The goals of OpenSciEd are to ensure any science teacher, anywhere, can access and download freely available, high quality, locally adaptable full-course materials. REMOTE LEARNING GUIDE FOR THIS UNIT NOW AVAILABLE!

This unit on weather, climate, and water cycling is broken into four separate lesson sets. In the first two lesson sets, students explain small-scale storms. In the third and fourth lesson sets, students explain mesoscale weather systems and climate-level patterns of precipitation. Each of these two parts of the unit is grounded in a different anchoring phenomenon.

To pique students’ curiosity and anchor the learning for the unit in the visible and concrete, students start with an experience of observing and analyzing a bath bomb as it fizzes and eventually disappears in the water. Their observations and questions about what is going on drive learning that digs into a series of related phenomena as students iterate and improve their models depicting what happens during chemical reactions. By the end of the unit, students have a firm grasp on how to model simple molecules, know what to look for to determine if chemical reactions have occurred, and apply their knowledge to chemical reactions to show how mass is conserved when atoms are rearranged.

Unit Summary
This unit on metabolic reactions in the human body starts out with students exploring a real case study of a middle-school girl named M’Kenna, who reported some alarming symptoms to her doctor. Her symptoms included an inability to concentrate, headaches, stomach issues when she eats, and a lack of energy for everyday activities and sports that she used to play regularly. She also reported noticeable weight loss over the past few months, in spite of consuming what appeared to be a healthy diet. Her case sparks questions and ideas for investigations around trying to figure out which pathways and processes in M’Kenna’s body might be functioning differently than a healthy system and why. 
Students investigate data specific to M’Kenna’s case in the form of doctor’s notes, endoscopy images and reports, growth charts, and micrographs. They also draw from their results from laboratory experiments on the chemical changes involving the processing of food and from digital interactives to explore how food is transported, transformed, stored, and used across different body systems in all people. Through this work of figuring out what is causing M’Kenna’s symptoms, the class discovers what happens to the food we eat after it enters our bodies and how M’Kenna’s different symptoms are connected.
This unit builds towards the following NGSS Performance Expectations (PEs) as described in the OpenSciEd Scope & Sequence: MS-LS1-3, MS-LS1-5, MS-LS1-7, MS-PS1-1, MS-PS1-2. The OpenSciEd units are designed for hands-on learning, and therefore materials are necessary to teach the unit. These materials can be purchased as science kits or assembled using the kit material list.
Additional Unit InformationNext Generation Science Standards Addressed in this UnitPerformance ExpectationsThis unit builds toward the following NGSS Performance Expectations (PEs):

This unit on metabolic reactions in the human body starts out with students exploring a real case study of a middle-school girl named M’Kenna, who reported some alarming symptoms to her doctor.

Students investigate data specific to M’Kenna’s case in the form of doctor’s notes, endoscopy images and reports, growth charts, and micrographs. They also draw from their results from laboratory experiments on the chemical changes involving the processing of food and from digital interactives to explore how food is transported, transformed, stored, and used across different body systems in all people.

A car propelled by the reaction between lemon juice and baking soda has more in common with rockets and jet aircraft than one might think. In this video segment adapted from ZOOM, two cast members demonstrate the power of rocket-propelled vehicles and how to exploit the force produced by the carbon dioxide gas. Grades 3-8.

The concept of polymers is taught after students have learned about atoms and molecules. We first build up the background knowledge of the Periodic Table of Elements and the structure of an atom, then begin to combine atoms to create molecules. We create models of atoms and molecules, allowing students to visualize what is normally unable to be seen (a Science and Engineering Practice). Students learn that the way we combine atoms (structure) and the atoms we use (composition) impact the properties that a substance will have. After some time, we begin to introduce that we can combine molecules together in similar ways that we combine atoms. These repeating patterns of molecules are called polymers. Which is where this lesson falls. This is their instruction into what a polymer is, its naming conventions, and how depending on the molecule used, we can create synthetic materials that have specific properties that suit our needs.

Students learn about atoms and their structure (protons, electrons, neutrons) — the building blocks of matter. They see how scientific discoveries about atoms and molecules influence new technologies developed by engineers.

Working in teams of three, students perform quantitative observational experiments on the motion of LEGO MINDSTORMS(TM) NXT robotic vehicles powered by the stored potential energy of rubber bands. They experiment with different vehicle modifications (such as wheel type, payload, rubber band type and lubrication) and monitor the effects on vehicle performance. The main point of the activity, however, is for students to understand that through the manipulation of mechanics, a rubber band can be used in a rather non-traditional configuration to power a vehicle. In addition, this activity reinforces the idea that elastic energy can be stored as potential energy.

This video resource is presented as a real-world application of chemistry in the field of conservation archaeology. Conservator, Francis Lukezic, walks through the conservation practices for waterlogged archaeological wood and explains the chemical and cellular processes at work. Use to support Maryland/NGSS for Grades 5, MS, and HS. For 5-PS1-1 and MS-PS1-1, have students watch or perform the paper clip demonstration and discuss how the hydrogen bonding of water allows this then is disrupted by the soap; have students develop diagrams explaining the phenomenon of surface tension on the molecular level. For HS-PS2-6, have students watch or perform the sponge demonstration and discuss how the molecular structure of the wood makes it vulnerable to becoming waterlogged then brainstorm materials that are more resilient to water and discuss the uses of the materials. For interdisciplinary connections to geography and history, have students research why Maryland archaeologists do or do not discover the materials brainstormed instead of wood. If you evaluate or use this resource, please respond to this short (4 question) survey bit.ly/3DhRumA

This describes a lab that can be used in Middle School (Grades 6 - 8) for helping students to grasp the concept of density.  

After students conduct the two associated activities, Density Column Lab - Parts 1 and 2, present this lesson to provide them with an understanding of why the density column's oil, water and syrup layers do not mix and how the concepts of density and miscibility relate to water chemistry and remediation. Topics covered include miscibility, immiscibility, hydrogen bonds, hydrophobic and hydrophilic. Through the density column lab activities, students see liquids and solids of different densities interact without an understanding of why the resulting layers do not mix. This lesson gives students insight on some of the most fundamental chemical properties of water and how it interacts with different molecules.

This video resource is presented as a real-world application of chemistry in the field of archaeology. Conservator, Nichole Doub, walks through the process of electrolytic reduction and how it is used to conserve archaeologically recovered artifacts. Use to support Maryland/NGSS for grades 5, MS, and HS. For 5-PS1-1, pair with the Exploratorium's "Copper Caper" activity for a similar reaction which can be conducted safely in the classroom--have students watch the video and discuss why the spoon formed tarnish and why the tarnish was not visible as particles moved from the spoon to the sacrificial anode. For MS-PS1-1, pair with the Exploratorium's "Indicating Electrolysis" activity and have the students explain the charges of oxygen/hydrogen and compare/contrast those with the silver and sulfur in the tarnish. Have students research silver sulfide (the usual tarnish found on silver artifacts) and model a single molecule of it before and after electrolysis. For HS-PS1-1 have students research silver sulfide and model a molecule of it prior to watching the video and predict what will happen when the positive or negative charges change. For HS-PS2-6, have students postulate why, historically, coins were made from silver and gold (with reference to their chemical reactions), then have students design a coin and specify a different metal to make it out of, explaining why the atomic properties of that metal make it appropriate for use in currency. If you evaluate or use this resource, consider responding to this short (4 question) survey at bit.ly/3G0bNqy

This book is intended for use by future teachers, written from the perspective of students who have taken Science Methods II. The student authors gathered and created resources to help prospective elementary cience teachers better understand science and feel confident in your abilities as a future teacher.
This book is divided into five parts which align with the Science Methods II course:

Physics
Space Science
Earth Science
Climate Science
Course Materials and Pedagogy

Within each part, the material is broken down into smaller chapters. Here you will find written explanations, video links, glossary terms, key takeaways, and practice quizzes to help you understand the material. This book is designed to be a flexible resource; use it as much or as little as you need throughout the course.

Students learn about the periodic table and how pervasive the elements are in our daily lives. After reviewing the table organization and facts about the first 20 elements, they play an element identification game. They also learn that engineers incorporate these elements into the design of new products and processes. Acting as computer and animation engineers, students creatively express their new knowledge by creating a superhero character based on of the elements they now know so well. They will then pair with another superhero and create a dynamic duo out of the two elements, which will represent a molecule.

Students use gumdrops and toothpicks to make lithium atom models. Using these models, they investigate the makeup of atoms, including their relative size. Students are then asked to form molecules out of atoms, much in the same way they constructed atoms out of the particles that atoms are made of. Students also practice adding and subtracting electrons from an atom and determining the overall charges on atoms.

In this unit designed for an integrated middle school science classroom, students investigate why athletes ice injuries. This leads students to wonder why actual bags of ice are used instead of the instant ice packs found in first aid kits. Students then investigate the chemical reaction occurring within an instant ice pack and work to develop a better design.

Anchoring Phenomenon: First aid care for musculoskeletal injuries using bags of ice instead of instant ice packs containing an endothermic chemical reaction.

NGSS PEs Addressed: MS-PS1-1; MS-PS1-2; MS-PS1-5; MS-PS1-6; MS-PS3-3; MS-LS1-8; MS-ETS1-1

Cover Image Source: https://www.stack.com/a/cryotherapy

To better understand electricity, students investigate the properties of materials based on their ability to dispel static electricity. They complete a lab worksheet, collect experimental data, and draw conclusions based on their observations and understanding of electricity. The activity provides hands-on learning experience to safely explore the concept of static electricity, learning what static electricity is and which materials best hold static charge. Students learn to identify materials that hold static charge as insulators and materials that dispel charge as conductors. The class applies the results from their material tests to real-world engineering by identifying the best of the given materials for moving current in a solar panel.

This resource is a phenomenon-based adaption to the Smithsonian's STCMS Matter and Its Interactions kit. The anchoring phenomenon event features a railroad tanker that collapses due to the phase changes of water that was used to clean it. Students will investigate what causes phase changes, energy transfer, thermal energy, the law of conservation of mass, and atoms and molecules throughout the three week unit.

Through three lessons and their four associated activities, students are introduced to concepts related to mixtures and solutions. Students consider how mixtures and solutions and atoms and molecules can influence new technologies developed by engineers. To begin, students explore the fundamentals of atoms and their structures. The building blocks of matter (protons, electrons, neutrons) are covered in detail. The next lesson examines the properties of elements and the periodic table one method of organization for the elements. The concepts of physical and chemical properties are also reviewed. Finally, the last lesson introduces the properties of mixtures and solutions. A comparison of different mixtures and solutions, their properties and their separation qualities are explored.

Learn to identify different molecular shapes, to understand the interactions that create these shapes, and how to predict a molecule's shape given certain information about it. Explore these concepts using three-dimensional computer models and answer a series of questions to reinforce your understanding.