Science 6-8 Kinetic Theory

Science 6-8 Kinetic Theory

Standards & Objectives

Academic standards
CCSS.ELA-Literacy.RST.6-8.1
Cite specific textual evidence to support analysis of science and technical texts.
CCSS.ELA-Literacy.RST.6-8.2
Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.WHST.6-8.2
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
CCSS.ELA-Literacy.WHST.6-8.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.6-8.9
Draw evidence from informational texts to support analysis, reflection, and research.
 
Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.
 
Essential and guiding questions: 

Text-Dependent Questions:

  • What examples does the author provide to help the reader visualize the theory of kinetic energy?
  • The author asks the question, “how are kinetic energy and temperature related?” Based on your reading, how would you answer this question?
  • Locate the paragraph titled “boiling point.” Read it again, silently. Now answer this question: How does external pressure affect the boiling point of a liquid? Write down your thoughts, then turn to your partner to share your answer. (Allow 3-4 minutes and discuss with the group.)
  • According to the text, what is unique about plasma? Identify the examples of plasma given in your book. Now that we have read the information, can you think of some additional examples of plasma?

Activity/Task Variations

Blooms taxonomy level: 
Understanding
Differentiation suggestions: 

Scaffolding and support for special education students, English language learners, and struggling readers:

Instructional accommodations to assist students with disabilities might include changes in materials or procedures. Paired reading of the literature may be used as part of the “re- reading” process. Extended discussions in small groups might occur to reinforce the literature. The writing prompt  may be broken into smaller steps and teacher guided. Whole-group writing might occur to assist struggling learners. Some students may be given a pre-written essay with words or sentences missing that can be completed with the assistance of a word bank. Another approach could be to reduce the amount of writing required by shortening the prompt. Assistive technology devices may be necessary for some students. Others may benefit from partnering with another student to collaborate on completing the writing prompt.

Interdisciplinary opportunities: 

How this task supports the content standards for relevant subject area courses in this grade band

This task would be appropriate for a grade 6 science course. It supports the following standards:

  • GLE 0607.10.1 Compare and contrast the three forms of potential energy.
  • SPI 0607.10.2 Interpret the relationship between potential and kinetic energy