Draft Navigating The Ms Science Curriculum 2017-2018

Navigating the Middle School Science Curriculum:
A Curriculum Introduction
to accompany the CURRICULUM FRAMEWORK OVERVIEW
Grades 6-8
Based on the Next Generation Science Standards- Middle School Science
Correlated to iScience published by McGraw-Hill (2015) and Discovery Education Science Techbook
July 30, 2017
Prince Georges County Public Schools
Board of Education of Prince Georges County, Maryland

BOARD OF EDUCATION
OF
PRINCE GEORGES COUNTY, MARYLAND
Segun C. Eubanks, Ed.D., Chair
Carolyn M. Boston, Vice-Chair, District 6
David Murray, District 1
Lupi Quinteros-Grady, District 2
Dinora A. Hernandez, Esq., District 3
Patricia Eubanks, District 4
Raaheela Ahmed, District 5
K. Alexander Wallace, District 7
Edward Burroughs III, District 8
Sonya Williams, District 9
Mary Kingston Roche, Board Member
Curtis Valentine, M.P.P., Board Member
Amanya Paige, Student Board Member
Kevin M. Maxwell, Ph.D., Secretary Treasurer and Chief Executive Officer
Monica Goldson, Ed.D.

Deputy Superintendent for Teaching and Learning
Gladys Whitehead, Ph.D.

Executive Director, Curriculum and Instruction
Judith White, Ed.D.
Director, Academic Programs
Godfrey Rangasammy
Instructional Supervisor, PreK-12 Science
DRAFT Navigating the Middle School Science Curriculum- Grades 6-8 ii

Acknowledgements
Prince Georges County Public Schools wishes to thank the following professionals who worked on the
Middle School Science Curriculum Framework:
Godfrey Rangasammy, PreK-12 Science Supervisor

Traci Walkup, PreK-12 Science Instructional Specialist
Tanisha Johnson, PreK-12 Science Instructional Coach
Ailanna Baker, Martin Luther King, Jr. MS

Stephen Biller, William S. Schmidt Outdoor Education Center
Elizabeth Butler, Martin Luther King, Jr. MS
Marvin Claude, Ernest E. Just MS
Delonta Davis, Buck Lodge MS
Patrice Felton, Gaywood ES
Nadine Gaujean, Walker Mill MS
Breyer Hillegas, Greenbelt MS
Lisa Lee Sang, William S. Schmidt Outdoor Education Center
Justin Leonard, Nicholas Orem MS
Dennine Powe, Kenmoor MS
Rhonda Scott, William S. Schmidt Outdoor Education Center
This document was prepared using the following textbook and ancillary materials:
iScience published by McGraw-Hill, 2015 and Discovery Education Science Techbook
DRAFT Navigating the Middle School Science Curriculum- Grades 6-8 iii
Table of Contents
Acknowledgements ..................................................................................................................................................... iii
Abstract ......................................................................................................................................................................... 5
Grade 6 Science Year-at-a-Glance ........................................................................................................................ 6
Grade 8 .......................................................................................................................................................................... 8
The Next Generation Science Standards ................................................................................................................. 10
Disciplinary Core Ideas .............................................................................................................................................. 11
Scientific and Engineering Practices (SEPs) ........................................................................................................... 12
Modeling as an Anchor Practice ............................................................................................................................... 14
Using Models to Explain Phenomena....................................................................................................................... 15
Crosscutting Concepts (CCC) ................................................................................................................................... 17
Nature of Science (NOS) ............................................................................................................................................ 19
Using the NGSS Evidence Statements ..................................................................................................................... 21
Engineering Design Process (EDP) .......................................................................................................................... 22
PGCPS Literacy Plan .................................................................................................................................................. 24
Reading the Middle School Science CFOs: ............................................................................................................. 25
Model Framework Overview and Model Lesson...................................................................................................... 25
Teacher Content Refreshers ..................................................................................................................................... 26
Sample: Introduction to Matter and Energy Framework......................................................................................... 27
Anchor Phenomena and Driving Questions ............................................................................................................ 28
Instructional Materials Guides .................................................................................................................................. 29
Instructional Resources ............................................................................................................................................. 34
McGraw-Hill iScience Resources .............................................................................................................................. 34
McGraw-Hill connectED ............................................................................................................................................. 35
Logging into ConnectED ....................................................................................................................................... 35
Online Teachers Edition ...................................................................................................................................... 36
Accessing Unit, Chapter, and Lesson Resources ................................................................................................ 36
Accessing and Using Lesson Resources and Materials....................................................................................... 38
Teacher Resource Icons ...................................................................................................................................... 39
Menu and Accessing Teacher Tools .................................................................................................................... 41
Probes by Page Keeley ........................................................................................................................................ 43
How to access the Page Keeley Probes .............................................................................................................. 43
BrainPOP .............................................................................................................................................................. 45
Discovery Education Science Techbook ................................................................................................................. 46
Teacher Resources .................................................................................................................................................... 47
Appendix A .................................................................................................................................................................. 50
DRAFT Navigating the Middle School Science Curriculum- Grades 6-8 4

Abstract
The Prince Georges County Public Schools Curriculum Introduction Guide, Navigating the Middle School
Science Curriculum, has been developed to provide district educators with the information and support needed to
provide students with instruction that meets the shifts and demands of the Next Generation Science Standards
(NGSS). This guide provides detailed explanation for using the curriculum, textbooks, and digital resources as well as
other resources.
Included in this guide are descriptions of the Middle School Science Curriculum Framework Overviews
(CFO), which are aligned with NGSS. The standards are presented in the CFOs along with the resources from the
McGraw-Hill iScience series and Discovery Education Techbook. The overviews include a pacing guide, instructional
resources, and sample lessons for units.
During the 2016-2017 and 2017-2018 school years, eighth grade students will take the pilot Maryland
Integrated Science Assessment (MISA). These no fault years will be used to field test new items for the new
assessment. The middle school science curriculum is designed to prepare students for MISA. Some of the
performance expectations are covered in multiple years to support the learning progressions across grade levels. In
the eighth grade, the curriculum contains review modules for MISA preparation through the use of Discovery
Education Techbook. Techbook exposes students to reading passages, videos, tech-enhanced question activities,
and simulations similar to what students will experience during MISA; therefore, to prepare for MISA, it is imperative
that students have access to technology to use Techbook on a weekly basis.
With the implementation of NGSS, it is expected that teachers develop lessons that contain the three-
dimensional approach to science instruction by incorporating the Disciplinary Core Ideas (DCIs), Science and
Engineering Practices (SEPs), and the Crosscutting Concepts (CCCs). When relevant, the Nature of Science is
referenced to provide students with a better understanding of how to practice science and use scientific knowledge.
Real world applications are also referenced throughout the document.
To help students gain knowledge and experience about the way that scientists and engineers do work, the
units included in the CFOs begin with anchor phenomena that students will explore, investigate and research
throughout the unit. To facilitate this learning, students will develop conceptual models that they will use to explain
various phenomena. Throughout the unit, students will have opportunities to refine and defend their models as they
gain new knowledge.
This curriculum overview is aligned with the guidelines set for science according to COMAR as in Title 13A State
Board of Education. See Appendix A for further details.
The following pages contain a Year-at-a-Glance view for grades 6-8.

Grade 6 Science Year-at-a-Glance
Actual pacing may differ slightly due to individual school schedules/events, testing, and calendar
modifications. The MS curriculum is designed for the recommended 72-minute class period. In support of
the shifts and demands of the Next Generation Science Standards, the Science and Engineering Practices
and the Crosscutting Concepts are integrated to deliver each topic.
Grade 6
Quarter 1 Quarter 2
(September 6, 2017- November 9, 2017) (November 10, 2017- January 25, 2018)
Unit 1- Using the Science and Engineering Practices Unit 3:

to Make Sense of Our World: Energy Transformations (MS-PS3-5)
Working and Thinking Like Scientists Attractive Forces (MS-PS2-5)
Phenomena, Modeling, and Scientific Electricity (MS-PS2-3)
Explanations Magnetism (MS-PS2-3)
STEM Fair Preparation
Unit 2:
Simple Molecular Structure (MS-PS1-1)
Properties of Substances (MS-PS1-2)
States of Matter and Thermal Energy (MS-
PS1-4, MS-PS3-4, MS-PS3-3)
Systemic Literacy Task- Synthetic Materials
(MS-PS1-3)
Quarter 3 Quarter 4
(January 26, 2018- March 28, 2018) (March 29, 2018- June 13, 2018)
Student Service Learning Project: Unit 6:

Fats, Oils, and Grease (MS-ESS3-3) Interactions Among Organisms Within
Ecosystems (MS-LS2-1, MS-LS2-2, MS-LS1-
Unit 4: 5)
The Cycling of Water (MS-ESS2-4) Cycling of Matter in Ecosystems (MS-LS2-3)
The Cycling of Earths Materials (MS-ESS2-1) Solutions for Maintaining Ecosystems (MS-
Evidence of Earths Past (MS-ESS2-3) LS2-4, MS-LS2-5)
Changes to Earths Surface (MS-ESS2-2) Reducing Our Impact on Earth (MS-ESS3-1,
MS-ESS3-4)
Unit 5:
Sizing Up the Solar System (MS-ESS1-3)
The Earth-Sun-Moon System (MS-ESS1-1)
Gravitational Interactions (MS-PS2-4)
Gravity and the Galaxies (MS-ESS1-2)
**The systemic literacy task will be conducted in the month of October for all middle school science courses in 2017.
Testing for 2017-2018- Eighth grade students will take the Maryland Integrated Science Assessment (MISA) in March 2018 with integrated field test items (no
fault). This assessment has replaced the Science MSA.

Grade 7
Quarter 1 Quarter 2
Unit 1- Using the Science and Engineering Practices Unit 3 (cont.):

to Make Sense of Our World: Chemical Reactions and Energy Flow in
Working and Thinking Like Scientists Organisms (MS-LS1-7)
Phenomena, Modeling, and Scientific
Explanations Unit 4:
The Body as a System of Subsystems (MS-
STEM Fair Preparation LS1-3)
The Work of Sensory Receptors (MS-LS1-8)
Unit 2:
Simple Molecular Structure (MS-PS1-1) Unit 5:
The Impact of Synthetic Materials on Society Reproduction and Genetic Variation (MS-LS3-2)
(MS-PS1-3) The Effect of Gene Mutations (MS-LS3-1)
How Genetic Factors Affect the Growth of
Unit 3: Organisms (MS-LS1-5)
Cells: Structure and Function (MS-LS1-1, MS-
LS1-2)
The Role of Photosynthesis in the Cycling of
Matter and Flow of Energy (MS-LS1-6)
Systemic Literacy Task
Quarter 3 Quarter 4
Unit 6: Unit 7:
The Probability of Survival (MS-LS4-4, MS-LS4- Comparing Modern Organisms and Fossil
6) Organisms (MS-LS4-2)
Adaptations for Survival (MS-LS1-4) Relationships in Embryological Development
Selective Breeding (MS-LS4-5) Across Multiple Species (MS-LS4-3)
Patterns in the Fossil Record (MS-LS4-1)
Student Service Learning Project: The Geologic Time Scale (MS-ESS1-4)
Design Solutions for Environmental Impact (Wild Rice)
(MS-ESS3-1, MS-LS2-1, MS-LS2-2, MS-LS2-3, MS-LS2-
4)
**The systemic literacy task will be conducted in the month of October for all middle school science courses in 2017.
Testing for 2017-2018- Eighth grade students will take the Maryland Integrated Science Assessment (MISA) in March 2018 with integrated field test items (no
fault). This assessment has replaced the Science MSA.

Grade 8
Quarter 1 Quarter 2
Unit 1- Using the Science and Engineering Practices Unit 4:

to Make Sense of Our World: Newtons Laws (MS-PS2-2, MS-PS2-1)
Working and Thinking Like Scientists Kinetic Energy, Mass, and Speed (MS-PS3-1)
Phenomena, Modeling, and Scientific The Relationship Between Potential Energy and
Explanations Distance Between Objects (MS-PS3-2)
MISA Review- Electricity and Magnetism (MS-
Unit 2: PS2-3)
Simple Molecular Structure (MS-PS1-1)
Evidence of Chemical Changes and STEM Fair Preparation
Conservation of Matter (MS-PS1-2, MS-PS1-5);
MISA Review- Food, Chemical Reactions, and Unit 5:
Energy (MS-LS1-7) MISA Review- Cycling of Matter/Flow of Energy
MISA Review- States of Matter and Thermal in Ecosystems (MS-LS2-3)
Energy (MS-PS1-4); MISA Review- The Water MISA Review- Interactions in Ecosystems (MS-
Cycle (MS-ESS2-4) LS2-2)
The Release and Absorption of Thermal Energy MISA Review- Earths Changing Surfaces (MS-
(MS-PS1-6); MISA Review- Minimizing or ESS2-2)
Maximizing Thermal Energy (MS-PS3-3) MISA Review- Distribution of Earths Resources
(MS-ESS3-1)
Unit 3:
MISA Review- Selective Breeding (MS-LS4-5)
MISA Review- Environmental/Genetic
Organisms (MS-LS1-5)
Systemic Literacy Task (during the month of
October)
MISA Review- Cells, Reproduction and Genetic

Variation (MS-LS1-1, MS-LS3-2)

Quarter 3 Quarter 4
Unit 6: Student Service Learning Project:

MISA Review- Patterns in the Fossil Record Minimizing Human Impact on the Environment (MS-
(MS-LS4-1) ESS3-3)
MISA Review- Modern and Fossil Organisms
(MS-LS4-2) Unit 8:
MISA Review- Scale Properties in the Solar Properties of Waves (MS-PS4-2)
Systems (MS-ESS1-3) Modeling Waves (MS-PS4-1)
Digitized Signals (MS-PS4-3)
Maryland Integrated Science Assessment
Unit 7:
Interactions of Air Masses (MS-ESS2-5)
Forecasting Catastrophic Events (MS-ESS3-2)
Patterns of Atmospheric and Oceanic
Circulation (MS-ESS2-6)
Evidence of Change in Global Temperatures
(MS-ESS3-5)
**The systemic literacy task will be conducted in the month of October for all middle school science courses
in 2017.
Testing for 2017-2018- Eighth grade students will take the Maryland Integrated Science Assessment (MISA) in
March 2018 with integrated field test items (no fault). This assessment has replaced the Science MSA.

The Next Generation Science Standards
The Next Generation Science Standards (NGSS) have been developed using the Framework for K-12
Science Education to prepare students to be informed citizens and knowledgeable consumers in a competitive flat
world. The understanding of science is critical in the innovation needed to sustain a better quality of life for future
generations. To foster this innovation, students need a more in-depth understanding of the way science works in
society.
The NGSS content is focused on preparing students for attending college and careers. The format of the
standards includes connections to the English Language Arts and Mathematics Common Core State Standards. This
allows an opportunity for science to be a part of a childs comprehensive education as well as ensuring an aligned
sequence of learning in all content areas. The three sets of standards overlap and are reinforced in meaningful and
substantive ways.
There are three dimensions in NGSS: Disciplinary Core Ideas, Science and Engineering Practices, and
Crosscutting Concepts. The lessons in these documents have been developed using this three dimensional
approach. The integration of these three dimensions provides students with a context for the content of science, how
science knowledge is acquired and how the sciences are connected through concepts. The NGSS are presented as
performance expectations that explain what students should know and be able to do. These expectations set the
learning goals for students, but do not describe the path of instruction to explain how students get there.
On the NGSS website, the standards format provides the performance expectations listed by topic above
three columns listing the correlating Science and Engineering Practices, Disciplinary Core Ideas, and the
Crosscutting Concepts. The bottom of the pages provides the connections to the Common Core State Standards. A
sample can be viewed below:
Performance Expectation
Students who demonstrate understanding can:
MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.
Clarification Statement: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and
methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3D ball
and stick structures, or computer representations showing different molecules with different types of atoms.
Assessment Boundary: Assessment does not include valence electrons and bonding energy, discussing the ionic nature of subunits of complex structures,
or a complete description of all individual atoms in a complex molecule or extended structure is not required.
Science and Engineering Practices (SEPs) Disciplinary Core Crosscutting Concepts (CCCs)
Ideas (DCIs)
Developing and Using Models PS1.A: Structure and Properties of Matter Scale, Proportion, and Quantity
Modeling in 68 builds on K5 and progresses to Substances are made from different Time, space, and energy phenomena
developing, using, and revising models to types of atoms, which combine with can be observed at various scales
describe, test, and predict more abstract one another in various ways. Atoms using models to study systems that
phenomena and design systems. form molecules that range in size are too large or too small.
Develop a model to predict and/or from two to thousands of atoms.
describe phenomena. Solids may be formed from
molecules, or they may be extended
structures with repeating subunits
(e.g., crystals).
Maryland College and Career-Ready Standards (MDCCRS) for MS-PS1-1
RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart,
diagram, model, graph, or table).
MP.2 Reason abstractly and quantitatively.
MP.4 Model with mathematics.

Disciplinary Core Ideas
The Framework for K-12 Science Education portrays the Disciplinary Core Ideas (DCIs) as a progression of
ideas in grade band endpoints. The grade bands are K-2, 3-5, 6-8, and 9-12. The NGSS uses these progressions in
the same manner. In the 6th through 8th grade CFOs for Prince Georges County Public Schools, the core ideas are
spread out across all three grade levels.
Physical Science Life Science Earth and Space Science

PS1 Matter and Its Interactions LS1 From Molecules to Organisms: ESS1 Earths Place in the Universe
PS1.A Structure and Structures and Processes ESS1.A The Universe and Its
Properties of Matter LS1.A Structure and Function Stars
PS1.B Chemical Reactions LS1.B Growth and ESS1.B Earth and the Solar
PS1.C Nuclear Processes Development of Organisms System
PS2 Motion and Stability: Forces and LS1.C Organization for Matter ESS1.C The History of Planet
Interactions and Energy Flow in Organisms Earth
PS2.A Forces and Motion LS1.D Information Processing ESS2 Earths Systems
PS2.B Types of Interactions LS2 Ecosystems: Interactions, ESS2.A Earth Materials and
PS2.C Stability and Instability Energy, and Dynamics Systems
in Physical Systems LS2.A Interdependent ESS2.B Plate Tectonics and
PS3 Energy Relationships in Ecosystems Large-Scale System
PS3.A Definitions of Energy LS2.B Cycles of Matter and Interactions
PS3.B Conservation of Energy Energy Transfer in ESS2.C The Roles of Water in
and Energy Transfer Ecosystems Earths Surface Processes
PS3.C Relationship Between LS2.C Ecosystem Dynamics, ESS2.D Weather and Climate
Energy and Forces Functioning, and Resilience ESS2.E Biogeology
PS3.D Energy and Chemical LS2.D Social Interactions and ESS3 Earth and Human Activity
Processes in Everyday Life Group Behavior ESS3.A Natural Resources
PS4 Waves and Their Applications in LS3 Heredity: Inheritance and ESS3.B Natural Hazards
Technologies for Information Variation of Traits
ESS3.C Human Impacts on
Transfer LS3.A Inheritance of Traits
Earth Systems
PS4.A Wave Properties LS3.B Variation of Traits
ESS3.D Global Climate
PS4.B Electromagnetic LS4 Biological Evolution: Unity and
Change
Radiation Diversity
PS4.C Information LS4.A Evidence of Common
Technologies and Ancestry
Instrumentation LS4.B Natural Selection
LS4.C Adaptation
LS4.D Biodiversity and
Humans

Scientific and Engineering Practices (SEPs)
The NGSS have included Science and Engineering Practices as part of the standards. Each lesson should
include a Science and Engineering Practice to help students understand how scientific knowledge develops. Being
able to participate in the SEPs during each lesson will give the student a better understanding of the Disciplinary
Core Idea, the Crosscutting Concepts and engineering. It will make their work in science much more meaningful.
For more information, see Appendix F at Science and Engineering Practices in the NGSS.
Practice 1: Asking Questions and Defining Problems

Ask questions
o that arise from careful observation of phenomena, models, or unexpected results, to clarify and/or seek
additional information.
o to identify and/or clarify evidence and/or the premise(s) of an argument and challenge the premise(s) of an
argument or the interpretation of a data set.
o to determine relationships between independent and dependent variables and relationships in models.
o to clarify and/or refine a model, an explanation, or an engineering problem.
o that can be investigated within the scope of the classroom, outdoor environment, and museums and other
public facilities with available resources and, when appropriate, frame a hypothesis based on observations
and scientific principles.
Define a design problem that can be solved through the development of an object, tool, process or system and includes
multiple criteria and constraints, including scientific knowledge that may limit possible solutions.
Practice 2: Developing and Using Models

Evaluate limitations of a model for a proposed object or tool.
Develop or modify a model based on evidence to match what happens if a variable or component of a system is
changed.
Use and/or develop a model of simple systems with uncertain and less predictable factors.
Develop and/or revise a model to show the relationships among variables, including those that are not observable but
predict observable phenomena.
Develop and/or use a model to predict and/or describe phenomena or unobservable mechanisms.
Develop and/or use a model to generate data to test ideas about phenomena in natural or designed systems, including
those representing inputs and outputs, and those at unobservable scales.
Practice 3: Planning and Carrying Out Investigations

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, and how many data are needed
to support a claim.
Conduct an investigation and/or evaluate and/or revise the experimental design to produce data to serve as the basis for
evidence that meet the goals of the investigation.
Evaluate the accuracy of various methods for collecting data.
Collect data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of
conditions.
Collect data about the performance of a proposed object, tool, process or system under a range of conditions.

Practice 4: Analyzing and Interpreting Data
Construct, analyze, and/or interpret graphical displays of data and/or large data sets to identify linear and nonlinear
relationships.
Distinguish between causal and correlational relationships in data.
Analyze and interpret data to provide evidence for phenomena.
Apply concepts of statistics and probability (including mean, median, mode, and variability) to analyze and characterize
data, using digital tools when feasible.
Consider limitations of data analysis (e.g., measurement error), and/or seek to improve precision and accuracy of data with
better technological tools and methods (e.g., multiple trials).
Analyze data to define an optimal operational range for a proposed object, tool, process or system that best meets criteria
for success.
Practice 5: Using Mathematics and Computational Thinking

Use digital tools (e.g., computers) to analyze very large data sets for patterns and trends.
Use mathematical representations to describe and/or support scientific conclusions and design solutions.
Apply mathematical concepts and/or processes (e.g., ratio, rate, percent, basic operations, simple algebra) to scientific and
engineering questions and problems.
Use digital tools and/or mathematical concepts and arguments to test and compare proposed solutions to an engineering
design problem.
Practice 6: Constructing Explanations and Designing Investigations

Construct an explanation that includes qualitative or quantitative relationships between variables that predict(s) and/or
describe(s) phenomena.
Construct a scientific explanation using models or representations 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 ideas, principles, and/or evidence to construct, revise and/or use an explanation for real-world phenomena,
examples, or events.
Apply scientific reasoning to show why the data or evidence is adequate for the explanation or conclusion.
Undertake a design project, engaging in the design cycle, to construct and/or implement a solution that meets specific
design criteria and constraints.
Optimize performance of a design by prioritizing criteria, making tradeoffs, testing, revising, and re-testing.
Practice 7: Engaging in Arguments from Evidence

Compare and critique two arguments on the same topic and analyze whether they emphasize similar or different evidence
and/or interpretations of facts.
Respectfully provide and receive critiques about ones explanations, procedures, models, and questions by citing relevant
evidence and posing and responding to questions that elicit pertinent elaboration and detail.
Construct, use, and/or present 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.
Make an oral or written argument that supports or refutes the advertised performance of a device, process, or system
based on empirical evidence concerning whether or not the technology meets relevant criteria and constraints.
Evaluate competing design solutions based on jointly developed and agreed-upon design criteria.
Practice 8: Obtaining, Evaluating, and Communicating Information

Critically read scientific texts adapted for classroom use to determine the central ideas and/or obtain scientific and/or
technical information to describe patterns in and/or evidence about the natural and designed world(s).
Integrate qualitative and/or quantitative scientific and/or technical information in written text with that contained in media
and visual displays to clarify claims and findings.
Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and
possible bias of each publication and methods used, and describe how they are supported or not supported by evidence.
Evaluate data, hypotheses, and/or conclusions in scientific and technical texts in light of competing information or
accounts.
Communicate scientific and/or technical information (e.g. about a proposed object, tool, process, system) in writing and/or
through oral presentations.

Modeling as an Anchor Practice
Models are an integral part of the work of scientists and engineers. As students work to explain phenomena, they will use the
other Science and Engineering Practices to help refine their models. Students must engage in hands-on investigation and
research to dispel misconceptions and gain content knowledge. The diagram below shows how the practices connect to the
practice of developing and using models.

Using Models to Explain Phenomena
One of the shifts of NGSS involves learning to explain phenomena and solve problems. Students will engage in the
three dimensions of NGSS to gain knowledge about observable and unobservable processes of the universe.
Each unit of the Middle School Science Curriculum begins with an anchor phenomenon that connects a bundle of
performance expectations. When appropriate, students will develop an initial model that attempts to explain how the
phenomenon works. To help guide students through the process of uncovering science knowledge through the
investigation of phenomena, teachers will follow the modeling protocol as outlined below:
General Modeling Protocol
Introduction of the Phenomenon

One of the main shifts for NGSS is the use of models to collect data or to predict phenomena. Natural phenomena
are observable, sometimes puzzling events or processes that occur in the universe that we can use our knowledge of
science to explain or predict. Scientists continue to add to our knowledge of science by developing general ideas that
are based on evidence to explain and predict phenomena. The work of engineers involves designing solutions to
problems that arise from phenomena and using explanations of phenomena to design solutions. At times, students
will also observe designed phenomena such as a large electromagnet used to move cars around a junkyard.
Designed phenomena use our science knowledge to produce tools and resources that allow us to do work or uncover
other new science concepts.
By engaging students in work to uncover knowledge about phenomena through their own questions, teachers are
shifting students from learning about a topic to figuring out why or how something happens. This helps students to
connect to the real world application of science as a way of knowing about the world we live in. Careful selection of
engaging phenomena can lead to increased engagement in scientific discovery for students. Each unit in the PGCPS
Middle School Science Curriculum begins with an anchor phenomenon that relates to a bundle of performance
expectations. As students progress through the unit, they will engage in learning experiences that build on their
understanding and help them make sense of the science behind the phenomenon.

Developing an Initial Model
When discussing models in science, physical replicas are often the common examples. Through the shifts of NGSS,
we will be discussing and using a range of scientific models including: diagrams, mathematical representations,
analogies, and computer simulations. Students will be exposed to all of these types in the middle school science
curriculum.
To shift students from the common use of physical replicas that often serve as no more than art projects,
students will be tasked with fully developed conceptual models that explain phenomena. After observing the anchor
phenomenon at the beginning of each unit, students will develop an initial model that shows their understanding of
what has been observed. Student models will differ by phenomena. For example, at times, students may develop a
cyclical or linear model to explain a process. To explain a cause and effect relationship, a student may develop a
before-and-after model. Students will select the model that best represents their initial understanding.
Students will gain experience at developing conceptual models in each unit of the curriculum. Students
should be given the opportunity to discuss their initial models with other students before beginning any investigating.
This will allow the teacher to listen to students ideas and note any misconceptions about concepts. Instead of
immediately addressing them, the teacher should use the misconceptions to select activities and develop lessons to
have students work through their misconceptions.
Sensemaking- Working to Gain New Knowledge of the Phenomena and Model Refinement
Through the Science and Engineering Practices (SEPs), students will work to uncover new science
knowledge to explain the phenomena in a process called sensemaking. While working through the practices,
students will answer the following guiding questions:
1. What are we trying to figure out?

2. What questions do I have about this phenomenon?
3. How will we figure this out?
4. What investigation(s) can we do to test our ideas?
5. How will we research this?
6. How can we keep track of our ideas?
7. How do we know if what we have discovered answers our questions or solves or problem?
8. How does all the information we have collected fit together?
9. How does what we have uncovered explain our phenomena?
While answering these questions, students will revise and improve their models as they uncover new
knowledge. They will use data from their investigations as evidence to support revisions and reflect on strengths and
limitations of the models that they have developed. Model revisions will include structures such as arrows showing
relationships and updated text with explanations for what is shown in the models. As students learn more about the
phenomena, they will add deeper explanations and connections.
Students should also be given the opportunity to test their models against other ideas and compare their
models with other models. The comparison of models will lead to the students developing a consensus model. It is
highly recommended that teachers create a culture of consensus modeling for their students. The processes involved
in consensus modeling engage students in rich evidence-based discussion and argumentation surrounding their
individual or small group models.
Constructing an Explanation of the Phenomenon

Upon completing a revised model that best represents the phenomenon being studied, students should be
able to use their models to make predictions or explain how and why phenomena occur. A successful explanatory
model can be used to explain what is unseen and explain the results of the unseen in relation to the phenomenon.
The model should also connect to other related phenomena.
For additional resources on models and phenomena, please see the Everything MS Science Google folder.

Crosscutting Concepts (CCC)
Crosscutting concepts help students to make sense of the world around them by being used within more
than one Disciplinary Core Idea (DCI) within the science framework. They are repetitive in the fact that they are seen
more than once, and in different DCI areas. Depending on the DCI that is being studied, the Crosscutting Concept
(CCC) will be different. Below are each of the CCCs and the different descriptions that are used with them.
For more information, see NGSS Appendix G - Crosscutting Concepts.
Patterns
Macroscopic patterns are related to the nature of microscopic and atomic-level structure.
Patterns in rates of change and other numerical relationships can provide information about natural and
human designed systems.
Patterns can be used to identify cause-and-effect relationships.
Graphs, charts, and images can be used to identify patterns in data.
Cause and Effect: Mechanism and Predictions

Relationships can be classified as causal or correlational, and correlation does not necessarily imply
causation.
Cause and effect relationships may be used to predict phenomena in natural or designed systems.
Phenomena may have more than one cause, and some cause and effect relationships in systems can only be
described using probability.
Scale, Proportion, and Quantity

Time, space, and energy phenomena can be observed at various scales using models to study systems that
are too large or too small.
The observed function of natural and designed systems may change with scale.
Proportional relationships (e.g., speed as the ratio of distance traveled to time taken) among different types of
quantities provide information about the magnitude of properties and processes.
Scientific relationships can be represented through the use of algebraic expressions and equations.
Phenomena that can be observed at one scale may not be observable at another scale.
Systems and System Models

Systems may interact with other systems; they may have sub-systems and be a part of larger complex
systems.
Models can be used to represent systems and their interactionssuch as inputs, processes and outputsand
energy, matter, and information flows within systems.
Models are limited in that they only represent certain aspects of the system under study.
Energy and Matter: Flows, Cycles, and Conservation

Matter is conserved because atoms are conserved in physical and chemical processes.
Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter.
Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion).
The transfer of energy can be tracked as energy flows through a designed or natural system.

Structure and Function
Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their
function depends on the shapes, composition, and relationships among its parts; therefore, complex natural
and designed structures/systems can be analyzed to determine how they function.
Structures can be designed to serve particular functions by taking into account properties of different
materials, and how materials can be shaped and used.
Stability and Change

Explanations of stability and change in natural or designed systems can be constructed by examining the
changes over time and forces at different scales, including the atomic scale.
Small changes in one part of a system might cause large changes in another part.
Stability might be disturbed either by sudden events or gradual changes that accumulate over time.
Systems in dynamic equilibrium are stable due to a balance of feedback mechanisms.

Nature of Science (NOS)
The Nature of Science can be divided between the Science and Engineering Practices (SEP) and the
Crosscutting Concepts (CCC). It is generally accepted that the first four understandings are closely associated with
the Science and Engineering Practices and the last four are with the Crosscutting Concepts. Nature of Science is not
considered another dimension of the NGSS, but is considered an imbedded way to practice science and use
scientific knowledge. It is believed that by imbedding these practices students will become more scientifically literate.
Science and Engineering Practices Crosscutting Concepts

Scientific Investigations Use a Variety of Methods Science is a Way of Knowing
Scientific Knowledge is Based on Empirical Scientific Knowledge Assumes an Order and
Evidence Consistency in Natural Systems
Scientific Knowledge is Open to Revision in Light Science is a Human Endeavor
of New Evidence Science Addresses Questions About the Natural
Scientific Models, Laws, Mechanisms, and and Material World
Theories Explain Natural Phenomena
For more information, see NGSS Appendix H - Nature of Science.
The list below provides details of each of the NOS tenets. These understandings should be used throughout the DCIs
and within the SEP and CCC dimensions of the NGSS.
Scientific Investigations Use a Variety of Methods

Science investigations use a variety of methods and tools to make measurements and
observations.
Science investigations are guided by a set of values to ensure accuracy of measurements,
observations, and objectivity of findings.
Science depends on evaluating proposed explanations.
Scientific values function as criteria in distinguishing between science and non-science.
Scientific Knowledge is Based on Empirical Evidence

Science knowledge is based upon logical and conceptual connections between evidence and
explanations.
Science disciplines share common rules of obtaining and evaluating empirical evidence.
Scientific Knowledge is Open to Revision in Light of New Evidence

Scientific explanations are subject to revision and improvement in light of new evidence.
The certainty and durability of science findings varies
Science findings are frequently revised and/or reinterpreted based on new evidence.
Scientific Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

Theories are explanations for observable phenomena.
Science theories are based on a body of evidence developed over time.
Laws are regularities or mathematical descriptions of natural phenomena.
Scientists use a hypothesis as an idea that may contribute important new knowledge for the
evaluation of a scientific theory.
The term theory as used in science is very different from the common used outside of science.

Science is a Way of Knowing
Science is both a body of knowledge and the processes and practices used to add to that body of
knowledge.
Science knowledge is cumulative and many people, from many generations and nations, have
contributed to science knowledge.
Science is a way of knowing used by many people, not just scientists.
Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science assumes that objects and events in natural systems occur in consistent patterns that are
understandable through measurement and observation.
Science carefully considers and evaluates anomalies in data and evidence.
Science is a Human Endeavor

Men and women from different social, cultural, and ethnic backgrounds work as scientists and
engineers.
Scientists and engineers rely on human qualities such as persistence, precision, reasoning, logic,
imagination, and creativity.
Scientists and engineers are guided by habits of mind such as intellectual honesty, tolerance of
ambiguity, skepticism, and openness to new ideas.
Advances in technology influence the progress of science and science has influenced advances in
technology.
Science Addresses Questions About the Natural and Material World

Scientific knowledge is constrained by human capacity, technology, and materials.
Science limits its explanations to systems that lend themselves to observation and empirical
evidence.
Science knowledge can describe consequences of actions but is not responsible for societys
decisions

Using the NGSS Evidence Statements
The developers of NGSS have provided educators with additional details on what students should know and
be able to do to meet the performance expectations. These additional details are called evidence statements. The
evidence statements contain further explanation about vocabulary, concepts, mathematical relationships, and student
behaviors in relation to the performance expectations.
The statements represent observable and measureable components that, if met, will satisfy NGSS
performance expectations. While the corresponding evidence statements are already included in the middle school
science CFOs, teachers may wish to view them online at http://www.nextgenscience.org/evidence-statements.
Sample Evidence Statements for Performance Expectation MS-PS1-1:
Evidence Statements for MS-PS1-1

Observable features of the student performance by the end of the course:
1 Components of the model
a Students develop models of atomic composition of simple molecules and extended structures that
vary in complexity. In the models, students identify the relevant components, including:
i. Individual atoms.
ii. Molecules.
iii. Extended structures with repeating subunits.
iv. Substances (e.g., solids, liquids, and gases at the macro level).
2 Relationships
a In the model, students describe relationships between components, including:
i. Individual atoms, from two to thousands, combine to form molecules, which can be made up of
the same type or different types of atom.
ii. Some molecules can connect to each other.
iii. In some molecules, the same atoms of different elements repeat; in other molecules, the
same atom of a single element repeats.
3 Connections
a Students use models to describe that:
i. Pure substances are made up of a bulk quantity of individual atoms or molecules. Each pure
substance is made up of one of the following:
1. Individual atoms of the same type that are connected to form extended structures.
2. Individual atoms of different types that repeat to form extended structures (e.g., sodium
chloride).
3. Individual atoms that are not attracted to each other (e.g., helium).
4. Molecules of different types of atoms that are not attracted to each other (e.g., carbon
dioxide).
5. Molecules of different types of atoms that are attracted to each other to form extended
structures (e.g., sugar, nylon).
6. Molecules of the same type of atom that are not attracted to each other (e.g., oxygen).
ii. Students use the models to describe how the behavior of bulk substances depends on their
structures at atomic and molecular levels, which are too small to see.

Engineering Design Process (EDP)
Background Information The design process is built around being creative and thinking in a different way, which
leads to the ability to make new things and think of new ideas. Just as important to the process are engineering skills,
appearance, and cost. The goal is to create a product that is well-engineered, efficient, appeals to consumers, and
can be produced at a reasonable cost to both the manufacturer and consumer.
Technology relies on the design process to help improve pre-existing ideas. The design process involves finding
solutions to problems, be they new or old.
The teacher should discuss the term engineer with the students, due to the fact that they may associate it with trains.
We want to make sure that students understand that engineers specialize in a wide variety of science, design, and
engineering careers. These include aeronautical, biomedical, mechanical, chemical, civil engineering, and computer
software engineering.
While students may notice similarities among scientific inquiry and the Engineering and Design Process, the steps
are not interchangeable. Scientists and engineers do not create things in a random or haphazard manner. The main
similarity between the two processes is they both have an end goal of solving a problem.
Using pages NOS 12 16 in the teachers editions will help explain the process to the students. Whenever the
students are creating a physical product, they should be using the engineering design process. The nature of the
investigation will determine if scientific inquiry or the engineering design process is to be used.
The diagram on the next page demonstrates the process that engineers go through when developing a product:

The Engineering Design Process

PGCPS Literacy Plan
The PGCPS focus on literacy emphasizes the ability to:
1. Report, evaluate, gather, synthesize, and comprehend information and ideas

2. Conduct original research in order to answer questions or solve problems
3. Analyze and create print and non-print texts in media forms
4. Use numbers to process information, solve problems, and interpret data.
The design of NGSS aligns well with this focus through its incorporation of the Science and Engineering Practices
(SEPs) and the Common Core State Standards for English Language Arts and Mathematics. Along with the SEPs,
the Literacy in Science and Technical Subject Standards and the Mathematical Practices have been included in the
middle school science CFOs to support their use in the science classroom. Also, many of the model lessons in the
framework have specific activities that directly support the Common Core Standards, referenced as the Maryland
College and Career Readiness Standards (MDCCRS) in the state of Maryland.
To support the PGCPS Literacy Plan, science teachers will develop lessons to support the following goals:
Goal 1: Reading and Writing Across All Content Areas
Continuous Building of Disciplinary Literacy/Continuous Building of Knowledge in All Contents
Reading to Write/Writing to Read: Close Reading of Complex Text/TextBased Writing Across All
Contents/Integration of Academic Vocabulary, Language, and Speaking/Listening Standards
Goal 2: Reasoning In All Content Areas
Mathematical Literacy/Mathematical Best Practices/Integration of Quantitative Reasoning and Analytic

Thinking Across All Disciplines
During the school year, students will be expected to complete a systemic literacy task that focuses on argumentation.
Students will read a complex text and write an argument analysis essay. The entire learning opportunity will be
completed with teacher guidance over the course of several days. The pre-selected text is directly related to science
content that will be covered during that quarter. Additional information along with useful resources and strategies for
literacy task implementation can be found in the Secondary Literacy toolkit at
https://sites.google.com/a/pgcps.org/secondary-literacy-toolkit/. The actual tasks will not be made available until the
task implementation window opens (October). For the 2017-2018 school year, some grade levels will be introducing
a new text. Teachers are encouraged to wait until the October implementation window before beginning to prepare
materials.

Reading the Middle School Science CFOs:
Model Framework Overview and Model Lesson
The framework overview pages provide a guide to the resources that are available for each unit within the PGCPS
middle school science curriculum. The overview contains the NGSS followed by specific instructional materials, labs,
activities, and curricular connections. The items listed present recommended resources that teachers will use to
develop daily lesson plans. Teachers are expected to make every effort possible to provide hands-on science every
day. Students learn by doing; therefore, lab work is very important.
Lessons have been provided to give teachers ideas for enhancing the provided resources. Each lesson is formatted
using the 5 Es (Engage, Explore, Explain, Elaborate, Evaluate). Each E is described in the lesson plan template to
assist the teacher in selecting appropriate learning experiences. The sample lessons are designed to serve as an
overall approach to the performance expectation, not as daily lesson plans. The lessons may require several days to
complete. Individual teachers will need to develop daily plans that fit the needs of the students in their classrooms.
Please note that each daily lesson must include an engagement, an evaluation, an at least one other E. The number
of Es will be determined by the time allotted for the class period and the needs of the students.
The engagements in the sample lessons are written as the opening engagement. The teacher must develop an
engagement for the next day based on the progress of the lesson. It is highly possible that each class will end the
day in a different place depending on the depth of their discussions or questioning. The evaluations provided in the
sample lessons are written to cover the entire lesson as it is provided in the textbook. Teachers must develop their
own evaluations to fit their daily lessons based on the material that was covered in class that day. Teachers can use
strategies such as exit tickets, quick writes, or lesson summaries. The evaluations in the sample lessons relate back
to the essential questions and any performance expectations referenced at the beginning of the lesson.
The types of activities vary throughout the iScience series. To help teachers navigate more easily, a system of
abbreviations was created to more easily identify the variety of labs and activities that might be encountered in the
frameworks or lessons.
ML- Mini Lab

LL- Launch Lab
VL- Virtual Lab
SEP- Science and Engineering Practice
CCC- Crosscutting Concept
NOS- Nature of Science
ETS- Engineering, Technology, and Applications of Science
SWB- Student Workbook
PBL- Project-Based Learning Activity
DI- Differentiated Instruction
CR- Chapter Resources

Teacher Content Refreshers
In preparation for this unit, teachers should use the following resources to refresh their content knowledge. This
will help to enhance the progression of the anchor phenomenon. The resources provided in this chart are directly
related to the performance expectations of this unit, which are MS-PS1-1, MS-PS1-2, MS-PS1-4, MS-PS3-4, MS-
PS3-3, and MS-PS1-3.
Web Resource This video explainsThetheTeacher

structure and properties of
Content Refresher pages are
http://www.bozemanscience.com/ngs-ps1a-structure- matter. It explains designed
a teaching progression
to provide teachersfor with
properties-of-matter introducing the topic of matter in grades K-12.
resources to brush up on content This
Next Generation Science Standards Physical Science begins with a brief information.
introductionThisto substances
refresher willthat
helpcan
the
Disciplinary Core Idea 1A: Structure and Property of be scientifically observed
teacher at many
plan levels.
lessons that Itguide
eventually
students
Matter (11:49) builds through molecules
through and pure substances
experiences that erase to the
The left column contains the subatomic structure misconceptions
of atoms andand thedevelop understanding
importance of
content refresher link and binding energy. of the anchor phenomenon.
the resource title.
Web Resource This video explains how chemical reactions progress as
http://www.bozemanscience.com/ngs-ps1b-chemical- bonds are broken and reformed. It explains the
reactions difference between changes in state and changes in
Next Generation Science Standards Physical Science molecules. Then discussed is collision theory and
Disciplinary Core Idea 1B: Chemical Reactions (7:28) explains why increases in temperature and
Theincrease
concentration can right column contains
reaction a brief description
rates.
of the resource. Many of the resources come
Web Resource from the
This video attempts Bozeman
to explain thevideo seriesquestion-
age-old and are
http://www.bozemanscience.com/ngs-ps3a-definitions- directly aligned to the specific performance
What is Energy? Even though it comes in many forms
of-energy expectation.
one of the defining Others come
characteristics from the
of energy is that it is
professional development provided by our
Next Generation Science Standards Physical Science conserved over time.
digital resources.
Disciplinary Core Idea 3A - Definitions of Energy (7:56)
Web Resource The video explains how energy is conserved within a

http://www.bozemanscience.com/ngs-ps3b- system. In both macroscopic and microscopic collisions
conservation-of-energy-and-energy-transfer the amount of energy before the collision is equal to the
Next Generation Science Standards Physical Science amount after. The video then defines heat as energy
Disciplinary Core Idea 3B - Conservation of Energy & transfer between objects with different temperatures.
Energy Transfer (11:11) Finally, it is explained how heat is transferred via
conduction, convection and radiation.
Web Resource This video explains the first step in the design process,
http://www.bozemanscience.com/ngs-ets1a-defining- defining and delimiting the engineering problem. Design
delimiting-an-engineering-problem requires a clear definition of the problem and is done by
Next Generation Science Standards Engineering addressing both the constraints and criteria of each
Disciplinary Core Idea 1A: Defining & Delimiting an solution. This will become increasingly important, as
Engineering Problem (8:13) future problems require complex solutions.
Web Resource This video explains how many possible solutions are
http://www.bozemanscience.com/ngs-ets1b-developing- developed in the design process. As many solutions to
possible-solutions the problem are identified using a brainstorming
Next Generation Science Standards Engineering process. These solutions are compared to the specific
Disciplinary Core Idea 1B: Developing Possible constraints and criteria of the solution. Models are
Solutions (5:36) created to test the viability of each solution.

Sample: Introduction to Matter and Energy Framework
Suggested number of days: 28 days
List of PEs: MS-PS1-1, MS-PS1-2, MS-PS1-4, MS-PS3-4, MS-PS3-3, and MS-PS1-3
Performance Expectation List of performance

Students who demonstrate understanding can: expectations (PEs), also
referred to as bundles for
MS-PS1-1. Develop models to describe the atomic composition of simple moleculesthe
andentire unit
extended
structures.
Clarification Statement: Emphasis is on developing models of molecules that vary in complexity. Examples of
simple molecules could include ammonia and methanol. Examples of extended
This chart contains structures couldPE
each individual include sodium
with its
chloride or diamonds. Examples of molecular-level models could
corresponding Science and Engineering Practices or
include drawings, 3D ball and stick structures,
computer representations showing different molecules with different
(SEPs),types of atoms.
Disciplinary Core Ideas (DCIs), and Crosscutting
Concepts (CCC). Clarification statements and
Assessment Boundary: Assessment does not include valence electronsboundaries
assessment and bonding canenergy, discussing
be found under mostthe PEs.
ionic nature of subunits of complex structures, or a completeThe
description of all individual atoms in a complex
bottom of this chart lists the Maryland College and
molecule or extended structure is not required. Career Ready Standards (MDCCRS) for the PE.
Science and Engineering Disciplinary Core Crosscutting Concepts (CCCs)
Practices (SEPs) Ideas (DCIs)
Developing and Using Models PS1.A: Structure and Properties Scale, Proportion, and Quantity
Modeling in 68 builds on K5 and of Matter Time, space, and energy
progresses to developing, using, Substances are made from phenomena can be
and revising models to describe, different types of atoms, observed at various scales
test, and predict more abstract which combine with one using models to study
phenomena and design systems. another in various ways. systems that are too large
Develop a model to predict Atoms form molecules that or too small.
and/or describe range in size from two to
phenomena. thousands of atoms.
Solids may be formed from
molecules, or they may be
extended structures with
repeating subunits (e.g.,
crystals).
Maryland College and Career-Ready Standards (MDCCRS) for MS-PS1-1
RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that
information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

Listed below are the important concepts and terminology required for students to meet the performance
expectation. The information is summarized from the evidence statements below this table. The terminology
should not be provided to students to merely define, but to engage the student in the learning progression.
Key Concepts Terminology
Individual atoms, from two to thousands, Atoms
combine to form molecules, which can be Elements
made up of the same type or different types of Extended structures The key concepts chart
atom. Molecules gives a brief snapshot of
Pure substance the concepts and
terminology contained in
Evidence Statements for MS-PS1-1 the evidence statements.
Observable features of the student performance by the end of the course:
1 Components of the model
a Students develop models of atomic composition of simple molecules and extended structures that
vary in complexity. In the models, studentsThe
identify the relevant
evidence components,
statements describe including:
what teachers would
i. Individual atoms. observe (not infer) from successful student performance of
ii. Molecules. each PE. They can serve as supporting materials for the
iii. Extended structures with repeatingdesign
subunits.
of curriculum and assessments. The evidence
iv. Substances (e.g., solids, liquids, and
statements
gases at can
the macro
be viewed
level).
as a magnification of the NGSS
2 Relationships performance expectations. The evidence statements are not
a In the model, students describe relationships intended
betweento put limits on student
components, performance or instructor
including:
i. design; instead, the statements detail
Individual atoms, from two to thousands, combine to form molecules, which the can
minimum proficiency
be made up of
requirements
the same type or different types of atom. for student understanding and performance
ii. Some molecules can connect to each described
other. in each PE.
iii. In some molecules, the same atoms of different elements repeat; in other molecules, the
same atom of a single element repeats.
Anchor Phenomena and Driving Questions
Anchor Phenomenon: Natural phenomena are observable events that occur in the universe that we can use our science
knowledge to explain or predict. The anchor phenomenon will be an overarching event or process that will connect several
performance expectations within the unit. The provided anchor phenomenon will serve as a common experience for all
students to build science knowledge.
The Behavior of Dry Ice (MS-PS1-1, MS-PS1-2, MS-PS1-4, MS-PS3-4, MS-PS3-3)
Discovery Education Techbook- This section includes an anchor

Grades 6-8 Physical Science, Unit: Matter, Concept: States of Matter (Engagephenomenon
video) that is aligned to each PE in
Video: How is Dry Ice Different From Ordinary Ice? (5:15)
the unit. The anchor phenomenon is the
Have students view the video and engage in a discussion about what they think opening engagement
is happening of the
in the video. Useunit and is such
a method
designed to engage students in
as charting to record students original ideas about dry ice. Throughout the unit, be sure to refer to students original ideas as
more understanding is reached. questioning and investigation practices
that will lead students to discover the
Have students develop an initial model of the bottle before and after the bottle science behind
bursts. (SEP thestudents
2) As phenomenon.
engage inAfter
various
experiencing the phenomenon, students
learning opportunities be sure to provide time for students to refine their models.
should develop a list of questions to
Driving Questions: Throughout the lesson, teachers should direct student focus to the driving
investigate. Thequestions to ensure that
driving questions listed
students are engaging in thinking around the anchor phenomenon. here help the teacher to guide students
down the right path.
How is dry ice different from ice made from water?
Why does dry ice seem to disappear without changing to a liquid?
What would cause the bottle to expand to the point of bursting?
Does this phenomenon represent a physical change or a chemical change?

Instructional Materials Guides
Contained within the following Instructional Materials Guides are selected instructional materials from the McGraw-
Hill iScience textbook, Discovery Education Techbook, and the Web that can be used as references for NGSS three-
dimensional (3D) lesson planning. The guides include a description of the resources and connections aligned to the
performance expectations.
The resources are listed in a manner that helps teachers build on the knowledge base for the anchoring phenomena
presented at the start of the unit. This intentional flow of resources will also assist teachers in planning lessons using
the 5E instructional model. Depending on class discussions and student prior knowledge, teachers may make slight
modifications to the flow. It is the expectation that teachers supplement the lessons with additional resources that
meet the developmental needs of the students. Also, teachers must develop formative and summative assessments
that are developmentally appropriate for their classes.
Throughout the instructional materials, several activities have the abbreviations SEP or CCC next to them. Listed
below are what the science and engineering practices and cross cutting concepts are.
Science and Engineering Practices

1. Asking questions (for science) and defining problems (for engineering) This section explains how
2. Developing and using models the Instructional Materials
3. Planning and carrying out investigations Guides are used. The list
4. Analyzing and interpreting data of SEPs and CCCs
5. Using mathematics and computational thinking corresponds to the codes
6. Constructing explanations (for science) and designing solutions (for engineering) in the activity descriptions;
7. Engaging in argument from evidence for example, SEP 2 refers
8. Obtaining, evaluating, and communicating information to developing and using
models.
Cross Cutting Concepts
1. Patterns- Observed patterns of forms and events guide organization and classification, and they prompt
questions about relationships and the factors that influence them.
2. Cause and effect- Mechanism and explanation- Events have causes, sometimes simple, sometimes
multifaceted. A major activity of science is investigating and explaining causal relationships and the
mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and
used to predict and explain events in new contexts.
3. Scale, proportion, and quantity- In considering phenomena, it is critical to recognize what is relevant at
different measures of size, time, and energy and to recognize how changes in scale, proportion, or quantity
affect a systems structure or performance.
4. Systems and system models- Defining the system under studyspecifying its boundaries and making
explicit a model of that systemprovides tools for understanding and testing ideas that are applicable
throughout science and engineering.
5. Energy and matter- Flows, cycles, and conservation- Tracking fluxes of energy and matter into, out of, and
within systems helps one understand the systems possibilities and limitations.
6. Structure and function- The way in which an object or living thing is shaped and its substructure determine
many of its properties and functions.
7. Stability and change- For natural and built systems alike, conditions of stability and determinants of rates of
change or evolution of a system are critical elements of study.

MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended
structures.
Instructional Materials
Including Discovery Education Techbook, McGraw-Hill iScience, ConnectED, Investigations, Readings,
Simulations, Web Resources, etc.
Anchor Phenomenon Introduction- Dry Ice Be sure to introduce students to the anchor
phenomenon before beginning the unit. Details for the
Discovery Education Techbook- anchor phenomenon can be found here. Students will
Grades 6-8 Physical Science, Unit: Matter, Concept: develop a conceptual model to explain what they believe
States of Matter (Engage video) is occurring with the dry ice. (SEP 2)
Video: How is Dry Ice Different From Ordinary Ice? Teacher Note: Contained in the Lessons section of this
(5:15) document, is a sample lesson plan for this PE.
McGraw-Hill iScience- Probe p. 375 This probe will help to uncover student misconceptions
The
Atom of Life (full version available in connectED) left column provides
about atoms and molecules. Students will write a
the resource, activity
response to the probe and engage in a discussion about
location, their
and title.
ideas. Students should revisit the probe in the next
few lessons as appropriate.
McGraw-Hill iScience- LL p. 377 In this Launch Lab, students will sort out various objects
How do you classify matter? and discuss how these objects can be classified as an
atom, simple structure, or extended structure.
Discussion Question: Looking at the materials we are
The left column describes how the using today, why can we not use actual atoms?
activity connects to the three- Students should identify that the atom is too small to see
dimensions of NGSS and the with the naked eye. (CCC 3)
Maryland College and Career- Discussion Question: Using the categories that you
Ready Standards. The description developed, which is an atom, a compound, a molecule,
often includes discussion and a mixture? Students should attend to the quantities
questions and additional ideas for of each item in the group when determining which is an
instruction. The activities are listed atom, a compound, a molecule, and a mixture. (MP.2)
in a format that provides a flow for
McGraw-Hill iScience-
uncoveringVisual Literacy TE p. 380
the anchor This visual allows for students to see the molecular
Figure 4 phenomenon. Teachers must add structure of elements. Students will understand that
in additional activities based on some elements have simple structures (H20) and some
the needs of their individual elements have extended structures (C6H12O6). Show
classes. students a comparison of the two so they can see the
fundamental difference. Students will examine the
quantities present in the conceptual model, and integrate
the visual information with textual information. (RST.6-
8.7) (SEP 2)
Discussion question: In looking at the image, why are
the images a conceptual representation of what simple
and extended structures look like?

Unit Title: Introduction to Matter and Energy
Suggested number of days: 3
This lesson provides instructional support towards understanding of the following Performance Expectation(s).
MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.
Science and Engineering Practices Disciplinary Core Ideas (DCIs) Crosscutting Concepts (CCCs)
(SEPs)
Developing and Using Models PS1.A: Structure and Properties of Scale, Proportion, and Quantity
Modeling in 68 builds on K5 and Matter Time, space, and energy
progresses to developing, using and Substances are made from phenomena can be observed at
revising models to describe, test, and different types of atoms, which various scales using models to
predict more abstract phenomena and combine with one another in study systems that are too large
design systems. various ways. Atoms form or too small.
Develop a model to predict and/or molecules that range in size from
describe phenomena. two to thousands of atoms.
Solids may be formed from
molecules, or they may be
extended structures with Sample 5E lesson plans
repeating subunits (e.g., are included for teacher
crystals). use. Lessons should be
modified to meet the
Maryland College and Career-Ready Standards (MD-CCRS) needs of individual
classes.
RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information
expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
QUARTER # 1
Unit Title: Matter and Energy
Lesson Title: Atomic Composition
Essential Question(s) How can we describe the atomic composition of molecules and structures?
Lesson Objective(s) Students will know how the composition varies in simple molecules and extended structures by
creating models in order to understand that pure substances are made up of a bulk quantity of
individual atoms or molecules.
Resources/ Chart paper

Materials Markers
Computer and LCD Projector
Speakers
Per group of 3-4 students: Each plan includes
Plastic sandwich bag that zips shut essential questions,
8 large paperclips objectives, and a
8 washers materials list.
8 bolts
8 nuts
Marshmallows
Toothpicks
Glue
Letter sized paper
Images of the following extended structures as depicted at the molecular level

Glucose (C6H12O6)
Rubbing Alcohol (C3H6O)
Caffeine (C6H10N4O2)
Engagement (45 min): Activities capture the students attention, connect their thinking to the situation, and help them access
prior and current knowledge. Students may experience a new phenomenon or reflect on an anchor phenomenon.
The Behavior of Dry Ice

Discovery Education Techbook-
Grades 6-8 Physical Science, Unit: Matter, Concept: States of Matter (Engage video)
Video: How is Dry Ice Different From Ordinary Ice? (5:15) The Es are explained in a
brief statement about each
Students will view the video as a class with the sound provided. After viewing the video the firstbox. Each
time, the E is written
students out it a
will view
second time and this time, students will write down what they think is happening. After viewing the video, the teacher willof
as a detailed explanation
engage the class in a whole class discussion about what the students think is happening in thehow to use
video. Using onea or more such
method of as
the activities from the
charting to record students original ideas about dry ice. Then from the ideas students will develop questions from their
thoughts. As a starter, the teacher should first write down the following questions: Instructional Materials
How is dry ice different from ice made from water? Guide.
Why does dry ice seem to disappear without changing to a liquid?
What would cause the bottle to expand to the point of bursting?
Does this phenomenon represent a physical change or a chemical change?
During the discussion, the questions that the students come up with will be recorded and displayed in the room. Throughout
the unit, be sure to refer to students original ideas as more understanding is reached.
Once done with introducing the dry ice phenomena, students are to then participate in the Atom of Life. The teacher would
provide the students with a copy of the probe and then read over the probe with the students. The teacher is allowed to
answer basic questions such as yes or no, but is not allowed to explain anything further. The students will then choose which
letter they believe is correct and then justify their response using any information that they may have. They are lot allowed to
use any resources that would provide them with the answer. They can only use their knowledge.
Once the students have completed their responses to the probe, the teacher can use a discussion technique such as four
corners (http://www.theteachertoolkit.com/index.php/tool/four-corners) (or another discussion technique to elicit student
responses and thinking). NOTE: The four corners technique discussed in the video can be modified so that each answer
choice is a corner in the room. The teacher can use a Spotlight on Strategies (SOS) technique from the Discovery Education
Techbook, if they so choose to.
Exploration (20 min): Activities allow students to investigate initial ideas and solutions in meaningful contexts.
Students will draw what they believe is happening to the dry ice in the video. Then the students will partner up and share their
models with their partners. Students will discuss within their pairs the following questions:
What data did you use to construct your model?
If you continued to watch the video over and over again, would your model change?
Next, students would come back together as a whole class and the teacher would select several students to share their
models and discuss the same questions.
To transition to the next activity, the teacher would then explain that we are now going to take a closer look at how we can
classify matter. Before we begin, what is matter made of? (The teacher will accept all valid answers from the students.
Responses can be charted on the board.)
For the students to understand atomic composition, they will complete the How do you classify matter Launch Lab on page
377. Have the students get into groups of 3-4 students and pass out the materials needed for the lab. Next, the students will
complete the launch lab and then answer the Think About This questions.

Explanation (45 min): Students develop an explanation for the concept and practices. Teachers descriptions and definitions
help clarify and modify students understanding of the lesson.
After answering the questions, the teacher will review with the students their responses. The teacher will introduce the terms
atom, molecules, compounds, and mixtures. Using the groups that the students created, they will then determine which group
is an atom, molecules, compounds and mixture.
Students will then go into Discovery Techbook and read the Core Interactive Text on molecules. Using a Spotlight on
Strategies the teacher will break the students up and assign parts of the passage to read. The teacher could use the jigsaw
strategy during this time. Once done, the students will then watch the video Atoms Combine into Molecules.
Students will then design a foldable to organize the new information. The foldable will contain the word, definition, and
example.
Elaboration (30 min): Activities provide students with opportunities to expand and apply their understanding of the concepts
within new context and situations.
Students will then use the information gained so far in this lesson to develop conceptual models for elements and simple
structures. Using the activity Marshmallow Molecules (found HERE), students will use toothpicks and marshmallows to
construct conceptual models for simple structures. After constructing the models, students will view pictures of extended
structures. Then students will discuss the similarities between simple and extended structures.
Evaluation (15 min): Students analyze their understanding of the concepts, and teachers have the opportunity to assess
student learning.
Students will revisit the model of dry ice that they created at the beginning of the lesson. The teacher will show the video again
and students are to draw a revised model of dry ice. Then working with a partner, the students will discuss the differences
between their initial and final drawings of the dry ice.
Homework:
List of suggested homework assignments

Students will find 3 examples of atoms, compounds, and mixtures around the house.
Students will write a letter to a younger relative explaining what an atom, compound, mixture, and molecules are.
Modifications and Accommodations:

Many lesson plans also include
Refer to the PGCPS UDL website to identify specific strategies or technologies
ideastofor
address specific
homework andneeds of individual
students: http://www1.pgcps.org/udl
modifications and
Advanced Learners
English Language Learners
accommodations for special
Students with Disabilities populations of students.

Instructional Resources
The two main instructional resources for students are the McGraw-Hill iScience textbook and the Discovery
Education Techbook digital textbook.
McGraw-Hill iScience Resources

The iScience resource comes with a digital component that allows students to access an electronic version of the
textbook. Teachers can use this online resource to assign instructional materials to students such as reading
passages, videos, simulations, and online quizzes.
Interactive Science Essentials (iScience Student Workbook)

The McGraw-Hill resource also includes Interactive Science Essentials. This is a consumable workbook that is
provided for each student. Science Essentials and SWB (Student Workbook) may be used interchangeably in the
curriculum documents. This resource contains summaries of the content material from the textbook. This text is
helpful for special needs and English Speakers of Other Languages (ESOL) students. The pages of the consumable
are useful tools for practicing literacy strategies such as annotation. This strategy supports the PGCPS literacy
initiative. Please refer to the Table of Contents at the beginning of each SWB for Chapter Titles and page numbers.
Workbook Features
Chapter SWB Contents (Per Chapter)
Before You Read (Activation of student prior knowledge)
Chapter Vocabulary (List of vocabulary words by lesson - new, academic, and review)
Chapter Wrap Up (Checklist for students to help with studying)
Summarize It (Opportunity to summarize chapter emphasizing processing information and writing skills)
Challenge (Extension Activity that connects to real world application)
Lesson SWB Contents (Per Lesson)

Predict (Asks students to predict and record in science journals)
Note Taking (Provides the two-column Cornell Format with Main Idea and Details)
Before You Read (Asks students to agree or disagree with statements to assess prior knowledge)
Read to Learn (Covers concepts in textbook with bolded vocabulary words)
Mark the Text
Concept Check
Think It Over Promotes active reading, checks for
Visual Check comprehension, provides extension activities
Foldable
Reading Check
Math Skills
After You Read
Mini Glossary (Provides additional support with science vocabulary)
Review Questions (Checks for understanding per Lesson)

McGraw-Hill connectED
ConnectED is an online all-in-one resource for teachers that allows educators to build lessons plans, engage
students, provide digital and print materials, and assess students on aligned state standards. The connectED
resource contains all of the ancillary materials for teachers. This digital resource can be accessed through the
PGCPS Clever portal. This portal is a single-sign on process for digital resources.
Logging into ConnectED
Teachers can access ConnectED online resources by clicking on either link below.
Clever or ConnectED

Online Teachers Edition
After logging into ConnectED, teachers can select their grade level teacher edition or student edition. Select your grade level
teacher edition to access online resources.
Accessing Unit, Chapter, and Lesson Resources
Click on the tab to access unit, chapter, and lesson resources.

Select the unit or chapter to access resources.
Select the lesson to access resources.

Accessing and Using Lesson Resources and Materials

Teacher Resource Icons
eBook Complete e-copy of the textbook from cover to cover
Project
Project based assignments with overview, objects, standards, day-to-day lesson
Based
plans, rubrics, and additional resources
Learning
Resource to help students build content vocabulary

Online Vocabulary Puzzlemaker
Vocab
Multilingual eGlossary
Interactive eFlashcards
Chapter and lesson instructional materials including textbook resources under
Technology Organizers and Engagement Toolboox such as Bell
Resources
Ringer(Color Transparency), Page Keeley Science Probes, Teacher Demo,
electronic handouts, STEM activities, and answer keys
Access additional resource
Teaching with Foldables Science Guidebook
More
Maryland Science Standards + NGSS + Curriculum Correlation Table
Testing Answer Sheet Template
Resources to assist teachers with lab instruction
Lab Materials List
Manager Lab Safety Videos
Interactive Online Lab Activities and Answer Keys
Chapter and lesson resource videos referenced in the textbook including

Watch
BrainPOP and interactive matching
Games Interactive vocabulary eGames to help students master content vocabulary
Interactive
Pre-made presentations for each chapter that can be downloaded as powperpoint
White
presenations and edited to target your specific class
Board(IWB)
Printable worksheets that support the textbooks three Nature of Science lessons
Science
including note taking, inquiry lab, study guide, chapter review, and benchmark
Notebook
practice

Online personal tutor with pre-recorded audio that reviews textbook concepts by
Tutor providing videos, diagrams, and problem solving demonstrations. Personal tutor
recordings can be replayed as needed
Online assessments including online quizzes, math practice, test pratice, and
Check sample standardized testing; Assessments are completed by students online and
they will receive immediate feedback, which can be shared with teachers.

Menu and Accessing Teacher Tools
Click on the menu icon while on any page in iScience to access a list
of teacher tools
It is highly recommended
that teachers use the
Professional Development
tab to help learn to navigate
connectED.
Descriptions of the teacher tools are provided below:
Returns to the My Home page to select grade level student or teacher editions
Add students, create, edit, and delete classes
Find resources by unit, chapter, and lessons
List of teacher created assignments; Teacher has the ability to assign due dates, attach
resources (from Favorites and My Files), and assign work to individual students or a
class
Shows events added by teacher

(Ex. due dates for projects, field trips, other important information)
Provides an eFile cabinet of assignment documents, graphic organizers, and other

important documents.

Returns to the home page for resources by unit, chapter, lesson, or resource icons.
Contains tool for lesson planning by selecting targeted unit, chapter, and lesson;
Provides suggestions and resources (right margin) for 5Es (engage, explore, explain,
evaluate, extend), differentiated instruction, and interventions
Provides online quizzes for specific unit, chapter, and lesson; Link to online test
generator
Allows teacher to type in standard and receive resources aligned with that standard
Contains extensive professional development resources to use textbook and online

resources; Provides strategies, webinars, videos, and blueprints on content and
pedagogy.
Provides online glossary for science vocabulary
Provides online notebook where teachers can write notes and save per chapter and
lesson
Contains a platform to send and receive messages to individual students or the entire
class
Contains a platform to post discussion questions and/or topics for students to respond to
you and their peers

Probes by Page Keeley
Research has established that it is important to identify students' misconceptions about natural phenomena
and scientific concepts and use the information about students' thinking to design instruction that will facilitate their
learning in science. Using the Science Probes on connectED will help to achieve this result. Science Probes are
valuable assessment tools before and throughout instruction. These probes are designed to identify common
misconceptions, as well as enhance metacognition for students by making them more aware of their existing ideas.
Probes can be used before addressing a performance expectation to make the teacher aware of concepts
that may be stumbling blocks for students and to initiate student thinking and discussion about the concepts they will
study. Probes also can be used to monitor student learning throughout the course of instruction to determine if
students have corrected their understandings of natural phenomena and scientific concepts, and to assess their
increasing grasp of the topics. But rememberin order for Science Probes to be considered formative assessments,
it is not enough to merely find out what students are thinking. The students' responses must be used to inform
instruction.
The probes support the development of scientific explanations and provide valuable information for
teachers. They allow teachers to see what the students are thinking and how they are able to defend their thinking
with evidence. When it is referred to in the middle of the content, it not only allows students to refine their thinking but
also allows teachers to check to see how students are progressing with the main ideas of the performance
expectations. Then at the end, it can be used as a summative assessment.
Sample probes:
Some probes have lists attached to them, while others require students to agree or disagree and provide an
explanation of reasoning. The type of Page Keeley Science Probe varies from chapter to chapter.
How to access the Page Keeley Probes

1) To log on to Clever go to www.clever.pgcps.org
2) Log in with Active Directory
3) Type the users PGCPS email username (first name.last name)
4) Enter the users PGCPS email password.
5) At the page with the program icons, find the one labeled McGraw-Hill ConnectED (red) and click on it.
This leads to the iScience online book and will provide access all the resources.
The probes can be found on the Chapter Overview Resources page within the iScience Online Book.

BrainPOP
BrainPOP is another resource that is available through the iScience resources from McGraw-Hill. They are specially
selected, short, animated videos with Tim and Moby explaining concepts to students.
They can be found in the resources section for each lesson of the chapter when they are available. A word of
caution, not all of the videos go with the overall concept that is being taught for that lesson. Preview the videos before
showing them to the class to make sure it goes with the lesson that you are teaching.
When the video is done, there are three other options that can be chosen: Play the Movie Again, Take a Quiz, or
Learn More. The Learn More option goes through facts about the concept taught in the video. The Take a Quiz
option is a quick way to assess not only if students were paying attention to the video but student learning in general.
The quizzes consist of selected response items with three choices for each question. If the answer is incorrect, there
is a prompt to try again. Depending on the students and time allotment, Play the Movie Again may be a useful
option.
BrainPOP can be a valuable tool if used correctly in conjunction with the other resources that have been referenced.
This is what will appear on your When the video has finished, this
screen when the video is ready to is the screen displayed for
play. Do not try to use the play additional options.
button on the bottom of the
screen. It will not play the video.
NOTE: McGraw-Hill selects the BrainPOP tools provided for the iScience series. Teachers will not have external
access to all tools within BrainPOP, only those chosen by McGraw-Hill.

Discovery Education Science Techbook
DE Techbook is an interactive, digital textbook that provides students with content resources in the form of reading
passages, videos, simulations, tech-enhanced questions similar to MISA and PARCC items, and various other tools.
Each teacher and student has an individual account. Teachers can certainly use the digital resource with an LCD
projector in the front of the room; however, Techbook is best used when students are assigned content and allowed
to work through the learning at their own pace. Teachers can access their dashboard and track student progress
through assigned activities. Techbook can even be used for online assessments.
To enhance the use of Techbook in the classroom, teachers can access the Learn and Lead professional
development resource. Teachers can find Step-by-Steps Guides, Interactive Modules, and Educator Essentials
to learn more about the use of DE. To access Learn and Lead, use https://teachers.discoveryeducation.com/learn-
lead/.
How to log into Discovery Education

1. From the PGCPS home page, select Staff Portal under the Employees tab. Next, select Clever under
Quicklinks. The Clever page can also be accessed by logging on to http://clever.pgcps.org
2. Click on Log in with Active Directory
3. Enter the users PGCPS username (e.g. jane.doe) and password
4. Then click on the Discovery Education icon.
How to access the Discovery Education Techbook

1. Click on the My DE Services tab.
2. Then select Science Techbook
3. Next, select the course/grade for the materials needed. Click on the Switch Course icon and from the drop
down menu make a selection.
4. Depending on the resource referenced in the framework, select for a grade level or a content area FOR
USE WITH NGSS (Course).
5. Select the science unit to view the concept areas contained (Unit).
6. Then select the concept area to view the model 5E lesson. (Concept Area)
Information about Techbook

1. The first page in a concept area is the Model Lesson page. This page provides an overview of the
Lesson, needed resources, content, and standards.
2. Under the title, there are 5 tabs: Engage, Explore, Explain, Elaborate, and Evaluate. Click on the tabs to
see the recommended activities and resources for each part.
How to Search Discovery Education or Discovery Streaming for a Specific Resource

1. From the DE home page, or any page in DE, there is a keyword search bar near the top-middle.
2. Type the name of the resource into the search bar verbatim and click search.
Teacher Resources
Resource Contact
Godfrey Rangasammy
Supervisor of Science (PreK- godfreyr@pgcps.org
12)
Traci Walkup-Belton
Science Instructional traci.belton@pgcps.org
Specialist (PreK-12)
Lorrie Ann Armfield
Administrative
Science Instructional lorrie.armfield@pgcps.org

Specialist (PreK-12)
Tanisha L. Johnson
Science Instructional Coach tanisha.johnson@pgcps.org
(PreK-12)
PGCPS Science Department
https://sites.google.com/a/pgcps.org/middle-school-science/
Website
Middle School Google Site http://www1.pgcps.org/science/index.aspx?id=10036
McGraw Hill Ed Technical
1-800-437-3715
Support
6th Grade https://sites.google.com/a/pgcps.org/curriculum-msscience/

Curriculum
School Improvement in MD http://mdk12.org/instruction/curriculum/science/index.html

Next Generation Science
http://www.nextgenscience.org/
Standards
NGSS
National Science Teachers

http://ngss.nsta.org
Association
Achieve http://www.achieve.org/next-generation-science-standards
Indiana U. ENSI/SENSI http://www.indiana.edu/~ensiweb/NOS%20Over.Index.html

NOS
National Science Teachers http://www.nsta.org/about/positions/natureofscience.aspx

Association http://ngss.nsta.org

http://www.nextgenscience.org/sites/ngss/files/MS%20PS%20DCI%20Combin
NGSS
ed%206.13.13.pdf
Physical
http://www.ck12.org/ngss/middle-school-physical-sciences/matter-and-its-
CK-12 Matter & Interactions
interactions
National Science Teachers Association http://nstahosted.org/pdfs/ngss/resources/201303_ngss-krajcik.pdf
http://www.nextgenscience.org/sites/ngss/files/MS%20LS%20DCI%20combin
NGSS
edf.pdf
http://www.ck12.org/search/?q=CK-
Life
CK-12 Life Science 12%20Life%20Science%20For%20Middle%20School%20Workbook&source=

ck12&grade=6&grade=7&grade=8
National Science Teachers Association http://nstahosted.org/pdfs/ngss/resources/201302_ngss-bybee.pdf
http://www.nextgenscience.org/sites/ngss/files/MS%20ESS%20DCI%20combi
NGSS
ned%206.13.13.pdf
Earth and Space
http://www.ck12.org/search/?q=Earth%20and%20Space%20Science&source=
CK-12 Earth and Space Science
ck12&grade=6
National Science Teachers Association http://ngss.nsta.org/ms-earth-and-space-sciences.aspx
The Pluto Encounter Means More Than
http://time.com/3957126/pluto-new-horizons-meaning/?xid=newsletter-brief
You Think
http://links.si.mkt6346.com/servlet/MailView?ms=MjMwNTI4MTYS1&r=NzQw
New Horizons Finally Arrive on Pluto
NDUzNjY3MzkS1&j=NjAxNDI3NjI2S0&mt=1&rt=0
Donald Belle Schmidt Center

Green Leader 301-888-1185
donald.belle@pgcps.org
MAEOE http://maeoe.org/green-schools/
PGCPS Recycling
http://www1.pgcps.org/recycling
Sara Campbell, Recycling Technician
Environmental Learning Center http://fergusonfoundation.org/hard-bargain-farm/
John Neville, Board Director
Green Schools
Keep Prince Georges County Beautiful, http://www.princegeorgescountymd.gov/sites/WasteManagement/About/beaut

Inc. y/Pages/default.aspx
301-883-5843
Chesapeake Bay Foundation
http://www.cbf.org/education-program/participate-in-an-education-program
Environmental Education Program
Department of Natural Resources http://dnr2.maryland.gov/education/Pages/default.aspx
Anacostia Watershed Society https://www.anacostiaws.org
Sea Grant Maryland http://www.mdsg.umd.edu/bay-issues-guide
WSSC https://www.wsscwater.com/education-and-recreation.html
UMD Home and Garden Information https://extension.umd.edu/mg
Center & Master Gardeners 800-342-2507

Concord Consortium- simulation resource https://concord.org/
Universal Learning Design http://www1.pgcps.org/udl
Strategies That Work a compilation of best
http://www.educationworld.com/a_curr/archives/strategy.shtml
practices
PBS Programs http://www.pbs.org/programs/
PhET Interactive Simulations https://phet.colorado.edu/en/simulations/category/by-level/middle-school
Bring a Top Scientist to Your Middle School http://www.usasciencefestival.org/schoolprograms/niftyfifty.html
NAE Grand Challenges http://www.engineeringchallenges.org/challenges.aspx
Baltimore Museum of Industry Engineering
http://thebmi.org/visit/engineering-challenges
Challenges
Other
Final Frontiers: The Maryland Space

http://mdspace.org/stem-education.html
Business Roundtable
Odyssey of the Mind http://www.odysseyofthemind.com
Maryland Science Olympiad https://www.marylandscienceolympiad.org/index.php?option=com_content&
view=featured&Itemid=114
Maryland National Parks- Invite a ranger to Community Relations
your school- M-NCPPC Department of Parks and Recreation, Prince George's County
Speakers Bureau Request Public Affairs and Marketing Division
301-446-3309
http://www.pgparks.com/About-Parks-and-
Recreation/Forms_Library/Speakers_Bureau_Request_Form.htm
MSDE Service-Learning http://marylandpublicschools.org/MSDE/programs/servicelearning/index.htm
l
MSDE Service-Learning Project Ideas
http://marylandpublicschools.org/MSDE/programs/servicelearning/project_id
eas.htm
PGCPS Student Service Learning

http://www1.pgcps.org/ssl/

Appendix A
Code of Maryland Regulations

(COMAR)
Title 13A STATE BOARD OF EDUCATION

Subtitle 04 SPECIFIC SUBJECTS
Chapter 09 Program in Science
Authority: Education Article, 2-205(h),
Annotated Code of Maryland
01 Science Instructional Programs for Grades Prekindergarten 12.
A. Each local school system shall:
(1) Provide in public schools an instructional program in science each year for all students in grades prekindergarten8;
and
(2) Offer in public schools a science program in grades 912 which enables students to meet graduation requirements and
to select science electives.
B. Maryland Science Program. The comprehensive instructional program shall provide for the diversity of student needs,
abilities, and interests at the early, middle, and high school learning years, and shall include the Maryland College- and
Career-Ready Next Generation Science Standards (NGSS) set forth in CG of this regulation.
C. Science and Engineering Practices. Students shall demonstrate an understanding by engaging in scientific investigation
that requires not only skill but also knowledge that is specific to each practice.
D. Earth/Space Science. Students shall demonstrate an understanding of the processes that operate on Earth and address
its place in the solar system and galaxy.
E. Life Science including Biology and Environmental Science. Students shall demonstrate an understanding of the key
concepts that make sense of the life sciences which focus on patterns, processes, and relationships of living organisms.
F. Physical Science. Students shall demonstrate an understanding that there are mechanisms of cause and effect in all
systems and processes that can be understood through a common set of physical and chemical principles.
G. Engineering, Technology, and Applications of Science. Students shall demonstrate an understanding by engaging in
solving complex problems that include issues of social and global significance with an emphasis on identifying the best
solution to a problem, which often involves researching how others have solved it before in complex problems.
H. Curriculum Documents. Consistent with Education Article, 4-111, Annotated Code of Maryland, each local system shall
provide science curriculum documents for the elementary and secondary schools under its jurisdiction that:

(1) Include the Maryland College- and Career-Ready Next Generation Science Standards (NGSS) set forth in CG of
this regulation; and
(2) Are aligned with the Maryland College- and Career-Ready Next Generation Science Standards (NGSS), as developed
by the Maryland State Department of Education in collaboration with local school systems.
I. Student Participation. Each student shall participate in the comprehensive science program required by this chapter.
02 Certification Procedures.
By September 2005 and each 5 years after that, each local superintendent of schools shall certify to the State
Superintendent of Schools that the instructional programming within grades prekindergarten12 meets, at a minimum, the
requirements set forth in Regulation .01 of this chapter.


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Navigating the Middle School Science Curriculum:

Prince Georges County Public Schools

Board of Education of Prince Georges County, Maryland

Kevin M. Maxwell, Ph.D., Secretary Treasurer and Chief Executive Officer

Monica Goldson, Ed.D.

Gladys Whitehead, Ph.D.

DRAFT Navigating the Middle School Science Curriculum- Grades 6-8 ii

Godfrey Rangasammy, PreK-12 Science Supervisor

Ailanna Baker, Martin Luther King, Jr. MS

DRAFT Navigating the Middle School Science Curriculum- Grades 6-8 4

The following pages contain a Year-at-a-Glance view for grades 6-8.

DRAFT Navigating the Middle School Science Curriculum- Grades 6-8 5

Unit 1- Using the Science and Engineering Practices Unit 3:

STEM Fair Preparation

Student Service Learning Project: Unit 6:

DRAFT Navigating the Middle School Science Curriculum- Grades 6-8 6

Unit 1- Using the Science and Engineering Practices Unit 3 (cont.):

Systemic Literacy Task

DRAFT Navigating the Middle School Science Curriculum- Grades 6-8 7

Unit 1- Using the Science and Engineering Practices Unit 4:

MISA Review- Cells, Reproduction and Genetic

DRAFT Navigating the Middle School Science Curriculum- Grades 6-8 8

Unit 6: Student Service Learning Project:

DRAFT Navigating the Middle School Science Curriculum- Grades 6-8 9

Maryland College and Career-Ready Standards (MDCCRS) for MS-PS1-1

DRAFT Navigating the Middle School Science Curriculum- Grades 6-8 10

Physical Science Life Science Earth and Space Science

DRAFT Navigating the Middle School Science Curriculum- Grades 6-8 11

Practice 1: Asking Questions and Defining Problems

Practice 2: Developing and Using Models

Practice 3: Planning and Carrying Out Investigations

DRAFT Navigating the Middle School Science Curriculum- Grades 6-8 12

Practice 5: Using Mathematics and Computational Thinking

Practice 6: Constructing Explanations and Designing Investigations

Practice 7: Engaging in Arguments from Evidence

Practice 8: Obtaining, Evaluating, and Communicating Information

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General Modeling Protocol

Introduction of the Phenomenon

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1. What are we trying to figure out?

Constructing an Explanation of the Phenomenon

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For more information, see NGSS Appendix G - Crosscutting Concepts.

Cause and Effect: Mechanism and Predictions

Scale, Proportion, and Quantity

Systems and System Models

Energy and Matter: Flows, Cycles, and Conservation

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Stability and Change

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Science and Engineering Practices Crosscutting Concepts

For more information, see NGSS Appendix H - Nature of Science.

Scientific Investigations Use a Variety of Methods

Scientific Knowledge is Based on Empirical Evidence

Scientific Knowledge is Open to Revision in Light of New Evidence

Scientific Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

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Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science is a Human Endeavor

Science Addresses Questions About the Natural and Material World

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