Download Roselle School District Grade 7 Honors Science Curriculum Unit 5

Roselle School District
Grade 7 Honors Science Curriculum
Unit 5: Physical Science – Chemistry: Changes in Matter
Essential Question(s)
Enduring Understanding(s)
How do we know that things have energy?
How can energy be transferred from one material to another?
What happens to a material when energy is transferred to it?
Energy takes many forms. These forms can be grouped into types of
energy that are associated with the motion of mass (kinetic energy),
and types of energy associated with the position of mass and with
energy fields (potential energy).
Changes take place because of the transfer of energy.
Energy is transferred to matter through the action of forces.
Different forces are responsible for the transfer of the different
forms of energy.
Science Standards, 2009
5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise
that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that s
A. Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement and observation
tools to assist in categorizing, representing, and interpreting the natural and designed world. Students must acquire to be proficient in science.
B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical, and computational
tools that need to be applied when constructing and evaluating claims.
C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
D. Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which are social practices that
are governed by a core set of values and norms.
5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and
motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science.
C. Forms of Energy: Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the
understanding that, for the most part, the natural world can be explained and is predictable.
D. Energy Transfer and Conservation: The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they are
transferred from one object to another.
E. Forces and Motion: It takes energy to change the motion of objects. The energy change is understood in terms of forces.
Language Arts Standards:
RST.6-8.1. Cite specific textual evidence to support analysis of science and technical texts.
RST.6-8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
RST.6-8.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or
technical context relevant to grades 6–8 texts and topics.
RST.6-8.2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or
opinions.
RST.6-8.9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from
reading a text on the same topic.
RST.6-8.7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g.,
in a flowchart, diagram, model, graph, or table).
Math Standards:
R&P 1. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different
units.
R&P 2c. Represent proportional relationships by equations.
EE 2. Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it
are related.
7.NS.3. Solve real-world and mathematical problems involving the four operations with rational numbers.
Learning
Expectations
TLWBAT…
Activities/Resources
Student Strategies
Formative
Assessments
Technology
Integration
Relate the transfer of
heat from oceans
and land masses to
the evolution of a
hurricane.
Analyze how light
energy from the Sun
heats the Earth’s
surfaces and provide
the energy that
result in wind, ocean
currents, and storms.
Structure evidence
to explain the
relatively high
frequency of
tornadoes in
“Tornado Alley.”
Discriminate
between convection
and conduction.
Explain to students, using current events, how the
transfer of thermal energy by conduction, convection,
and radiation can produce large-scale events such as
those seen in weather.
Working with a
partner
Introductory video clip for conduction, convection and
radiation: http://k12videos.mit.edu/content/heattransfer
Chunking
information
Rephrasing of
questions
Inquiry Activity: Conduction!
Hands-on activity
Do Now
Homework
Oral Questioning
Directed
Paraphrasing
Exit Ticket: Energy
Transfer
The purpose of this experiment is to observe conduction.
Materials: Paper cup, Water, Tongs, Candle
Procedure:
1. Fill the paper cup about 2/3 full of water.
2. Hold the top edge of the cup with the tongs, and hold
the cup about 2’’ above the flame.
3. Wait for the water to get hot (steam).
Analysis:
Why doesn't the paper cup catch on fire?
Teacher Notes:
Molecules are moving rapidly; heat is being transferred;
conduction is occurring! The paper cup heated by the
flame conducts heat from the air to the water, and as a
result, the paper stays cool. The temperature at which
water boils is lower than the temperature at which paper
catches on fire or ignites!
http://www.w
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http://k12vide
os.mit.edu/con
tent/heattransfer
http://www.eo
.ucar.edu/web
weather/activit
ies.html
www.weather.
gov
Lab write-up
http://science.
howstuffworks
.com/nature/n
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cane.htm
www.kids.eart
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Connection:
www.spacepla
ce.nasa.gov/h
urricanes/
When the surface of the earth warms up, heat is
transferred from the earth to the air just above it through
the process of conduction. As the air warms, it may
become unstable, causing winds and clouds to form.
Inquiry Activity: Make Convection Currents!
The purpose of this experiment is to see convection.
Materials:
One clear plastic container about the size of a shoebox
Red food coloring
Ice cubes made with water dyed with blue food coloring
Colored pencils
Index card
1. Fill the plastic container 2/3 full of room temperature
water.
2. Let the water sit for 30 seconds or until it is completely
still.
3. Place a blue ice cube at one end of the plastic
container.
4. Add two drops of red food coloring to the water at the
opposite end of the plastic container. Be careful not to
disturb the water.
5. Observe where the red and blue food coloring goes.
6. Using the red and blue pencils to draw what you see
happening.
Analysis:
Where did the red go?
How about the blue?
Working with
partner
Hands-on activity
Chunking
information
Rephrasing of
questions
Do Now
Homework
Oral Questioning
Directed
Paraphrasing
Lab write-up
Exit Ticket:
Convection and
Conduction
Quiz
What type of air mass does the red water represent?
(Red water represents a warm air mass.)
How about the blue?( Blue water represents a cold air
mass.)
How does this relate to a thunderstorm?
Water is flowing from one position to another; heat is
being transferred; convection is occurring in the
container! The cold, blue water sinks, while the warmer,
red water rises. The red water stays higher than the blue.
Connection/Conclusion:
A thunderstorm is caused by unstable air. A body of
warm air is forced to rise by an approaching cold front. A
strong, persistent updraft of warm moist air is formed.
The approaching cold front helps build the updraft into a
cumulus cloud. Speeds of an updraft have been recorded
at 90 miles per hour. When the warm air rises and meets
the cold air, it condenses (releases latent heat). The heat
helps fuel the thunderstorm. The next stage is when the
cumulus cloud has grown into a cumulonimbus cloud
rising above 30,000 feet. Then a downdraft forms,
bringing cold air and precipitation down to the Earth's
surface.
Inquiry Activity: Tornadoes - Twister In a Jar
The purpose of this experiment is to observe how a
vortex forms.
Materials:
8 oz. jar with lid, Water, Vinegar
Clear liquid dish soap, A pinch of glitter
Procedure:
1. Fill the jar 3/4 full of water.
2. Put in one teaspoon of vinegar and one teaspoon of
dish soap.
3. Sprinkle in a small amount of glitter.
4. Close the lid and twist the jar to see a vortex like a
tornado form.
Teacher Notes:
As you twist the jar, the water inside up against the glass
is pulled along due to its friction again the glass walls. The
fluid toward the inside takes longer to get moving. But
eventually both the glass jar and the fluid are spinning as
you rotate the bottle. When you stop rotating the jar, the
fluid inside keeps spinning. A mini twister can be seen for
just a few seconds when the outer fluid slows down and
the inner fluids continue to spin rapidly. Try it again!
How would a column of air begin to rotate without a
huge fan placed on top of the thunderhead?
This is not completely understood by scientists, but one
way the rotation appears to happen is when winds at two
different altitudes blow at two different speeds creating
wind shear. For example, a wind at 1000 feet above the
surface might blow at 5mph and a wind at 5000 feet
might blow at 25mph. This causes a horizontal rotating
column.
If this rotating column of air gets caught in a super-cell
Working with
partner
Hands-on activity
Chunking
information
Rephrasing of
questions
Do Now
Homework
Oral Questioning
Directed
Paraphrasing
Lab write-up
Exit Ticket:
Tornadoes
thunderstorm, the updraft tightens the spin and it speeds
up (much like as a skater spins faster the arms are pulled
close to the body), a funnel cloud is created.
The rain and hail in the thunderstorm cause the funnel to
touch down creating a tornado.
Inquiry Activity: Fog – Making Fog in a Jar
The purpose of this experiment is to observe fog
formation.
Materials:
Black paper, Gallon jar, Colored warm water, Matches,
Gallon size bag of ice
Procedure:
1. Tape the black paper on the back of the jar, so you
can't see through the jar.
2. Fill one third of the jar with colored warm water.
3. Light the match and hold it over the jar opening.
4. After a few seconds, drop the match into the jar and
cover the top of the jar with the bag of ice.
5. Record your observations.
Teacher Notes:
Can you see anything happening inside the jar?
You should see a little cloud form. Repeat the experiment
until you do.
Analysis:
Why does the cloud form?
Teacher Notes:
The warm water heats the layer of air that it touches.
Some of the water evaporates into the air forming water
Working with
partner
Hands-on activity
Chunking
information
Rephrasing of
questions
Do Now
Homework
Oral Questioning
Directed
Paraphrasing
Lab write-up
Exit Ticket: Fog
vapor. The warm air containing water vapor rises, and
then cools, as it comes in contact with the air cooled by
the ice. When the water molecules cool, they slow down
and stick together more readily. The particles of smoke
act as nuclei for “bunches” of water molecules to collect
on. This process is called condensation.
Creation?
As the atmosphere (air) cools, water vapor suspended in
the atmosphere condenses into water droplets around
condensation nuclei (tiny particles of dust, ash,
pollutants, and even sea salt).
Model and explain
current technologies
used to capture solar
energy for the
purposes of
converting it to
electrical energy.
Discriminate
between convection
and conduction.
Explain to students that energy is transferred from place
to place. Light energy can be thought of as traveling in
rays. Thermal energy travels via conduction and
convection.
Hands-on activity
Do Now
Working with
partner
Homework
Chunking
Have students create “solar cookers” with materials made
information
available to them and then have students “cook” smores
on their solar cookers using the energy from the sun to
Rephrasing of
melt the chocolate and the marshmallows.
questions
Oral Questioning
Directed
Paraphrasing
Lab write-up
Investigate the
transference of
energy from
potential to kinetic
and to categorize
energy forms as
either potential or
kinetic when
provided with a
scenario.
Connect and relate
the kinetic and
potential energies of
a roller coaster at
various points on its
path.
Investigate the flow
of energy from the
Sun to the fuel tank
of an automobile.
Explain to students through demonstration that when
energy is transferred from one system to another, the
quantity of energy before transfer equals the quantity of
energy after transfer. As an object falls, its potential
energy decreases as its speed, and consequently its
kinetic energy, increases. While an object is falling, some
of the object’s kinetic energy is transferred to the
medium through which it falls, setting the medium into
motion and heating it.
Hands-on activity
Do Now
Working with
partner
Homework
Chunking
information
Rephrasing of
questions
Students create a “ramp” that provides maximum
potential energy for their cars and then evaluate their
ramps by comparing the distance travelled by their cars
with their classmates.
Oral Questioning
Directed
Paraphrasing
Lab write-up
Exit Ticket: Kinetic
and Potential
Energy
Have students analyze a roller coaster ride to connect and
relate the kinetic and potential energies of a roller
coaster at various points on its path.
Have students view brainpop video clip: Nuclear energy
and take the quiz:www.brainpop.com/nuclearenergy
Have students view movie “Race the Sun” and analyze the
effectiveness of the cars utilized in the race
Explain the different forms of energy that can be
harnessed and utilized. Nuclear reactions take place in
the Sun. In plants, light energy from the Sun is transferred
to oxygen and carbon compounds, which in combination,
have chemical potential energy (photosynthesis).
Video clip
Do Now
Real-life race
(Australia)
Homework
Chunking
information
Rephrasing of
questions
Oral Questioning
Directed
Paraphrasing
Brainpop activity
Analysis of
effectiveness of
http://www.yo
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http://www.yo
utube.com/wa
tch?v=qZ4FFW
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http://www.yo
utube.com/wa
tch?v=mVr3tcu
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related
www.brainpop
.com/nucleare
nergy
Race the Sun
Disney Video
Have students evaluate the effectiveness and impact of
each time of energy.
Calculate the speed
of an object when
given distance and
time.
different cars in
the movie
Have students watch brainpop video clip: Speed and
Distance and take the quiz: www.brainpop.com/speed
Working with a
partner
Explain to students that an object is in motion when its
position is changing. The speed of an object is defined by
how far it travels divided by the amount of time it took to
travel that far. Have students manipulate the formula to
find the time it took for the object to travel a given its
distance travelling at a certain speed, or the distance
traveled given a specific rate of speed and time.
Calculator use, if
necessary
Oral Questioning
Chunking
information
Directed
Paraphrasing
Rephrasing of
questions
Exit Ticket:
Calculating speed
and distance given
specific
parameters
Do Now
The Motion Song
http://www.youtube.com/watch?v=xKmhS4qLj_s&featur
e=related
Hands-on Activity
(Student tug-ofwar to
demonstrate
balanced forces
and how to
determine which
side has a greater
force)
Laws of Motion (Black & Yellow Rap)
http://www.youtube.com/watch?v=vZXJnqUEXRA&featur
Chunking
information
Calculate the speed of an object when given distance and
time, such as a person walking, a time-lapse photo, a
vehicle on the highway, or an object rolling down a ramp.
Compare the motion
of an object acted on
by balanced forces
with the motion of
an object acted on by
unbalanced forces in
a given specific
scenario.
Introductory video clip:
http://www.youtube.com/watch?v=HEJOybRxclk
Laws of Motion Rap
http://www.youtube.com/watch?v=UDThbykD6P0&featu
re=related
Rephrasing of
Do Now
Homework
Homework
Oral Questioning
Directed
Paraphrasing
Exit Ticket:
Balancing Forces
www.brainpop.
com/speed
http://www.yo
utube.com/wa
tch?v=HEJOybR
xclk
http://www.yo
utube.com/wa
tch?v=UDThby
kD6P0&feature
=related
http://www.yo
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questions
Forces on an airplane video clip:
http://k12videos.mit.edu/content/forces-on-an-airplane
Working with
partner
Introduce forces as having magnitude and direction.
Explain that forces can be added. The net force on an
object is the sum of all the forces acting on the object. An
object at rest will remain at rest unless acted on by an
unbalanced force. An object in motion at constant
velocity will continue at the same velocity unless acted on
by an unbalanced force.
Provide students with varying scenarios and have
students examine and compare the motion of the object
based upon the different forces acting upon the object.
Have students design their own experiments to compare
the motion of the object with different forces acting upon
the object.
Compare the motion of an object acted on by balanced
forces with the motion of an object acted on by
unbalanced forces in a given specific scenario.
Illustrate balanced and unbalanced forces and the
resulting net force.
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related