Science Curriculum Framework

7th Grade

2006-2007 Table of Contents

Table of Contents 1 Mission Statement and Belief Statement 2 Acknowledgement 3 Introduction 4 Student Participation in TEKS-Based Inquiry and the BISD Science Fair 5 Scope & Sequence 6 Curriculum Frameworks First Six Weeks 8 - 11 Second Six Weeks 12 - 13 Third Six Weeks 14 Fourth Six Weeks 15 - 18 Fifth Six Weeks 19 - 21 Sixth Six Weeks 22 - 26 Appendix

Texas Essential Knowledge and Skills Subchapter A. Elementary Subchapter B. Middle School Subchapter C. High School

Texas Assessment of Knowledge and Skills Objectives Fifth Grade, Eighth Grade, Tenth Grade, and Eleventh Grade

Science TEKS Toolkit Excerpts Materials and Safety Equipment List Checklist for Science Field Investigations Science Facility Safety Checklist Laboratory Safety Survey Assessment Methods and Web-Based Resources

Recommended/Exemplar Labs

National Science Education Standards

Science Curriculum Framework 2006-2007 1 Brownsville Independent School District Mission Statement

The mission of the Brownsville Independent School District, an international community respected for its rich cultural heritage is to produce responsible, well- rounded graduates

Who - have the ability to pursue a post-secondary education and/or career -possess a capability for independent learning and thinking with a competitive edge in a multi-cultural, multi-lingual world By - identifying and maximizing physical, financial, and human resources and -Unifying community and school commitment to excellence in education and equal educational opportunity.

Brownsville Independent School District Belief Statement

 Excellence is our common goal.  Parental responsibility is an integral factor in student success.  Belief in self is fundamental to success.  Everyone deserves respect as a human being.  Perseverance and hard work are essential for success.  Change creates opportunities for growth.  Truthfulness is important for effective communication.  Public schools are an extension of the community.  Sensitivity is essential for understanding the needs of others.  Great achievements follow high expectations.  Cooperation is necessary to get things done.  Active listening is essential for effective communication.  Successful students are active participants in the learning process.

Science Curriculum Framework 2006-2007 2 Acknowledgement

The Brownsville Independent School District gratefully acknowledges the contributions given by the Science teachers who participated in the development of this secondary Science curriculum framework. Science teachers from the following campuses assisted in the development of the framework:

 Besteiro Middle School  Cummings Middle School  Faulk Middle School  Garcia Middle School  Lucio Middle School  Oliveira Middle School  Perkins Middle School  Stell Middle School  Stillman Middle School  Vela Middle School  Secondary Science Curriculum Specialists

Science Curriculum Framework 2006-2007 3 Introduction

Texas Legislation requires that all Texas school districts develop, implement, and evaluate a comprehensive educational program aimed at student mastery of the Texas Essential Knowledge and Skills as defined in Chapter 112.

The purpose of this Secondary Science Curriculum Framework is to match learning experiences to the Texas Essential Knowledge and Skills and provide a sequence of objectives and lab activities that are also aligned, including the 40% lab requirement for all High School Science courses. Brownsville ISD also requires the 40% lab minimum curriculum requirement for all Middle School Science courses.

In addition, this document includes sample activities and required “RECOMMENDED/EXEMPLAR” labs to be taught in each course. These labs are not intended to be the only labs taught in each course, but are provided to ensure consistency in high-quality instruction throughout the district. They should further serve to avoid overemphasis in one area while neglecting another, and thus, focus on student needs.

Pre-AP accommodations are indicated throughout the document, either as additional TEKS added to the course to meet the needs of the Pre-AP course sequence, or emphasized TEKS that need to be taught with added depth to the Pre- AP student in order to prepare them for the AP or Dual Enrollment course. Adaptations for other special populations will be made as needed, but the basic curriculum is the same for all students.

The textbook provided by the state is a resource for teaching the course, not the curriculum. Although the textbook “covers” all TEKS for the course, it does not necessarily provide instructional support for teaching the TEKS to the level of depth necessary to fulfill the TEKS intention. Therefore, it is highly recommended that teachers use a variety of additional resources from multiple sources in order to meet the TEKS requirements. Some of these resources may include, but are not limited to the required Recommended/Exemplar Labs, FOSS kits (which should be taught in their entirety as a unit), TEXTEAMS activities, Calculator Based Labs, Snapshot Activities and Vistas provided through the Charles A. Dana Center Science Toolkit.

Science Curriculum Framework 2006-2007 4 This curriculum framework is primarily a working document that prescribes what is to be taught in a given subject or area of study. It gives both structure and direction to the educational program. As a formal document, it is an official statement of the curriculum and a teacher’s guide to instruction.

Student Participation in TEKS-Based Inquiry and the BISD Science Fair

Research, inquiry and invention are essential skills successful students must develop as they grow academically. Students must be able to discuss and evaluate social, technological and scientific issues evident today and trends influencing the future. A challenge for educators is to exploit the natural curiosity all students possess. Allowing time, opportunity and support during school hours for student- based inquiry permits learners to expose their misconceptions and pursue the “why” questions they have. Students should plan investigations and conduct research that can help them test their ideas, interpret differing points of view and justify consequent discoveries. Students are much more likely to internalize and remember concepts learned if they are actively involved with them, rather than passively observing them take place. TEKS-based investigations enable students to effectively learn and use content-area concepts and skills. Through these types of direct investigations students are able to “maximize their ability to make sense of the world and to learn more about it.” (Science for All Americans) Therefore, it is a BISD requirement that all students participate in a research-based inquiry project at the sixth, seventh, and eighth grades. Participation at other grades or courses is highly recommended since successful research projects take two to four years. When students are engaged in research-based inquiry, they are involved in using a rich variety of primary and secondary source materials and the Science Process Skills as required by law in the Science TEKS.

A successful classroom science investigation may be developed into a research- based inquiry project and entered in the Science Fair. Students who choose to enter the fair will be able to create investigations from among fifteen different categories. The Science Fair will be held annually in the fall, allowing teachers and students to prepare for one science competition per year following the rules of the Intel International Science and Engineering Fair, www.sciserv.org/isef . All students will have the opportunity to complete an original investigation. Individual campuses, teachers and students will be able to choose which projects to enter in the Science and Engineering Fair.

Science Curriculum Framework 2006-2007 5 7th Grade Framework 2006-2007 Six TAKS TEKS Recommended Concepts Exemplar Labs Weeks Chapters Recommended Labs Obj.1: 7.1 A,B; 7.2 A-E; 7.3 Intro. To Safety; measurements (length, Measurements: FOSS Variable Kit, Nature of A-E;7.4 A,B Science mass, volume & density); proper Rainbow Lab, Surface Tension of Water 1st use of scientific tools and & Mystery Powders Science* equipment; scientific skills and Science Fair (optional) process skills Obj.5: Earth 7.14 A-C 7 & 8 Weathering (Mechanical and "Streams in Action" 268-269 Chemical), Erosion, Deposition and Earth History FOSS Kit 2nd Catastrophic events. Obj.5: Space 7.13 A,B 9 Seasons (Earth's “Reason for the Seasons” p.304-305 Revolution/Rotation), Moon Phases. "Oreo Cookie Lab" Obj.3: 7.7 A,B 1 States of Matter, Physical & "Observing a Chemical Reaction" & Matter Chemical Properties, Physical & "Mineral Oil, Water & Iodine Mix" 3rd Chemical Changes. Obj.3: 7.7C 1 Elements, Compounds and the "Conductivity - Metal & Non-Metals" & Chemistry Periodic Table. Solubility of Elements Obj.4: 7.6 A-C; 7.8 A,B 4, 5 & 6 Balanced/Unbalanced Forces, "Walk Like Me" and "Racing Against Physics Motion, Simple Machines, Friction" Wheel & Axle Lab, Lever & 4th Potential/Kinetic Energy, & Lifting Photosynthesis. Obj.2: Living 7.9 A,B; 7.10 A-C 10, 11, 12, 13, Human Body Systems & Genetics. "Iron for Breakfast" 381, "As the Systems 14, 15 &16 Stomach Churns" 388-389, Frog 5th Dissection, & "Chromosomes and Inheritance" Obj.2: Living 7.12 A-D 17, 18 &19 Ecosystems, Food Chains, Food "Change in a Tiny Community" 584 Systems Webs, Biomes & Succession. “Toothpick Birds” 6th Review 7.5 A,B; 7.11A,B; 7.3 10 Equilibrium, Stimulus/Response "Contamination in Fruitvale" SEPUP D,F, 6.14 &History of Scientists. Sixth Grade - Watershed, Ground water, & Surface Water. * Objective 1: On-going throughout school year Disclaimer: Science Fair Projects are enrichment to be worked at home and after-school.

Science Framework 2006-2007 6 Science—7th Grade Resources Six TAKS TEKS Other Resources Weeks (Websites) 1st Objective 1 7.1A,B  Lab Safety: http://www.csun.edu/~vceed002/ref/laboratory/safety/safety.html Nature of 7.2A-E  Metric System: http://www.metrication.com/intro.htm Science 7.3A-E  Reading Graphs: (Lab Basic 7.4A http://www.bbc.co.uk/schools/ks3bitesize/maths/handling_data/representingdata1_intro.shtml. Skills) 2nd Objective 5 7.13A,B  Weathering: http://gpc.edu/%7Epgore/geology/geo101/weather.htm : Earth and Space 7.14A-C  http://www.geosci.unc.edu/faculty/glazner/Images/Weathering/weathering.html Systems  Erosion: http://www.geography4kids.com/files/land_erosion.html (Earth Science)  Soil formation and composition: http://library.thinkquest.org/J003195F/soil.htm  Earth’s seasons: http://www.enchantedlearning.com/subjects/astronomy/planets/earth/:  Moon phases: http://www.moon-phases.com/  http://www.stardate.org/nightsky/moon/  http://www.astro.wisc.edu/~dolan/java/MoonPhase.html  http://tycho.usno.navy.mil/vphase.html  http://imagiware.com/astro/moon.cgi 3rd Objective 3 7.7A-C  Periodic Table: http://www.chemicalelements.com/ Structures and  Bonds: Properties of http://www.ithacasciencezone.com/chemzone/lessons/03bonding/mleebonding/covalent_bonds.htm Matter (Chemistry) 4th Objective 4 7.6 A-C  Newton’s Laws of Motion: http://www.beyondbooks.com/psc91/4.asp Motion, Forces 7.8 A,B  Force, Motion, and Energy: http://scienceideas.org/cm/Energy_CM/ and Energy (Physics) 5th Objective 2 7.9 A,B  Body Systems: http://www.innerbody.com/htm/body.html Living Systems 7.10 A-C  http://www.stcms.si.edu/hbs/hbs_student.htm and Environment 7.12 A-D  http://edtech.kennesaw.edu/web/humanbo.html (Biology)  http://www.fcps.k12.va.us/OakViewES/bodysystems/fred/home.html 6th TAKS Review 7.5 A,B  Ecosystems: http://museums.state.nm.us/nmmnh/SMNHC/lesson1-2.html 7.11 A,B  http://museums.state.nm.us/nmmnh/SMNHC/lesson1-2.html

Science Framework 2006-2007 7 Science--Seventh Grade

Time Frame: 1st Six Weeks (page 1 of 4)

Unit Concepts: Unit Themes: Notes: Nature of Science Systems Safety, Measurements, Tools, Properties, Equipment, Scientific Patterns and Method Models

Concept and Process Exemplar Lab Suggested Resources TEKS “FOSS Variable Kit- (Use of additional & various Investigation 4 resources from multiple sources 7.1A,B; 7.2A-E; 7.3A-E; Recommended Labs is necessary to meet the TEKS) 7.4A,B “Rainbow Lab” “Water Drop Penny Lab” “Mystery Powders” and Suggested Instructional Activities Integrating Concepts & Processes Scientific Processes Exemplar Lab-“FOSS Prentice Hall Science 7.1, 7.2, 7.3, 7.4 Variable Kit- Investigation 4: Explorer Grade 7: (40% Course Requirement Intro to Science minimum) Activity: The student is  What is Science? Ongoing / Integrated with expected to: use scientific pp. 10-21 Concepts throughout unit. inquiry to complete the catapult  Skills Handbook investigation. pp. 652-668 (7.1)Scientific Processes.  Appendices A,B,C The student conducts field pp. 669-674 and laboratory investigations using safe, United Streaming Video: environmentally Safe Science: Lab Safety appropriate and ethical Awareness practices. The student is (Grades 6-8) 42 min expected to: Scientific Method and (A)demonstrate safe Measurement practices during field (Grades 6-8) 38 min and laboratory investigations; and Snapshot Activities (B) make wise choices in http://www.utdanacenter.org the use and conservation of resources and the disposal or recycling of materials. Science Framework 2006-2007 8 Time Frame: 1st Six Weeks (page 2 of4)

(7.2) Scientific processes. Recommended Lab –“Water Drop Prentice Hall Science The student uses scientific Penny Lab” Explorer Grade 7: inquiry methods during field Intro to Science and laboratory Activity: The student will use the investigations. The student scientific method to predict then is expected to: carry out an investigation to find out how many drops of water fit on a (A)plan and implement penny head and tail. investigative procedures including asking questions, formulating testable hypotheses, and selecting and using equipment and technology; (B) collect data by observing and measuring; (C) organize, analyze, make inferences, and predict trends from direct and indirect evidence; (D)communicate valid conclusions; and (E) construct graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate data.

STUDENT PRODUCTS may include (but are not limited to):~ Journals/Notebooks/Reports ~ Projects ~Labs ~Presentations

Science Framework 2006-2007 9 Time Frame: 1st Six Weeks (page 3 of 4)

Concept and Process Recommended Labs Suggested TEKS and Resources (reinforced TEKS in parentheses) Suggested Instructional Activities (Use of additional & 7.1A,B; 7.2A-E; 7.3A-E; Integrating Concepts & Processes various resources from 7.4A,B; multiple sources is necessary to meet the Pre-AP course add 8.10A TEKS) (7.3) Scientific processes. Recommended Lab –“ “Mystery The student uses critical Powders” thinking and scientific problem solving to make Activity: The student will use the informed decisions. The scientific method to hypothesize the student is expected to: identity of three mystery powders based on its reactions. (A)analyze, review, and ISEF Science Fair: critique scientific Science Project: (optional at 7th http://www.sciserv.o explanations, including grade) rg/isef/teachers/inde hypotheses and theories, x.asp as to their strengths and  Choose a limited subject, ask a weaknesses using question; identify or United Streaming scientific evidence and originate/define a problem to Video: information; study. (B) draw inferences based How to Prepare a on data related to  Review published materials related Science fair Project promotional materials to problem or question. (Grades 6-8) 24 min for products and services;  Evaluate possible solutions and (C) represent the natural make hypothesis. world using models and identify their limitations; (D)evaluate the impact of research on scientific thought, society and the environment; and (E) connect Grade 7 science concepts with the history of science and contributions of scientists.

Science Framework 2006-2007 10 Time Frame: 1st Six Weeks (page 4 of 4)

(7.4) Scientific processes. Recommended Lab - “Rainbow The student knows how to Lab”: use tools and methods to conduct science inquiry. The Activity: The student is expected to: student is expected to: to develop skills measuring chemicals with a graduated cylinder, (A)collect, analyze, and practice using the metric system, test record information to precision and ability to follow explain a phenomenon directions, to practice safe lab using tools including procedures. beakers, Petri dishes, meter sticks, graduated cylinders, weather instruments, hot plates, dissecting equipment, test tubes, safety goggles, spring scales, balances, microscopes, telescopes, thermometers, calculators, field equipment, computers, computer probes, timing devices, magnets, and compasses; and (B) collect and analyze information to recognize patterns such as rates of change.

Science Framework 2006-2007 11 Time Frame: 2nd Six Weeks (page 1 of 2)

Unit Concepts: Unit Themes: Notes: Earth & Environmental Systems Sciences: Properties, Weathering (Mechanical and Patterns and Chemical) Models Erosion/Deposition Constancy & Catastrophic Events Change Seasons/Moon Phases

Concept and Process Required Exemplar Lab- Suggested TEKS Earth History FOSS Kit Resources (reinforced TEKS in parentheses) Recommended Labs- (Use of additional & “Streams in Action” pp. 268-269 various resources from 7.14 A-C; 7.13 A, B; “Reasons for the Seasons” pp.304- multiple sources is (7.6, 7.7) necessary to meet the 305 TEKS) 7.1 – 7.4 “Oreo Cookie Lab” Pre-AP course add 8.12B and Suggested Instructional Activities Integrating Concepts & Processes (7.14) Science concepts. Required Exemplar Lab- Earth Prentice Hall The student knows that History FOSS Kit Science Explorer natural events and human Grade 7: Chapters activity can alter Earth Activity: The student will analyze 7, 8, 9 systems. The student is erosion, deposition, and weathering. expected to: Chapter 7 Recommended Labs- “Streams in Weathering and Soil (A)describe and predict the Action” pp. 268-269 or FOSS Formation impact of different Landforms-Stream Tables Chapter 8 catastrophic events on Erosion and the Earth; Activity: The student will make a Deposition (B) analyze effects of model of a stream; observe Chapter 9 regional erosion, differences in how time and angle of Earth-Moon System deposition and slope affect how a stream erodes the weathering; and land; predict how increasing the angle of slope will affect how a FOSS: Earth History (C) make inferences and stream erodes the land. FOSS: Landforms draw conclusions about effects of human activity on Earth’s renewable, non- renewable, and inexhaustible resources.

Science Framework 2006-2007 12 Time Frame: 2nd Six Weeks (page 2 of 2)

(7.13) Science concepts. Recommended Labs- “Reasons for Prentice Hall The student knows the Seasons” Science Explorer components of our solar Grade 7: Chapters system. The student is Activity: The student will make an 7, 8, 9 expected to: Earth/sun model to observe the effect of the tilt of Earth’s axis on the United Streaming (A)identify and illustrate seasons. Video: how the tilt of the Earth Basics of Geology: on its axis as it rotates Recommended Labs- “Oreo Cookie Erosion and and revolves around the Lab” Weathering Sun causes changes in (Grades 6-8) 21 min seasons and the length of Activity: The student will model the a day; and phases of the moon. Space Exploration: (B) relate the Earth's Our Solar System movement and the (Grades 6-8) 31 min moon's orbit to the observed cyclical phases The Reasons for the of the moon. Seasons (Grades 6-8) 26 min

Spin around the Solar System - A: Moon Dance (Grades 6-8) 15 min

Science Framework 2006-2007 13 Time Frame: 3rd Six Weeks (page 1 of 1)

Unit Concepts: Unit Themes: Notes: Structures and Properties of Systems Matter Properties, Patterns States of Matter, and Models Physical/Chemical Properties, Elements/ Compounds/ Periodic Table

Concept and Process Required Exemplar Labs Suggested TEKS “Solubility of Elements” Resources Recommended Labs (Use of additional & 7.7 A-C “ Conductivity –Metal & Nonmetals” various resources from 7.1 – 7.4 multiple sources is “Mineral, Water & Iodine Mix” necessary to meet the “Observing a Chemical Reaction” TEKS) and Suggested Instructional Activities (7.7) Science concepts. Exemplar Lab- “Solubility of Prentice Hall Science The student knows that Elements” Explorer Grade 7: substances have physical Chapter 1: and chemical properties. Activity: The student will determine The student is expected to: an element’s solubility and relate it to The Properties of where it is located on the periodic Matter (A)identify and demonstrate table. everyday examples of Appendix D pp. 675 chemical phenomena Recommended Labs- “Conductivity Appendix E pp.676- such as rusting and –Metal & Nonmetals ” 677 tarnishing of metals and burning of wood; Activity: The student will determine United Streaming (B) describe physical what areas of the periodic table have Video: properties of elements elements that are electrical Physical Science and identify how they conductors. Series: Properties of are used to position an Matter: element on the periodic Recommended Labs- “ Mineral, (Grades 6-8) 18 min table; and Water & Iodine Mix ” Physical Science (C) recognize that Series: Atomic compounds are Activity: The student will observe Structure and the composed of elements. and identify when a chemical change Periodic Table takes place. (Grades 6-8) 17min Scientific Processes Physical Science 7.1 - 7.4 Recommended Labs- “Observing a Series: Mixtures and (40% Course Requirement Chemical Reaction ” Solutions minimum throughout unit.) Activity: The student will observe (Grades 6-8) 18min and identify when a chemical change Matter and its takes place. Properties (Grades 3-5) 17min

Science Framework 2006-2007 14 Time Frame: 4th Six Weeks (page 1 of 4)

Unit Concepts: Unit Themes: Notes: Physics: Systems Balanced/Unbalanced Form & Function Forces Constancy & Change Motion, Photosynthesis Simple Machines Kinetic/Potential Energy

Concept and Process Exemplar Lab Suggested TEKS “Walk Like Me” Resources Recommended Labs (Use of additional & 7.6 A-C; 7.8 A,B “Racing Against Friction” various resources from 7.1 – 7.4 multiple sources is “Wheel & Axle” “Lever & Lifting necessary to meet the and TEKS) Suggested Instructional Activities Exemplar Lab “Walk Like Me” Prentice Hall Students explore the relationship Science Explorer between motion, direction and speed Grade 7: by matching their motion to a given Chapters 4, 5, & 6 graph. Recommended Labs Snapshot Activities: http://www.utdanacent “Racing Against Friction” Predict er.org which material will allow the car to move down a ramp. United Streaming “Wheel & Axle” How can changing Clips: the size of the wheel affect the amount of work it takes to lift a load? Basic of Physics: Exploring the Laws “Lever & Lifting” How does the of Motion distance from the fulcrum affect (Grades 6-8) 21min work” Exploring the Laws of Motion (Grades 6-8) 18min Work Energy, and the Simple Machine: Compound Machines (Grades 6-8) 15min Simply Science: Energy Transformation (Grades 9-12) 27min

Science Framework 2006-2007 15 Time Frame: 4th Six Weeks (page 2 of 4)

Concept and Process Exemplar Lab Suggested Resources TEKS “Walk Like Me” (Use of additional & Recommended Labs various resources from 7.6 A-C; 7.8 A,B multiple sources is “Racing Against Friction” necessary to meet the 7.1 – 7.4 “Wheel & Axle” “Lever & Lifting TEKS) and Suggested Instructional Activities (7.6) Science concepts. Activity: The student will The student knows demonstrate the basic relationship that there is a between force and motion using relationship between simple machines including pulleys force and motion. and levers: The student is  Use the scientific method to plan expected to: and implement an investigation in (A)demonstrate basic how pulleys or levers make work relationships between easier while using safe laboratory force and motion using practices and making wise simple machines choices in the use of resources. including pulleys and  Evaluate different types of levers; exercise equipment that use simple machines.

Activity: The student will (B) demonstrate that an demonstrate that an object will object will remain at rest remain at rest or move at a constant or move at a constant speed and in a straight line if it is not speed and in a straight being subjected to an unbalanced line if it is not being force: subjected to an  Use the scientific method to plan unbalanced force; and and implement an investigation (C) relate forces to basic of the principles of Newton’s processes in living First Law of Motion using safe organisms including the laboratory practices and making flow of blood and the wise choices in the use of emergence of seedlings resources.

Science Framework 2006-2007 16 Time Frame: 4th Six Weeks (page 3 of 4)

Concept and Process Exemplar Lab Suggested Resources TEKS “Walk Like Me” (Use of additional & Recommended Labs various resources from 7.6 A-C; 7.8 A,B multiple sources is “Racing Against Friction” necessary to meet the 7.1 – 7.4 “Wheel & Axle” “Lever & Lifting TEKS) and Suggested Instructional Activities Activity: The student will demonstrate an understanding of the relationship of forces to basic processes of living organisms including the flow of blood and the emergence of seedlings:  Create or use a model of a circulatory system that demonstrates the force needed to circulate blood.  Compare and contrast different fertilizers by planning and conducting an investigation while utilizing safe laboratory practices and making wise choices in the use of resources and disposal or recycling of materials and by analyzing labels.

(7.8) Science concepts. The Activity: The student will identify student knows that complex that radiant energy from the Sun is interactions occur between transferred into chemical energy matter and energy. The through the process of student is expected to: photosynthesis:

(A) illustrate examples of  Plan and implement an potential and kinetic investigation into photosynthesis energy in everyday life while using safe laboratory such as objects at rest, practices and making wise movement of geologic choices in the use and disposal of faults, and falling water; materials.  Communicate valid conclusions based on evidence collected and analyzed.

Science Framework 2006-2007 17 Time Frame: 4th Six Weeks (page 4 of 4)

Concept and Process Exemplar Lab Suggested Resources TEKS “Walk Like Me” (Use of additional & Recommended Labs various resources from 7.6 A-C; 7.8 A,B multiple sources is “Racing Against Friction” necessary to meet the 7.1 – 7.4 “Wheel & Axle” “Lever & Lifting TEKS) and Suggested Instructional Activities (B) identify that radiant Activity: The student will identify energy from the Sun is that radiant energy from the Sun is transferred into chemical transferred into chemical energy energy through the through the process of process of photosynthesis: photosynthesis.  Plan and implement an investigation into photosynthesis while using safe laboratory practices and making wise choices in the use and disposal of materials.  Communicate valid conclusions based on evidence collected and analyzed. Scientific Processes 7.1 - 7.4 (40% Course Requirement minimum) Ongoing / Integrated with Concepts throughout unit.

Science Framework 2006-2007 18 Time Frame: 5th Six Weeks (page 1 of 3)

Unit Concepts: Unit Themes: Notes: Life Science, Living Systems Systems: Form & Human Body Systems Function Genetics Constancy & Change

Concept and Process Exemplar Lab Suggested Resources TEKS Frog Dissection (Use of additional & various Recommended Labs resources from multiple sources is “Iron for Breakfast” p381 necessary to meet the TEKS) 7.9 A B “As the Stomach Churns” p388 7.10 A B C & “Chromosomes and 7.1 – 7.4 Inheritance” and Suggested Instructional Activities Exemplar Lab: Frog Dissection Prentice Hall Science Students will explore structure and Explorer Grade 7: function in living systems through Chapters 10, 11, 12, 13, 14, frog dissection. 15, 16 Recommended Labs: “Iron for Breakfast” Students FOSS: “Diversity of Life” explore a variety of cereal brands to find out if iron has been added. Snapshot Activities: http://www.utdanacenter.org “As the Stomach Churns” Students will draw conclusions United Streaming Clips: about protein digestion. “Chromosomes and Inheritance” Life Science: Human Biology Students determine the different (Grades 6-8) 20min allele combinations for unimonster (7.9) Science concepts. offspring Human Body System: The The student knows the Endocrine System relationship between (Grades 6-8) 17min structure and function in Activity: The students will living systems. The identify the systems of the human Human Body System: The student is expected to: organism and describe their Reproductive System functions: (Grades 6-8) 17min (A) identify the systems  Create and use models of the of the human organ systems that demonstrate The Basics of Biology: The organism and their functions. Human Body: Organ describe their  Research the organ systems. Systems Working Together functions; (Grades 6-8) 15min

Science Framework 2006-2007 19 Time Frame: 5th Six Weeks (page 2 of 3)

(B) describe how Activity: The student will organisms maintain describe how organisms maintain stable internal stable internal conditions while conditions while living in changing external living in changing environments: external environments.  Plan and implement an investigation into the responses of earthworms to changing external environments.

 Research how individual species of animals respond to seasonal changes in their habitat and communicate conclusions.

Science Framework 2006-2007 20 Time Frame: 5th Six Weeks (page 3 of 3)

Concept and Process Exemplar Lab Suggested Resources TEKS Frog Dissection (Use of additional & various Recommended Labs resources from multiple sources is “Iron for Breakfast” p381 necessary to meet the TEKS) 7.9 A B “As the Stomach Churns” p388 7.10 A B C & “Chromosomes and 7.1 – 7.4 Inheritance” and Suggested Instructional Activities (7.10) Science concepts. Activity: The student will predict The student knows that that the genetic material of species can change organisms will change the traits through generations and of species through generations: that the instructions for traits are contained in  Analyze data from Punnett the genetic material of Squares to predict trends and the organisms. The recognize patterns. student is expected to:  Predict what traits are dominant or recessive based (A) identify that sexual on data observed and reproduction results collected. in more diverse offspring and Evaluate the impact of genetic asexual reproduction research on scientific thought, results in more society and the environment. uniform offspring; (B) compare traits of organisms of different species that enhance their survival and reproduction.

(C) distinguish between dominant and recessive traits and recognize that inherited traits of an individual are contained in genetic material.

Science Framework 2006-2007 21 Time Frame: 6th Six Weeks (page 1 of 5)

Unit Concepts: Unit Themes: Notes: Life and Environmental Systems Sciences: Constancy and Ecosystems/ Change Biomes/Succession History of Science/Scientists Food Chains/Web Equilibrium/Stimulus/Response

Concept and Process Exemplar Labs Suggested Resources TEKS Review & Continue 6th grade (Use of additional & various SEPUP Lab Contamination in resources from multiple sources 7.12 A B C D Fruitvale is necessary to meet the TEKS) 7.3 D F, 7.5 A B, 7.11 A Recommended Lab B “Toothpick Birds” 7.1 – 7.4 “Change in a Tiny Community” p 6.14 584 and Suggested Instructional Activities Exemplar Lab: Prentice Hall Science Contamination in Fruitvale Explorer Grade 7: Students review concepts on 6th Chapters 17, 18, 19, 10 grade water contamination lab. Recommended Labs: FOSS: Diversity of Life “Toothpick Birds” Students will observe how protective coloration Snapshot Activities: helps some animals survive. http://www.utdanacenter.or “Change in a Tiny Community” g Students explore how a pond community changes over time. United Streaming Clips: Activity: The student will identify Food Chains and Webs (7.12) Science concepts. the biotic and abiotic component of (Grades 6-8) 22min. The student knows that an ecosystem: there is a relationship  Collect data on a school yard Biology: The Science of between organisms and ecosystem using safe field Life: Ecology: Organisms the environment. The practices and making wise in Their Environment student is expected to: choices in the use and (Grades 6-8) 15min. conservation of resources. (A) identify components  Create a map of a school yard Life Science: Ecology of an ecosystem; ecosystem and communicating (Grades 6-8) 20 min valid conclusions about data collected.

Science Framework 2006-2007 22 Time Frame: 6th Six Weeks (page 2 of 5)

Concept and Process TEKS Exemplar Labs Suggested Resources Review & Continue 6th grade (Use of additional & various 7.12 A B C D SEPUP Lab Contamination in resources from multiple sources 7.3 D F, 7.5 A B, 7.11 A B Fruitvale is necessary to meet the TEKS) 7.1 – 7.4 Recommended Lab 6.14 “Toothpick Birds” “Change in a Tiny Community” p 584 and Suggested Instructional Activities (B) observe and describe  Design and create a model how organisms including of a compost system to test producers, consumers, hypotheses on different and decomposers live variables that affect the rate together in an of decomposition such as environment and use the amount of light, water, existing resources; or the presence of decomposers. (C) describe how different environments support Activity: The student will different varieties of observe and describe how organisms; and organisms including producers, consumers, and decomposers (D) observe and describe the live together in en environment role of ecological and use existing resources: succession in ecosystems.  Create an aquatic ecosystem in a bottle and observe how the fish and plant or algae survive without any outside assistance.

Science Framework 2006-2007 23 Time Frame: 6th Six Weeks (page 3 of 5)

 Create a chart to compare and contrast the organisms that live in different biomes.

Activity: The student will observe and describe the role of ecological succession in ecosystems by:

 Researching how an environment recovers after a (7.3) Science processes. fire, flood, tornado, The student uses critical hurricane, etc. (for example, thinking and scientific how the area around Mt. St. problem solving to make Helen’s has recovered). informed decisions.

(D) evaluate the impact of research on scientific thought, society, and the environment; and

(E) connect Grade 7 science concepts with the history of science and contributions of scientists.

Time Frame: 6th Six Weeks (page 4 of 5) Science Framework 2006-2007 24 Concept and Process TEKS Exemplar Labs Suggested Resources Review & Continue 6th grade (Use of additional & various 7.12 A B C D SEPUP Lab Contamination resources from multiple sources is 7.3 D F, 7.5 A B, 7.11 A B in Fruitvale necessary to meet the TEKS) 7.1 – 7.4 Recommended Lab 6.14 “Toothpick Birds” “Change in a Tiny Community” p 584 and Suggested Instructional Activities (7.5) Science concepts. The Activity: The student will student knows that demonstrate an equilibrium of a system may understanding of the change. The student is conditions for a system to expected to: reach equilibrium and the conditions for an ecosystem (A)describe how systems to maintain equilibrium may reach equilibrium through ecological such as when a volcano succession: erupts. (B) observe and describe the  Create and use a model to role of ecological represent an ecosystem succession in maintaining and identify its equilibrium in an limitations. ecosystem.  Collect and analyze information through observation.

 Research and evaluate the impact of man on the equilibrium of specific ecosystems.

Science Framework 2006-2007 25 Time Frame: 6th Six Weeks (page 5 of 5)

Concept and Process TEKS Exemplar Labs Suggested Resources Review & Continue 6th grade (Use of additional & various 7.12 A B C D SEPUP Lab Contamination resources from multiple sources is 7.3 D F, 7.5 A B, 7.11 A B in Fruitvale necessary to meet the TEKS) 7.1 – 7.4 Recommended Lab 6.14 “Toothpick Birds” “Change in a Tiny Community” p 584 and Suggested Instructional Activities (7.11) Science concepts. The Activity: The student will student knows that the determine the importance of responses of organisms are responses to internal and caused by internal or external external stimuli: stimuli. The student is  Collect and chart data by expected to: observing and measuring (A) analyze changes in responses of a plant to organisms such as a fever deprivation of water or or vomiting that may light. result from internal stimuli; and (B) identify responses in organisms to external stimuli found in the environment such as the presence or absence of light.

(6.14) The student knows the structures and functions of Earth systems. (B) identify relationships between groundwater and surface water in a watershed

Scientific Processes 7.1 - 7.4 (40% Course Requirement minimum throughout unit.)

Science Framework 2006-2007 26 APPENDIX

Texas Essential Knowledge and Skills Fifth Grade Science (Texas Essential Knowledge and Skills for Science Subchapter A Elementary) http://www.tea.state.tx.us/rules/tac/chapter112/ch112a.html Texas Essential Knowledge and Skills for Science Subchapter B Middle School http://www.tea.state.tx.us/rules/tac/chapter112/ch112b.html Texas Essential Knowledge and Skills for Science Subchapter C High School http://www.tea.state.tx.us/rules/tac/chapter112/ch112c.html

Texas Assessment of Knowledge and Skills Objectives Fifth Grade http://www.tea.state.tx.us/student.assessment/resources/guides/study/ Gr5Rdg_Mth_Sci.pdf Eighth Grade http://www.tea.state.tx.us/student.assessment/resources/guides/study/ Gr8Sci.pdf Tenth Grade

http://www.tea.state.tx.us/student.assessment/resources/guides/study/ Gr10Mth_Sci.pdf

Eleventh Grade

http://www.tea.state.tx.us/student.assessment/resources/guides/study/ Gr11Mth_Sci.pdf

Science TEKS Toolkit Excerpts http://www.utdanacenter.org/sciencetoolkit Materials and Safety Equipment List Checklist for Science Field Investigations Science Facility Safety Checklist Laboratory Safety Survey Assessment Methods Web-Based Resources

National Science Education Standards http://www.nsta.org/standards

Science Framework 2006-2007 27 Seventh Grade Recommended/Exemplar Labs

Six TEKS Recommended Lab Source Weeks Measurements: FOSS Measurements: FOSS Variable Kit 7.1 A,B; Variable Kit, Rainbow Rainbow Lab: See Appendix 7.2 A-E; st Lab, Surface Tension of Surface Tension of Water: See Appendix 1 7.3 A-E; Water & Mystery Powders Mystery Powders: See Appendix 7.4 A,B Science Fair (optional) "Streams in Action" Streams in Action: Earth History FOSS Kit Earth History FOSS Kit Reason for the Seasons: PH Textbook pp. “Reason for the Seasons” 304-305 2nd 7.14 A-C pp.304-305 "Oreo Cookie Lab"

"Observing a Chemical Solubility of Elements: See Appendix Reaction" & "Mineral Oil, Conductivity - Metal & Non-Metals: See Water & Iodine Mix" Appendix rd 7.13 A,B "Conductivity - Metal & Water & Iodine Mix: See Appendix 3 Non-Metals" & Solubility Observing a Chemical Reaction: See of Elements Appendix

"Walk Like Me" and Walk the Line: "Racing Against Friction" http://education.ti.com/educationportal/activity Wheel & Axle Lab, Lever & exchange/Activity.do?cid=US&aId=3877 th 7.7 A,B 4 Lifting Racing Against Friction: See Appendix Wheel & Axle Lab: See Appendix Lever & Lifting: See Appendix "Iron for Breakfast" pg. Iron for Breakfast: PH Textbook pg. 381 381, "As the Stomach As the Stomach Churns: PH Textbook pg. Churns" pp. 388-389, Frog 388-389 th 7.7C 5 Dissection, & Chromosomes and Inheritance "Chromosomes and Frog Dissection: See Appendix Inheritance" "Change in a Tiny “Contamination in Fruitvale”: SEPUP Community" 584 Trouble in Fruitvale Kit 7.6 A-C; th “Toothpick Birds” Change in a Tiny Community: PH Textbook 6 7.8 A,B "Contamination in pg. 584 Fruitvale" SEPUP Toothpick Birds: See Framework Disc 2

Science Framework 2006-2007 28 Rainbow Lab

by E.S. Belasic

Teacher Notes Objectives:

 to develop skills measuring chemicals with a graduated cylinder.  to practice using the metric system.  to test precision and ability to follow directions.  to practice lab safety procedures.

Procedure:

Part 1:

1. Label 6 test tubes in order : A, B, C, D, E & F. 2. Fill a beaker half full with water. Use this to rinse your graduated cylinder and test tubes. 3. The second beaker is for contaminated waste water. 4. Into test tube A, measure 25 mL of RED liquid. 5. Into test tube C, measure 17 mL of YELLOW liquid. 6. Into test tube E, measure 21 mL of BLUE liquid.

Part 2:

1. From test tube C, measure 4 mL and pour into test tube D. 2. From test tube E, measure 7 mL and pour into test tube D. Swirl. 3. From test tube E, measure 4 mL and pour into test tube F. 4. From test tube A, measure 7 mL and pour into test tube F. Swirl. 5. From test tube A, measure 8 mL and pour into test tube B. 6. From test tube C, measure 3 mL and pour into test tube B. Swirl. 7. Save your results . Measure the contents of each test tube and record how many mL were found in each test tube. 8. Answer questions.

Science Framework 2006-2007 29 Data :

Table 1: Test Tube Results

Test Tube Color of Liquid Amount of Liquid (mL) A B C D E F Total liquid Test Tubes A-F mL

Analysis/Results:

1. Name the colors that you created. 2. How many mL of liquid were in each test tube at the start of this lab? 3. Why is it important to follow directions exactly? 4. What would have happened if your measurements were not correct? 5. Look at your hands. Do you have any stains on your hands? If so, those stains represent chemicals that would be on your skin right now! 6. How many mL of liquid did you have at the end of the lab? How many should you have? What are some reasons why you may have more or less than when you started?

Conclusion:

2-3 sentences on what you learned.

Science Framework 2006-2007 30 How is the Surface Tension of Water Affected By Soap?

Problem: How does soap affect the water's surface tension?

Hypothesis:

Make your hypothesis: If then,

Research: Surface tension refers to water's ability to "stick to itself". Surface tension can be measured and observed by dropping water (drop by drop) onto a penny. The number of water drops that can fit on a penny will surprise you.

Make your prediction: (Explain your choice)

Variables

Manipulated Variables:

Responding Variables:

Control:

Observations: Qualitative Observations: ______

Science Framework 2006-2007 31 Quantitative Observations:

Table: ______

Trial 1 Trial 2 Trial 3 Trial 4 Trial 5 Average Tap Water Soapy Water

Results: Graph: ______

Conclusion: ______

Science Framework 2006-2007 32 Post- Lab Analysis

1. Explain what surface tension is.

2. Why were many trials taken and averaged?

3. In this experiment, what was your control group?

4. Identify the independent variable in the experiment.

5. Identify the dependent variable in the experiment.

6. What if the experimental question was "How does sugar affect the surface tension of water?" Describe how you would answer this question using the scientific method. If you have time, you can test this.

Science Framework 2006-2007 33 Mystery Powders

Problem: What are the mystery powders?

Hypothesis: Identity of Powder A ______Identity of Powder B ______Identity of Powder C ______

Variables: Manipulated Variable: ______

Responding Variable: ______

Control: ______

Materials: *3 ounces (85 grams) of Baking Soda in its original container *3 ounces (85 grams) of Cornstarch in its original container *3 ounces (85 grams) of Flour in its original container *6 small Labels *6 small Dishes *3 Spoons *Water *Iodine (the kind used to prevent infections) *Vinegar *Eye dropper *Black paper *Magnifying lens *Goggles

Procedure: 1. Turn three of the small dishes upside down and attach a label to each bottom that says baking soda, cornstarch or flour. 2. Turn the three dishes right side up. 3. Put about 3oz. (85 grams) of the powder on the label (baking soda, cornstarch, or flour) into each dish. Make sure the amounts are equal. After the dishes are filled, you should no longer be able to read the labels on the bottom. 4. Move the dishes around until you no longer know which powder is which. 5. Add a label to the side of each dish that says A, B, or C. 6. Gather information by studying Table 1. Notice how each powder looks or feels and how it reacts with water, iodine and vinegar. Iodine will turn a powder black if the powder contains starch. Vinegar, an acid, will make a powder bubble or fizz if the powder is a base. The acid and base react with each other to produce carbon dioxide. 7. Observe Table 2. You will fill in the table as you test each powder. 8. Pour a small amount of Powder A on the black paper, and carefully observe it with the magnifying lens. Repeat with Powders B and C. Do you notice any slight variations in color or any other differences? Add your observations to Table 2. 9. Feel each powder, rinsing your hands after touching each one. Record your observations on Table 2. 10. Based on your observations, make a hypothesis about the identities of Powders A, B and C. 11. Fill an empty dish with about 2oz. (60ml) of water. Add about 189 ounce (14 grams) of Powder A and stir with a spoon. Notice whether the powder dissolves in the water and the water remains clear, or whether the powder does not dissolve and the water becomes cloudy. Record your observations in Table 2.

Science Framework 2006-2007 34 12. Throw away the powder sample you just tested. Rinse and dry the spoon and small dish. Use the same spoon and dish each time you test Powder A. 13. Repeat Steps 11 and 12 with Powder B and Powder C, using the other 2 dishes. Record your observations. 14. Place about 189 ounces (14 grams) of Powder A into its empty dish. 15. Use the eye dropper to add 1 to 2 drops of iodine to Powder A. Observe what happens and record the results in your table. If Powder A contains starch, the iodine will turn it black or purple.

Illustration of Step 15.

16. Repeat Steps 14 and 15 with Powder B and Powder C. When you are finished, rinse out the eye dropper. Record what you observed in Table 2. 17. Repeat Steps 14 and 15 with each of the powders, adding 1-2 drops of vinegar this time. Add your observations to Table 2. If the powder is a base, the acidic vinegar will mix with it and form fizzling carbon dioxide gas.

Post Lab Questions:

1. Compare the results in Table 2 with the characteristics in Table 1. Can you use your test results to establish the identity of each powder? ______

2. Pick up each dish of powder and read the label on the bottom. Was your Hypothesis correct? ______

3. What other powders can you include to test? How would you test the powders listed? ______

Science Resource Center Document Number: CV2644200037

Science Framework 2006-2007 35 Science Framework 2006-2007 36 Solubility of Elements

Problem: How does the solubility of an element relate to where it is located on the Periodic Table? Purpose: In this experiment you are determining an element’s solubility.

Hypothesis: ______Variables: Manipulated Variable ______Responding Variable ______Control ______Materials: Sodium carbonate (washing soda), potassium carbonate, calcium carbonate (chalk), water, measuring spoons, metal spoon, measuring cup, plastic gloves, three glasses, masking tape, marking pen Procedures: 1. Pour 250ml of room temperature water into each glass. 2. Label each glass with the name of one of the salts. 3. Crush the calcium carbonate into a powder by wrapping a small piece of chalk or tablet in plastic wrap and pressing down on it with a spoon. 4. Measure out 1 teaspoon of the crushed calcium carbonate and stir it thoroughly in the water in the glass labeled “calcium carbonate” for at least 1 minute. You may need to stir for up to 2 minutes. 5. Examine the bottom of the glass for any powder residue and note the solubility. 6. Repeat steps 4 and 5 for the other two salts using the other two glasses of water.

Science Framework 2006-2007 37 Observations: Calcium carbonate______Potassium carbonate ______Sodium carbonate ______

Results:______Conclusion: Was your hypothesis correct? ______Why are the salts of Alkali Metals more soluble than Alkali Earth Metals? ______

Post Lab: Write up a brief description of the experiment, analyzing your conclusion. ______

Science Resource Center Document Number: CV2644200065 Science Framework 2006-2007 38 Metals versus Nonmetals

Problem: Which areas of the periodic table have elements that conduct electricity?

Purpose: In this experiment you will determine what areas of the periodic table have elements that are electrical conductors. Hypothesis: ______Variables: Manipulated Variable ______Responding Variable ______Control ______Materials: Periodic table, wire strippers, pliers, scissors or wire cutters, two 1.5 volt batteries, battery holder, 6 insulated alligator clips, insulated copper wire (61cm), small light bulb and socket (less than 3 volts), Elements: aluminum (foil, wire), silver (jewelry, silverware,wire), gold (jewelry), zinc (penny made after 1982 ), copper (wire, penny 1962-1982), carbon (pencil lead), silicon (glass) Procedures: 1. Insert the 2 batteries in the battery holder so the positive and negative ends are opposite to one another. 2. Cut three pieces of wire, each 15 to 30cm long. 3. Strip about 1.3cm of the insulation off both ends of each piece of wire. 4. Insert each end of the wire through the hole in the alligator clip and twist. There should now be 3 pieces of wire with clips on each end. 5. Twist or press the light bulb into the base. 6. Assemble the control experiment. With one wire, attach one clip to the exposed end of the battery wire and the clip on the other side to the light socket. Repeat with a second wire on the other side of the light socket. Note the results. 6. Remove one clip from the socket, and attach the third wire’s clip in place of that clip. 7. Attach the clip of the free end of the third wire to one of the test elements. Attach the free end of the second wire to the other end of the element. When the path is complete,

Science Framework 2006-2007 39 note whether the light glows. 8. Repeat step 7, replacing the element with each test element one at a time. Note the results for each.

Observations: Aluminum ______Silver ______Gold ______Zinc ______Copper ______Carbon ______Silicon ______Results: Create a chart of your results, writing down whether each element was a conductor or nonconductor Conclusion: ______

Science Framework 2006-2007 40 Post Lab: What elements conducted electricity and where are they located in the periodic table? ______Examine the number of electrons in the elements you used. Look up how many electrons are in their outer shell and explain why some elements would make better conductors than others. ______

Science Framework 2006-2007 41 What happens during a Chemical Reaction?

Problem: What happens when mineral oil, water and iodine mix?

Hypothesis: ______

Research: Define chemical reaction: ______

Make your prediction: (Explain your choice) ______

Variables: Manipulated Variable: ______

Responding Variable: ______

Control: ______

Materials: *2 Jars with lids, such as peanut butter jars *Labels *Water *A container of iodine with a dropper *Mineral oil *Measuring cups *Goggles

Procedure: 1. Label one jar “experiment” and one jar “control.” 2. Pour 188 cup (60ml) of water into each jar. 3. Add about 5 drops of iodine to the experiment jar.

4. Record you observations in Table 2. 5. Pour 188 cup (60ml) of mineral oil into each jar. Record your observations in the table. 6. Shake both jars, one in each hand, for 2 minutes. Again record any changes you observe.

Science Framework 2006-2007 42 Illustration of Step 6.

Post Lab Questions:

1. Study your observations. Was your hypothesis correct? ______

2. Did a chemical reaction take place in the mixture containing iodine? How do you know? ______

3. Did a reaction occur in the mixture without the iodine? What happened there? ______

Science Resource Center Document Number: CV2644200006

Science Framework 2006-2007 43 What happens during a Chemical Reaction?

Problem: What happens when white glue and borax mix?

Hypothesis: ______

Research: Define chemical reaction: ______

Make your prediction: (Explain your choice) ______

Variables: Manipulated Variable: ______

Responding Variable: ______

Control: ______

Materials: *White glue *Water *Food Coloring *3 Jars with lids *Borax *Labels *Spoons *Measuring Spoons *Sealable Plastic Bag *Goggles

Procedure: 1. Measure 3 tablespoons (44ml) of water and the same amount of white glue into one jar. 2. Add several drops of food coloring to the jar. 3. Close the jar and shake the mixture vigorously until the glue dissolves in the water. Label the jar “experiment.” 4. Repeat Steps 1 to 3, using another jar, and label this jar “control.” 5. In the third jar, put 3 tablespoons (44ml) of water. Slowly pour in 2 tablespoons (30ml) of borax. Allow the mixture to settle for a minute. 6. Carefully pour the excess water from the third jar down a sink drain. 7. Use a spoon to scrape the wet borax mixture into the “experiment” jar. 8. With the lids closed, shake both the experiment and control jars for at least 2 minutes. 9. Record your observations of the “experiment” jar and the “control” jar in Table 1. Wait half an hour and record them again. After another half an hour, record your final observations. 10. Open the experimental jar and remove the product you have created. Observe and experiment with its new physical properties. 11. Store your “slime” in the sealable plastic bag to keep it from spoiling.

Science Framework 2006-2007 44 Illustration of Step 7.

Post Lab Questions:

1. Study your observations. Was your hypothesis correct? ______

2. Did the combination of white glue and borax produce a chemical reaction? How do you know? ______

3. Did the same reaction occur in the control jar without the borax? What happened there? ______

Science Resource Center Document Number: CV2644200006

Science Framework 2006-2007 45 Racing Against Friction

Teacher Sheet(s) Objective: To understand how friction affects the speed of a vehicle. Level: 5-8 Subjects(s): Physical Science, Mathematics Prep Time: Less than 10 minutes Duration: 10-30 minutes Materials Category: Special Requirements

National Education Standards Science: 2a, 3b, 7e Math: 14b, 14c Technology (ISTE): Technology (ITEA): NGS Geography Standards:

Materials:  Large sheets of corrugated cardboard  Masking tape  Felt fabric  Wax paper  Sandpaper  Construction paper  Various textbooks  Small toy cars  Stopwatches  Student Sheets

 Scissors Related Links: Howstuffworks.com—How Brakes Work: Friction

Supporting NASAexplores Article(s): Two-Ton Hockey Pucks Pre-Lesson Instructions:  Cut out strips of felt fabric, wax paper, and sandpaper slightly wider than the width of the toy car and approximately 1 foot long.  Ensure each group has a piece of cardboard approximately 1.5 feet Science Framework 2006-2007 46 by 2 feet to make their ramp surface.

 Tell students they will work in groups of two to four students. Background Information: Working in space can be tricky. With no gravity or friction to keep things in place, relatively simple tasks can become complicated ordeals. To prepare for the rigors of working in space, astronauts train in many different facilities on Earth. One of these facilities, the Precision Air Bearing Facility at Johnson Space Center in Houston, Texas, is used to simulate the reduced friction found in space.

This lesson will introduce students to the concept of friction being a slowing force. Guidelines: 1. Write the word “friction” on the board. Have students share any information they may know about friction. 2. Explain that the class is going to investigate friction and the effects it has on a moving vehicle. 3. Place students into groups, and hand out the Student Sheets. 4. Go over the instructions on the Student Sheets, and answer any questions the students may have.

5. Allow time for the students to complete the activity. Discussion/Wrap-up:  Have students share their results, and discuss why the results turned out as they did.

 Read the NASAexplores 5-8 article, “Two-Ton Hockey Puck.” Discuss the article and why astronauts train for their space walks on air-bearing floors.

Extensions:  Study Isaac Newton’s Laws of Motion.

Science Framework 2006-2007 47 Wheel and Axle

Problem: How can changing the size of the wheel affect the amount of work it takes to lift a load?

Hypothesis: ______

Variables: Manipulated Variable ______Responding Variable ______Control ______

Materials: two small paper or plastic cups, metal washers all of equal size (at least 20), dowel (should fit through spools to allow spools to spin), masking tape, ruler, hole puncher, marking pen, string (optional), two full thread spools of equal size(wheel and axle), three cylindrical objects of varying sizes:(full thread spools or ribbon spools work well). Use the thread spool as a guide when collecting these objects: find one about half the size, one about twice its diameter, and one about three or four times its diameter.

Procedures: 1. Measure and note the diameters of the two equal-size cylinders in a data chart. 2. Set up a wheel and axle control by placing the dowel into the two cylinders of the same size: the wheel and axle. Tape the spools together so they move as one unit. Set the dowel on a table with the wheel and axle hanging just over the edge, then tape the dowel firmly to the table at the far end and several points along the dowel. The wheel is the outside cylinder. 3. Label the cups “A” and “B.” Punch two holes in each of the cups on opposite sides near the open upper rim. Cut two pieces of string slightly larger than the diameter of the cup. Tie each end of the string to a hole on the outside of the cup so that it is slightly loose. 4. Pull down 20 inches (51 centimeters) of thread from the axle and attach cup A to the thread. Use several inches of the thread from the wheel to attach cup B. (Note: If you are not using thread spools or the thread is weak, then tape a piece of string to the center of the cylinder.) 5. Wrap the thread around the wheel until cup B is sitting just below the thread. 6. Place eight washers in cup A. 7. Apply force by placing washers in cup B, one at time, until cup A has been raised and is sitting just below the axle. Note the force needed by counting the amount of washers. Record your results.

Science Framework 2006-2007 48 8. Remove the wheel; cup A will fall back in its starting point. 9. Measure the diameter of a second spool. Slide this wheel on the dowel and firmly attach it to the axle. Pull down the string (or ribbon) and reattach cup B to the new spool, making sure it is at the same starting point just below the spool. 10. Again, apply force by placing washers in cup B, one at a time, until cup A is sitting below the axle. Note the results. 11. Repeat steps 7 through 10 for the next two wheels.

Data Table: Science Framework 2006-2007 49 Results: Examine your chart. Compare the ratio of the diameters between the wheel and axle, and the ratio between the load and force for each wheel. How do they relate to each other, and how do they relate to the control? ______

Conclusion: ______

Post Lab: What size wheel made the work of lifting the load the easiest? ______In your wheel and axle, look at what other type of machine is in use? ______How does changing the direction of the force provide an additional mechanical advantage? ______

Science Framework 2006-2007 50 Lever Lifting

Problem: How does the distance from the fulcrum affect work?

Hypothesis: ______

Variables: Manipulated Variable ______Responding Variable ______Control ______

Materials: *12-inch (30-centimeter) flat ruler *ten metal washers of the same size *narrow flat object, such as a pencil or domino

Procedures: 1. Make a lever by placing the narrow object that serves as the fulcrum, under a ruler at the 6-inch mark. 2. Place four washers at one end of the ruler. Add washers on the opposite end of the ruler until the load is lifted and the lever is balanced. Note the number of washers and the distance. 3. Remove the washers on the 12-inch mark so that the opposite side lies on the table. 4. Place washers one at a time on the 10-inch (25.4-centimeter) mark, until the lever is balanced. Note the number of washers and the distance. 5. Remove the washers on the 10-inch mark and repeat, placing the washers on the 8-inch (20.3-centimeter) mark.

* Place the washers closer to the fulcrum to determine how many it takes to lift the load.

Science Framework 2006-2007 51 Results: Examine your results and compare the different loads required to accomplish the same amount of work: lifting the load. For each trail, complete the equation work equals force times distance, where force is the number of washers needed to push down one side, and distance is the distance from the fulcrum.

______

Conclusion:

______

Post Lab:

Was your hypothesis correct? ______

How many washers did you need to lift the load? ______Distance? ______

Where is more force needed when lifting the load? ______

Science Framework 2006-2007 52 Frog Dissection Worksheet

1. What do you think is the function of the nictitating membrane, and why? 2. A frog does not chew its food. What do the positions of its teeth suggest about how the frog uses them? 3. Trace the path of food through the digestive tract. 4. Trace the path of blood through the circulatory system, starting at the right atrium. 5. Trace the path of air through the respiratory system. 6. Trace the paths of sperm in a male and eggs in a female. 7. Trace the path of urine in both sexes. 8. Which parts of the frog’s nervous system can be observed in its abdominal cavity and hind leg? 9. Suppose in a living frog the spinal nerve extending to the leg muscle were cut. What ability would the frog lose? Why? 10. The abdominal cavity of a frog at the end of hibernation season would contain very small fat bodies or none at all. What is the function of the fat bodies? 11. Structures of an animal’s body that fit it for its environment are adaptations. How do the frog’s powerful hind legs help it to fit into a life both in water and on land? 12. During one mating of frogs, the female lays some 2,000 to 3,000 eggs in water as the male sheds millions of sperm over them. How do these large numbers relate to the frog’s fitness for life in water?

Science Framework 2006-2007 53 National Science Education Content Standards For Grades 5-8 Content Standard A: Science As Inquiry Abilities to do scientific inquiry Understandings about scientific inquiry B: Physical Science Properties and changes of properties in matter Motions and forces Transfer of energy C: Life Science Structure and function in living systems Reproduction and heredity Regulation and Behavior Populations and ecosystems Diversity and adaptations of organisms

D: Earth and Space Structure of the earth system Earth’s history Earth in Science the solar system E: Science and Abilities of technological design Understandings about Technology science and technology F: Science in Personal Personal health Populations, resources, and and Social Perspectives environments Natural hazards Risks and benefits Science and technology in society G: History and Nature of Science as a human endeavor Nature of science Science History of science

Science Framework 2006-2007 54