COURSE TITLE

Myth Busters

LENGTH

One Semester

DEPARTMENT

STEM Department

SCHOOL

Union Middle School

Primary Content

Science

 Initial Board of Education Approval Date (Born on): 8/22/2022

Revisions:  4/8/2024

Embedded Content

 Career Readiness, Life Literacies and Key Skills

 Initial Board of Education Approval Date (Born on): 8/22/2022

Computer Science and Design Thinking

 Initial Board of Education Approval Date (Born on): 8/22/2022

Myth Busters

I.        Introduction/Overview/Philosophy

Ever wondered if double-dipping really spreads germs? Does toast really always land butter-side down? Can you make a glow stick out of Mountain Dew, vinegar, and baking soda as claimed on the Internet? Separating truth from fiction can be tough! In this elective, students will endeavor to find the truth as they investigate claims using research and the scientific method. Students will also analyze and critique the investigative methods of others.

II.        Objectives

Course Outline:

1. Introduction-Scientific Inquiry STEAM

1. Background Information
2. Myth vs. Fact
3. What is a Myth?
4. Scientific Inquiry Method
5. Lab Safety

2. Newton’s Laws of Motion

1. Newton’s First Law-Inertia
2. Newton’s Second Law-Acceleration
3. Newton’s Third Law-Action-Reaction
4. Inertia Lab
5. Newton’s Cradle
6. Action-Reaction Force Lab
7. Tablecloth Challenge
8. Working Pinball Machine Project

3. Building a Design

1. Skyscrapers
2. Forces
3. Load
4. Materials
5. Shapes
6. Wind Test
7. Water Test
8. Earthquake Test

4. Practice Makes Perfect

1. Memory
2. Online Memory Practice Challenges
3. Design a memory challenge

5. Probability

1. Probability tests
2. Online testing
3. Create unique probability game

6. Reaction Time

1. Airplane seating challenge
2. Online testing of reaction time
3. Peer lesson for reaction time

7. Crime Scene Investigation

1. Eyewitness Accounts
2. Blood Splatter Analysis
3. Fingerprint Analysis
4. Blood Typing

8. Paper Engineering

1. Cutting & Folding Techniques
2. Research Pop-Up Books
3. Folds for Pop-Ups
4. Design an Idea for Pop-Up Book
5. Create an Individual Pop-Up Book

9. Design Your Own Challenge

1. Brainstorm Ideas and Pitch Own Idea
2. Research Experiments Done Previously
3. Research Reason to Test
4. Design an Experiment Using the Scientific Inquiry Method
5. Create Lab Sheet
6. Test Idea with Peers

Student Outcomes:

After successfully completing this course, the student will:

• Be actively involved in constructing and applying scientific ideas and principles.
• Use problem solving as a means as well as a goal to learning.
• Determine myth from fact, and evaluate real-world situations.
• Interact and communicate with other students through the use of group-based projects.
• Use physical objects, drawings, charts, graphs, and symbols to represent science concepts and problem situations.
• Use technology as an integrative tool for learning and researching.

New Jersey Student Learning Standards

Career Readiness, Life Literacies, and Key Skills Practices

CRLLKSP 1   Act as a responsible and contributing community members and employee.

Students understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good.

CRLLKSP 2   Attend to financial well-being.

Students take regular action to contribute to their personal financial well-being, understanding that personal financial security provides the peace of mind required to contribute more fully to their own career success.

CRLLKSP 3   Consider the environmental, social and economic impacts of decisions.

Students understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization.

CRLLKSP 4   Demonstrate creativity and innovation.

Students regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization.

CRLLKSP 5   Utilize critical thinking to make sense of problems and persevere in solving them.

Students readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others.

CRLLKSP 6   Model integrity, ethical leadership and effective management.

Students consistently act in ways that align personal and community-held ideals and principles while employing strategies to positively influence others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of means to positively impact the directions and actions of a team or organization, and they apply insights into human behavior to change others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that management’s actions and attitudes can have on productivity, morals and organizational culture.

CRLLKSP 7   Plan education and career paths aligned to personal goals.

Students take personal ownership of their own education and career goals, and they regularly act on a plan to attain these goals. They understand their own career interests, preferences, goals, and requirements. They have perspective regarding the pathways available to them and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step in the education and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the planning and execution of career and personal goals.

CRLLKSP 8   Use technology to enhance productivity, increase collaboration and communicate effectively.

Students find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks.

CRLLKSP 9   Work productively in teams while using cultural/global competence.

Students positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings.

Career Readiness, Life Literacies, and Key Skills

9.4.8.CI.1: Assess data gathered on varying perspectives on causes of climate change (e.g., crosscultural, gender-specific, generational), and determine how the data can best be used to design multiple potential solutions.

9.4.8.CT.1: Evaluate diverse solutions proposed by a variety of individuals, organizations, and/or agencies to a local or global problem, such as climate change, and use critical thinking skills to predict which one(s) are likely to be effective.

9.4.8.DC.8: Explain how communities use data and technology to develop measures to respond to effects of climate change (e.g., smart cities).

Computer Science and Design Thinking

8.2.8.ED.2: Identify the steps in the design process that could be used to solve a problem.

8.2.8.ED.3: Develop a proposal for a solution to a real-world problem that includes a model (e.g., physical prototype, graphical/technical sketch).

8.2.8.ED.7: Design a product to address a real-world problem and document the iterative design process, including decisions made as a result of specific constraints and trade-offs (e.g., annotated sketches).

8.2.8.NT.1: Examine a malfunctioning tool, product, or system and propose solutions to the problem.

8.2.8.EC.1: Explain ethical issues that may arise from the use of new technologies.

English Language Arts

RI.CR.8.1. Cite a range of textual evidence and make clear and relevant connections (including informational text features such as charts, graphs, and diagrams) that strongly support an analysis of multiple aspects of what an informational text says explicitly, as well as inferences drawn from the text.

RI.AA.8.7. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

RI.CT.8.8. Analyze and reflect on (e.g., practical knowledge, historical/cultural context, and background knowledge) two or more informational texts that provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

W.AW.8.1. Write arguments on discipline-specific content (e.g., social studies, science, technical subjects, English/Language Arts) to support claims with clear reasons and relevant evidence.

A. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

B. Support claim(s) with logical reasoning and relevant evidence, using relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

C. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

D.Establish and maintain a formal or academic style, approach, and form.

E. Provide a concluding statement or section that follows from and supports the argument presented.

W.IW.8.2. Write informative/explanatory texts (including the narration of historical events, scientific procedures/ experiments, or technical processes) to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

A. Introduce a topic clearly, previewing what is to follow; and organize ideas, concepts, and information, using text structures (e.g., definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g., headings, graphics, and multimedia) when useful to aid in comprehension.

B. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

C. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

D.Use precise language and domain/grade-level- specific vocabulary to inform about or explain the topic.

E. Establish and maintain a formal style/academic style, approach, and form.

F. Provide a concluding statement or section (e.g., sentence, part of a paragraph, paragraph, or multiple paragraphs) that synthesizes the information or explanation presented.

W.WR.8.5. 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.

W.SE.8.6. 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.

SL.PE.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

A. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

B. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

C. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

D.Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented

SL.PI.8.4. 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.

SL.UM.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

Science

MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

MS-PS2-1. Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.

MS-PS2-2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.

MS-PS2-4. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.

MS-LS1-8. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

MS-LS3-1. Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.

MS-LS3-2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

Math

7.RP.A- Analyze proportional relationships and use them to solve real-world and mathematical problems.

7.NS.A- Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

7.G.A- Draw, construct, and describe geometrical figures and describe the relationships between them.

7.G.B- Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

7.SP.C- Investigate chance processes and develop, use, and evaluate probability models.

III.         Proficiency Levels

Myth Busters is a semester elective course appropriate for all grade 7 and 8 students.

IV.        Methods of Assessment

Student Assessment

The teacher will provide a variety of assessments during the course of the year. The assessment may include but is not limited to: journal entries, projects, participation, group work, and other teacher-developed methods of assessment.

Curriculum/Teacher Assessment

The teacher will provide the subject area supervisor with suggestions for changes on an ongoing basis.

V.        Grouping

This is a middle school elective course offered to students in grade 7 and grade 8.

VI.        Articulation/Scope & Sequence/Time Frame

Course length is one semester.

VII.        Resources

Texts/Supplemental Reading/References

Resources include but are not limited to:

1. http://www.mythbusterstheexhibition.com/educators/
2. http://www.discovery.com/tv-shows/mythbusters/about-this-show/mythbusters-about/
3. http://school.discoveryeducation.com/teachers/myth-busters/
4. Online Videos
5. Attached optional activities

VIII.        Suggested Activities

Appropriate activities are listed in the curriculum map.

IX.        Methodologies

The following methods of instruction are suggested: lecture, group projects, demonstration, hands-on applications, and class presentations.

X.        Interdisciplinary Connections

The primary focus of this course is to allow students to connect concepts learned in the regular science classroom to activities and situations in the real world.  Applications to math, English/language arts, writing, and social studies will be made on a daily basis through a variety of projects and explorations.   

XI.         Differentiating Instruction for Students with Special Needs: Students with Disabilities, Students at Risk, Students with 504s, English Language Learners, and Gifted & Talented Students

Differentiating instruction is a flexible process that includes the planning and design of instruction, how that instruction is delivered, and how student progress is measured. Teachers recognize that students can learn in multiple ways as they celebrate students’ prior knowledge. By providing appropriately challenging learning, teachers can maximize success for all students.

Differentiating in this course includes but is not limited to:

Differentiation for Support (ELL, Special Education, Students at Risk, Students with 504s)

• Peer mentoring on problems
• Differentiated teacher feedback on assignments
• Modeling out problems on whiteboard
• Visual aids as we project problems on whiteboard
• Study guides
• Tiered assignments
• Scaffolding of materials and assignments
• Re-teaching and review
• Guided note taking
• Exemplars of varied performance levels
• Multi-media approach to accommodating various learning styles

• Supplemental reading material for independent study
• Flexible grouping
• Tiered assignments
• Topic selection by interest
• Enhanced expectations for independent study
• Elevated questioning techniques using Webb's Depth of Knowledge matrix

XII.        Professional Development

The teacher will continue to improve expertise through participation in a variety of professional development opportunities.

XII.        Curriculum Map/Pacing Guide