Science from Murf .LLC
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A five part 5,000 slide Interactive PowerPoint
delivers an entire unit of study about Matter,
Energy, and the Environment. A bundled
homework package and lesson notes
chronologically follow the entire learning
experience. Meaningful hands-on activities,
checks for understanding, review games, video
links, quizzes, worksheets, and much more are
built right into the slideshow. This is a fantastic
unit for any physical science class and the
backbone to so many parts of my year.
Teaching Duration = 8+ Weeks.
delivers an entire unit of study about Matter,
Energy, and the Environment. A bundled
homework package and lesson notes
chronologically follow the entire learning
experience. Meaningful hands-on activities,
checks for understanding, review games, video
links, quizzes, worksheets, and much more are
built right into the slideshow. This is a fantastic
unit for any physical science class and the
backbone to so many parts of my year.
Teaching Duration = 8+ Weeks.
Areas of Focus within The Matter, Energy, and the Environment Unit.
-There is no such thing as a free lunch, Matter, Dark Matter, Elements and Compounds, States of Matter, Solids, Liquids, Gases, Plasma,
Law Conservation of Matter, Physical Change, Chemical Change, Gas Laws, Charles Law, Avogadro’s Law, Ideal Gas Law, Pascal’s Law,
Viscosity, Archimedes Principle, Buoyancy, Seven Forms of Energy, Nuclear Energy, Electromagnet Spectrum, Waves / Wavelengths, Light
(Visible Light), Refraction, Diffraction, Lens, Convex / Concave, Radiation, Electricity, Lightning, Static Electricity, Magnetism, Coulomb’s
Law, Conductors, Insulators, Semi-conductors, AC and DC current, Amps, Watts, Resistance, Magnetism, Faraday’s Law, Compass,
Relativity, Einstein, and E=MC2, Energy, First Law of Thermodynamics, Second Law of Thermodynamics,Third Law of Thermodynamics,
Industrial Processes, Environmental Studies, The 4 R’s, Sustainability, Human Population Growth, Carrying Capacity, Frugality, Green
Design, Renewable Forms of Energy.
-There is no such thing as a free lunch, Matter, Dark Matter, Elements and Compounds, States of Matter, Solids, Liquids, Gases, Plasma,
Law Conservation of Matter, Physical Change, Chemical Change, Gas Laws, Charles Law, Avogadro’s Law, Ideal Gas Law, Pascal’s Law,
Viscosity, Archimedes Principle, Buoyancy, Seven Forms of Energy, Nuclear Energy, Electromagnet Spectrum, Waves / Wavelengths, Light
(Visible Light), Refraction, Diffraction, Lens, Convex / Concave, Radiation, Electricity, Lightning, Static Electricity, Magnetism, Coulomb’s
Law, Conductors, Insulators, Semi-conductors, AC and DC current, Amps, Watts, Resistance, Magnetism, Faraday’s Law, Compass,
Relativity, Einstein, and E=MC2, Energy, First Law of Thermodynamics, Second Law of Thermodynamics,Third Law of Thermodynamics,
Industrial Processes, Environmental Studies, The 4 R’s, Sustainability, Human Population Growth, Carrying Capacity, Frugality, Green
Design, Renewable Forms of Energy.
The Matter, Energy and the Environment Unit covers science topics associated with Matter, States of Matter, Phase Change,
Gas Laws, Energy, Magnetism, Waves, EM Spectrum, Electricity, Thermodynamics, and important Environmental Issues.
(See list below for more topics covered). This unit includes an interactive and engaging PowerPoint roadmap of 5,000+ slides
with built-in class notes (Red Slides), lab activities, project ideas, discussion questions, assessments, challenge questions,
great links, videos, and much more. Text is in large print (32 font) and is placed at the top of each slide so it can be read from
all angles of a classroom. Also included is a 21 page bundled homework / assessment that chronologically follows the
PowerPoint slideshow, as well as a 8 page modified assessment. 20 pages of class notes with images are also included for
students who require assistance, as well as answer keys to both of the assessments for support professionals, teachers, and
homeschool parents. 50+ video and academic links are provided and a slide within the slideshow cues teacher / parent when
the videos are most relevant to play. Video shorts usually range from 2-7 minutes. Five PowerPoint review games are
included (125+ slides each). Answers to the PowerPoint review games are provided in PowerPoint form so students can
self-assess. Lastly, several class games such as guess the hidden picture beneath the boxes, and the find the hidden owl
somewhere within the slideshow are provided. Materials List Included. This is a fantastic unit that will challenge and excite
your students. 400 Slide Bonus Climate Change PowerPoint included.
Difficulty rating of 8 (Ten is most difficult).
Gas Laws, Energy, Magnetism, Waves, EM Spectrum, Electricity, Thermodynamics, and important Environmental Issues.
(See list below for more topics covered). This unit includes an interactive and engaging PowerPoint roadmap of 5,000+ slides
with built-in class notes (Red Slides), lab activities, project ideas, discussion questions, assessments, challenge questions,
great links, videos, and much more. Text is in large print (32 font) and is placed at the top of each slide so it can be read from
all angles of a classroom. Also included is a 21 page bundled homework / assessment that chronologically follows the
PowerPoint slideshow, as well as a 8 page modified assessment. 20 pages of class notes with images are also included for
students who require assistance, as well as answer keys to both of the assessments for support professionals, teachers, and
homeschool parents. 50+ video and academic links are provided and a slide within the slideshow cues teacher / parent when
the videos are most relevant to play. Video shorts usually range from 2-7 minutes. Five PowerPoint review games are
included (125+ slides each). Answers to the PowerPoint review games are provided in PowerPoint form so students can
self-assess. Lastly, several class games such as guess the hidden picture beneath the boxes, and the find the hidden owl
somewhere within the slideshow are provided. Materials List Included. This is a fantastic unit that will challenge and excite
your students. 400 Slide Bonus Climate Change PowerPoint included.
Difficulty rating of 8 (Ten is most difficult).
-Areas of Focus within the Energy and the Environment Unit.-
Concept “There is no such thing as a free lunch”, Matter, Dark
Matter, Dark Energy, Elements and Compounds, States of
Matter, Solids, Liquids, Gases, Plasma, Law Conservation of
Matter, Physical Change, Chemical Change, Gas Laws, Charles
Law, Avogadro’s Law, Ideal Gas Law, Pascal’s Law, Archimedes
Principle, Buoyancy, Seven Forms of Energy, Nuclear Energy,
Electromagnet Spectrum, Waves / Wavelengths, Herschel
Experiment, Infrared, Visible Light, Refraction, Diffraction, Lens,
Convex / Concave, Radiation, Electricity, Lightning, Static
Electricity, Magnetism, Coulomb’s Law, Conductors, Insulators,
Semi-conductors, AC and DC current, Amps, Watts, Resistance,
Magnetism, Faraday's Law, Compass, Relativity, Einstein, and
E=mc2, Energy, First Law of Thermodynamics, Second Law of
Thermodynamics, Third Law of Thermodynamics, Industrial
Processes, Environmental Studies, The 4 R’s, Sustainability,
Human Population Growth, Carrying Capacity, Green Design,
Renewable Forms of Energy.
Concept “There is no such thing as a free lunch”, Matter, Dark
Matter, Dark Energy, Elements and Compounds, States of
Matter, Solids, Liquids, Gases, Plasma, Law Conservation of
Matter, Physical Change, Chemical Change, Gas Laws, Charles
Law, Avogadro’s Law, Ideal Gas Law, Pascal’s Law, Archimedes
Principle, Buoyancy, Seven Forms of Energy, Nuclear Energy,
Electromagnet Spectrum, Waves / Wavelengths, Herschel
Experiment, Infrared, Visible Light, Refraction, Diffraction, Lens,
Convex / Concave, Radiation, Electricity, Lightning, Static
Electricity, Magnetism, Coulomb’s Law, Conductors, Insulators,
Semi-conductors, AC and DC current, Amps, Watts, Resistance,
Magnetism, Faraday's Law, Compass, Relativity, Einstein, and
E=mc2, Energy, First Law of Thermodynamics, Second Law of
Thermodynamics, Third Law of Thermodynamics, Industrial
Processes, Environmental Studies, The 4 R’s, Sustainability,
Human Population Growth, Carrying Capacity, Green Design,
Renewable Forms of Energy.
PS1.3 (Gather and interpret info that synthetic material come from natural resources and impact society)
• Students learn about hydrocarbons and chemical change among other chemicals throughout unit. Climate change is addressed, air pollutants, industrial
processes, and much more.
MS.PS1.4 (Develop a model that describes change in particle motion and temperature when thermal energy is added or removed).
• Students conduct several activities that add and remove energy and graph the results. Many slides, several animations, are included that address temperature
and molecular motion. Students also move around pretending to be molecules at different states of matter.
MS.PS1.2 (Analyze and interpret data on properties of substances before and after a chemical reaction)
• Students collect data in several experiments before and after a reaction. One such experiment measures the weight of Alka-Seltzer before and after a chemical
reaction.
MS.PS1.5 (Develop and use a model to describe Law Conservation of Mass, total number of Atoms does not change).
• Students collect data in several experiments before and after a reaction. One such experiment measures the weight of Alka-Seltzer before and after a chemical
reaction. The experiment uses plastic bags to see that the weight of the two after the reaction is the same.
MS.PS1.6 (Design a project to construct, test, and modify device that either releases or absorbs thermal energy by chemical processes).
• Students make ice cream with plastic bags, milk, and sugar. They surround bag with ice, add salt, and shake. Temperatures are recorded before and after.
Phase change occurs. Students also examine heat transfer, conduction with Styrofoam cups vs. Plastic cups and hot water which relates to this standard.
MS.PS1.6 (Design a project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes).
• Students make ice cream with plastic bags, milk, and sugar. They surround bag with ice, add salt, and shake. Temperatures are recorded before and after.
Phase change occurs. Students also examine heat transfer, conduction with Styrofoam cups vs. Plastic cups and hot water which relates to this standard.
MS.PS2.3 (Ask a question about data to find factors that affect the strength of electric and magnetic forces).
• Students make electromagnets and answer questions about using a AA vs. D battery. Students also make a simple electric motor, EM field with paper plate,
magnet, and iron filings. Students also make circuits and visit circuit simulators.
MS.PS2.5 (Conduct an investigation to provide evidence that fields exist between objects exerting forces even when objects are not in contact).
• Students conduct many activities with magnets, visit simulators, video links, and more. One of my favorite activities is called annoying tape that plays with static
electricity. Static electricity is also covered in a number of different balloon activities and simulators. This standard is also addressed with many Van de Graaf demos
and videos.
MS.PS3.3 (Apply principles to design and test a device that minimizes or maximizes thermal energy transfer).
• Students conduct a number of heat transfer hands-on and data collecting activities. Conduction includes an activity that has students collect thermal energy
transfer comparing the difference of heat from in a Styrofoam vs. Plastic cup. Gummies bears that walk the plank is a really fun provided conduction demonstration.
Another activity explores radiation, collects data, and graphs the data using a bright lamp, gravel, and thermometer. Convection is addressed in the gravel activity and
throughout. A built-in quiz is also provided.
MS.PS3.4 (Plan an investigation to determine the relationship among the energy transferred, type of matter, the mass, and change in kinetic energy of particles measure
by the temperature of the sample).
• Kinetic molecular theory and temperature is described in several slides. Video links, questions, and more are provided. Students record temperatures of water as
it changes from Ice, to liquid, to gas. Data is graphed and questions provided with answers about energy transfer, temperature, and phase change.
MS.PS4.1 (Use mathematical representations to describe a simple model for waves and include how amplitude a wave is related to its energy).
• Students create a step by step drawing a wave and label wavelength, amplitude, crest, trough, and height. Electromagnetic waves are described and there
energy / wave amplitude mentioned over a series of slides. An academic link to a great simulator with the mathematics and questions / review opportunities provided.
MS.PS4.2 (Develop / use a model to describe that waves are reflected, absorbed, and transmitted through various materials).
• Students create drawings, see video links, visit simulators, and use lens shapes to explore how light is reflected. General notes, visuals, and general information
about waves provided.
MS.PS4.2 (Integrate information to support that digitized signals are a more reliable way to encode and transmit information than analog signals.)
• Slides discuss electromagnetic waves and their uses. Another activity shows the difference between analog and digital signals. Students race the teachers to
send a message. Students send analog “telephone game” and teachers uses digital (email).
MS.ESS3.3 (Apply science principles to design a method for monitoring the minimizing a human impact on the environment).
• Student’s design an environmental sustainable home that reduces the impact on the environment and utilizes renewable local resources.
MS.ESS3.4 (Support an argument with evidence for how increases in human population and per-capital consumption of resources impact Earth’s systems).
• This standard is addressed throughout Part V the environment.
HS.PS1.8 (Develop models to illustrate the changes in composition of the nucleus of the atom and the energy releases during the processes of fission, fusion, and
radioactive decay).
• Fission and fusion are addressed with animations, visuals, text, and review slides.
HS.PS4.1 (Use mathematical representations to support a claim about relationship among the frequency, wavelength, and speed of waves traveling in various media).
• The speed of sound waves through air, water, and solids are described. The difference between the speed at which electromagnetic waves and mechanical
waves travel is also described.
HS.PS4.2 (Evaluate questions about the advantages of using digital transmissions and storage of information).
• This standard is covered in a few slides that address the advantages and disadvantages of digital transmissions. Students brainstorm advantages and
disadvantages before the answers are revealed.
HS.PS4.3 (Evaluate evidence and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and one model
is sometimes more useful than the other).
• This standard is covered with some slides, visuals, and video links. Interference and diffraction of light are addressed in the videos.
HS.PS4.4 (Evaluate the claims of the effects that different frequencies of electromagnetic radiation have when absorbed by matter).
• This standard covered in each of the waves that students learn in the EM spectrum. Visuals of frequency change addressed throughout. Several review slides
reinforce that gamma rays, x-rays, and ultraviolet waves are dangerous when absorbed by cells.
HS.PS4.5 (Communicate technical information about how technological devices use the principles of wave behavior and wave interactions with matter to transmit and
capture information and energy).
• Communications technology and medical imaging are described in slides with visuals, video links, and reviewed.
HS.PS2.4 (Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces
between objects).
• Slides define and represent visually. A video link is provided that includes mathematical representations.
HS.PS2.5 (Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that changing a magnetic fields can produce
electric current).
• Student use electromagnets to pick up paper clips, and built an electric motor with copper wire and batteries. Faraday’s Law of Induction is described with text and
visuals.
HS.PS3.4 (Conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed
system results in a more uniform energy distribution among the components in the system).
• Students learn the second law of thermodynamics with visuals, step by diagrams, and video links. An activity combines hot water with room temp water. The
students make a prediction about the temperature of the combined fluid. Students also investigate a number of data gathering heat transfer activities and answer
questions.
• Students learn about hydrocarbons and chemical change among other chemicals throughout unit. Climate change is addressed, air pollutants, industrial
processes, and much more.
MS.PS1.4 (Develop a model that describes change in particle motion and temperature when thermal energy is added or removed).
• Students conduct several activities that add and remove energy and graph the results. Many slides, several animations, are included that address temperature
and molecular motion. Students also move around pretending to be molecules at different states of matter.
MS.PS1.2 (Analyze and interpret data on properties of substances before and after a chemical reaction)
• Students collect data in several experiments before and after a reaction. One such experiment measures the weight of Alka-Seltzer before and after a chemical
reaction.
MS.PS1.5 (Develop and use a model to describe Law Conservation of Mass, total number of Atoms does not change).
• Students collect data in several experiments before and after a reaction. One such experiment measures the weight of Alka-Seltzer before and after a chemical
reaction. The experiment uses plastic bags to see that the weight of the two after the reaction is the same.
MS.PS1.6 (Design a project to construct, test, and modify device that either releases or absorbs thermal energy by chemical processes).
• Students make ice cream with plastic bags, milk, and sugar. They surround bag with ice, add salt, and shake. Temperatures are recorded before and after.
Phase change occurs. Students also examine heat transfer, conduction with Styrofoam cups vs. Plastic cups and hot water which relates to this standard.
MS.PS1.6 (Design a project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes).
• Students make ice cream with plastic bags, milk, and sugar. They surround bag with ice, add salt, and shake. Temperatures are recorded before and after.
Phase change occurs. Students also examine heat transfer, conduction with Styrofoam cups vs. Plastic cups and hot water which relates to this standard.
MS.PS2.3 (Ask a question about data to find factors that affect the strength of electric and magnetic forces).
• Students make electromagnets and answer questions about using a AA vs. D battery. Students also make a simple electric motor, EM field with paper plate,
magnet, and iron filings. Students also make circuits and visit circuit simulators.
MS.PS2.5 (Conduct an investigation to provide evidence that fields exist between objects exerting forces even when objects are not in contact).
• Students conduct many activities with magnets, visit simulators, video links, and more. One of my favorite activities is called annoying tape that plays with static
electricity. Static electricity is also covered in a number of different balloon activities and simulators. This standard is also addressed with many Van de Graaf demos
and videos.
MS.PS3.3 (Apply principles to design and test a device that minimizes or maximizes thermal energy transfer).
• Students conduct a number of heat transfer hands-on and data collecting activities. Conduction includes an activity that has students collect thermal energy
transfer comparing the difference of heat from in a Styrofoam vs. Plastic cup. Gummies bears that walk the plank is a really fun provided conduction demonstration.
Another activity explores radiation, collects data, and graphs the data using a bright lamp, gravel, and thermometer. Convection is addressed in the gravel activity and
throughout. A built-in quiz is also provided.
MS.PS3.4 (Plan an investigation to determine the relationship among the energy transferred, type of matter, the mass, and change in kinetic energy of particles measure
by the temperature of the sample).
• Kinetic molecular theory and temperature is described in several slides. Video links, questions, and more are provided. Students record temperatures of water as
it changes from Ice, to liquid, to gas. Data is graphed and questions provided with answers about energy transfer, temperature, and phase change.
MS.PS4.1 (Use mathematical representations to describe a simple model for waves and include how amplitude a wave is related to its energy).
• Students create a step by step drawing a wave and label wavelength, amplitude, crest, trough, and height. Electromagnetic waves are described and there
energy / wave amplitude mentioned over a series of slides. An academic link to a great simulator with the mathematics and questions / review opportunities provided.
MS.PS4.2 (Develop / use a model to describe that waves are reflected, absorbed, and transmitted through various materials).
• Students create drawings, see video links, visit simulators, and use lens shapes to explore how light is reflected. General notes, visuals, and general information
about waves provided.
MS.PS4.2 (Integrate information to support that digitized signals are a more reliable way to encode and transmit information than analog signals.)
• Slides discuss electromagnetic waves and their uses. Another activity shows the difference between analog and digital signals. Students race the teachers to
send a message. Students send analog “telephone game” and teachers uses digital (email).
MS.ESS3.3 (Apply science principles to design a method for monitoring the minimizing a human impact on the environment).
• Student’s design an environmental sustainable home that reduces the impact on the environment and utilizes renewable local resources.
MS.ESS3.4 (Support an argument with evidence for how increases in human population and per-capital consumption of resources impact Earth’s systems).
• This standard is addressed throughout Part V the environment.
HS.PS1.8 (Develop models to illustrate the changes in composition of the nucleus of the atom and the energy releases during the processes of fission, fusion, and
radioactive decay).
• Fission and fusion are addressed with animations, visuals, text, and review slides.
HS.PS4.1 (Use mathematical representations to support a claim about relationship among the frequency, wavelength, and speed of waves traveling in various media).
• The speed of sound waves through air, water, and solids are described. The difference between the speed at which electromagnetic waves and mechanical
waves travel is also described.
HS.PS4.2 (Evaluate questions about the advantages of using digital transmissions and storage of information).
• This standard is covered in a few slides that address the advantages and disadvantages of digital transmissions. Students brainstorm advantages and
disadvantages before the answers are revealed.
HS.PS4.3 (Evaluate evidence and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and one model
is sometimes more useful than the other).
• This standard is covered with some slides, visuals, and video links. Interference and diffraction of light are addressed in the videos.
HS.PS4.4 (Evaluate the claims of the effects that different frequencies of electromagnetic radiation have when absorbed by matter).
• This standard covered in each of the waves that students learn in the EM spectrum. Visuals of frequency change addressed throughout. Several review slides
reinforce that gamma rays, x-rays, and ultraviolet waves are dangerous when absorbed by cells.
HS.PS4.5 (Communicate technical information about how technological devices use the principles of wave behavior and wave interactions with matter to transmit and
capture information and energy).
• Communications technology and medical imaging are described in slides with visuals, video links, and reviewed.
HS.PS2.4 (Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces
between objects).
• Slides define and represent visually. A video link is provided that includes mathematical representations.
HS.PS2.5 (Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that changing a magnetic fields can produce
electric current).
• Student use electromagnets to pick up paper clips, and built an electric motor with copper wire and batteries. Faraday’s Law of Induction is described with text and
visuals.
HS.PS3.4 (Conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed
system results in a more uniform energy distribution among the components in the system).
• Students learn the second law of thermodynamics with visuals, step by diagrams, and video links. An activity combines hot water with room temp water. The
students make a prediction about the temperature of the combined fluid. Students also investigate a number of data gathering heat transfer activities and answer
questions.
HS.PS3.1 (Develop and use models to illustrate that energy at the macroscopic scale can be accounted for a combination of energy associated with the motion of
particles and objects, and energy associated position of particles (objects).
• Students see a number of diagrams, step by step slides, learn the big seven forms of energy, and explore how energy isn’t destroyed, but transferred from one
system to another as it changes form.
HS.PS3.5 (Develop and use models of two objects interacting through electric or magnetic fields to illustrate forces between objects and changes in energy of the
objects due to the interaction).
• Students conduct a number of electrostatic activities and work with magnets and iron filings, visit simulators, and learn about a Van de Graaff generator.
HS.LS2.1 (Use mathematical and or computational representations to support explanation of factors that affect carrying capacity of ecosystems).
• Human population growth is addressed with several models, graphs, historical information, exponential growth activity, and with video and academic links.
Carrying capacity, limiting factors (density dependent and density independent), and R vs. K selected species are addressed in a series of slides with visuals.
HS.LS2.7 (Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity).
o Students spend considerable learning about all of the ways the environment is impacted by human activities. Several slides are provided about way to mitigate
these impacts. One such project has students design an environmentally sustainable home that utilizes renewable energy and other sustainable features.
HS.ESS3.2 (Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost benefit ratios).
• Emphasis is placed on conservation to the environment including reduction of resources, reuse, recycling, utilizing local materials, and the use of renewable forms
of energy.
HS.ESS3.3 (Create a computer simulation to illustrate the relationship among management of natural resources, the sustainability of human populations, and
biodiversity).
• Human population is addressed with animations, graphs, and carbon footprint calculations, and much more. Resource use, laws of thermodynamics, and new
technologies are presented.
HS.ESS3.4 (Evaluate a technological solution that reduced impacts of human activities on natural systems).
• Many local efforts such as reducing, reusing, and recycling are addressed. Design solutions and sustainable buildings are presented. Urbanization and human
impacts of life systems are addressed throughout.
HS.ESS3.6 (Use a computer representation to illustrate the relationship among earth systems and how those relationships are being modified due to human activity).
• Ocean acidification is addressed in climate change, changes to ecosphere, biodiversity and much more are spread throughout.
5.PS1.1 (Develop a model that matter is made of particles too small be seen).
• Molecules are covered heavily in Part I: Matter.
5.PS1.2 (Measure and graph quantities to provide evidence that when a change in a substance occurs, heating, cooling, mixing, the total weight of matter is conserved).
• A neat activity with Alka-Seltzer and plastic bags addresses this standard. Notes, examples with visuals, video links and more are provided.
5.PS1.3 (Make observation and measurements to identify materials based on their properties).
• This standard is covered examining heat transfer, electrical conductivity, and magnetic forces.
5.ESS3.1 (Obtain information about ways individual community use science ideas to protect the earth’s resources).
3-5.ETS1.1 (Make observation and measurements to identify materials based on their properties).
3-5.ETS1.2 (Define a simple design problem reflecting a need or want that included specified criteria for success with materials, time, or cost)
3-5.ETS1.3 (Generate and compare multiple possible solution to a problem based on how well each is to meet criteria and constraints of the problem)
particles and objects, and energy associated position of particles (objects).
• Students see a number of diagrams, step by step slides, learn the big seven forms of energy, and explore how energy isn’t destroyed, but transferred from one
system to another as it changes form.
HS.PS3.5 (Develop and use models of two objects interacting through electric or magnetic fields to illustrate forces between objects and changes in energy of the
objects due to the interaction).
• Students conduct a number of electrostatic activities and work with magnets and iron filings, visit simulators, and learn about a Van de Graaff generator.
HS.LS2.1 (Use mathematical and or computational representations to support explanation of factors that affect carrying capacity of ecosystems).
• Human population growth is addressed with several models, graphs, historical information, exponential growth activity, and with video and academic links.
Carrying capacity, limiting factors (density dependent and density independent), and R vs. K selected species are addressed in a series of slides with visuals.
HS.LS2.7 (Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity).
o Students spend considerable learning about all of the ways the environment is impacted by human activities. Several slides are provided about way to mitigate
these impacts. One such project has students design an environmentally sustainable home that utilizes renewable energy and other sustainable features.
HS.ESS3.2 (Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost benefit ratios).
• Emphasis is placed on conservation to the environment including reduction of resources, reuse, recycling, utilizing local materials, and the use of renewable forms
of energy.
HS.ESS3.3 (Create a computer simulation to illustrate the relationship among management of natural resources, the sustainability of human populations, and
biodiversity).
• Human population is addressed with animations, graphs, and carbon footprint calculations, and much more. Resource use, laws of thermodynamics, and new
technologies are presented.
HS.ESS3.4 (Evaluate a technological solution that reduced impacts of human activities on natural systems).
• Many local efforts such as reducing, reusing, and recycling are addressed. Design solutions and sustainable buildings are presented. Urbanization and human
impacts of life systems are addressed throughout.
HS.ESS3.6 (Use a computer representation to illustrate the relationship among earth systems and how those relationships are being modified due to human activity).
• Ocean acidification is addressed in climate change, changes to ecosphere, biodiversity and much more are spread throughout.
5.PS1.1 (Develop a model that matter is made of particles too small be seen).
• Molecules are covered heavily in Part I: Matter.
5.PS1.2 (Measure and graph quantities to provide evidence that when a change in a substance occurs, heating, cooling, mixing, the total weight of matter is conserved).
• A neat activity with Alka-Seltzer and plastic bags addresses this standard. Notes, examples with visuals, video links and more are provided.
5.PS1.3 (Make observation and measurements to identify materials based on their properties).
• This standard is covered examining heat transfer, electrical conductivity, and magnetic forces.
5.ESS3.1 (Obtain information about ways individual community use science ideas to protect the earth’s resources).
3-5.ETS1.1 (Make observation and measurements to identify materials based on their properties).
3-5.ETS1.2 (Define a simple design problem reflecting a need or want that included specified criteria for success with materials, time, or cost)
3-5.ETS1.3 (Generate and compare multiple possible solution to a problem based on how well each is to meet criteria and constraints of the problem)
Below are just a few of the typical standards that this unit addresses for those that are interested. This unit does cover many topics and concepts that are not described
below.
●Keep a journal record of observations, recognizing patterns, summarizing findings, and reflecting on the observations.
●Describe the Sun as the principle energy source for phenomena on the Earth’s surface.
●Differentiate between renewable and non-renewable resources;
●Recognize that the light and heat the Sun provides to the Earth is necessary for life.
●Recognize that vibrations in materials set up wavelike disturbances that spread away from the source, as with earthquakes.
●Provide examples of products that man has developed which have humans do things that they could not do otherwise, and identify the natural materials used to produce
these products.
●Recognize that water can be a liquid or a solid; and explain that it can be made to change from one state to the other, but the amount (mass) of water always remains the
same in either state.
●Provide examples of how to reduce waste through conservation, recycling, and reuse.
●Provide examples of how all organisms, including humans, impact their environment and explain how some changes can be detrimental to other organisms.
●Explain how changes in environmental conditions can affect the survival of individual organisms and the entire species.
●Recognize that the length and quality of human life are influenced by many factors, including sanitation, diet, medical care, gender, genes, environmental conditions, and
personal health behaviors.
●Differentiate between weight and mass.
●Identify energy as a property of many substances.
●Differentiate between a physical change, such as melting, and a chemical change, such as rusting.
●Describe how mass remains constant in a closed system and provide examples relating to both physical and chemical change.
●Explain that the pitch of a sound is dependent on the frequency of the vibration producing it.
●Explain that sound vibrations move at different speeds, have different wavelengths and establish wave-like disturbances that emanate from the source.
●Recognize that energy, in the form of heat, is usually a by- product when one form of energy is changed to another, such as when machines convert stored energy to
motion.
●Explain that heat energy moves from warmer materials or regions to cooler ones through conduction, convection, and radiation.
●Explain how electrical circuits can be used.
●Recognize that just as electric currents can produce magnetic forces, magnets can cause electric currents.
●Recognize that manufacturing processes use a variety of tools and machines to separate, form, combine and condition natural and synthetic materials.
●Explain how a battery changes chemical energy into electrical energy.
●Demonstrate how to produce a magnetic force with an electric current, such as an electromagnet, and how to produce an electric current with a magnet, such as a
generator.
●Provide an example to show that manufacturing processes involve changing natural materials into finished products through a series of processes that involve physical
and/or chemical changes.
●Explain how to dispose of waste so that it does not harm the environment.
●Recognize there are pros and cons to using different types of energy, such as solar energy and fossil fuels, and compare the differences.
●Differentiate between renewable and non-renewable resources.
●Identify the potential impact of converting forested land to uses such as farms, homes, factories, or tourist attractions.
●Use a variety of tools and formats (oral presentations, journals, and multimedia presentations) to summarize and communicate the results of observations.
●Organize observations and data into tables, charts and graphs.
●Compare a variety of forms of energy, including heat, light, sound, mechanical, electrical, and chemical energy.
below.
●Keep a journal record of observations, recognizing patterns, summarizing findings, and reflecting on the observations.
●Describe the Sun as the principle energy source for phenomena on the Earth’s surface.
●Differentiate between renewable and non-renewable resources;
●Recognize that the light and heat the Sun provides to the Earth is necessary for life.
●Recognize that vibrations in materials set up wavelike disturbances that spread away from the source, as with earthquakes.
●Provide examples of products that man has developed which have humans do things that they could not do otherwise, and identify the natural materials used to produce
these products.
●Recognize that water can be a liquid or a solid; and explain that it can be made to change from one state to the other, but the amount (mass) of water always remains the
same in either state.
●Provide examples of how to reduce waste through conservation, recycling, and reuse.
●Provide examples of how all organisms, including humans, impact their environment and explain how some changes can be detrimental to other organisms.
●Explain how changes in environmental conditions can affect the survival of individual organisms and the entire species.
●Recognize that the length and quality of human life are influenced by many factors, including sanitation, diet, medical care, gender, genes, environmental conditions, and
personal health behaviors.
●Differentiate between weight and mass.
●Identify energy as a property of many substances.
●Differentiate between a physical change, such as melting, and a chemical change, such as rusting.
●Describe how mass remains constant in a closed system and provide examples relating to both physical and chemical change.
●Explain that the pitch of a sound is dependent on the frequency of the vibration producing it.
●Explain that sound vibrations move at different speeds, have different wavelengths and establish wave-like disturbances that emanate from the source.
●Recognize that energy, in the form of heat, is usually a by- product when one form of energy is changed to another, such as when machines convert stored energy to
motion.
●Explain that heat energy moves from warmer materials or regions to cooler ones through conduction, convection, and radiation.
●Explain how electrical circuits can be used.
●Recognize that just as electric currents can produce magnetic forces, magnets can cause electric currents.
●Recognize that manufacturing processes use a variety of tools and machines to separate, form, combine and condition natural and synthetic materials.
●Explain how a battery changes chemical energy into electrical energy.
●Demonstrate how to produce a magnetic force with an electric current, such as an electromagnet, and how to produce an electric current with a magnet, such as a
generator.
●Provide an example to show that manufacturing processes involve changing natural materials into finished products through a series of processes that involve physical
and/or chemical changes.
●Explain how to dispose of waste so that it does not harm the environment.
●Recognize there are pros and cons to using different types of energy, such as solar energy and fossil fuels, and compare the differences.
●Differentiate between renewable and non-renewable resources.
●Identify the potential impact of converting forested land to uses such as farms, homes, factories, or tourist attractions.
●Use a variety of tools and formats (oral presentations, journals, and multimedia presentations) to summarize and communicate the results of observations.
●Organize observations and data into tables, charts and graphs.
●Compare a variety of forms of energy, including heat, light, sound, mechanical, electrical, and chemical energy.
Dear Valued Educator,
Shortly after purchase a download link will automatically be sent to your email address from PayLoadz.com. This is a safe and
secure company that specializes in delivering large digital files. If you have any questions please feel free to contact me.
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www.sciencepowerpoint@gmail.com
Shortly after purchase a download link will automatically be sent to your email address from PayLoadz.com. This is a safe and
secure company that specializes in delivering large digital files. If you have any questions please feel free to contact me.
Thank you for visiting this website.
Sincerely,
Science from Murf .LLC
www.sciencepowerpoint@gmail.com
Matter, Energy, and the Environment Unit Instant Digital Download $39.99
Entire Curriculum (All 20 Units of Study) Instant Download Link $199.99
Physical Science Curriculum (4 Units of Study) Instant Download $64.99
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| Chronologically follows the PowerPoint road map for a fantastic review of classroom lessons. |
| Chronologically Follows the PowerPoint Slide show. Great for students who require assistance and support professionals. |
| These quiz games with built-in answers are found at the end of each section for a nice review |