CCUURRRRIICCUULLUUMM FFOORR SSTTEEMM … 8.pdfProvide a copy of teaching notes, especially any key terms, in advance. Allow additional time to complete assignments and/or assessments

CCUURRRRIICCUULLUUMM

FFOORR

SSTTEEMM

GGRRAADDEE 88

This curriculum is part of the Educational Program of Studies of the Rahway Public Schools.

ACKNOWLEDGMENTS

Dr. Kevin K. Robinson, Program Supervisor of STEM

The Board acknowledges the following who contributed to the preparation of this curriculum.

Jennifer Villao

April Nigro

Tiffany Beer, Director of Curriculum and Instruction

Subject/Course Title: Date of Board Adoptions:

STEM September 18, 2018

Grade 8

RAHWAY PUBLIC SCHOOLS CURRICULUM STEM – Grade 8

Unit Title Pacing 1 Understanding STEM 3 days

2 Proper Use of Laboratory

Equipment

4 days

3 Desert Island Architect 5 days

4 Oil Spill Cleanup 5 days

5 Buoyance & Surface Tension 6 days

6 Stop Motion 5 days

7 Looking at Ultraviolet Radiation 6 days

8 What’s in our Food? 6 days

ACCOMMODATIONS 504 Accommodations:

Provide scaffolded vocabulary and vocabulary lists.

Provide extra visual and verbal cues and prompts.

Provide adapted/alternate/excerpted versions of the

text and/or modified supplementary materials.

Provide links to audio files and utilize video clips.

Provide graphic organizers and/or checklists.

Provide modified rubrics.

Provide a copy of teaching notes, especially any key

terms, in advance.

Allow additional time to complete assignments and/or

assessments.

Provide shorter writing assignments.

Provide sentence starters.

Utilize small group instruction.

Utilize Think-Pair-Share structure.

Check for understanding frequently.

Have student restate information.

Support auditory presentations with visuals.

Weekly home-school communication tools

(notebook, daily log, phone calls or email messages).

Provide study sheets and teacher outlines prior to

assessments.

Quiet corner or room to calm down and relax when

anxious.

Reduction of distractions.

Permit answers to be dictated.

Hands-on activities.

Use of manipulatives.

Assign preferential seating.

No penalty for spelling errors or sloppy handwriting.

Follow a routine/schedule.

Provide student with rest breaks.

Use verbal and visual cues regarding directions and

staying on task.

Assist in maintaining agenda book.

IEP Accommodations:


Differentiate reading levels of texts (e.g., Newsela).

Provide adapted/alternate/excerpted versions of the

text and/or modified supplementary materials.

Provide extra visual and verbal cues and prompts.

Provide links to audio files and utilize video clips.

Provide graphic organizers and/or checklists.

Provide modified rubrics.

Provide a copy of teaching notes, especially any key

terms, in advance.

Provide students with additional information to

supplement notes.

Modify questioning techniques and provide a reduced

number of questions or items on tests.


assessments.

Provide shorter writing assignments.

Provide sentence starters.

Utilize small group instruction.

Utilize Think-Pair-Share structure.


Have student restate information.

Support auditory presentations with visuals.

Provide study sheets and teacher outlines prior to

assessments.

Use of manipulatives.

Have students work with partners or in groups for

reading, presentations, assignments, and analyses.

Assign appropriate roles in collaborative work.


Follow a routine/schedule.

Gifted and Talented Accommodations:


Offer students additional texts with higher lexile

levels.

Provide more challenging and/or more supplemental

readings and/or activities to deepen understanding.

Allow for independent reading, research, and

projects.

Accelerate or compact the curriculum.

Offer higher-level thinking questions for deeper

analysis.

Offer more rigorous materials/tasks/prompts.

Increase number and complexity of sources.

Assign group research and presentations to teach the

class.

Assign/allow for leadership roles during collaborative

work and in other learning activities.

ELL Accommodations:

Provide extended time.


Assign peer buddy who the student can work with.


Provide language feedback often (such as

grammar errors, tenses, subject-verb agreements,

etc…).

Have student repeat directions.

Make vocabulary words available during classwork

and exams.

Use study guides/checklists to organize information.

Repeat directions.

Increase one-on-one conferencing.

Allow student to listen to an audio version of the text.

Give directions in small, distinct steps.

Allow copying from paper/book.

Give student a copy of the class notes.

Provide written and oral instructions.


Shorten assignments.

Read directions aloud to student.

Give oral clues or prompts.

Record or type assignments.

Adapt worksheets/packets.

Create alternate assignments.

Have student enter written assignments in criterion,

where they can use the planning maps to help get

them started and receive feedback after it is

submitted.

Allow student to resubmit assignments.

Use small group instruction.

Simplify language.


Demonstrate concepts possibly through the use of

visuals.

Use manipulatives.

Emphasize critical information by highlighting it for

the student.

Use graphic organizers.

Pre-teach or pre-view vocabulary.

Provide student with a list of prompts or sentence

starters that they can use when completing a written

assignment.

Provide audio versions of the textbooks.

Highlight textbooks/study guides.

Use supplementary materials.

Give assistance in note taking

Use adapted/modified textbooks.

Allow use of computer/word processor.

Allow student to answer orally, give extended time

(time-and-a-half).

Allow tests to be given in a separate location (with

the ESL teacher).


assessments.

Read question to student to clarify.

Provide a definition or synonym for words on a test

that do not impact the validity of the exam.

Modify the format of assessments.

Shorten test length or require only selected test items.

Create alternative assessments.

On an exam other than a spelling test, don’t take

points off for spelling errors.

RAHWAY PUBLIC SCHOOLS CURRICULUM

Content Area: Science

Unit Title: Understanding STEM

Target Course/Grade Level: 8th Grade STEM Cycle

Unit Summary: In this unit, students will consider which jobs they know of that relate to STEM. They may

discover that their understanding is limited to the experience of people in their immediate environment (family

and teachers). Students will be assigned one STEM career to read about and then use Cornell notes to help

them explain the career to their peers. As a class, students will think about the impact of STEM achievement

and the role they want to play in the STEM evolution.

Approximate Length of Unit: 3 days

New Jersey Student Learning Standards:

Science and Engineering Practices:

● Asking questions

● Analyzing and interpreting data

Cross Cutting Concepts

● Patterns

● Cause and Effect

Interdisciplinary Connections:

NJ SLS Companion Standards: Reading and Writing Standards for History, Social Studies, Science,

and Technical Subjects:

RST.6-8.1. Cite specific textual evidence to support analysis of science and technical texts

RST.6-8.8. Distinguish among facts, reasoned judgment based on research findings, and speculation in

a text.

NJSLSA.W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence.

NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information

clearly and accurately through the effective selection, organization, and analysis of content.

WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific

procedures/ experiments, or technical processes.

Language Arts:

http://www.corestandards.org/ELA-Literacy/RST/6-8/8/

NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually,

quantitatively, and orally.

Technology:

8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks

including solving problems.

8.1.5.D.3 Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber

ethics when using technologies and social media.

8.1.5.D.4 Understand digital citizenship and demonstrate an understanding of the personal consequences of

inappropriate use of technology and social media.

21st Century Learning Standards:

Career Ready Practices:

CRP1. Act as a responsible and contributing citizen and employee.

CRP2. Apply appropriate academic and technical skills.

CRP4. Communicate clearly and effectively and with reason.

CRP5. Consider the environmental, social and economic impacts of decisions.

CRP6. Demonstrate creativity and innovation.

CRP7. Employ valid and reliable research strategies.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

CRP9. Model integrity, ethical leadership and effective management.

CRP11. Use technology to enhance productivity.

CRP12. Work productively in teams while using cultural global competence.

CAREER AWARENESS, EXPLORATION, AND PREPARATION

21st CENTURY LIFE AND CAREERS

9.2.8.B.1 Research careers within the 16 Career Clusters and determine attributes of career success.

Unit Understandings

Students will understand…

● what a career in STEM involves ● the importance of STEM careers in the 21st Century

Unit Essential Questions

● What is STEM?

● What innovations have been developed as a result of STEM?

● What could a future in STEM look like for me?

Knowledge and Skills

Students will know…

● What STEM is

● Examples of STEM-related jobs

● Impacts of STEM achievement

● The scope and range of jobs in STEM fields

Performance Expectations:

Students will be able to…

● Read and research STEM careers

● Record data

● Identify facts about STEM careers using Cornell notes

Assessment

What evidence will be collected and deemed acceptable to show that students truly “understand”?

● Exit tickets

● Handouts

● Recap Questions

● End of Unit Assessment:

○ Students will create a brief presentation describing the STEM career they researched.

Learning Activities

What differentiated learning experiences and instruction will enable all students to achieve the desired results?

● Readings can be distributed at different levels if needed

● Students will use readings to further their understanding on the importance of STEM careers

Teacher Resources:

● Readings on STEM careers (pathologist, volcanologist, forensic scientist, special effects animator,

roboticist, app developer)

● Handouts on Cornell notes

Equipment Needed:

● Readings

● Cornell notes worksheet



Unit Title: Proper Use of Laboratory Equipment


Unit Summary: In this unit, students will learn the proper usage of laboratory equipment used within a

Science classroom/laboratory setting. Students will practice measurements with beakers, graduated cylinders,

thermometers, electronic balances, and metric rulers. Students will then discuss why the metric system is used

in Science and not the English system. Students will read articles and/or watch videos on the importance of

proper measurement.


New Jersey Student Learning Standards Addressed:





● Scales, proportion, and Quantity






a text.







Language Arts:




Mathematical Practices

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.













Unit Understandings

Students will understand…

● How to properly use science equipment ● Terminology associated with measurement (mass, volume, meniscus, units (grams, liters,

milliliters, celsius)

● Why the metric system is used in Science


● Why are measurements important in Science?

● Why is the metric system used in Science?

● Are the same units used for different forms of matter? (Solids, Liquids, and Gases)



● How to properly handle and use lab equipment

● How to conduct accurate measurements

● How to read measurements already taken

● Why the metric system is used for Science



● Take accurate measurements

● Record data

● Identify the correct units based on the type of matter being measured

● Identify the proper tool to use for measurement based on the type of matter being measured

Assessment


● Exit tickets

● Handouts/homework

● Recap Questions

● End of Unit Performance Assessment:

○ Students will correctly take measurements and apply the appropriate units to the matter

being measured.

Learning Activities


● Stations will be set up in which students will be able to manually conduct their own measurements

● Students will use readings to further their understanding on the importance of measurement.

● Students will watch a video to further their understanding on the importance of measurement.

Teacher Resources:

● Readings on Measurement

● Videos on Measurement

● Handouts on Measurement

Equipment Needed:

● Beakers

● Graduated Cylinders

● Thermometers

● Electronic Balances

● Metric Rulers

● Yard Sticks

● Water

● Food Coloring

● Different Cubes

● Rocks



Unit Title: Desert Island Architect: Construct a Hut


Unit Summary: In this unit, students will research, plan, design, and build a hut that will withstand a small

hurricane. Students will consider weather patterns affecting islands and the importance of having a structurally

sound design. Students will evaluate which materials will work best and identify in which ways their hut was

affected by the weather. When complete, students will use vocaroo.com to record and print a QR code. The

code can be scanned by parents, guardians, or other community members to hear the students explain the

design process and what was learned.



Science:

MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a

successful solution, taking into account relevant scientific principles and potential impacts on people and the

natural environment that may limit possible solutions.

MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet

the criteria and constraints of the problem.

MS-ETS1-3 Analyze data from tests to determine similarities and differences among several design solutions

to identify the best characteristics of each that can be combined into a new solution to better meet the criteria

for success.

MS-ETS1-4 Develop a model to generate data for iterative testing and modification of a proposed object, tool,

or process such that an optimal design can be achieved.

MS-ESS3-2 Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the

development of technologies to mitigate their effects.

Disciplinary Core Ideas:

● ETS1.A: Defining and Delimiting Engineering Problems : ○ The more precisely a design task’s criteria and constraints can be defined, the more likely it is that

the designed solution will be successful. Specification of constraints includes consideration of

scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS-

ETS1-1)

● ETS1.B: Developing Possible Solutions: ○ A solution needs to be tested, and then modified on the basis of the test results, in order to improve

it. (MS-ETS1-4)

○ There are systematic processes for evaluating solutions with respect to how well they meet the

criteria and constraints of a problem. (MS-ETS1-2), (MS-ETS1-3)

○ Sometimes parts of different solutions can be combined to create a solution that is better than any

of its predecessors. (MS-ETS1-3)

○ Models of all kinds are important for testing solutions. (MS-ETS1-4)

● ETS1.C: Optimizing the Design Solution: ○ Although one design may not perform the best across all tests, identifying the characteristics of the

design that performed the best in each test can provide useful information for the redesign

process—that is, some of those characteristics may be incorporated into the new design. (MS-

ETS1-3)

○ The iterative process of testing the most promising solutions and modifying what is proposed on the

basis of the test results leads to greater refine



● Developing and using models

● Planning and carrying out investigations


● Constructing explanations

● Obtaining, evaluating, and communicating information






a text.







Language Arts:

NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including

visually, quantitatively, and orally.

NJSLSA.SL4. Present information, findings, and supporting evidence such that listeners can follow the

line of reasoning and the organization, development, and style are appropriate to task, purpose, and

audience

Technology:




















Unit Understandings

Students will understand that…

● Architects and engineers must consider weather when designing homes and buildings ● Hurricanes vary in size and strength as a result of precipitation, wind, and sea surface temperature


● What are the responsibilities of a meteorologist/engineer/architect?

● Do hurricanes vary around the world?

● What makes a hurricane strong?

● How can human survive hurricanes?



● Scientists use tools and technologies to make accurate measurements and observations

● Cause and effect relationships explain natural events

● Hurricane data can be used to protect people in its path

● Evaluating design flaws is an essential part of the scientific process



● research, plan, design, and build a hut that will withstand a small hurricane

● meet the design requirements: structure is at least 5” in height, has a base of no more than 36 square

inches, has a working door, and will not fall apart or tip over

● compare and contrast various designs within the classroom

● engage in scientific argumentation

● create a QR recording answering recap questions

Assessment


● Exit tickets


● Recap Questions

● Rubric

● Vocaroo recording

● End of Unit Assessment: ○ Students will design and create a hut to withstand the criteria specified.

Learning Activities

What differentiated learning experiences and instruction will enable all students to achieve the desired

results?

● Groups will be differentiated

● Planning will be student-led with teacher assistance as needed

● Students will use readings to further their understanding on hurricanes and other natural disasters

● Students will watch a video to further their understanding on hurricanes and other natural disasters

● Vocaroo recording can be completed following recap question prompts

Teacher Resources:

● Readings on hurricanes and natural disasters

● Videos on hurricanes and natural disasters

● Lesson handouts adapted from The Great Desert Island STEM Challenge, Fishyrobb

● Vocaroo.com

Equipment Needed:

● Chromebooks

● Computer access with microphone capabilities

● Printer access

● Handouts

● Videos

● Yarn/string

● Rubber bands

● Twist ties

● Straws

● Cardboard

● Bubble wrap

● Foil

● Cardboard tubes

● Popsicle sticks

● Tissue paper

● Construction paper

● Packing peanuts

● Pipe cleaners

● Liquid glue

● Glue sticks

● Glue guns and sticks

● Fan or hair dryer



Unit Title: Oil Spill Cleanup


Unit Summary: In this unit, students will research, plan, design a task on how to effectively clean up a

simulated oil spill disaster that will use feathers to represent marine life. Students ultimately should see how

such a disaster can affect not only marine life but the environment as a whole. Students will evaluate which

designs were more effective at both collecting oil and cleaning up marine life.



Science:








for success.



MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services

MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on

the environment.


● ETS1.A: Defining and Delimiting Engineering Problems :

○ The more precisely a design task’s criteria and constraints can be defined, the more likely it is that



ETS1-1)

● ETS1.B: Developing Possible Solutions:

○ A solution needs to be tested, and then modified on the basis of the test results, in order to improve

it. (MS-ETS1-4)



○ Sometimes parts of different solutions can be combined to create a solution that is better than any of

its predecessors. (MS-ETS1-3)


● ETS1.C: Optimizing the Design Solution:

○ Although one design may not perform the best across all tests, identifying the characteristics of the

design that performed the best in each test can provide useful information for the redesign process—

that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3)

○ The iterative process of testing the most promising solutions and modifying what is proposed on the

basis of the test results leads to greater refine

○

● ESS3.C: Human Impacts on Earth Systems

○ Human activities have significantly altered the biosphere, sometimes damaging or destroying natural

habitats and causing the extinction of other species. But changes to Earth’s environments can have

different impacts (negative and positive) for different living things. (MS-ESS3-3)

○ Typically as human populations and per-capita consumption of natural resources increase, so do the

negative impacts on Earth unless the activities and technologies involved are engineered otherwise.

(MS-ESS3-3),(MS-ESS3- 4) ESS3.D: G

● LS2.C: Ecosystem Dynamics, Functioning, and Resilience

○ Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any

physical or biological component of an ecosystem can lead to shifts in all its populations. (MS-LS2-

4)

○ Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The

completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health. (MS-

LS2-5)

● LS4.D: Biodiversity and Humans Changes in biodiversity can influence humans’ resources, such as

food, energy, and medicines, as well as ecosystem services that humans rely on—for example, water

purification and recycling. (secondary to MS-LS2-5)


● Stability and Change

● Structure and Function

● Systems and System Models














a text.







Language Arts:

NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse

partners, building on others’ ideas and expressing their own clearly and persuasively.



NJSLSA.SL4. Present information, findings, and supporting evidence such that listeners can follow the line of

reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

NJSLSA.SL5. Make strategic use of digital media and visual displays of data to express information and enhance

understanding of presentations.

Math

7.G.A.2 Draw (with technology, with ruler and protractor as well as freehand) geometric shapes with given

conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions

determine a unique triangle, more than one triangle, or no triangle

MP 1. Make sense of problems and persevere in solving them.

MP2. Reason abstractly and quantitatively

MP3. Construct viable arguments and critique the reasoning of others.

MP4. Model with mathematics

MP5. Use appropriate tools strategically.

MP6. Attend to precision.

MP7. Look for and make use of structure.

Technology:




















Unit Understandings


● Oil spills are an environmental disaster that can affect more than just marine life

● The effects of oil spills on marine life

● Different methods on how to clean up oil spills in marine environments may still have negative

consequences


● What is an oil spill?

● How is an oil spill hazardous to living organisms both in and out of the ocean?

● What were some of the most recognized oil spills to date and why?

● What are some solutions of cleaning up spills in the real world? How do those compare to those we have

developed within the classroom?



● What an oil spill is

● The hazards of oil spills on marine life

● The hazards of oil spills in terms of the environment as a whole

● Solutions and their consequences to cleaning up oil spills



● Collaborate and creatively design solutions to solving the oil spill problem

● Use their critical thinking and problem solving skills to decide on how to clean up the simulated oil spill

● Become more globally aware of the issue that affect our planet

● Become more environmentally literate

● Use information and Media effectively to research and develop possible explanations and solutions to

oil spills

Assessment


● Exit tickets


● Recap Questions

● End of Unit Assessment: ○ Students will create a solution to solving the oil spill problem.

Learning Activities




● Students will use readings to further their understanding on oil spills and other environmental disasters

● Students will watch a video to further their understanding on oil spills and other environmental

disasters

Teacher Resources:

● Readings on oil spills and other environmental disasters

● Videos on oil spills and other environmental disasters

● Lesson handouts adapted from STEM OIL SPILL CHALLENGE

Equipment Needed:

● Cotton balls

● Container

● Sponge

● Vegetable oil: amount depends on the container, use a 1:4 oil to water ratio

● Plastic spoons

● Dawn dish soap

● Plastic cups: to put soap and cotton balls in

● Cocoa powder: to mix with oil and make it look like crude oil

● Bird feathers

● Chromebooks

● Handouts on Oil spills and Oil spill challenge: Math Connection



Unit Title: Buoyancy and Surface Tension

Target Course/Grade Level: 8th Grade STEM

Unit Summary: In this unit, students will consider why objects float or sink by hypothesizing, testing various

objects, and recording the results. The teacher will demonstrate that a paper clip will sink if just dropped into

the water. However, it can be made to float if it is placed very carefully onto the surface of the water. After

understanding related terminology, students will design, construct, and test a raft that will hold the most

number of washers using limited materials. Finally, students will view “Design Squad: PVC Kayak” to see

how students in high school applied these concepts to make a usable canoe made of PVC pipe. Discussion will

follow on design flaws and relatedness to their own flotation devices.



Science:








for success.




● ETS1.A: Defining and Delimiting Engineering Problems :

○ The more precisely a design task’s criteria and constraints can be defined, the more likely it is

that the designed solution will be successful. Specification of constraints includes consideration

of scientific principles and other relevant knowledge that are likely to limit possible solutions.

(MS-ETS1-1)

● ETS1.B: Developing Possible Solutions:

○ A solution needs to be tested, and then modified on the basis of the test results, in order to

improve it. (MS-ETS1-4)



○ Sometimes parts of different solutions can be combined to create a solution that is better than any

of its predecessors. (MS-ETS1-3)


● ETS1.C: Optimizing the Design Solution:

○ Although one design may not perform the best across all tests, identifying the characteristics of

the design that performed the best in each test can provide useful information for the redesign

process—that is, some of those characteristics may be incorporated into the new design. (MS-

ETS1-3)

○ The iterative process of testing the most promising solutions and modifying what is proposed on

the basis of the test results leads to greater refine

Cross Cutting Concepts ● Structure and Function

● Patterns















a text.







Language Arts:

NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse

partners, building on others’ ideas and expressing their own clearly and persuasively.






NJSLSA.SL5. Make strategic use of digital media and visual displays of data to express information and enhance

understanding of presentations.

Mathematics:

7.G.A.2 Draw (with technology, with ruler and protractor as well as freehand) geometric shapes with given

conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions

determine a unique triangle, more than one triangle, or no triangle

Mathematical Practices:

MP 1. Make sense of problems and persevere in solving them.

MP2. Reason abstractly and quantitatively

MP3. Construct viable arguments and critique the reasoning of others.

MP4. Model with mathematics

MP5. Use appropriate tools strategically.

MP6. Attend to precision.

MP7. Look for and make use of structure.

Technology:



















Unit Understandings


● There is terminology associated with floating and sinking (density, buoyancy, surface tension)

● Density is a physical property that can help identify a substance

● There are various ways to use surface tension to float (canoes, kayaks, fishing boats, water striders, etc.)


● What is density; buoyancy; surface tension?

● Does the design of a raft affect its ability to hold more washers?

● Does spreading the weight cause a raft to remain floating or sink?



● Evaluating design flaws is an essential part of the scientific process

● Different folds of foil and/or different straw frames will provide better support

● Strategic placing of washers may contribute to success



● explore and discuss buoyancy and surface tension

● design, construct, and test a raft that will hold the most number of washers

● meet the design requirements: limited foil and straws for raft/boat

● compare and contrast various designs within the classroom

● engage in scientific argumentation

Assessment


● Exit tickets


● Recap Questions

● End of Unit Assessment: ○ Students will design and create a raft to hold the greatest number of washers and remain

buoyant.

Learning Activities




● Students will use readings to further their understanding on buoyancy, etc.

● Students will watch a video to further their understanding on buoyancy, etc.

● View Design Squad: PVC canoe to compare and contrast

Teacher Resources:

● Readings on buoyancy, the Titanic

● Videos on related topics

● Research packet

● Design Squad: PVC Pipes

Equipment Needed: ● Water Bins or Tubs (to hold water)

● Objects to test (e.g. ping pong ball, penny, cork, ice cube, paper clip, lead weight, non-dissolving

packing peanut, raisin, apple, etc.)

● Straws

● Foil

● Washers or marbles

● Pencil/ Pen Activity Sheet, one per participant

● Towels for clean-up and drying objects after use



Unit Title: Stop Motion

Target Course/Grade Level: 8th Grade STEM

Unit Summary: In this unit, students will consider the history of audio, video, and film. Students will use this

background to develop stop motion skills. The initial assignment will be to create a short stop motion video

(i.e., a person walking down a path). As students progress, they will be challenged with new aspects (i.e., a

complex background, a storyline with interacting characters, etc.). Students will use Chromebook cameras and

kapwing.com.



Science:

MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful

solution, taking into account relevant scientific principles and potential impacts on people and the natural

environment that may limit possible solutions.


● ETS1.A: Defining and Delimiting Engineering Problems : ○ The more precisely a design task’s criteria and constraints can be defined, the more likely it is

that the designed solution will be successful. Specification of constraints includes consideration

of scientific principles and other relevant knowledge that are likely to limit possible solutions.

(MS-ETS1-1)


Scales, proportion, and quantity










a text.







Language Arts:




reasoning and the organization, development, and style are appropriate to task, purpose, and audience

Technology:



















Unit Understandings


● Stop motion is a powerful animation technique that makes static objects appear to be moving

● Creating stop motion draws attention to placement, framing, direction and speed of movement


● What is the history of film and film technology?

● What is storyboarding and does it help in the stop motion process?

● In what increments should pictures be sequenced to convey stop motion?




● The history of film

● The importance of storyboarding and storytelling in relation to your stop-motion animation project

● Engaging in critical reflective thinking is part of the decision-making and problem-solving process



● Use various media and technology to convey messages and meaning

● Work interactively, cooperatively and collaboratively to plan and create a storyboard

● Use the technique of brainstorming to identify a topic for a group animation production

Assessment


● Exit tickets

● Handouts

● Recap Questions

● End of Unit Assessment: ○ Students will create stop motion videos that meet the design criteria.

Learning Activities


results?



● Students will watch video clips as guides and/or inspiration

Teacher Resources:

● Kapwing.com

● Video clip examples of stop motion

● Handouts on stop motion

Equipment Needed: ● Chromebooks with cameras

● Kapwing.com

● Playdoh

● Various STEM supplies as needed by students



Unit Title: Looking at Ultraviolet (UV) Radiation and its effects

Target Course/Grade Level: 8th Grade STEM cycle

Unit Summary: Students will see how UV radiation travels through different types of medium (water, soil,

sand, and air). Students will be able to collect and analyze data based on their observations and construct

multiple graphs to display their findings. Students will then analyze graphs pertaining to real world data on

how the sun has affected the environment throughout the years.



Science:



for success.

MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-

capita consumption of natural resources impact Earth’s systems

MS-ESS3-5 Ask questions to clarify evidence of the factors that have caused the rise in global temperatures

over the past century.


● ETS1.A: Defining and Delimiting Engineering Problems : ○ The more precisely a design task’s criteria and constraints can be defined, the more likely it is that



ETS1-1)

● ESS3.C: Human Impacts on Earth Systems ○ Human activities have significantly altered the biosphere, sometimes damaging or destroying

natural habitats and causing the extinction of other species. But changes to Earth’s environments

can have different impacts (negative and positive) for different living things. (MS-ESS3-3)




● ESS3.D: Global Climate Change

● Human activities, such as the release of greenhouse gases from burning fossil fuels, are major

factors in the current rise in Earth’s



● Patterns















a text.







Language Arts:




reasoning and the organization, development, and style are appropriate to task, purpose, and audience

Math:

MA.8.8.EE.B.5: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare

two different proportional relationships represented in different ways.

MA.8.8.SP.A.2 - [Standard] - Know that straight lines are widely used to model relationships between two

quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and

informally assess the model fit (e.g. line of best fit) by judging the closeness of the data points to the line.

Technology:




















Unit Understandings


● UV light travels differently through different types of mediums

● UV light will cause the temperature of a medium to increase at different rates

● UV radiation is a major contributor to global warming

● Graphs can be used to show multiple sets of information


● Does UV light travel at the same speed through different types of Earth material?

● What effect does UV light have on the environment?

● In your opinion, and based on the data observed/collected/analyzed, what would happen in 5 years in

regards to temperature around the world?

● What are some possible solutions to limit the amount of UV light that enters our atmosphere?



● What UV light is and where it comes from

● The effects on UV light, especially different ecosystems

● How to analyze and interpret information from graphs to determine the effects of UV on the

environment

● Possible solutions that can limit the amount of UV light that enters the atmosphere

● The effects of global warming



● Observe, evaluate, and discuss their observations on how UV light passess through different mediums

● Graph their findings independently

● Collaborate with other students their graphical designs

● Discuss and actively listen to other students ideas on effects and possible solutions pertaining to global

warming

● View the documentary “Before the Flood” by Leonardo DiCaprio that pertains to Global Warming

Assessment


● Exit tickets

● Handouts

● Recap Questions

● End of Unit Assessment: ○ Students will create graphical designs elucidating the effect of UV light.

Learning Activities


results?



● Students will construct graphs to show differences in temperatures

● Students will also read articles and watch videos pertaining to UV light and global warming

Teacher Resources:

● Handouts for data collection

● Video “Before the Flood”

● Articles on Global Warming

Equipment Needed: ● Chromebooks

● Beakers

● Thermometers

● Rulers

● Graph paper

● Markers

● Soil

● Water

● Sand

● Projector



Unit Title: What’s in Our Food?

Target Course/Grade Level: 8th Grade STEM cycle

Unit Summary: Students will be able to view a documentary about processed foods in today’s society.

Students will then use food labels of their favorite snacks to see what it is they are actually putting into their

bodies. Students will then research the effects of processed foods as well as Genetically Modified Foods (GM)

that they are ingesting as well as discuss alternatives to these methods. Students will then participate in a

sharing discussion.


New Jersey Student Learning Standards

Science:



for success.

MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-

capita consumption of natural resources impact Earth’s systems

MS-ESS3-5 Ask questions to clarify evidence of the factors that have caused the rise in global temperatures

over the past century.


● ESS3.C: Human Impacts on Earth Systems

○ Human activities have significantly altered the biosphere, sometimes damaging or destroying

natural habitats and causing the extinction of other species. But changes to Earth’s environments

can have different impacts (negative and positive) for different living things. (MS-ESS3-3)






● Patterns















a text.







Language Arts:





Technology:




















Unit Understandings


● Processed foods have impacts on both the human body as well as the environment

● Not all alternatives to using additives will be beneficial to food supply

● Genetically Modified Foods have been altered to benefit our food supply


● What are Genetically Modified Foods?

● Describe the process on how foods can be modified?

● What are the benefits and effects of foods that are GM?

● How are processed foods different from foods that are GM?

● Do processed foods pose more of a health risk than foods that are GM?

● What are some alternatives to manipulating the foods we consume?



● Why foods were genetically modified

● Determine the effects of processed foods

● The process that is done to modify foods


● Observe, evaluate, and discuss their ideas and thoughts about the documentary they have viewed on

the food industry

● Differentiate the differences between GM foods and processed foods

● Discuss the benefits and effects of processed and GM foods

● Provide alternatives to processed GM foods

Assessment


● Exit tickets

● Handouts

● Recap Questions

● End of Unit Assessment: ○ Students will differentiate between GM foods and processed foods

○ Students will explain the benefits and effects of processed and GM foods.

○ Students will provide alternatives to processed GM foods.

Learning Activities



● Students will collect data however they see fit (ex: notebooks vs. chromebooks)

Teacher Resources:

● https://www.ted.com/talks/jamie_oliver

● Documentary “ FOOD MATTERS” or

● Documentary “Hungry For Change”

● Student Research Sheet

Equipment Needed: ● Chromebooks

● Projector

● Netflix Documentaries

● Articles on Food Industry

https://www.ted.com/talks/jamie_oliver

Documents

CCUURRRRIICCUULLUUMM FFOORR SSTTEEMM … 8.pdfProvide a copy of teaching notes, especially any key terms, in advance. Allow additional time to complete assignments and/or assessments