To do so, students engage in relevant scientific practices, address crosscutting concepts, and build an understanding of energy and the particle nature of matter as both apply in the study of Earth science. Finally, they examine the effects of water on the land by investigating weathering, erosion, and deposition. Students also explore how rocks are formed and the properties of different types of rock. They learn how water moves and is transformed in the water cycle by investigating evaporation, precipitation, infiltration, and flow. Students learn where water can be found on, above, and below the Earth’s surface. To complete this task, students must understand how water moves through the park, what types of rock are present, and how the water and rock have interacted to shape the land. In groups, students take on the task of collaborating to develop a visitors’ guide that explains how water has shaped the landscape of a single park. To contextualize core ideas about the water and rock cycles at the middle school level, this unit focuses on selected national parks in the United States and the study of features common and unique to each. Students’ model of matter, which is represented both as a drawing and a written explanation, represents a conceptual understanding that “all matter is made of particles in constant motion,” a concept revisited in future IQWST units in physics, chemistry, life science, and Earth science and central to all future science learning. Students then use the particle model to explain why substances have different properties, and to explain the behavior of particles in each state of matter and at a substance’s melting and boiling points during phase change, including the relationship between the movement of molecules and temperature. Rather than simply accepting a particle model (that matter is comprised of molecules, which are comprised of atoms), students come to understand this core science idea over time as the only way to explain that air can be compressed, expanded, added to, and subtracted from a container. As students investigate this and other phenomena, they develop models of how people smell odors and use their models to explain and predict what happens in various scenarios. In order to contextualize core ideas about the nature of matter, this unit focuses on the everyday life experience of smelling odors whether close to or far from one’s nose. State Testing Prep: ONPAR digital assessments have been found to be beneficial by many districts in providing student experience with the format and content of state tests.ONPAR Digital Assessments to Effectively Gauge Student LearningĪn innovative 3-dimensional assessment system designed to be accessible to diverse students, and to provide rich formative information to both teachers and students. The CER framework was born and developed in IQWST as a result of teachers’ desire to better support their students as scientific thinkers and writers. The Remote Learning Lesson Plans condense what is taught in each activity with specific teaching recommendations and identify the digital resources, print resources, and materials needed to teach and learn outside of the classroom. IQWST Teacher Edition includes lesson plans, discussion questions, differentiation strategies, and background information for each unit, and Video Tutorials on activity set ups are also available. Instructional Design with Teachers in Mind
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