Miami-Dade County Public Schools s13

Miami-Dade County Public Schools Office of Academics and Transformation Department of Science

Grade 8 Science Content and Pacing – Quarter 1 September 23, 2015

Facilitator: Catalina Hidalgo

8:30 – 8:45 Welcome and Ice Breaker

8:45 – 10:15 Fostering Open Inquiry – (Conservation of Mass)  Asking questions and testing  Defining new knowledge (CER)  Digital Convergence

10:15 – 10:30 Break

10:30 – 11:30 Literacy in the Content Area  Reading vs. Decoding  Reading Based Activity

11:30 – 12:30 Lunch

12:30 – 1:45 STEM Activity – Air bag Challenge

1:45 – 2:00 Break

2:00 – 2:45 Edgenuity

2:45 – 3:15 Building a 5E Lesson Plan

3:15 – 3:30 Evaluation and Exit Ticket

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

Due: Friday, October 9, 2015  All parts of the Evaluation can be found in the Team Room within the same form. o Part 1: Professional Development Evaluation And SMART Goal o Part 2: Instructional Evaluation – Application o Part 3: Instructional Evaluation – Impact 5E lesson plan must be submitted with the evaluation

Teacher CONSERVATION OF MASS Florida 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

What the teacher will do: Engage: Teacher burns a small piece of paper inside of a beaker. Teacher asks students: “What Before happened to the paper?; Is there the same amount of matter in the beaker before and activity: 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 What the teacher will do: activity: Explore a.i.1.a.i.1.a. Monitor students to make sure they are remaining on task and are following proper lab protocol. a.i.1.a.i.1.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. a.i.1.a.i.1.c. Have students use the Discussion Questions provided to apply the exploration to expected learning. Answer Key: 1. Name the reactants: Baking Soda and Vinegar 2. Name the products: Sodium Acetate, Water, and Carbon Dioxide 3. Name the gas produced: Carbon Dioxide Teacher 4. 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? After What the teacher will do: activity: Explain Have students complete the Claim-Evidence-Reasoning to respond to their own problem statement.

Elaborate Design 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 again.

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

A. The mass will stay the same. B. The mass will increase. C. The mass will decrease. D. The mass will depend on how much sugar dissolves.

2. 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.

3. 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 not be able to be determined accurately because of the steam that is released from the kernels during the popping.

Student

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. Student Observations: (diagram your observations) Before After

Mass of System Mass of System Start (g) End (g) Student 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 Questions 1. 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? Student 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. Student 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 again.

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

A. The mass will stay the same. B. The mass will increase. C. The mass will decrease. D. The mass will depend on how much sugar dissolves.

2. 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.

3. 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.

CIS: Strontium: Breakthrough Against Osteoporosis by Ward Dean, MD http://www.worldhealth.net/news/strontium_breakthrough_against_osteoporo/ Mention strontium to most people, and they will almost always think of strontium-90, a highly dangerous, radioactive component of nuclear fallout produced during atmospheric testing of nuclear weapons in the 1950s. As a result of above-ground nuclear testing, radioactive strontium spread throughout the environment and contaminated dairy products and other foods, and subsequently accumulated in the bones of both children and adults. The media made us well aware that strontium-90 could cause our bones to become radioactive, causing cancer or some other horrible disease as a result. So, in the minds of many, strontium is a poison to be avoided, just like other toxic metals such as lead, mercury, cadmium and aluminum. However, stable strontium - meaning nonradioactive - is nontoxic, even when administered in large doses for prolonged periods. It also appears to be one of the most effective substances yet found for the prevention and treatment of osteoporosis and other bone- related conditions. Furthermore, repeatedly administering stable strontium can even gradually eliminate radioactive strontium from the body. The stable form slowly replaces the radioactive form in bone, and radioactive strontium is excreted in the urine. Strontium is element number 38 of the periodic table of elements. It was discovered in 1808 and was named after Strontium, a town in Scotland. Strontium is one of the most abundant elements on earth, comprising about 0.04 percent of the earth's crust. At a concentration of 400 parts per million, there is more strontium in the earth's crust than carbon. Strontium is also the most abundant trace element in seawater, at a concentration of 8.1 parts per million. The human body contains about 320 mg of strontium, nearly all of which is in bone and connective tissue. Strontium is in row IIa of the periodic table, just below calcium. Like calcium, strontium has two positive charges in its ionic form. Because of its chemical similarity to calcium, strontium can replace calcium to some extent in various biochemical processes in the body, including replacing a small proportion of the calcium in calcified tissues such as bones and teeth. Strontium in these tissues provides additional strength to these tissues. Strontium also appears to draw extra calcium into bones. When rats or guinea pigs are fed increased amounts of strontium, their bones and teeth became thicker and stronger. Strontium has been safely used as a medicinal substance for more than a hundred years. It was first listed in the British journal Pharma-copoiea in 1884. Subsequently, strontium was used therapeutically in the United States and Europe. For decades in the first half of the twentieth century, strontium salts were administered in dosages of 200 to 400 mg/day without toxic effects. Strontium and Osteoporosis Strontium tends to accumulate in bone - especially where active remodeling is taking place. In 1959, researchers at the Mayo Clinic investigated the effect of strontium in 32 individuals suffering from osteoporosis. Each patient received 1.7 grams of strontium per day as strontium lactate. Eighty-four percent of the patients reported marked relief of bone pain, and the remaining 16 percent experienced moderate improvement. No significant side effects were seen, even with prolonged (up to three years) administration of strontium. X-rays taken at the beginning and end of the study showed “probable” increased bone mass in 78 percent of the cases. This is not surprising, considering the symptomatic improvement reported by the patients. Unfortunately, measurement of bone mass in 1959 was pretty crude, leading the researchers to qualify their interpretation of the X-rays. Sophisticated tests such as CT scanning as used today were not available at the time this study was conducted. Nevertheless, because of the “strontium scare” of the 1950s, little follow-up was conducted until nearly 30 years later. In 1986, scientists administered 0.27 percent strontium to mice in their drinking water. This resulted in an increased rate of bone formation and decreased rate of bone resorption. In another study, rats given extra strontium showed increased bone formation and greater bone density than rats fed a control diet. These reports suggested that the amount of strontium we ingest may reduce our risk of developing osteoporosis, and that strontium may play a role in the prevention of osteoporosis. In 1985, Dr. Stanley C. Skoryna of McGill University in Montreal conducted a small-scale study that pointed to a potential role for strontium in the treatment of humans. Three men and three women with osteoporosis were each given 600 to 700 mg/day of strontium in the form of strontium carbonate. Bone biopsies were taken in each patient from the hip bone, before and after six months of treatment with strontium. Biopsy samples showed a 172 percent increase in the rate of bone formation after strontium therapy, with no change in bone resorption. The patients receiving strontium remarked that the pains in their bones had diminished and their ability to move around had improved. Recently, interest in strontium has been rekindled by a number of studies using the strontium salt of ranelic acid (strontium ranelate). A large multi-center trial known as the strontium ranelate (SR) for treatment of osteoporosis (STRATOS) trial was designed CIS: Strontium: Breakthrough Against Osteoporosis to investigate the efficacy and safety of different doses of strontium in the treatment of postmenopausal osteoporosis. Another study included 353 osteoporotic women with at least one previous vertebral fracture and low bone density. Patients received placebo or strontium in doses of 170, 340 or 680 mg/day for two years. The scientists evaluated vertebral and hip bone mineral density (BMD) using dual-energy X-ray absorptiometry (DXA). Vertebral BMD increased in a dose-dependent manner. Also, there was a significant reduction in the number of patients with new vertebral fractures in the second year of the group receiving the 680 mg/day dose. In the 680 mg/day group, there was also a significant positive change in markers of bone metabolism. The authors concluded that the 680 mg/day dose offered the best combination of efficacy and safety, and stated without equivocation that strontium ranelate therapy increased vertebral BMD and reduced the incidence of vertebral fractures. A much larger trial by the same research team included 1,649 osteoporotic postmenopausal women. These subjects received 2 g/day of strontium ranelate (providing 680 mg strontium) or placebo for three years. Calcium and vitamin D supplements were also given to both groups before and during the study. In addition to suffering fewer fractures, patients in the strontium group noted a risk reduction of 49 percent in the first year of treatment and 41 percent during the three-year study period. Patients in the strontium group increased lumbar bone mineral density by an average of 14.4 percent and femoral neck BMD an average of 8.3 percent. The authors concluded that “treatment of postmenopausal osteoporosis with strontium ranelate leads to early and sustained reductions in the risk of vertebral fractures.”

Strontium and Cavities Strontium also has been shown to reduce the incidence of cavities. In a 10-year study, the United States Navy Dental Service examined the teeth of about 270,000 naval recruits. Of those, only 360 were found to be completely free of cavities. Curiously, 10 percent of those 360 individuals came from a small area around Rossburg, Ohio, where the water contains unusually high concentrations of strontium. Epidemiologic studies have shown that strontium concentrations of 6 to 10 mg/liter in the water supply are associated with a reduced incidence of cavities. Administering these levels of strontium also reduced the incidence of cavities in animal studies. CIS: Strontium: Breakthrough Against Osteoporosis Conclusion Strontium in doses up to 1.7 g/day appears to offer a safe, effective and inexpensive approach to preventing and reversing osteoporosis and may be of benefit in patients with osteoarthritis as well as possibly helping to prevent dental cavities. Doses of 680 mg/day appear to be the optimum dose, although lower doses are clinically effective. Dr. J.Y. Reginster (2002), one of the principal strontium researchers, cautions that co-administration of strontium with calcium appears to impair strontium absorption, “so I recommend that strontium be taken on an empty stomach, and that it especially not be taken with other multi-minerals that usually include calcium.” Although the more recent studies used strontium ranelate, earlier studies used other salts of strontium, including strontium carbonate, strontium lactate, and strontium gluconate. It appears that the active ingredient is strontium, and whatever salt of strontium used is less important than the amount of strontium consumed. Teacher

Project Based STEM Activities for Middle Grades Science Project 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. Air Bag Challenge

Teacher Set-Up Engagement or Introduce the challenge and show video of the basic hull designs. Introduction: 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.9.2: Differentiate between physical changes and chemical changes. SC.8.P.9.3: Investigate and describe how temperature influences chemical changes 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. Suggested Student 2.5 Block periods/5 regular periods Timeframe: Cross-Curricular LAFS.68.RST.1.3: Follow precisely a multistep procedure when carrying out experiments, Standards: 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. Teacher

Step 1 Define Your company wants to be hired to design a cost-effective airbag from nonflammable Identify the Problem/Scenario: chemicals that will inflate quickly and prevent injury. Need or Problem Expected Task: Build a prototype of an airbag that will prevent an egg from breaking simulating a car crash.

Step 2 Research and Written information by the students about the need or problem being solved with citations Research the Citations: noted. Need or Problem Vocabulary: mass, volume, physical change, chemical change, law of conservation of mass, design, solution, test Step 3 Criteria:  Costs: 10 mL of vinegar= $500 Develop Possible  1 grams of baking soda= $100 Solution(s)  Each group should consist of 3-4 students Constraints:  Air bag doesn’t explode  Protects passenger (egg) from a minimum of 50 cm.  Maximum amount of vinegar 50 mL and 5 grams of baking soda

Materials:  Vinegar  Baking soda  Meter stick/measuring tape  Electronic scale/triple beam balance  Plastic sandwich bags  Hard boiled eggs  Clear plastic cups  Graduated cylinders  Masking tape  Optional: shoebox or plastic container to hold air bag in place.

Step 4 Building of the Brainstorm ways in which to create a chemical reaction that will sustain the impact of an egg Select the Best Product (Prototype, being dropped from 50 cm. Think of ways to hold your air bag in the container to avoid the Possible model or Artifact): egg from bouncing out. Solution(s)/ Step 5 Construct a Prototype

Step 6 Testing of the Product Test the air bag by dropping the egg from 50cm height for first trial. Repeat each drop by Test and (Prototype, model or increasing the height by 5cm. Record the maximum height of the egg before it cracks and/or Evaluate the Artifact): explodes the air bag. Record the height on the class chart. Solution(s) Peer-Review  Did you the budget of materials play a role in your design? How? Questions:  How did you choose which ratios of vinegar and baking soda to try?  What research did you use to design your air bag?  What other designs did your team consider?  What would you change to improve in the design of your air bag? Step 7 Project Summary: Each team will create a presentation (poster, PowerPoint, etc.) of their company’s airbag and Communicate the reason their airbag had the most efficient design. Teacher the Solution(s) Presentation of Final Students will present their team’s air bag design and budget to the class. They will test to see Solution: the maximum height their air bag can maintain the egg passenger safe. A class data chart will be constructed where the ratio of vinegar and baking soda is recorded with respect to the maximum height the egg was “safe” per team.

Step 8 Re-designing of the Students will adjust or re-design their boat and re-test based on peer reviews, teacher input, Redesign Prototype and analysis of proposed solution. Teacher Notes:  Boiled eggs work best in order to avoid messes. Groups should be given at least three eggs to test their prototype.  Quart size bags may be used instead of sandwich size taking into consideration the ratio of vinegar and baking soda will need to increase. Step 1 Define Your company wants to be hired to design a cost-effective airbag from Identify the Need or Problem/Scenario: nonflammable chemicals that will inflate quickly and prevent injury. Problem Expected Task: Build a prototype of an airbag that will prevent an egg from breaking simulating a car crash. Step 2 Research and Research the Need or Citations: Problem Vocabulary: mass, volume, physical change, chemical change, law of conservation of mass, design, solution, test Step 3 Criteria:  Costs: 10 mL of vinegar= $500 Develop Possible Solution(s)  1 grams of baking soda= $100  Each group should consist of 3-4 students Constraints:  Air bag doesn’t explode  Protects passenger (egg) from a minimum of 50 cm.  Maximum amount of vinegar 50 mL and 5 grams of baking soda  Materials:  Vinegar  Baking soda  Meter stick/measuring tape  Electronic scale/triple beam balance  Plastic sandwich bags  Hard boiled eggs  Clear plastic cups  Graduated cylinders  Masking tape  Optional: shoebox or plastic container to hold air bag in place. Step 4 Building of the Select the Best Possible Product (Prototype, Solution (s)/ model or Artifact): Step 5 Construct a Prototype

Step 6 Testing of the Product Test and Evaluate the (Prototype, model or Solution(s) Artifact): Peer-Review  Did you the budget of materials play a role in your design? How? Questions:  How did you choose which ratios of vinegar and baking soda to try?  What research did you use to design your air bag?  What other designs did your team consider?  What would you change to improve in the design of your air bag? Step 7 Project Summary: Each team will create a presentation (poster, PowerPoint, etc.) of their Communicate the company’s airbag and the reason their airbag had the most efficient design. Solution(s)

Presentation of Final Students will present their team’s air bag design and budget to the class. They will Solution: test to see the maximum height their air bag can maintain the egg passenger safe. A class data chart will be constructed where the ratio of vinegar and baking soda is recorded with respect to the maximum height the egg was “safe” per team. Step 8 Re-designing of the Adjust or re-design your boat and re-test based on peer reviews, teacher input, Redesign Prototype and analysis of proposed solution.