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Science Curriculum: Middle School

Science Elementary Curriculum

In Montgomery County Public Schools, science is important. The goal is for all students to become scientifically literate. This means they understand how science works and can use it in their lives. The science program in MCPS follows the Next Generation Science Standards that help students learn science in a way that is engaging and relevant to their lives. Teachers use real-world examples and experiments to help students learn. The MCPS science curriculum is organized so that students build on what they learn each year from K-12 which helps them develop a deep understanding of science. Students in MCPS science classes explore science through hands-on activities, discussions, and reading and writing. They also learn how to use scientific tools and methods to solve real-world problems. The MCPS science program is designed to help students become successful lifelong learners. They will be prepared for college and careers that require a strong understanding of science.

Grade Course Information

Investigations in Earth Science Course Syllabus

Course Overview:

Students in the Investigations in Earth Science course will develop understanding of 5 major concepts of Earth science that include:

  • Earth's Waters Systems and Watersheds
  • Weather and Climate
  • The Geologic Processes of Earth
  • Earth's History
  • Natural resources and human impacts on the envrionment

Student Experience

The course is taught through hands-on explorations, productive discourse, and purposeful reading and writing. The curriculum is problem/project-based where students apply their understanding of science, technology, engineering, and mathematics (STEM) to propose solutions to real world phenomena/problems. Students are awarded 10 SSL hours at the completion of Grade 6 Science for their full participation in SSL activities related to their Outdoor Education experience.

Unit Details:

Unit Title Content Focus
1

Our Watershed, Our World

Our Watershed, Our World

Overview:

Our Watershed, Our World explains the environmental impacts that increasing populations have on the Earth and on local environments. Many of these impacts can be seen throughout Maryland and Montgomery County including our local watersheds.

Essential Questions:

  • What is a watershed? 
  • How do our actions and choices impact the watershed? 
  • How do we monitor the health of the local watershed? 
  • How is biodiversity an indicator or watershed health? 
  • What are the different spheres of Earth? 
  • What is a limiting factor and how can it impact an ecosystem? 
  • What do organisms depend on and compete for in an ecosystem? 
  • How do organisms interact with the living and nonliving environments to obtain matter and energy?

To answer these questions, students will:

  • start the year with science lab safety rules
  • study their school community environment
  • learn techniques to assess the areas around their school to see what specific impacts their communities have on Montgomery County, the state of Maryland, and the Chesapeake Bay
  • conduct water quality tests in their area
  • analyze data from the Chesapeake Bay watershed
  • assess the environmental impact our development patterns have had on our local ecosystem and aquatic habitats
  • determine what actions they can take in order to lessen this impact

Performance Expectations:

For specific information about the standards for this unit, click on each of the Performance Expectations: MS-ESS3-3, MS-LS2-1
2

Atmospheric Phenomenon

Atmospheric Phenomenon

Overview:

Atmospheric Phenomenon demonstrates how changes in atmospheric variables such as density, unequal heating, air pressure, and moisture leads to the weather events that humans' experience daily. The unit also investigates the relationship between ocean currents, land masses, and other Earth features that affect global weather patterns and climate.

Essential Questions

  • How do the properties and movements of water shape Earth’s surface and affect its systems?
  • Within a natural or designed system, how does the transfer of energy drive the motion and/or cycling of the air and water?  
  • What regulates weather and climate? 
  • How do humans change the planet?

To answer these questions, students will:

  • explore the different variables responsible for the weather and climate of our planet
  • model the components of the water cycle
  • investigate the role of geographic features on temperature, precipitation, and wind for different regions around the world
  • explore the factors that lead to weather and climate changes both short term and long term 
  • use scientific tools to measure specific weather data
  • analyze long term weather data to determine climate patterns 

Performance Expectations:

For specific information about the standards for this unit, click on each of the Performance Expectations: MS-ETS1-1, MS-ETS1-2, MS-ESS2-4, MS-ESS2-5, MS-ESS2-6, MS-ESS3-5
3

Dynamic Earth

Dynamic Earth

Overview:

Dynamic Earth explores the conditions within the Earth responsible for shaping the landscape around us. From earthquakes and volcanoes to weathering and erosion, these interactions have shaped Earth’s history and will determine its future.

Essential Questions:

  • How and why is Earth constantly changing? 
  • How do Earth’s major systems interact? 
  • How do the properties and movements of water shape Earth’s surface and affect its systems? 
  • How do people reconstruct and date events in Earth’s planetary history? 
  • Why do the continents move, and what causes earthquakes and volcanoes? 
  • How do natural hazards affect individuals and societies? 
  • How do humans depend on Earth’s resources?

To answer these questions, students will:

  • identify features of Earth’s interior layers based on evidence
  • evaluate evidence for the changing positions of continents over Earth’s history
  • model faults and earthquakes
  • research volcanoes and the hazards that impact human civilization
  • model weathering and erosion
  • evaluate the potential causes and effects of geologic hazards
  • develop solutions that may mitigate the effects of these hazards on the human population

Performance Expectations:

For specific information about the standards for this unit, click on each of the Performance Expectations: MS-ESS2-1, MS-ESS2-2, MS-ESS2-3, MS-ESS3-1, MS-ESS3-2
4

Earth’s Geologic Past

Earth's Geologic Past

Overview

Earth's Geologic Past examines the 4.5 billion year history of the Earth, the major events that have occurred through time both geologically and biologically, and how scientists use relative and absolute aging techniques to organize these events into a Geologic Time Scale.

Essential Questions:

  • How do people figure out that the Earth and life on Earth have changed through time? 
  • How do geologists divide Earth’s long history? 
  • How can certain geologic principles be used to interpret relative age in layered rocks? 
  • How are different techniques used to determine the absolute ages of rocks?

To answer these questions, students will:

  • use the properties of minerals and rocks to identify unknown samples
  • determine formation conditions of rocks based on mineral content and other features
  • model the rock cycle
  • examine how people figure out that the Earth and life on Earth have changed over time
  • model fossil formation under specific conditions
  • organize Earth’s long history into significant geologic and biologic events
  • interpret relative age in layered rocks
  • practice the techniques used to determine the absolute ages of rocks and fossils

Performance Expectations:

For specific information about the standards for this unit, click on each of the Performance Expectations: MS-ESS1-4, MS-ESS2-2, MS-ESS2-3, MS-ESS3-3, MS-ESS3-4, MS-LS4-1.
5

Human Impacts on the Environment

Human Impacts on the Environment

Overview

Earth's Resources & Human Impacts identifies the impact of human population increases and resource consumption on the natural world. This includes the depletion of resources, climate change, and pollution of our natural environment. Solutions are explored.

Essential Question(s):

  • How do the properties and movements of water shape Earth’s surface and affect its systems?
  • Within a natural or designed system, how does the transfer of energy drive the motion and/or cycling of the air and water?  
  • What regulates weather and climate? 
  • How do humans change the planet?

To answer these questions, students will:

  • define natural resources
  • identify natural resources found in our local area and land usage around the world
  • compare renewable and nonrenewable resources
  • participate in an Energy Summit debate
  • consider human impact on natural resources including in our world oceans
  • model climate change through simulations
  • research a specific sustainability effort and present their findings

Performance Expectations:

For specific information about the standards for this unit, click on each of the Performance Expectations: MS-ETS1-1, MS-ETS1-2, MS-ESS3-1, MS-ESS3-3,  MS-ESS3-4, MS-PS1-2

Investigations in Life Science Course Syllabus

Course Overview:

Students in the Investigations in Life Science course will develop understanding of biology concepts related to the following topic areas:

  • Cellular Structure and Processes
  • Matter and Energy Flow in Organisms
  • Inheritance and Variation of Traits
  • Evolution, and Ecosystems Interactions
  • Energy and Dynamics

Student Experience

Students will explore life science through hands-on explorations, class discussion, and purposeful reading and writing. The curriculum is problem/project-based where students apply their understanding of science, technology, engineering, and mathematics (STEM) to propose solutions to real world phenomena/problems.

Unit Details

Unit Title Content Focus
1

Cellular Structure and Processes

Cellular Structure and Processes

Overview:

Cellular Structure and Processes examines the characteristics of living things including the parts and structure of cells and the processes they carry out. Students will also learn what materials are required by living things to sustain life and how these materials are delivered to the organism.

Essential Questions:

  • How do the structures of organisms enable life’s functions? 
  • How do organisms grow and develop? 
  • How do organisms obtain and use the matter and energy they need to live and grow?
  • How do food and fuel provide energy? 
  • If energy is conserved, why do people say it is produced or used?

To answer these questions, students will:

  • start the year with science lab safety rules
  • investigate “food deserts”- areas in which fresh food items are not easily accessible
  • investigate and discuss criteria for objects to be considered “living”
  • use microscopes to explore structures of living things
  • research a process for growing plants without the use of soil called hydroponics
  • investigate a variety of different systems and growing mediums for raising plants
  • analyze data on growth rate and food production to design a solution for an increasing number of food deserts 
  • research the function of different organelles 
  • develop a model to describe the structure and function of cell parts and create an analogy between a plant cell and a familiar operation such as factory, school, or city
  • describe and compare photosynthesis and cellular respiration

Performance Expectations:

For specific information about the standards for this unit, click on each of the Performance Expectations: MS-LS1-1, MS-LS1-2, MS-LS1-4, MS-LS1-5, MS-LS1-6, MS-LS1-7
2

Matter and Energy Flow in Organism

Matter and Energy Flow in Organism

Overview:

Matter and Energy Flow in Organisms studies the body systems of organisms and explores how the interactions of those systems affect overall functions. Students will learn about the levels of organization within an organism and the contribution cells provide a system as the basic building blocks of life. Students will explore how matter and energy are processed by organisms to build, maintain, and repair themselves. Students will relate structure and function of body systems to nutritional requirements and disease prevention.

Essential Questions:

  • How do the structures of organisms enable life’s functions? 
  • How do organisms obtain and use the matter and energy they need to live and grow? 
  • How do the systems of the human body function and perform basic life processes? 
  • How do body systems work together as a cohesive unit to make life possible?

To answer these questions, students will:

  • explore different tissue samples under the microscope
  • dissect plant material to identify and study plant structures 
  • research how human body systems work together
  • conduct movement investigations to gain better understanding of some body systems
  • explain the role of each body system with respect to the body’s energy use
  • dissect a frog (paper option available) to see all animal body systems
  • Make connections between the senses and the nervous system

Performance Expectations:

For specific information about the standards for this unit, click on each of the Performance Expectations: MS-ETS1-1, MS-ETS1-2, MS-ETS1-3, MS-LS1-3, MS-LS1-7, MS-LS1-4, MS-LS1-5, MS-LS1-6, MS-LS1-8
3

Inheritance and Variation of Traits

Inheritance and Variation of Traits

Overview:

In Inheritance and Variation of Traits, students will study the principles of heredity and genetics. They will learn how organisms reproduce and transfer their genetic information to their offspring. Students will study how characteristics get passed on from generation to generation. Students will also learn about environmental factors that may influence the way offspring develop and express certain traits.

Essential Questions:

  • How do organisms grow and develop? 
  • How do organisms reproduce, (sexually or asexually) and transfer their genetic information to their offspring? 
  • What characteristic behaviors do animals perform that increase the odds of reproduction? 
  • How are the characteristics of one generation related to the previous generation? 
  • How does genetic variation among organisms affect survival and reproduction? 
  • Why do individuals of the same species vary in how they look, function, and behave?
  • What role does the environment play in how traits are expressed by organisms?

To answer these questions, students will:

  • compare the two types of reproduction
  • analyze the behaviors of animals and structures of organisms
  • identify patterns within a case study of seagulls to write and defend a claim about behavior and survival rate
  • define environmental factors and explore how they influence the growth and survival of organisms
  • use biotechnical lab techniques to explore the genetic characteristics of organisms 
  • conduct a DNA extraction and perform a microarray to confirm genotypes
  • explore the role of mutations in genetic variation
  • simulate selective breeding in dogs
  • conduct a genetic counseling report based on a scenario

Performance Expectations:

For specific information about the standards for this unit, click on each of the Performance Expectations: MS-ETS1-1, MS-LS1-4, MS-LS1-5, MS-LS3-1, MS-LS3-2, MS-LS4-4, MS-LS4-5
4

Evolutionary Biology

Evolutionary Biology

Overview:

Evolutionary Biology explores the concepts of natural selection and adaptation and will teaches that traits of an organism can change as a result of environmental conditions or a need for survival. Students will explore the similarities between organisms and use biotechnical processes, such as DNA fingerprinting, as means of identification. Students will explore how environmental stressors can be the driver of evolutionary change and debate how these genetic variations affect survival.

Essential Questions:

  • How do people reconstruct and date events in Earth’s planetary history? 
  • What evidence shows that different species are related? 
  • How do Earth’s major systems interact? 
  • How does genetic variation among organisms affect survival and reproduction?

To answer these questions, students will:

  • analyze and interpret fossil data
  • use observations of modern day organisms to make predictions about the behavior of extinct organisms
  • compare homology and convergent evolution
  • create a cladogram based on the homologous structures of organisms
  • use the biotechnical lab technique of DNA electrophoresis to show common ancestry
  • explore how geoclimate factors and mutations influence genetic variation
  • analyze evidence of common ancestry and natural selection

Performance Expectations:

For specific information about the standards for this unit, click on each of the Performance Expectations: MS-ESS1-4, MS-ESS2-2, MS-LS4-1, MS-LS4-2, MS-LS4-3, MS-LS4-4, MS-LS4-5, MS-LS4-6, MS-ETS1-1, MS-ETS1-2
5

Ecosystems Interactions, Energy, and Dynamics

Ecosystems Interactions, Energy, and Dynamics

Overview:

Ecosystems, Energy, and Dynamics explores the biodiversity and essential factors of different ecosystems and teachers that a population consists of all species that occur together at a given place and time. Students will investigate populations within food webs and categorize those populations as producers, consumers, and decomposers. Students will learn that organisms compete for limited resources and that the number of organisms an ecosystem can support depends on the resources available. Students will explore how competition may limit or generate the growth of populations in specific niches in the ecosystems.

Essential Questions:

  • How do organisms interact with the living and nonliving environments to obtain matter and energy? 
  • What happens to ecosystems when the environment changes? 
  • How do matter and energy move through an ecosystem? 
  • What happens to ecosystems when the environment changes?

To answer these questions, students will:

  • model the flow of matter and energy in an ecosystem 
  • define the living and nonliving factors in an ecosystem
  • model a healthy ecosystem that can be used as a reference to understand how humans can bring ecosystems out of balance
  • explore the ecosystem of their school campus by going on a schoolyard walk
  • conduct a predator/prey simulation and a carbon cycle simulation as a part of studying roles and energy flow in ecosystems
  • discuss limiting factors on populations
  • analyze data around population rate (reproduction rate, migration rate, and death rate) through a case study simulation
  • research a habitat from the Chesapeake Bay 
  • develop a habitat restoration plan for their selected Chesapeake Bay habitat

Performance Expectations:

For specific information about the standards for this unit, click on each of the Performance Expectations: MS-LS1-6, MS-LS2-1, MS-LS2-2, MS-LS2-3, MS-LS2-4, MS-LS2-5, MS-ESS3-3, MS-ESS3-4

 

Investigations in Physical Science Course Syllabus

Course Overview:

Students in the Investigations in Physical Science course will develop understanding of physical science concepts related to the following topic areas:

  • Forces and Motion
  • Energy and Waves
  • Chemistry
  • Astronomy

Student Experience

Students will explore physical and earth/space science through hands-on explorations, class discussion, and purposeful reading and writing. The curriculum is problem/project-based where students apply their understanding of science, technology, engineering, and mathematics (STEM) to propose solutions to real world phenomena/problems. Students will take the Maryland Integrated Science Assessment (MISA) during March to assess their knowledge of the concepts learned throughout the middle school science curricular program.

Unit Details

Unit Title Content Focus
1

Energy, Forces, and Motion

Overview:

Energy, Forces, and Motion studies the nature of forces and its impact on the motion of objects. Students will investigate the causes of motion of an object including Newton’s Laws.  Students will measure and calculate speed, velocity, and acceleration through lab investigations. Students will learn about the types of energy (kinetic and potential) and how energy is transferred from one form to another.  Students will use a culminating bottle rocket project to collect and analyze authentic launch data including altitude, speed, and potential/kinetic energy.

Essential Questions:

  • How can one predict an object’s continued motion, changes in motion, or stability?  
  • What are ways that we can describe an object's motion?  What is the law of inertia and how does that apply to the real world?  
  • What is meant by for every action there is an equal and opposite reaction?  
  • How do mass and velocity affect the momentum and acceleration of an object? 
  • What is energy and how is it transferred and conserved?

 To answer these questions, students will:

  • start the year with science lab safety rules
  • define and describe motion through a series of investigations and simulations
  • collect and analyze motion data
  • calculate speed, velocity, and acceleration
  • investigate contact and non-contact forces such as gravity, friction, and applied force
  • investigate Newton’s 3 laws through a series of lab investigations on momentum and collisions
  • model and explore the transfer of potential and kinetic energy
  • design a build a water bottle rocket that satisfies specific design criteria

Performance Expectations:

For specific information about the standards for this unit, click on each of the Performance Expectations: MS- ETS 1-1, MS-PS2-1, MS-PS2-2, MS-PS3-1, MS-PS3-2, HS-PS2-3
2

Wave Energy and Attractive Forces

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Overview:

Wave Energy and Attractive Forces builds on the concept of non contact forces from the first unit with special focus on magnetism and electricity. Static electricity and electromagnetism are explored through simulations and hands-on learning. Students will discover that energy travels in waves and explore how light and sound behave. Students will describe the relationship between various properties of waves. Students will explore the electromagnetic spectrum and compare and contrast methods of transmitting information.

Essential Questions:

  • How do electric and magnetic forces interact to create motion and energy transfer?
  • What are the properties of waves, and how do they influence the way we perceive sound and light?
  • How can we manipulate electric currents and magnetic fields to develop innovative technologies and solutions for real-world problems?
  • In what ways can understanding the electromagnetic spectrum and wave interactions help us extend human capabilities and solve complex problems?

To answer these questions, students will:

  • Conduct static electricity explorations
  • Design and test simple circuits
  • Build and test an electroscope, electromagnet, and simple motor
  • Model the transmission of signals through analog or digital methods
  • Investigate the factors that influence magnetic strength
  • Observe and measure sound waves and their properties
  • Investigate different parts of the electromagnetic spectrum
  • Explore properties of light and how light interacts with different materials

Performance Expectations:

For specific information about the standards for this unit, click on each of the Performance Expectations: MS-PS2-3, MS-PS2-5, MS-PS3-2, MS-PS3-5, MS-PS4-1, MS-PS4-2, MS-PS4-3, MS-ETS1-1, MS-ETS1-2
3

Matter and Its Interactions


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Overview:

Matter and Its Interactions begins with the structure and properties of matter. Students will practice measurement techniques through hands-on learning throughout the unit. Students define substances as pure, mixtures, and/or compounds before exploring how substances combine or react to make new substances through physical or chemical changes. Students will predict and describe changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.

Essential Questions:

  • How can one explain the structure, properties and interactions of matter? 
  • What is matter?
  • How do particles combine to form the variety of matter one observes and make new substances?
  • How do substances combine or change (react) to make new substances? 
  • What is meant by conservation of matter?
  • How is matter conserved in physical and chemical changes?
  • How does one characterize and explain these reactions and make predictions about them?

To answer these questions, students will:

  • describe and measure matter of various types
  • investigate how conductors and insulators work with respect to heat energy
  • model atoms and molecules
  • analyze the structure of molecular models in order to determine the chemical formula, the elements they contain, and the correct number of atoms
  • Observe physical and chemical changes
  • use a variety of techniques to separate a mixture
  • explore the conservation of mass by observing and formulating chemical reactions
  • analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred
  • describe how synthetic materials come from natural resources and impact society

Performance Expectations:

For specific information about the standards for this unit, click on each of the Performance Expectations: MS-ETS1-1, MS-ETS1-2, MS PS1-1, MS-PS1-2, MS-PS1-3, MS-PS1-4, MS-PS1-5, MS-PS1-6, MS-PS3-3, MS-PS3-4
4

A Voyage through Space

Overview:

A Voyage through Space teaches that the solar system consists of the sun and a collection of objects of varying sizes and conditions including planets and their moons. These objects are held in orbit around the sun by its gravitational pull on them and their inertia and have predictable patterns of movement. Students will be able to explain that patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe.

Essential Questions:

  • What is the universe, and what is Earth’s place within it?  
  • What is the universe and what goes on in stars?  
  • What are the predictable patterns caused by Earth’s movement in the solar system?  
  • What makes up our solar system and how can the motion of Earth explain seasons and eclipses?
  • How do Earth’s major systems interact? (related to seasons)
  • What underlying forces explain the variety of interactions observed?   

To answer these questions, students will:

  •  analyze data and find patterns in the apparent motion of objects in the sky
  • review evidence for the changing understanding of our solar system from ancient times to modern day
  • investigate the factors that influence gravity
  • model the motions of Earth, moon, and sun including understanding seasons, tides, lunar phases, and eclipses
  • evaluate evidence for the formation of our solar system including the forces involved
  • research the additional objects in the universe including galaxies, stars, solar systems, nebulae, asteroids, comets, dwarf planets, planets, moons, and more

Performance Expectations:

For specific information about the standards for this unit, click on each of the Performance Expectations: MS-ESS1-1, MS-ESS1-2, MS-ESS1-3, MS-ESS2-1, MS-PS1-4, MS-PS2-4, MS-PS2-5 MS-ETS1-1, MS-ETS1-2, MS-ETS1-3
 

Middle School Resources

 

Places to visit:

Montgomery County Nature Centers and Programs: