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Middle School Science: A Three Year Cycle

Science in the Middle School is taught in three year cycles.  Below is a brief overview of each cycle and the topics that are covered.
Cycle 1 (2017)
Fall
Earth, Moon and Sun:  In this Unit students will explore the physical properties of the Earth, the Moon and the Sun.  They will also learn how these three heavenly bodies interact with each other.  Along the way we will debunk common misconceptions using models to aid the students understanding.
Upon completion of this unit, students will be able to…
  • convert between km and miles
  • convert between standard and scientific notations
  • form a hypothesis and create investigations to test out their ideas
  • collaborate with peers in carrying investigations
  • use various computer programs to create a digital presentation
  • use models to develop further understanding
  • use scales and proportions to create accurate models
  • collect, graph and analyze data
  • take clear and concise notes
  • research both printed and digital material on relevant topics
Winter
Our Solar System and Beyond:  In this Unit students will explore our Solar System and the different planetary bodies that are part of it.  They will then go beyond our Solar System to investigate our galaxy and galaxies in general and finally the Universe as a whole.
Upon completion of this unit, students will be able to…
  • convert the distances within our Solar System to Astronomical Units.
  • convert the distances on the galactic and universal scale to Light Years.
  • form a hypothesis and create investigations to test out their ideas
  • collaborate with peers in carrying out investigations
  • use various computer programs to create a digital presentation
  • collect, graph and analyze data
  • take clear and concise notes
  • research both printed and digital material on relevant topics
  • use models to develop further understanding
  • use scales and proportions to create accurate models
Spring
From Molecules to Organisms - Structures and Processes and Heredity - Inheritance and Variation of Traits:  In this Unit students will find out about the cell theory and the role of cells as the building blocks of life in all organisms.  They will learn about the compounds that make up cells and how specialized cells differ in structure and function.  Students will also discover how cells work to gather, release, store, and use energy to carry out life processes.  The will find out about genes, chromosomes, and DNA.  They will discover how traits are passed from generation to generation through heredity and how natural selection operates.  They will also learn about mutations and genetic engineering.  Finally students will learn about different systems that make up the human body and the role homeostasis plays in keeping one healthy.


Upon completion of this unit, students will be able to…
  • name the major systems of the human body and their functions
  • identify the major organs of the human body and their functions
  • form a hypothesis and create investigations to test out their ideas
  • collaborate with peers in carrying out investigations
  • use various computer programs to create a digital presentation
  • collect, graph and analyze data
  • take clear and concise notes
  • research both printed and digital material on relevant topics
  • use models to develop further understanding
  • use scales and proportions to create accurate models
  • Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.
Cycle 2 (2018)
Fall
Ecosystems: Interactions, Energy and Dynamics:  In this Unit students will learn about ecosystems.  The key concepts of resource availability, patterns of interaction, the flow of energy, population dynamics, biodiversity and ecosystem services will be explored.
Upon completion of this unit, students will be able to…
  • develop a model to describe phenomena.
  • analyze and interpret data to provide evidence for phenomena.
  • construct an explanation that includes qualitative or quantitative relationships between variables that predict phenomena.
  • construct an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.
  • evaluate competing design solutions based on jointly developed and agreed-upon design criteria.
Winter
Matter and Interactions and Motion and Stability - Forces and Interactions:  In this Unit students will learn about matter and how they interact with each other.  These forces will be investigated and identified and students will better understand the relationship between matter and the forces that interact with them.
Upon completion of this unit, students will be able to…
  • develop possible solutions
    • A solution needs to be tested, and then modified on the basis of the test results, in order to improve it.
  • optimize the design solution
    • Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process - that is, some of the characteristics may be incorporated into the new design.
    • The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution.
  • predict phenomena in natural or designed systems using cause and effect relationships.
  • use models to study systems that are too large or too small.
  • design structures to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used.
  • use models to represent systems and their interactions—such as inputs, processes and outputs—and energy and matter flows within systems.
Spring
Engineering Design:  In this Unit students learn about the engineering design process and will apply it to various investigations.
Upon completion of this unit, students will be able to…
  • 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.
  • evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
  • 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.
  • 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.
Cycle 3 (2019)
Fall
Biological Evolution - Unity and Diversity:  In this unit students will study biological evolution and determine how it has contributed to both the unity and diversity of earth’s species.
Upon completion of this unit, students will be able to…
Students will be able to…
  • interpret fossil records
  • interpret patterns to identify cause and effect relationships
  • use graphs, charts and images to identify patterns in data
  • use probability to infer the relationship between certain causes and effects
  • analyze displays of data to identify linear and nonlinear relationships
  • analyze and interpret data to determine similarities and differences in findings
  • use mathematical representations to support scientific conclusions and design solutions
  • apply scientific ideas to construct an explanation for real world phenomena, examples or events
  • construct an explanation that includes qualitative or quantitative relationships between variables that describe phenomena
  • gather, read and synthesize information from multiple appropriate sources
Winter
Energy and Waves:  In this Unit students will study about energy and waves in the context of physical science.  More specifically, they will learn about the Law of Conservation of Energy as well as the relationship between energy and forces.  They will also learn about the properties of a wave and how waves are used in modern technology.
Upon completion of this unit, students will be able to…
  • develop a model to describe unobservable mechanisms
  • plan an investigation individually and collaboratively, and in the design:
    • identify independent and dependent variables and controls,
    • what tools are needed to do the gathering,
    • how measurements will be recorded,
    • how many data are needed to support a claim.
  • construct and interpret graphical displays of data to identify linear and nonlinear relationships
  • apply scientific ideas or principles to design, construct, and test a design of an object, tool, process or system
  • construct, use, and present oral and written arguments supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon
  • use mathematical representations to describe and/or support scientific conclusions and design solutions
  • integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings
Spring
Earth and  Human Activity:  In this Unit students will study how human activity has impacted the Earth.
Upon completion of this unit, students will be able to…
  • ask questions to identify and clarify evidence of an argument.
  • analyze and interpret data to determine similarities and differences in findings.
  • construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.
  • apply scientific principles to design an object, tool, process or system.
  • construct an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.

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