) ●​ 7.1.5 Engage in argument from evidence to support the claim that gravitational interactions within a system are attractive and dependent upon the masses of interacting objects . Examples of evidence for arguments could include mathematical data generated from various simulations. (MS-PS2-4) Disciplinary Core Ideas (DCI) Science & Engineering Practices

●​ For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton’s third law). ●​ Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects. ●​ Gravitational forces are always attractive. There is a

●​ SEP 1: Asking Questions & Designing Problems ●​ SEP 6: Construction of Explanations ●​ SEP 7: Engaging in Argument from Evidence Cross Cutting Concepts

7.1: Field Forces 3 Dimensions & Progressions

Unit 2

●​ CCC 2: Cause and Effect ●​ CCC 4: Systems & System Models ●​ CCC 7: Stability & Change

gravitational force between any two masses, but it is very small except when one or both of the objects have large mass—e.g., Earth and the sun.

K-2

3-5

9-12

●​ N/A

●​ The gravitational force of Earth acting on an object near Earth’s surface pulls that object toward the planet’s center.

●​ Forces at a distance are explained by fields that can transfer energy and can be described in terms of the arrangement and properties of the interacting objects and the distance between them. These forces can be used to describe the relationship between electrical and magnetic fields.

7.1: Field Forces 3 Dimensions & Progressions

Unit 2

STANDARD 7.1.3 ●​ Construct a model using observational evidence to describe the nature of fields existing between objects that exert forces on each other even though the objects are not in contact . Emphasize the cause and effect relationship between properties of objects (such as magnets or electrically charged objects) and the forces they exert.

CONCEPTS

SKILLS

●​ Nature of fields existing between objects ●​ Magnets ●​ Electricity

●​ Construct a model ●​ Observe evidence ●​ Describe

LEARNING PROGRESSIONS

●​ Electric and magnetic forces can be attractive or repulsive ●​ Size of forces depend on the magnitude of the charges, currents, or distance between interacting objects ●​ Forces that act at a distance can be explained by fields that extend through space ●​ Forces can be mapped by their effect on test objects

VOCABULARY

●​ Negatively charged ●​ Positively charged ●​ Neutral charged

●​ Electrical field ●​ Magnetic field

●​ Static electricity ●​ Attraction ●​ Repulsion

POSSIBLE PHENOMENA ●​ At the park, you see a child coming down the slide with hair sticking straight up. ●​ When a piece of Teflon Tape is first pulled off the roll it is difficult to let go of the tape and/or drop into a small cup. ●​ A magnet falls more slowly through a copper pipe than a plastic pipe. ●​ A magnet falls more slowly through a copper pipe than a plastic pipe. END OF UNIT COMPETENCY WITH LANGUAGE SUPPORTS ●​ I can create a model that shows forces exist between objects even when they are not touching. ○​ Language Supports: ■​ Connectors to link clauses (as a result of, therefore, and so we see that) ■​ labeling/describing model (our model shows, in our model we, you can see that)

DIFFERENTIATION IN ACTION

●​ Create a magnetic field viewer like in the video using these containers and iron filings and allow students to explore the

Skill Building

7.1: Field Forces 3 Dimensions & Progressions

Unit 2

magnetic field of several different magnets.

●​ Research how animals use Earth’s magnetic field to navigate. Possibly have students read one of the following and do some further research: ○​ Sharks use Earth’s magnetic field as a GPS, scientists say ○​ How do Birds Navigate? ●​ Students could also read this article about Magnetic Levitation vehicles, Flying trains. Each school should have a mag lev track, and students could build some mag lev vehicles and race them.

Extension

FORMATIVE ASSESSMENT

SEEd 7.1.3 Formative Assessment

ELA CONNECTIONS ●​ RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. ●​ 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. MATH CONNECTIONS ●​ Use variables to represent quantities in a real-world or mathematical problem and construct simple equations to solve problems.

7.1: Field Forces 3 Dimensions & Progressions

Unit 2

STANDARD 7.1.4 ●​ Collect and analyze data to determine the factors that affect the strength of electric and magnetic forces . Examples could include electromagnets, electric motors, or generators. Examples of data could include the effect of the number of turns of wire on the strength of an electromagnet, or of increasing the number or strength of magnets on the speed of an electric motor. (MS-PS2-3)

CONCEPTS

SKILLS

●​ Strength of electric forces ●​ Strength of magnetic forces ●​ Electromagnets

●​ Collect and analyze data

LEARNING PROGRESSIONS

●​ Magnets produce a magnetic field ●​ Magnets have poles ●​ Similar poles repulse each other, opposite poles attract each other ●​ Magnets can be made stronger when paired with electricity ●​ Electricity is the movement of molecules

●​ There is attraction or repulsion between charged objects that cause the movement ●​ Electrical force fields look a little different than magnetic fields, but still exist

VOCABULARY

●​ Attraction ●​ Charge ●​ Conductor

●​ Electric charge ●​ Electric field ●​ Electromagnet

●​ Magnetic Field ●​ Repulsion

POSSIBLE PHENOMENA ●​ A flashlight can produce light from muscle power. ●​ A compass does not work well when placed near an electric wire. ●​ You can turn a nail into a magnet by wrapping a wire around it and connecting the wire to a battery. END OF UNIT COMPETENCY WITH LANGUAGE SUPPORTS ●​ I can design an experiment to collect data about the strength of regular magnets vs. electromagnets. ○​ Language Supports ■​ Nouns to support (hypothesis, procedure, materials, independent variable, dependent variable) ■​ Sentence Stems to support conclusions (see CER supports)

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Unit 2

DIFFERENTIATION IN ACTION

●​ Use the CER Framework to help scaffold the process or argument in science. ●​ Students could do a presentation on everyday uses of electromagnets that are found in any of the following: doorbells, hard drives, speakers, maglev trains, anti-shoplifting systems, MRI machines, microphones, home security systems, etc.

Skill Building

Extension

FORMATIVE ASSESSMENT ●​ Not Available

ELA CONNECTIONS ●​ RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

MATH CONNECTIONS ●​ MP.2: Reason abstractly and quantitatively.

7.1: Field Forces 3 Dimensions & Progressions

Unit 2

STANDARD ●​ 7.1.5 Engage in argument from evidence to support the claim that gravitational interactions within a system are attractive and dependent upon the masses of interacting objects . Examples of evidence for arguments could include mathematical data generated from various simulations. (MS-PS2-4)

CONCEPTS

SKILLS

●​ Gravitational interaction in a system ●​ Attraction depends on masses of interacting objects

●​ Engage in Argument ●​ Support a claim

LEARNING PROGRESSIONS

●​ Objects all have mass ●​ Objects in the solar system have magnitude and direction ●​ Gravity acts on all objects and is an attractive force

●​ Systems of objects can be modeled as a set of masses interacting via gravitational force ●​ In systems of objects, larger masses experience and exert proportionally larger gravitational forces

VOCABULARY ●​ Gravity

●​ Orbit ●​ Magnitude ●​ Galaxy

●​ Solar System ●​ Satellite ●​ Attraction

●​ Force ●​ Mass ●​ Inertia

POSSIBLE PHENOMENA ●​ A year on Mars is twice as long as a year on Earth. ●​ According to NASA, it takes 1,607185 pounds of fuel to launch a space shuttle from Earth. END OF UNIT COMPETENCY WITH LANGUAGE SUPPORTS ●​ I can use evidence to support the claim that gravitational forces are dependent upon the mass of the objects. ○​ Nouns

DIFFERENTIATION IN ACTION

●​ Use the Gravitational Force Gizmo help students see how mass of objects changes gravitational force. Students should make a model of gravitational force. ●​ Students could create a model and explain it, similar to the

Skill Building

7.1: Field Forces 3 Dimensions & Progressions

Unit 2

picture below.

●​ The Great Gravity Escape Engineering Activity

Extension

FORMATIVE ASSESSMENT ●​ None at this time

ELA CONNECTIONS ●​ WHST.6-8.1: Write arguments focused on discipline-specific content. MATH CONNECTIONS ●​ N/A

7.1: Field Forces 3 Dimensions & Progressions

Unit 2

CSD Resources Phenomena: Electric Train

Objective

Overview

Materials

●​ I can use evidence to

●​ Have students watch the Electric Train through a copper coil video. Students should write what they think is making the train move, and make any other observations.

●​ Electric Train through Copper Coil Video ●​ Other options may

describe the nature of fields existing between objects that exert forces on each other.

include: Static Electricity, Bill Nye Balloon, Levitating Speaker

Activity: Compass Introduction

Objective

Overview

Materials

●​ Lesson Plan ●​ Magnets ●​ Compass

●​ I can create a model that shows forces exist between objects even when they are not touching.

●​ Students determine what causes a compass to work and describe the effect that a magnet has on the compass.

Activity: How does a compass work?

Objective

Overview

Materials

●​ I can create a model that shows forces exist between objects even when they are not touching.

●​ Students read an article about how a compass work, and then use

●​ Lesson Plan ●​ How Does a Compass Work Reading

information from the text to describe what they saw

in the Compass Introduction Lab

Activity: Micro:bit Compass Bearing

Objective

Overview

Materials

●​ I can create a model that shows forces exist between objects even when they are not touching.

●​ Turn a micro:bit into a simple compass which shows its bearing from Magnetic North in degrees.

●​ Micro:bit ●​ Chromebook

Gizmo: Magnets

7.1: Field Forces 3 Dimensions & Progressions

Unit 2

Objective

Overview

Materials

●​ Determine that like poles repel and opposite poles attract. ●​ Understand that magnets exert force at a distance. ●​ Observe magnetic field lines for attracting and repelling magnets. ●​ Use magnetic field lines to predict if an object will be attracted to a magnet or repelled. ●​ Observe magnetic field lines produced by ferromagnetic materials. (Extension.)

●​ Students utilize different types of magnets and iron filings to watch magnetic forces at work in a simulation.

●​ Gizmo

Activity: Gizmo Charge Launcher

Objective

Overview

Materials

●​ Understand that

●​ The Charge Launcher Gizmo introduces students to electrostatic forces and challenges them to solve problems. Students launch charged particles across a grid containing fixed particles. The path of the launched particle is shown. Students can create a wide variety of paths by manipulating the particles on the grid and the speed of the launched particle.

●​ Gizmo

electrically-charged particles can exert force at a distance.

●​ Determine that like charges repel and

opposite charges attract. ●​ Predict the path of a launched charged particle based on the position of one or more fixed charged particles. ●​ Match a given path by manipulating fixed charged particles on a grid. ●​ Compare electrical forces to magnetic forces. (Extension)

Activity: Are You One with the Force?

7.1: Field Forces 3 Dimensions & Progressions

Unit 2

Objective

Overview

Materials

●​ I can collect and analyze data to identify factors that affect the strength of electric and magnetic forces.

●​ Students observe the

●​ Lesson Plan ●​ Balloons ●​ Sinks or pitchers of water and containers to catch the water in ●​ Soap bubbles and bubble wand or bubble gun ●​ Aisle, hallway, or open area for “bubble races”

effect static electricity can have on water and bubbles and are challenged to create a greater static electric force than their classmates.

Activity: How do magnetic forces and electromagnets work?

Objective

Overview

Materials

●​ I can determine the

●​ Students read about

●​ Electricity & Magnets Reading ●​ Electromagnet Reading ●​ Summarizing

factors that affect the strength of electric and magnetic forces.

electricity, magnets, and electromagnets to determine how they work individually, and together to create energy.

Informational Text Reading Strategy

Formative Assessment: SEEd 7.1.3 Formative Assessment

Activity: How is the Strength of an Electromagnet Affected by the Number of Turns of a Wire in a Coil?

Objective

Overview

Materials

●​ I can collect and analyze data to determine the factors that affect the strength of electric and magnetic forces.

●​ Students investigate the relationship between the structure of an electromagnet and its function, as well as how the flow of energy affects the function of an electromagnet.

●​ Lesson Plan ●​ D batteries ●​ Battery Holder ●​ Copper Wire ●​ Iron Nail ●​ Paper clips ●​ Balance ●​ Ruler ●​ Volt Meter - Vernier

Activity: What electromagnet design is best for picking up 50 paper clips?

Objective

Overview

Materials

7.1: Field Forces 3 Dimensions & Progressions

Unit 2

●​ I can collect and analyze data to determine the factors that affect the strength of electric and magnetic forces.

●​ Students investigate the relationship between electricity and magnetism and the factors that influence the strength of an electromagnet design to solve a specific problem.

●​ Lesson Plan ●​ Batteries - D, C, AA ●​ Battery Holder ●​ Copper Wire ●​ Iron nails ●​ Paper Clips ●​ Volt Meter - Vernier

Activity: Maglev Vehicles

Objective

Overview

Materials

●​ I can collect and analyze data to determine the factors that affect the strength of electric and magnetic forces. ●​ I can calculate acceleration. ●​ I can explore friction and motion using maglev tracks.

●​ Students learn about

●​ Lesson Plan ●​ Materials are listed in individual lesson plans within the unit.

magnetic vehicles, their uses, and design their own magnetic levitation vehicle. Once they’ve

created a successful prototype, students design a motorized

maglev vehicle by adding a motor and propellers to their maglev car. There are several lessons included, and all or some of them could be used to reinforce force and motion concepts, as well as tie in the electricity and magnetism components.

Phenomena: Electric Train

Objective

Overview

Materials

●​ I can use evidence to

●​ Have students watch the Electric Train through a copper coil video. Students should use evidence from past experiments, texts, simulations, etc as evidence to support their claim.

●​ CER Scaffold for Writing ●​ Electric Train through Copper Coil Video ●​ Other options may include: Static Electricity, Bill Nye Balloon, Levitating Speaker

describe the nature of fields existing between objects that exert forces on each other.

7.1: Field Forces 3 Dimensions & Progressions

Unit 2

Phenomena: Rotating Rings

Objective

Overview

Materials

●​ Lesson Plan - students should just make the

●​ Students experience gravitational inertia in a

●​ Students use the

gravitational model as pictured. While holding the straw, they swing the top rope until it is orbiting in a circle and count the number of times it rotated increase and decrease the length of string, or even change the amount of mass on the ends of string to see what happens. in a certain amount of time. Students then

phenomena that they will be able to explain by the end of the unit. ●​

model and do some data collecting is all.

●​ Students could participate in a

discussion about how mass or length of string impacted how fast it spun.

●​ Gravitational Models pre-made

○​ Washers, straws, yarn or string

Activity: Mass & Weight on Earth

Objective

Overview

Materials

●​ I can use evidence to support a claim about

●​ Students learn the

●​ Lesson Plan ●​ Mass & Weight Worksheet ●​ Triple-beam balances ●​ Spring scales ●​ Electronic scales ●​ Objects to measure ●​ Optional: bathroom scale & calculators

difference between mass and weight, and use different measuring objects, and also calculate their weight on other planets.

how mass affects gravitational pull.

Activity: Gravity in a Vacuum

Objective

Overview

Materials

●​ Students watch a video showing different items being dropped in a vacuum.

●​ Video ​

​

●​ I can explain how molecules in air can sometimes change falling rates.

7.1: Field Forces 3 Dimensions & Progressions

Unit 2

Activity: Gravity & Inertia Video Clip

Objective:

●​ I can explain the center of gravity of an object. ●​ I can explain that all objects attract each other.

●​ Students watch a short video clip about gravitational force and how all objects attract each other.

●​ Video Clip

Activity: Gravity & Orbits PHET Simulation

Objective

Overview

Materials

●​ Lesson Plan ●​ PHET Simulation ●​ Student Lab Sheet

●​ I can make a claim about how changes to mass on the sun, moon and earth change gravitation pull.

●​ Students use a simulation to vary the mass of the sun, the moon, and the earth and explain how these changes affect the gravitational pull in the system.

OPTIONAL

●​ 3’ - 4’ circular frame ●​ spandex/lycra cloth ●​ Spring clamps ●​ Solid chrome steel balls of various diameters ●​ Shoot a cannonball into orbit!

Activity: Gravity & Force PHET Simulation

Objective

Overview

Materials

●​ I can use evidence to support a claim about

●​ Students visualize the gravitational force that

●​ Lesson Plan ●​ PHET Simulation

how mass affects gravitational pull.

two objects exert on each other,and adjust the properties of the masses to see how it affects the gravitational attraction.

Phenomena Assessment: Gravity & Inertia

Objective

Overview

Materials