COURSE TITLE
Myth Busters
LENGTH
One Semester
DEPARTMENT
STEM Department
SCHOOL
Union Middle School
DATE
Spring 2016
Myth Busters
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Myth Busters
I.
Introduction/Overview/Philosophy
Ever wondered if double-dipping really spreads germs? Does toast really always land butter-side
down? Can you make a glow stick out of Mountain Dew, vinegar, and baking soda as claimed on
the Internet? Separating truth from fiction can be tough! In this elective, students will endeavor
to find the truth as they investigate claims using research and the scientific method. Students will
also analyze and critique the investigative methods of others.
II.
Objectives
Students in middle school develop understanding of key concepts to help them understand the
life sciences. These ideas build on students’ science understanding from earlier grades and from
the disciplinary core ideas, science and engineering practices, and crosscutting concepts of other
experiences with the physical and earth sciences. The performance expectations in the STEM
classroom is to blend core ideas with science and engineering practices and crosscutting concepts
to support students in developing useable knowledge to explain real-world phenomena in the
physical, biological, and earth and space sciences, developing understanding of several scientific
practices.
Course Outline
Students will demonstrate the ability to:
A. Skills
1.
2.
3.
4.
Be actively involved in constructing and applying scientific ideas and principles.
Use problem solving as a means as well as a goal to learning.
Determine myth from fact, and evaluate real-world situations.
Interact and communicate with other students through the use of group-based
projects.
5. Use physical objects, drawings, charts, graphs, and symbols to represent science
concepts and problem situations.
6. Use technology as an integrative tool for learning and researching.
B. Content
1. Develop engineering practices that build on K-6 experiences and progress to
developing, using and revising models to describe, test, and predict more abstract
phenomena and design systems.
2. Plan and carry out investigations that build on K-6 experiences and progress to
include investigations that use multiple variables and provide evidence to support
explanations or solutions.
3. Conduct an investigation to produce data to serve as the basis for evidence that
meets the goals of an investigations.
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4. Construct explanations and design solutions that build on K–6 experiences and
progress to include constructing explanations and designing solutions supported
by multiple sources of evidence consistent with scientific knowledge, principles,
and theories.
5. Construct a scientific explanation based on valid and reliable evidence obtained
from sources and the assumption that theories and laws that describe the natural
world operate today as they did in the past and will continue to do so in the future.
6. Engage in argument from evidence that builds on K–6 experiences and progresses
to constructing a convincing argument that supports or refutes claims for either
explanations or solutions about the natural and designed world(s).
7. Obtain, evaluate, and communicate information that builds on K-6 experiences
and progresses to evaluating the merit of myth vs. fact.
New Jersey Core Curriculum Content Standards
Technology Standards
8.1 Educational Technology: All students will use digital tools to access, manage,
evaluate, and synthesize information in order to solve problems individually and
collaboratively and to create and communicate knowledge.
8.1.8.A.3- Use and/or develop a simulation that provides an environment to solve a realworld problem or theory.
8.1.P.C.1- Collaborate with peers by participating in interactive digital games or activities.
8.1.8.E.1- Effectively use a variety of search tools and filters in professional public
databases to find information to solve a real world problem.
8.2 Technology Education, Engineering, and Design: All students will develop an
understanding of the nature and impact of technology, engineering, technological design,
and the designed world, as they relate to the individual, global society, and the environment.
8.2.8.C.1- Explain how different teams/groups can contribute to the overall design of a
product.
8.2.8.C.2- Explain the need for optimization in a design process.
8.2.8.D.2- Identify the design constraints and trade-offs involved in designing a prototype
(e.g., how the prototype might fail and how it might be improved) by completing a design
problem and reporting results in a multimedia presentation, design portfolio or engineering
notebook.
21st Century Life and Career Standards
CRP2. Apply appropriate academic and technical skills.
CRP4. Communicate clearly and effectively and with reason.
CRP5. Consider the environmental, social, and economic impacts of decisions.
CRP6. Demonstrate creativity and innovation.
CRP7. Employ valid and reliable research strategies.
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CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
CRP12. Work productively in teams while using cultural global competence.
9.1.8.A.6 Explain how income affects spending decisions.
9.1.8.E.4 Prioritize personal wants and needs when making purchases.
9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be
developed through school, home, work and extracurricular activities for use in a career.
III.
Proficiency Levels
Myth Busters is a semester elective course appropriate for all grade 7 and 8 students.
IV.
Methods of Assessment
1.
2.
3.
4.
5.
V.
Journal entries
Project completion
Individual participation
Group participation
Other teacher-developed methods of assessment
Grouping
This is a middle school elective course offered to students in grade 7 and grade 8.
VI.
Articulation/Scope and Sequence/Time Frame
Course length is one semester.
VII. Resources
Resources include but are not limited to:
1. http://www.mythbusterstheexhibition.com/educators/
2. http://www.discovery.com/tv-shows/mythbusters/about-this-show/mythbustersabout/
3. http://school.discoveryeducation.com/teachers/myth-busters/
4. Online Videos
VIII. Methodologies
The following methods of instruction are suggested: lecture, group projects, demonstration,
hands-on applications, and class presentations.
Myth Busters
IX.
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Suggested Activities
See curriculum map below and http://www.mythbusterstheexhibition.com/educators/ .
X.
Interdisciplinary Connections
The primary focus of this course is to allow students to connect concepts learned in the regular
science classroom to activities and situations in the real world. Applications to math,
English/language arts, writing, and social studies will be made on a daily basis through a variety
of projects and explorations.
Differentiating Instruction for Students with Special Needs: Students with Disabilities,
English Language Learners, and Gifted & Talented Students
Differentiating instruction is a flexible process that includes the planning and design of
instruction, how that instruction is delivered, and how student progress is measured. Teachers
recognize that students can learn in multiple ways as they celebrate students’ prior knowledge.
By providing appropriately challenging learning, teachers can maximize success for all students.
Examples of Strategies and Practices that Support:
Students with Disabilities
• Use of visual and multi-sensory formats
• Use of assisted technology
• Use of prompts
• Modification of content and student products
• Testing accommodations
• Authentic assessments
English Language Learners
• Pre-teaching of vocabulary and concepts
• Visual learning, including graphic organizers
• Use of cognates to increase comprehension
• Teacher modeling
• Pairing students with beginning English language skills with students who have more
advanced English language skills
• Scaffolding
• word walls
• sentence frames
• think-pair-share
• cooperative learning groups
Gifted & Talented Students
• Adjusting the pace of lessons
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XI.
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Curriculum compacting
Inquiry-based instruction
Independent study
Higher-order thinking skills
Interest-based content
Student-driven
Real-world problems and scenarios
Professional Development
The teacher will continue to improve expertise through participation in a variety of professional
development opportunities.
XII. Curriculum Map
Week Topics
Activities
1-2
Introduction -Scientific InquirySTEM
Background information
Myth versus fact
2-3
What is a myth? How does one
develop?
Preview online videos
3-4
Newton’s Laws
Overview of Newton’s Laws and demonstrations
4-5
Newton’s Laws
Tablecloth Challenge
5-6
Building A Design
Stable Structures
6-7
Practice Makes Perfect
Testing challenges
7-8
Probability
Flip It
8-9
Angular Motion
Testing paper airplane designs
9-10
Strength Feats
Superhero Strength
10-11 Reflexes
Reflexes
11-12 Using Your Senses
Investigate by isolating each of the four senses
12-13 Free Fall - Air Resistance
Air Speed
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13-14 Speaking of Sound
Additional sound investigations
Information on wavelengths
14-15 Chemical Reactions
Creating and observing several types of chemical
changes
15-16 Crime Scene Investigation
Solve a crime scene investigation like a detective
16-17 Pitch an Idea
Development of own idea
Writing for a purpose
17-19 Design Your Own Challenge
Final Project and presentation - Implement design
steps