7th Grade Science Guide

Instructional Guide 2024-2025

SCIENCE

Grade

Grade7

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 felds of science, technology, and mathematics to provide solutions to real-world problems. The nature and process of developing scientifc knowledge and understanding includes constant questioning, testing, and refnement, 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, scientifc literacy is essential for a society to be competitively engaged in a global economy. Students should be active learners who demonstrate their scientifc 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 fndings. The students, as scientists, should have hands-on, active experiences throughout the instruction of the science curriculum. These standards help students fnd value in developing novel solutions as they engage with complex problems. SCIENCE LITERACY FOR ALL STUDENTS

3 DIMENSIONS OF SCIENCE

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 specifc engineering expectations are italicized. DISCIPLINARY CORE IDEAS SCIENCE & ENGINEERING PRACTICES CROSSCUTTING CONCEPTS

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DCI 1: Earth and Space science DCI 2: Life science

SEP 1: Asking questions or defning 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: fows, cycles, and conservation CCC 6: Structure and function CCC 7: Stability and change

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DCI 3: Physical science

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DCI 4: Engineering

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UTAH SCIENCE WITH ENGINEERING EDUCATION (SEEd) STANDARDS

GRADE 7 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 ongo ing search for evidence, drive this storyline.

GRADE 7 | 49

UTAH SCIENCE WITH ENGINEERING EDUCATION (SEEd) STANDARDS

Strand 7.1: FORCES ARE INTERACTIONS BETWEEN MATTER 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 elec tric, 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 de termined by different forces. „ Standard 7.1.1 Carry 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. (PS2.A, PS2.C, ETS1.A, ETS1.B, ETS1.C) „ Standard 7.1.2 Apply Newton’s Third Law to design a solution to a problem involving „ 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. (PS2.B) „ 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. (PS2.B) „ Standard 7.1.5 Engage in argument from evidence to support the claim that 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. (PS2.A, ETS1.A, ETS1.B, ETS1.C)

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. (PS2.B)

GRADE 7 | 50

UTAH SCIENCE WITH ENGINEERING EDUCATION (SEEd) STANDARDS

Strand 7.2: CHANGES TO EARTH OVER TIME Earth’s processes are dynamic and interactive and are the result of energy flowing and mat ter cycling within and among Earth’s systems. Energy from the sun and Earth’s internal heat are the main sources driving these processes. Plate tectonics is a unifying theory that explains crustal movements of Earth’s surface, how and where different rocks form, the occurrence of earthquakes and volcanoes, and the distribution of fossil plants and animals. „ Standard 7.2.1 Develop a model of the rock cycle to describe the relationship between energy flow and matter cycling that create igneous, sedimentary, and metamorphic rocks. Emphasize the processes of melting, crystallization, weathering, deposition, sedimentation, and deformation, which act together to form minerals and rocks. (ESS1.C, ESS2.A) „ Standard 7.2.2 Construct an explanation based on evidence for how processes have changed Earth’s surface at varying time and spatial scales. Examples of processes that occur at varying time scales could include slow plate motions or rapid landslides. Examples of processes that occur at varying spatial scales could include uplift of a mountain range or deposition of fine sediments. (ESS2.A, ESS2.C) „ Standard 7.2.3 Ask questions to identify constraints of specific geologic hazards and evaluate competing design solutions for maintaining the stability of human engineered structures, such as homes, roads, and bridges. Examples of geologic hazards could include earthquakes, landslides, or floods. (ESS2.A, ESS2.C, ETS1.A, ETS1.B, ETS1.C) „ Standard 7.2.4 Develop and use a scale model of the matter in the Earth’s interior to demonstrate how differences in density and chemical composition (silicon, oxygen, iron, and magnesium) cause the formation of the crust, mantle, and core. (ESS2.A) „ Standard 7.2.5 Ask questions and analyze and interpret data about the patterns between plate tectonics and: (1) The occurrence of earthquakes and volcanoes. Examples could include identifying patterns on maps of earthquakes and volcanoes relative to plate boundaries, the shapes of the continents, the locations of ocean structures (including mountains, volcanoes, faults, and trenches), or similarities of rock and fossil types on different continents. (ESS1.C, ESS2.B) „ Standard 7.2.6 Make an argument from evidence for how the geologic time scale (2) Continental and ocean floor features. (3) The distribution of rocks and fossils.

shows the age and history of Earth. Emphasize scientific evidence from rock strata, the fossil record, and the principles of relative dating, such as superposition, uniformitarianism, and recognizing unconformities. (ESS1.C)

GRADE 7 | 51

UTAH SCIENCE WITH ENGINEERING EDUCATION (SEEd) STANDARDS

Strand 7.3: STRUCTURE AND FUNCTION OF LIFE Living things are made of smaller structures, which function to meet the needs of survival. The basic structural unit of all living things is the cell. Parts of a cell work together to function as a system. Cells work together and form tissues, organs, and organ systems. Organ systems inter act to meet the needs of the organism. „ Standard 7.3.1 Plan and carry out an investigation that provides evidence that the basic structures of living things are cells. Emphasize that cells can form single-celled or multicellular organisms, and multicellular organisms are made of different types of cells. (LS1.A) „ Standard 7.3.2 Develop and use a model to describe the function of a cell in living systems and the way parts of cells contribute to cell function. Emphasize the cell as a system, including the interrelating roles of the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall. (LS1.A) „ Standard 7.3.3 Construct an explanation using evidence to explain how body systems

have various levels of organization. Emphasize that cells form tissues, tissues form organs, and organs form systems specialized for particular body functions. Examples could include relationships between the circulatory, excretory, digestive, respiratory, muscular, skeletal, or nervous systems. Specific organ functions will be taught at the high school level. (LS1.A)

GRADE 7 | 52

UTAH SCIENCE WITH ENGINEERING EDUCATION (SEEd) STANDARDS

Strand 7.4: REPRODUCTION AND INHERITANCE The great diversity of species on Earth is a result of genetic variation. Genetic traits are passed from parent to offspring. These traits affect the structure and behavior of organisms, which af fect the organism’s ability to survive and reproduce. Mutations can cause changes in traits that may affect an organism. As technology has developed, humans have been able to change the inherited traits in organisms, which may have an impact on society. „ Standard 7.4.1 Develop and use a model to explain the effects that different types of reproduction have on genetic variation. Emphasize genetic variation through asexual and sexual reproduction. (LS1.B, LS3.A, LS3.B) „ Standard 7.4.2 Obtain, evaluate, and communicate information about specific animal and plant adaptations and structures that affect the probability of successful reproduction. Examples of adaptations could include nest building to protect young from the cold, herding of animals to protect young from predators, vocalization of animals and colorful plumage to attract mates for breeding, bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, or hard shells on nuts that squirrels bury. (LS1.B) „ Standard 7.4.3 Develop and use a model to describe why genetic mutations may result

in harmful, beneficial, or neutral effects to the structure and function of the organism. Emphasize the conceptual idea that changes to traits can happen because of genetic mutations. Specific changes of genes at the molecular level, mechanisms for protein synthesis, and specific types of mutations will be introduced at the high school level. (LS3.A, LS3.B) technologies that have changed the way humans affect the inheritance of desired traits in organisms. Analyze data from tests or simulations to determine the best solution to achieve success in cultivating selected desired traits in organisms. Examples could include artificial selection, genetic modification, animal husbandry, or gene therapy. (LS4.B, ETS1.A, ETS1.B, ETS1.C)

„ Standard 7.4.4 Obtain, evaluate, and communicate information about the

GRADE 7 | 53

UTAH SCIENCE WITH ENGINEERING EDUCATION (SEEd) STANDARDS

Strand 7.5: CHANGES IN SPECIES OVER TIME Genetic variation and the proportion of traits within a population can change over time. These changes can result in evolution through natural selection. Additional evidence of change over time can be found in the fossil record, anatomical similarities and differences between mod ern and ancient organisms, and embryological development. „ Standard 7.5.1 Construct an explanation that describes how the genetic variation of traits in a population can affect some individuals’ probability of surviving and reproducing in a specific environment. Over time, specific traits may increase or decrease in populations. Emphasize the use of proportional reasoning to support explanations of trends in changes to populations over time. Examples could include camouflage, variation of body shape, speed and agility, or drought tolerance. (LS4.B, LS4.C) „ Standard 7.5.2 Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth, under the assumption that natural laws operate today as in the past. (LS4.A, ESS2.E) „ Standard 7.5.3 Construct explanations that describe the patterns of body structure similarities and differences within modern organisms and between ancient and modern organisms to infer possible evolutionary relationships. (LS4.A) „ Standard 7.5.4 Analyze data to compare patterns in the embryological development across multiple species to identify similarities and differences not evident in the fully formed anatomy. (LS4.A)

GRADE 7 | 54

SCOPE & SEQUENCE

Science Grade 7

YEARAT AGLANCE

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Suggested Pacing

6Weeks

4Weeks

8Weeks

6Weeks

6Weeks

6Weeks

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

CarryOut 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 Suffx (-ness, -cide)

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

Analyze Collaborate Characteristics

Infer Evidence Structure

Claim Refutation Credibility

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

Prioritized Vocabulary

RISE Benchmark ● Cluster 7.4.1 ● Code: Test Three ● March/April

RISE Benchmark ● Cluster 7.1.1 ● Code: Test One ● October

RISE Benchmark ● Cluster 7.2.5 ● Code: Test Two ● January

Name& Testing Window

7.1: Forces & Motion 3 Dimensions & Progressions

Unit 1

PACING

RESOURCES

KEY LANGUAGE USES

● 6Weeks

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

The effect of unbalanced forces on an object results in a changeof motion. Patterns of motion can be used to predict future motion. Some forces act through contact, some forces act even when the objects are not in contact.

● 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 felds 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 felds.

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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 fows 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 toa 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 fy forward when dropped straight down. Engineering Challenge – Design and build a glider capable of fying 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 specifed 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, specifcally 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 specifc 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: 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

diffcult to replicate in the lab and help students explore how forces change the motion of objects

Activity: Gizmo - Free Fall

Objective

Overview

Materials

● Observe that all objects fall at the same rate in a vacuum.

● Investigate the motion of an object as it falls to the ground. A variety of objects can be

● Gizmo

7.1: Forces & Motion 3 Dimensions & Progressions

Unit 1

● 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 fnal 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

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 andwind.

Activity: Gizmos - Force & Fan Carts

Objective

Overview

Materials

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

● Gizmo

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

force gives rise to a constant change in speed.

Activity: Newtonian Bowling

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 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 Affect 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

Activity: Balloon Rockets

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

● Under Pressure: Launch a Balloon Rocket ● 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

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

7.1: Forces & Motion 3 Dimensions & Progressions

Unit 1

Probes (optional), iPads (optional)

Activity: Coin Curling Lab

Objective

Overview

Materials

●

● Students explore

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

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

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

group), Pennies or other masses to tape to car, or block of wood, Tape, Interactive Notebooks, Meter Sticks, Scale, iPads (optional)

make accurate measurements.

Activity: Carnival Collisions

Objective

Overview

Materials

7.1: Forces & Motion 3 Dimensions & Progressions

Unit 1

● Student investigate collisions by reading

● Lesson Plan

● 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

● Students study collisions using “Bumper Boats”

● Lesson Plan

Third Law to design a solution to a problem 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

● CER Scaffold for Writing ● “Science of the Winter

● I can write a claim and support it with 2 pieces of

7.1: Forces & Motion 3 Dimensions & Progressions

Unit 1

evidence to explain force and motion.

using evidence from notes, labs, texts, etc. about force and motion.

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

7.1: Field Forces 3 Dimensions & Progressions

Unit 2

PACING

RESOURCES

KEY LANGUAGE USES

● 4Weeks

● 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 felds 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 frst object on the second object is equal in strength to the force that the second object exerts on the frst, 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 felds 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 felds.

●

●

7.1: Field Forces 3 Dimensions & Progressions

Unit 2

STANDARD 7.1.3 ● Construct a model using observational evidence to describe the nature of felds 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 felds 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 felds that extend through space ● Forces can be mapped by their effect on test objects

VOCABULARY

● Negatively charged ● Positively charged ● Neutral charged

● Electrical feld ● Magnetic feld

● 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 Tefon Tape is frst pulled off the roll it is diffcult 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 feld viewer like in the video using these containers and iron flings and allow students to explore the

Skill Building

7.1: Field Forces 3 Dimensions & Progressions

Unit 2

magnetic feld of several different magnets.

● Research how animals use Earth’s magnetic feld to navigate. Possibly have students read one of the following and do some further research: ○ Sharks use Earth’s magnetic feld 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 feld ● 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 felds look a little different than magnetic felds, but still exist

VOCABULARY

● Attraction ● Charge ● Conductor

● Electric charge ● Electric feld ● Electromagnet

● Magnetic Field ● Repulsion

POSSIBLE PHENOMENA ● A fashlight 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)

7.1: Field Forces 3 Dimensions & Progressions

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 specifc 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-specifc 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 felds 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

Gizmo: Magnets

Objective

Overview

Materials

● Determine that like poles repel and opposite poles attract. ● Understand that magnets exert force at a distance.

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

● Gizmo

7.1: Field Forces 3 Dimensions & Progressions

Unit 2

● Observe magnetic feld lines for attracting and repelling magnets. ● Use magnetic feld lines to predict if an object will be attracted to a magnet or repelled. ● Observe magnetic feld lines produced by ferromagnetic materials. (Extension.)

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 fxed 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 fxed charged particles. ● Match a given path by manipulating fxed charged particles on a grid. ● Compare electrical forces to magnetic forces. (Extension)

Activity: Are You One with the Force?

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

effect static electricity can have on water and bubbles and are challenged to create a