Triple Beam Balance

Name__________________________________________________________________ th 7 Grade - Grading Period 1 Overview Ohio's New Learning Standards Science Inquiry and Application Practices The properties of matter are determined by the arrangement of atoms (7.PS.1) Clear Learning Targets "I can" 1. ____ ask questions and define problems about the natural environment. 2. ____ develop and use models 3. ____ plan and conduct investigations. 4. ____ employ simple equipment and tools to gather data and extend the senses. 5. ____ explain that mixtures are materials composed of two or more substances that retain their separate atomic compositions when mixed. 6. ____ describe how elements are grouped based on their properties and position on the periodic table. 7. ____ use the pH scale to compare and evaluate the acidity or alkalinity of a compound. 8. ____ measure pH values in the natural world (e.g. soil, water, and air quality). 9. ____ investigate how mass is conserved when a substance undergoes a physical or chemical change. 10. ____ explain that in a closed system, the number and type of atoms stays the same, even if the atoms are rearranged. Name__________________________________________________________________ th 7 Grade - Grading Period 1 Overview Essential Vocabulary/Concepts st Thinking Like a 21 Century 7.PS.1 Scientist and Engineer Acidic Classify Acidity Communicate Alkalinity Compare Atoms Conclusion Basic Controls Changes in Matter (Physical and Chemical) Dependent Variable Chemical Equation Design Compounds Design Cycle Conservation of Mass Engineering Elements Evidence Families Experiment Groups Graphs Indicator Hypothesis Litmus Paper Independent Variable Metals Inference Mixtures Interpret Data Molecules Models Neutral Observation Noble Gases Predict Non-Metals Reasoning Periodic Table of Elements Representation Periods Safety pH pH Scale Phase Change Phenolphthalein Properties Reaction Science Inquiry Preface At the beginning of each curriculum map, there is a unit designated to Science Inquiry and Application standards. These are meant to be taught throughout the entire school year. If you do not get to all the lessons in the first unit, this is okay. You can revisit them at the end of the year, after testing, or at a later point in the school year. They are meant as an introduction for students to attempt to adopt the principals of thinking like a scientist and learning how to use correct scientific procedures. It is important to note that all of the lessons in the first quarter within this unit DO NOT need to be completed in the first quarter. They are meant as a guide for the teacher. That being said there is one area that is required for all grade levels. This would be the lesson(s) dealing with Lab Safety and Lab Equipment. It is imperative that you go over all lab procedures and safety with your students. They need to know how to conduct themselves in a lab/investigation setting appropriately. th 7 Grade Science Unit: st Thinking Like a 21 Century Scientist and Engineer Unit Snapshot Topic: Scientific Process Duration: Grade Level: 7 3 weeks Summary The following activities allow students to develop scientific and engineering process skills. Students will explore cause and effect as they change a variable during scientific investigations. Using 21st century skills, students will use technology, develop team building skills, and learn good laboratory procedures while using science equipment. Lab safety rules will be developed for each classroom. Finally, students will use problem-solving skills to create a solution to an engineering design challenge. CLEAR LEARNING TARGETS "I can"statements ____ follow a laboratory procedure and work collaboratively within a group using appropriate scientific tools. ____ work individually, with a partner, and as a team to test a scientific concept, change a variable, and record the experimental outcome. ____ use the engineering design cycle to develop a solution with a predictable outcome. ____ cite specific text or online resource to support a proposed design solution. Activity Highlights and Suggested Timeframe Team Building: "Mystery Poem" and "Move the Marble". Students will learn that team work is essential for doing science and engineering. They will use a poem to make inferences based on observations to learn how sharing information helps Days 1-2 come to better conclusions. They will form a team assembly line to move a marble from one side of the room to the other. Optional design challenge extension. Lab Safety: "Ultimate Lab Safety" and "Gallery Walk". Students will learn the safety contract while watching a humorous safety video and completing a "Gallery Days 3-5 Walk". A signed safety contract is required to complete future science laboratory activities. Diagramming: "My Science Classroom: Scale Diagrams". Students will have the opportunity to explore the classroom space, practice measuring techniques, evaluate Days 6-8 proper units of measure, and create a scale model diagram. 1 Laboratory Procedures and Equipment: "Bubble Lab". Students will learn about proper laboratory procedures and equipment, as well, as practice following lab Days 9 safety guidelines by completing a laboratory activity involving soap bubble measurement and investigation. Computer Technology: GIZMOS & Microsoft Word introduction letter. Keyboarding games. Students will practice keyboarding skills (typing) using web-based games. Days 10-13 Students will create a Microsoft Word document, save the file to the network folder, print the document, and be able to retrieve the file after saving. Introduction to Science and Engineering: The objective of the following activities is to give students the opportunity to identify and describe a real-world problem. First, students will recognize that scientific experimentation is the examination of Days 14-17 cause and effect relationships, with the goal of finding and understanding causal mechanisms in nature. The purpose of science is not to achieve a prescribed outcome. Students will then work through the engineering design cycle to develop a practical solution with a desired outcome. Inquiry Design Challenge: "Solar Cookers" Inquiry Design. Students will Days 18-21 develop solutions to their engineering design challenge using 21st Century Skills and technology. Inquiry Design Cycle: Design Cycle 2 LESSON PLANS NEW LEARNING STANDARDS: Grade 7: Designing Technological/Engineering Solutions using Science Concepts. SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas: Asking questions (for science) and defining problems (for engineering) that guide scientific investigations Developing descriptions, models, explanations and predictions. Planning and carrying out investigations Constructing explanations (for science) and designing solutions (for engineering)that conclude scientific investigations Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and interpret data Engaging in argument from evidence Obtaining, evaluating, and communicating scientific procedures and explanations *These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12 Science Education Scientific and Engineering Practices STUDENT KNOWLEDGE: Students will continue to develop "Thinking like a 21st Century Scientists and Engineers" Designing Technological/Engineering Solutions using science concepts Demonstrating Science Knowledge Interpreting and Communicating Science Concepts Future Application of Concepts Next grade level engineering design Laboratory Procedures and Equipment MATERIALS: Ruler Team Building 3 Types of Soap Mystery Poem Hand-outs 3 small cups (A,B,C) 3 Marbles Lab Straws (A,B,C) Various materials that can transfer a Paper Towels marble(tubes, cups, paper towels, paper, tape, etc.) Computer Technology Introduction "example letter" Lab Safety GIZMOs starter lesson Copy " Science Lab Safety Contract" Copy "Safety in the Science Laboratory" Inquiry Design Challenge 1 Color Copy of each picture below for Aluminum Foil "Gallery walk" Glue and tape Aluminum Bowl Introduction to Science and Engineering th Magnifier Copies of the guided reading "7 Grade Transparency Sheets Science Process Reading" Emergency Blanket Preview the websites below and select one Aluminum Can Copies of the rubric for evaluating student Other appropriate and available work materials Optional: "Awesome Dawson" by: Chris Gall My Science Classroom-Diagramming available through Columbus Metro Library Centimeter or inch grid paper/graph paper Rulers, meter sticks, tape measures Copies of Student Sheets 3 VOCABULARY: Primary Compare Observe Question Organize Communicate Classify Relate Predict / Hypothesis Infer Design Cycle Investigate Engineering Measure Record Conclude Data Evidence Interpret Justify Variable Objective: The objective of the assessments is to focus on and assess student knowledge and growth to gain evidence of student learning or progress throughout the unit, and to become aware of students misconceptions related to science process skills and engineering design. Formative Summative How will you measure learning as it occurs? What evidence of learning will demonstrate to you that a student has met the learning Consider developing a teacher- objectives? 1. Student learning should be visible

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