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Unit Maps and NGSS CorrelationsGrade 7


Table of contents

Geology on Mars

Plate Motion

Plate Motion: Engineering Internship

Rock Transformations

Phase Change

Phase Change: Engineering Internship

Chemical Reactions

Populations and Resources

Matter and Energy in Ecosystems

1

3

5

7

9

11

13

15

17

Note: This is an example sequence for Grade 7. Amplify Science will work with you to design a sequence that will fit your school or district’s needs.


Unit Map: Geology on Mars (Middle School)

How can we search for evidence that other planets were once habitable? Evidence that water was once present on a planet is evidence that the planet may once have had living organisms. In their role as student planetary geologists working to investigate the planet Mars, students investigate whether a particular channel on Mars was caused by flowing water or flowing lava. Along the way, students engage in the practices and ways of thinking particular to planetary geologists, and learn to consider a planet as a system of interacting sub-systems.

Students figure out: 1. What geologic process could haveformed the channel on Mars?

2. How can we gather more evidence aboutwhether lava or water formed the channelon Mars?

3. How can we decide which geologicprocess formed the channel on Mars?

Earth, Mars, and other rocky planets can be thought of as systems. These systems are made up of interacting spheres that can include the geosphere, atmosphere, hydrosphere, and biosphere. When landforms on different rocky planets look similar, it is evidence that they may have been formed by the same geologic process. The channel on Mars may have been caused by flowing water or flowing lava.

How do they figure it out? Students examine cards with information about interacting spheres on the rocky planets of our solar system. They observe photographs of similar features on Mars and Earth. They are introduced to scientific argumentation and practice with an everyday example.

Scientists can use models to test their ideas and get evidence about processes in the natural world that are difficult to observe. Landforms can provide evidence about the past because they remain after the geologic processes that formed them stop happening. Models represent the natural processes being investigated in important ways, but they are not exactly the same. Models of channels formed by water and models of channels formed by lava each have similarities with the channel on Mars.

How do they figure it out? Students read about how scientists model processes on rocky planets. They observe how flowing water creates channels using a stream table model, and they test ideas using the stream table model. They observe a video of a melted wax model representing how flowing lava can form a channel.

The channel on Mars was probably formed by water. The rover Curiosity found rocks near the channel that were made up of different types of smaller rocks. On Earth, this is the type of rock found near channels made by water. On Earth, rocks found in or near channels made by flowing lava are made up of just one type of rock.

How do they figure it out? Students evaluate the quality of evidence about the channel on Mars, including new evidence about rocks found in the channel. They are introduced to reasoning as a part of scientific argumentation and connect evidence to a claim about the channel.

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Correlations to NGSS and CCSS:

Geology on Mars (Middle School)Next Generation Science Standards

Performance Expectations MS-ESS1-3; MS-ESS2-2

Science and Engineering Practices

Practice 1; 2; 3; 4; 6; 7; 8

Disciplinary Core Ideas ESS1.B; ESS2.A; ESS2.C

Crosscutting Concepts Systems and System Models

Common Core State Standards for English Language Arts

Reading Informational Text CCSS.ELA-LITERACY.CCRA.R.1; R.7; CCSS.ELA-LITERACY.RST.6-8.1; 6-8.4; 6-8.7; 6-8.8; 6-8.9; 6-8.10

Writing CCSS.ELA-LITERACY.CCRA.W.1;.W.2; CCSS.ELA-LITERACY.WHST.6-8.1; 6-8.1.A; 6-8.1.B; 6-8.2.D; 6-8.4; 6-8.9; 6-8.10

Speaking and Listening CCSS.ELA-LITERACY.CCRA.SL.1; 2; 3; 4; 6

Language CCSS.ELA-LITERACY.CCRA.L.4; L.6

Common Core State Standards for Mathematics

Practices CCSS.MATH.PRACTICE.MP1; 2; 3; 5

Content CCSS.MATH.CONTENT.6.RP.1; 6.RP.3; 6.RP.3d; 7.RP.1; 6.NS.2; 7.NS.2; 7.NS.3

2


Unit Map: Plate Motion: Mystery of the Mesosaurus Fossils (Middle School) Why are fossils of Mesosaurus separated by thousands of kilometers of ocean when the species once lived all together? Students play the role of geologists working for the fictional Museum of West Namibia to investigate Mesosaurus fossils found both in southern Africa and in South America. They learn that the surface of the Earth has changed dramatically over the Earth’s history, with continents and ocean basins changing shape and arrangement due to the motion of tectonic plates. As the Earth’s surface changes, fossils that formed together may be split apart.

Students figure out: 1. What is the land like where Mesosaurus fossils are found?

2. How did the South American Plate and African Plate move?

3. How did the Mesosaurus fossils on the South American Plate and African Plate get so far apart?

The Mesosaurus fossils are found in hard, solid rock on two different plates of Earth’s surface: the South American and African plates. Earth’s outer layer is made of hard, solid rock, and divided into sections called plates. Geologists look for patterns in landforms and in geologic events in order to better understand Earth. The plates of Earth’s outer layer move. How do they figure it out? Students read a short article about the Mesosaurus. They explore the Plate Motion Simulation, and interpret evidence in cross sections and maps, including earthquake maps. They test the relationship between earthquakes and plate motion in the Sim and create visual models of their understanding so far.

The South American and African plates moved apart as a divergent boundary formed between them and an ocean basin formed and spread. Earth’s plates move on top of a soft, solid layer of rock called the mantle. At divergent plate boundaries, rock rises from the mantle and hardens, adding new solid rock to the edges of both plates. At convergent plate boundaries, one plate moves underneath the other plate and sinks into the mantle. How do they figure it out? Students examine the properties of soft and hard materials to understand how the soft, solid mantle can allow plates to move over it. They further investigate how plate motion occurs using the Sim and a physical model, and by reading an article about a scientist who gathers evidence about plate motion using sound. Students create visual models of plate motion. They read about plate boundaries in Iceland and Chile.

The Mesosaurus fossils moved apart gradually over tens of millions of years. Earth’s plates travel at a rate too slow to be experienced by humans. It takes a long time for Earth’s plates to travel great distances. How do they figure it out? Students analyze GPS data and test the rate of plate motion in the Sim. They read about Alfred Wegener’s investigation of fossils and how he developed the first hypothesis about continental drift. They use a physical model of moving continents. They reexamine evidence from across the unit and write a final explanation about the Mesosaurus fossils.

Students apply what they learn to a new question: What best explains the pattern of volcanic activity and earthquakes on the Jalisco Block? The Jalisco block is a portion of a plate in North America whose movement is a matter of current debate among geologists. Students examine map evidence about volcanic activity, earthquakes, movement rates, and landforms to argue whether divergent or convergent movement best explains changes in the area. They engage in oral argumentation in a student-led discourse routine called a Science Seminar and then write final arguments.

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Plate Motion: Mystery of the Mesosaurus Fossils (Middle School)Next Generation Science Standards

Performance Expectations MS-ESS2-2; MS-ESS2-3; MS-LS4-1


Practice 1; 2; 4; 6; 7; 8

Disciplinary Core Ideas ESS1.C; ESS2.B

Crosscutting Concepts Patterns; Cause and Effect; Systems and System Models



Writing CCSS.ELA-LITERACY.CCRA.W.1; W.2; CCSS.ELA-LITERACY.WHST.6-8.1; 6-8.1.A; 6-8.1.B; 6-8.1.C; 6-8.2; 6-8.2.D;

6-8.9; 6-8.10


Language CCSS.ELA-LITERACY.CCRA.L.4; 6


Practices CCSS.MATH.PRACTICE.MP.1; 2; 3, 4; 5; 6; 7

Content CCSS.MATH.CONTENT.6.RP.1; 6.RP.2; 6.RP.3; 6.RP.3b; 6.RP.3c; 6.NS.3; 7.NS.1d; 7.NS.2; 7.NS.3; 6.EE.6; 6.EE.9; 7.EE.4; 8.EE.5; 7.G.3; 8.F.4; 8.F.5; 6.SP.5c; 8.SP.3

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Unit Map: Plate Motion Engineering Internship: Tsunami Warning Systems (Middle School) How can we design an effective tsunami warning system? Students act as mechanical engineering interns to design a tsunami warning system for the Indian Ocean region. These warning systems must meet three design criteria: 1) giving people as much warning time as possible to move to safety; 2) causing as few false alarms as possible; and 3) minimizing cost as much as possible. Students communicate like engineers and scientists do as they use their understanding of plate motion and patterns in data to create and justify their designs. Research Phase Design Phase

Proposal Phase

They review information from the Plate Motion unit, and learn new related content about tsunamis and tsunami sensors by reading detailed supporting articles in the project Dossier. They are introduced to the digital Design Tool, TsunamiAlert. They explore tsunamis through a physical tsunami tank model. They research plate boundaries and use earthquakes in TsunamiAlert and a landform map to infer plate boundaries in the Indian Ocean region. They analyze different types of sensors.

They use the TsunamiAlert Design Tool as a part of the Design Cycle. They design tsunami warning systems, test them, analyze the results, and then plan another iteration to test. Interns learn the value of iterative tests, how to balance trade-offs, and how to analyze the results in order to inform their next decisions. Students submit their optimal warning system design to the project director for feedback, and then refine these designs in order to create an optimal design that appropriately addresses all the project criteria.

They gather evidence and write proposals, supporting their claim about an optimal solution. They focus on the types of evidence for the design decisions that helped them address each criterion. They submit an outline of the proposal to their project director for feedback. They use the feedback letter, proposal rubric, review of the Dossier, and peer discussion to improve their proposals so it is clear how and why each decision led to the proposed optimal design. They apply their engineering skills to define new problems related to designing structures that help limit damage due to natural disasters.

Students apply science content: To design successful pods, students apply their understanding of plate boundaries and related landforms, plate motion, and earthquakes from the Plate Motion unit. They also learn and apply new related ideas: how earthquakes at certain boundary types can cause tsunamis.

5



Plate Motion Engineering Internship (Middle School)

Next Generation Science Standards

Performance Expectations MS-ETS1-1; MS-ETS1-2; MS-ETS1-3; MS-ETS1-4; MS-ESS2-2; MS-ESS2-3; MS-ESS3-2


Practice 1; 2; 3; 4; 5; 6; 7; 8

Disciplinary Core Ideas ETS1.A; ETS1.B; ETS1.C; ESS1.C; ESS2.A; ESS2.B; ESS3.B

Crosscutting Concepts Patterns; Systems and System Models; Structure and Function; Cause and Effect


Reading Informational Text CCSS.ELA-LITERACY.CCRA.R.1; R.7; CCSS.ELA-LITERACY.RST.6-8.1; 6-8.2; 6-8.3; 6-8.4; 6-8.7; 6-8.9; 6-8.10

Writing CCSS.ELA-LITERACY.CCRA.W.1; W.2; CCSS.ELA-LITERACY.WHST. 6-8.1.B; 6-8.2.E; 6-8.4; 6-8.5; 6-8.9; 6-8.10




Practices CCSS.MATH.PRACTICE.MP1; 2; 3; 5; 6; 7

Content CCSS.MATH.CONTENT.6.RP.3c; 6.NS.2; 6.NS.3; 6.NS.5; 7.NS.1d; 7.NS.2; 7.NS.3; 7.G.3; 6.SP.5; 6.SP.5a; 6.SP.5c

6


Unit Map: Rock Transformations: Geologic Puzzle of the Rockies and Great Plains (Middle School) Why are rock samples from the Great Plains and from the Rocky mountains composed of such similar minerals, when they look so different and come from different areas? Taking on the role of student geologists, students investigate a geologic puzzle: two rock samples, one from the Great Plains and one from the Rocky Mountains, look very different but are composed of a surprisingly similar mix of minerals. Did the rocks form together and somehow get split apart? Or did one rock form first, and then the other rock form from the materials of the first rock? To solve the mystery, students learn about how rock forms and transforms, driven by different energy sources. Students figure out: 1. How did the rock of the Great Plains and Rocky Mountains form?

2. Where did the magma and sediment that formed the rock of the Great Plains and the Rocky Mountains come from?

3. How could rock from one of the regions have transformed into a different type of rock in the other region?

The rock of the Great Plains is sedimentary rock and the rock of the Rocky Mountains is igneous rock. They formed in different ways so they must not have formed together. Rocks can form in different ways. This causes them to be different types. When sediment is compacted and cemented together, it forms sedimentary rock. When magma cools, it hardens to form igneous rock.

How do they figure it out? Students observe rock samples and explore the Simulation, finding different ways to make rock form. They model the formation of sedimentary rocks using hard candy, and view a video showing igneous rock formation as magma cools. They create a visual model showing two different ways rocks can form. They evaluate evidence based on how detailed observations are.

It is possible that the rock of the Great Plains formed from sediment that eroded off the Rocky Mountains. It might also be possible that the rock of the Rocky Mountains formed from the rock of the Great Plains if the Great Plains rock were somehow carried underground to where energy from Earth’s interior could melt it into magma. Matter gets transformed by energy, but the same matter is still present. Sediment forms when any type of rock is weathered, a process driven by energy from the sun. Magma forms when any type of rock is melted, a process driven by energy from Earth’s interior.

How do they figure it out? Students find ways to cause magma and sediment to form in the Sim, then observe which of these processes are driven by energy from the Sun and which are driven by energy from Earth’s interior. They watch a video that illustrates the processes of weathering and erosion. They read an article about the geologic history of Devils Tower. They model the formation of sediment using hard candy, and watch a video demonstration of a hard candy model of magma formation. They write about ways that different energy sources affect rock and create new visual models. They read and conduct Sim missions related to rocks in Hawaii in order to review chapter content.

The plate motion that occurred near the Great Plains and Rocky Mountains uplifted igneous rock that formed underground. This rock eventually eroded and its sediment formed sedimentary rock in the Great Plains. Plate motion moves rock formations. Subduction moves rock down, below Earth’s outer layer. Uplift moves rock upward, toward Earth’s surface. Uplift and subduction can expose rock formations to different energy sources, which can transform them. Any type of rock can transform into any type of rock because of plate motion.

How do they figure it out? Students read an article about the oldest rocks on Earth and how plate motion affects rock transformations. They conduct Sim missions attempting to transform certain types of rock to other types. They engage in a classroom model that illustrates the many possible transformations that rock material may undergo. They write about how rock material may come to be exposed to different types of energy, and therefore undergo different types of transformations, and they create their final visual model.

Students apply what they learn to a new question: What rock transformation processes are happening on Venus? Students consider whether rock transformations on Venus are producing mostly sedimentary rocks or mostly igneous rocks. They evaluate and analyze photographic and descriptive evidence, and also analyze evidence about energy sources on the planet. They engage in oral argumentation in a student-led discourse routine called a Science Seminar and then write final arguments.

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Correlations to NGSS and CCSS: Rock Transformations: Geologic Puzzle of the Rockies and Great Plains (Middle School) Next Generation Science Standards

Performance Expectations MS-ESS1-3; MS-ESS2-1; MS-ESS2-2; MS-ESS3-1


Practices 1; 2; 3; 4; 6; 7; 8

Disciplinary Core Ideas ESS1.B; ESS2.A; ESS3.A; ESS3.C

Crosscutting Concepts Energy and Matter; Systems and System Models; Stability and Change; Cause and Effect; Scale, Proportion, and Quantity



Writing CCSS.ELA-LITERACY.CCRA.W.1; W.2; CCSS.ELA-LITERACY.WHST.6-8.1; 6-8.1.A; 6-8.1.B; 6-8.2; 6-8.2.D; 6-8.4; 6-8.9; 6-8.10





Content CCSS.MATH.CONTENT.6.RP.1; 6.RP.3d; 6.NS.3; 7.NS.2; 7.NS.3; 8.EE.4; 7.G.3; 6.SP.5

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Unit Map: Phase Change: Titan’s Disappearing Lakes (Middle School) Why did the methane lake on Titan disappear? Taking on the role of student chemists working for the fictional Universal Space Agency, students investigate the mystery of a disappearing methane lake on Titan. One team of scientists at the Universal Space Agency claims that the lake evaporated while the other team of scientists claims that the lake froze. The students’ assignment is to determine what happened to the lake. They discover what causes phase changes, including the role of energy transfer and attraction between molecules.

Students figure out: 1. What happened to the liquid in Titan’s lake?

2. What could cause liquid methane to change phase?

3. Why didn’t the liquid methane change phase before 2007?

The liquid in the lake changed phase, either from liquid to gas (evaporated) or from liquid to solid (froze). Both of these changes involve a change in the freedom of movement of the molecules. As liquid, molecules of the lake moved around each other. If the lake evaporated, its molecules would have become able to move apart from one another. If the lake froze, its molecules would have become able only to move in place. The number of molecules and the size of molecules do not change during a phase change. How do they figure it out? Students analyze the movement of molecules during each of the phases in a digital Simulation. They read a text, engage in hands-on investigations of evaporation and condensation, and visually represent their understanding of possible phase changes in the lake using a Modeling Tool.

An increase or decrease of energy could have caused the liquid methane to change phase. If the energy increased, this would have caused the kinetic energy of the molecules—and possibly their freedom of movement—to increase. If the energy decreased, the molecules’ kinetic energy and possibly their freedom of movement would have decreased. The lake disappeared during Titan’s summer, when the amount of energy being transferred into the lake was higher than at other times, so the lake must have evaporated, not frozen. How do they figure it out? In the Sim, students investigate how adding or removing energy can affect molecules’ freedom of movement. They use magnetic marbles as a physical model and, based on new evidence about the seasons on Titan, represent their thinking using the Modeling Tool.

It had been summer since 2002, but the lake didn’t evaporate until 2007. This is because attraction between molecules pulls them toward each other, and there hadn’t been enough energy transferred to the lake to overcome this attraction until 2007. During this time, the kinetic energy of the methane molecules in the lake was increasing, but the lake was still liquid. After 2007, the sun had transferred enough energy so that the kinetic energy of the methane molecules increased enough to overcome the attraction between them. The lake evaporated and the molecules started moving away from each other. How do they figure it out? Students use the Simulation and hands-on observations to investigate why some substances do not change phase as easily as others. They read an article and compare a physical model to the Sim to help explain differences between substances. Using the Modeling Tool, students visually represent their thinking.

Students apply what they learn to a new question: Why is the liquid oxygen machine producing less liquid oxygen than normal? The rockets for the next mission to gather evidence about Titan will use liquid oxygen for fuel, but the device that makes the liquid oxygen is not working. The device makes liquid oxygen from air by changing the phase of nitrogen, water vapor, and oxygen. Students reread a short article about this kind of device and analyze each phase change involved in the process. Students consider three claims about why the device is malfunctioning and review the available evidence to make an argument. They engage in oral argumentation in a student-led discourse routine called a Science Seminar and then individually write their final arguments.

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Correlations to NGSS and CCSS: Phase Change: Titan’s Disappearing Lakes (Middle School) Next Generation Science Standards

Performance Expectations MS-PS1-1; MS-PS1-4; MS-PS3-4; MS-PS3-5; MS-ESS1-3


Practices 1; 2; 4; 6; 7; 8

Disciplinary Core Ideas PS1.A; PS3.A; PS3.B; ESS1.B; ESS2.C

Crosscutting Concepts Scale, Proportion, and Quantity; Systems and System Models; Energy and Matter


Reading Informational Text CCSS.ELA-LITERACY.CCRA.R.1; CCSS.ELA-LITERACY.RST.6-8.1; 6-8.2; 6-8.3; 6-8.4; 6-8.7; 6-8.9

Writing CCSS.ELA-LITERACY.CCRA.W.1; CCSS.ELA-LITERACY.WHST.6-8.1; 6-8.1b; 6-8.2; 6-8.2.D; 6-8.9

Speaking and Listening CCSS.ELA-LITERACY.CCRA.SL.1; 2; 3; 4




Content CCSS.MATH.CONTENT.6.NS.2; 7.NS.2; 7.NS.3; 7.EE.4

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Unit Map: Phase Change Engineering Internship: Portable Baby Incubators (Middle School) How can we design portable baby incubators that use phase change to keep babies at a healthy temperature? Students act as chemical engineering interns to design an incubator for low-birthweight babies. Phase change materials (PCMs) are substances that store and release large amounts of energy during the phase changes of melting and freezing. Since they can easily be reused, PCMs are useful for everyday situations that require temperature control. Students select a combination of PCMs and an insulating lining material, applying concepts about phase change and energy transfer. These plans must meet three design criteria: 1) keeping the baby’s average temperature as close as possible to 37°C; 2) minimizing the time the baby spends outside the healthy temperature range; and 3) minimizing costs so as many babies can be helped as possible. Students focus on the practice of using models while designing solutions to deepen their understanding of phase change; students also consider the flow of energy and how it affects the matter in their designs.

Research Phase Design Phase

Proposal Phase

Students review information from the Phase Change unit, and learn new related content about the temperature plateau—a period in which there is no change in the temperature of the substance, even though energy is being added or removed at a constant rate—by reading detailed supporting articles in the project Dossier. They explore a physical model of how thermal energy is transferred from PCMs. They work with the digital Design Tool, BabyWarmer, to conduct iterative tests and better understand how different design options affect each criterion.

Students use the BabyWarmer Design Tool as a part of the Design Cycle. They design incubators, analyze the results, and conduct further iterations. Students learn the value of iterative tests, how to balance trade-offs, and how to make sense of the results in order to inform their next decisions. The data analysis involves gathering information from complex graphs, and considering the Design Tool as a model. Students submit an early version of their incubator design to the project director for feedback. They then have a chance to refine these designs in order to create an optimal design that addresses all the project criteria.

Students gather evidence and write proposals, supporting their claim about an optimal solution. They focus on the types of evidence for the design decisions that helped them address each criterion. They submit an outline of the proposal to their project director for feedback. They use the feedback letter, proposal rubric, review of the Dossier, and peer discussion to improve their proposals so it is clear how and why each decision led to the proposed optimal design. They brainstorm other problems that could be addressed using concepts of phase change and generate criteria for successful designs to address one of the problems.

Students apply science content: To design successful incubators, students apply their understanding of energy transfer and phase change from the Phase Change unit. They also learn about two new related concepts: that different types of insulating materials allow slower or faster energy transfer; and the temperature plateau, a period in which there is no change in temperature of the substance, even though energy is being added or removed at a constant rate.

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Phase Change Engineering Internship (Middle School)

Next Generation Science Standards

Performance Expectations MS-ETS1-1; MS-ETS1-2; MS-ETS1-3; MS-ETS1-4; MS-PS1-4; MS-PS3-3


Practice 1; 2; 3; 4; 5; 6; 7; 8

Disciplinary Core Ideas ETS1.A; ETS1.B; ETS1.C; PS1.A; PS3.A; PS3.B

Crosscutting Concepts Energy and Matter; Systems and System Models; Cause and Effect


Reading Informational Text CCSS.ELA-LITERACY.CCRA.R.1; R.7; CCSS.ELA-LITERACY.RST.6-8.1; 6-8.3; 6-8.4; 6-8.7; 6-8.8; 6-8.9; 6-8.10

Writing CCSS.ELA-LITERACY.CCRA.W.1; W.2

CCSS.ELA-LITERACY.WHST.6-8.1; 6-8.1.A; 6-8.1.B; 6-8.2.D; 6-8.2.E; 6-8.4; 6-8.9; 6-8.10




Practices CCSS.MATH.PRACTICE.MP1; 2; 3; 5; 6; 7

Content CCSS.MATH.CONTENT.6.RP.3c; 6.NS.3; 6.NS.5; 6.NS.7c; 6.NS.8; 7.NS.2; 7.NS.3; 8.F.5

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Unit Map: Chemical Reactions: Mysterious Substance in Westfield’s Water (Middle School) Why is there a mysterious brown substance in the tap water of Westfield? In the role of student chemists, students explore how new substances are formed as they investigate a problem with the water supply in the fictional town of Westfield. They analyze a brown substance that is in the water, the iron that the town’s pipes are made of, and a substance from fertilizer found to have contaminated the wells that are the source of the town’s water, and use their findings to explain the source of the contaminating substance.

Students figure out: 1. What is the brown substance in the water?

2. How did the rust form?

3. What was produced during the reaction between the iron pipes and the fertilizer?

The brown substance is different from the pipe substance (Fe) and from the contaminant of the water supply (NaNO3). Evidence for this is that each of their properties (color and texture) is so different. In addition, their simplest atomic units are different. The simplest unit for the pipe substance is Fe, NaNO3 for the contaminant, and Fe2O3 for the brown substance. How do they figure it out? Students make careful observations of substances, read about atom groups, and gather evidence in the Simulation about the atoms of substances found in the Westfield water.

A chemical reaction occurred between the iron on the inside of the pipes and the sodium nitrate that was mixed in with the water flowing through the pipes. During this reaction, oxygen atoms moved from the sodium nitrate to the iron. This atomic rearrangement created a new simplest unit of atoms and therefore a new substance, the brown substance. It has iron atoms just like the pipes, and oxygen atoms just like the contaminant, but the properties of the brown substance are different from both because its simplest unit of atoms is different. This is true even though the iron and sodium nitrate were the substances that combined to produce the brown substance. How do they figure it out? Students conduct chemical reactions and observe reactants and products both in hands-on tests and in the Simulation. They also gather evidence from a token-based physical model of a chemical reaction. They express their ideas about the Westfield water in the Modeling Tool and in writing.

The brown substance (Fe2O3) is in the water because it was formed in the reaction, but it can be filtered out. The substance NaNO3 was used up after it transferred an oxygen atom to Fe to form Fe2O3, but its atoms simply can’t disappear. So, another substance (NaNO2) must be left behind. The NaCN can’t be in the water because there were no carbon atoms in the water or the pipes, and atoms can’t change types during chemical reactions. How do they figure it out? Students read an article about combustion reactions that highlights conservation of atoms, and also gather related evidence by analyzing reactions in the Sim. They return to the token physical model. They analyze evidence from Westfield and express their conclusions by writing and creating a visual model.

Students apply what they learn to a new question: Who might have used the unknown substance to steal the diamond? Students solve a fictional theft. First students identify a substance that jewelry thieves used to burn through a glass jewelry case. Next they analyze evidence about substances that three different suspects had in order to solve who might have created the mystery substance through a chemical reaction. They engage in oral argumentation in a student-led discourse routine called a Science Seminar and then write final arguments.

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Chemical Reactions: Mysterious Substance in Westfield’s Water (Middle School) Next Generation Science Standards

Performance Expectations MS-PS1-1; MS-PS1-2; MS-PS1-3; MS-PS1-5; MS-PS1-6; MS-LS1-7; MS-ESS3-3


Practice 1; 2; 6; 7; 8

Disciplinary Core Ideas PS1.A; PS1.B; LS1.C; ESS3.C

Crosscutting Concepts Scale, Proportion, and Quantity; Patterns; Energy and Matter


Reading Informational Text CCSS.ELA-LITERACY.CCRA.R.1; CCSS.ELA-Literacy.RST.6-8.1; 6-8.3; 6-8.4; 6-8.8; 6-8.7; 6-8.9; 6-8.10

Writing CCSS.ELA-LITERACY.CCRA.W.1;.W.2; CCSS.ELA-LITERACY.WHST.6-8.1; 6-8.1.A; 6-8.1.B; 6-8.2.D; 6-8.4; 6-8.9; 6-8.10




Practices CCSS.MATH.PRACTICE.MP1; 2; 3; 4; 5; 6; 7

Content CCSS.MATH.CONTENT.6.RP.1; 6.RP.2; 6.RP.3; 6.RP.3d; 7.RP.2; 6.NS.3; 6.NS.4; 6.NS.5; 6.NS.7b; 6.NS.7d; 7.NS.2; 7.NS.3; 8.EE.3; 8.EE.4; 6.SP.4; 6.SP.5b; 7.SP.2

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Unit Map: Populations and Resources: Too Many Moon Jellies (Middle School) What caused the size of the moon jelly population in Glacier Sea to increase? Glacier Sea has seen an alarming increase in the moon jelly population. In the role of student ecologists, students investigate reproduction, predation, food webs, and indirect effects to discover the cause. Jellyfish population blooms have become common in recent years and offer an intriguing context to learn about populations and resources.

Students figure out: 1. What caused the size of the moon jelly population in Glacier Sea to increase?

2. What could have caused the births to increase or the deaths to decrease in the moon jelly population?

3. How could a population besides the zooplankton or sea turtles have caused the moon jelly population to increase?

There must have been a change to the birth rate or the death rate in the moon jelly population. Within a population, organisms are always being born and dying. If the number of births and deaths in a given time are equal, then the population size will be stable. If there are more births than deaths in a given time, then the size of the population will increase. If there are fewer births than deaths, then the size of the population will decrease.

How do they figure it out? Students watch a documentary video about ecologists studying jelly populations. They explore the Simulation and read about other populations that are part of the moon jelly ecosystem. They model births and deaths in a population using tokens and watch a video about stability and change. They evaluate evidence about the jelly population and create a visual model showing two possible reasons the jelly population may have increased.

The jellies may have increased because of an increase in zooplankton or a decrease in sea turtles. Organisms need to release energy from energy storage molecules in order to reproduce. Organisms in consumer populations get energy storage molecules from eating organisms in resource populations. The more energy storage molecules available to a population, the more the organisms in that population can reproduce. The larger the resource population, the more energy storage molecules are available for its consumer populations. The larger the consumer population, the more energy storage molecules it will need. Therefore, it will eat more, causing more deaths in the resource population.

How do they figure it out? Students read an article about why organisms need energy in order to reproduce. They conduct a yeast experiment, testing the effect of more or less food available for a population. They test ways of changing the amount of reproduction and ways of changing the amount of deaths in the Sim. They create visual models showing possible reasons for the increase in moon jellies. They evaluate and analyze evidence about other populations in the ecosystem.

The jellies may have increased because of a increase in phytoplankton, leading to an increase in zooplankton; a decrease in walleye pollock, leading to an increase in zooplankton; or an increase in orcas, leading to a decrease in sea turtles. Two populations can compete for the same resource population. A change to one of these populations affects the size of the other. The size of a population can be affected by any population that is connected to it in a food web, even if they are not directly connected.

How do they figure it out? Students read about two real populations of moon jellies, one that increased and one that remained stable. They investigate competition and other indirect effects in the Sim. They evaluate and analyze evidence about more populations in the ecosystem and write final arguments about the cause of the moon jelly increase.

Students apply what they learn to a new question: What was the main cause of the decrease in the size of the orange-bellied parrot population? Students consider whether the decrease in this parrot’s population is due to a decrease in births or an increase in deaths by being eaten. They analyze evidence about several populations in the ecosystem including Tasmanian devils, buttongrass seeds, foxes, and more. They engage in oral argumentation in a student-led discourse routine called a Science Seminar and then write final arguments.

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Populations and Resources: Too Many Moon Jellies (Middle School) Next Generation Science Standards

Performance Expectations MS-LS1-4; MS-LS1-7; MS-LS2-1; MS-LS2-2; MS-LS2-3; MS-LS2-4


Practice 1; 2; 3; 4; 5; 6; 7; 8

Disciplinary Core Ideas LS1.C; LS2.A; LS1.B; LS2.B; LS2.C; PS3.D; ESS3.C

Crosscutting Concepts Stability and Change; Systems and System Models; Energy and Matter; Cause and Effect



Writing CCSS.ELA-LITERACY.CCRA.W.1; W.2; CCSS.ELA-LITERACY.WHST.6-8.1; 6-8.1.A; 6-8.1.B; 6-8.2.D; 6-8.4; 6-8.9; 6-8.10




Practices CCSS.MATH.PRACTICE.MP.1; 2; 3, 4; 5; 7

Content CCSS.MATH.CONTENT.6.RP.1; 6.RP.3b; 7.RP.2; 7.RP.2a; 6.NS.2; 6.NS.7a; 6.NS.7b; 7.NS.1; 7.NS.2; 7.NS.3; 6.EE.6; 6.EE.8; 6.EE.9; 7.EE.4; 8.EE.5; 8.F.5; 6.SP.1; 6.SP.5; 6.SP.5a; 6.SP.5b; 7.SP.1; 7.SP.2

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Unit Map: Matter and Energy in Ecosystems: Biodome Collapse (Middle School) Why did the biodome ecosystem collapse? Students examine the case of a failed biodome, an enclosed ecosystem that was meant to be self-sustaining but which ran into problems. In the role of ecologists, students discover how all the organisms in an ecosystem get the resources they need to release energy. Carbon cycles through an ecosystem due to organisms’ production and use of energy storage molecules. Students build an understanding of this cycling—including the role of photosynthesis—as they solve the mystery of the biodome collapse.

Students figure out: 1. Why didn’t the plants and animals in the biodome have enough energy storage molecules?

2. What caused carbon dioxide to decrease in the air (abiotic matter) of the biodome?

3. What happened to the carbon that used to be in the air (abiotic matter) of the biodome?

Producers make all of the energy-storage molecules for an ecosystem through the process of photosynthesis, using carbon dioxide from abiotic matter. The organisms in the biodome did not have enough energy-storage molecules because there was not enough carbon in abiotic matter. How do they figure it out? Students read articles about photosynthesis. They investigate photosynthesis, energy-storage molecules, and carbon in the Sim. They view a video of a photosynthesis experiment. They analyze data about the biodome and model their ideas about its collapse.

As organisms release energy during cellular respiration, carbon dioxide is produced from the carbon in energy-storage molecules. This process moves carbon from biotic to abiotic matter. Carbon dioxide in the biodome decreased because decomposers decreased, which means there was a decrease in cellular respiration overall. How do they figure it out? Students get evidence from the Sim and from a video of an experiment to determine which organisms do cellular respiration. They read a short article about decomposers and dead matter. They model more complete ideas about the biodome collapse, using evidence about decomposers and dead matter.

Since carbon cannot be produced or used up, the total amount of carbon in a closed ecosystem does not change. The decrease in carbon in the abiotic matter and in living things in the biodome means there was an increase somewhere in the system—in this case, in dead matter that had failed to decompose. How do they figure it out? Students read about carbon dioxide in the whole Earth system. They use a game-like physical model to investigate carbon cycling. Students create a visual model and write their final explanation of the biodome collapse.

Students apply what they learn to a new question: Why does deforestation lead to increased carbon dioxide in the air? Deforestation, with large areas of forest being replaced with grass and livestock, is leading to more carbon dioxide in the air, and warming of the Earth’s climate. Students investigate whether this is primarily due to a decrease in photosynthesis or an increase in cellular respiration. They engage in oral argumentation in a student-led discourse routine called a Science Seminar and then write final arguments.

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Correlations to NGSS and CCSS: Matter and Energy in Ecosystems: Biodome Collapse (Middle School)Next Generation Science Standards

Performance Expectations MS-LS 1-6; MS-LS 2-3; MS-LS 2-4; MS-LS 1-2; MS-LS2-5


Practice 1; 2; 3; 4; 6; 7; 8

Disciplinary Core Ideas LS1.C; LS2.B; LS2.C; PS3.D; ESS3.D

Crosscutting Concepts Systems and System Models; Cause and Effect; Energy and Matter


Reading Informational Text CCSS.ELA-LITERACY.CCRA.R.1; R.7; CCSS.ELA-Literacy.RST.6-8.1; 6-8.3; 6-8.4; 6-8.7; 6-8.9; 6-8.10

Writing CCSS.ELA-LITERACY.CCRA.W.1; CCSS.ELA-LITERACY.WHST.6-8.1; 6-8.1.A; 6-8.1.B; 6-8.2; 6-8.2.D; 6-8.9; 6-8.10




Practices CCSS.MATH.PRACTICE.MP1; 2; 3; 4; 5

Content CCSS.MATH.CONTENT.6.RP.3; 7.RP.2; 7.NS.2; 7.NS.3; 6.EE.9; 8.F.5

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