| A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | ||
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1 | Lab | NGSS | Objectives | Skills | Reusuable Materials Required | Consumable Materials Required | Distance Learning Ease | ||||||||||||||||||||
2 | Atoms & the Periodic Table | Atomic Structure | MS-PS1-1 | 1. Describe the structure and size of an atom. 2. Identify the mass and charge of subatomic particles. 3. Model the structure of an atom. | Performing short research Graphing Building models | Computer | Pom-pom balls Beads String Glue Toothpicks Stiff paper | 🟨 | |||||||||||||||||||
3 | Atomic Mass, Atomic Number and Isotopes | n/a | 1. Determine atomic number and mass when provided information about an atom’s protons, neutrons and/or electrons. 2. Discuss isotopes. 3. Calculate average atomic mass based on the abundance of isotopes for a given element. 4. Describe the applications of and problems associated with radioactive isotopes. | Making calculations Performing short research | Computer | 🟢 | |||||||||||||||||||||
4 | Ions | n/a | 1. Compare and contrast the formation of a positive and negative ion. 2. Illustrate the imbalance of electrons and protons in an ion. 3. Predict whether an atom will gain or lose electrons to become an ion based on the number of its valence electrons. 4. Evaluate the importance of electrolytes in the human body. | Drawing diagrams Making calculations Performing short research Designing solutions (sports drinks) | Computer | Directed Synthesis Project: One bottle per student Orange juice, lemon juice Pickle juice, vinegar Coconut water, distilled water Straws & small cups | 🟨 | ||||||||||||||||||||
5 | Acids and Bases | n/a | 1. Compare and contrast the chemical and physical properties of an acid and base. 2. Compare and contrast the use of pH indicators, including litmus paper, bromothymol blue, phenolphthalein and universal pH paper. 3. Conduct an investigation with pH indicators to determine the pH of substances. 4. Describe the relative strength of acids and bases with the pH scale. 5. Evaluate solutions to medical problems that involve acid-base chemistry. 6. Evaluate the use of weak bases as buffers that resist changes to pH. | Performing invstigations Using chemical (pH) indicators Modeling action of antacids | 2 Computers Colored pencils Beakers Droppers 100 mL graduated cylinderr Blackc sharpie markers | Litmus paper, univeral pH ind, bromothymol blue & cabbage juice Distilled water, vinegar, lemon juice, baking powder, soap, sprite, bleach, & hand sanitizer Alka Seltzer, Milk of Magnesia Spoons, straws & plastic cups | 🛑 | ||||||||||||||||||||
6 | Periodic Table | n/a | 1. Explain how elements are arranged in the periodic table. 2. Identify the location of major groups of elements on the periodic table, including metals, nonmetals, metalloids and Nobel gases. 3. Describe physical and chemical characteristics of major groups of elements on the periodic table. 4. Evaluate trends in the properties of elements on the periodic table. | Studying diagrams Identifying trends and patterns Designing solutions | Colored pencils | 🟢 | |||||||||||||||||||||
7 | Chemistry | Elements, Compounds and Mixtures | n/a | 1. Compare and contrast an element, compound and mixture. 2. Classify a substance as an element, compound or mixture. 3. Model the chemical composition of elements, compounds and mixtures. 4. Develop, test and evaluate methods to separate the components of a mixture. | Sorting and classifying Building models Performing an investigation Performing short research | Computer Legos Colored pencils Magnet Tweezers | Salt Sand Dry lima beans Iron filings Filter paper or coffee filters Plastic cups | 🛑 | |||||||||||||||||||
8 | Lewis Dot Diagrams | MS-PS1-1 | 1. Draw and interpret Lewis Dot Diagrams of atoms. 2. Use Lewis Dot Diagrams to illustrate the composition of simple molecules. 3. Build physical models that represent the structure and composition of simple molecules. | Drawing diagrams Building models | Computer | Candy gumdrops Toothpicks | 🟨 | ||||||||||||||||||||
9 | Chemical Bonding | MS-PS1-1 | 1. Compare and contrast ionic and covalent bonds. 2. Predict how atoms interact with each other to form bonds. 3. Illustrate the structure of simple molecules. 4. Model how simple molecules can interact with each other to form crystal structures. | Drawing diagrams Building models | Candy gumdrops Toothpicks | 🟨 | |||||||||||||||||||||
10 | Chemical Reactions | MS-PS1-2 | 1. Identify signs that a chemical reaction is taking place. 2. Use a chemical equation to represent a chemical reaction. 3. Describe the changes in the chemical and physical properties of substances that undergo a chemical reaction. | Performing investigations | Teaspoon measuring device Tablespoon measuring device Rust remover (not for actual use) Stopwatch Thermometer | Baking soda, salt White vinegar, Water, Milk, Tea Lemons/lemon juice Scouriing pads, plastic cups Rusty nails Rubber gloves | 🛑 | ||||||||||||||||||||
11 | Balancing Chemical Reactions | MS-PS1-5 | 1. Apply the Law of Conservation of Mass to chemical reactions. 2. Use a model that describes how the total number of atoms does not change in a chemical reaction. 3. Balance chemical equations by manipulating the coefficient of reactants and products. | Making calculations Building models | Legos Colored pencils | 🟨 | |||||||||||||||||||||
12 | Endothermic and Exothermic Reactions | MS-PS1-6 | 1. Compare endothermic and exothermic reactions. 2. Describe how thermal energy is transferred during an endothermic and exothermic reaction. 3. Apply the Law of Conservation of Energy to chemical reactions. 4. Manipulate endothermic reaction to create a cooling pack. | Performing investigations Designing and improving solutions | Thermometers Stopwatch Graduated cylinder Scale Teaspoon measuring device Tablespoon measuring device | Baking soda, Yeast Vinegar, hydrogen peroxide Water Ammonium chloride Styrofoam cups Ziploc bags (sandwich sized) Coffee filters | 🛑 | ||||||||||||||||||||
13 | Combustion | n/a | 1. Make observations so to identify the reactants and products of combustion. 2. Graph data so to compare and contrast the heat of combustion of common fuels. 3. Analyze data so to evaluate the environmental impact of common fuel. 4. Compare and contrast complete and incomplete combustion. 5. Discuss the development and applications of the internal combustion engine. 6. Assess the affordability, efficiency and sustainability of different fuels used by cars. | Performing investigations Analyzing & interpreting Constructing explanation Evaluating a solution | Computers Glass jar or beaker Lighter Playdoh Colored pencils | Birthday candles | 🟨 | ||||||||||||||||||||
14 | Radioactive Decay | n/a | 1. Identify properties of radioactive isotopes. 2. Compare the nuclear reactions of alpha, beta and gamma decay. 3. Compare the nature, energy and penetration of alpha, beta and gamma radiation. 4. Simulate radioactive decay so to demonstrate how a radioactive material changes with successive half-lives. 5. Discuss and evaluate applications of radioactive isotopes and radioactive decay in the diagnosis and treatment of disease. | Using computer models Analyzing & interpreting Making calculations Constructing explanation Conducting short research | Computers Two-sided counters Colored pencils | 🟢 | |||||||||||||||||||||
15 | Fission vs. Fusion | n/a | 1. Use computer simulations to model the nuclear reactions of fission and fusion. 2. Compare and contrast the nuclear reactions of fission and fusion. 3. Discuss the role of fusion in stars and the creation of many different elements. 4. Evaluate the use of fission as a source of nuclear energy and nuclear power plants. 5. Assess the potential use of fusion and fusion nuclear power plants. 6. Reflect on the development, testing and use of nuclear weapons. | Using computer models Analyzing & interpreting Constructing explanation Conducting short research | Computers | 🟢 | |||||||||||||||||||||
16 | Energy Resources | Nonrenewable Energy | 4-ESS3-1 | 1. Identify nonrenewable resources. 2. Analyze data so to describe our consumption of energy obtained from nonrenewable resources. 3. Explain how fossil fuels are formed. 4. Evaluate the use of nonrenewable resources for energy and how this use impacts the environment. | Graphing Analyzing & interpreting data Conduucting short research (to evaluate nonrenewable energy) | Computers Protractor Ruler Colored pencils | 🟢 | ||||||||||||||||||||
17 | Renewable Energy | 4-ESS3-1 | 1. Identify renewable energy resources. 2. Analyze data so to describe our use of renewable resources. 3. Evaluate the use of renewable resources for energy and how this use positively and negatively impacts the environment. 4. Consider what it would take for society to become completely dependent on renewable energy. | Graphing Analyzing & interpreting data Conduucting short research (to develop a renewable energy power plant) | Computers Protractor Ruler Colored pencils | 🟢 | |||||||||||||||||||||
18 | Forces and Motion | Types of Forces | n/a | 1. Identify different types of forces. 2. Classify contact or noncontact forces. 3. Compare and contrast contact and noncontact forces. | Classifying Identifying problems | 🟢 | |||||||||||||||||||||
19 | Buoyancy | n/a | 1. Engage in conversation about buoyancy. 2. Define buoyancy and its relationship to density and displacement of fluid. 3. Manipulate the shape of a boat in order to increase the buoyant force on the boat. | Conducting an investigation Making measurement Developing & building a solution | Computer Pennies Bucket | Water Model magic clay Aluminum foil, saran wrap Craft sticks, pipe cleaners, straws Play doh, clay and/or Model Magic Rubber bands, tape and/or other adhesive | 🛑 | ||||||||||||||||||||
20 | Earth's Gravity | 5-PS2-1 | 1. Conduct an investigation so to determine the effect of Earth’s gravity. 2. Engage in discussion about Earth’s gravity. 3. Argue that Earth’s gravity is directed downward. | Conducting investigations Conducting short research Building & testing a prototype | Computer Scale Tape measurer Small book, baseball, paperclip, crumpled ball of aluminum foil | String Straws Balloons Aluminum foil, pipe cleaners, paperclips, paper or plastic cups Tape, rubber bands and other adhesives | 🛑 | ||||||||||||||||||||
21 | Gravitational Force Relationships | MS-PS2-4 | 1. Argue that gravitational force is an attractive force. 2. Argue that gravitational interactions depend on the masses of the interacting objects. 3. Explain how the strength of gravity varies with distance from a massive object, such as a planet. 4. Calculate an object’s weight on Earth and other planets. 5. Describe the relationship between gravity, mass and weight. | Graphing Making calculations Conducting short research Forming scientific arguments | Computers Calculators | 🟢 | |||||||||||||||||||||
22 | Friction | n/a | 1. Define friction and its relationship to motion. 2. Identify a relationship between the smoothness of a surface and friction. 3. Compare and contrast the force of friction exerted by different surfaces. | Conducting an investigation Making measurements Statistically analyzing data Building a prototype | Stopwatch, ruler/tape measurer Toy car Hot Wheels straight track Barbie doll or other toy doll 3-4 books | Tape, rubber bands, adhesives Sandpaper Aluminum foil, construction paper, cardboard Peice of rug or carpet Craft sticks, pipe cleaners, straws Playdoh (or like material) | 🛑 | ||||||||||||||||||||
23 | Balanced and Unbalanced Forces | 3-PS2-1 | 1. Compare and contrast balanced and unbalanced forces. 2. Determine the effect of unbalanced forces on the motion of an object. | Conducting an investigation Making observations Computational thinking | Small wooden block Large wooded block Peice of cardboard or wood (to act asa a ramp) | 🟨 | |||||||||||||||||||||
24 | Patterns of Motion | 3-PS2-2 | 1. Identify and describe patterns of motion. 2. Predict an object’s future position and motion based on its previous position and motion. | Making observations Making measurements Planning an investigation Classifying | Computer Basketball Stopwatch Meter stick or tape measurer | 🟨 | |||||||||||||||||||||
25 | Velocity & Acceleration | n/a | 1. Use mathematical equations to calculate velocity and acceleration. 2. Determine the relationship between velocity and acceleration. 3. Analyze data in a graph to determine how an object’s position changes according to its velocity and acceleration. | Conducting investigations Making measurement Making calculations Conducting short research | Computer Calculators Meter stick or tape measurer Stopwatch Baseball | 🟨 | |||||||||||||||||||||
26 | Motion Graphs | n/a | 1. Analyze and interpret distance vs. time graphs to determine an object’s motion. 2. Analyze and interpret velocity vs. time graphs to determine an object’s motion. 3. Graph an object’s velocity and acceleration to describe its motion. | Graphing Analyzing & interpreting Modeling motion Making measurement | Hot Wheels straight track Toy car Books or blocks Meter stick or tape measurer Stopwatch Calculator | 🟨 | |||||||||||||||||||||
27 | Inertia & Newton's First Law of Motion | n/a | 1. Discuss Newton’s First Law of Motion 2. Apply Newton’s First Law of Motion to explain inertia. 3. Apply ideas about inertia to explain how seatbelts keep a person secure inside a vehicle during a collision. | Graphing Analyzing & interpreting Conducting short research Building & testing a prototype (directed synthesis project) | Computers | Cardboard, newpapers* Buttons* Straws, coffee stiriers* Craft sticks, pip cleaners* Rubber bands, tape, adhesive* Eggs* *Directed synthesis project | 🟨 | ||||||||||||||||||||
28 | Net Force & Newton's Second Law of Motion | MS-PS2-2 | 1. Calculate the net force on an object. 2. Apply Newton’s Second Law to explain how net force causes an object to accelerate. 3. Explain how a change in the motion of an object depends on the net force on the object and the object’s mass. | Making calculations Building a prototype | Computer Scale Calculators | Rubber bandds Craft sticks, plastic spoons Water bottle tops, small plastic cups Empty soda bottle Ping pong ball, pom pom, small rubber ball Tape, hot glue gun | 🛑 | ||||||||||||||||||||
29 | Collisions, Momentum & Newton's Third Law of Motion | MS-PS2-1 | 1. Discuss how momentum is conserved during a collision. 2. Apply Newton’s Third Law to describe what happens to objects during a collision. 3. Observe how the magnitude and direction of velocity of an object change during a collision. | Conducting an investigation Conducting short research Designing & building a prototype Testing a solution | Computers Ping pong balls Golf balls Hot Wheels straight track Pennies* | Eggs* Tissue paper or newspaper* String, pipe cleaners, straws* Rubber bands, tape, adhesives* Cardboard shoe/boxes, coffee cans* *Directed synthesis project | 🛑 | ||||||||||||||||||||
30 | Forms of Energy | Forms of Energy | n/a | 1. Define forms of energy. 2. Classify examples of different forms of energy. 3. Describe the amount of energy an object has compared to an object that possesses the same kind of energy. 4. Compare and contrast energy and matter. 5. Describe how energy interacts with matter. | Classifying Identifying problems Conducting short research | Computer | 🟢 | ||||||||||||||||||||
31 | Energy, Force & Motion | 4-PS3-1 | 1. Conduct an investigation to determine the relationship between the speed and [kinetic] energy of an object. 2. Relate the speed of an object to the [kinetic] energy of that object. 3. Discuss the relationship between force, energy and motion. 4. Evaluate the use of brakes in dissipating the [kinetic] energy of a moving vehicle. | Conducting an investigation Making measurements Making calculations Conducting short research | Computers Hot Wheels straight track Toy car Empty shoe box Meter stick or tape measurer Calculators | 🛑 | |||||||||||||||||||||
32 | Energy Transfer | 4-PS3-2 | 1. Observe the transfer of energy between objects or from place to place. 2. Discuss the movement of energy during energy transfer. 3. Apply conservation of energy to energy transfer. | Making observations Performing demonstrations Conducting short research | Computer Light bulb & light bulb holder Elctrical wire & electrical tape D battery & D battery holder Tennis balls Flashlight Tambourine (or similar instrument) | Ice cubes | 🛑 | ||||||||||||||||||||
33 | Energy and Collisions | 4-PS3-3 | 1. Observe a change in energy of objects during a collision. 2. Explain energy transfer and transformation during collisions. 3. Apply the Law of Conservation of Energy to collisions. 4. Relate changes in objects’ energy to changes in objects’ speeds during a collision. 5. Design, build and test a device that absorbs the kinetic energy of a moving object during a collision. | Conducting an investigation Building a prototype | Computer Plastic bowling set Meter stick or tape measurer Masking or electrical tape | Hardboiled egg Craft sticks Straws Rubber bands | 🛑 | ||||||||||||||||||||
34 | Energy Transformation | 4-PS3-4 | 1. Discuss energy transformation. 2. Make observations and explain how energy transforms from one form to another in different scenarios. 3. Build, test and improve a device that converts one form of energy into another. | Making observations Performing demonstrations Building, testing and improving a prototype | Computer Blow dryer Fan Flashlight Tambourine (or similar instrument) Thermometers (optional) | Pizza boxes Aluminum foil Construction paper, newspaper, felt, saran wrap, wax paper Tape, scissors Graham crackers, marshmallows & chocolate | 🛑 | ||||||||||||||||||||
35 | Kinetic Energy | MS-PS3-1 | 1. Interpret and analyze graphs so to describe the relationship between the velocity or mass and kinetic energy of an object. 2. Use mathematical equations to calculate the kinetic energy of an object. 3. Use a computer model to confirm the relationship between the velocity, mass and kinetic energy of an object. | Graphing Making calculations Interpreting & analyzing Using a computer model | Computers | 🟢 | |||||||||||||||||||||
36 | Potential Energy | MS-PS3-2 | 1. Describe different types of potential energy. 2. Investigate the position of an object (relative to Earth’s surface) and the (gravitational) potential energy stored in the object. 3. Calculate the gravitational potential energy of an object. 4. Develop a model to describe the relationship between position or arrangement of an object (or objects) and potential energy. 5. Explain how applying a conservative force to an object (or objects) in a system generates potential energy. | Conducting an investigation Making measurements Making calculations Graphing Making observations (with models) | Computers Small rubber or bouncy balls Meter stick Scale Spring (from a push pen) Magnets Peice of wool | Balloons Craft sticks, wood dowels* Spoons, bottle caps* Tin foil* Rubber bands, string, tape, glue* Mini marshmallows* *Directed synthesis project | 🛑 | ||||||||||||||||||||
37 | Kinetic Energy and Potential Energy Relationship | MS-PS3-5 | 1. Compare and contrast potential and kinetic energy. 2. Apply the Law of Conservation of Energy to the study of potential and kinetic energy. 3. Explain how a pendulum’s potential and kinetic energy exchange so to maintain its total mechanical energy. 4. Employ an understanding of potential energy, kinetic energy and energy dissipation so to construct a 12-foot rollercoaster track. | Making observations Building, testing and improving a prototype | Computer Tennis ball String Ruler Hammer, nail & screw eye hook Box knife Marble | Foam pluumbing tubular pipe insulation Packing tape Packing tape | 🛑 | ||||||||||||||||||||
38 | Light and Optics | Light vs. Sound | 1. Compare and contrast light and sound wave properties. 2. Analyze data so to compare the speed of sound and light waves and how the speed of sound and light changes in different mediums. 3. Analyze data so to explain how changes in the properties of a light and sound wave impact the energy carried by the waves. 4. Discuss how changing the amplitude and frequency of light and sound waves impacts observable features of the waves. 5. Evaluate solutions (fiber optic cables) that use light waves to communicate sound waves across long distances. | Graphing Analyzing& interpreting data Making calculations Conducting short research | Computers | 🟢 | |||||||||||||||||||||
39 | Electromagnetic Spectrum | n/a | 1. Identify different types of electromagnetic waves. 2. Describe how wavelength, frequency and energy change across the electromagnetic spectrum. 3. Develop a model of the electromagnetic spectrum. 4. Discuss examples or uses for different types of electromagnetic waves. | Graphing Interpreting & analyzing Making calculations Building a model | Computer Scissors Crayons, colored pencils or markers | String Pipe cleaners Construction paper | 🟨 | ||||||||||||||||||||
40 | Optics | MS-PS4-2 | 1. Compare transparent, translucent and opaque materials. 2. Develop models that describe how light interacts with transparent, translucent and opaque materials. 3. Explain why some but not all materials produce shadows. 4. Explain how objects appear specific colors because of reflection and absorption of different light frequencies. 5. Evaluate the use of transparent, translucent and opaque materials in the construction of eyewear for specific purposes. | Making observations Using a model | Computer Penlights "Frosted" plastic, paper Glass object, plastic Ziploc bag Wood block, Lego block Reading glasses, lab safety glasses, sunglasses, eye sleep mask | 🛑 | |||||||||||||||||||||
41 | Generating a Wave Signal | 4-PS4-1 | 1. Discuss the importance of waves in communication. 2. Explain how wave signals are used to code, transmit and receive information. 3. Compare and contrast the use of sound and light waves in generating, transmitting and receiving coded information. 4. Evaluate the use of Morse code (dots and dashes) and binary code (1s and 0s) to translate text messages and pictures. | Using Morse Code Conducting short research | Computer Flashlight Whistle | 🟨 | |||||||||||||||||||||
42 | Analog vs. Digital Signals | MS-PS4-3 | 1. Explain how wave signals can be used to communicate or transmit information. 2. Compare and contrast an analog signal and a digital signal. 3. Assess the digitalization of instrumentations in the ability to conduct scientific investigations. 4. Evaluate the claim that digital signals are a more reliable way to encode and transmit information than analog signals. | Classifying Conducting an investigation Conducting short research | Computers | 🟢 | |||||||||||||||||||||
43 | Magnets and Electricity | Magnetic Force | 3-PS2-4 & 3-PS2-5 | 1. Verify that magnetic force is a noncontact force. 2. Determine how distance from and size of a magnet affects the magnitude of a magnetic force. 3. Determine how the orientation of magnets affects the direction of magnetic force. 4. Apply concepts about magnets in order to solve everyday problems. | Conducting an investigation Building a prototype | Computer Bar magnets Disc magnets Steel paperclips Toy car and toy vehicle track Ruler Stopwatch | Temporary adhesive (tape, rubber bands, mounting putty) | 🛑 | |||||||||||||||||||
44 | Magnetic Field | MS-PS2-5 | 1. Verify that an invisible magnetic field surrounds a magnet. 2. Illustrate a magnet’s magnetic field with field lines. 3. Explain how Earth behaves like a magnet. 4. Identify and evaluate problems that could arise during a reversal of Earth's magnetic field. | Making observations Conducting short research | Computers Bar magnets Transparency paper or film Iron filing Compass Small bowl or container, plastic bin | Tape Ruler Gloves | 🛑 | ||||||||||||||||||||
45 | Electric Force | 3-PS2-3 | 1. Verify that electric force is a noncontact force. 2. Observe how electric force can cause objects to attract or repel each other. 3. Determine how distance from a charged object affects the ability of that object to attract or repel other objects. | Conducting an investigation Brainstorming Evaulating solutions to a problem | Computer Wool or wool mitten | Balloons | 🟨 | ||||||||||||||||||||
46 | Electric Field | MS-PS2-5 | 1. Verify that an invisible electrical field surrounds an electrically charged particle or object. 2. Illustrate electric field around and between electrically charged particles with field lines. 3. Explain how electric field changes as distance from an electrically charged object increase. 4. Evaluate the use of electromagnetic induction. | Conducting an investigation Measuring Evaluating engineering design (an electrostatic precipitator) | Computers Plasma globe Flourescent light bulb Ruler | 🛑 | |||||||||||||||||||||
47 | Static Electricity and Electric Discharge | n/a | 1. Discuss and illustrate how an object gains static electricity. 2. Explain the process of electric discharge. 3. Describe how lightning develops. 4. Design a lightning rod that will protect structures from a lightning strike. | Conducting an investigation Conducting short research | Wool mitten or cloth | Balloons Empty soda can | 🟨 | ||||||||||||||||||||
48 | Open vs. Closed Circuits | n/a | 1. Discuss current electricity. 2. Identify the components of an electric circuit. 3. Compare and contrast an open and closed circuit. 4. Fix an open circuit by applying ideas about conductors and insulators. | Building and manipulating circuits | Mini lightbulbs E10, 1.5V/0.3 A D batteries Insulated wires w/ alligator clips Mini lightbulb holders (suggested) Paperclip, key, nail, straw, eraser, tinfoil, toothpick, styrofoam, cloth (variety of conductors & insulators) | Electrical tape | 🛑 | ||||||||||||||||||||
49 | Series vs. Parallel Circuits | n/a | 1. Compare and contrast a series and parallel circuit. 2. Explain what happens when you add more electrical devices to a series or parallel circuit. 3. Design a circuit with multiple devices that allows current to flow even if one device is broken. | Building and manipulating circuits Conducting short research | Computer Mini lightbulbs E10, 1.5V/0.3 A D batteries Insulated wires w/ alligator clips Mini lightbulb holders (suggested) | Electrical tape | 🛑 | ||||||||||||||||||||
50 | Ohm's Law | n/a | 1. Calculate total voltage, current and resistance for a series and parallel circuit. 2. Describe the relationship between voltage/resistance/current for a series & parallel circuit. 3. Manipulate Ohm’s Law to calculate voltage, resistance or current. 4. Identify and solve problems that arise when too many electrical devices are added to series and parallel circuit. | Making calculations Explaining patterns Identifying problems (and using circuit breakers) | Calculators | 🟢 | |||||||||||||||||||||
51 | Electromagnets & Electric Generators | MS-PS2-3 | 1. Build a simple electromagnet. 2. Determine factors that affect an electromagnet’s magnetic force. 3. Compare and contrast an electromagnet, electric generator and electric motor. 4. Evaluate ways engineers exploit the relationship between electricity and magnetism with wireless charging. | Conducting an investigation Making measurements Evaluating wireless electricity | Computers D battery and 9-volt battery 3 inch iron nail 1-2 feets of copper wire Steel paperclips | Electrical tape | 🛑 | ||||||||||||||||||||
52 | Matter | States of Matter | 5-PS1-1 | 1. Describe the arrangement and movement of particles of matter (atoms) in a solid, liquid and gas. 2. Compare and contrast the three major states of matter (solid, liquid and gas). 3. Build a model that represents the structure of matter as a solid, liquid or gas. | Making observations Making measurements Analyzing & interpreting Building a model | Beakers Petri dish Graduated cylinder Scale Magnifying glass | Sugar cubes Water Balloons (of different sizes) Cardstock or heavy paper Pom-pins, buttons and/or M&Ms Glue | 🛑 | |||||||||||||||||||
53 | Phase Change | 5-PS1-2 | 1. Describe what happens to a substance's state of matter during a phase change. 2. Compare and contrast how a substance’s state of matter changes when thermal energy is added or removed. 3. Apply the Law of Conservation of Mass to phase change. 4. Manipulate water’s freezing point for practical use. | Conducting an investigation Making measurements Graphing Analyzing & interpreting | Scales Thermometers Graduated cylinders Stopwatch Beakers Hotplate Gloves and tongs | Ice Water Salt | 🛑 | ||||||||||||||||||||
54 | Physical Properties of Matter | 5-PS1-3 | 1. Compare chemical and physical properties of matter. 2. Categorize quantitative and qualitative properties of matter. 3. Describe the physical properties of a substance. 4. Identify an unknown substance based on its physical properties. | Conducting an investigation Making observations Making measurements Sorting | Scales, Thermometers, Rulers Graduated cylinders Magnets Magnifying glasses Beakers Stainless steel nail Nickle-plated key | Isopropyl alcohol Salt Baking soda White vinegar | 🛑 | ||||||||||||||||||||
55 | Chemical Properties of Matter | n/a | 1. List important chemical properties of matter. 2. Describe the chemical properties of a substance. 3. Compare and contrast physical and chemical properties. 4. Identify an unknown substance based on its chemical properties. | Conducting an investigation Making measurements Lab safety | Lighter and tongs Beakers Graduated cylinder Cookie sheet or metal surface Teaspoon measuring device Tape and markers Computer | pH paper or litmus paper Baking soda Distilled water Distilled white vinegar Isopropyl alcohol (70%) Cotton balls | 🛑 | ||||||||||||||||||||
56 | Physical vs. Chemical Change | 5-PS1-4 | 1. Compare and contrast a physical and chemical change. 2. Make observations of a physical and chemical change. 3. Carry out and evaluate a design for homemade slime. | Conducting investigations Sorting | Beakers Graduated cylinder Teaspoon measuring device 1 cup measuring device | Vinegar, Water, Milk Dish soap Baking soda, Salt Borax, Glue Plastic bowls, spoons * cups Ziploc bags (sandwich size) Rubber gloves, paper towels | 🛑 | ||||||||||||||||||||
57 | Conservation of Mass | 5-PS1-2 | 1. Measure the mass of substances before and after they mix. 2. Graph the mass of substances before and after they mix. 3. Apply the Law of Conservation of Mass to situations in which substances are mixed, cooled or heated. | Conducting an investigation Making measurements Graphing Analyzing & interpreting Developing & testing a solution | Beakers Scale Graduated cylinder Teaspoon measuring device Tablespoon measuring device | Water Salt White vinegar Baking soda Ziploc bags, Saran wrap Plastic cups Paper bags | 🛑 | ||||||||||||||||||||
58 | Mixtures | Elements, Compounds and Mixtures | n/a | 1. Compare and contrast an element, compound and mixture. 2. Classify a substance as an element, compound or mixture. 3. Model the chemical composition of elements, compounds and mixtures. 4. Develop, test and evaluate methods to separate the components of a mixture. | Sorting and classifying Building models Conducting an investigation Performing short research | Computer Legos Colored pencils Magnet Tweezers | Salt Sand Dry lima beans Iron filings Filter paper or coffee filters Plastic cups | 🛑 | |||||||||||||||||||
59 | Types of Mixtures | 5-PS1-4 | 1. Compare and contrast homogeneous and heterogeneous mixtures. 2. Classify examples of solutions, suspensions and colloids. 3. Determine if a physical or chemical change occurs when substances are combined to form a mixture. 4. Evaluate how engineers apply the engineer design process to make synthetic mixtures. | Making measurements Making calculations Making observations | Computer Small beakers Grauated cylinder Tablespoon measuring device Stirring rod | Water Sand Vegetable oil Cornstarch Sugar Antacid tablets (with anhydrous citric acid) | 🛑 | ||||||||||||||||||||
60 | Concentration | n/a | 1. Compare and contrast concentrated and dilute solutions. 2. Calculate the concentration of a solution. 3. Manipulate a solution to make it more or less concentrated. 4. Discuss different units used to describe concentration. 5. Make measurements to determine the concentration of a solution. | Making measurements Making calculations Making observations | Beakers (500 mL) Scales Spoon or scooping tool Stirring rod Colored pencils Calculators | Water Kool-Aid Mix Coffeee filter paper Salt | 🛑 | ||||||||||||||||||||
61 | Saturation & Solubility | n/a | 1. Discern between a solute and solvent in a solution. 2. Provide evidence that confirms the relationship between solubility and temperature for liquid and solid solutes. 3. Explain the relationship between solubility and pressure for gas solutes. 4. Compare and contrast a saturated, unsaturated and supersaturated solution. 5. Identify unknown substances based on their solubility. | Making measurements Making calculations Making observations | Beakers Hot plate Thermometers Teaspoon measuring device Graduated cylinders Spoons Scale | Sugar Distilled water Ice 2 lb Ammonium Chloride 2 lb Calcium Chloride 2 lb Sodium Chloride Paper or plastic cups | 🛑 | ||||||||||||||||||||
62 | Density | n/a | 1. Calculate the density of a regular and irregular shaped object. 2. Predict if an object will float or sink in a substance with a known density. 3. Describe the factors that influence the density of a substance. 4. Compare and contrast the density of ice and liquid water. 5. Model the density of liquids with a seven-layer density column. | Making measurements Making calculations Conducting an investigation | Medium and large beakers Scale, graduated cylinder, ruler Eraser, block of sytrofoam Penny, birthday candle, lima bean ½ cup measuring cup, food baster Colored pencils Computer, calculators | Water 90% Isopropyl alcohol Lght corn syrup, vegetable oil Baby oil, dish soap, honey Plastic cups Food coloring | 🛑 | ||||||||||||||||||||
63 | Separating Mixtures | n/a | 1. Summarize separation techniques used to isolate components of a mixture. 2. Identify the physical properties that a technique manipulates so to separate a mixture into its components. 3. Demonstrate conservation of mass while separating components of a mixture. 4. Use physical separation techniques (mechanical separation, magnetism and filtration) to separate a mixture into its components. | Making measurements Making calculations Conducting an investigation | Computer Small & medium beakers Scales Magnets, srainers, tweezers Pebbles, marbles, sand, iron filings, nails, medium sized rocks | Water | 🛑 | ||||||||||||||||||||
64 | Simple Machines | Work and Power | n/a | 1. Define work in terms of force and distance. 2. Define power in terms of work and time. 3. Discuss the relationship between work, energy and power. 4. Use mathematical equations to calculate work and power. 5. Use computer models to simulate how simple machines make it possible to perform work that otherwise could not be performed. 6. Evaluate a back-up generator’s cost, power output and ability to sustain the electricity needs of a family during a prolonged power outage. | Graphing Analyzing & interpreting Making calculations Using computer models Conducting short research | Computers | 🟢 | ||||||||||||||||||||
65 | Simple Machines | n/a | 1. Identify six simple machines. 2. Discuss how simple machines make work easier. 3. Make measurements and analyze data to determine how simple machines make it easier to perform work. 4. Determine whether a simple machine decreases the force needed to do work or changes the direction of a force. 5. Build, test and improve a simple machine (lever) so to maximize its function. | Conducting an investigation Making measurement Making calculations Building a prototype | Computers Meter sticks or tape measurers Books 2 foot peice of wood or cardboard 3 foot peice of wood or cardboard Spring scale Ornament or like object | Craft sticks Rubber bands Plastic spoons Mini marshmallows | 🟨 | ||||||||||||||||||||
66 | Compound Machines | n/a | 1. Compare and contrast simple and compound machines. 2. Identify simple machines that make up compound machines. 3. Discuss the mechanical advantage and efficiency of compound machines. 4. Design, build and test a Rube Goldberg-inspired compound machine. | Sorting & classifying Designing & building a solution (Rube Goldberg machine) | Computers Mouse Trap board game | Various arts and crafts supplies: Cardboard, cardboard tubes Popsicle sticks String Marbles, dominoes Plastic drinking straws and bottles Scissors, tape, hot glue | 🟨 | ||||||||||||||||||||
67 | Thermal Energy | Phase Change | 5-PS1-2 | 1. Describe what happens to a substance's state of matter during a phase change. 2. Compare and contrast how a substance’s state of matter changes when thermal energy is added or removed. 3. Apply the Law of Conservation of Mass to phase change. 4. Manipulate water’s freezing point for practical use. | Conducting an investigation Making measurements Graphing Analyzing & interpreting | Scales Thermometers Graduated cylinders Stopwatch Beakers Hotplate Gloves and tongs | Ice Water Salt | 🛑 | |||||||||||||||||||
68 | Conduction and Conductors | 4-PS3-2 & MS-PS3-3 | 1. Observe the transfer of thermal energy through conduction. 2. Illustrate the direction of thermal energy transfer between objects with different temperatures. 3. Evaluate the ability of a material to transfer thermal energy. 4. Compare and contrast conductors and insulators. 5. Design, build and test a device that minimizes thermal energy transfer. | Conducting an investigation Making measurements Analyzing & interpreting | Computer Hotplate Graduated cylinder Oven mitts, tongs Thermometer, stopwatch Wooden, metal & plastic spoon | Butter Plastic aand styrofoam cups Tissue paper, tin foil, saran wrap Wax paper, paper, cotton balls Tape | 🛑 | ||||||||||||||||||||
69 | Convection Currents | n/a | 1. Observe a convection current in a fluid. 2. Illustrate the motion of warm and cold fluid in a convection current. 3. Explain how convection is important to the motion of air and ocean water on Earth. 4. Apply knowledge of convection currents to design a heating and cooling system. | Making observations Analyzing & interpreting Developing solutions | Computer Colored pencils, markers Beakers Plastic shoebox-sized container Droppers Drink coasters | Red and blue food coloring Hot and room-temp water Glue Shoebox | 🟨 | ||||||||||||||||||||
70 | Thermal Energy | MS-PS3-4 | 1. Conduct an investigation so to observe how mass and chemical composition impact the temperature change of a substance when thermal energy is transferred to or from that substance. 2. Explain how mass, chemical composition and temperature change determine the thermal energy transferred to or from a substance. 3. Use a mathematical model to study the relationship between mass, chemical composition, temperature change and the amount of thermal energy transferred to or from a substance. | Conducting an investigation Making measurements Analyzing & interpreting Making calculations | Computers, calculators Beakers, graduated cylinder Metal containers (coffee tins) Thermometer, stopwatch Hotplate(s), stirring rod Oven mitts or gloves, tongs Colored pencils | Water Acetic acid Canola oil | 🛑 | ||||||||||||||||||||
71 | Temperature | MS-PS3-5 | 1. Discuss temperature as a measure of the average kinetic energy of a substance. 2. Use a mathematical equation to convert between temperature scales. 3. Explain how a change in temperature provides evidence of thermal energy transfer. 4. Use a model to show how temperature is a measure of the average kinetic energy of a substance. | Conducting an investigation Making measurements Analyzing & interpreting Making calculations Making a model | Computer Beakers, graduated cylinder Thermometers Hotplates Stirring rod Stopwatch Oven mitts or gloves | Water Food coloring Ice | 🛑 | ||||||||||||||||||||
72 | Heating Curves | MS-PS1-4 | 1. Record data so to describe how adding thermal energy changes the state of matter or temperature of a substance. 2. Interpret a heating curve so to determine the melting and boiling point of a substance. 3. Develop a model that describes how adding or removing thermal energy impacts the arrangement and motion of atoms in a pure substance. | Conducting an investigation Making measurements Analyzing & interpreting Making a model | Beaker Thermometer Hotplate Stirring rod Stopwatch Tongs, oven mitts or gloves | Pom-pom balls Beads (various sizes) Glue Index carts, cardstock Ice | 🛑 | ||||||||||||||||||||
73 | Water Properties | Properties of Water | n/a | 1. Observe, measure and/or describe water’s physical and chemical properties. 2. Evaluate the importance of water’s properties to living things on Earth. 3. Manipulate water’s physical properties to solve problems. | Conducting an investigation Making measurements Analyzing & interpreting Conducting short research Developing a solution | Computer Beakers Graduated cylinder Thermometers Hot plate Scale Lighter or spark lighter | Water pH paper Ice Salt Gallon & sandwhich-sized bags Milk, sugar, vanilla | 🛑 | |||||||||||||||||||
74 | Hydrophobic vs. Hydrophilic | n/a | 1. Discuss water as an important and common solvent. 2. Compare hydrophobic and hydrophilic substances. 3. Explain why polar substances and salts dissolve in water but nonpolar substances do not. 4. Demonstrate and evaluate the use of emulsifiers. | Making observation Conducting an investigation Analyzing & interpreting Model a concept (emuisification) | Computer Beakers Graduated cylinders Stirring rods Tablespoon measuring device | Water Rubbing alcohol, vegetable oil, vinegar, butter, corn syrup, salt Egg Dish soap Bowls and spoons | 🛑 | ||||||||||||||||||||
75 | Water's Special Properties | n/a | 1. Explain the role of hydrogen bonding in water’s properties. 2. Observe water’s special properties, such as adhesion, cohesion, high surface tension and high specific heat. 3. Model the molecular structure of water and hydrogen bonding between water molecules. | Making observations Making a model | Computer Penny Lighter (with long ignitor) or candle with matches | Distilled water Vegetable oil Small plastic cups Balloons Styrofoam Toothpicks, dots candy, marshmallows, jellybeans | 🟨 | ||||||||||||||||||||
76 | Waves and Sound | Wave Properties | 4-PS4-1 | 1. Describe amplitude, wavelength and frequency of a wave. 2. Compare and contrast transverse and longitudinal waves. 3. Develop a model that describes the pattern of motion of a transverse wave. | Maknig observations Building a model | Jump rope Yarm Slinky Scissors Meter stick or ruler | Various arts and crafts supplies: Large paper (11 x 17) Crayons, markers, colored pencils String, yarn, pipe cleaners Glue, tape | 🛑 | |||||||||||||||||||
77 | Mathematical Models of Waves | MS-PS4-1 | 1. Interpret, analyze and draw graphs to quantitatively describe the properties of a mechanical wave. 2. Use mathematical equations make calculations to describe a mechanical wave’s frequency, wavelength and velocity. 3. Manipulate physical models to explain how wave characteristics correspond with physical observations. | Graphing Interpretting & analyzing Making calculations Using a model | Computer Calculators Two chairs Stopwatch (optional) Ruler (optional) | Duct tape or packing tape Wooden skewers Dor candies | 🟨 | ||||||||||||||||||||
78 | Wave Behavior | MS-PS4-2 | 1. Observe and describe how light and mechanical waves behave when they encounter a barrier or enter a new medium. 2. Observe and describe how light and mechanical waves behave when they interact with each other. 3. Compare and contrast mediums that cause a wave to be reflected, absorbed or transmitted. 4. Use models to explain why materials are best suited to transmit, reflect or absorb waves. | Making observations | Computer Laser pointer, penlight Beaker or glass containers Mirror Stainless steel object Plastic bin & plastic clipboards Wood blocks & styrofoam blocks | Water Light corn syrup Tin foil Felt | 🛑 | ||||||||||||||||||||
79 | Waves and Energy | MS-PS4-1 | 1. Describe the relationship between the amplitude of a mechanical wave and its energy. 2. Compare and contrast how transverse and longitudinal waves transfer energy. 3. Use computer models to explain how sound wave characteristics correspond with physical observations of sound. 4. Evaluate prototypes that harness energy from water waves. | Graphing Interpretting & analyzing Conducting short research | Computers (with Chrome browser and a microphone) | 🟢 | |||||||||||||||||||||
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82 | 🟢 | The lab requires no modification to the required materials for distance – independent learning. All materials important to the lab are included in the digital lab. A calculator, colored pencils or a ruler may be needed. | |||||||||||||||||||||||||
83 | 🟨 | The lab requires some modification to the required materials for distance – independent learning. Students can use household items, if needed, to complete hands-on activities. | |||||||||||||||||||||||||
84 | 🛑 | The lab requires significant modification. Teacher should demonstrate or perform activities in a live session or prerecorded video and/or provide materials needed for the science skills or problem-solving station. | |||||||||||||||||||||||||
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