Middle School Physical Science Curriculum

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Laney Lee

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Grade Levels

6th - 8th

Subjects

Physical Science

Resource Type

Activities

Standards

NGSSMS-PS3-4

NGSSMS-PS2-4

NGSSMS-PS2-3

NGSSMS-PS3-2

NGSSMS-PS4-1

Formats Included

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Easel Activity
Easel Assessment

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Easel Activities Included

Some resources in this bundle include ready-to-use interactive activities that students can complete on any device. Easel by TPT is free to use! Learn more.

Easel Assessment Included

Some resources in this bundle include self-grading quizzes that students can complete on any device. Easel by TPT is free to use! Learn more.

What educators are saying

Absolutely the best year resource for my 8th graders! Lots of information presented in clear manners and engaging tasks for my students to apply their knowledge.

— Laura S.

Rated 5 out of 5

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Description

Is lesson planning just too much on top of teaching on top of grading on top of classroom management on top of *ahem* living your life? Get all the guidance you need to teach a full-year physical science course in person, hybrid, or virtual with my all-inclusive curriculum bundle!

This curriculum will save time, engage your students, and wow your administrators!

Included Units:

Each unit contains:

Pacing
Google Slides Presentations
Worksheets in both print and digital formats
Assessment in both print and digital formats
Projects
Links to tons of additional ideas from real teachers

Bell ringers also included:

More Helpful Resources included:

Who is this resource for?
This curriculum is for new teachers, long-term subs, homeschoolers, or anyone who wants to press the easy button on life!

This resource is best for educators in schools with access to the internet, and it uses Google apps for all digital components (Google Slides, Google Docs, Google Forms).

What's Included?

Most of the resources in this curriculum will be downloaded as a PDF file in color. If a digital file is connected to that resource, as in most cases, you will find the link in a large font on page 2 of the PDF. For resources that are printer-friendly, the remaining pages of the PDF can be printed and copied. All relevant resources include an answer key at the end of the file.

I do not use zip files, instead, I package my resources in PDFs as a single document from start to finish. Scroll through the entire resource if you’re looking for an answer key or an alternate version!

Please look at the individual product and bundle preview files to see more of the resources included in this bundle.

How do I teach this curriculum?

Grab the free curriculum pacing guide (UNDER CONSTRUCTION) that corresponds to this unit by downloading it here in PDF format. This pacing guide includes:

Unit pacing
Weekly suggested resources
Essential Questions
Key Takeaways
Suggestions for additional resources/phenomena
Possible extensions

What if I'm not sure?

Feel free to dip just a toe in by trying one of my complete units before buying the full-year curriculum!

All of my unit guides are free, so you can download those at any time to get an idea of pacing and to learn more about the included resources.

How will I know what’s new?

Stay up to date with updates to this curriculum by signing up here. This email list is only for users of this curriculum and will always be spam free.

For questions and support:

Email me at laneyleeteaches@gmail.com! I'm always quick to respond and help in any way I can.

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Standards

to see state-specific standards (only available in the US).

NGSSMS-PS3-4

Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. Examples of experiments could include comparing final water temperatures after different masses of ice melted in the same volume of water with the same initial temperature, the temperature change of samples of different materials with the same mass as they cool or heat in the environment, or the same material with different masses when a specific amount of energy is added. Assessment does not include calculating the total amount of thermal energy transferred.

NGSSMS-PS2-4

Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. Examples of evidence for arguments could include data generated from simulations or digital tools; and charts displaying mass, strength of interaction, distance from the Sun, and orbital periods of objects within the solar system. Assessment does not include Newton’s Law of Gravitation or Kepler’s Laws.

NGSSMS-PS2-3

Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. Examples of devices that use electric and magnetic forces could include electromagnets, electric motors, or generators. Examples of data could include the effect of the number of turns of wire on the strength of an electromagnet, or the effect of increasing the number or strength of magnets on the speed of an electric motor. Assessment about questions that require quantitative answers is limited to proportional reasoning and algebraic thinking.

NGSSMS-PS3-2

Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate’s hair. Examples of models could include representations, diagrams, pictures, and written descriptions of systems. Assessment is limited to two objects and electric, magnetic, and gravitational interactions.

NGSSMS-PS4-1

Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. Emphasis is on describing waves with both qualitative and quantitative thinking. Assessment does not include electromagnetic waves and is limited to standard repeating waves.

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