Appendix on Implementing District Standards
In the Next Generation Science Standards (NGSS), there are three dimensions that address the desired Performance Expectations, which include Disciplinary Core Ideas, Science & Engineering Practices and Crosscutting Concepts. The disciplinary core idea (DCI) that is at the center of focus for this unit is energy. The first core idea is PS3.A: Definitions of Energy. Energy is a difficult term to define but is most commonly referred to as “the ability to cause change”. In keeping the NGSS in mind though, defining energy is best achieved by describing how energy behaves. For example, kinetic energy is associated with motion and can be quantified with an equation that relates kinetic energy being proportional to the mass of an object and the square of its velocity. Potential energy is proportionally related to an object’s mass, gravity and height above some reference point. By the end of 8th grade, students understand and identify that speed determines whether an object has kinetic energy and recognize that potential energy is “associated with the distance between two mutually attracting masses” (Duncan et al. 2017). In addition to defining energy’s behavior as kinetic or potential energy, students should be able to identify qualitative descriptions of how energy is manifested in different phenomena and explain energy transfer and conversion. This DCI most closely aligns with the Performance Expectations MS-PS3-1 and MS-PS3-2.
The second core idea is PS3.B: Conservation of Energy and Energy Transfer. Energy remains the same in an isolated system according to the law of conservation of energy. However, most experiences students have involve open systems in which energy transfer occurs. The expectations of eighth grade students in the NGSS are that students should be able to qualitatively describe energy transfers between systems. Specifically, students should recognize that as the energy of one system decreases, the energy of a relevant system increases, thus exemplifying energy conservation. This DCI most closely aligns with the Performance Expectation MS-PS3-5.
In addition to the disciplinary core idea of energy, a second complementary core idea is brought to the forefront in this unit related to humans’ use of energy and its impact on the environment. The second core idea is Earth and Human Activity. There are two component ideas that will be touched upon by this unit which are ESS3.C: Human Impacts on Earth’s Systems and ESS3.D: Global Climate Change. By incorporating these two ideas the unit will allow for students to consider the role that they as individuals have on climate change and also how their own city plays a role in emissions. By building their understanding of energy transfer, students can then consider renewable and nonrenewable energy sources and how to best mitigate the effects of different kinds of pollution (Duncan et. al 2017). This DCI most closely aligns with the Performance Expectations MS-ESS-3, MS-ESS3-4 and MS-ESS3-5.
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