Science and Technology Curriculum

MST Standards:

Standard I – Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

   Standard IV Science – Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

  Standard V Technology – Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.

Note: This is based on a 20-week course. Computers will be available to students on a daily basis.

Weeks 1- 2

Science

Technology

What is the nature of science and the scientific method?

What do scientists do?

· How to act like a scientist by solving a problem using the scientific method.

· Students do a KWL

Why should I care about science?

· Students read articles about science.

Who are some of the great scientists and what are their contributions to science?

 

 

 

 

 

 

1. Students are introduced to the Internet and how to search for information. They begin by going to a specific site for a science article:

www.sciencenewsforkids.org

2. Students find their own article.

3. Teacher provides a list of scientists responsible for great leaps in science. Students will create a webquest about one of the scientist. Students will be provided with a detailed rubric outlining the essential elements that must be found in the webquest. In addition, the teacher will create a model of a webquest about a scientist. Instructions on how to use Word and make a hyperlink are to be included.

Weeks 3-6

Earth Science

Technology

 

The Earth’s Changing Surface:

  •  Hurricanes
  •  Tsunamis
  •  Tornadoes
  •  Volcanoes
  •  Earthquakes
  •  Flooding
  •  cyclone

Topographic Mapping

 

 

 

Students will select one of the natural disasters and produce a pamphlet, using Word or Publisher to inform the general public about the nature of the disaster. A detailed rubric will be created that outlines the essential elements that must be present.

The teacher will produce a model and rubric to guide students.

Students will research different types of maps: satellite, topographic, climate, etc.

They will pick one type of map and gather data from their country of origin. Students will create a report using interactive mapping programs.

The teacher will produce a model and rubric to guide students.

Weeks 7-11

Life Science

Technology

Disease and Immunity

  • Microorganisms

  • Parasites

  • Genetic

  • Environmental

  • Life style

Students will select a category of disease and produce a newsletter The Disease Gazette in which they will discuss the causative agent, examples of diseases, treatments, etc.  A crossword or word search puzzle will be included as well as an interview with a scientist who is a specialist in the field.  Homeopathic remedies from students’ native lands should be included, as well as interviews with family members to obtain “home remedies.”  Two students working together may complete this project.

 

In addition to producing a model newsletter, the teacher will provide students with a list of suggested websites.

 

Weeks 12 – 17

Chemistry

Technology

Elements and the Periodic Table

Home Chemistry

· Foods

· Cosmetics

· Cleaners

· Polymers, natural and synthetic

 

 

 

 

 

1. Students will work through the self-guided topics in the website: http://web.buddyproject.org/web017/web017

2. Working with a partner, students will complete the Element Adventure WebQuest.

3. Students will create an advertisement for an element using WordArt and graphics. A book will be compiled with all the student work

4. Students will create a PowerPoint presentation that will be shown to the class about a product derived from living things (wool, cotton, silk, paper, natural gas) or one artificially synthesized (gasoline, plastic, shampoo, detergent, cosmetics, PVC, Polystyrene, nylon, Teflon™) A history of the product, its chemistry, and uses should be included.

5. Students will create both graphs and spreadsheets which will compare and contrast three selections from one of the above mentioned groups.

 

Weeks 18 – 20

Physics

Technology

Forces and Newton ’s Laws of Motion

 

 

 

Sports and Physics

 

 

Students will write a children’s book about a simple machine in which they will explain to a typical 8-year-old how a particular simple machine works.   Using a digital camera, students will take original photos of students using the machine.  The book will be bound and must be illustrated with original art or computer graphics.  Some choices include: scissor, pliers, seesaw, doorknob, nutcracker, bottle opener, zipper, inclined plane, screw, screwdriver, etc.

 

Students, working in teams, will investigate physics concepts and principles related to motion by exploring their favorite sport.  Specifically, they will examine how friction, gravity, acceleration, inertia, momentum, and action-reaction forces influence the motions in a sport. Students will create a humorous Power Point Presentation or a flipchart* to share with the class.  The following questions will be answered on a slide or card on the flipchart:

·         How do rolling, sliding, an fluid friction influence the movements of…

·         How does the force of gravity influence the movements in …..

·         How does inertia apply to….

·         How does momentum apply to…

·         How do action-reaction forces apply to……

·         Student generated question

 

* The answer to each question is underneath an index card. They are all mounted on a decorated poster board in a staggered configuration.

 

 

This curriculum was written and developed by Joyce Kent (Chair) and Carla Soldano (Science Teacher at Isaac E. Young)

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