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Web Resources Supporting the Maryland Voluntary State Curriculum
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Science - Grade 8
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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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. Construct and use classification systems.
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
C. Plate Tectonics |
Indicator
1. Recognize and explain how major geologic events are a result of the movement of Earth's crustal plates.
Objectives
a. Recognize and explain how convection currents within the mantle drive the movement of Earth's crustal plates and plate boundaries.
b. Recognize and explain that major geologic events (earthquakes, volcanic activity, sea floor spreading) occur along crustal plate boundaries.
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Plate Tectonics, the Cause of Earthquakes is the epicenter of earthquake information! With colorful maps and illustrations, the site shows the process that causes earthquakes and where they occur. Fabulous pictures from sources such as NASA show topographic formations on Earth and other planets. Diagrams clarify how movement at the boundaries of tectonic plates results in earthquakes.
The National Earthquake Information Center is a heavily text-based Web site with tons of information, especially for middle-and upper-grade students. Find out about the most powerful earthquakes in the world. Where and when did they occur? What was the most destructive earthquake? Check out the FAQ page for great facts to share with your class and motivate the students during earthquake lessons, and see the general and current earthquake information for background material.
Savage Earth is yet another great Web resource that you can use to teach students about the movements of our planet's tectonic plates. The unusual feature that sets this site apart from others is the extensive collection of animations that make understanding the creation of geographic features much easier. Volcanoes, earthquakes, and tsunamis are the topics of pages of information contained on this site.
Mountain Maker, Earth Shaker- You Try It: Plate Tectonics
This PBS resource features a Shockwave activity that allows students to demonstrate the movement of Earth's plates. It also explains the history and theory behind plate tectonics. |
Topic
D. Astronomy |
Indicator
1 .Identify and explain celestial phenomena using the regular and predictable motion of objects in the solar system.
Objectives
a. Identify and describe the relationships among the period of revolution of a planet, the length of its solar year, and its distance from the sun.
b. Identify and explain the relationship between the rotation of a planet or moon on its axis and the length of the solar day for that celestial object.
c. Identify and explain the cause of the phases of the moon.
d. Describe how lunar and solar eclipses occur.
e. Identify and describe how the shape and location of the orbits of asteroids and comets affect their periods of revolution.
Indicator
2. Recognize and explain the relationship between the phenomenon of tides and the force of gravity.
Objectives
a. Identify and describe the cause of high and low tides.
b. Recognize and explain the phenomenon of spring tides and neap tides in terms of the positions of the moon and sun relative to Earth.
Indicator
3. 3. Recognize and explain the effects of the tilt of Earth's axis.
Objectives
a. Recognize and explain the relationships among the tilt of Earth's axis, Earth's revolution around the sun, and the uneven heating of Earth's surface.
b. Identify and describe how the tilt of Earth's axis and its revolution determine the progression of seasons.
c. Recognize and explain that different places on Earth's surface can have a different total amount of daylight during any single rotation.
d. Recognize and explain how the period of daylight at any point on Earth is determined by latitude and direction of Earth's axis with respect to the sun.
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Planets in Balance
Students conduct independent research on one of the planets in our solar system, specifically discovering a planet’s composition, weather, atmosphere, and satellites. Using information on equilibrium and levers, students create their own mobiles containing planets and satellites, referenced in the previous lesson, Alexander Calder: Master of Balance. Finally, they will teach the class about the planet they researched via oral presentations.
Exploring the Solar System
The purpose of this lesson from Science NetLinks, is to introduce students to earth's moon and the eight other planets in our solar system. Students will learn about the geology, composition and orbits of other planets by planning a trip to another planet. Students likely know some information about the other planets in our solar system as well as earth's moon. In this lesson students will build on this knowledge as they research one of the other eight planets in order to determine whether a manned mission to that planet would be feasible. Students will determine such factors as: what it is like, whether or not it is habitable, and how its orbit affects planning a trip. The lesson begins with a whole class exercise in which students plan a trip to the moon. In addition to giving students a broader knowledge of the moon, this exercise gives the teacher an opportunity to model the steps that students will take as they work in small groups to research and develop their own proposals.
Virtual Solar System
National Geographic's Virtual Solar System offers a chance to discover the wonders of our solar system in a spectacular 3-D environment. Take a fly-by tour of the sun and each planet in its orbit, observe close-up views of the planets, extraterrestrial weather patterns, and more. To fully experience this site, you will need Viscape SVR; however, there is also an HTML version available.
Tilted Earth
In this Science Update from Science NetLinks, you'll hear how the Earth's tilt got knocked into place. The fact that the earth is tilted on its axis is what's responsible for giving us different seasons. And it's why the southern hemisphere is getting ready for winter at the same time the northern hemisphere is heading into summer. Science Updates are audio interviews with scientists and are accompanied by a set of questions as well as links to related Science NetLink lessons and other related resources.
Reasons for Seasons: Exploring the Astronomy of Spring
This lesson, from the Journey North website, addresses common misconceptions about the reasons for seasons. Directions for a hands-on activity and discussion questions are provided. Journey North engages students in a global study of wildlife migration and seasonal change. K-12 students share their own field observations with classmates across North America. They track the coming of spring through the migration patterns of birds and mammals, the budding of plants, changing sunlight, and other natural events. |
Topic
E. Interactions of Hydrosphere and Atmosphere |
Indicator
1. Describe the properties and structure of the hydrosphere and atmosphere.
Objectives
a. Recognize and describe the distribution and circulation of Earth's water through the glaciers, surface water, ground water, oceans, and atmosphere (water cycle).
b. Identify and compare the physical properties of fresh water and salt water.
c. Recognize and describe the function of the layers of Earth's atmosphere.
Indicator
3. Recognize and describe that various factors affect climate.
Objectives
a. Identify and describe the relationship between latitude and climate.
b. Identify and describe how the temperature and precipitation of an area are affected by surface and ocean features.
- Relative location of mountains
- Proximity to large bodies of water
- Warm and cold ocean currents
c. Recognize and describe the global effects of volcanic eruptions, greenhouse gases, and El Nino.
Indicator
4. Identify and describe the atmospheric conditions related to weather systems.
Objectives
a. Identify and describe weather patterns associated with high and low pressure systems and frontal systems.
b. Identify and describe the atmospheric and hydrospheric conditions associated with the formation and development of hurricanes, tornadoes, and thunderstorms.
c. Identify and describe how various tools are used to collect weather data and forecast weather conditions.
- Barometer
- Thermometer
- Anemometer
- Psychrometer
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Miami Museum of Science: Ecolinks-Hydrosphere
This resource, part of The Miami Museum of Science website, provides information, activities, and links relating to hydrospheres. There are links to student projects, classroom activities, environmental hotlinks, maps, and current research going on at the Miami Museum of Science.
Climate Controls
This lesson has students consider how various parts of the world and the United States are affected by climate controls such as world air currents. They will read about climate controls and will create maps showing how these controls affect the climate in various places around the country.
United States Interactive Climate Pages
This resource, from the Climate Diagnostics Center, features information about U.S. climate. Users can link to data on temperature and precipitation for U.S. cities as well as view climate maps of the U.S. There are also links to information about where to obtain other climate data, a glossary, a list of related Web sites, and suggestions for use of the information presented on this site.
What Forces Affect Our Weather?
This resource, from Annenberg/CPB, provides information and activities about weather and climate. Students navigate through pages about the atmosphere, water cycle, storms, ice and snow, forecasting, and the changing climate. In addition, there are interactive activities on storm chasing and calculating wind chill. There is also a page of links to related Internet resources. This resource is referenced in the ReadWriteThink lesson titled "Weather: A Journey in Nonfiction."
Sunspots and climate
This page, from the Australian Broadcasting Corporation, features an informational article about sunspot activity and its possible influence on the Earth's climate. This resource is referenced in the Science NetLinks lesson, "A Look at Sunspots."
Sister Storms: Children of the Tropical Seas
In this lesson students will learn about different kinds of tropical storms throughout the world. They will learn about how the storms are different, how they are similar, and how they are distributed throughout the world. They will study specific storms in detail and create class presentations about them.
Nature's Fury: Hurricanes
This resource, found on the National Geographic.com website, presents information about the effects, phenomena, and science of hurricanes in a multimedia format. Links to images, video, articles, and classroom ideas are included on this site. This resource is an introduction to the Eye in the Sky feature titled "Nature's Fury: Hurricanes." There are also links to other "Nature's Fury" titles covering volcanoes, wildfires, and tornadoes.
Tracking Tornadoes
In this lesson, from Xpeditions, students will learn about how tornadoes are formed and how they are rated according to intensity. They will use the Internet to learn where tornados occur most frequently, what kind of damage they cause, how they are predicted, and current scientific research into them. |
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
B. Genetics |
Indicator
1. Explain that genetic traits are inherited from one generation to the next through asexual and sexual reproduction.
Objectives
a. Recognize and describe that asexual reproduction produces organisms that are genetically identical to the parent.
b. Recognize and describe that sexual reproduction produces organisms that are similar, but not genetically identical, to either parent.
c. Recognize and describe that genes carry genetic information and are found on chromosomes in cells.
d. Identify and explain the relationships between inherited traits and genes.
- Information for inherited traits is contained in genes, which are located in chromosomes of each cell
- Each gene carries a single unit of information
- An inherited trait can be determined by one or more genes
e. Identify and explain that new varieties of plants and animals have resulted from selective breeding for specific traits.
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Gene Puzzles
In this Science NetLinks lesson, students will examine a fictional pedigree and determine which gene is responsible for a given trait. The genetic information for individuals is depicted as a jigsaw puzzle. Without delving into a complicated explanation of the process, the activity in this lesson will help students build an understanding of how offspring inherit genes from their parents.
Build a Family Tree (Men Only)
In this PBS activity, students analyze an incomplete family tree of male relatives. They are shown simulated DNA sequences from the Y chromosomes of 10 fictitious individuals. These men have a common ancestor and the same last name, but only four of the individuals have been positively identified and placed on the tree. Students must complete the rest of the family tree using DNA information from the Y chromosome.
BioTech Adventure
This website contains material for junior and senior high-school students and teachers pertaining to genetics and molecular biology. Graphical representations are made for PCR and sequencing that will aid in the technical understanding of the processes. The theory is well represented, however, the protocols necessary for conducting experiments in these areas are lacking. This website does a great job in presenting videos of specific examples related to how biotechnology is being utilized in the realm of the general public. |
Topic
C. Evolution |
Indicator
1. Recognize and describe that evolutionary change in species occurs as a result of environmental changes over time.
Objectives
a. Recognize and describe that gradual (climactic) and sudden (floods and fires) changes in environmental conditions affect the survival of organisms and populations.
b. Recognize that adaptations may include variations in structures, behaviors, or physiology, such as spiny leaves on a cactus, bird calls, and antibiotic resistant bacteria.
c. Recognize and describe that extinction occurs when the adaptive traits of a population do not support its survival.
d. Recognize that evolution accounts for the diversity of species.
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Mammoths and Other Mammals
This printable student activity sheet accompanies the Science NetLinks lesson titled "The Rise and Fall of the Mammoths." In this lesson, students examine the evidence for evolution using the woolly mammoth and related species, of which there happens to be a sizable fossil record. After viewing information about evolution on a website, students answer questions on this sheet.
Nowhere to Hide
This tool, reviewed by Science NetLinks, is based on the classic story of evolution by natural selection--the story of the peppered moths in England during the Industrial Revolution. Although scientists have recently determined that this story is flawed and needs to be revisited, it still provides ideas necessary to help students understand related concepts. While this page links to the overview for the Nowhere to Hide 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.
Dugongs, Elephants, and Evolution
In this Xpeditions lesson from National Geographic, students compare and contrast the physical appearance and adaptations of dugongs with those of elephants, and they consider the evolutionary relationship between these two animal species. They discuss how the dugong's adaptations have made it well suited to life in the ocean, and they conclude by writing paragraphs about the things they've discussed and learned.
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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
B. Physical and/or Chemical Changes |
Indicator
1. Recognize and explain that the Law of Conservation of Mass applies to chemical reactions.
Objectives
a. Identify the reactants and products involved in a chemical reaction given a symbolic equation, a word equation, or a description of the reaction.
b. Recognize and explain that the mass of all of the products in a chemical reaction must equal the mass of all of the reactants in the reaction.
c. Explain that the total mass of a system remains the same throughout a chemical reaction because the number of atoms of each element remains the same.
Indicator
2. Recognize and explain that atoms and molecules are in constant motion and that an increase in temperature will increase that motion.
Objectives
a. Recognize and explain that temperature is a measure of the average of the energy of motion (kinetic energy) of the particles in a sample.
b. Recognize and explain the differences in the arrangement and motion of the atoms/molecules of solids, liquids, and gases.
c. Recognize and explain that adding heat energy to a sample will increase the movement (kinetic energy) of its atoms/molecules causing the sample to expand.
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The Transfer of Energy 1: Thermochemistry
This Science NetLinks lesson is the first of a three-part series on energy transformation. All three lessons have the general purpose of increasing students' understanding of energy transfer, its role in chemical change, and the factors that can influence this change. The Transfer of Energy 1 or 2 can be done in any order; however, it is suggested that The Transfer of Energy 1 and 2 be done before The Transfer of Energy 3. This lesson is intended to increase students' understanding of heat and chemical reactions by having students conduct a hot/cold pack experiment.
The Transfer of Energy 2: Electrochemistry
This Science NetLinks lesson is the second of a three-part series on energy transformation. All three lessons have the general purpose of increasing students' understanding of energy transfer, its role in chemical change, and the factors that can influence this change. The Transfer of Energy 1 or 2 can be done in any order; however, it is suggested that The Transfer of Energy 1 and 2 be done before The Transfer of Energy 3. This lesson is intended to increase students' understanding of electron transfer and its role in chemical changes.
The Transfer of Energy 3: Rust and Corrosion
This Science NetLinks lesson is the third of a three-part series on energy transformation. All three lessons have the general purpose of increasing students' understanding of energy transfer, its role in chemical change, and the factors that can influence this change. The Transfer of Energy 1 or 2 can be done in any order; however, it is suggested that The Transfer of Energy 1 and 2 be done before The Transfer of Energy 3. This lesson reinforces students' understanding of thermochemistry and electrochemistry by exposure to rusting and corrosion, a process that they observe in everyday life. |
Topic
C. Classification and Structure of Matter |
Indicator
1. Identify and describe the structure of elements and compounds.
Objectives
a. Recognize that molecules are groups of atoms that are stuck together (chemically combined).
b. Recognize and describe that all substances are composed of different arrangements of atoms
c. Recognize that compounds are formed when atoms of different elements chemically combine.
d. Recognize and describe that molecules are the smallest particles of a compound with the same properties of that compound.
e. Identify and compare the properties of a compound with the properties of the elements of which it is composed.
Indicator
3. Recognize and explain the differences between compounds and mixtures. Indicator
Objectives
a. Recognize and explain why the components of mixtures can be separated using physical properties.
b. Recognize and explain why the components of compounds cannot be separated using physical properties.
Indicator
4. Recognize and describe the structure of the atom.
Objectives
a. Recognize and describe the location, relative charge, and relative mass of protons, neutrons, and electrons.
b. Recognize and describe that the number of protons in an atom identifies which element it is.
c. Identify the numbers of protons and electrons in a neutral atom based on the atom's atomic number.
d.
Identify and explain that the mass number of an atom is the sum of the protons and neutrons in the atom.
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Gases, Liquids, and Solids
Examine the microscopic structure of the three states of matter on this page from the Purdue University Department of Chemistry. Animated illustrations and a chart summarizing properties of gases, liquids, and solids and identifying the microscopic behavior responsible for each property are also found here. This webpage is referenced in the Science NetLinks lesson, "Temperature Changes Everything."
Bonding Basics
Section of the Chem4Kids site which gives students an introduction to why and how atoms bond to form compounds.
Compound Basics
This sub-site of Chem4Kids provides an introduction to what compounds are, how they are formed and the different types of chemical bonding.
Whole Lotta Rules Going On
Introduction to the rules followed when naming chemical compounds.
Equilibrium Basics
This Chem4Kids section provides an introductory explanation of chemical balances. Covers, reactants, equilibrium, catalysts, and inhibitors.
More about Equilibrium
Second part of the Chem4Kids explanation of chemical equilibrium.
All about Atoms
This Jefferson Lab resource focuses on atoms. Users can click through a slideshow-style presentation to learn about the nucleus, protons, neutrons, electrons, and quarks.
Relative atomic mass and relative formula mass - A Key Stage (4) Interactive Lesson
The Key Stage Interactive Lessons are designed for use either in the classroom or at home. Each lesson includes web-based resources, interactive tests, class worksheets, and teachers' notes. This resource aims to teach students about atoms, elements and compounds, what relative atomic mass is and how to calculate it, what relative formula mass is and how to calculate it, and how to calculate the percentage of elements in compounds. |
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
5. Recognize and explain that every object exerts gravitational force on every other object.
Objectives
a. Explain how the gravitational force between two bodies depends on their masses
b. Explain how the gravitational force between two bodies depends on the distance between them.
c. Recognize that gravity is the force that holds objects (planets, moons, artificial satellites) in their orbits.
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Using A Pendulum To Measure Gravity's Acceleration
In this lesson, from The K-8 Aeronautics Internet Textbook, students will explore the measurement of gravity using a pendulum. 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.
The Galileo Games
In this PBS interactive activity, students conduct three gravity experiments that touch on themes explored by Galileo. Extensive background information about gravity accompanies the virtual experiments. |
Topic
B. Thermodynamics |
Indicator
1. Recognize and explain that heat energy can be transferred by conduction, convection and radiation.
Objectives
a. Identify and explain conduction and convection based on molecular motion.
b. Recognize and explain that radiation does not require matter to transfer heat energy.
c. Identify methods that can be used to reduce conduction, convection, and radiation.
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Diffusion Simulation
Virtual laboratory where students can set up a variety of 2-D non-steady state "diffusion" problems in heat and mass transfer and watch how concentration / temperature develops over time. Define initial concentrations, regions of constant concentration, regions of high, low , and zero diffusivity to visualize initial and boundary conditions.
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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 nitrogen is cycled through the food web.
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Nitrogen in the Environment
This site is an excellent discussion of how nitrogen cycles through ecosystems. Two figures illustrate the text information.
Nitrogen Cycle Handouts
Nitrogen cycle concept maps, quiz, and other worksheets in PDF format. Answer key is also included in document. These documents are coorelated with a video that is available on unitedstreaming. However, the concept maps can be used without the video. |
Topic
D. Environmental Issues |
Indicator
1. Recognize and explain how human activities can accelerate or magnify many naturally occurring changes.
Objectives
a. Identify and describe how natural processes, such as natural disasters, cyclic climate change, flooding, volcanic eruptions, drought, soil erosion, sedimentation in watersheds, natural selection, population cycles, extinction, forest fires, and deforestation change the environment.
b. Identify and describe how human activities produce changes in natural processes, such as climate change (acquisition, use, and distribution of energy resources), development (erosion, habitat destruction and fragmentation, and deforestation), extinction (habitat destruction and introduction of nonnative species), and cycling of matter (waste disposal practices).
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Land Biomes: Nature's Balancing Act
In this research module developed by BCPS, students investigate how the interdependency of organisms in an environment
affect the balance of an ecosystem.
Eye in the Sky
This page, found on the National Geographic.com website, is an introduction to the Eye in the Sky "Human Impact" minisite. This collection features information on floods, dams, ozone, pollution, deforestation, desertification, and overpopulation. Included are articles, facts, photographs, video clips, animations and satellite imagery that illustrate the human impact of these environmental issues. This introductory page also links to other Eye in the Sky minisites, including "Nature's Fury," "Exploration," and "Human Conflict." |
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