This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.
1: : Matter and its Interactions
PS.8.1: : Understand the properties of matter and changes that occur when matter interacts in open and closed systems.
PS.8.1.2: : Use models to illustrate the structure of atoms in terms of the protons, electrons, and neutrons (using the location, charges and comparative size of these subatomic particles), without consideration of isotopes, ions, and energy levels.
Element Builder
Use protons, neutrons, and electrons to build elements. As the number of protons, neutrons, and electrons changes, information such as the name and symbol of the element, the Z, N, and A numbers, the electron dot diagram, and the group and period from the periodic table are shown. Each element is classified as a metal, metalloid, or nonmetal, and its state at room temperature is also given.
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PS.8.1.4: : Construct an explanation to classify changes in matter as physical changes (including changes in size, shape, and state) or chemical changes that are the result of a chemical reaction (including changes in energy, color, formation of a gas or precipitate).
Chemical Changes
Chemical changes result in the formation of new substances. But how can you tell if a chemical change has occurred? Explore this question by observing and measuring a variety of chemical reactions. Along the way you will learn about chemical equations, acids and bases, exothermic and endothermic reactions, and conservation of matter.
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The Secret Service recently arrested suspects accused of counterfeiting coins from 1915 valued at $50,000 each. The students act as a forensic scientist to investigate the crime scene and the evidence. Students learn about chemical and physical changes to recreate the methods used to make the coins as evidence for the trial.
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PS.8.1.5: : Use models to illustrate how atoms are rearranged during a chemical reaction so that balanced chemical equations support the Law of Conservation of Mass (in both open and closed systems).
Chemical Changes
Chemical changes result in the formation of new substances. But how can you tell if a chemical change has occurred? Explore this question by observing and measuring a variety of chemical reactions. Along the way you will learn about chemical equations, acids and bases, exothermic and endothermic reactions, and conservation of matter.
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Practice balancing chemical equations by changing the coefficients of reactants and products. As the equation is manipulated, the amount of each element is shown as individual atoms, histograms, or numerically. Molar masses of reactants and products can also be calculated and balanced to demonstrate conservation of mass.
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The Secret Service recently arrested suspects accused of counterfeiting coins from 1915 valued at $50,000 each. The students act as a forensic scientist to investigate the crime scene and the evidence. Students learn about chemical and physical changes to recreate the methods used to make the coins as evidence for the trial.
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Smelling in the Rain: Designing Solutions to Improve Air Quality - Middle School
A respiratory physiologist is concerned about the number of asthma attacks in children within her community. On certain days, the number is higher than the respiratory physiologist might expect. She thinks something in the environment is causing more rescue inhaler use on those days. As an air quality engineer, students will work collaboratively with a respiratory physiologist to learn how some air pollutants are released directly from sources while others are formed through chemical reactions. Students will develop a system model to test design solutions to recommend a plan to help decrease air pollution in a community with a record number of asthma cases in children.
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2: : From Molecules to Organisms- Structures and Processes
LS.8.1: : Understand the hazards caused by agents of diseases that affect living organisms.
LS.8.1.1: : Construct an explanation to compare the basic characteristics of viruses, bacteria, fungi and parasites relating to the spread, treatment and prevention of disease.
Disease Spread
Observe the spread of disease through a group of people. The methods of transmission can be chosen and include person-to-person, airborne, and foodborne as well as any combination thereof. The probability of each form of transmission and number of people in the group can also be adjusted.
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Release a lytic virus in a group of cells and observe how cells are infected over time and eventually destroyed. Data related to the number of healthy cells, infected cells, and viruses can be recorded over time to determine the time required for the virus to mature within a cell.
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3: : Ecosystems- Interactions, Energy, and Dynamics
LS.8.2: : Understand how organisms interact with and respond to the biotic and abiotic factors in their environment.
LS.8.2.1: : Carry out investigations to explain how changing biotic and abiotic factors such as food, water, shelter, and space affect populations in an ecosystem.
Coral Reefs 1 - Abiotic Factors
Explore the abiotic factors that affect Caribbean coral reefs. Many factors can be manipulated in this simplified reef model, including ocean temperature and pH, storm severity, and input of excess sediments and nutrients from logging, sewage, and agriculture. Click "Advance year" to see how the reef responds to these changes.
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In this followup to the Coral Reefs 1 - Abiotic Factors activity, investigate the impacts of fishing, disease, and invasive species on a model Caribbean coral reef. Many variables can be manipulated, included intensity of fishing, presence of black band and white band disease, and the presence of actual and potential invasive species. Click "Advance year" to see the impacts of these biotic changes.
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In this ecosystem consisting of hawks, snakes, rabbits and grass, the population of each species can be studied as part of a food chain. Disease can be introduced for any species, and the number of animals can be increased or decreased at any time, just like in the real world.
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Observe and manipulate the populations of four creatures (trees, deer, bears, and mushrooms) in a forest. Investigate the feeding relationships (food web) in the forest. Determine which creatures are producers, consumers, and decomposers. Pictographs and line graphs show changes in populations over time.
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Measure the temperature and oxygen content of a pond over the course of a day. Then go fishing to see what types of fish live in the pond. Many different ponds can be investigated to determine the influence of time, temperature, and farms on oxygen levels.
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Observe the populations of grass, prairie dogs, ferrets and foxes in a prairie ecosystem. Investigate feeding relationships and determine the food chain. Bar graphs and line graphs show changes in populations over time.
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Observe the population of rabbits in an environment over many years. The land available to the rabbits and weather conditions can be adjusted to investigate the effects of urban sprawl and unusual weather on wildlife populations.
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As a national park ranger, students must restore the ecosystem of a park back to normal. They interact with populations of many organisms including wolves, deer and bees. Students learn the importance of food chains and webs, and how human factors can impact the health of an environment.
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As an agricultural scientist, students help a strawberry farmer who is having problems with low fruit production. Students learn about the factors involved in fruit production including plant nutrients, pollination and bees, and the interaction with the environment.
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LS.8.2.2: : Construct an explanation to summarize the relationships among producers, consumers, and decomposers including the positive and negative consequences of such interactions including: coexistence and cooperation, competition (predator/prey), parasitism, and mutualism.
Forest Ecosystem
Observe and manipulate the populations of four creatures (trees, deer, bears, and mushrooms) in a forest. Investigate the feeding relationships (food web) in the forest. Determine which creatures are producers, consumers, and decomposers. Pictographs and line graphs show changes in populations over time.
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As a national park ranger, students must restore the ecosystem of a park back to normal. They interact with populations of many organisms including wolves, deer and bees. Students learn the importance of food chains and webs, and how human factors can impact the health of an environment.
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LS.8.2.3: : Construct an explanation to summarize how food provides the energy and the building materials required for the growth and survival of all organisms (to include plants).
Cell Energy Cycle
Explore the processes of photosynthesis and respiration that occur within plant and animal cells. The cyclical nature of the two processes can be constructed visually, and the simplified photosynthesis and respiration formulae can be balanced.
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As a national park ranger, students must restore the ecosystem of a park back to normal. They interact with populations of many organisms including wolves, deer and bees. Students learn the importance of food chains and webs, and how human factors can impact the health of an environment.
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LS.8.2.4: : Use models to explain how the flow of energy within food webs is interconnected with the cycling of matter (water and carbon).
Carbon Cycle
Follow the path of a carbon atom through the atmosphere, biosphere, hydrosphere, and geosphere. Manipulate a simplified model to see how human activities and other factors affect the amount of atmospheric carbon today and in the future.
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Observe and manipulate the populations of four creatures (trees, deer, bears, and mushrooms) in a forest. Investigate the feeding relationships (food web) in the forest. Determine which creatures are producers, consumers, and decomposers. Pictographs and line graphs show changes in populations over time.
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As a national park ranger, students must restore the ecosystem of a park back to normal. They interact with populations of many organisms including wolves, deer and bees. Students learn the importance of food chains and webs, and how human factors can impact the health of an environment.
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LS.8.3: : Understand the evolution of organisms over time based on evidence and processes.
LS.8.3.1: : Analyze and interpret data to infer evolutionary relationships by using evidence drawn from fossils and comparative anatomy.
Embryo Development
Explore how a fertilized cell develops into an embryo, a fetus, and eventually an adult organism. Compare embryo development in different vertebrate species and try to guess which embryo belongs to each species. Use dyes to trace the differentiation of cells during early embryo development, from the zygote to the neurula.
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Compare the skulls of a variety of significant human ancestors, or hominids. Use available tools to measure lengths, areas, and angles of important features. Each skull can be viewed from the front, side, or from below. Additional information regarding the age, location, and discoverer of each skull can be displayed.
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LS.8.3.2: : Use models to explain the process of natural selection, in which genetic variations in a population affect individuals’ likelihood of surviving and reproducing in its environment.
Evolution: Mutation and Selection
Observe evolution in a fictional population of bugs. Set the background to any color, and see natural selection taking place. Inheritance of color occurs according to Mendel's laws and probability. Mutations occur at random, and probability of capture by predators is determined by the insect's camouflage.
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Observe evolution in a fictional population of bugs. Set the background to any color, and see natural selection taking place. Compare the processes of natural and artificial selection. Manipulate the mutation rate, and determine how mutation rate affects adaptation and evolution.
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You are a bird hunting moths (both dark and light) that live on trees. As you capture the moths most easily visible against the tree surface, the moth populations change, illustrating the effects of natural selection.
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Study the thickness of birds' beaks over a five-year period as you control the yearly rainfall on an isolated island. As the environmental conditions change, the species must adapt (a real-world consequence) to avoid extinction.
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Study the thickness of birds' beaks over a five year period as you control the yearly rainfall on an isolated island. As the environmental conditions change, the species must adapt (a real-world consequence) to avoid extinction.
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ESS.8.2: : Understand the hydrosphere including freshwater, estuarine, ocean systems.
ESS.8.2.1: : Use models to explain the structure of the hydrosphere including: water distribution on earth, local river basins, estuaries, and water availability.
Water Cycle
Control the path of a drop of water as it travels through the water cycle. Many alternatives are presented at each stage. Determine how the water moves from one location to another, and learn how water resources are distributed in these locations.
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ESS.8.2.2: : Use models to explain how temperature and salinity drive major ocean currents and how these currents impact climate, ecosystems, and the distribution of nutrients, minerals, dissolved gases, and life forms.
Convection Cells
Explore the causes of convection by heating liquid and observing the resulting motion. The location and intensity of the heat source (or sources) can be varied, as well as the viscosity of the liquid. Use a probe to measure temperature and density in different areas and observe the motion of molecules in the liquid. Then, explore real-world examples of convection cells in Earth's mantle, oceans, and atmosphere.
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ESS.8.3: : Understand the reciprocal relationship between the hydrosphere and humans.
ESS.8.3.2: : Engage in argument from evidence to explain that the good health of humans and the environment requires: monitoring of the hydrosphere, water quality standards, methods of water treatment, maintaining safe water quality, and stewardship.
Water Pollution
Get to know the four main types of pollution present in the environment, and then look at a variety of real-world examples as you try to guess what type of pollution is represented by each situation. All of the real-world situations can be viewed every day in different parts of the world.
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There has been an outbreak of legionnaires’ disease in a small town. This disease is caused by legionella bacteria that proliferate in contaminated water supplies. Students take on the role of a civil engineer to investigate how the water treatment plant has failed to get rid of all the contaminants in the water and design a new method.
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ESS.8.4: : Understand the environmental implications associated with the various methods of obtaining, managing, and using energy resources.
ESS.8.4.2: : Engage in argument from evidence to explain the environmental consequences of the various methods of obtaining, transforming, and distributing energy.
Carbon Cycle
Follow the path of a carbon atom through the atmosphere, biosphere, hydrosphere, and geosphere. Manipulate a simplified model to see how human activities and other factors affect the amount of atmospheric carbon today and in the future.
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ESS.8.4.3: : Analyze and interpret data to illustrate the relationship between human activities and global temperatures since industrialization.
Carbon Cycle
Follow the path of a carbon atom through the atmosphere, biosphere, hydrosphere, and geosphere. Manipulate a simplified model to see how human activities and other factors affect the amount of atmospheric carbon today and in the future.
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Students assume the role of a scientist trying to solve a real world problem. They use scientific practices to collect and analyze data, and form and test a hypothesis as they solve the problems.
