* 2018/2019 - Scope and Sequence all Grades


1			Science 6th Grade Yearlong Scope and Sequence
3	Overarching Question:		What is the connection between structure and function and how does this relationship apply to a given problem?

4	Unit of Study:		Intro to class	Heat	Earth Systems	Charity fair	From Molecules to Organisms	Heredity	Earth and Human Activities	EOY
5	Approx Unit Length:		12 days	15 days	30 days	15 days	37 days	35 days	10 days
6	Lesson Progressions: Thsese are not lesson plans but rather the resources I use to teach		Introduction to the class	Energy: Heat	Climate Changew/HAS module	Charity Fair Project	Cell Wars and Human Body	Super-Hero Life Science	Environmental detectives	Subscription boxes?
7	Disciplinary Core Ideas		This unit also contains an intro/review of the S&EP	PS3.A: Definitions of Energy	ESS2.C: The Roles of Water in Earth's Surface Processes	ETS1.A: Defining and Delimiting Engineering Problems	LS1.A: Structure and Function	LS1.B: Growth and Development of Organisms	ESS3.C: Human Impacts on Earth Systems
10				ETS1.B: Developing Possible Solutions
11		N/A	MS-PS3-3 Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.	MS-ESS2-4 Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.	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 LS1.1 Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.	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-ESS3-3.Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
12			MS-PS3-4 Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.	MS-ESS2-5. Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.	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-LS1-2 Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.	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.	MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
13			MS-PS3-5 Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.	MS-ESS2-6 Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.	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-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.	MS-LS1-5 Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.	MS-ESS3-5.Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
14					MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.	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.
15		6. Constructing Explanations and Designing Solutions	1. Asking Questions and Defining Problems	1. Asking Questions and Defining Problems	2. Developing and Using Models	2. Developing and Using Models	6. Constructing Explanations and Designing Solutions
16		7. Engaging in Argument from Evidence	2. Developing and Using Models	2. Developing and Using Models	3. Planning and Carrying Out Investigations	6. Constructing Explanations and Designing Solutions	7. Engaging in Argument from Evidence
17			4. Analyzing and Interpreting Data	4. Analyzing and Interpreting Data	7. Engaging in Argument from Evidence	7. Engaging in Argument from Evidence
18					6. Constructing Explanations and Designing Solutions	7. Engaging in Argument from Evidence
19		1. Patterns	5. Energy and Matter	2. Cause and Effect	2. Cause and Effect	3. Scale Proportion and Quantity	2. Cause and Effect	2. Cause and Effect
20			3. Scale Proportion and Quantity	4. Systems and System Models	3. Scale Proportion and Quantity	4. Systems and System Models	6. Structure and Function	7. Stability and Change
21				5. Energy and Matter	6. Structure and Function	6. Structure and Function
22					7. Stability and Change
23
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25


1			Science 7th Grade Yearlong Scope and Sequence
3	Overarching Question:		How do Human Activities Impact the World We Live In?

4	Unit of Study:		Intro to class	Chemistry	Charity fair	Ecosystems and Biodiversity	Natural Resources and Geology	Natural hazards	Natural Resources and Humans	EOY
5	Approx Unit Length:		12 days	50 days	15 days	15 days	30 days	15	12 days
6	Essential Question(s):		How can a personal brand identify who we are?	How can the structure of matter be used to explain its properties, interactions and observed changes?	How can I make a difference?	How do organisms interact with their environment and what are the effects of these interactions?	How does the interaction between plates affect the Earth's surface?	How can we build dwellings to mitigate the effects of natural disasters	Can we Feed a Growing Population?
7	Lesson Progressions: These are not lesson plans but rather the resources I use to teach		Introduction to the class	Matter and its Interactions	Charity Fair Project	Ecosystems and Biodiversity	Plate Tectonics	Safest Place in America	Can we feed a growing population?	Subscription boxes?
8	Disciplinary Core Ideas		This unit also contains an intro/review of the S&EP	PS1.A: Structure and Properties of Matter	ETS1.A: Defining and Delimiting Engineering Problems	LS1.C: Organization for Matter and Energy Flow in Organisms	ESS2.A: Earth’s Materials and Systems	ESS3.B: Natural Hazards	ESS3.C: Human Impacts on Earth Systems
9				PS1.B: Chemical Reactions	ETS1.B: Developing Possible Solutions	LS2.A: Interdependent Relationships in Ecosystems	ESS2.B: Plate Tectonics and Large-Scale System Interactions		LS2.C: Ecosystem Dynamics, Functioning, and Resilience
10				ETS1.B: Developing Possible Solutions	ETS1.C: Optimizing the Design Solution	LS2.B: Cycle of Matter and Energy Transfer in Ecosystems			ETS1.A: Defining and Delimiting Engineering Problems
11		ETS1.C: Optimizing the Design Solution		LS2.C: Ecosystem Dynamics, Functioning, and Resilience
12				LS4.D: Biodiversity and Humans
13		MS-PS1-1 Develop models to describe the atomic composition of simple molecules and extended structures.	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-LS1-6. Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.	MS-ESS2-1. Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.	MS-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.	MS-ESS3-4.Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
14		MS-PS1-2 Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.	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-LS1-7. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.	MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.		MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
15				MS-PS1-4 Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.	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-LS2-1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.	MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.		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.
16		MS-PS1-5 Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.	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-LS2-2 Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
17				MS-LS2-3 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
18				MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
19				MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
20		2. Developing and Using Models	1. Asking Questions and Defining Problems	2. Developing and Using Models	2. Developing and Using Models	4. Analyzing and Interpreting Data	1. Asking Questions and Defining Problems
21		4. Analyzing and Interpreting Data	2. Developing and Using Models	4. Analyzing and Interpreting Data	4. Analyzing and Interpreting Data	6. Constructing Explanations and Designing Solutions	6. Constructing Explanations and Designing Solutions
22			7. Engaging in Argument from Evidence		4. Analyzing and Interpreting Data	6. Constructing Explanations and Designing Solutions	6. Constructing Explanations and Designing Solutions		7. Engaging in Argument from Evidence
23				7. Engaging in Argument from Evidence	7. Engaging in Argument from Evidence
24		1. Patterns	1. Patterns	2. Cause and Effect	1. Patterns	1. Patterns	1. Patterns	2. Cause and Effect
25			2. Cause and Effect	3. Scale Proportion and Quantity	2. Cause and Effect	3. Scale Proportion and Quantity		7. Stability and Change
26				3. Scale Proportion and Quantity	6. Structure and Function	5. Energy and Matter	7. Stability and Change
27			5. Energy and Matter		7. Stability and Change
28
29


1			Science 8th Grade Yearlong Scope and Sequence
3	Overarching Question:		How does new information change our understanding and view of the world?

4	Unit of Study:		Intro to class	Geologic Time	Evolution	Charity fair	Motion and Stability - Energy	Waves and their Applications	Analog vs. Digital Signals	Earth's Place in the Universe	Earth and Human Activity	EOY
5	Approx Unit Length:		12 days	12 days	32 Days	15 days	35 days	18 days	10 days	20 days	20 days
6	Essential Question(s):		How can a personal brand identify who we are?	How do scientists use the geologic time scale to understand and describe natural history?	How has life on Earth changed throughout time?	How can I make a difference?	How are force, motion, and energy related?	What are the characteristic properties of waves and how can they be used?	Which is the more reliable way to transmit signals?	How can we colonize Mars in a sustainable way?	How do humans change the planet?
7	Lesson Progressions: These are not lesson plans but rather the resources I use to teach		Introduction to the class	Geologic Time	The Greatest Show on Earth	Charity Fair Project	Roller Coasters	Concert Experience	Analog or Digital	Mars Colony	Water Pollution	Subscription boxes?
10				ESS2.C: The Roles of Water in Earth's Surface Processes	LS4.C: Adaptation	ETS1.C: Optimizing the Design Solution	PS3.C: Relationship Between Energy and Forces			ESS1.B: Earth and the Solar System
11		LS4.A: Evidence of Common Ancestry and Diversity	LS3.B: Variation of Traits		PS3.B: Conservation of Energy and Energy Transfer
12			LS3.A: Inheritance of Traits
13		MS-ESS1-4. Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.	MS-LS4-2 Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.	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-PS2-1 Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.	MS-PS4-1 Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.	MS-PS4-3 Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.	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-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
14		MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.	MS-LS4-3 Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.	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-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-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials		MS-ESS1-1. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.	MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
15				MS-ESS2-1.Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.	MS-LS4-4 Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.	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-PS3-1. Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.			MS-ESS1-2 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.	MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
16		MS-LS4-1 Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past	MS-LS4-5 Gather and synthesize information about technologies that have changed the way humans influence the inheritance of desired traits in organisms.	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-PS3-2 Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.			MS-ESS1-3. Analyze and interpret data to determine scale properties of objects in the solar system.
17			MS-LS4-6 Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.		MS-PS3-5 Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.
18			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.
19
20		2. Developing and Using Models	4. Analyzing and Interpreting Data	1. Asking Questions and Defining Problems	2. Developing and Using Models	2. Developing and Using Models	7. Engaging in Argument from Evidence	2. Developing and Using Models	4. Analyzing and Interpreting Data
21		4. Analyzing and Interpreting Data	5. Using Mathematics and Computational Thinking	2. Developing and Using Models	3. Planning and Carrying Out Investigations	4. Analyzing and Interpreting Data	8. Obtaining Evaluating and Communication Information	4. Analyzing and Interpreting Data	6. Constructing Explanations and Designing Solutions
22			7. Engaging in Argument from Evidence	6. Constructing Explanations and Designing Solutions	6. Constructing Explanations and Designing Solutions	4. Analyzing and Interpreting Data	4. Analyzing and Interpreting Data	5. Using Mathematics and Computational Thinking		7. Engaging in Argument from Evidence	7. Engaging in Argument from Evidence
23				8. Obtaining Evaluating and Communication Information	7. Engaging in Argument from Evidence	6. Constructing Explanations and Designing Solutions
24		1. Patterns	1. Patterns	1. Patterns	2. Cause and Effect	3. Scale Proportion and Quantity	1. Patterns	6. Structure and Function	1. Patterns	1. Patterns
25			3. Scale Proportion and Quantity	2. Cause and Effect	3. Scale Proportion and Quantity	4. Systems and System Models	6. Structure and Function		3. Scale Proportion and Quantity	2. Cause and Effect
26				7. Stability and Change	6. Structure and Function	6. Structure and Function	5. Energy and Matter			4. Systems and System Models
27						7. Stability and Change
28
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1	Leaderboard	Engineering 8th Grade Yearlong Scope and Sequence
3	Overarching Question:	How can solve the problems that plague our world?

4	Unit of Study:	Intro to class	Reverse Engineering	Exploravision	Charity fair	Board Game	Helmet Challenge	Dome Collapse	Genius Hour	Other possibilities
5	Approx Unit Length:	15 days	15 days	20 days - Competition deadline around Feb 1	15 days	20 days	15 days	15 days	30 days
6	Essential Question(s):	How can we become better collaborators?	What can I learn from what others have made?	How can I solve a real world problem?	How can I make a difference?	How can I solve a real world problem?	How can I protect others from fatal injuries?	How can I build a structure that will withstand the elements?	How can I develop my skills?
7	Storyline: (Students' role)		You are a member of an engineering firm looking to be hired to develop new products.	You are a member of an engineering competition team, trying to solve a problem that affects you, youyr community or a community in another country.	You are a product developer creating a new product to sell for charity	You are a member of a design firm, developing a new game to teach a concept	You are a sports equipment designer, creating a helmet that will diminish the risks associated with playing a contact sport.	You are a structural engineer, hired by the Metrodome to solve their roof collapse	Student choice project	Career exploration:http://mariana68.wixsite.com/engineering-careers
8	Lesson Progressions: These are not lesson plans but rather the resources I use to teach	Introduction to the class	Reverse Engineering	Global Goals - Exploravision	Charity Fair Project	Board Game	Helmet Challenge	Dome Collapse	Genius Hour	Folder w/ EiE units
9	Disciplinary Core Ideas		ETS1.C: Optimizing the Design Solution	ETS1.A: Defining and Delimiting Engineering Problems	ETS1.A: Defining and Delimiting Engineering Problems	ETS1.A: Defining and Delimiting Engineering Problems	ETS1.A: Defining and Delimiting Engineering Problems	ETS1.A: Defining and Delimiting Engineering Problems	ETS1.A: Defining and Delimiting Engineering Problems	Science, the Poetry of Reality
10		ETS1.B: Developing Possible Solutions	ETS1.B: Developing Possible Solutions	ETS1.B: Developing Possible Solutions	ETS1.B: Developing Possible Solutions	ETS1.B: Developing Possible Solutions	ETS1.B: Developing Possible Solutions	Future City
11		ETS1.C: Optimizing the Design Solution	ETS1.C: Optimizing the Design Solution	ETS1.C: Optimizing the Design Solution	ETS1.C: Optimizing the Design Solution	ETS1.C: Optimizing the Design Solution	ETS1.C: Optimizing the Design Solution	Stop the Spread
12								Character Sketches
13								Young Scientist Challenge - Individual - Deadline in Mid April
14	Performance Expectations		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-ETS1-1. 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-ETS1-1. 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-ETS1-1. 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-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.	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.	Asteroid Impact
15		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-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.	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-ETS1-3. 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-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.	Bridges
16		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-ETS1-3. 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-ETS1-3. 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-ETS1-3. 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.
17		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-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-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-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.
18	Science and Engineering Practices (SEPs):		8. Obtaining Evaluating and Communication Information	1. Asking Questions and Defining Problems	1. Asking Questions and Defining Problems	1. Asking Questions and Defining Problems	1. Asking Questions and Defining Problems	1. Asking Questions and Defining Problems	1. Asking Questions and Defining Problems
19			2. Developing and Using Models	2. Developing and Using Models	2. Developing and Using Models	3. Planning and Carrying Out Investigations	4. Analyzing and Interpreting Data	2. Developing and Using Models
20			4. Analyzing and Interpreting Data	4. Analyzing and Interpreting Data	4. Analyzing and Interpreting Data	6. Constructing Explanations and Designing Solutions	6. Constructing Explanations and Designing Solutions	4. Analyzing and Interpreting Data
21			7. Engaging in Argument from Evidence	7. Engaging in Argument from Evidence	7. Engaging in Argument from Evidence			7. Engaging in Argument from Evidence
22	Crosscutting Concepts (CCC):		1. Patterns	2. Cause and Effect	2. Cause and Effect	2. Cause and Effect	5. Energy and Matter	6. Structure and Function	2. Cause and Effect
23			4. Systems and System Models	3. Scale Proportion and Quantity	4. Systems and System Models	3. Scale Proportion and Quantity	4. Systems and System Models	4. Systems and System Models
24			6. Structure and Function	6. Structure and Function	6. Structure and Function			6. Structure and Function
25			7. Stability and Change		7. Stability and Change			7. Stability and Change

1

Leaderboard

Engineering 8th Grade Yearlong Scope and Sequence

3

Overarching Question:

How can solve the problems that plague our world?

4

Unit of Study:

Intro to class

Reverse Engineering

Exploravision

Charity fair

Board Game

Helmet Challenge

Dome Collapse

Genius Hour

Other possibilities

5

Approx Unit Length:

15 days

20 days - Competition deadline around Feb 1

15 days

20 days

15 days

30 days

6

Essential Question(s):

How can we become better collaborators?

What can I learn from what others have made?

How can I solve a real world problem?

How can I make a difference?

How can I solve a real world problem?

How can I protect others from fatal injuries?

How can I build a structure that will withstand the elements?

How can I develop my skills?

7

Storyline:
(Students' role)

You are a member of an engineering firm looking to be hired to develop new products.

You are a member of an engineering competition team, trying to solve a problem that affects you, youyr community or a community in another country.

You are a product developer creating a new product to sell for charity

You are a member of a design firm, developing a new game to teach a concept

You are a sports equipment designer, creating a helmet that will diminish the risks associated with playing a contact sport.

You are a structural engineer, hired by the Metrodome to solve their roof collapse

Student choice project

Career exploration:http://mariana68.wixsite.com/engineering-careers

8

Lesson Progressions: These are not lesson plans but rather the resources I use to teach

Introduction to the class

Reverse Engineering

Global Goals - Exploravision

9

Disciplinary Core Ideas

ETS1.C: Optimizing the Design Solution

ETS1.A: Defining and Delimiting Engineering Problems

Science, the Poetry of Reality

10

ETS1.B: Developing Possible Solutions

Future City

11

ETS1.C: Optimizing the Design Solution

Stop the Spread

12

Character Sketches

13

Young Scientist Challenge - Individual - Deadline in Mid April

14

Performance Expectations

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-ETS1-1. 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-ETS1-1. 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.

Asteroid Impact

15

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

Bridges

16

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.

17

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.

18

Science and Engineering Practices (SEPs):

8. Obtaining Evaluating and Communication Information

1. Asking Questions and Defining Problems

19

2. Developing and Using Models

3. Planning and Carrying Out Investigations

4. Analyzing and Interpreting Data

2. Developing and Using Models

20

4. Analyzing and Interpreting Data

6. Constructing Explanations and Designing Solutions

4. Analyzing and Interpreting Data

21

7. Engaging in Argument from Evidence

22

Crosscutting Concepts (CCC):

1. Patterns

2. Cause and Effect

5. Energy and Matter

6. Structure and Function

2. Cause and Effect

23

4. Systems and System Models

3. Scale Proportion and Quantity

4. Systems and System Models

3. Scale Proportion and Quantity

4. Systems and System Models

24

6. Structure and Function

25

7. Stability and Change


1		Science 5th Grade Yearlong Scope and Sequence
2		Lesson Folder
3	Overarching Question:	How can tracking energy and matter flows, into, out of, and within systems helps one understand a system’s behavior?

4	Unit of Study:	Intro to class	Intro to Science	Structure and Properties of Matter	Charity fair	Matter and Energy in Organisms and Ecosystems	Earth Systems	Space Systems	Engineering design	EOY
5	Approx Unit Length:	10 days	10 days	30 days	15 days	24 days	45 Days	28 days	24 days
6	Lesson Progressions: These are not lesson plans but rather the resources I use to teach	Introduction to the class	Intro to Science Unit	Structure and Properties of Matter	Charity Fair Project	Matter and Energy in Organisms and Ecosystems	Earth Systems	Space Systems	Engineering design - Electricity	Subscription boxes?
7	Disciplinary Core Ideas		The practices describe behaviors that scientists engage in as they investigate and build models and theories about the natural world and the key set of engineering practices that engineers use as they design and build models and systems.	PS1.A: Structure and Properties of Matter	ETS1.A: Defining and Delimiting Engineering Problems	LS1.C: Organization for Matter and Energy Flow in Organisms	ESS2.A: Earth Materials and Systems	ESS1.A: The Universe and its Stars	ETS1.A: Defining and Delimiting Engineering Problems
8				PS1.B: Chemical Reactions	ETS1.B: Developing Possible Solutions	LS2.A: Interdependent Relationships in Ecosystems	ESS2.C: The Roles of Water in Earth’s Surface Processes	ESS1.B: Earth and the Solar System	ETS1.B: Developing Possible Solutions
9					ETS1.C: Optimizing the Design Solution	PS3.D: Energy in Chemical Processes and Everyday Life		PS2.B: Types of Interactions	ETS1.C: Optimizing the Design Solution
10	Performance Expectations	N/A	N/A	5‐PS1‐1. Develop a model to describe that matter is made of particles too small to be seen.	3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.	5‐LS1‐1. Support an argument that plants get the materials they need for growth chiefly from air and water.	5‐ESS2‐1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.	5‐ESS1‐1. Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.	3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
11				5‐PS1‐2. Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.	3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.	5‐LS2‐1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.	5‐ESS2‐2. Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.	5‐PS2‐1. Support an argument that the gravitational force exerted by Earth on objects is directed down.	3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
12				5‐PS1‐3. Make observations and measurements to identify materials based on their properties.	3-5-ETS1-3.Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.	5‐PS3‐1. Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.	5‐ESS3‐1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.	5‐ESS1‐2. Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.	3-5-ETS1-3.Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
13				5‐PS1‐4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
14				3. Planning and Carrying Out Investigations	1. Asking Questions and Defining Problems	7. Engaging in Argument from Evidence	2. Developing and Using Models	4. Analyzing and Interpreting Data	1. Asking Questions and Defining Problems
15				2. Developing and Using Models	6. Constructing Explanations and Designing Solutions	2. Developing and Using Models	7. Engaging in Argument from Evidence	7. Engaging in Argument from Evidence	4. Analyzing and Interpreting Data
16				5. Using Mathematics and Computational Thinking	8. Obtaining Evaluating and Communication Information		8. Obtaining Evaluating and Communication Information		6. Constructing Explanations and Designing Solutions
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18		1. Patterns		2. Cause and Effect	2. Cause and Effect	5. Energy and Matter	3. Scale Proportion and Quantity	1. Patterns	2. Cause and Effect
19				3. Scale Proportion and Quantity	6. Structure and Function	4. Systems and System Models	4. Systems and System Models	3. Scale Proportion and Quantity	5. Energy and Matter
20								2. Cause and Effect	6. Structure and Function
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