Continental Drift Theory–Accept or Reject?

scienceteachermamaAnalyzing and Interpreting Data, Asking Questions and Defining Problems, Constructing Explanations and Designing Solutions, Developing and Using Models, Earth and Space Science, Engaging in Argument from Evidence, Inside Earth Unit, MS-ESS2: Earth’s Systems, Obtaining, Evaluating, and Communicating Information, Patterns, Science and Engineering Practices, Stability and ChangeLeave a Comment

“Scientists still do not appear to understand sufficiently that all earth sciences must contribute evidence toward unveiling the state of our planet in earlier times, and that the truth of … Read More

 

Inside Earth Unit Plan

scienceteachermamaAnalyzing and Interpreting Data, Asking Questions and Defining Problems, Cause and Effect, Constructing Explanations and Designing Solutions, Crosscutting Concepts, Developing and Using Models, Disciplinary Core Ideas (DCI), Earth and Space Science, Energy and Matter, Engaging in Argument from Evidence, Expressions and Equations, Inside Earth Unit, Measurement and Data, MS-ESS2: Earth’s Systems, Obtaining, Evaluating, and Communicating Information, Patterns, Planning and Carrying Out Investigations, Ratios and Proportional Relationships, Scale, Proportion, Quantitiy, Science and Engineering Practices, Stability and Change, Statistics and Probability, Structure and Function, Systems and System Models, Using Mathematics and Computational ThinkingLeave a Comment

This unit tells the story of the development of the theory of plate tectonics. The students take the same journey of discovery as scientists did. This helps them understand that science … Read More

 

Heat Transfer: Conduction, Radiation, Convection

scienceteachermamaAnalyzing and Interpreting Data, Asking Questions and Defining Problems, Cause and Effect, Constructing Explanations and Designing Solutions, Crosscutting Concepts, Developing and Using Models, Disciplinary Core Ideas (DCI), Earth and Space Science, Energy and Matter, Engaging in Argument from Evidence, Measurement and Data, MS-PS1: Matter and its Interactions, MS-PS3: Energy, Obtaining, Evaluating, and Communicating Information, Physical Science, Planning and Carrying Out Investigations, Science and Engineering Practices, Structure and Function, Systems and System Models, Using Mathematics and Computational ThinkingLeave a Comment

photo credit: Kmecfiunit Key Ideas from Lessons:  Heat is transferred through matter in three different ways: conduction, convection, and radiation. Conduction occurs when two objects of different temperatures are in direct contact with each other and heat is transferred from molecule to molecule. Radiation is the transfer of thermal energy that does not require contact or the presence of any matter between the heat source and the object being heated. Convection is the transfer of heat by the movement of currents in a fluid (a gas or a liquid). As a … Read More

 

States of Matter

scienceteachermamaCause and Effect, Constructing Explanations and Designing Solutions, Crosscutting Concepts, Developing and Using Models, Disciplinary Core Ideas (DCI), Energy and Matter, MS-PS1: Matter and its Interactions, Patterns, Physical Science, Structure and FunctionLeave a Comment

Key Ideas from the Lessons: (Source: http://assessment.aaas.org/topics/AM#/,tabs-40/0,tabs-42/0,tabs-43/0) Develop and use models to explain the how the structure  of molecules (specifically how the molecular structure moves) determines if they function as gases, … Read More

 

Mystery Class

scienceteachermamaAnalyzing and Interpreting Data, Asking Questions and Defining Problems, Cause and Effect, Constructing Explanations and Designing Solutions, Crosscutting Concepts, Disciplinary Core Ideas (DCI), Earth and Space Science, Engaging in Argument from Evidence, Expressions and Equations, Measurement and Data, MS-ESS1: Earth's Place in the Universe, Obtaining, Evaluating, and Communicating Information, Patterns, Ratios and Proportional Relationships, Seasonal Change Unit, The Number System, Using Mathematics and Computational ThinkingLeave a Comment

  “Mystery Class is a global game of hide-and-seek. Follow photoperiod clues to search for ten secret sites around the world. Track sunlight to solve a mystery—and discover the reasons … Read More

 

Develop and Use Models to Explain How Sunlight Intensity Changes Throughout the Year

scienceteachermamaAnalyzing and Interpreting Data, Asking Questions and Defining Problems, Cause and Effect, Constructing Explanations and Designing Solutions, Crosscutting Concepts, Developing and Using Models, Disciplinary Core Ideas (DCI), Earth and Space Science, Energy and Matter, Engaging in Argument from Evidence, Measurement and Data, MS-ESS1: Earth's Place in the Universe, Obtaining, Evaluating, and Communicating Information, Patterns, Planning and Carrying Out Investigations, Resources, Science and Engineering Practices, Seasonal Change Unit, Stability and Change, Structure and Function, Systems and System Models, Using Mathematics and Computational ThinkingLeave a Comment

Brief Lesson Descriptions: (Download the free complete lesson plans that include NGSS, student activities, teacher notes, and online resources:how the tilt affects the angle of light and light intenstity lesson … Read More

 

Solstices and Equinoxes: Constructing Explanations by Developing and Using Models

scienceteachermamaAnalyzing and Interpreting Data, Asking Questions and Defining Problems, Cause and Effect, Constructing Explanations and Designing Solutions, Crosscutting Concepts, Developing and Using Models, Disciplinary Core Ideas (DCI), Earth and Space Science, Engaging in Argument from Evidence, Expressions and Equations, Measurement and Data, MS-ESS1: Earth's Place in the Universe, Patterns, Planning and Carrying Out Investigations, Science and Engineering Practices, Seasonal Change Unit, Stability and Change, Systems and System Models, Using Mathematics and Computational ThinkingLeave a Comment

By this point in the unit, students should have a clear understanding about what DOESN’T cause the seasons. Hopefully, misconceptions have been destroyed by the evidence we collected in class. … Read More

 

Does How Far Away Earth is From the Sun Cause the Seasons?

scienceteachermamaAnalyzing and Interpreting Data, Asking Questions and Defining Problems, Cause and Effect, Constructing Explanations and Designing Solutions, Crosscutting Concepts, Developing and Using Models, Disciplinary Core Ideas (DCI), Earth and Space Science, Engaging in Argument from Evidence, Expressions and Equations, Measurement and Data, MS-ESS1: Earth's Place in the Universe, Obtaining, Evaluating, and Communicating Information, Patterns, Ratios and Proportional Relationships, Resources, Scale, Proportion, Quantitiy, Science and Engineering Practices, Seasonal Change Unit, Stability and Change, Systems and System Models, Using Mathematics and Computational ThinkingLeave a Comment

The main idea of these lessons is to gather empirical evidence that shatters the misconception many students (non-students too) hold that when we are closer to the Sun it is … Read More

 

Modeling Day and Night

scienceteachermamaCause and Effect, Constructing Explanations and Designing Solutions, Crosscutting Concepts, Developing and Using Models, Disciplinary Core Ideas (DCI), Earth and Space Science, Engaging in Argument from Evidence, MS-ESS1: Earth's Place in the Universe, Patterns, Resources, Science and Engineering Practices, Seasonal Change Unit, Systems and System ModelsLeave a Comment

Before we move on to understanding what causes the seasons, we find out what doesn’t cause the seasons. By 6th grade, most students know that earth moves in two ways: … Read More

 

How to Develop a Longitude/Latitude 3D model to Explain Why They’re Measured in Degrees

scienceteachermamaAsking Questions and Defining Problems, Constructing Explanations and Designing Solutions, Developing and Using Models, Disciplinary Core Ideas (DCI), Earth and Space Science, MS-ESS1: Earth's Place in the Universe, Resources, Scale, Proportion, Quantitiy, Seasonal Change Unit, Using Mathematics and Computational ThinkingLeave a Comment

When looking at latitude lines on a map or a globe it is hard to understand that they are angle measurements and that is why their unit is measured in … Read More