Miami-Dade County Public SchoolsOffice of Academics and Transformation:

Department of Science

  Grade 8 Science Content and Pacing – Quarter 1August 2015

Facilitator: Kerlyn Prada

8:30 – 8:45 Welcome and Ice Breaker

8:45 – 9:00 Defining a STEM-centered Science Classroom: Affinity Mapping

9:00 – 10:15 Project Based STEM Activity- Topic 2 – Properties of Matter – “Boat Challenge”

10:15 – 10:25 Break

10:25 – 11:30 Fostering Open Inquiry – Conservation of Mass

11:30 – 12:30 Lunch

12:30 – 1:00 Digital Convergence – Discovery Education Board Builder

1:00 – 2:00 Comprehension Instructional Sequence – An Oil Filter for Water

2:00 – 2:10 Break

2:10 – 2:30 Elements of a STEM-centered classroom

2:30 – 3:15 Building a STEM 5E Lesson Plan

3:15 – 3:30 Evaluation and Exit Ticket

Follow up: Complete all three portions of the new MyLearningPlan Instructional Evaluation:

Due: Wednesday, September 9, 2015A. All parts of the Evaluation can be found in the Team Room within the same form.

a. Part 1: Professional Development Evaluation And SMART Goalb. Part 2: Instructional Evaluation – Applicationc. Part 3: Instructional Evaluation – Impact

MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide

M/J COMPREHENSIVE SCIENCE 3 Course Code: 200210001

M/J COMPREHENSIVE SCIENCE 3 COURSE CODE: 2002100011ST Nine Weeks 2nd Nine Weeks 3rd Nine Weeks 4th Nine Weeks

UNIT 1: THE PRACTICE OF SCIENCEI. The Practice of Science in Matter (SC.8.N.1.1;

SC.8.N.1.2; SC.8.N.1.4; SC.8.N.1.5; SC.8.N.1.6)a. Methods in Science -Studying Matterb. Scientific Processes – Studying Matter

UNIT 2: MATTERB. Properties of Matter (SC.8.P.8.4; SC.8.P.8.2;

SC.8.P.8.3; SC.8.N.1.1; SC.8.N.1.2; SC.8.N.1.6)a. Properties of Matterb. Review of Gravitational Forcec. Weight versus Massd. Ways to Measure Matter

C. Changes in Matter (SC.8.P.8.1; SC.8.P.9.1; SC.8.P.9.2; SC.8.P.9.3; SC.8.N.1.1; SC.8.N.1.2)

A. Particulate Nature of MatterB. Physical ChangesC. Chemical ChangesD. Law of Conservation of MassE. Temperature’s Influence on Chemical Changes

UNIT 3: ATOMS AND THE PERIODIC TABLED. Atoms (SC.8.P.8.7; SC.8.P.8.1; SC.8.N.1.4;

SC.8.N.3.2; LAFS.68.WHST.1.2; LAFS.68.WHST.3.9)A. Atomic Theory- Scientific TheoriesB. Motion of Particles in States of MatterC. Modifications to Atomic Models

E. Elements and the Periodic Table (SC.8.P.8.6; SC.8.N.1.1; SC.8.N.1.4; SC.8.N.1.6; SC.8.N.3.2)

1. Periodic Table

F. Combining Atoms (SC.8.P.8.5; SC.8.P.8.9; SC.8.N.1.1; SC.8.N.1.6; LAFS.68.RST.4.10; LAFS.68.WHST.1.2)

1. Compounds2. Pure Substances and Mixtures3. Solutions

UNIT 4: CYCLING OF MATTER

G. Photosynthesis and Cellular Respiration (SC.8.L.18.1; SC.L.18.2; SC.L.18.4; SC.8.N.1.1; SC.8. P.8.5)

1. Cell Structure Overview2. Photosynthesis3. Cell Respiration4. Law of Conservation of Mass and

EnergyH. Cycles of Matter (SC.8.L.18.3;

SC.8.L.18.4; SC.8.N.1.1; SC.8.P.8.5; LAFS.68.RST.3.7)

o Overview of Cycles in Natureo Carbon Cycleo Conservation of Matter and Energy

UNIT 5: THE UNIVERSE

I. Objects in the Universe (SC.8.E.5.2; SC.8.E.5.1; SC.8.E.5.3; SC.8.E.5.4; SC.8.E.5.10; LAFS.68.RST.2.44)

Objects in Space Distances in Space Law of Universal Gravitation and the

Formation of Stars

J. Stars and the Sun (SC.8.E.5.5; SC.8.E.5.6; SC.8.E.5.11; LAFS.68.RST.3; MAFS8F.2.5)a. Properties of Starsb. H-R Diagramsc. Electromagnetic Spectrumd. The Sun’s Characteristics

UNIT 6: OUR SOLAR SYSTEM

K. Objects in our Solar System (SC.8.E.5.8; SC.8.E.5.7; SC.8.E.5.3; SC.8.E.5.4; SC.8.N.1.3; SC.8.N.3.2)

1. Models of the Solar Systems2. Earth’s Properties3. Properties of Sun, Planets, and

Moons Compared to EarthL. The Sun, Earth, and Moon System

(SC.8.E.5.9; SC.8.N.1.6; LAFS.68.RST.3.7; LAFS.68.RST.4.10)

1. Earth in Space2. Sun’s Impact on Earth3. Moon’s Impact on Earth4. Sun and Moon’s Combined Impact on Earth

M. Review Annually Assessed Benchmarks (Fair Game and non-embeddable benchmarks based on most current data)

N.Review Annually Assessed Benchmarks (Fair Game and non-embeddable benchmarks based on most current data)

UNIT 7: HUMAN GROWTH AND DEVELOPMENT

O.Human Regulation and Reproduction (HE.8.C.1.7; HE.8.C.1.8; HE.8.C.2.7; HE.8.C.2.8; HE.8.C.2.9; HE.B.3.1; HE.B.3.6; HE.B.3.7; HE.8.P.1.1; HE.8.P.1.2; HE.8P.1.3)

a. Endocrine Systemb. Reproductive Systemc. Human Life Stagesd. Planning for Marriage and

Parenthoode. Abstinencef. Sexually Transmitted Diseaseg. HIV/AIDS

P. Substance Abuse - Personal Health Relationships (HE.8.P.1.1; HE.8.B.3.4; HE.8.B.3.7; HE.8.B.2.1; HE.8.C.2.2; HE.8.C.2.7; HE.8.C.1.1; HE.8.C.1.5)

a. Family and Peersb. Substance Abuse Preventionc. Peer Pressured. Communicatione. Personal Healthf. Personal Health in the Work Place

(NIOSH)

Division of Academics – Department of Science Page 2 of 32First Nine Weeks

MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide

M/J COMPREHENSIVE SCIENCE 3 Course Code: 200210001BODY OF KNOWLEDGE: P. Physical Science; N: Nature of Science

TOPIC II: Properties of Matter

NEXT GENERATION SUNSHINE STATE STANDARD(S) ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLSBig Idea 8: Physical ScienceSC.8.P.8.4 Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. (Also assesses SC.8.P.8.3.) AA (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)SC.8.P.8.2 Differentiate between weight and mass, recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass. Assessed as SC.6.P.13.1 (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)SC.8.P.8.3 Explore and describe the densities of various materials through measurement of their masses and volumes. (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)Big Idea 1: The Practice of ScienceSC.8.N.1.1 Define a problem from the 8th grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types: systematic observations, or experiments, identify variables. AA (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)SC.8.N.1.2 Design and conduct a study using repeated trials and replication. Assessed as SC.7.N.1.2 (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)SC.8.N.1.6 Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence. (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

Fair Game Benchmarks (see p. 2)SC.7.P.11.1, SC.7.N.1.7, SC.6.N.2.2

Properties of MatterA. DensityB. Magnetic propertiesC. Electrical ConductivityD. Thermal ConductivityE. SolubilityF. Melting PointG. Boiling Point

1. Review Gravitational Forcea. Force acting at a distance (gravity)

2. Weight vs. MassB. Influence of gravityC. Proportional to mass

3. Ways to Measure Matter1. Density = Mass/Volume2. Mass = Density x Volume3. Volume = Mass/Density

1. Classify and/or compare substances on the basis of their physical properties and/or explain that these properties are independent of the amount of the sample using data, observations, and measurable physical properties.

2. Describe density and/or calculate and compare the densities of regular and irregular objects using materials’ masses and volumes.

3. Determine properties independent of sample size (such as boiling point which does not change based on sample size).

4. Differentiate between weight and mass.

Core Text Book : Pearson Interactive Science Florida Chapter 8.1 and 8.2Vocabulary: matter, solid, liquid, gas, thermal, density, mass, energy, temperature, heat, melting, solubility, conductivity, solute, solvent, saturation, physical property,Technology: Pearson: Pearson: My science online, My Planet Diary; Pearson

Interactive Art Different types of Matter GIZMO: Freezing Point of Salt Water, Density Experiment: Slice and

Dice, Density Laboratory, Determining Density via Water Displacement, Archimedes' Principle, Magnetism, Weight and Mass.

BrainPOP: Measuring Matter CPALMS: Discovering Density Study Jams: Properties of Matter Strategies: Pre-assessment, KWL, Lab inquiry, student synthesized problem statements and hypotheses, cooperative group strategies, re-teaching, 5-E model

ELL: TX - ELL Support Enrichment: TX- L3 SPED: TX- L1

Assessment: Formal/Authentic-Oral assessments, free form or concept mapsFormative assessment Is it Melting (Vol. 1) Boiling Time and Temperature (Vol. 2), Magnets in Water (Vol. 4)Labs: EL: “What’s the Matter?” and PBSA: Boat Challenge TX LabZone Lab: Becoming a Learning Detective TX LabZone Inquiry Warm-up: Which has more Mass?; Is a New

Substance Formed? What’s the Matter

Related Program: Science Fair

Division of Academics – Department of Science Page 3 of 32First Nine Weeks

Pacing Date(s)Traditional 10 Days 09-01-15 to 09-16-15

Block 5 Days 09-01-15 to 09-16-15

MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide

M/J COMPREHENSIVE SCIENCE 3 Course Code: 200210001

Division of Academics – Department of Science Page 4 of 32First Nine Weeks

MIAMI-DADE COUNTY PUBLIC SCHOOLSDISTRICT PACING GUIDE

Learning Goal Progression Scale

Standard(s): SC.8.P.8.4Scale Learning Progression Sample Progress Monitoring and Assessment Activities

Score/Step 5.0

I am able to classify and compare substances using data, observations, and measurable physical properties.

I am able to calculate and analyze the densities of various materials using data.

Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

Score/Step 4.0 I am able to classify and compare substances based on their measurable

physical properties.

I am able to calculate and evaluate the densities of various materials.

Describe density and/or calculate and compare the densities of various materials using the materials’ masses and volumes. (May require use of the density formula to calculate density, mass, or volume when comparing substances).

Score/Step 3.0 Target(Learning Goal)

I am able to classify and compare substances based on their measurable physical properties.

I am able to calculate and evaluate the densities of various materials.

Classify and compare the density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points of several common substances that you encounter in your everyday life (ex. gold, silver, aluminum, glass, plastic, water, oil).

Explain why the properties remain the same regardless of the amount of substance being tested.

Use the density formula to calculate density, mass, or volume when comparing substances.

Score/Step 2.0 I am able to identify some substances based on their measurable physical

properties. I am able to compare the densities of various materials.

Identify various ways in which substances differ (i.e., density, mass, volume, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, reaction to light and temperature).

Score/Step 1.0 I am able to differentiate the physical properties of solids, liquids, and gases.

Division of Academics – Department of Science Page 1 of 1Year-At-A-Glance 2015-2016

Teacher

Division of Academics – Department of Science

Page 1 of 1Year-At-A-Glance 2015-2016

Teacher

Division of Academics – Department of Science

Page 1 of 1Year-At-A-Glance 2015-2016

Teacher

Boat Challenge

Project Based STEM Activities Middle Grades Science TemplateProject Based STEM (Science, Technology, Engineering and Mathematics) activities create a student-centered learning environment in which students investigate and engineer solutions to real-world problems, and construct evidence-based explanations of real-world phenomena within their science content. Students are also provided the opportunity to re-design models they have developed, based on peer feedback and reviews. Through these engineering practices within the content, students can gain a deeper understanding of science and are exposed to how STEM relates to their education and future career goals.

General Guidelines

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Engagement or Introduction:

Introduce the challenge and show video of the basic hull designs.https://www.youtube.com/watch?v=Us-k6KwBNKI

Standard Alignment:

SC.8.N.1.1: Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.SC.8.N.2.2: Discuss what characterizes science and its methods.SC.8.N.4.1: Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels.SC.8.P.8.3: Explore and describe the densities of various materials through measurement of their masses and volumes.

Suggested Student Timeframe:

2 Block periods/4 traditional periods

Cross-Curricular Standards:

LAFS.68.RST.1.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements or performing technical tasks.LAFS.68.RST.2.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.LAFS.68.WHST.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.LAFS.68.WHST.3.7: 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.LAFS.68.WHST.3.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.LAFS.8.SL.2.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.MAFS.8.SP.1.1: Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.

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Define Problem/Scenario:

Your company wants to be hired to transport building materials from Miami Beach to Fisher Island at the lowest possible cost. Cost of fuel is very expensive and your team needs to construct the most energy efficient boat possible.

Expected Task: Build a boat that can hold the most mass without sinking.

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Research and Citations:

Written information by the students about the need or problem being solved with citations noted.

Vocabulary: mass, volume, density, buoyancy, gravity, balanced forces, unbalanced forces, design, solution, test

Division of Academics – Department of Science

Page 1 of 1Year-At-A-Glance 2015-2016

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Criteria: Costs: 1cm2 of foil= $10,1 cm of masking tape= $100,1 plastic straws= $500 Each group should consist of 3-4 students

Constraints: Maximum Budget for construction materials $15,000Materials: Plastic tub, pennies (may substitute with paper clips, plastic cubes or any standard

weight), ruler, electronic scale or triple beam balance.

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Building of the Product (Prototype, model or Artifact):

Brainstorm ways in which to design the boat with the fewest materials possible. Create a sketch of the design of the boat that will keep the boat afloat and balanced. Think of ways to reinforce the bottom and how to make the walls to keep the water out. Then build the model to replicate the sketch using the materials provided.

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Testing of the Product (Prototype, model or Artifact):

Test the boat and record the maximum amount of pennies (mass) before the boat sinks. Record the surface area of the boat.

Peer-Review Questions:

How did you prioritize the budget with the design of your team’s boat? How did you choose which design to build? What research did you use to design your boat? What other designs did you consider for your boat? What would you improve in the design of your boat?

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Project Summary: Each team will create a “pitch” (poster, PowerPoint, etc.) presentation to their company’s boat and the reason their boat had the most efficient design.

Presentation of Final Solution:

Students will present their team’s boat design and budget to the class. They will test to see the maximum mass that their boat can hold. A class data chart will be constructed where the surface area of the boat and maximum mass is recorded per team.

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Re-designing of the Prototype

Students will adjust or re-design their boat and re-test based on peer reviews, teacher input, and analysis of proposed solution.

Teacher Notes: Record surface area of the bottom of the boat before testing. Maximum mass is the number of pennies before the boat sinks.

Division of Academics – Department of Science

Page 1 of 1Year-At-A-Glance 2015-2016

Project: _______________________________ Score: _________________

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emDefine Problem/Scenario:

Your company wants to be hired to transport building materials from Miami Beach to Fisher Island at the lowest possible cost. Cost of fuel is very expensive and your team needs to construct the most energy efficient boat possible.

Expected Task: Build a boat that can hold the most mass without sinking.

Ste

p 2

Res

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Pro

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Research and Citations:

Vocabulary: mass, volume, density, buoyancy, gravity, balanced forces, unbalanced forces, design, solution, test

Ste

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Criteria: Costs: 1cm2 of foil= $10,1 cm of masking tape= $100,1 plastic straws= $500

Each group should consist of 3-4 students

Constraints: Maximum Budget for construction materials $15,000Materials: Plastic tub, pennies (may substitute with paper clips, plastic

cubes or any standard weight), ruler, electronic scale or triple beam balance.

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Building of the Product (Prototype, model or Artifact):

Brainstorm ways in which to design the boat with the fewest materials possible. Create a sketch of the design of the boat that will keep the boat afloat and balanced. Think of ways to reinforce the bottom and how to make the walls to keep the water out. Then build the model to replicate the sketch using the materials provided.

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Testing of the Product (Prototype, model or Artifact):

Test the boat and record the maximum amount of pennies (mass) before the boat sinks. Record the surface area of the boat.

Peer-Review Questions:

How did you prioritize the budget with the design of your team’s boat?

How did you choose which design to build? What research did you use to design your boat? What other designs did you consider for your boat? What would you improve in the design of your boat?

Ste

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Com

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Project Summary: Your team will create a “pitch” (poster, PowerPoint, etc.) presentation for your company’s boat and the reason your boat had the most efficient design.

Presentation of Final Solution:

Students will present their team’s boat design and budget to the class. They will test to see the maximum mass that their boat can hold. Record the surface area of your boat and maximum mass it can hold.

Ste

p 8

Red

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Re-designing of the Prototype

Adjust or re-design your boat and re-test based on peer reviews, teacher input, and analysis of proposed solution.

Division of Academics – Department of Science

Page 1 of 1Year-At-A-Glance 2015-2016

Score 4 Score 3 Score 2 Score 1 Score 0Pu

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Students demonstrate outstanding understanding of the problem, criteria, and constraints.

Students demonstrate adequate understanding of the problem, criteria, and constraints.

Students demonstrate minimal understanding of the problem, criteria, and constraints.

Student understanding of the problem, criteria, and constraints in inadequate or unclear.

Student understanding of the problem, criteria, and constraints is not evident or not recorded.

Bra

inst

orm

Student uses prior knowledge and lesson content knowledge to brainstorm a clear, focused idea(s). Idea(s) selected from brainstorming are excellently aligned to the intent of the problem.

Student uses prior knowledge and/or lesson content knowledge to brainstorm a clear, focused idea(s Idea(s) selected from brainstorming are adequately aligned to the intent of the problem.

Student uses prior knowledge and/or lesson content knowledge to brainstorm an idea(s). Idea(s) selected from brainstorming are minimally aligned to the intent of the problem and a clear connection is not readily apparent without explanation.

Student uses prior knowledge and/or lesson content knowledge to brainstorm an idea(s). Idea(s) selected from brainstorming are impractical for the intent of the problem and/or connection to the problem is inadequate or unclear.

Brainstorming idea(s) are not aligned with the intent of the problem, no idea(s) were given by the student, or no brainstorming is evident or recorded.

Des

ign/

Plan

Student proposes and designs a plan that excellently aligns with the criteria, constraints, and intent of the problem.Design sketch is complete and includes exceptional, relevant details that will be referenced when building the solution to the problem.

Student proposes and designs a plan that adequately aligns with the criteria, constraints, and intent of the problem.Design sketch is complete and includes details that will be referenced when building the solution to the problem.

Student proposes and designs a plan that minimally aligns with the criteria, constraints, and intent of the problem.Design sketch is complete and a clear connection is not readily apparent without explanation.

Student proposes and designs a plan that does not align with the criteria, constraints, and intent of the problem.Design sketch is impractical and/or connection to the problem is inadequate or unclear.

Design plan is not completed by the student or no plan is evident or recorded.

Cre

ate/

Bui

ld a

W

orki

ng M

odel Student builds a working model that

excellently aligns with the criteria, constraints, and intent of the problem.The working model can be tested using appropriate tools, materials and resources.

Student builds a working model that adequately aligns with the criteria, constraints, and intent of the problem.The working model can be tested using appropriate tools, materials and resources.

Student builds a working model that minimally aligns with the criteria, constraints, and intent of the problem.The working model can be tested using modified tools, materials and resources.

Student builds a working model that does not align with the criteria, constraints, and intent of the problem.The working model can be tested using modified tools, materials and resources OR completed working model cannot be tested.

Working model is not built.

Test

and

R

edes

ign Student tests the working model’s

effectiveness to solve the problem. Accurate and detailed records are collected and an analysis of data is present.

Student tests the working model’s effectiveness to solve the problem. Adequate records are collected and an analysis of data is present.

Student tests the working model’s effectiveness to solve the problem. Minimal records are collected. Analysis of data is not present.

Student tests the working model’s effectiveness to solve the problem. Minimal records are collected. Analysis of data is not present.

Testing is not performed due to an inability to test based on the quality of the working model, there is no working model to test, or no testing is evident or recorded.

Bud

get(

if ap

plic

a Student record of budget is exceptionally clear and complete. Students were on or under budget.

Student record of budget is exceptionally clear and complete. Students were over budget, but less than 10% over.

Student record of budget is clear and complete. OR the student went 10% or more over budget.

Student record of budget is unclear or incomplete. OR the student went 15% or more over budget.

Student did not include a record of the budget or it is not evident.

Prod

uctio

n Student uses data, observations, and anecdotal notes from the design process to excellently articulate why their project is ready for production and use.

Student uses data, observations, and anecdotal notes from the design process to adequately articulate why their project is ready for production and use.

Student uses data, observations, and anecdotal notes from the design process to minimally articulate why their project is ready for production and use.

Student uses data, observations, and anecdotal notes but production notes are unclear or incomplete.Or no data was used to support statement.

Student does not provide reasoning for why the project is ready for production or use or this is not evident.

Dis

cuss

and

Sh

are

Student is excellently prepared for and participates in project discussion without prompting. Summarized results from testing are communicated clearly and effectively. Student poses and responds to specific questions to clarify or follow up on information shared from other classmates.

Student is adequately prepared for and participates in project discussion without prompting. Summarized results from testing are communicated clearly. Student poses and responds to specific questions to clarify or follow up on information shared from other classmates.

Student is minimally prepared for and participates in project discussion with prompting. Summarized results from testing are shared. Student infrequently poses and responds to questions to clarify or follow up on information shared from other classmates.

Student is not prepared for and inadequately participates in project discussion. Summarized results from testing are shared, but are incomplete or unclear. Communication with classmates by posing and responding to questions is limited.

Student does not participate in project discussion with judge.

Con

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.

Student can reason inductively about data, using this knowledge to communicate findings clearly based on evidence. Student can appropriately reference objects, diagrams, drawings, data, and/or actions from the activity for a viable argument of whether not their design plan was successful.

Student can adequately interpret data, using this knowledge to communicate findings based on evidence. Student can appropriately reference objects, diagrams, drawings, data, and/or actions from the activity for a viable argument of whether not their design plan was successful.

Student can minimally communicate findings by referring to objects, diagrams, drawings, data, and/or actions from the activity for a viable argument of whether not their design plan was successful.

Student inadequately communicates findings, or analysis of data is present, but flawed.

Student does not participate in project discussion with judge.

MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide

M/J COMPREHENSIVE SCIENCE 3 Course Code: 200210001Pacing Date(s)

Traditional 10 Days 09-17-15 to 10-01-15Block 5 Days 09-17-15 to 10-01-15

Unit 2 Assessment 09-30-15 to 10-01-15

BODY OF KNOWLEDGE: P. Physical Science; N: Nature of Science

TOPIC III: Changes in Matter NEXT GENERATION SUNSHINE STATE STANDARD(S) ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLSBig Idea 8: Properties of MatterSC.8.P.8.1 Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Assessed as SC.8.P.8.5 (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)

Big Idea 9: Changes in MatterSC.8.P.9.1 Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes.Assessed as SC.8.P.9.2 (Cognitive Complexity: Level 3:Strategic Thinking & Complex ReasoningSC.8.P.9.2 Differentiate between physical changes and chemical changes.AA Also assesses SC.8.P.9.1 and SC.8.P.9.3.(Cognitive Complexity: Level 2: Basic Application of Skills & ConceptsSC.8.P.9.3 Investigate and describe how temperature influences chemical changes.Assessed as SC.8.P.9.2 (Cognitive Complexity:) Level 3: Strategic Thinking & Complex Reasoning

Big Idea I: Nature of ScienceSC.8.N.1.1 Define a problem from the eighth curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions and defend conclusions. AA (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)SC.8.N.1.2 Design and conduct a study using repeated trials and replication. Assessed as SC.7.N.1.2 (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)

Fair Game Benchmarks :SC.7.P.11.4, SC.7.P.11.1, SC.7.N.1.3

Particulate Nature of Mattera) Solidb) Liquidc) Gas

Physical Changesa) Phase Changes

a. Thermal Energyb) Example of physical

changes

Chemical ChangesA. Evidence of Chemical

ChangesB. Examples of Chemical

Changes

Law of Conservation of MassA. Conservation of Mass:

Through chemical changes

B. Difference between physical and chemical

Temperature’s Influence on Chemical Changes

1. Differentiate between physical and chemical changes.

2. Explain that adding heat to or removing heat from a substance may result in a temperature change and possibly a change of state.

3. Explain that mass is conserved when substances undergo physical and/or chemical changes according to the Law of Conservation of Mass

4. Classify changes in matter as chemical or physical.

5. Compare and contrast physical and chemical changes.

6. Describe how temperature influences chemical changes

7. Identify when a chemical change has occurred through common indicators (new substance formation, release of gas, precipitate formation, and color change)

Core Text Book: Pearson Interactive Science Florida Ch. 1.1, Ch. 7.2 - 7.3, 8.3, and Ch. 12 (p.417-418)Vocabulary: matter, substance, solid, liquid, gas, fluid, temperature, thermal energy, heat, melting point, freezing, vaporization, evaporation, boiling, boiling point, condensation, particleTechnology:A. Pearson: My science online, My Planet Diary; Untamed Science Video

Building a House; Pearson Interactive Art States of MatterB. GIZMO: Phase Changes, Phases of Water, Freezing Point of Salt Water,

Temperature and Particle Motion BBC Bitesize: Behavior of Matter Chemical Reactions

C. Brain POP: States of Matter, Matter Changing States, Property ChangeD. Chem 4 Kids: States of Matter, Chemical vs. Physical ChangesE. CPALMS: Law of conservation of Mass F. Study Jams: Chemical and Physical PropertiesStrategies: Pre-assessment, KWL, Venn Diagram, Lab inquiry, student synthesized problem statements and hypotheses, cooperative group strategies, re-teaching, 5-E model ELL: TX - ELL Support Enrichment: TX- L3 SPED: TX- L1Assessment: Formal/Authentic-Oral assessments, free form or concept mapsFormative Assessment Is it Melting (Vol. 1), Burning Paper, (Vol. 1) Is it Burning? (Vol. 1), Ice Cubes in a Bag (Vol. 2), Freezing Ice (Vol. 2), Hot and Cold Balloons (Vol. 3) ,Labs:1. EL: Physical & Chemical Changes, Conservation of Mass and PBSA: Air

Bag Challenge2. TX: Lab Zone Quick lab Modeling Particles, How do the particles in a Gas

Move? , What is a Physical Change?, Melting Ice, Observing Sublimation,3. Modeling Particles4. Alka-Seltzer in cold water and thin in hot water – “Which happens

faster?”5. Chemical Change in a Bag Related Program : Science Fair

Division of Academics – Department of Science Page 13 of 32First Nine Weeks

MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide

M/J COMPREHENSIVE SCIENCE 3 Course Code: 200210001

Division of Academics – Department of Science Page 14 of 32First Nine Weeks

MIAMI-DADE COUNTY PUBLIC SCHOOLSLearning Goals Progression Scale

M/J COMPREHENSIVE SCIENCE 3 Course Code: 200210001

Standard(s): SC.8.P.9.2Scale Learning Progression Sample Progress Monitoring and Assessment Activities

Score/Step 5.0

I am able to determine whether a physical and chemical change has occurred through observations. Undertake a design project to construct, test, and modify a

device that either releases or absorbs thermal energy by chemical processes.

Score/Step 4.0 I am able to differentiate between physical and chemical changes.Analyze and interpret data on the properties of substances before and after the substances interact to determine if a

chemical reaction has occurred.

Score/Step 3.0 Target(Learning Goal) I am able to compare physical and chemical changes in common substances.

Create a T Chart to compare common substances as physical and chemical changes. (Milk goes sour, jewelry tarnishes, aluminum foil is cut in half, a match is lit, butter melts on warm toast, rubbing alcohol evaporates on your

hand, clay is molded into a new shape, hydrogen peroxide bubbles in a cut, etc.)

Score/Step 2.0 I am able to identify examples of physical and chemical changes. Identify pictures as physical or chemical changes.

Score/Step 1.0 I am able to analyze how physical and chemical changes are affected by temperature.

Division of Academics – Department of Science Page 15 of 32First Nine Weeks

Teacher

CONSERVATION OF MASSFlorida Next Generation Sunshine State Standards Benchmark(s): SC.8.P.9.1 Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. (Assessed as SC.8.P.9.2)SC.8.P.9.2 Differentiate between physical changes and chemical changes. (AA) (Also assesses SC.8.P.9.1 and SC.8.P.9.3.)

Background information:The “Law of Conservation of Mass” states that when matter goes through a physical or chemical change, the amount of matter stays the same before and after the changes occur. In other words, matter cannot be created or destroyed.

Materials: Graduated Cylinder Erlenmeyer Flask Balloon Baking Soda Triple Beam Balance Spoon

Division of Academics – Department of ScienceFirst Nine Weeks

Teacher

Division of Academics – Department of ScienceFirst Nine Weeks

Before activity:

What the teacher will do:Engage:

Teacher burns a small piece of paper inside of a beaker. Teacher asks students: “What happened to the paper?; Is there the same amount of matter in the beaker

before and after?; Where did the matter go?; How can you tell?; What type of change did you observe: physical or chemical?”.

Have students use the background information to develop a problem statement.

During activity:

What the teacher will do:Explorea. Monitor students to make sure they are remaining on task and are following proper

lab protocol.b. Review the experimental design diagram by asking individual students in groups to

explain the different parts of the experiment.1. Follow laboratory procedural plan; making sure to model proper laboratory

safety and use of equipment.2. While walking around, ask students within their group what is the temperature

in the thermometer to make sure they remember how to read it.3. Emphasize importance of data collection by groups.

c. Have students use the Discussion Questions provided to apply the exploration to expected learning.

Answer Key:1. Name the reactants: Baking Soda and Vinegar2. Name the products: Sodium Acetate, Water, and Carbon Dioxide3. Name the gas produced: Carbon Dioxide4. Compare the mass of the closed system before and after the reaction. Explain

your results. (The mass of the closed system before and after the reaction were the same because matter cannot be create nor destroyed

5. Were any new elements introduced into the closed system? Where did the gas come from? Explain. NO. The law of conservation of mass states that in any chemical reaction, matter is neither created nor destroyed. Therefore, in a balanced chemical equation you must have the same number of atoms of each element on either side of the equation. The gas came from the baking soda and vinegar

6. What evidence did you observe to indicate that a chemical reaction took place? (Bubbles indicated that a chemical reaction took place, also a new substance was form and gas was given off which inflated the balloon)

7. After the gas was released, what happened to the mass of the system and why? (The mass of the system decreased because the system was no longer closed. Some matter escaped (the gas) which caused the mass to decreased

8. Did your results support this statement? Why/Why Not?What the teacher will do:ExplainHave students complete the Claim-Evidence-Reasoning to respond to their own problem statement.

ElaborateDesign and create a model to describe the flow of energy and cycling of matter in a food web.

Evaluate:Create a poster that defines and illustrates the Law of Conservation of Mass.

FCAT Connection

1. A student adds water and sugar to a jar and seals the jar so that nothing can get in or out. The student then finds the mass of the jar containing the water and sugar. After some sugar dissolves, the student finds the mass of the jar and its contents

Teacher

Division of Academics – Department of ScienceFirst Nine Weeks

CONSERVATION OF MASS

SC.8.L.18.4: Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. (AA)SC.8.P.8.5 Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. (AA) (Also assesses SC.8.P.8.1, SC.8.P.8.6, SC.8.P.8.7, SC.8.P.8.8, and SC.8.P.8.9.)SC.8.P.9.2 Differentiate between physical changes and chemical changes. (AA) (Also assesses SC.8.P.9.1 and SC.8.P.9.3.)

Purpose: You will test the law of conservation of mass by creating a reaction of chemicals and measuring the mass before and after of the reaction.

Problem Statement

Hypothesis

Materials Graduated Cylinder Erlenmeyer Flask Balloon Baking Soda Triple Beam Balance or electronic scale Spoon

Procedure - Part 1:

1. Using your graduated cylinder, measure 50 mL of vinegar. 2. Add the vinegar to your 125 mL Erlenmeyer flask. 3. Stretch your balloon out for about a minute so that it will inflate easily. 4. Using the white plastic spoon, add 10 grams of baking soda to your balloon. Use the paper funnel to avoid spilling. 5. While keeping all the baking soda in the balloon, carefully place the mouth of the balloon over the opening of the Erlenmeyer flask to make a tight seal. The balloon will hang to the side of the flask. Record/draw observations. 6. Using your Triple Beam Balance or scale, find the mass of the closed system. (Flask, vinegar, balloon, and baking soda) Record the mass in the data table. 7. With the balloon still attached to the flask, firmly hold where the balloon is attached to the flask and lift the balloon so that the baking soda falls into the flask and combines with the vinegar. Swirl gently. 8. Record/draw all observations.

Division of Academics – Department of ScienceFirst Nine Weeks

Observations: (diagram your observations)Before After

Division of Academics – Department of ScienceFirst Nine Weeks

Mass of SystemStart (g)

Mass of SystemEnd (g)

Mass of SystemGas Released (g)

Procedure - Part 2: 1. Using your balance or scale, find the mass of the closed system once the chemical reaction has completed. Be sure to keep balloon attached. 2. Record the info into the data table below. 3. Carefully remove the balloon and let all the gases escape. 4. Place the deflated balloon back onto the Erlenmeyer flask. 5. Find the mass again using your balance or scale. 6. Record your info into the data table above.

Explain:Look at the chemical equation below: *NaHCO3 + CH3COOH → NaOOCCH3 + H20 + CO2

Baking + Vinegar → Sodium + Water + Carbon Soda Acetate Dioxide

Discussion Questions1. Name the reactants:_______________________________________________________2. Name the products:_______________________________________________________3. Name the gas produced:___________________________________________________4. Compare the mass of the closed system before and after the reaction. Explain your results.

5. Were any new elements introduced into the closed system? Where did the gas come from? Explain.

6. What evidence did you observe to indicate that a chemical reaction took place?

7. After the gas was released, what happened to the mass of the system and why?

8. Did your results support this statement? Why/Why Not?

Division of Academics – Department of ScienceFirst Nine Weeks

Conclusion Problem Statement: (From the beginning of the lab)

Claim:Make a CLAIM based on what you observed in the experiment you performed today that answers your problem statement.

Evidence:Support your claim using EVIDENCE you collected in your experiment.

Reasoning:Use science concepts to provide REASONING for why the evidence you presented supports your claim.

Division of Academics – Department of ScienceFirst Nine Weeks

8. A student adds water and sugar to a jar and seals the jar so that nothing can get in or out. The student then finds the mass of the jar containing the water and sugar. After some sugar dissolves, the student finds the mass of the jar and its contents again.

What will happen to the mass of the jar containing the water and sugar after some of the sugar dissolves?

G. The mass will stay the same. H. The mass will increase. I. The mass will decrease. J. The mass will depend on how much sugar dissolves.

9. Joey is performing an experiment in science class. He mixes two liquids in a test tube, and gas bubbles appear at the surface of the test tube. Which of the following describes what is most likely taking place?

A. A physical change is causing a change in phase from liquid to gas.B. A chemical change has caused the liquids to undergo combustion and gas is escaping.C. A physical change is causing the solution to exhibit different properties than the original substances.D. A chemical change has resulted in the production of a new substance, which is being given off as a

gas.

10. Suppose you put popcorn kernels into an airtight popcorn popper and measure the mass of the popper and measure the mass of the popper with the kernels. After the popcorn has popped, what would you expect to find regarding the mass of the popper and the popcorn?

A. The mass after popping will be less than the original mass because the popped corn is less dense than the kernels.

B. The mass after popping will be equal to the original mass because the airtight container did not allow any materials to enter or leave the popper.

C. The mass after popping will be greater than the original mass because the volume of the popped corn is greater than that of the kernels.

D. The mass after popping will be not able to be determined accurately because of the steam that is released from the kernels during the popping.

Division of Academics – Department of ScienceFirst Nine Weeks

CIS: An Oil Filter for Water (Grade 8 Q1)From Society for Science

A new screen can separate oil and water after they’ve mingled

There’s an old saying that oil and water don’t mix. But sometimes they do — especially when a chemical called a surfactant brings the two together. Once blended, oil and water become tough to pull apart. Unless, that is, you have a new type of sieve.

Researchers led by Anish Tuteja at the University of Michigan have created a new type of filter that lets water pass through but leaves oil behind. The device could be used to help clean water at treatment plants or mop up oil spills. It’s too soon, however, to know if it will be useful for large disasters, notes Tuteja.

In August, Tuteja’s team reported that a test version of the new filter performed almost perfectly in laboratory tests: It removed 99.9 percent of the oil from an oil-water mix.

Materials scientists like Tuteja specialize in trying to build new materials with useful properties. In the past, other scientists have built filters using a material that lets the oil through but stops the water. Tuteja says those filters need lots of energy to work well. They also quickly gum up with oil and must be cleaned.

Tuteja’s filter does the opposite: It allows water through but blocks the oil. And it doesn’t rely on extra energy to move the mixture through the system. Only gravity, a force that pulls objects toward the center of the Earth, tugs the liquids downward.

The scientists created the new device by dipping a base material — like a mesh or a net — into two chemicals. One of those chemicals loves water; the other repels oil. When a water-oil mixture now hits the filter, water — the heavier of the two liquids — gets pulled through, but oil does not.

The scientists tested their device on mixtures containing water and different types of oil. Each time, the water went through and the oil slid off the side into a different container.

“This is nice work,” Di Gao told Science News. He’s a chemical engineer at the University of Pittsburgh who did not work on the new material. As he explains: “It’s not too hard to make a surface that repels water but likes oil — but to do it the other way is hard.”

Division of Academics – Department of ScienceFirst Nine Weeks

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Title of Text/Article: An Oil Filter for Water

NGSSS for Science

Benchmarks:

Comprehensive Science 3 (2002100)SC.8.P.8.4 Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. (Also assesses SC.8.P.8.3.) AA Also Assesses SC.8.P.8.3 Explore and describe the densities of various materials through measurement of their masses and volumes.

Content Integration Comprehensive Science 3 (2002100)The student will be able to Describe and/or explain the physical properties of a substance.

Students will identify and/or explain the physical characteristics of a substance are independent of the amount of the sample.

Students will compare and/or contrast density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points.

CCSS ELA & Literacy in History/Social Studies, Science, and Technical Subjects

LAFS.68.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.LAFS.68.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.

Mathematical Practices

MAFS.K12.MP.1: Make sense of problems and persevere in solving them.MAFS.K12.MP.2: Reason abstractly and quantitatively.MAFS.K12.MP.3: Construct viable arguments and critique the reasoning of others.MAFS.K12.MP.7: Look for and make use of structure.MAFS.K12.MP.8: Look for and express regularity in repeated reasoning.

Teacher Notes: Materials:

o Text or article (of sufficient complexity to promote high-level thinking)o Sticky notes (for opening “hook question, question generation, written responses, etc.)o Markers, rubrics (for Text-Based Discussion, Student Written Responses, Question Generation, etc.)o Student copies of worksheets (for Written Responses, Direct Note-Taking, and Question Generation).

Matter’s Properties (Pearson Interactive Science)Matter is anything that has mass and takes up space. A property is something about matter that you can observe with one or more of your senses. Some examples of properties are shape, color, weight, size, smell, and taste.

There is a difference between an object’s properties and a material’s properties. For example, one of the properties of a gold bar might be a rectangular shape. The bar has a certain size and mass. If you cut the bar, some of its physical properties as an object will change.

The properties of a material do not change. The gold bar can be bent, cut, or crushed, but the properties of gold stay the same. The shape of the gold does not change its density. If you cut it into little pieces, the pieces will still not be attracted to a magnet. Its color, hardness, and texture will not change either. These are properties of the material gold, not those of the gold bar.

You can identify an element by its chemical and physical properties. Chemical properties tell how one material changes into another material. Physical properties can be measured without changing the material. Physical properties include the color, smell, texture, or hardness of an object, as well as mass and volume. Each element has its own set of properties. When you measure an object’s physical properties, you do not change the object. When you observe an object’s color, you have done nothing to change it. You can use rulers, microscopes, and thermometers to observe, describe, and measure physical properties. Scales and balances can also be used. More than 3/4 of elements are metals. The physical properties of metals include the following. Metals are shiny and smooth. They can be bent. Metals also conduct heat and electricity well.Parts of Matter: An element is a basic building block of matter. There are more than one hundred different elements. Elements join together to make up all other kinds of matter, and they cannot be broken down into smaller pieces. Only a few elements are found in nature in their pure form. One element found in its pure form is gold. Most of the matter around us is made up of combined elements. For example, rust forms when iron combines with oxygen. Most living and nonliving things are made up of just a few elements, and these elements are combined in many different ways.

All matter is made up of atoms. An atom is the smallest particle of matter that has the properties of an element. Atoms are very small, and you cannot see them with your eyes or a regular microscope. Scientists form images of them using special microscopes.

If you look at a photo in a magazine, the colors appear to be solid.Now, look at the same picture under a microscope. All the many colors are made out of patterns of tiny dots of only a few colors. The dots combine to make the colors in the picture. Different kinds of matter are made up of combinations of atoms in the same way. Some types of matter have a set ratio of elements. For example, a molecule of water (H2O) is always made up of 2 hydrogen atoms and 1 oxygen atom.

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Ideas About Matter: People have always wondered about their world. In ancient times, people observed fire turn wood to ash. They watched gas and smoke rose from the fire. Gas in the air turned to water and rain. Therefore, they concluded that earth, air, fire, and water were the four elements that made up all matter. Today, scientists know there are more than 100 elements. Matter can be made up of one element, two elements, or many kinds of elements. Living things are mostly made up of carbon, oxygen, nitrogen, and hydrogen.

The periodic table is a chart that scientists use to organize all the elements. Each element has a name and a symbol. Some people who have discovered elements have been allowed to suggest names for them. Berkelium was named after the city of Berkeley, California. What do you think californium is named after? Einsteinium is named after Albert Einstein. Seaborgium is named after another scientist, Glenn Seaborg. What would you call an element named after you?

What Forms Does Matter Take? Water has three forms: solid, liquid, or gas. These three forms are called phases, or states, of matter. The phase of any material is due to the motions and arrangements of its particles. The phase that a material is in at room temperature is a physical property.

The particles in a solid are very close together. They vibrate, or shake, in place because the forces between the particles keep them from moving around. Solids have a shape and volume that does not change.

As a solid warms up, it can melt and become a liquid. The particles can now move and slide past each other. That is why liquids take the shape of any container they are placed in. Like solids, liquids have a volume that does not change. The particles might move but they remain close together.

Particles in a gas are farther apart than particles in solids or liquids. The particles don’t affect one another unless they bump together. A gas does not have a definite shape or volume, so when a gas is put in a container, its particles spread out evenly throughout the container.

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* * * CIS Step 1 * * *Tasks: Teacher asks hook question to launch opening discussion, reads aloud to students while students mark text, students read the text and participate in directed note-taking.

Purpose: To bring world relevance to text reading, establish a purpose for reading, model fluent reading, provide opportunities for students to become interactive with the text, and think critically about information in the text.

Visual Hook: An Oil Filter for Water By Stephen Ornes /September 13, 2012 (https://student.societyforscience.org/article/oil-filter-water) and Matter’s Properties by Pearson Interactive Science, Florida

Hook Question: How can the physical properties of a substance help scientists solve a real world problem?

Individual responses

Predictive Written Response to Complex Text-Based QuestionWhat are some positive and negative consequences of using physical properties to solve a real world problem?

Vocabulary InstructionPara-

graph # Academic or Discipline Specific Vocabulary Word Part or Context

Para-graph # Academic or Discipline Specific Vocabulary Word Part or

Context

Direct students to locate words introduced in the text by paragraph number. Model for students how to derive word meaning(s) from word parts (prefix, root, suffix) and/or

context. Record meanings of word parts and words on chart paper. Variations for Vocabulary Instruction:

o record meanings of word parts and words in word study guide, journal writing, graphic organizers, etc.opost word parts, words, and their meanings on a vocabulary word wall; refer to word wall during

reading, discussions, and writing throughout CIS lesson and subsequent lessons.

Reading #1Text-marking + – this section of text shows a positive impact on society or the individual _ – this section of text shows a negative impact on society or the individualP – this section of text shows a problemS – this section of text shows a solution

Model for students by reading the text aloud and coding a portion of the text. Students follow along and mark their copy. Students proceed to code the rest of the text independently. Students share text markings with table group or partner.

Reading #2Directed Note-Taking - Record notes containing the most important information relevant to the guiding question

Visual Hook: Gloss Girls – PBS Kids DragonFlyTV

Directed Note-Taking Guiding Question: Using evidence from the text and video clip, What are some positive and negative consequences of using physical properties of this filter to solve real world problems?Para-graph #

Note+ Impact Society or Individual

- Impact Society or Individual

Problem Solution

Present a guiding question to direct students thinking while taking notes. Teacher models note-taking using an example statement from the text, then selecting the category or categories that support the statement. Students complete note-taking collaboratively or independently.

Conduct small- and whole-group efferent discussion. Ask groups to come to consensus on which category is the most impactful according to the support from the text.

First Draft Written Response to Essential QuestionUsing evidence from the text, why is it important to consider the positive and negative impacts on society/individuals, when using physical properties to solve a real world problem?

* * * Ask students to complete the second Written Response. Variations for this Written Response: Sticky notes quick writes, collaborative partners, written

conversations

CIS Step 2 * * *Tasks: Teacher models the generation of a complex question based on a section of text, relating to a broad perspective or issue. Students record the questions, and then students re-read the text to generate their own questions.

Purpose: To provide students with a demonstration of question generation and the opportunity for them to interact with the text by generating questions to further deepen their comprehension.

Reading #3Question Generation

Question Generation: How using chemicals to solve a real world problemPara-graph #

Questions Check relevant categories below

+ Impact Society/Individual

- Impact Society/ Individual

Problem Solution

Teacher models re-reading a portion of the text and generates one or two questions. Students continue to review/scan the text and use their recorded notes to generate questions about

information in the text collaboratively or independently. To conclude question generation, the teacher has students:

share their questions with the related category whole class and discuss which questions they have in common, and which questions are most relevant or significant to their learning.

record/post common and relevant/significant questions to encourage:

o extended efferent text discussion

o students to seek/locate answers in text-reading throughout the remainder of the chapter/unit focusing on unanswered questions in collaborative inquiry.

* * * CIS Step 3 * * *

Task: Teacher posts a Complex Text-Based question, students discuss answers, and review/revise answers to the final/Complex Text-Based question based on discussion.

Purpose: To provide opportunities for students to interact with the text and with their peers to: identify text information most significant to the final/essential question. facilitate complex thinking and deep comprehension of text.

Final Written Response to Complex Text-Based QuestionAccording to the text and extended text discussion, which factor is most likely the primary concern for scientists when using physical properties to solve real-world problems?