Sed posuere consectetur est at lobortis. Aenean eu leo quam. Pellentesque ornare sem lacinia quam venenatis vestibulum. Choose your school or district office by entering the zip code below. Amplify Science blends hands-on investigations, literacy-rich activities, and interactive digital tools to empower students to think, read, write, and argue like real scientists and engineers. Amplify Science for middle school has recently been rated all-green by EdReports.
See sample units from the program.Hcbb 9v9 script pastebin
Progress through the learning progression for all middle school implementations, school year. Our own efficacy research is pretty exciting, too. See more of our research. I love that Amplify is more focused on diving deeper into fewer concepts over the year, rather than grazing the surface of more topics. The program is not about rote memory of facts—rather, it addresses the bigger picture and assesses a deeper understanding of science concepts. I love being able to walk around and talk to students as they explore solutions, make claims, and reason with their peers.
Each unit of Amplify Science engages students in a relevant, real-world problem where they investigate scientific phenomena, engage in collaboration and discussion, and develop models or explanations in order to arrive at solutions. This research-based approach presents students with multiple modalities through which to explore the curriculum. Amplify Science includes hands-on activities, print materials, and powerful digital tools to support online and offline teaching and learning.
Highly adaptable and user-friendly, the program gives schools and individual teachers flexibility based on their technology resources and preferences. In each unit, students take on the role of a scientist or engineer to investigate a real-world problem. These problems provide relevant contexts through which students investigate phenomena. The middle school science articles serve as sources for evidence collection and were authored by science and literacy experts at the Lawrence Hall of Science.
Students access the digital simulations and modeling tools, as well as lesson activities and assessments, through the digital student experience. Students can interact with the digital student experience as they:. Our programs are designed to support and complement one another. Learn more about our related programs. Using a fundamentally different approach to teaching reading, Amplify Core Knowl Help all students deeply understand fractions through a highly engaging blend ofSed posuere consectetur est at lobortis.
Aenean eu leo quam. Pellentesque ornare sem lacinia quam venenatis vestibulum. Choose your school or district office by entering the zip code below.
Amplify Science was designed to give students engaging, realistic experiences that mirror how scientists and engineers actually work. Amplify Science is organized around units where students are introduced to compelling phenomena and real-world problems, develop and strengthen claims by collecting evidence and testing assumptions, and apply their learning in new contexts.
In each Amplify Science unit, students are asked to inhabit the role of a scientist or engineer in order to investigate a real-world problem. These problems provide relevant, 21st-century contexts through which students investigate different scientific phenomena.
Students take on the role of scientists in order to figure out why there have been no monarch caterpillars in the community garden since vegetables were planted. They investigate how plants and animals get what they need to live and grow, and make a new plan for the community garden that provides for the needs of the monarch caterpillars in addition to producing vegetables for humans.
Students take on the role of pinball machine engineers as they investigate the effects of forces on the motion of an object.
They conduct tests in their own prototypes models of a pinball machine and use what they learn to contribute to the design of a class pinball machine.
Over the course of the unit, students construct a foundational understanding of why things move in different ways. Students play the role of marine scientists. In their role, students apply their understanding of plant and animal defense structures to explain to aquarium visitors how a sea turtle and her offspring can defend themselves from ocean predators when they are released into the wild.
Students take on the role of light and sound engineers for a puppet show company as they investigate cause and effect relationships to learn about the nature of light and sound. They apply what they learn to design shadow scenery and sound effects for a puppet show. As sky scientists, students explain why a boy living in a place near them sees different things in the sky than his grandma does when he talks to her on the phone. Students record, organize, and analyze observations of the sun and other sky objects as they look for patterns and make sense of the cycle of daytime and nighttime.
In their role as plant scientists, students work to figure out why there are no new chalta trees growing in the Bengal Tiger Reserve, which is part of a broadleaf forest. Students investigate what the chalta tree needs to survive, then collect and analyze qualitative and quantitative data to solve the mystery. As glue engineers, students are challenged to create a glue for use at their school that meets a set of design goals.
Students present an evidence-based argument for why their glue mixture will be good for their school to use. The director of the Oceanside Recreation Center gets a scare when a nearby cliff collapses overnight.This product is a 3-page word document that is a supplement to the "Force and Motion" unit as part of Amplify Science curriculum, specifically for Lesson 3. It contains all the evidence card descriptions, relevant key concepts, a detailed "checklist" outline, and two writing samples for both argumentative responses that I wrote.
It can be used as a scaffold for specific students or given to everyone as they write their second and third argumentative responses. The two writing samples that you could show students before they begin writing, or as a writing sample to show them after as part of a feedback process. Teachers Pay Teachers is an online marketplace where teachers buy and sell original educational materials.
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CCSS W. Read Me: You only have permission to download this product if your school has purchased a subscription to Amplify Science. You do not have permission to download this product unless your school has purchased Amplify Science curriculum. This product is useless without all the materials provided by Amplify Science. This is a scaffold that I originally designed to help my ICT students write their first argumentative response and it worked very well.
I ended up using it with all my classes. Despite the best efforts of the Reasoning Tool and hand-holding through the first argumentative response, I found that students were still not able to organize their writing completely.
While Amplify has a suggested writing format for this essay, in my experience, it does not overlap enough with how they learn to write from ELA class. This product serves to bridge that gap more completely.
In my experience, it did very well and students had an easier time writing.
Force and Motion Science Stations BUNDLE
Log in to see state-specific standards only available in the US. Examples of practical problems could include the impact of collisions between two cars, between a car and stationary objects, and between a meteor and a space vehicle.
Assessment is limited to vertical or horizontal interactions in one dimension. Assessment is limited to forces and changes in motion in one-dimension in an inertial reference frame, and to change in one variable at a time. Assessment does not include the use of trigonometry. Provide a concluding statement or section that follows from and supports the argument presented.
Establish and maintain a formal style. See more standards.Natale ei vecchi
Total Pages. Report this Resource to TpT.This unit covers standard 5-PS Support an argument that the gravitational force exerted by Earth on objects is directed down.Metro exodus yamantau crash on load
During the unit, students will investigate a variety of objects to see that the force of gravity is constant on Earth and pulls things down towards its center. We will also be investigating a variety of ways to overcome gravity.
Several of the lessons in this unit are engineering design projects requiring students to follow the steps of the engineering design process to construct a project. These projects address standard ETS Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
It also addresses engineering standard ETS Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. There are also several experiments in the unit which address standard ETS Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
This specific lesson addresses standard 5-PS by introducing the concept that forces act in pairs and the motion of an object is dependent on which force is stronger.
While learning about gravitational force pulling things down towards the center of the Earth, students often wonder why everything doesn't move straight down towards the center of the Earth. By building an understanding that other forces impact the motion of objects, they will then understand how the force of gravity is sometimes overcome by other forces.
The goal of this lesson is for students to be able to calculate the net force acting on an object and describe the motion of the object due to the forces acting on it. Students will demonstrate an understanding of this concept by correctly calculating net force, and direction of motion, during a game and on an exit ticket. I begin today's lesson before students even realize the lesson has begun.
I try to move a table in the room to a new location but can't seem to get it to move I am acting like I am pushing but not really pushing.
I ask for help from a student in the class.
I choose a small student who may struggle pushing it on her own. I again act like I am helping to push it, but I am not really pushing. The table moves but I act like it does not move far enough. I ask another student if they can come up and help by pulling the table from the other end.
This time I push with them and the table moves easily. I make the connection between today's lesson and the previous lesson, Types of Forcesthrough our discussion about the movement of the table.Health a unit 3 answers
I ask students the following questions:. If students are not able to give me the answers above, I lead them to the answers with further questioning. This conversation reviews some of the information they learned in the introductory lesson about forces, while also adding in new concepts.The actual answers will be shown in brackets, followed by an explanation.
In the horizontal, we have an applied force of Because friction opposes the motion of the book, I will make it negative as I add the forces. Because the two component forces act at right angles to each other, we can solve for the resultant force using the Pythagorean theorem.
The fact that the rock is changing direction means that it is accelerating and must have a net force on it. Inertia can be used to measure mass. The normal force will be equal to the weight of the rock. Therefore, the person accelerates down through the ice.
Friction was a better answer because it is a specific type of contact force. However, notice that they give us the weight of the object, rather than the mass. We can solve this problem with the Pythagorean theorem. We make one negative and then add them together. Remember that the force of friction opposes the applied force, so I will give it a negative sign in the next formula.Trilateration arduino code
Note: You may have ended up with an answer of Because the only two forces acting parallel to the surface are the force of friction F f and the parallel component of the weight of the block F wxthey must be equal and opposite in order to add to zero.
So, our plan should be to find the components of the weight and use the parallel component F wx to find the force of friction F f and the perpendicular component F wy to find the normal force F N. We will then have enough to solve for the coefficient of friction. We can find the net force by adding the applied force to the force of friction, where we make friction negative. A scale shows the normal force F N that the spring in it is exerting in reaction to the force that is being exerted on it.
We need to multiply the acceleration of the elevator a e by the mass of the man, and add that to the force of weight. Note: It is easy to become confused by the sign conventions involved in this type of problem and, in fact, some people might take issue with the way that I used signs in my solution. The important thing to remember is that the forces work together in this problem, resulting in a total force that is greater than the weight of the man. This matches what you experience in real life.
As an elevator starts moving accelerating upward, you feel as though you are being pressed into the floor. Lesson 2—1 Review 1.Back to school is here! This document will outline the changes you need to be aware of to be successful with the version of Amplify Science.
A Printable Resources section has also been added along the right side of the page for easy download access to common print materials. Some documents found in the Unit Guide have changed names or have been separated into two documents:. Many of the materials found in the Unit Guide have been revised. We have improved the design of the lesson map so that students can more easily follow along while the teacher is projecting, even from the back of the room. Printable lesson guides feature a new, improved design and include the same content as the digital version, such as teacher supports, possible responses, and On-the-Fly Assessments.
To improve the teaching experience, we have added a projection mode that allows teachers to project and flip through the slides for a given lesson without revealing the Instructional Guide to students. The Instructional Guide has been redesigned to be more clearly organized and to ensure that teachers are able to quickly and easily find what they are looking for while planning to teach.
The teacher view of lesson activities has also been updated with better labeling, icons, and color-coding. The Amplify Science Program Guide details information about the program, including its authorship, development, themes, and more. New differentiation strategies are now available in the lesson-level differentiation briefs, supporting teachers in making necessary adaptations to the lesson to ensure that all students are able to engage with the curriculum.
New phenomenon statements have been added to the lesson overviews on the curriculum website, clearly labeling and describing the anchor phenomenon and other types of phenomena explored throughout each unit. New information about the Next Generation Science Standards is available to be shared with parents. This explains how students engage with three-dimensional learning to figure out real-world problems throughout each unit, and can be accessed from the Printable Resources section at the unit level.
Color-coded 3-D Statements are now available in each lesson brief in addition to at the unit level where they were found in the past. These now offer a clear overview of how instruction supports three-dimensional learning for each lesson. The 3-D Investigation Assessments can be found in the following units:. The Program Guide contains a suite of resources to plan, gather, annotate, and score portfolio assessments. To support this effort, student- and teacher-facing rubrics are also provided.
Additional opportunities for student-generated questions have been added throughout the curriculum to help students practice asking questions like scientists. Print Student Investigation Notebooks with full-color articles are now available for purchase, giving teachers the ability to easily access the articles for a given unit offline.
Spanish-language versions of print student-facing materials are now available for middle school units. Spanish print add-on kits include:. One student Investigation Notebook with article compilations, all printed classroom materials vocabulary wall cards, key concepts, unit and chapter questions, etc. These homework experiences extend and reinforce classroom instruction by providing opportunities to support student learning through shared experiences with family and guardians.
To take advantage of the most up-to-date version of the curriculum we suggest teaching directly from the curriculum website. This list does not include changes that do not directly impact your use of the curriculum in the classroom i. We suggest re-downloading the following new and revised projections, copymasters and investigation notebook pages for the units you teach. In addition, we suggest re-downloading all materials across the curriculum for the following three categories.
These materials can be easily downloaded from the Unit Guide or the Digital Resources section in each lesson. For more information, please contact scihelp amplify. All Collections. Amplify Science. About the Program.
Written by Nancy Tsai Updated over a week ago. Did this answer your question?Although we flexibly assess students using formative assessment all of the time, once we get to that anticipated "End of the Unit", it has been customary to give students a summative assessment to find out how much they got out of a unit.
If we give space in our classrooms for multiple paths to the destination, why not offer multiple tools to assess what they know? This lesson illustrates how to prepare for and administer choice in summative assessment. This lesson is linked to Forces and Motion Assessment Review - a lesson that helps students self-assess and review their performance on their assessment.
Amplify Science “Force and Motion" Argumentative Response Outline
Students generate different assessment types: oral, written, test, project, poster and speech are some exam ples students have experienced. Together, we discuss the benefits pros and challenges cons of each assessment type. For an example, view: Pros and Cons of Assessment Choices. During the discussion, I steer students toward recognizing that assessment is necessary and doesn't need to feel stressful while also highlighting how different types of assessment may be better matched to different learning styles or preferences.
Teacher Note: This discussion can turn into a complain fest of epic proportions. It may help to set the tone by starting with a discussion about why assessment is an important part of scientific practice and the learning process. To help students explore their assessment choices, we review the Assessment Choices Student Handout together. As we read the three choices, students carefully consider the pros and cons of each choice based on the amount of time they have, an honest assessment of how much they understand, their ability to work independently and their learning style.
I explain that all assessment choices will be weighed equally for the grade and are due at the same time. The three choices are:. Choice 1 Unit Test: Review and complete a test based on the objectives for the unit.
Choice 2 Online Portfolio: Complete a portfolio on your science Web site. You will choose an activity or artifact for each of the objectives for the unit that demonstrates your understanding of the topic and write a short reflection explaining how the artifact shows your understanding. Choice 3 Experimental Design or Research Project: Plan and conduct an investigation from start to finish on one of the three topics:.
For additional information on the three different assessment choices, visit this section's reflection: Designing Alternate Assessments. Here you will find all the support resources for each assessment. While students are working on review activities following their Forces and Motion Assessment Review Checklistit is important to check in with each student to listen to their explanations about their assessment choice. This conference is a pivotal strategy that allows a "gentle steering" of students toward a choice that is better suited to their unique skill set.
One pitfall I encountered was an initial enthusiasm about the choices that require more independence portfolio and experimental design.
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