Connections to Other Performance Expectations

Science and Engineering Practices

As with all Amplify Science units, the Light Waves unit provides students with exposure to all the science and engineering practices described in the Next Generation Science Standards. This unit emphasizes all eight practices:

• Practice 1: Asking Questions. As students investigate the surprising launch results, their inquiry is guided by a series of strategic questions. They also have many opportunities to pose their own questions. In particular, the Active Reading approach, an approach to reading based on curiosity and inquiry, supports students in asking thoughtful questions as they read science articles.

• Practice 2: Developing and Using Models. Students complete visual representations to demonstrate their understanding of key concepts throughout the unit. Students also interpret visual models to predict the behavior of magnets and explore the digital simulation (a type of model) to learn important ideas about magnetic fields, magnetic forces, and energy.

• Practice 3: Planning and Carrying Out Investigations. To gather evidence, students plan tests and experiments that they then conduct by using hands-on materials and by using the digital simulation. They also evaluate the quality of experiments in terms of how they were set up to isolate variables and discuss how to improve them.

• Practice 4: Analyzing and Interpreting Data. Students examine sets of data from outside sources and their own investigations to evaluate claims. Students draw conclusions about unit claims and smaller investigation claims by determining patterns and correlations within sets of data.

• Practice 6: Constructing Explanations and Designing Solutions. To answer Investigation Questions, students are prompted to explain evidence they gather through hands-on investigations, exploring the digital simulation, and reading. They also construct explanations at the end of each chapter about why the spacecraft was so much faster than expected.

• Practice 7: Engaging in Argument from Evidence. Students evaluate claims regarding the possible reasons why the magnetic spacecraft traveled so much faster in the September launch. Using evidence from the Universal Space Agency, students engage in scientific reasoning to produce written arguments. In the Science Seminar, students practice both oral and written argumentation to explain which roller coaster launcher design will be the most effective.

• Practice 8: Obtaining, Evaluating, and Communicating Information. Students are introduced to Active Reading—an approach to obtaining information from science texts—and have multiple opportunities to engage in this practice. Students also evaluate evidence to determine its quality.

Focal Disciplinary Core Ideas

This unit addresses the following core ideas:

ESS1.A: The Universe and its Stars:

• Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. (MS-ESS1-1)

• Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. (MS-ESS1-2)

ESS1.B: Earth and the Solar System:

• The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1-2), (MS-ESS1-3)

• This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1-1)

• The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2)