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Web Resources Supporting the Maryland Voluntary State Curriculum
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Science - Grade 7
Processes | Earth/Space | Life | Chemistry | Physics | Environment |
PROCESSES
Standard 1.0 Skills and Processes |
| Students will demonstrate the thinking and acting inherent in the practice of science. |
Topic
A. Scientific Inquiry |
Indicator
1. Access and process information from readings, investigations, and/or oral communications.
a. Identify the topic or meaning of the question, decision, or problem being researched.
b. Collect and evaluate resources that are related to the topic or meaning of the question/decision/problem being researched.
c. Evaluate the scientific validity of resources.
d. Use scientifically accurate resources to answer questions, make predictions, and support ideas.
e. Develop graphic organizers to record information.
Indicator
2. Formulate and develop hypotheses that can be tested in well-designed investigations.
Objectives
a. Record and explain observations of physical phenomena that may be used to develop a hypothesis.
b. Develop scientifically testable questions that can be answered through a well-designed investigation.
c. Develop hypotheses that can be tested through a well-designed investigation.
Indicator
4. Develop and evaluate a well-designed investigation.
Objectives
a. Develop and evaluate investigations using the following criteria.
- Only one variable, the independent variable, is tested
- A control is used when testing a factor or testing conditions and other variables such as time, temperature, and surfaces are controlled
- Changes that occur in the dependent variable are observed and measured
- Multiple trials are completed
- Appropriate materials and equipment are selected
- Clear, logical directions are developed
b. Compare and evaluate similar investigations that test the same hypothesis.
Indicator
5. Identify and demonstrate safe procedures when conducting an investigation.
Objectives
a. Follow oral and written procedures
b. Identify situations that require wearing safety goggles, plastic gloves, and aprons.
c. Demonstrate safe and appropriate use of science equipment and materials.
d. Use senses in appropriate and safe ways.
Indicator
6. Collect, organize, and accurately display data in ways others can verify using appropriate instruments.
Objectives
a. Design and construct tables, charts, databases, spreadsheets, and graphs to display data.
b. Collect data using equipment, such as a centimeter ruler (length), spring scale (weight), balance (mass), Celsius thermometer (temperature), graduated cylinder (liquid volume), and stopwatch (elapsed time).
c. Select the equipment appropriate for the quantity being measured.
d. Use metric units with numbers when making and recording observations.
Indicator
8. Analyze data to identify possible explanations for trends.
Objectives
a. Describe and compare trends in sets of data.
b. Identify and describe possible relationships among sets of data.
Indicator
9. Communicate findings from hands-on investigations and text resources.
Objectives
a. Communicate orally or in writing a description of an investigation that includes:
- The question investigated
- The hypothesis made
- The results of the investigation
- An explanation of the results using supporting evidence
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Graphing Groundhog Predictions
Students research information about Punxsutawney Phil's past Groundhog Day predictions, create a graph showing Punxsutawney Phil's past predictions, and correctly answer questions about the graph.
Microsoft® Excel for Basic Data Analysis
Spreadsheets are a great tool for data collection. They require some patience to learn, but can save you an incredible amount of time. This tutorial will help you create a spreadsheet that is designed for basic data analysis of a Likert-style instrument.
Lab Safety Tutorial
This tutorial introduces students to basic lab safety procedures. It includes a tour of a virtual biology lab, an explanation of lab equipment, and a review of safety rules followed by a quiz.
Masses and Springs Lab
A simulation of masses hung from a scale including gravity. Virtual lab tools, including a ruler and a stopwatch can be used to make quantitative measurements. Friction and spring constants can be adjusted, and energy graphed.
Measuring Volume Using a Graduated Cylinder
This Java applet instructs and tests students on the use of the graduated cylinder to measure liquids.
Measuring Length in the Metric System
Java applet providing introduction to the metric system. Includes self-check quiz on using a centimeter ruler to measure distances.
What's in a Graph?
The purpose of this lesson is to help students learn how to use and interpret graphs. The graphs will be pulled from a variety of sources, and the activities ask students to interpret graphs. Students need to start this lesson with the knowledge of what a graph is. They should also know how to observe and collect data.
Sensing the Invisible: The Herschel Experiment
In this lesson (PDF format), students find out that there is radiation other than visible light arriving from the Sun. The students reproduce a version of William Herschel’s experiment of 1800 that discovered the existence of infrared radiation. The process of conducting the experiment and placing it in the historical context illustrates how scientific discoveries are often made via creative thinking, careful design of the experiment, and adaptation of the experiment to ccommodate unexpected results. Students discuss current uses of infrared radiation and learn that it is both very beneficial and a major concern for planetary explorations such as the MESSENGER mission to Mercury.
Liquid Density and Oil Spills
Students are probably aware that oil and water form separate layers when mixed together, but they may not have thought of this fact in terms of density. They will conduct a simple experiment demonstrating the variable densities of corn syrup, water, glycerin, and vegetable oil. Students will then transfer this concept to an examination of cleanup methods used in the Exxon Valdez oil spill. They will conclude by writing paragraphs hypothesizing what would happen during an oil spill if oil and water were the same density and therefore mixed together easily.
PowerPoint98 in the Classroom
This site is a tutorial designed to show K-12 teachers how to use PowerPoint98 in the classroom and includes a tutorial for how to teach students some basic PowerPoint features. You can learn about PowerPoint98 toolbars; how to save, move, and design layouts of your information; and how to incorporate animation, text, and sound for your presentations. This tutorial is part of a larger site created by actDEN, which currently offers seven software tutorials, produced in conjunction with Microsoft K-12 Education.
Conducting a Successful Science Fair
This tool includes reviews of print and online resources that can be used to help you conduct a successful science fair. There are resources with general information on getting started, as well as resources specifically related to science fair projects in the physical and life sciences. This tool was developed by Science Books & Films (SB&F), a critical review journal published by the American Association for the Advancement of Science (AAAS). SB&F provides reviews of print and nonprint (e.g., AV materials, software packages) science resources for all ages and in all areas of science. As such, it serves as a useful guide when choosing science materials for classrooms, libraries, institutions, or homes. |
Topic
B. Critical Thinking |
Indicator
1. Describe and compare similarities and differences among objects and scientific concepts.
Objective
a. Identify and describe similarities and differences among objects
b. Explain key ideas of scientific concepts.
c. Identify and describe similarities and differences among related scientific concepts.
Indicator
2. Construct and use classification systems.
Objectives
a. Identify similarities and differences among objects or scientific concepts in order to group them.
b. Design a classification system based on identified similarities and differences.
c. Apply classification systems.
Indicator
3. Identify and describe patterns found in the natural environment.
Objectives
a. Identify repeated elements in sequences in designs, structures, sounds, and events.
b. Describe a repeated sequence, orally, in writing, or by drawing.
c. Extend a sequence using the pattern discovered.
d. Identify symmetries in designs and structures.
e. Classify patterns.
Indicator
4. Provide supporting evidence when forming conclusions, devising a plan or solving a practical problem.
Objectives
a Identify the key concept of a conclusion, plan, or problem.
b. Access and process information from print and non-print resources to support the identified concept.
c. Use data, facts, or principles collected to support conclusions, plans, or solutions.
Indicator
5. Modify understandings of scientific ideas based on new information.
Objectives
a. Access and process information from print and non-print resources.
b. Discuss new information relevant to the scientific idea presented.
c. Compare, independently, new information collected to prior knowledge.
d. Verify or modify prior understandings based on an analysis of new information.
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The Center for Critical Thinking
Critical thinking is an elusive concept because it isn't about anything concrete or content oriented. Critical thinking is a way of looking at the world, forming questions, and answering them. Because of their intangible nature, critical-thinking skills can be difficult to teach. The /cthink Web site is a great place for ideas about how to encourage the development of critical-thinking skills in students. The site includes K to 12- and university-level sections, each with its own set of resources and library of articles.
Strategies That Work
Comprehensive collection of links to varied activities that promote success in the classroom and critical thinking.
Teacher Tips, Tools and Tutorials
A critical thinking and information literacy process model with instructional tools. Developed by BCPS, this tool delineates the nine steps used to carry students from the initial task (encounter) to the final step (reflecting and extending student's knowledge).
Critical Thinking in Evolution
This site provides you with a short story involving a population of deer. After reading or hearing the scenario, the students will be asked to draw and describe their conclusion to the situation.
Predictable Patterns
Patterns are trends, such as radioactive decay and the colonization of intertidal zones. They are cycles, changes occuring over time, such as life cycles, seasonal cycles, planetary cycles and tidal cycles. There are even irregular patterns such as the predator-prey relationship and plant succession events. Recognizing a pattern can help us make predictions about what happens next. Patterns help to tell us what to expect from our world. This site contains six simple classroom activities that help students discover and recognize patterns.
Patterns in Nature
One practice learning activity to develop the ability to recognize patterns is to group words (nouns; verbs) so that they reflect existing relationships. The nouns used to illustrate this lesson include moving vehicles. Some move through air, others in water, and others on land. Students should be able to recognize a distinct pattern in their grouping so that, when a new word is added, it can be placed into an existing category. Many groupings are appropriate. This sorting activity is intended to precede instruction on the periodic chart.
Variation and classification Lesson Plans
Series of twelve, fifty-minute lessons in which students explore variation within and between species, consider why classification is important and are introduced to scientific classification of animals, investigate patterns of variation in living things and discover ways of representing and explaining the occurrence of variations. |
Topic
C. Applications of Science |
Indicator
1. Apply scientific concepts to defend a position relative to an issue.
Objective
a. Use what they know and have learned to identify and describe a science-related issue.
b. Collect and evaluate additional scientific information.
c. Identify and explain the scientific concepts that can be used to make a decision about an issue.
d. Analyze and compare advantages and disadvantages of possible decisions about an issue.
e. Use scientific information to make and defend a decision about an issue.
Indicator
2. Use scientific knowledge to devise and evaluate plans to solve science-related problems.
Objectives
a. Explain why a practical problem is science-related.
b. Identify and explain the scientific facts and principles that can be used to solve a problem.
c. Devise the criteria for developing a solution to a science-related problem, such as listing material needed, identifying the sequential steps necessary to carry out the plan, determining the time required to implement the plan, and developing an evaluation of the plan.
d. Develop a plan to solve a science-related problem and support the plan using scientific evidence.
e. Compare two or more alternative solutions to a problem. |
Stem Cell Research: Some Pros and Cons
Paper from the Canadian Physicians for Life group which summarizes recent findings concerning this controversial topic.
Liquid Density and Oil Spills
Students are probably aware that oil and water form separate layers when mixed together, but they may not have thought of this fact in terms of density. They will conduct a simple experiment demonstrating the variable densities of corn syrup, water, glycerin, and vegetable oil. Students will then transfer this concept to an examination of cleanup methods used in the Exxon Valdez oil spill. They will conclude by writing paragraphs hypothesizing what would happen during an oil spill if oil and water were the same density and therefore mixed together easily.
The Last Straw Project
The Last Straw features current research by BTI scientist Dr. Jonathan Comstock on climate and plant water-use characteristics. It is an interactive simulation model that allows users to experiment with how plants deal with drought. The model allows students to compare the growth of plants in two different chambers and to select different variables for each chamber. A series of guided questions aids the user in the analysis of the results. Users also have access to a self-paced computer tutorial that covers basic plant structure, water use, gas exchange, and adaptations to extreme environmental conditions.
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Indicator
1. Recognize and explain that models vary in their effectiveness and may need to be changed for different purposes.
Objectives
a. Identify and describe the advantages and disadvantages of a model.
b. Evaluate the effectiveness of a model and recommend necessary changes.
c. Explain how what they learned from models applies to real objects, events, and situations.
Indicator
2. Identify and explain how tools are used to collect and communicate scientific information.
Objectives
a. Describe how measurements are made using metric tools, such as centimeter rulers, balances, spring scales, Celsius thermometers, graduated cylinders, and stopwatches.
b. Explain how to use magnifying instruments such as hand lenses, compound microscopes, and ground and space-based telescopes.
c. Select the appropriate tools for a specific activity and justify their selection.
d. Collect, manipulate, analyze, and display data and information using tools such as calculators and computers.
Indicator
3. Design, plan, and construct objects in response to a particular need or problem.
Objectives
a Identify the function and design of simple objects and systems through examination.
b. Identify and describe the purpose and function of tools and materials in a plan or design.
c. Identify a need or problem that can be addressed or solved by creating an object or system.
d. Design an object or system that can be used to address a need or solve a problem.
Indicator
4. Evaluate and modify designs and products created to solve a problem and explain how one solution can cause other problems.
Objectives
a. Test and evaluate the performance of products they or others have designed.
b. Modify a product based on the performance evaluation while taking into account the properties of the materials used.
c. Determine if the modification of a product has resulted in other problems.
Indicator
5. Identify and explain that the use of technology extends the ability to do work and solve problems.
Objectives
a. Explain how inventions increase the rate at which work is done.
b. Explain that technologies, such as the cotton gin, the telegraph, the microwave, and automobiles, have influenced life in the past and continue to do so.
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Virtual Microscope
The Virtual Microscope is a full-fledged simulation that allows users to select and position slides, adjust lighting, magnification and focus, and measure specimens. A narrated demonstration is available to guide students through the steps required to bring a specimen into focus. There is also a checklist that indicates which steps have been completed successfully.
Masses and Springs Lab
A simulation of masses hung from a scale including gravity. Virtual lab tools, including a ruler and a stopwatch can be used to make quantitative measurements. Friction and spring constants can be adjusted, and energy graphed.
Measuring Volume Using a Graduated Cylinder
This Java applet instructs and tests students on the use of the graduated cylinder to measure liquids.
Measuring Length in the Metric System
Java applet providing introduction to the metric system. Includes self-check quiz on using a centimeter ruler to measure distances.
Telescope Calculator
Java applet which shows realistic views of what you will see with different telescopes and eyepieces. The simulated view and several readouts automatically refresh as you change the settings.
Technology at Home
This site lets the user go back through the twentieth century to find out when everyday items such as computers, radios, TVs, and CD players first appeared in homes. The activity requires Shockwave, but a text-only version is also available. The activity features a picture of a home with various pieces of technology. Using a cursor that looks like a volume control knob, students can "slide" to any year they want during the twentieth century and watch the changes in technology. By clicking on the technology, students can learn when this technology was developed. In addition to this activity, students can also explore a section dedicated to various "People and Discoveries."
The Satellite Site
Blast-off at The Satellite Site as students become satellite designers. In the Satellite Construction Set activity, students can build a direct transmission television system, a satellite using remote sensing, or do scientific research. The construction kit includes a power supply, pointing control, communications and data, and mission payload. As they construct their models, students learn about LEO, polar, GEO, and elliptical orbits. Students learn that satellites come in many shapes and can be used for a variety of purposes, including communications, earth remote sensing, weather, global positioning, and scientific research.
Peering Inside the Body
This site describes the sophisticated tools and techniques used in medical imaging. Photos and short descriptions help students understand the slitlamp microscope, PET scan, X ray, angiography, fluoroscopy, ultrasound, CT Scan, and fiber optic imaging. By rolling over a black and white image, students will be able to see an introductory passage that describes how each tool operates and how doctors and scientists use them. The site also describes the conditions in which each tool is best suited, and the history behind each tool. |
Topic
E. History of Science |
Indicator
1. Explain how people from ancient times to the present have investigated the world around us, answered scientific questions, and invented things.
Objectives
a. Describe achievements of men and women from diverse ethnic and cultural backgrounds and people with disabilities who have made various contributions to science and technology.
b. Evaluate the historical impact of various scientific and technological contributions.
c. Describe the evolution of careers in biology, chemistry, physics, earth, space, and environmental science due to advances in science and technology.
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Inventing the Solar System Early Greek Scientists Struggle to Explain How the Heavens Move
Since the first Egyptian farmers discovered the annual reappearence of Sirius just before dawn a few days before the yearly rising of the Nile, ancient civilizations around the Mediterranean have sought to explain the movements of the heavens as a sort of calendar to help guide them conduct earthly activities. Counting phases of the moon or observing the annual variations of daylength could, after many years' collection of observations, serve as vital indicators for planting and harvesting times, safe or stormy season for sailing, or time to bring the flocks from winter to summer pastures. With our millenia of such observation behind us, we sometimes forget that seeing and recording anything less obvious than the rough position of sun or nightly change of moonphase requires inventing both accurate observation tools (a stone circle, a gnomon used to indicate the sun's shadow, a means to measure the position of stars in the sky) and a system of recording that could be understood by others (how many fingers' width or degrees is that star from the horizon? Which direction is due north?).
4000 Years of Women in Science
This site lists over 125 names from our scientific and technical past. They are all women! This site grew out of the public talks given by Dr. Sethanne Howard, currently with the National Science Foundation. This includes inventors, scholars and writers as well as mathematicians and astronomers.
The Little Transistor That Could
In this investigation students will look at the development of a technology that has had a huge impact on modern life--the transistor. Students will look at some of the constraints that affected the development of the transistor and will examine the wide-ranging effect of a single innovation. Students will examine how the engineers at the Bell Labs used knowledge of science and technology, together with strategies of design, to solve practical problems. This is important because even in middle school students typically do not distinguish between an engineering model of experimentation where the goal is to produce a desirable outcome, and the scientific model of experimentation where the goal is to understand the relation between cause and effect.
Extending Human Ability Through Technology
Many middle-school students are interested in machines that support or enhance life function. They should begin to examine ways in which people use various machines to improve speed, mobility, strength, hearing, seeing, etc. In this lesson, students will explore various ways in which technology has enhanced human abilities. By doing so, they will also learn something about human capabilities and limitations. |
EARTH / SPACE
Standard 2.0 Earth/Space Science |
| Students will use scientific skills and processes to explain the chemical and physical interactions (i.e., natural forces and cycles, transfer of energy) of the environment, Earth, and the universe that occur over time. |
Topic
A. Materials and Processes That Shape A Planet |
Indicator
2. Recognize and explain that physical weathering, chemical weathering and erosion cause changes to Earth materials.
Objectives
a. Explain that chemical weathering changes Earth materials into new substances with physical properties different from the original material (chemical change).
- Rusting/tarnishing
- Dissolving by acid
b. Compare physical weathering and chemical weathering.
c. Describe how moving water (including ice) and wind transport changed Earth materials to other locations.
Indicator
3. Identify and describe the processes by which sediment is transformed into different rock types.
Objectives
a. Identify and describe types of sedimentary rock based on particle size.
- Shale, such as clay and silt
- Sandstone, such as sand
- Limestone, such as shells and chemical deposition
- Conglomerate, such as gravel
b. Describe the processes that form sedimentary rock.
- Shallow water and abyssal plain deposition
- Compaction
- Cementation
c. Describe that high temperature and pressure change sedimentary and igneous rocks into their metamorphic counterparts.
- Shale - slate
- Sandstone - quartzite
- Limestone - marble
- Granite - gneiss
d. Describe the process by which any existing rock can be transformed into igneous rock.
e. Identify and describe how crystal size relates to the conditions (temperature, pressure, and time) present when different igneous rocks form.
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The Dynamic Earth
Smithsonian site for budding geologists. Learn about earth science, rocks, and mining in particular. Explores the types of rocks: granite, gneiss, and sandstone, and their minerals. Demonstrates how caves are formed. Gives information on the heat and pressure of the rocks inside the earth, how they melt and come to the surface. Users are taken on a tour of three mines in the United States.
A Tapestry of Time and Terrain
The U.S. Geological Survey's interactive map of our continent.
"This digital tapestry outlines the geologic story of continental collision and break-up, mountain-building, river erosion and deposition, ice-cap glaciation, volcanism, and other events and processes that have shaped the region over the last 2.6 billion years." Visitors experience the merging of the topographical and geological maps by viewing a QuickTime movie, learn about prominent features of the United States via the interactive map and learn about geologic eras from the Precambrian to the Cenozoic. Includes maps of political boundaries as well as physiographic regions, a puzzle for learning about regions and a panorama movie. The Tapestry map is also available for download in .pdf format.
RocksForKids.com
RocksForKids.com offers great links to rock and mineral sites around the world. Many kids will be interested in Collecting Rocks & Minerals. It includes information about collecting rocks safely and links to some great geology sites. Students and educators can follow links they find here to study rocks, minerals, and Earth science.
Virtual Courseware for Earth and Environmental Science
A series of online interactive activities designed to encourage students to make careful observations and measurements, do simple calculations and answer questions about their work. A “Certificate of Completion” is available at the end of each activity. Students can save their work and return later. Maps, seismograms, journals and background information can all be printed for reading offline. Teachers can register (free) their classes for the online assessment and return to see the scores after the entire class has finished. There are currently three sections with at least two activities each available for free to everyone. Earthquake or Virtual Earthquake teachs students how seismic waves are used to determine the magnitude of an earthquake and how to locate its epicenter. Virtual Dating refers to geologic time and focuses on how geologists and archeologists determine the ages of rocks and ancient artifacts. Virtual River offers a series of interactive exercises to help students learn about the river processes such as discharge, flooding, flood frequency, erosion and disposition with questions that check for understanding as you move through the exercise. |
Topic
B. Earth History |
Indicator
1. Recognize and explain how layers of sedimentary rock provide evidence of Earth's changing geologic history.
Objectives
a. Recognize and explain how the deposition of sediment relates to the Law of Superposition.
b. Explain how sedimentary layers deformed by folding, faulting, and tilting can be used to identify Earth's changing geologic history.
Indicator
2. Recognize and explain how fossils provide evidence of Earth's changing environmental history.
Objectives
a. Recognize how different types of fossils are formed, such as petrified remains, imprints, molds and casts.
b. Recognize and explain that abrupt changes in the fossil record indicate sudden environmental change.
c. Explain how fossil remains can be used as an indication of biotic change.
d. Recognize and explain that the fossil record of plants and animals describes their changes over time.
e. Describe the function of index fossils in determining the relative age of rock layers.
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A Tapestry of Time and Terrain
Anyone interested in geology will find this site fascinating. "This digital tapestry outlines the geologic story of continental collision and break-up, mountain-building, river erosion and deposition, ice-cap glaciation, volcanism, and other events and processes that have shaped the region over the last 2.6 billion years." Visitors to the site can experience the merging of the topographical and geological maps by viewing a QuickTime movie, learn more about the prominent features of the United States by clicking on the interactive map or learn about geologic eras from the Precambrian to the Cenozoic. Included are maps that show political boundaries as well as physiographic regions, a puzzle for learning about regions and a panorama movie. The Tapestry map is also available for download in .pdf format.
Geology: How did the Grand Canyon ( and other places ) come to be?
Shows how seven present geologic sites, such as the grand canyon, were created by geologic processes. Simulates the layers, etc. as time progresses. A good site to show a class how the Earth can change over time.
Delving into the Grand Canyon
In this lesson, students will learn about how the Grand Canyon was formed and what the region looked like at the time each layer of rock was deposited. They will draw diagrams of the canyon and its layers and write captions to describe what they have drawn. |
LIFE
Standard 3.0 Life Science |
| The students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. |
Topic
A. Cellular |
Indicator
1. Recognize and explain the structure and function of cells.
Objectives
a. Identify and describe the structures and functions of parts of animal cells.
- Cell membrane
- Nucleus
- Cytoplasm
- Chromosomes
- Vacuole
- Mitochondria
b. Identify and describe the structures and functions of parts of plant cells.
- Cell wall
- Cell membrane
- Nucleus
- Chloroplast
- Chromosomes
- Cytoplasm
- Vacuole
- Mitochondria
c. Compare the structures of plant and animal cells.
Indicator
2. Identify and explain the structure, function, and interrelationships of cells, tissues, organs, and systems in organisms, including the human body.
Objectives
a. Identify and explain the levels of organization of living things and the interrelationships among them.
- Cells
- Tissues
- Organs
- Systems
- Organism
b. Identify and describe the structure and function of the human body systems. .
c. Recognize and explain the interrelationships among body systems.
d. Recognize and describe that the human organism, like other animals, has systems for digestion, respiration, reproduction, circulation, excretion, movement, control and coordination, and for protection from disease.
Indicator
3. Recognize and explain the factors that have an adverse effect on organisms.
Objectives
a. Recognize and explain that pathogens interfere with normal body functions.
- Bacteria, such as those that cause strep throat
- Viruses, such as those that cause the common cold and flu
- Fungi, such as those that cause Athlete's foot
b. Recognize and explain that parasites such as tapeworms and the fungus that causes ringworm interfere with normal body functions.
c. Recognize and explain that toxic substances within the environment, such as household chemicals, lead, and radon, affect the structure and function of organisms.
d. Identify that genetic factors, such as sickle cell anemia and hemophilia can affect the structure and function of organisms.
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Cell Biology Animation
This Website covers cell biology all in animation. Cell structure with descriptions of each part, DNA structure, an animated overview of water chemistry, the light and dark reactions of photosynthesis are all presented in this Website. You are also able to see cells broken apart and explained, molecules in structural form, and the pH scale describing acidic and basic.
Biologica
This site offers interactive features that encourages independent inquiry and scientific reasoning. By solving a sequence of activities, students can build a body of scientific knowledge while Biologica monitors their progress, offers hints, and will even build a portfolio of their work. While I have not used this as an assignment yet. I am particularly interested in trying it out to help my students with their school wide portfolio. There is an interactive 3D model component to show cell structure and function as well as DNA molecular structure. Views are Quick Time movies and interaction with 3D world. Works on MAC and PC using Java-based Technology with Quick TIme 3 or 4 required. Dragon Genetics explores the relationship between genotype, phenotype, with sex-linked and autosomal dominant & recessive pairs. Alleles are manipulated to change dragon's phenotype. Mendel's Peas: has 3 parts to the activity. They demonstrate basic principles of meiosis, fertilization, and inheritance using Mendel's peas.
Sanitation and Human Health
In this lesson, students learn something about the ways that sanitation technology has helped people. They do this by examining the history of sanitation in the context of disease outbreaks and comparing the quality of life in those times to that of today. Students should recognize that advances in health and human life expectancy have resulted in large part because of technologies that we now take for granted, such as modern waste-disposal, sanitary food handling, and refrigeration.
Microbes 1: What's Bugging You?
Microbes 1: What's Bugging Your? demonstrates that some "bad" microorganisms can get into the body through food ingestion. It explores environments that are supportive of food pathogens, as well as how humans can avoid contamination. This lesson is intended to build on a basic understanding of microbes. For example, students should already understand that not all microorganisms are "bad" and not all get into our body through food.
Interactive Body
BBC production which tests students knowledge about the different parts of the human anatomy. Six different applets are available: organs, muscles, senses, skeleton, nervous system and puberty. Drag and drop exercises require that students locate where various parts of skeletal, muscular and organ systems belong.
An Online Examination of Human Anatomy and Physiology
Visually Learn About the Human Body Using Interactive Flash Animations.
The Disease Triangle
The disease triangle concept is often used in teaching both plant disease development and the significance of plant diseases in the environment. The plant disease triangle is rarely studied in a curriculum outside of plant pathology. This module presents an oppurtunity for students to study this subject and develop an awareness of the importance of plant diseases in civilization and modern society. Not only does this module bring together an understanding of the disease triangle, but it also examines closely associated elements and events related to the process of disease development and epidemics. Those viewing this module will be presented with concepts, an activity, and an assessment for each of three proficiency levels of the learning object to ensure that important points were understood. Instructors are encouraged to use this module as a supplement to further emphasize points covered in their courses.
Hidden Killers: Deadly Viruses
A winner from the Thinkquest competition, students from Maryland and California put together a powerful Web site that should spark some lively discussions in any classroom. Users learn the basics about viruses and how our bodies' immune systems combat them. Information is also available about specific viruses such as HIV, smallpox, and polio. The site goes on to explore the potential outcomes if some of these 'hidden killers' were ever used as bio-weapons. Teachers take note that students are encouraged to submit their own work for the site's weekly/bi-weekly feature article section. It is also good to be aware that some of this information, while important, may be disturbing for some students. The site tries to take this into consideration by offering a games section to lighten things up a little; the games challenge students to show what they've learned.
Pathogenic bacteria
General reading on pathogens. Contains microscope images of several well-known pathogens (anthrax, strep, flesh-eating, etc.). Also has links embedded in the text to web sites on epidemics, the history of infectious diseases, and our
immune system.
Tom Volk's Fungi
A large collection of images and descriptions of fungi. An extensive introduction to the kingdom Fungi. Also contains the popular Fungus of the Month.
Sickle Cell Disease Association of America
This site includes enormous information about sickle cell disease, it also, includes locations of support groups and links and resources to help patients and their families.
ATSDR: Agency for Toxic Substances and Disease Registry
Comprehensive web site that provides links to saveral sources of information concerning hazardous substances, measuring health effects, hazardous waste sites, education & training, and more. |
Topic
D. Biochemistry |
Indicator
1. Recognize and describe that food, water, and air provide substances needed to build and maintain cells and perform life functions.
Objectives
a. Recognize that proteins are used as building materials, and carbohydrates and fats provide a source of energy in plants and animals.
b. Identify and describe how water, air, and minerals assist in performing life functions in plants and animals.
Indicator
2. Recognize and explain the relationship between photosynthesis and cellular respiration.
Objectives
a. Recognize that green plants use carbon dioxide and water in the presence of sunlight to make food (sugar).
b. Recognize and describe that organisms take in nutrients which they use to provide energy for the work that cells do and to make the building materials they need.
c. Identify photosynthesis and cellular respiration as processes that capture/release energy.
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Photosynthesis, Trees, and the Greenhouse Effect
In this lesson, students will study photosynthesis and then transfer their understanding of this topic to a consideration of how trees can help reduce the negative impacts of the greenhouse effect. They will read a Web page describing the greenhouse effect, carbon dioxide's role as a greenhouse gas, and the role of humans in exacerbating this effect. Students will also browse the Web site of an organization that sponsors tree planting programs and consider how these programs might help reduce or slow down the increase of the greenhouse effect. They will conclude by writing paragraphs telling younger kids about the benefits of trees and plants.
Broom Forest:
A Tall Trees Simulation
In this lesson, students will better understand that the environmental factors of an area affect a species's characteristics over time. The shallow, nutrient-poor nature of the soil in the Amazon basin has caused many trees to have rapid growth as they seek sunlight, and also develop interesting support strategies to hold the top-heavy trees without using taproots. By using a model, students will construct support structures similar to those used by the tall Amazon trees. Students will understand the limitations of the support structures and how environmental damage may affect the trees. |
CHEMISTRY
Standard 4.0 Chemistry |
| Students will use scientific skills and processes to explain the composition, structure, and interactions of matter in order to support the predictability of structure and energy transformations. |
Topic
A. Properties of Matter |
Indicator
1. Identify and describe substances based on observable and measurable properties.
Objectives
a. Identify and describe chemical properties of common substances.
- Reacts with oxygen (rusting/tarnishing and burning)
- Reacts with acids
- Reacts with bases
b. Classify materials as acidic, basic, or neutral using the pH scale.
c. Differentiate between physical and chemical properties.
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The Three States of Matter
Wisc-Online learning object which requires free membership. In this animated and interactive object, learners examine the properties of liquids, solids, and gases.
Changes in Our World: Chemical and Physical
Wisc-Online learning object which requires free membership. In this animated object, learners examine the kinds of physical and chemical changes that occur in substances. They practice identifying examples of each.
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Topic
B. Physical and/or Chemical Changes |
Indicator
1. Recognize and describe chemical reactions cause chemical changes.
Objectives
a. Recognize and describe a chemical change.
b. Recognize and describe that when a new substance is formed as the result of a chemical change, the substance has physical properties that are different from the original substance.
c. Recognize and describe that a chemical reaction has occurred by:
- Release of energy
- Formation of a new substance
- Production of gas
- Change in temperature
- Change in color
- Changes in indicators
- Formation of a solid from solutions
d. Identify the reactants and products in a chemical reaction.
e. Identify factors that influence reaction rates.
- Add energy
- Put reactants in solution
- Change acidity
f. Identify that energy is transformed during chemical reactions.
g. Classify a change as physical or chemical.
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The Four Types of Chemical Reactions
Wisc-Online learning object which requires free membership. In this animated object, learners are introduced to the concepts of various chemical reactions: synthesis, decomposition, exchange, and reversible reactions.
Chemical Reactions!
This site gives brief information about common chemical reactions. Students begin by matching poems with correct photographs to learn more about the chemical reactions all around us. Also contains simple activities.
Energy in Chemical Reactions
Wisc-Online learning object which requires free membership. In this animated and interactive object, learners examine kinetic and potential energy as well as the first law of thermodynamics and the flow of energy between a system and its surroundings. Students also answer questions about exothermic and endothermic reactions.
Changes in Our World: Chemical and Physical
Wisc-Online learning object which requires free membership. In this animated object, learners examine the kinds of physical and chemical changes that occur in substances. They practice identifying examples of each. |
Topic
C. Classification and Structure of Matter |
Indicator
1. Identify and describe the structure of elements.
Objectives
a. Recognize and describe that all matter is made up of atoms (smallest particles).
b. Recognize and describe that elements are the simplest form of matter since each element contains only one type of atom.
c. Recognize and describe that the atoms of any element are alike but are different from atoms of other elements.
d. Recognize and explain that all materials are made out of the elements presently known to scientists.
e. Recognize that few elements are found in their pure form in nature.
Indicator
2. Use the periodic table to identify and describe groupings of matter.
Objectives
a. Recognize that elements can be represented by symbols.
b. Identify the properties and location on the periodic table of the metals, nonmetals, and Noble Gases.
c. Identify and compare the properties of metals and nonmetals.
- Luster
- Electrical conductivity
- Thermal conductivity
- Ductility
- Malleability
- Reactivity with acids
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Types of Elements in the Periodic Table and Their Properties
Wisc-Online learning object which requires free membership. Students review the positions of metals, metalloids, and nonmetals in the Periodic Table and the general characteristics of each. A quiz completes the object.
The Periodic Table of Elements
This Jefferson Lab resource features a clickable periodic table of elements. Users can select any element in the table to link to a page with extensive information about that element. There are also links to element games and puzzles, a printable version of the table, and further information about atoms, elements, and the periodic table.
Bayer Periodic Table
This tool, reviewed by Science NetLinks, features a colorful and interactive introduction to elements in the Periodic Table. While this page links to the overview for the Bayer Periodic Table tool for grades 6-8, you'll find additional links and benchmarks for grades K-12 by using the navigation tools at the top of the page.
Chemical Elements and their Symbols
This site can be used to help students learn the symbols for 104 elements. Site offers online interactive flashcards students can use to study. Students can then play an online matching game to test their understanding of the terms. There are also concentration games and a word search.
Chemistry: Elements & Symbols
This interactive quiz asks students to type the correct symbol for each chemical element. |
PHYSICS
Standard 5.0 Physics |
| Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur |
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Indicator
1. Recognize and describe the motion of an object qualitatively and quantitatively.
Objectives
a. Describe the motion of an object using position, time, and/or speed.
b. Calculate speed using distance and time.
c. Compare accelerated and constant motions using time, distance, and speed.
d. Describe and calculate acceleration using change in speed and time.
Indicator
3. Recognize and explain that forces cause specific changes in the speed and direction of a moving object.
Objectives
a. Explain that a force is necessary to accelerate an object.
b. Explain that a force is necessary to change the direction in which an object moves.
c. Recognize and explain that friction resists changes in the motion of an object.
d. Explain the relationship between the size of the force applied and the size of the change in the object's motion.
Indicator
4. Identify and explain Newton's Laws of Motion (the first and second): the Law of Inertia and the Force Law.
Objectives
a. Recognize that an object at rest or an object in motion stays that way unless acted upon by a force.
b. Explain qualitatively the relationship between the mass of an object and the net force applied for a given acceleration.
c. Calculate the force given the mass and the acceleration.
Indicator
5. Identify and explain the difference between mass and weight.
Objectives
a. Explain the relationship between weight and the acceleration due to gravity.
b. Recognize and explain that mass remains the same in all locations while weight may vary with a change in location.
Indicator
6. Recognize and explain that energy cannot be created or destroyed but instead can be changed from one form into another. (Law of Conservation of Energy)
Objectives
a. Recognize and explain that momentum is transferred from one object to another during a collision.
b. Recognize and describe that potential energy may be converted to kinetic energy and vice versa.
c. Calculate the input and output work of a system using force and distance.
d. Recognize that input work is always greater than output work.
Indicator
7. Recognize and describe the interactions between moving objects in mechanical systems using potential energy, kinetic energy, and momentum.
Objectives
a. Compare the kinetic energies of two objects with either the same mass and different velocities or the same velocity and different masses.
b. Compare the potential energies of two objects with either the same mass at different heights or at the same height but with different masses.
c. Compare the momenta of objects that have either the same mass or the same speed.
d. Recognize and describe the relationship between the distance an object is moved by a force and the change in its stored energy (potential energy) or energy of motion (kinetic energy).
e. Define work as the amount of energy stored in an object (potential energy) when a force is applied over a distance.
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Golf Ball Dimples
This Science Update, from Science NetLinks, focuses on the value and purpose of the dimples on a golf ball. Since its invention in the 1400s, golf has undergone many changes. Students examine some of the science behind how the dimples in a golf ball improve its flight and trajectory. Science Updates are audio interviews with scientists and are accompanied by a set of questions as well as links to related Science NetLinks lessons and other related resources.
Exploring Pendulums
In this Science NetLinks lesson, students will explore websites with simulations of pendulums, where they'll be able to change the length and angle of the bob and observe its effects. They will then construct and test their own controlled-falling systems, or pendulums, to further observe and verify these theories. This lesson helps students understand concepts related to how gravitational forces act on objects by exploring the motion of pendulums.
Spinning Chair
In this lesson, from The K-8 Aeronautics Internet Textbook, students will use a chair that spins to discover that an object in motion remains in motion unless acted upon by an outside force. This page features the lesson steps to follow, vocabulary and teacher prep information. There are also links to a summary of the experiment and assessment information.
Friction in Water & Air
In this activity, from the Aeronautics Internet Textbook, students will discover that friction is an outside force that acts upon objects to make them slow down. This page contains step-by-step instructions for performing the experiment, as well as links to a summary of the activity and to assessment information.
Newton's First Law of Motion
Wisc-Online learning object which requires free membership. The learner views several animations to study Newton's First Law of Motion, also known as "The Law of Inertia."
Newton's Second Law of Motion
Wisc-Online learning object which requires free membership. Students look at force, mass, and acceleration to understand this "Law of Acceleration."
Using Graphs to Explain Motion
Wisc-Online learning object which requires free membership. Students will observe two vehicles moving across the screen at different rates. They will describe the motion in their own words and then attempt to select the corresponding graphs of distance vs. time, velocity vs. time, and acceleration vs. time for each vehicle.
Cooling the Mummy's Tomb
Explore potential and kinetic energy with this classroom activity from the Miami Museum of Science. In this activity, students will design a tomb. They will decide if insulation, materials that restrict the flow of heat, will help keep the tomb cool.
The Mummy's Tomb Raceway
Explore potential and kinetic energy in this classroom activity from the Miami Museum of Science. In this activity, students build a racetrack and observe a marble as it rolls back and forth on the track. This webpage is referenced in the Science NetLinks lesson, "Converting Energy."
Energy in Chemical Reactions
In this animated and interactive object, learners examine kinetic and potential energy as well as the first law of thermodynamics and the flow of energy between a system and its surroundings. Students also answer questions about exothermic and endothermic reactions.
Amusement Park Physics
This Annenberg/CPB resource focuses on the laws of physics and how they are used to create amusement park rides. This site offers users a chance to design their own roller coaster to better explore the forces of physics.
Build a Newtonian Physics Machine!
If you build it carefully, this crazy contraption demonstrates one of the basic laws of nature. This law explains many events we see every day. For example, why does a big truck come out the winner in a head-on crash with a small car, even if both are going the same speed upon impact?
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ENVIRONMENT
Standard 6.0 Evironmental Science |
| Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective. |
Topic
A. Flow of Matter and Energy |
Indicator
1. Recognize and explain how matter is transformed between the physical environment and organisms.
Objectives
a. Recognize and describe how oxygen and carbon dioxide are cycled through the food web.
b. Recognize and describe how minerals such as calcium are cycled through the food web.
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Food Webs in the Bay
In this Science NetLinks lesson, students will research plants and animals that live in the submerged aquatic vegetation (SAV) of a bay area. After researching the organisms, students will do class presentations and create a food web using pictures of all of the organisms. At the end of the lesson, they will discuss ideas of organisms sharing food, space, water, air, and shelter. |
Topic
C. Natural Resources and Human Needs |
Indicator
1. Recognize and explain the impact of a changing human population on the use of natural resources and on environmental quality.
Objectives
a. Identify and describe the impact of an increasing human population on the use of natural resources, such as land (agriculture and development), energy, minerals, water, wildlife, forests, and fisheries.
b. Recognize and describe the decreasing dependence on local resources due to the impact of available transportation.
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Disappearing Fish
In this Science Update, from Science NetLinks, science reporter Bob Hirshon tells us that the world's biggest fish are in serious jeopardy. In the nineteenth and early twentieth centuries, authors like Herman Melville, Jules Verne, and Ernest Hemingway pitted grizzled adventurers against the mightiest creatures of the ocean. Today, the struggle of man-versus-nature is quite a different contest. Science Updates are audio interviews with scientists and are accompanied by a set of questions as well as links to related Science NetLinks lessons and other related resources. |
Topic
D. Environmental Issues |
Indicator
1.Recognize and describe that environmental changes can have local, regional, and global consequences.
Objectives
a. Identify and describe a local, regional, or global environmental issue.
b. Identify and describe that different individuals or groups are affected by an issue in different ways.
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Virtual Courseware for Global Warming
The interactive web-based simulation activity illustrates principles of global warming and climate change due to natural and human caused factors. Global Warming explores climate using an Energy Budget Model and predicts Future Climate Change using data in the Special Report on Emissions Scenarios from the Intergovernmental Panel on Climate Change (2001) and the Java Climate Model created by Ben Matthews (www.chooseclimate.org). The activity includes: • An overview demonstration of the Energy Budget Model and Future Climate Change activities • Animated and interactive tutorials on Milankovitch cycles, seasons on Earth, greenhouse gases, Albedo effects, and carbon and hydrological cycles • Online assessment quizzes for students • A demonstration and instructions for registering (free) your class of students to access the database of individual student or classroom results The work is supported in part by grants from the U.S. National Science Foundation and the California State University System. Previous activities developed include Earthquake, Virtual Dating, and Virtual River, all accessible at ScienceCourseware.com. |
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