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States of Matter - Guided Simulation Activity

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States of Matter - Guided Simulation Activity

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Phase Change (Heat and Changes of State) | Chemistry Simulations | CK-12

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Explore how heat and temperature relate to phase changes.

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Rock Candy (Solubility Overview) | Chemistry Simulations | CK-12

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States of Matter (Matter and its States) | Chemistry Simulations | CK-12

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Compare three states of matter: solid, liquid, and gas.

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Melting point and heat of fusion

When heat is applied to ice (solid), the temperature rises gradually. By the way, while the ice is melting, the temperature does not rise. Temperature is kept constant, and the temperature at this time is called the melting point of ice.
At the melting point, even if heat energy is supplied, the temperature is kept constant. This is because all of the supplied thermal energy is used to change the state of a solid into a liquid. The heat energy absorbed by a substance when it changes state from solid to liquid is called 'heat of fusion.'

Boiling point and heat of vaporization

Also, when the heat is applied to water (liquid), the temperature gradually rises. By the way, while the liquid is boiling, the temperature does not rise. The temperature at this time is called the boiling point.
At the boiling point, even if heat energy is supplied, the temperature is kept constant. This is because all of the supplied thermal energy is used to change the state of the liquid into a gas. The heat energy absorbed by a substance when it changes state from liquid to gas is called 'vaporization heat.'

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Melting point and heat of fusion When heat is applied to ice (solid), the temperature rises gradually. By the way, while the ice is melting, the temperature does not rise. Temperature is kept constant, and the temperature at this time...

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Balloons in Liquid Nitrogen

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MIT Physics Demo -- Balloons in Liquid Nitrogen

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See map #12 - See corn eating sunlight from space.

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See map #12 - See corn eating sunlight from space.

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Where our food comes from, how we eat it, and what we drink to wash it down

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Good Thinking! — Chemical Reactions in Action

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Chemical and Physical Changes Agriculture Phenomenon

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Chemical and Physical Changes Agriculture Phenomenon

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Milk: The Scoop on Chemical and Physical Changes

Grade Level(s)

9 - 12

Estimated Time

1 hour

Purpose

In this lesson students apply their knowledge of physical science to dairy products to determine if the changes that take place when turning milk into cheese, butter, yogurt, ice cream, whip cream and other dairy products, is a physical or chemical change.

Materials

Essential Files (maps, charts, pictures, or documents)

Essential Links

Vocabulary

chemical change: a change that results in the formation of a new chemical substance through the making or breaking of bonds between atoms

physical change: a change that occurs without altering the chemical composition of a substance.

Did you know? (Ag Facts)

It takes approximately 2 and 1/2 gallons of milk to make 1 pound of butter.²

It takes approximately 1 gallon of milk to make 1 pound of cheese.²

The average cow in the United States produces 6-8 gallons of milk per day.³

Background Agricultural Connections

Interest Approach - Engagement

1. In this lesson students will be using milk processing to learn about science and chemistry. First, help them understand exactly what milk is. Ask your students, "What is milk?" Accept most reasonable answers and use further questions to guide students to discover and recall from prior knowledge the following facts about milk:

"Where does milk come from?" (Milk is produced by all mammals after they give birth. Although all mammals produce milk, cows produce it most efficiently to make it available for human consumption.)

"What is milk made of?" (Milk is composed mostly of water [approximately 87%]. It also contains other solids such as fat, various proteins, carbohydrates [lactose], vitamins, and minerals.)

2. In this lesson students will:

Describe the history and benefits of milk processing; and

identify the physical and chemical changes that transform milk into various dairy products.

Procedures
Activity 1: History of Milk Processing

1. Ask your students, What does the term 'food processing' mean? Allow students to use context clues and their background knowledge to define the term. Explain to students that many of the food products we eat must be processed in some way. Food processing takes place after food leaves the farm and before a consumer purchases it. Give examples such as pork being cured to make ham or bacon, apples being made into applesauce or apple juice, etc.

2. Ask your students, What happens to milk after it leaves the dairy farm and before it is sold as milk, cheese, or yogurt in the grocery store?

3. Use the infographic, The Milk Pasteurization Process provided by the National Dairy Council to explain the process of milk pasteurization. Project the image for your class to see and follow the pasteurization steps listed on the left side of the graphic.

4. Once your students have learned the basic steps in milk pasteurization, ask them to use their prior knowledge by asking them the question, Do you think milk changes in any way when it is pasteurized?

5. After students have thought about the question and provided possible answers, review the right side of the infographic. Compare the nutritional contents of milk before and after pasteurization. Pasteurization has proven effective in minimizing bacteria that causes illness. This process is accomplished without significantly altering the physical or chemical nature of milk.

6. Transition to the next activity by pointing out that while pasteurization does not significantly change the physical or chemical nature of milk, other processes do and they can be for our benefit.

Help students draw a connection between science and our food supply (agriculture). Science plays a vital role in agriculture as our food is produced on the farm and processed (pasteurized) for our use.
Activity 2: Chemical and Physical Changes to make dairy products Concept Elaboration and Evaluation

1. Write the words, "Chemical Change" on one side of your board and the words, "Physical Change" on the opposite side.

2. Teach your students the difference between a chemical and physical change. Use the definition found in the vocabulary section of this lesson to define the difference between a physical and chemical change. List examples of each type of change to help students begin visualizing and understanding the principle.

Examples of Physical Changes: Melting butter, water evaporating from a glass, molding clay into a new shape, etc.

Examples of Chemical Changes: Rust forming on a nail, Baking a cookie, a piece of jewelry tarnishing, etc.

3. Ask your students to brainstorm as many dairy products as they can think of. Make a list on the board. Although we drink fluid milk, the majority of milk produced is actually used to make dairy products such as yogurt, cheese, butter, ice cream, etc. How many dairy products can your students name?

4. Using the graphic below, ask your students if it is a physical or chemical change that takes place when milk is made into various dairy products. To answer this question, your students must know a little more about how dairy products are made.

5. Give each group 1 sheet of paper from the attached, Dairy Products-Chemical or Physical Change document. Each group will research the process of making a single dairy product. The students will learn how the dairy product is made and determine if it is a physical or chemical change that takes place.

6. Provide internet access and allow students time to research their assigned dairy product and answer the 2 questions on their handout. Encourage them to include detailed answers.

7. When the groups have completed their research and recorded their answers on the handout, have them place their handout on the board. If their dairy product required a chemical change, place the paper on the side of the board labeled "Chemical Change." If the dairy product required a physical change, place the paper on the side of the board labeled "Physical Change" (from step 1).

8. Go through each dairy product as a class to teach the remainder of the students how each product is made and what type of change (chemical or physical) takes place to make it. You may lead the discussion or have each team present the facts for their dairy product to the class. As students present, check for accuracy and correct as needed.

In summary, refer back to the Milk Products Graphic showing milk and 10 common dairy products milk can be made into. Ask students the following questions:

1. "What happens to the value of milk as it is processed into these dairy products?"
The value of milk increases. Milk processing increases the usefulness of milk as well as the demand, or need for milk.

2. "How is chemistry used to develop these dairy products?"
Chemistry and food science are interconnected. The process for developing each individual dairy product requires an extensive knowledge of the chemistry and components of milk.

3. "What health benefits do we receive from processing milk into various dairy products?"
Rather than simply drinking milk, we can obtain the nutritional benefits of milk with a variety of foods for many occasions. Milk processing is also a benefit to many individuals with lactose intolerance. They can often consume yogurt and cheese because the lactose has already been broken down.

We welcome your feedback! Please take a minute to tell us how to make this lesson better or to give us a few gold stars!

Enriching Activities

As students research their dairy product in Activity 2 (step 6), have them also find a short video clip to illustrate the process. If time permits, watch the video clips as a class to allow the students to actually see the process as it takes place in a milk processing plant. The "How It's Made" series produced by the Discovery Channel, SchoolTube, or YouTube are effective websites to search.

Though milk has been pasteurized and proven to significantly decrease the incidence of food-borne illness, some consumers would still like to consume raw, unpasteurized milk. Have students read the article found in the Essential Links, "Why is Milk Pasteurized? 4 Questions Answered." Challenge students to prepare a debate using scientific evidence to defend their stance.

Make cheese and butter in your classroom. Demonstrate a physical change by making butter. Use the instructions found in the Better Butter activity to allow students to see cream turn into butter. Demonstrate the chemical change that takes place to make cheese. Use the Biotech Cheese Kit or visit www.cheesemaking.com for more instructions.

Within CAREER Within HEALTH Reading: Anchor Standards Writing: Anchor Standards
Suggested Companion Resources

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Debra Spielmaker, Administrator and Yasuko Mitsuoka Grow, Designer

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Milk: The Scoop on Chemical and Physical Changes

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In this lesson students apply their knowledge of physical science to dairy products to determine if the changes that take place when turning milk into cheese, butter, yogurt, ice cream, whip cream and other dairy products, is a physical or chemical change.

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What If We Dumped Our Trash into Volcanoes?

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Flood and Flash Flood Occurrence
Flooding and flashing flooding are not restricted to specific areas of the country. Certain geographical locations may be more prone to annual flooding or a flash flood from a sudden rainfall.

For many years, people have built homes and businesses on flood plains, low lying land adjacent to rivers and streams.

This increases the probabilities of property damage and loss of life from a flash flood's quick moving, often unexpected, wall of water or the slower inundation of a flood.
Flash Floods
A flash flood is typically caused by sudden, excessive rainfall that sends a river, stream or other body of water rapidly out of its banks. Often this occurs in a short amount of time, only several hours or even less.

They can also be caused by ice jams on rivers in conjunction with a winter or spring thaw, or occasionally even a dam break.

The constant influx of water finally causes a treacherous overflow to begin, powerful enough to sweep vehicles away, roll boulders into roadways, uproot trees, level buildings, and drag bridges off their piers. Most frightening is the rapidity with which the water rises.

Torrential rains associated with land falling tropical systems sometimes produce flash floods.

In the western United States, the soil is generally dry, sandy and unable to absorb large amounts of water. Heavy rains from showers and thunderstorms can quickly fill dry stream and river beds, sending torrents of water downstream.

Fast-moving water is extremely powerful. The result can be deadly to anyone in the water's path. The force of flash flood waters can be extremely dangerous to motorists who unwittingly or unknowingly drive over water-covered roads - only two feet of running water are needed to sweep away a car.

Floods
There are various types of flooding based on where they occur.

A flood is a high flow or overflow of water from a river or similar body of water, occurring over a period of time too long to be considered a flash flood. It may also be referred to as a river flood.

Flooding is caused in a variety of ways. Winter or spring rains, coupled with melting snows, can fill river basins too quickly. Torrential rains from decaying hurricanes or other tropical systems can also produce river flooding. Repeated heavy rain from thunderstorms over a period of weeks contributed to the Mississippi River Flood of 1993.

Occasionally, floating debris or ice can accumulate at a natural or man-made obstruction and restrict the flow of water. Water held back by the ice jam or debris dam can cause flooding upstream. Subsequent flash flooding can occur downstream if the obstruction should suddenly release.

Coastal flooding occurs when strong onshore winds push water from an ocean, bay or inlet onto land. This can take the form of surges associated with tropical storms and hurricanes, or can be associated with non-tropical storms such asnor'easters.

Urban flooding may occur as land is converted from fields or woodland to more paved areas, losing its ability to absorb rainfall.

Urbanization increases runoff 2 to 6 times over what would occur on natural terrain. Streets can become swift moving rivers, while basements can fill with water.

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Flood and Flash Flood Occurrence Flooding and flashing flooding are not restricted to specific areas of the country. Certain geographical locations may be more prone to annual flooding or a flash flood from a sudden rainfall.

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1955 Flood of Kaweah River, Visalia, Calif

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The downtown district of Visalia, CA, was severely flooded when the Kaweah River, coming out of Sequoia National Park, overflowed its bank December 22, 1955. One of the river's overflow channel was Mill Creek, which flowed under the downtown area via acqueduct.

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Whether you are in a high risk zone or not, you may need flood insurance because most homeowners insurance doesn't cover flood damage. If you live in an area with low or moderate flood risk, you are 5 times more likely to experience flood than a fire in your home over the next 30 years. For many, a National Flood Insurance Program's flood insurance policy could cost less than $400 per year. Call your insurance agent today and protect what you've built.

Learn more about steps you can take to reduce flood risk damage.

The flood map for the selected area is numberflood map number, effective on

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You can choose a new flood map or move the location pin by selecting a different location on the locator map below or by entering a new location in the search field above. It may take a minute or more during peak hours to generate a dynamic FIRMette. If you are a person with a disability, are blind, or have low vision, and need assistance, please contact a map specialist.

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FEMA Flood Map Service Center | Search By Address

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Whether you are in a high risk zone or not, you may need flood insurance because most homeowners insurance doesn't cover flood damage. If you live in an area with low or moderate flood risk, you are 5 times more likely to experience flood than a fire in your home over the next 30 years.

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Sandbag Distribution Locations - Emergencies

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The following map depicts distribution locations operated by Tulare County. Municipal locations will be updated as warranted.

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Contributor: Kristen Poppleton, Climate Generation: A Will Steger Legacy, NSTA NGSS Curator

Scott Carley, College of Exploration

Frank Niepold, NOAA

In 2013, the Next Generation Science Standards (NGSS) were released as the most current, research-based way of educating students in STEM and preparing them for STEM careers. The NGSS establish high standards for delivering effective STEM education. They challenge curriculum providers and professional developers to provide the instructional support necessary to make the NGSS accessible to educators. Hands-on learning, effective communication, making connections across all domains of science and other disciplines, an emphasis on including "all voices," and the importance of developing a learning progression are all integral to effective NGSS implementation.

NGSS performance expectations represent the final assessment of learning and therefore one lesson, or even a few, cannot fully develop a student's full mastery. Additionally, true NGSS instruction and learning is three-dimensional, including not only disciplinary core ideas (DCI), but cross cutting concepts (CCC) and scientific and engineering practices (SEP) as well. The National Climate Assessment (NCA) is an excellent resource for educators to use as they implement the NGSS in their classrooms. Recognizing that the NCA is a resource that emphasizes integral core ideas to the NGSS but does not include further instructional support, we have identified NGSS performance expectations that connect well with the NCA and identified some sections and figures in the NCA to support those performance expectations. The included connections are by no means comprehensive, but merely a starting point for exploring the NCA as a supporting resource for educators implementing the NGSS.

The NCA summarizes the impacts of climate change on the United States, now and in the future. This report collects, integrates, and assesses observations and research from around the country, helping us to see what is actually happening and understand what it means for our lives, our livelihoods, and our future. It is important that these findings and response options be shared broadly to inform citizens and communities across our nation. Climate change presents a major challenge for society. This report advances our understanding of that challenge and the need for the American people to prepare for and respond to its far-reaching implications.

Through its Our Changing Climate section and Climate Science Supplement sections, the NCA contains information that will help educators and students gain a deeper understanding of climate science. This content will support the integration of the Next Generation Science Standards (NGSS) into science education. The NGSS also asks educators to raise the teaching of engineering design to the same level as scientific inquiry. In the Adaptation and Infrastructure sections of the NCA, educators can find information on climate-related problems and solutions, including those that draw on engineering design. The Decision Support section provides information on how decision makers across the country are using climate information to prepare for the impacts of climate change that affect where they work and live.

Middle School

The NGSS introduce global climate change as a core idea in middle school.

The core idea includes:

human activities affect global warming

decisions to reduce the impacts of global warming depend on understanding climate science, engineering capabilities, and social dynamics

Middle School Performance Expectations that include the Global Climate Change Core Idea

MS-ESS3-1. Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. (NCA-related content: Regional Sections)

MS-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their impacts.

MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. (NCA-related content: Response Strategies)

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. (NCA-related content: Changes to Water Demand and Use)

MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. (NCA-related content: Our Changing Climate)

Middle School Engineering Design Performance Expectations
An important component of the NCA is the section on response strategies, which are directly tied to the NGSS Engineering Design performance expectations as well as regional- and sector-based solutions that are presented. In middle school, students should be able to define problems with "precision," which includes consideration of the intended and unintended outcomes of a design. In addition, they should be able to develop solutions and the criteria to evaluate them, and then go through the iterative process of improving their designs.

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.

Middle School Ecosystems: Interactions, Energy, and Dynamics Performance Expectations
An entire chapter of the NCA is dedicated to Ecosystems, Biodiversity, and Ecosystem Services, and many of the regions identify impacts on ecosystems that are regionally specific. Related NGSS middle school life science performance expectations were developed to help students answer the question: "How does a system of living and non-living things operate to meet the needs of the organisms in an ecosystem?"

High School

The high school NGSS global climate change core idea builds off of learning from middle school. By the end of high school, students understand that:

Global climate models used to predict changes continue to be improved, although discoveries about the global climate system are ongoing and continually needed.
High School Performance Expectations that include the Global Climate Change Core Idea

HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. (NCA-related content: Indigenous Peoples, Lands Use and Land Cover, Rural Communities, Human Health)

HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios. (NCA-related content: Possible Climate Resilience and Adaptation Actions in Energy Sector, Illustrative Risks of Climate-related Impacts)

HS-ESS3-3. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. (NCA-related content: search for simulation in the NCA and review the sources listed for simulation examples)

HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. (NCA-related content: Mitigation, Adaptation)

HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems. (NCA-related content: Estimating the U.S. Carbon Sink, Crop Yield Response to Warming in California's Central Valley, Recent U.S. Temperature Trends)

HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. (NCA-related content: Biogeochemical Cycles, Changing Carbon Uptake)

High School Life Science, Ecosystems: Interactions, Energy, and Dynamics Performance Expectations
An entire chapter of the NCA is dedicated to Ecosystems, Biodiversity, and Ecosystem Services, and many of the regions identify impacts on ecosystems that are regionally specific. Related NGSS high school life science performance expectations were developed to help students be able to answer the question: "How and why do organisms interact with their environment, and what are the effects of these interactions?"

HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. (NCA-related content: Increasing Forest Disturbances)

HS-LS2-4. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. (NCA-related content: Biogeochemical Cycles)

HS-LS2-5. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. (NCA-related content: Biogeochemical Cycles, Changing Carbon Uptake)

HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. (NCA-related content: Increasing Forest Disturbances, Increasing Stress on Native Plants and Animals)

High School Engineering Design Performance Expectations
Engineering design at the high school level engages students in complex problems that include issues of social and global significance. ( NGSS, Appendix I)

HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.

HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

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The National Climate Assessment and the Next Generation Science Standards | NOAA Climate.gov

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Contributor: Kristen Poppleton, Climate Generation: A Will Steger Legacy, NSTA NGSS Curator Scott Carley, College of Exploration Frank Niepold, NOAA In 2013, the Next Generation Science Standards (NGSS) were released as the most current, research-based way of educating students in STEM and preparing them for STEM careers.

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Home " Rocks

Rocks: Igneous, Metamorphic and Sedimentary

Rocks hold the history of the earth and the materials that will be used to build its future.

Igneous Rocks: Photos, descriptions and facts about intrusive and extrusive igneous rocks.

Metamorphic Rocks: Photos, descriptions and facts about foliated and non-foliated metamorphic rocks.

Sedimentary Rocks: Photos and facts about clastic, chemical and organic sedimentary rocks.

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Rocks: Igneous, Metamorphic and Sedimentary

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Photographs and information for a large collection of igneous, metamorphic and sedimentary rocks. Geology.com

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MS Performance Expectations by Grade Level

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MS Performance Expectations by Grade Level

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NGSS Performance Expectations by Grade Level MS-Integrated Model

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Resources are organized according to the CA Science Framework Integrated MS model.

Nomenclature: A.B.C
A = Grade
B = Instructional Segment in CA Framework
C = Module as created by TCOE

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Scroll to the right for additional resources! 

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Scroll to the right for additional resources! 

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Scroll to the side to see more columns.  Scroll down to view more resources in a column.

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This resource was created to provide resources to teachers in the transition to NGSS. This resource bank continues to grow and evolve on a daily basis.

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How can you tell something is a crystal? For example, picture a snowflake, which is water that has frozen into crystalline form. Make a list of different crystals that you have seen or read about. What are they like? What do they have in common? Describe what you think a crystal looks like.

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In this activity, you will use a set of molecular models to explore how melting molecular crystals affects their atomic structure.

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Crystals are common forms of solids. They are characterized by their order, compared with the disorder of liquids and the independence of atoms in gases. They are mad of repeating units that can be as simple as a single kind of atom or as complex as a protein molecule.

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sugars and candy

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This animation is a model, and has its strengths and limitations. In order to model something well, visual artists have to make decisions about what to represent and how best to do so. What's present in this model, and what's intentionally missing or altered?

To animate a scientifically accurate leaf, artists studied the texture of a redwood leaf specimen on a glass slide at high resolution. They even counted the stomata, and used that exact count for this film!

Because light is required for photosynthesis, the plant cells and their associated organelles must be translucent to allow light to pervade the space. That's why you'll see translucent organelles in this visualization. Animators, however, "lit up" the color to make the interior of the cell appear bright.

To highlight this photosystem well, animators simplified the process by emphasizing the role played by one plant pigment: chlorophyll, which functions to collect light from the sun to fuel photosynthesis. Because chlorophyll absorbs light in the blue and red portions of the visible light spectrum, reflecting the green wavelengths, most of the plant's organelles appear green, since the animation is designed for humans vision. Many other plants pigments-red, yellow, orange, even blue!-exist in nature and have particular roles in photosynthesis or plant structure. They are not evident here.

During the last scene, we see the light-dependent reactions of photosynthesis at the thylakoid membrane assuming a continuous source of light energy from the leaf's external environment. To accurately visualize movement at the molecular level, animators had to slow down time. The molecules shown are moving at least a million times slower than they would in real life! What does this tell you about the nature of energy and matter?

Look closely to see bright pulses traveling through the lipid layer of the thlyakoid's surface: this represents electrons passing energy along in the classic bucket brigade!

In order to see parts of the system well, the animators removed other elements of this visual molecular model, including water, oxygen, various proteins, ADP, photons, and electrons. Instead of seeing all reactants and products of the light-dependent reactions of photosynthesis, the animation focuses on the cellular machinery that allows for the creation of ATP.

You won't spot glucose or carbon dioxide, either. These molecules play a role in the Calvin Cycle, which takes place in the fluid-filled space outside of the thylakoids.

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Take a journey inside a leaf of a redwood tree! Enter the stoma and view the inside of a plant cell, translucent enough to capture light from the sun. Fly by familiar structures like the nucleus and mitochondria, and settle into the chloroplast to watch photosynthesis at work.

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Fermentation in a Bag- Measurement Alternatives

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Milky Way Plate Boundary Simulation -7th Grade

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pg 26

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A Sketchy History Of Pencil Lead | NPR's SKUNK BEAR

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A Sketchy History Of Pencil Lead | NPR's SKUNK BEAR

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We appreciate your feedback and any suggestions on additional resources. Please complete the google form.

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Explore: Wegners evidence for plate movement

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Explore: Wegners evidence for plate movement

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Wegeners Revolution Plate Tectonics Clues 7th Grade.pdf

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Additional Resources and Formats of Lessons

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Additional Resources and Formats of Lessons

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Engage: Access and Assess prior knowlege

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Engage: Access and Assess prior knowlege

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Assessment Probe

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Follow up at the end of the unit with "I used to think and now I know ________" See article for sentence frames https://goo.gl/oiJqwZ.

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Is it Erosion? Assessment Probe 7th Grade MSESS2-1.pdf

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Evidence Statement MS-ESS2-1 Cycling of Earth's Materials

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Evidence Statement MS-ESS2-1 Cycling of Earth's Materials

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Weathering

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MS-ESS2-1 Evidence Statements June 2015.pdf

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Deer Task - Short Performance Assessment | Science Education

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7th Grade Short Performance Assessment Sample

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Request materials ('Check it out"), sources to find readings

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Score: 7

Science Discipline: Life Science

Length: Unit

Year Reviewed: 2017

This middle school unit was designed to support the middle school NGSS related to Ecosystems: Interactions, Energy, and Dynamics integrated with elements of related Earth science NGSS (Human Impact). The unit includes five chapters, each focused on a specific phenomenon related to ecosystem disruption, including questions around the reintroduction of wolves into Yellowstone and the invasion of zebra mussels in the Great Lakes and the Hudson River. © Regents of the University of California

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Middle School: Disruptions in Ecosystems

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Score: 7 Science Discipline: Life Science Length: Unit Year Reviewed: 2017 This middle school unit was designed to support the middle school NGSS related to Ecosystems: Interactions, Energy, and Dynamics integrated with elements of related Earth science NGSS (Human Impact).

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Meet Zealandia: The Earth's '8th Continent' (and Real-Life Atlantis)

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Photosynthesis Teacher Guide | Innovative Technology in Science Inquiry.pdf

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Soil and Rocks

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Soil and Rocks Teacher Guide | Innovative Technology in Science Inquiry

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Arrangement: Students should be placed in small groups around the microscopes. The students will also need goggles due to the Borax mixture. The teacher will need to have cut out enough squares and equilateral triangles so that students can cover their desks and the students will also need a location for the jars to that will not be disturbed.

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NSES Life Science - Populations and Ecosystems Populations of organisms can be categorized by the function they serve in an ecosystem. Plants and some microorganisms are producers - they make their own food. All animals, including humans, are consumers, which obtain food by eating other organisms. Decomposers, primarily bacteria and fungi, are consumers that use waste materials and dead organisms for food.

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Here is a model of a simple system: rabbits eating grass. Rabbits move around the screen. If they encounter a patch with grass (green) or weeds (violet), they eat the grass or weeds and gain energy. Otherwise, the rabbits gradually lose energy. If they accumulate enough energy, they have a baby.

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Lesson plan for Rock Cycle  instructionally embedded assessment 

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Lesson plan for Rock Cycle  instructionally embedded assessment 

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Scroll down to MS Earth Sci for materials download

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Assessments integrated with instruction and learning experiences (3-5 days)

SNAP created a set of Instructionally-Embedded Assessments (IEAs). These are performance assessments that are woven into an instructional sequence. SNAP's IEAs are designed to assess the three dimensions of a core performance expectation (PE), in addition to other dimensions, and in some cases other PEs.

The links below show a selection of SNAP's IEAs with the core performance expectation it is addressing. The IEAs include student and teacher versions of the assessments, scoring rubrics, and sample student work (if available). The documents posted here are continually being revised and improved; please contact us if you have student work that we could use to guide our revisions or if you have recommendations for imrpovements.

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SNAP created a set of Instructionally-Embedded Assessments (IEAs). These are performance assessments that are woven into an instructional sequence. SNAP's IEAs are designed to assess the three dimensions of a core performance expectation (PE), in addition to other dimensions, and in some cases other PEs.

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See the description for links to resources

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Bill Nye The Science Guy Atoms & Molecules

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Different crystalline forms of carbon and their molecular structure.

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University of Minnesota's Mineral Pages: Graphite

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The balance of clay and graphite in modern pencils leads to one of the uses of graphite most familiar to many students, namely the use of #2 pencils to fill in the bubbles on scantron test forms. Graphite is a shiny mineral that reflects light.

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Graphite in pencils and diamonds are both made of carbon. Why cant you write with a diamond? Why do diamond saw blades cut so well?

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Canning jars make a *plink* sound after coming out of the water bath.

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NOAA Ocean Explorer: Education - Multimedia Discovery Missions

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Party balloons are left in a hot car, the foil balloons pop but the latex balloons do not.

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Why Do Balloons Pop When Left in a Hot Car?

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If you leave balloons in a hot car, they will eventually pop as the helium molecules inside them expand.

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Explore: Earthquake shaking potential poster

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Explore: Earthquake shaking potential poster

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Printable fact sheets and readings

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Landslides - California Geological Survey

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Printable fact sheets, readings, data

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Earthquakes - California Geological Survey

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Official California Tsunami Inundation Maps: Important tsunami preparedness information is located at the bottom of the county/regional index pages. To view inundation maps with Google Maps interface use CGS Information Warehouse. Map areas are searchable by county and/or street address.

How to survive a Tsunami - Brochure prepared by CalOES provides information on what you should know about tsunamis and what to do if you feel a strong earthquake along the coast.

Tsunami Preparedness Brochure for Recreational and Commercial Boaters.
The California Governor's Office of Emergency Services (CalOES) and the California Geological Survey (CGS) have produced a new tsunami preparedness brochure for recreational and commercial boaters. This brochure will help educate individual boaters about how they should prepare BEFORE the next tsunami arrives on our coast.

NEW POSTER The March 11, 2011 Tohoku Tsunami - This poster looks back at the effects of the massive tsunami that originated offshore of Japan and traveled across the Pacific to California.

California Tsunami Poster - Colorful poster that illustrates how tsunamis occur and how to recognize and be prepared for a tsunami. Includes pictures of notable tsunamis that have affected California.

Tsunamis-CGS NOTE 55 - This educational document is a companion to the statewide inundation maps. Provides an overview of California's tsunami risk.

Guidance for Local Jurisdictions document. CGS and CalOES have created a guidance document for assessing secondary hazards after a large local earthquake that could inhibit safe evacuation from tsunami hazard areas.

Tsunamis: Know What to Do! - View the Emmy Award winning animated video produced by the San Diego County Office of Emergency Services.

Tsunamis: Know What to Do! (Spanish subtitled version) - "¡Qué hacer en caso de un maremoto! El Condado de San Diego uso un cortometraje animado para educar a niños sobre los maremotos. Un cangrejo animado enseña los estudiantes qué hacer en caso de un maremoto."

Video: Lessons Save Lives: The story of Tilly Smith. Learn about an eleven-year-old schoolgirl that was on vacation in Thailand with her family when the tsunami hit in December 2004. She recognized the signs of the receding sea and warned her parents of the impending tsunami. Her efforts saved the life of dozens of people. This story highlights the critical importance of tsunami education.

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Official California Tsunami Inundation Maps: Important tsunami preparedness information is located at the bottom of the county/regional index pages. To view inundation maps with Google Maps interface use CGS Information Warehouse. Map areas are searchable by county and/or street address.

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Explore: Tsunami basics - What to do, History in CA

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Explore: Tsunami basics - What to do, History in CA

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Resources: Tsunami Posters, flyers, videos

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Resources: Tsunami Posters, flyers, videos

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Tsunami Preparedness Activities help people in homes, schools, and organizations worldwide improve preparedness and practice how to be safe during tsunamis. Register to participate at www.TsunamiZone.org.

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Shark Tooth Hill

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Explore: interactive globe and timescale

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Explore: interactive globe and timescale

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See teacher tutorial:
https://youtu.be/X_WlLU9e0Ps

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Engage, Explore, Explain Lesson Sequence 

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Engage, Explore, Explain Lesson Sequence 

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Slide deck

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The surface of the Earth is broken up into large plates. It's easy to confuse these plates with the Earth's crust - the thin outermost layer of the Earth. But there is more to the structure of the Earth than this simple image of a 'cracked egg-shell'.

The Earth's layers can be defined in two different ways - based on the chemical composition or the mechanical properties of the rock. To understand what plates are, it is important to understand both of these different models.

When we talk about tectonic or lithospheric plates, we mean the sections into which the lithosphere is cracked. The surface of the Earth is divided into 7 major and 8 minor plates. The largest plates are the Antarctic, Eurasian, and North American plates. Plates are on average 125km thick, reaching maximum thickness below mountain ranges. Oceanic plates (50-100km) are thinner than the continental plates (up to 200km) and even thinner at the ocean ridges where the temperatures are higher. Some plates are large enough to consist of both continental and oceanic crustal portions (e.g. the African or South American plates) whilst the Pacific Plate is almost entirely oceanic.

The Earth is roughly spherical, so these plates are fractured into curved sections which are in constant motion relative to each other and meet in various ways along their edges - these are the 'plate boundaries', where most volcanoes and earthquakes occur. The mechanism by which plates move is still a highly controversial subject amongst Earth scientists.

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An online resource from the Geological Society, outlining the chemical and mechanical properties of tectonic plates and how they move.

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Engage: KLEW Chart Evidence of Plate Movement

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Engage: KLEW Chart Evidence of Plate Movement

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Access and assess prior knowledge. Read more on KLEW charts https://goo.gl/vXWwTb

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KLEW Chart Table - IS 3 7th Grade Evidence of Plate Movement

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The surface of the Earth is broken up into large plates. It's easy to confuse these plates with the Earth's crust - the thin outermost layer of the Earth. But there is more to the structure of the Earth than this simple image of a 'cracked egg-shell'.

The Earth's layers can be defined in two different ways - based on the chemical composition or the mechanical properties of the rock. To understand what plates are, it is important to understand both of these different models.

When we talk about tectonic or lithospheric plates, we mean the sections into which the lithosphere is cracked. The surface of the Earth is divided into 7 major and 8 minor plates. The largest plates are the Antarctic, Eurasian, and North American plates. Plates are on average 125km thick, reaching maximum thickness below mountain ranges. Oceanic plates (50-100km) are thinner than the continental plates (up to 200km) and even thinner at the ocean ridges where the temperatures are higher. Some plates are large enough to consist of both continental and oceanic crustal portions (e.g. the African or South American plates) whilst the Pacific Plate is almost entirely oceanic.

The Earth is roughly spherical, so these plates are fractured into curved sections which are in constant motion relative to each other and meet in various ways along their edges - these are the 'plate boundaries', where most volcanoes and earthquakes occur. The mechanism by which plates move is still a highly controversial subject amongst Earth scientists.

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An online resource from the Geological Society, outlining the chemical and mechanical properties of tectonic plates and how they move.

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See NSTA notes on improving the lesson: https://goo.gl/2PDUuy

https://www.learner.org/series/interactive-rock-cycle/

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scroll down for ideas by standard

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Engage #1 (Anchor phenomenon): Why are there fossils of the same species on different continents?

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Engage #1 (Anchor phenomenon): Why are there fossils of the same species on different continents?

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ASK: What do you notice and wonder? Follow wit a KLEW chart

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C7 - 6-8 Integrated (7th Grade Fossil Record Patterns Indicate Same Species Found on Separate Continents)

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Why isn't the world covered in poop? - Eleanor Slade and Paul Manning

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Landforms, Hey!: Crash Course Kids #17.1

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A Change of Scenery: Crash Course Kids #17.2

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Flow of energy and matter through ecosystem  | Ecology | Khan Academy

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The Habitable Planet - Food Web - Challenge

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Now that you have a sense for the interrelationships between the trophic levels, see how big you can make your food web and still have all of the species you add survive through the end of the simulation run.

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Instant Hot Air Balloon | Morning of Chemistry 2013