8th Grade Science Unit 1: Colossal Collisions Pop-Out 1 ...

StanfordNGSSIntegratedCurriculum8thGradeScienceUnit1:ColossalCollisions

Pop-Out1:WhatisaScientist?

StudentVersion StanfordNGSSIntegratedCurriculum2018 1

Pop-OutEssentialQuestion:Whatmakesapersonascientistorengineer?Thereisalotofdebateaboutwhatcharacteristicsmakeascientistorengineer.Historytypicallytellsusthat

certain,popularpeoplearescientists/engineers.Aretheytheonlyscientists/engineersintheworld?Inthispop-

out,wearegoingtoconsiderwhatyoubelievemakesascientist/engineer,explorecasestudiesofvaried

scientistsandengineers,andevaluatewhatscientistsorengineershaveincommontodeterminewhoisa

scientistoranengineer.Inthisunit,youlearnaboutIsaacNewtonandhowhisworkhelpedusunderstand

gravity.However,therearemanyotherpeoplewhoseworkcontributedtohowweunderstandotherpartsof

motionandcollisions.Thispop-outhelpsusbetterunderstandthevarietyofpeoplewhohavecontributedtothe

sciencebehindmotionandcollisions.

EngageIndividually,

1. Takeafewminutestothinkaboutascientistorengineer.Considerthesequestions:Whatdoesascientist

orengineerlooklike?Whatdoesascientistorengineerdo?Whattoolsdoesascientistorengineeruse?

Usingtheboxbelow,drawascientistorengineerintheirenvironment.Youmayusewordstosupplement

thedrawing.Beasdescriptiveasyoucan.

2. Withyourpartner,taketurnssharingwhatyoudrewandwrote.Howdideachpersondescribeascientist

orengineer?Aretheresimilaritiesordifferencesinyourdrawingandyourpartner’sdrawing?




3. Usinginformationfromyourclassdiscussion,completethefollowingtable:

Whatisascientistandwhatdotheydo?

Whatisanengineerandwhatdotheydo?

ExploreWithyourgroup,

1. Readyourgroup’scasestudy.Usetheannotationstrategiesprovidedbyyourteacherasyouread.

Questionstokeepinmindwhileyou’rereading:Whatareuniquecharacteristicsaboutthisperson?What

didtheydotocontributetoscience?Isthispersonascientistorengineer?

2. Asyoulearnfromyourcasestudy,pleaserecordyouranalysisinthechartbelow.Youwillusethisto

makeapresentationaboutyourscientistorengineer:

Person Information Whatcontributionsdidtheymaketoscientificadvancement?

Wheredidtheydotheirwork?

Whatkindofworkdidtheydo?

Whatwastheirpersonalitylike?

Whatdidtheylooklike?

Wheredidtheycomefrom?

Whatworkdidtheydothatweusetoday?

Whatworkdidtheydothatrelatestomotionorcollisions?




Isthispersonascientistorengineer?

Whatcharacteristicsmakethispersonascientistorengineer?Whatdidtheydothatmakesthemascientistorengineer?

ExplainWithyourgroup:

1. Preparea1-2minuteinformativepresentationthatshareswhatyoulearnedaboutyourcasestudy.Your

presentationneedstoincludeinformationyougatheredfromyourcasestudy.Youmayusechartpaper,

googleslides,orwhateverpresentationmaterialsareavailabletoenhanceyourpresentation.

2. Presenttotheothergroups.Remember,eachpresentationshouldbe1-2minutes.

• Useyourpublicspeakingskillswhilepresenting.Makesuretosharealloftheinformationyour

groupgathered.

3. Whileanaudiencemember,useactivelisteningskillsandtakenotesinthetablesbelowofwhatyoulearn

fromeachpresentation.











Whatworkdidtheydothatrelatestomotionorcollisions?








Whatworkdidtheydothatrelatestomotion

orcollisions?

Elaborate:1. Withyourgroup,decidewhethereachcasestudyisaboutascientistorengineer.Providedetailed

supportforyouranswer.Usethenotesyou’vetakenandwhatyou’velearnedabouttheothergroup’s

casestudiestohelpyou.Completetheappropriateboxbelowforeachofthetwopeople.

Person





Whatcharacteristicsmakethispersonascientistorengineer?Whatdidtheydothatmakesthemascientistorengineer?

Person


Whatcharacteristicsmakethispersonascientistorengineer?Whatdidtheydothatmakesthemascientist

orengineer?

EvaluateandReflectionIndividually,thinkaboutandanswerthefollowingquestions.Wewilldiscussthesequestionsasaclass.

1. Atthebeginningofthispop-out,youwroteanddrewwhatcametomindwhenyoupicturedascientistor

engineerandwhatheorshedoes.Lookbackatyouranswer:afterreadingacasestudyandlearningfrom

yourpeers,whatwouldyouadd,subtractorchange?




2. Atthebeginningofthispop-out,theclasscreatedadefinitionofascientistandanengineer.Lookbackat

youranswer.Afterreadingacasestudyandlearningfromyourpeers,whatwouldyouadd,subtractor

changeaboutyourdefinitions?

3. Basedonwhatyoudiscoveredinthispop-out,thinkaboutyourownlife.Doyoubelieveyouarea

scientistorengineer?Doyouseeyourselfbecomingascientistorengineer?Whyorwhynot?

4. Whatdoyouenvisionwhenyouthinkofascientistoranengineer?Whatmakesapersonascientistor

engineer?Howdoweknow?

StanfordNGSSIntegratedCurriculum8thGradeScienceUnit2:TravellingThroughSpace

Pop-Out2:HowPowerInfluencesScience


Pop-OutEssentialQuestion:Howdoscientificideaschangeandwhohasthepowertochangethem?Throughoutthehistoryofrecordedscience,scientistshavecreatedmanydifferenttheories.Sometheoriesarestillconsideredgoodsciencewhereasotherswerereplacedasscientistshavelearnedmore.Forexample,foralongtime,peoplebelievedthattheearthwasflat.Whydidpeoplebelievethat?Howdoessciencechangeovertime?Whydoesitchange?Inthispop-out,wearegoingtoexploresomeofthebigmythsinthehistoryofscience.Sinceyou’restudyingthesolarsysteminthisunit,we’lltakeacloserlookatexamplesofhowourideasaboutthesolarsystemhavechangedovertime,whohaschangedthem,andwhytheyhavechanged.EngageIndividually,Takeacoupleminutestomakeyourbestguessestothesequestionsbasedonwhatyoualreadyknow.It’sokayifyoudon’tknowtheanswers.

1. TrueorFalse:ItispossibletosailofftheedgeoftheEarth.2. TrueorFalse:Overthecourseofhistory,peoplehavebelievedthattheEarthisdifferentshapes.3. TrueorFalse:TherehasbeenalotofdebateovertheshapeoftheEarth.4. WhatshapeistheEarth?_____________Howdoweknow?

Inpartners,readthefollowingpassage.Keepinmindthequestionsthatyoujustanswered.

Sincethebeginningofhumanity,cultureshavehelddifferentbeliefsabouttheEarth.Inmanycultures,myths(historicalstoriesthattrytoexplaintheworld)saidthattheearthwasaflatdiscfloatinginaseaofwater.Since100CE,theBible(acollectionofstoriesfromdifferentauthorsthatdescribesthebeliefsofChristianity)hassharedChristianbeliefswidelyacrosstheworldpopulation.SincesomanypeoplebelievedinChristianity,theChristianfaithhadalotofpowertoswaypublicopinion.IntheBible,characterstakejourneysaroundtheworld,andthosestoriesarewrittenasiftheEarthisflat.Europeanexplorersandrulersusedtothinkthatifacrewofsailorstriedtotravelaroundtheworld,theywouldsailrightofftheedgeoftheplanet.

ThoughculturesacrosstheglobehelddifferentideasabouttheshapeoftheEarthoverdifferenttime

periods,theGreeksactuallydiscoveredthattheEarthisroundover2500yearsago.Thereisalotofevidencetosupportthisidea.Forexample,thestarsandplanetsappeartorotatearoundtheEarthinacircularmotion.Also,shipsdisappearoverthehorizoninstages:thehull(thebottompart)disappearsbeforethemastandsails(thetoppart).Inmorerecentyears,NASAhasgatheredimagesandmeasurementsfromspacethatshowtheEarthasasphere.So,whydidpeoplebelievetheEarthwasflatforsolong?




Basedonwhatyoulearnedinthereading,answerthequestionsinthetablebelow.Youmaybeaskedtoshareyourideasinaclassdiscussion.Whatwastheoriginalidea?Whatistheevidence?

Whatisthenewidea?Whatistheevidence?

Whywasthereacontroversy?

Hint:WhooriginallybelievedtheEarthwasflat?HowmanypeoplebelievedtheEarthwasflat?

Sources:

● http://www.indiana.edu/~ensiweb/lessons/flatrth1.pdf● https://www.nasa.gov/audience/forstudents/5-8/features/nasa-knows/what-is-earth-58.html● http://www.discovery.com/dscovrd/nature/no-earth-isnt-flat-heres-how-ancients-proved-it/

ExploreAsagroup,researchahistoricalcontroversy(somethingthatisdisagreedupon,ofteninapublicsense).Sinceyou’relearningaboutthesolarsysteminthisunit,you’llberesearchingthecontroversyandhistoryoftheHeliocentricvs.Geocentricmodelsofthesolarsystem.TheHeliocentricmodelstatesthatthesunsitsinthecenterofthesolarsystem,whereastheGeocentricmodelstatesthattheEarthisinthecenterwiththesunandplanetsorbitingaroundit.

1. Usingacomputer,gotothevideoorarticlelistedineachrowofthetablebelow.Thenusetheguidingquestionsandyourownpriorknowledgetoanalyzetheresources.Yourgroupwilluseyourresearchtomakeavideointhenextactivity.




GuidingQuestions:● Whatwastheoriginalscientificidea?Whatwastheevidenceforit?● Whatisthenewscientificidea?Whatistheevidenceforit?● Whywasthereacontroversy?

○ Whofoughtforthegeocentricmodelandwhy?Whydidtheyhavesomuchpower?○ Whofoughtfortheheliocentricmodelandwhy?Whatweretheconsequencesforthesepeople?

ResearchSource Notes

Source1:PriorSolarSystem

Knowledge(GeocentricModel)

https://vimeo.com/6397716

Hint:Whatdoyounoticeabouthowtheplanetsandsunarearrangedinthevideo?

Source2:Heliocentricvs.

GeocentricModelsVideo

https://www.youtube.com/wat

ch?v=iiBIFlvu-X0

Source3:Heliocentricvs.

GeocentricModelsArticle

https://www.universetoday.co

m/36487/difference-between-

geocentric-and-heliocentric/




Source4:TheControversyof

theHeliocentricModelArticle

http://users.sussex.ac.uk/~des

w/galileo/life/eands.html

Explain

1. Withyourgroup,makea1-2minutevideoexplainingtheHeliocentricvs.Geocentriccontroversy.Yourvideoshoulduseinformationfrom2-3ofthesourcesyou’veresearchedtohelpanswerthequestions:

o Whatdifferentideasdidpeoplehaveabouttheorganizationofthesolarsystem?§ Whoheldthesedifferentideas?§ Whydidpeoplehavedifferentideas?

o Whywasthereacontroversy?o WhatledtotheacceptanceoftheHeliocentricmodel?

Usethespacebelowtoplanyourvideo.Yourteacherwillpickonevideotosharewiththeclass.




Elaborate

Buildinguponwhatyouhavelearnedabouthistoricalscientificcontroversiesinthepast,you’regoingtoexamineascenariothathastakenplacerecently.

1. Readthearticlethatexaminesthecaseofclimatechange.Throughoutthescenario,keepinmindthequestionsyouhavebeenconsideringinthispop-out.

2. Usingwhatyouhavelearned,drawyourownconclusionsabouttheclimatechangescenario.Recordyourresponsesinthetablebelow.

Whatisthemostcommonbeliefaboutclimatechange?

● Whatistheevidenceforthisbelief?

● Whobelievesitandwhy?

Whatistheleastcommonbeliefaboutclimatechange?

● Whatistheevidenceforthisbelief?

● Whobelievesitandwhy?

Whyisthereacontroversy?

● Whoisresistingthebeliefthatclimatechangeiscausedbypeople?

● Whoholdsthepowertoresist?

● Whatismotivatingthemtoresist?




EvaluateandReflection

Throughoutthispop-out,you’veexploreddifferenthistoricalcasesofscientificknowledgechangingovertime,oftenfacingresistancefromsomepartofsociety.Individually,thinkaboutandanswerthefollowingquestions.Youmaybeaskedtoshareyourideasinaclassdiscussion.

1. Basedonwhatyou’velearnedaboutcontroversies,dospecificpeopleorgroupshavemorepowertochangescientificbeliefs?Howcanself-interestsinfluencescience?(Hint:Ifapersonoracompanybenefitfromacurrentscientificbelief,doesthatimpactwhatscienceisaccepted?)

2. Doyouthinkthattherearescientificbeliefsweholdnowthatcouldbechangedinthefuture?Doeswhatyou’velearnedinthispop-outaffecthowyou’llconsiderscientificdiscoveriesorbeliefs?

StanfordNGSSIntegratedCurriculum8thGradeScienceUnit3:AdaptorDie?

Pop-Out3:Right,Wrong,andIn-Between


Pop-OutEssentialQuestion:Howdowedecidewhatismostethicalinscience?Scientificdiscoveriescanoftenoffernewsolutionsforproblemsthatwerepreviouslyverydifficulttosolve.

However,sometimesthesescientificdiscoverieshavedownfallsthatcomewiththeirbenefits.Whenascientific

discoveryhelpssomepeopleandhurtsothers,howdowedecidewhattodo?

Inthisunit,youarelearningabouthoworganismschangeovertime.Inrecentdecades,scientistshavemade

somegreatdiscoveriesthatallowthemtointentionallychangehoworganismschangeovertime.However,with

theseinterestingtechnologiescomemanyethicalquestionsofhowwedeterminewhatismostrightandwrong.

InthisPop-outtask,wewillworktogethertoexaminethecomplexityofacoupledifferentethicaldilemmasin

science.

Engage

1. Individually,takeacoupleminutestoreadtheimaginarycasebelow.

Anewmedicine,calledApoptosis,showsapromisingabilitytocurelungcancer.Itslowsthegrowthofcancer

cellsandactivelykillscancercells.Instudiessofar,Apoptosiscures82%ofearlystagelungcancer.Themedicine

hasmanyingredients,oneofwhichisaheavymetal.TogetthemetalintheformitneedstobeinforApoptosis,ithastogothroughanextractionprocessthathasverynegativeenvironmentalsideeffects.Themetalismined

andcleanedinaprocessthatusesaseriesoflarge,man-madelakesclosetothemine.Intheprocessof

separatingthemetalfromeverythingelse,thiswaterispollutedwithchemicals.Thewateristhenrecycledinto

thecommunitywatersystem.Environmentalistsfearthatthewaterpollutionwillincreaseillnessratesfornearby

communities.

2. Inpartners,discussthequestionsbelowandthenusethetablebelowtorecordyouropinions.Youmay

beaskedtoshareyourideasinaclassdiscussion.

Whatarebenefitsofthemedicine?

Whataredownsidesofthemedicine?

Wouldyoumakethemedicine?Whyorwhynot?




Explore

Thelastcasewasanimaginarycasetogetyouthinkingaboutcomplicatedethicalsituationscreatedbyscientific

discoveries.Nowlet’sexploreascenariothathappenedintherealworld.

1. Individually,readtheZambiaFoodCrisisarticle.Whilereading:

o Usetheannotationstrategiesyourteachergivesyoutohelpyoulearnfromthereading.

2. Inpartners,discussthefollowingquestions.Recordyourresponsesinthetablebelow.

Approximatelyhowmanypeopleneededfoodin

Zambia?Why?

Whatisgeneticallymodifiedfood?

TherearesomepeoplewhofearGMfoods.Why?

InZambia,whosupportedtakingtheGMfoods?

Why?.

WhowasagainsttakingtheGMfoods?Why?

Explain

1. Discussinginpartners,considerthefollowingquestionstohelpyouthinkabouttheethicaldilemmain

Zambia:

● Whatistheproblem?Whatisthesolution?Whowillbehelpedandwhowillbehurt?Whatare

thebenefitsofthesolutionyouwouldchoose?Whatisthecostofthesolutionyouwould

choose?Whataretheshort-termandlong-termeffectsofthesolutionyouwouldchoose?




2. Answerthisquestion:IfyouwerethePresidentofZambia,wouldyouacceptthegeneticallymodified

food?Whyorwhynot?You’llbeaskedtouseevidencetojustifyyouropinioninaclass-widediscussion

Elaborate

EventhoughtheZambiafoodcrisistookplacein2002,GMOsarestilldebatedinvariousformstoday.And,GMOs

extendbeyondtherealmoffood.Designerbabies(geneticallymodifiedfetuses)areacurrent-dayexampleof

that.Ethicalconsiderationswillonlycontinuetoincreaseastechnologyimprovestomakemoredesignerbabies.

1. Individually,readthearticleprovidedtolearnaboutdesignerbabies.Asyou’rereading,thinkaboutthe

reasonsforandthereasonsagainstdesignerbabies.

2. Yourteacherwillthenreadstatementsaloudtotheclassrelatedtodesignerbabies.Individually,moveto

thecornerthatbestrepresentsyouropiniononthatstatement,andbepreparedtosharewhyyouchose

thatcorner.

3. BasedonthearticleandtheFourCornersactivity,individuallyrecordyourideasinthetablebelow:

Whatarethereasonsfordesignerbabies? Whatarethereasonsagainstdesignerbabies?

1.

2.

3.

1.

2.

3.




Doyouthinkdesignerbabiesshouldbeallowed?

Whyorwhynot?

EvaluateandReflection

Youhaveread,talked,andthoughtalotaboutdifferentperspectivesonGeneticallyModifiedOrganisms,asthey

relatetobothfoodandhumans.Thisfinalwritingassignmentletsyoushareyourthoughtsonhowthesetwo

issuesareconnected.Youareencouragedtouseevidencefrombothdilemmastomakeyourargument.

1. Basedonwhatyou’velearnedinthispop-out,individuallywriteastatementthatexplainsbothsidesof

GeneticallyModifiedOrganisms,suchascropsanddesignerbabies.Yourargumentshouldinclude:

○ Bothsidesoftheargumentwithevidencefromthearticles

○ Youropiniononthisethicalissue

○ Aconclusionstatementthatexplainswhyitissometimeschallengingtodecidewhatisethical

(rightorwrong)inscience

StanfordNGSSIntegratedCurriculum8thGradeScienceUnit4:UsingEngineeringandTechnologytoSustainOurWorld

Pop-Out4:EnvironmentalInjustice


Pop-OutEssentialQuestion:Howdowecontributetoenvironmentalproblemsandhowdotheseproblemsaffectcertainpopulationsmorethanothers?Inthelasttwounits,youhaveexploredsomeoftheenvironmentalchallengesfacingtheworldtoday.Usingwhatyoualreadyknow,wewilltakeacloserlookatsomedifferentenvironmentalproblemsaroundtheglobeandseeifwe,intheUnitedStates,arecontributingtotheseproblems.We’llalsoexplorewhosuffersmostfromtheseenvironmentalchallenges,askourselveswhy,andconsiderwhetherthisisfair.EngageIndividually,

1. Takeafewminutestolookthroughtheflowchartonthenextpage.Answerthequestionsforyourself,circlinganswersasyougoandusingahighlighterorcoloredpenciltotraceyourpath.

○ Itisimportanttokeepinmindthateverypersonmakesactionsthataffectotherpeople;whenyoufindyouractionsarecontributingtoaproblemintheworld,rememberyouarenotalone!Weneedtounderstandtheconnectionbetweenouractionsandenvironmentalproblemssowecantrytochangethem.

2. Readthroughtheremainderoftheflowchart,askingyourselfhowyoupersonallymightcontributeto

someoftheotherenvironmentalproblems.




Explore




ExploreNowthatyouhaveseensomeoftheconnectionsbetweenyourselfandvariousenvironmentalproblems,wearegoingtolearnmoreaboutthosespecificenvironmentalproblems.Withyourgroup,

1. Exploreyourgroup’scasestudy.Itmayincludeavideo,apodcast,awebsite,oranarticle.Useanannotationstrategyprovidedbyyourteacherasyouworkthroughyourcase.

2. Asyouengagewithyourcasestudy,pleaserecordyouranalysisinthechartbelow.Youwillusethisto

developapostertoexplainyourcasetotheclass:CaseNumberandLocation

Describethecontextwheretheenvironmentalproblemtakesplace:

● Whereistheproblem?

● Whatisrelevantinformationaboutthepopulationlivinginthatarea(size,incomelevels,racialbreakdown)?

Describetheenvironmentalproblem:

● Whatistheproblem?

● Whataretheimpactsontheenvironment?

Describethepeopleinvolved:● Whobenefitsfromthe

situationandwhy?

● Whosuffersmostoftheconsequencesandwhy?




Reflectonthecasestudy:● Howdoesthismake

youfeel?

● Doyouthinkthisisfairornot?Why?

ExplainYouhavelearnedaboutanenvironmentalproblemthataffectsaspecificpopulation,butthisisnotauniqueexample.Weseecasesofthisacrosstheglobe.Thistrendisknownasenvironmentalinjustice,whenminoritycommunitiesareunfairlyaffectedbytheimpactsofenvironmentalproblems.Today,youwilllearnaboutmanydifferentcasesofenvironmentalinjustice.

1. Withyourgroup,makeapostertosharewhatyoulearnedaboutyourcasestudy,usingyournotesinthetableabovetohelpyou.Rememberthatvisuals,flowcharts,anddiagramsarealwayshelpful.

2. Shareyourposterwiththewholeclassinagallerywalksothateveryonecanlearnaboutallofthevariousproblems.

3. Duringthegallerywalk,usethespacebelowtoindividuallytakenotesoneachposter.CaseStudy1

CaseStudy2

CaseStudy3

CaseStudy4

CaseStudy5

QuestionsYouHave




ElaborateExploringalltheseenvironmentalissuesmayseemimpossiblyhuge,butitisnothopeless!Withyourgroup,readaboutthesoybeanpesticidesinArgentina(acountryinSouthAmerica)tolearnaboutacommunityattemptingtocombatanenvironmentalissue.Takenotesinthechartbelow.

Describethesituation:

Whatwerethebigcompaniesdoingandwhy?Howdidthisaffectthecommunity?

Whatdidthecommunitywanttochange?

Whathumanactionscontributedtochangingthesituation?




EvaluateandReflectIndividually,reflectonthispop-outbyansweringthequestionsbelow.Then,withyourgroup,discussandbepreparedtocontributetoaclass-widediscussion.

1. Whatdothedifferentcasestudieshaveincommon?

○ Whydocertaincommunitiesseemtobemoreaffectedbyenvironmentalproblemsthanothers?

2. Regardlessofwhetheryourcommunityispersonallyaffected,weallareconnectedtotheseenvironmentalproblems.

○ Howareyoupersonallycontributingtotheseenvironmentalproblems?

○ Whatcanyoudoaboutit?

8th Grade Science Unit 1: Colossal Collisions Pop-Out 1 ...

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8th Grade Science Unit 1: Colossal Collisions Pop-Out 1 ...