Science+Resources+grades+6-8

Post your grades 6-8 science resources here. a) Life Science b) DNA structure c) Using this lesson, gives students a “work-in progress” model for them to complete while discovering the structure of DNA. a) Developing and Using Models b) Student build their very own edible model of DNA to understand the structure and function of DNA. a) Structure and Function b) The lesson allows students the opportunity to build a model DNA and while creating the structure learn about the function. This lesson would be appropriate for middle school students. In the lesson students will create their own individual model of DNA, which is made of licorice and gummy bears. The lesson explains that students should be given content and information and then create each part. However, the lesson would be considered inquiry if students were to follow directions from the teacher and use prior knowledge to identify each part. As the students create and build, the teacher and explain and answer students’ questions about the structure and function of DNA.
 * Name:** Emily Grunwaldt
 * Title:** Edible DNA
 * Location:** http://www.brighthubeducation.com/middle-school-science-lessons/127861-edible-dna-lesson-and-project/
 * Type of Resource:** lesson plan
 * Disciplinary Core Idea:**
 * Scientific and Engineering Practices:**
 * Cross Cutting Concepts:**
 * Description:**

a) Engineering, Technology and Application of Science b) Forces and Energy c) This website offers and number of activities for students to engage in STEM learning. a) Using Mathematics, Information and Computer Technology, and Computational Thinking b) Each activity or experiment on this website offers students different ways to use mathematics, technology and computational thinking by using force and energy. a) Energy and Matter: Flows, Cycles and Conservation b) Students are able to observe many different forms of energy through these activities. This website would be primarily appropriate for middle school students and maybe some upper elementary students. The website breaks down multiple activities for students to engage in different levels of thinking and computing while discovering energy and forces.
 * Name:** Emily Grunwaldt
 * Title:** Zoom – Forces & Energy
 * Location:** http://pbskids.org/zoom/activities/build/#forces
 * Type of Resource:** website
 * Disciplinary Core Idea:**
 * Scientific and Engineering Practices:**
 * Cross Cutting Concepts:**
 * Description:**

a) Engineering, Technology and Application of Science b) Batteries, Energy c) This project would begin a discussion about the components of a battery, and how batteries work to produce electricity. a) Asking Questions and Defining Problems; Planning and Carrying Out Investigations b) The students will create their own questions after doing the experiment and will investigate to discover the answers. a) Structure and Function b) By comparing/contrasting their fruit battery with an actual one, the students will discover the components of a battery and how it works.
 * Name:** Laura Ebert
 * Title:** Design a Fruit Battery
 * Location:** http://explorable.com/fruit-battery-experiment
 * Type of Resource:** Science Project/Experiment
 * Disciplinary Core Idea:**
 * Scientific and Engineering Practices:**
 * Cross Cutting Concepts:**
 * Description:** This project is appropriate for grades 6-8. The students start by inserting a copper nail and a galvanized nail halfway through a lemon, about 2 inches apart. Then they take a small light bulb and peel off the plastic insulation to expose the wires underneath. The wires are then wrapped around the two nails, causing the bulb to light up. I think this would be a great project to start a lesson with. After doing the experiment, I would have the students come up with their own questions. The students would investigate by doing research and trying the experiment again with other types of fruit and/or different kinds of nails. This is a good project to lead to a class discussion on how a battery works in a similar way to conduct electricity.

Name: Nicole Gottsacker Title: STEM + Lab – Deep Sea Technology Location: [] Type of Resource: Community Resource – Field Trip Disciplinary Core Idea: a) STEM b) Application of Science and Technology c) The students will be investigating modern technology modern technology that is used for submarines. Scientific and Engineering Practices: a) Using Mathematics, Information and Computer Technology and Computational Thinking Constructing Explanations and Designing Solutions b) Students will come up with their own ideas as to why submarines stay under the water and investigate why their specific design helps with their buoyancy. Cross Cutting Concepts a) Structure and Function b) Students will understand why a submarines specific structure allows it to stay under water. Description: This field trip would be great for middle school students. It would be a lot of fun for them to get off campus and go to an actual museum, Discovery World. I also think it would be fun for them to come up with their own ideas as to why a submarine can stay underwater. I would definitely do a follow up activity with my class and have them draw up their own design for a submarine based off of what they learned at Discovery World. The only problem I see with this field trip is the price and I’m sure the students would have to pitch in money or fundraise. Any out of school educational experience will vary by school, but the educational benefits of this lesson should outweigh any logistical issues.

· Earth and Space Science · Life Science · Global Climate Change · Students are designing experiments to explore the impact of climate change. · Developing and using models. · Planning and carrying out an investigation. · Obtaining, evaluating, and communicating information. · Students are designing their own experiments, carrying them out, and obtaining, evaluating, and communicating their findings with their classmates. · Cause and effect. · Systems and system models. · Stability and change. · Students are creating models of the earth in bottles and evaluating the impact different factors have on the ecosystems that they created.
 * Name:** Josh Jones
 * Title:** Climate Change in a Bottle
 * Location:** []
 * Type of Resource:** Video/Lesson plan with required handouts.
 * Disciplinary Core Idea:**
 * Scientific and Engineering Practices:**
 * Cross Cutting Concepts:**
 * Description:** This is an excellent project to use with upper middle school students at the end of a unit on climate change. It allows kids to design and carry out their own experiments examining the greenhouse effect and climate change. Using two liter bottles and light bulbs, students are asked “what could we do” to set up four different experiments to examine how adding different variables to the atmosphere/environment relates to climate change and the greenhouse effect. Students design the experiments, and create the driving questions and hypothesis for each experiment before carrying them out, recording their observations, and then sharing and evaluating that information with the class. All of the materials you will need to set up the experiment in your classroom are available for free on the site as well.

**Name:** Mary Beth Nilles **Title:** Energy lab **Location:** [] **Type of resource:** Video and labs **Disciplinary core idea:** **Scientific and engineering practices:** **Cross-cutting concepts:** a. Cause and effect b. Systems and system models c. Energy and matter **Description:** What originally caught my eye about this site is its tag: “Nova Labs is a new digital platform for ‘citizen scientists’ who want to actively participate in scientific work.” This totally aligns with the NGSS’s idea of having students think and act like scientists. Nova Labs has two already created labs--sun and energy--with more to come (the brain, clouds, RNA, etc.). This link contain a series of short videos on the topic and then gives several lab activities students could try. There’s also a link for open investigation where students can create their own labs with ideas to get them started. The labs also provide an opportunity for students to share their findings and ideas with the NOVA Labs community, which aligns nicely with NGSS’s Science and Engineering Practice (S&EP) of obtaining, evaluating, and communicating information. Depending on which lab the student or class does, other SEPs would apply as would many crosscutting concepts. The Energy Lab seems to have the most ties to the NGSS middle school topics. If students do the Design a Renewable Future in the Energy Labs, for example, they would cover all the content listed in the NGSS under Middle School Energy, with strong ties to CCSS mathematical standards and practices (see this page in NGSS: [] . I think I would have the students divide into groups and each group would do the research challenge starting with the easiest one in Tucson, Arizona, and then allowing them to pick a harder city. Unless you have a very advanced grade school student, these labs are for middle or high schoolers.
 * 1) Earth and space science
 * 2) Physical science
 * 3) Engineering Technology and Application of Science
 * 4) Environmental Education--Because I focus on the Energy Lab and sustainable energy for communities
 * 1) Asking questions and defining problems
 * 2) Developing and using models
 * 3) Using mathematics and computational thinking
 * 4) Constructing explanations and designing solutions
 * 5) Obtaining, evaluating, and communicating information
 * 1) Structure and function


 * Name:** Lynnice Chrisman
 * Title:** Calculator Lesson Plan (Stem)
 * Location:** []
 * Type of Resource:** Lesson Plan/Lab
 * Disciplinary Core Idea:**
 * 1) a. STEM
 * 2) b. Technology
 * 3) c. This lesson looks at how a pebble calculator actually works and how it is similar to using an abacus.
 * Scientific and Engineering Practices:**
 * 1) a. Asking Questions; Developing and Using Models; Obtaining, evaluating, and communicating information
 * 2) b. In this lesson students have to synthesize how an abacus is similar to a pebble calculator and to do so they will ask questions and construct a representation of a calculator.
 * Cross Cutting Concepts:**
 * 1) a. Patterns; Stability and Change
 * 2) b. The way a calculator works is based on patterns and if something changes in the system the answer changes.
 * Description:** This particular lesson plan would be for 7th or 8th graders, but the website provides a variety of different lesson plans. The free resources alone provide many lessons/labs involving technology, readings, activities, modifications, links to other sites, vocabulary, and content standards. If you subscribe to this site, the resources are even greater. I would use a lesson like this to really challenge students and get them thinking about how far technology has come. It is a fun engaging way to get them to look at something that might seem so simple and that they use every day (calculator), and to think about how it actually works.


 * Name:** Lynnice Chrisman
 * Title:** Jeopardy review on cells
 * Location:** []
 * Type of Resource:** Interactive resource for smartboard
 * Disciplinary Core Idea:**
 * 1) a. Life Science
 * 2) b. Cells
 * 3) c. This is an interactive jeopardy review game on cells, which make up every living thing and are one of the basic components of life science.
 * Scientific and Engineering Practices:**
 * 1) a. Analyzing and interpreting data
 * 2) b. Students view pictures and or facts to answer questions relating to cells, in a jeopardy format.
 * Cross Cutting Concepts:**
 * 1) a. Structure and function; Scale, proportion, and quantity.
 * 2) b. Cells have to do with how living things are made up and they need to be understood in terms of scale and proportion.
 * Description:** This site has a variety of all kinds of resources shared by teachers. This particular resource would be a good interactive smartboard review for the unit on cells in middle school. An interactive jeopardy review game would be a tactic I would use before a unit test. It is a great use of the smartboard which takes what is generally a boring class period (review) and makes it more fun and memorable for students.

a) Life Science b) Genetics c) While watching this video students get to learn what genes are and why they are so important to every living thing a) Constructing explanations b) While watching this video students are learning why some people say, “You got your hair from your father!” a) Structure and function b) The video allows students to see how important genes are and what their function is.
 * Name:** Kris Kauffman
 * Title:** Genetics 101: What are Genes?
 * Location:** []
 * Type of Resource:** Video
 * Disciplinary Core Idea:**
 * Scientific and Engineering Practices:**
 * Cross Cutting Concepts:**
 * Description:** I would use these videos for the upper middle grades. I probably would not go lower than fifth grade. I was amazed when I found this website. I could not believe all of the videos available on here. Just the genetics 101 videos had 4 separate videos. This video is great for the beginning of a genetics unit because it bring in a lot of the vocabulary that the students will learn. Also, some of the things introduced will have the students excited to explore under a microscope and potentially create as an experiment. This video shows things that a teacher may not be able to show and brings it to “life” instead of just looking at pictures.

**Name:** Anne Connolly

**Title:** Create A Roller Coaster!

**Location:** http://www.engr.ncsu.edu/theengineeringplace/media/pdf/rollercoasters.pdf

**Type of Resource:** Lesson plan/lab

**Disciplinary Core Idea:**

a. Engineering, Technology, and Application of Science

b. Force, Energy

c. Using what they know about force, energy and velocity, students will create and design a roller coaster and then experiment with the design to see what changes will happen

**Scientific and Engineering Practices:**

a. Developing and Using Models

b. Planning and Carrying Out Investigations

c. Students will plan and create a roller coaster model that will then be used to test different theories about what will happen when changes are made and if these will improve the roller coaster or not.

**Cross Cutting Concepts:**

a. Energy and Matter: Flows, Cycles and Conservation

b. It will take energy for the objects to go through and complete the roller coaster and students will need to build a roller coaster to conserve and create more energy so the object can make it to the end.

**Description:**

This lesson and lab would be great for a 6th grade class when talking about motion, force and energy. The hands on approach would make it a visual activity and would make the concepts easier to understand than if they were only explained on paper. Each group could create a roller coaster and then time their objects as they go through to compare speeds. Each time they make a change, they should send each object down again to see what characteristics of the roller coaster make the object go faster or slower.


 * 1) **Your Name:** Emily Gust


 * Title:** Current Electricity and Electric Circuits Slideshow


 * Location:** [] (scholastic - “study jams”)


 * Type of Resource:** Slideshow (like a video but you read the words instead of hearing them)


 * Disciplinary Core Idea:**


 * a.)** Physical Science


 * b.)** PS3: Energy


 * c.)** Electricity is a form of energy.


 * Scientific and Engineering Practices:**


 * a.)** Constructing explanations and designing solutions


 * b.)** This slideshow discusses what electricity is (an explanation) and how we want to use less of it to conserve fossil fuels, therefor companies are trying to come up with ways to reduce wattage in light bulbs and make renewable energy sources (solution).


 * Cross Cutting Concepts:**


 * a.)** Energy and Matter: Flows, cycles, and conservations


 * b.)** This source talks about the constant need of a flow of electrons to make electricity, in addition to how companies are trying to conserve energy by either making products that use less or using renewable sources.


 * Description:** This source would be best used for upper elementary and early middle school. It is a great introduction to the concept of electricity and currents. The students are able to self-assess their understanding by taking a “test yourself” review after the slideshow, which kids could see if they need to watch the slideshow again to gain a better grasp on the concepts. I would use this as a way to introduce the idea and begin a discussion on how much energy we each use daily and how we can conserve energy. This website also offers other “jams” to relate topics. This “jam” can also be used as a review/exit slip from class after a discussion/lab activity.


 * 1) **Your Name:** Emily Gust


 * Title:** Keep a plant alive lab simulation – Genomics Digital Lab


 * Location:** [] (Sponge lab)


 * Type of Resource:** Lab simulation


 * Disciplinary Core Idea:**


 * a.)** Life Science


 * b.)** LS1: Form Molecules to Organisms: Structures and Processes – Plant Life


 * c.)** I would use this lab simulation to have students understand how the organelles in a plant work together to keep the plant alive and the affects that light, gases and liquid can have on these organelles to do their job.


 * Scientific and Engineering Practices:**


 * a.)** Asking Questions and defining problems

Planning and carrying out investigations

Analyzing and interpreting data


 * b.)** Students are asking themselves the questions, how do I keep this plant alive using these gases, liquids and lights, then play around with the differences and analyze which combination keeps the plant alive.


 * Cross Cutting Concepts:**


 * a.)** Cause and Effect

Systems


 * b.)** The key idea of this lab simulation is to understand the effects that the variety of gases, liquids and light have on the plant and how those affects the systems of organelles from doing their job within the plant.


 * Description:** This source would be best for upper middle school students after already having an understanding of plant life and plant cells. This simulation allows students to see the effects on the plant without having to wait if it were a real live plant. The students are also able to get help by viewing/reviewing the three organelles that help keep the plant alive. The review goes over the things that these organelles need and can provide a hint as to which of the variable to use to sustain life for your plant. This website also has a lot of games that simulation dissections that can help students see how structures are connected.


 * 1) **Your Name:** Emily Gust


 * Title:** Introduction to the Earth and Plants


 * Location:** http://www.eduplace.com/kids/hmsc/activities/simulations/gr3/unitd.html


 * Type of Resource:** Interactive Website


 * Disciplinary Core Idea:**


 * a.)** Earth and Space Science


 * b.)** ESS1: Earth’s Place in the Universe


 * c.)** I would use this website for students to be able to compare various aspects of plants to each other.


 * Scientific and Engineering Practices:**


 * a.)** Using mathematics and computational thinking

Obtaining, evaluating and communicating information


 * b.)** The students will use the concepts of weight, temperature, etc. to be able to decipher the difference between the plants, while on this website they will also gather visual data that represents each planets.


 * Cross Cutting Concepts:**


 * a.)** Scale, proportion and quantity

Structure and function


 * b.)** The key idea is for students to understand that each plant has a different compositional make-up, size, temperature, etc.


 * Description:** This source would be a great introduction to the different aspects of each plant. There are nice visuals along with clear and concise information that is easy to read. This source would be good for upper elementary and middle school students. I would use this to supplement other resources. This website only gives data and doesn’t like students do anything with the information given and therefore would only use this to supplement.


 * 1) **Your Name:** Emily Gust


 * Title:** Energy Skate Park Basics


 * Location:** http://phet.colorado.edu/en/simulation/energy-skate-park-basics


 * Type of Resource:** Lab simulation and Design/building simulation


 * Disciplinary Core Idea:**


 * a.)** Physical Science and Engineering and Technology


 * b.)** PS2: Motion and Stability: Forces and Interactions

PS3: Energy

ETS1: Engineering Design

ETS2: Links among Engineering, Technology and Society


 * c.)** I would use this as a lab for students to understand energy and motion and then to have them build a skate park that would be safe and work with skateboards.


 * Scientific and Engineering Practices:**


 * a.)** All of them


 * b.)** Although this lab and simulation are online, the student will have to answer the question, how to build a functioning skate park, develop models using technology, plan their park and carry out investigations with the mock skater to see if it is viable. In addition the students will have to use math ideas and concept in their design, create a solution, argument and evaluate for why their park works


 * Cross Cutting Concepts:**


 * a.)** Cause and Effect: Mechanism and explanation

Scale, proportion and quantity

System and System Models

Energy and Matter

Structure and function


 * b.)** The key idea for this lab is to understand the motion of skaters and how to create a system of skate ramps that is functional and so the energy for the skateboard is not impacted negativity causing the skater to crash.


 * Description:** This source has a lot with it and even has lessons developed by other teachers to go along with it. The negative is that it does not work on all type of computers so you need to check your school’s capabilities. This would be great for eight graders and high school. There is a lot of information and should not be used for only one class period. This type of lab and simulation is designed for a closure to a unit or to do during a unit to better facilitate the understanding of the main ideas. This is an area that I feel least confident in when it comes to teaching science and you need a lot of background knowledge or a lot of time for students to play around with their designs. This source is great for talking about how you learn just as much from a design that failed as you do from a design that succeeds.