SCIENCE
GRADE 7
CURRICULUM
PITTSGROVE TOWNSHIP MIDDLE SCHOOL
PITTSGROVE TOWNSHIP SCHOOL DISTRICT
PITTSGROVE, NJ
JUNE 2012
PITTSGROVE BOARD OF EDUCATION
SUPERVISOR OF INSTRUCTION
Cheryl Berwick - Vice President
Diane Bernstein
Melissa Conover - President
Nedd J. Johnson, Sr.
Larry May
Dominick Miletta, III
William Rumpp
MEMBERS OF THE SCIENCE CURRICULUM
COMMITTE
Karen Cerefice
Kimberly Hetzell
Oak Schalick
Guenter Schmidt
Patricia Schneider
Marlene Smith
Patricia Snyder
DISTRICT ADMINISTRATION
Henry Bermann, Superintendent of Schools
Dr. Michael Brodzik, Assistant Superintendent
Suzanne Fox Abdill, Business Administrator
Donna Meyers, Principal
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GRADE 7 SCIENCE CURRICULUM
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Course Description:
Seventh Grade Science focuses on an integration of chemistry and life science. The goal of the middle school science program is to develop
scientific literacy in all students. An effective approach to science education engages students physically and mentally in an inquiry-based
laboratory program. The program must provide students with experiences that will expand, change, enhance, and modify the way in which
they view and understand the world. The program intends to nurture a child’s natural curiosity with a student-centered approach which
emphasizes student engagement, discovery, and self-reflection and which also promotes the development of critical thinking skills. Most
importantly, the program and instructional approached should instill a love of science and learning in the students that will serve them
throughout their lives.
Essential Questions and Performance Tasks:
Following the Understand by Design format, Essential Questions and Performance Tasks were included in this curriculum. By incorporating
Essential Questions, students will be able to reach a deeper understanding of the material in each course and thus not only retain the
information, but also be able transfer the knowledge to different situations as needed. The performance tasks are written to provide real
world applications of the material.
Course Evaluation:
Students will be evaluated by multiple criteria, which may include:






Chapter/Unit Tests & Quizzes
Class work assignments/investigations
Notebooks- specific criteria will be determined by the teacher and will include note taking and homework
Out-of-Class graded assignments
Research and/or enrichment projects
Class participation as determined by teacher
New Jersey Science Standards (2009)
 Ongoing Standards Applied: NJCCCS: 5.1.8. A. 1-3; 5.1.8.B.1-4; 5.1.8.C.1-3; and 5.1.8.D.1-4
CCS: RST6-8.4, RST6-8.7, RST6-8.10
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Curriculum Map:
Suggested
Timeline
September
Essential Questions
Content & Estimated
Pacing
A. Rules and
procedures of the
classroom
A. Rules and procedures
of the classroom
A. Rules and procedures
of the classroom
A.1 What are the
procedures for seventh
grade science?
A.3 What is safety first
demand of us in each
setting?
A.3 What rules are
general and what are
situation specific?
B. The Scientific Method
RST6-8.8- Throughout
the year
B. The Scientific
Method
B. What is the Scientific
Method?
How can you use and
apply the Scientific
Method?
What makes a question
scientific?
C. Lab Report
C. How can we
organize information
from a lab?
What are the steps to
solving a problem?
C. Lab Report
D The Metric System
Review
Skills
RST6-8.9- Throughout
the year
RST6-8.10- Throughout
the year
WHST6-8.1dThroughout the year
WST6-8.6- Technology is
used in every lesson
throughout the year
A.1 Explain importance
of proper behavior
A.2 Explain homework
and warm-up procedures
A.3 Lab Safety
procedures and rules
RST6-8.2
NJCCCS: 5.1.8.D.3
RST6-8.3
WHST6-8.1aThroughout the Year
(Each Unit)
B. The Scientific Method
B.1 Explain the
Assessments/
Performance Tasks
Resources
Worksheets
A.1 Welcome Packet
Rules worksheet
A.3 True/False safety
worksheet
A.3 Lab safety quiz
Exit Ticket
Agenda
Student Notebook
HRW- Introduction to
Science
page X - XIII
Transparencies (Safety)
Science Starter Worksheet Daily warm-up questions
related to current topic.
These are collected and
graded on Friday.
Teacher Observation
Worksheets
Steps of Scientific Method
Scientific Method Booklet
Exit Ticket
HRW- Introduction to
Science
Worksheets
Lab report steps (fill in the
blank)
Holt Green Book page 910
HRW-Introduction to
Science
Lab
Mobius Strip Lab
Lab
Station Lab (triple beam
balance and graduated
cylinder) packet
Teacher Observation
Exit Ticket: measurement
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D The Metric System
Review
D. How can you ensure
accuracy of
measurement when you
use the metric system in
science?
importance of asking
questions in science.
B.2 Define, explain and
reinforce the steps of the
scientific method.
MAD scientist hands on
assessment
NJCCCS: 5.1.8.A.1, A.2,
A.3, B.1, B.2, B.3, B.4,
C.1, C.2, D.1
C. Lab Report
C.1 Introduce and
applying specific steps
when using the scientific
method.
C.2 Explain steps of
assessing the lab report.
C.3 Provide examples of
each step in the scientific
method when writing the
lab report.
C.4 Introduce making
predictions based on
experiences and
challenges of Mobius
Strip.
RST6-8.4
NJCCCS: 5.1.8.A.1, A.2,
A.3, B.1, B.2, B.3, B.4,
C.1, C.2, D.1
D The Metric System
Review
D.1 Introduce equipment
such as triple beam
balance and graduated
cylinder.
D.2 Introduce and apply
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units of measurement for
volume and mass.
NJCCCS: 5.1.8.B.2, D.1,
D.3
October
A. The Properties of
Matter
A. The Properties of
Matter
A.1 What is matter?
What are the defining
properties of matter?
What is the difference
between mass and
weight?
A.2 How does mass and
shape affect
displacement?
A.3 What is density and
how can it be applied?
How does density
define types of matter?
A.1 Define and explain
key terms such as matter,
volume, mass, inertia,
density, and buoyancy.
Explain the difference
between mass and weight
with conversions.
A.2 Introducing
displacement and
buoyancy using volume.
A.3 Explain density using
teacher demonstrations,
examples and math
calculations.
B. Physical Properties
and Physical Changes
B.1 What are physical
properties?
How can physical
properties identify
matter?
B.2 How can matter
undergo physical
changes?
A. The Properties of
Matter
NJCCCS: 5.1.8.A.1,
5.1.8.B.1, B.2, C.3, D.3
5.2.6.A.1
B. Physical Properties and
Physical Changes
B. Physical Properties and
Physical Changes
B.1 Identify, explain, and
provide examples of the six
physical properties of
matter.
Science Starters
Labs
Volumania: Volume of
Irregular shaped objects
Penny boat lab
Layering Liquids
Worksheets
Mass and weight conversions
Density Worksheets
Teacher Demonstration
Sugar cubes, tin foil,
Styrofoam cup
Homework
Section Reviews 1.1
Directed Reading A & B
Exit Tickets
HRW Introduction to
Science
Chapter One Skills lab
page 130 and 133 and
Pages 2-9
www.brainpop.com
Bill Nye Video
Science Starters
Labs/Teacher Demonstration
Sulfur and iron filings, sugar
cubes
Worksheets
Property Chart
Homework
Section Review 1.2
Directed Reading A & B
Section Quiz
Lab/Teacher Demonstration
Alka Seltzer, rubbing alcohol
Penny and Vinegar
Whites before your eyes
Virtual Lab (reinforcement)
HRW Introduction to
Science
Chapter One pages 10-15
www.brainpop.com
Bill Nye Chemical
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B.2 Identify, explain, and
provide examples of a
physical change.
NJCCCS:
A.2, A.3
5.2.8.B.A.
C. Chemical Properties
and Chemical Changes
C.1 What are chemical
properties? How can
they identify matter?
C.2 What are the signs
that a chemical change
has occurred?
C.3 What is the
difference between a
physical and chemical
change?
C. Chemical Properties
and Chemical Changes
RST6-8.4
RST6-8.7
C. Chemical Properties
and Chemical Changes
C.1 Identify, explain, and
provide examples of the
chemical properties of
matter.
C.2 Identify, explain, and
provide examples of a
chemical change.
C.3 Differentiate between
physical and chemical
change.
Place Benchmark
Here
D. States of Matter
D. How do the particles
act in the different
states of matter?
How can matter change
states?
5.2.6.A.1,
D. States of Matter
Worksheets
Property/Change Chart
Homework
Section Review 1.3
Chapter Review
Teacher Made Review
Standardized Test Prep
Chapter One Test
Exit Ticket
Science Starter
Worksheets
3 Flap booklet (solid, liquid,
gas)
Homework
Section Review 2.1
Directed A & B
Vocabulary
Exit Ticket
Change Transparency
Vocabulary Foldable:
Make a foldable with the
vocabulary words from
Chapter1
Quick Lab Chapter Lab
page 22-23
D. HRW Introduction to
Science
Chapter 2 30-35
NJCCCS: 5.1.8.A.1, A.3
B.1, B.2, B.3, B.4, C.1,
C.2, C.3, D.3
5.2.8.B.1
D. States of Matter
D.1 Identify and
understand the three states
of matter
D.2 Explain how the
particles affect the shape
and volume of the three
states of matter.
D.3 Identify properties of
liquids such as surface
tension and viscosity.
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NJCCCS: 5.2.8.A.3
November
A. Behavior of Gases
A. How do gases
behave?
How do temperature,
pressure and volume
affect a gas?
A. Behavior of Gases
A. Behavior of Gases A.1
Understand the causes
and effects of Boyle's
Law.
A.2 Understand the
causes and effects of
Charles's Law.
RST6-8.6
NJCCCS: 5.2.8.A.3, B.2
B. Changes of State
B. What causes matter
to change state?
B. Changes of State
B. Changes of State
B.1 Explain endothermic
and exothermic changes.
B.2 Compare and contrast
freezing and melting.
B.3 Compare and contrast
condensation and
evaporation.
B.4 Explain and give
example of sublimation.
NJCCCS:
5.1.8.A.1, A.3, B.1, B.2,
B.3, B.4, C.1, C.2, C.3,
D.3
5.2.8.A.3, B.2
RST6-8.6
December
A. Development of the
Atomic Theory
A. Where can we trace
the atom back to?
A. Development of the
Atomic Theory
WHST6-8.1a
WHST6-8.1e
A. Development of the
Atomic Theory
Science Starter
Class Discussion
Labs/Teacher Demonstration
Full of Hot Air (Charles's
Law)
Can Crusher
Homework
Section Review 2.1
Vocabulary
Directed Reading A & B
Exit Tickets
HRW Introduction to
Science
Chapter 2 page 36-39
Skills Lab 135
Science Starter
Class Discussion
Labs/Teacher Demonstration
Dry ice
Hot and Cold Lab
Worksheets
Multi-flap booklet
(condensation, evaporation,
sublimation)
Homework
Section Review 2.3
Directed Reading A & B
Vocabulary
Chapter Review
Teacher made review
Standardized Test Prep
Chapter Two Test
Chapter 2 page 40-51
Lab page 46-47
Bill Nye Changes of State
Video
www.brainpop.com
Science Starter
Class Discussion
Labs/Teacher
Demonstration
Atom Time-Line
HRW Introduction to
Science
Chapter 4 Pg 80-97
Skills Lab
www.brainpop.com
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A1. Describe some of the
experiments that led to the
current atomic theory.
RST6-8.7
A2. Compare the different
models of the atom.
A3. Explain how the
atomic Theory has
changed as scientists have
discovered new
information about the
atom.
WHST6-8.1b
B. The Atom
NJCCCS:
5.1.8.A.1, A.2, A.3, B.1,
B.2, B.3, B.4, C.1, C.2,
C.3, D.1, D.2, D.3
5.2.8.A.1
B. The Atom
B. What are the parts of
an atom and can you
think of anything that is
setup like an atom?
B. The Atom
B1. Describe the size of
an atom.
B2. Name the parts of an
atom.
How small is an atom?
B3. State how isotopes
differ.
Homework
Section Review 1.1
Vocabulary
Directed Reading A & B
Exit Tickets
Science Starter
Class Discussion
Labs/Teacher
Demonstration
Cheese cutting
Model Making Activity
Worksheets
Multi-flap booklet (proton,
atomic mass unit, neutron,
atomic number, isotope,
mass number, atomic mass)
Homework
Section Review 2.3
Directed Reading A & B
Vocabulary
Chapter Review
Teacher made review
Standardized Test Prep
Chapter Two Test
www.brainpop.com
www.brainpop.com
B4. Calculate atomic
masses.
B5. Describe the forces
within an atom
NJCCCS: 5.1.8.A.1, A.2,
A.3, B.1, B.2, B.3, B.4,
C.1, C.2, C.3, D.1, D.2,
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D.3 5.2.8.A.1
January
A. Arranging the
elements
A. Arranging the
elements
A. What are some ways
things are organized?
A. Arranging the elements
A1. Describe how
Mendeleev arranged
elements in the first
periodic table.
A2. Explain how elements
are arranged in the
modern periodic table.
A3. Compare metals,
nonmetals, and metalloids
based on their properties
and where they are
located on the table.
A4. Describe the
difference between a
period and a group.
WHST6-8.1a
NJCCCS: 5.2.8.A.5, A.6
B. Grouping the
elements
B. Why Are elements
grouped?
B2. Grouping the
elements
B. Grouping the elements
B. Grouping the elements
B1. Explain why elements
in a group often have
similar properties.
B2. Describe the
properties of the elements
in the groups of the
periodic table.
NJCCCS: 5.2.8.A.4
Science Starter
Class Discussion
Labs/Teacher
Demonstration
Conduction Connection
quick lab
Homework
Section Review 1.1
Vocabulary
Directed Reading A & B
Exit Tickets
Science Starter- Intro to
Periodic Table
Class Discussion
Labs/Teacher
Demonstration
Creating a Periodic Table
Worksheets
Multi-flap booklet (Alkali
metal, Alkaline earth metal,
halogen, noble gas)
Homework
Section Review 2.3
Directed Reading A & B
Vocabulary
Chapter Review
Teacher made review
Standardized Test Prep
HRW Introduction to
Science
Chapter 4 Pg 104-113
Skills Lab
www.brainpop.com
HRW Introduction to
Science
Chapter 4 Pg 114-121
Skills Lab
www.brainpop.com
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WST6-8.5
Place Benchmark
Here
February
A. Forming New
Substances
A. Forming New
Substances
A. Why are chemical
reactions important to
us in life?
A. Forming New
Substances
A1. Describe how
chemical reactions
produce new substances
that have different
chemical and physical
properties.
A2. Identify 4 signs that
indicate a chemical
reaction may be taking
place.
A3. Explain what happens
to chemical bonds during
chemical reactions
WHST6-8.1b
WST6-8.4
NJCCCS: 5.2.6.B.1
5.2.8.B.1, B.2
B. Chemical formulas
and equations
B. How is the Law of
Conservation of Mass
used in balancing
B. Chemical formulas
and equations
B. Chemical formulas and
equations
B1. Interpret and write
simple chemical formulas.
Science Starter
Class Discussion
Labs/Teacher
Demonstration
Reaction ready quick lab
Homework
Section Review 1.1
Vocabulary
Directed Reading A & B
Exit Tickets
Science Starter
Class Discussion
Labs/Teacher
Demonstration
practice worksheets
Worksheets
Multi-flap booklet (chemical
formula, chemical reaction,
reactant, product)
Homework
Section Review 2.3
Directed Reading A & B
Vocabulary
Chapter Review
Teacher made review
HRW Interactions of
Matter
Chapter 2 pg 28-31
Skills Lab
www.brainpop.com
HRW Interactions of
Matter
Chapter 2 pg 32-37
Skills Lab
www.brainpop.com
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equations?
WHST6-8.1b
B2. Write and balance
simple chemical
equations.
B3. Explain how a
balanced equation shows
the law of conservation of
mass.
C. Energy and rates of
chemical reactions C.
What is exothermic and
endothermic? What
other examples are there
of adding and removing
energy?
C. Energy and rates of
chemical reactions
HRW Interactions of
Matter
Chapter 2 pg 42-47
Skills Lab
NJCCCS:
C. Energy and rates of
chemical reactions
C1. Compare exothermic
and endothermic
reactions.
www.brainpop.com
C2. Explain activation
energy.
C3. Interpret an energy
diagram.
C4. Describe 5 factors
that affect the rate of a
reaction.
NJCCCS: 5.2.6.B.1, B.2
March
A. Acids and Bases
What are uses for acids
and bases?
What are the processes
acids and bases produce
in water? What are
some examples of acids
and bases in your
A. Acids and Bases
A. Acids and Bases
A1. Describe 4 properties
of Acids.
A2. Identify 4 uses for
acids.
A3. Describe 4 properties
of Bases
Science Starter
Class Discussion
Labs/Teacher
Demonstration
Ph test Litmus paper
Homework
Section Review 1.1
Vocabulary
Directed Reading A & B
Exit Tickets
HRW Interactions of
Matter Pg 62 -71
Brainpop
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house?
A4. Identify 4 uses for
bases.
Place Benchmark
Here
NJCCCS: 5.2.8.A.7
WST6-8.4
B. MAGNIFIERS
B. MAGNIFIERS
B. MAGNIFIERS
How do magnifiers help
enhance our
observations and revise
our ideas?
(Approx. 3 days)
- making observations
- lenses
How do magnifiers
work to produce
magnified images?
B. MICROSCOPE
B. MICROSCOPE
How did the invention
of the microscope
contribute to our
knowledge of the world
around us?
How do microscopes
work to produce
magnified images?
(Approx. 1 week)
- Simple Microscope
- Compound Microscope
- Slide preparation
- Demonstrate the proper
use of a hand lens.
- Distinguish between
observations, properties,
inference, and opinion.
- Identify and list the
properties of magnifiers.
- Explain the relationship
between the curvature of a
lens and its magnification
abilities.
- Choose objects that act
as magnifiers.
WHST6-8.1e
NJCCCS: 5.1.8.B.2, B.3
WST6-8.9
B. MICROSCOPE
- Identify the person who
invented the microscope.
- Identify and label the
parts of a compound
microscope.
- Demonstrate the proper
way to carry and care for
a microscope.
- Calculate the
magnification power of a
compound microscope.
B. MAGNIFIERS
- Teacher observation
- Journal definitions and
explanations
- STS Kit Activity Sheets
- K-W-L Chart "Magnifiers"
B. MAGNIFIERS
- Carolina Biological Kit
(STS)- Micro-worlds and
accompanying activity
books/sheets
- Teacher Worksheets
- Jar of water and ruler
- Pennies
B. MICROSCOPE
-"Who invented the
Microscope?" and
Microscope Poem worksheet
- Microscope diagram
- Teacher-made quiz
- Performance assessment:
Preparing Slides
- Activity sheet: "Using a
Microscope"
- Newspaper lab
- Mystery Specimen lab
B. MICROSCOPE
- Compound microscope
- Video: "The
Microscope"
- Microscope diagrams
and overheads
- Teacher worksheets
- Carolina Biological Kit
(STS)- Intro to
microscopes activities
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C. The diversity of Cells
- Prepare wet-mount and
dry slides.
- Apply proper
procedures to focus an
object under a
microscope.
C. The diversity of
Cells
NJCCCS: 5.1.8.B.2, B.3
C. What is a cell? What
examples can you give?
WST6-8.10
WST6-8.5
C. The diversity of Cells
C1. State the parts of the
cell theory.
C2. Explain why cells are
so small.
Science Starter
Class Discussion
Labs/Teacher Demonstration
practice worksheets
Worksheets
Multi-flap booklet (cell, cell
membrane, organelle, nucleus,
prokaryote, eukaryote)
Homework
Section Review 2.3
Directed Reading A & B
Vocabulary
Chapter Review
Teacher made review
HRW Cells, Heredity,
and Classification
pg 4 - 19
Brainpop
Bill Nye "Cells"
C3. Describe the parts of
a cell.
C4. Describe how bacteria
are different from archea.
NJCCCS: 5.1.8.B.1
D. Eukaryotic Cells
D. Eukaryotic Cells
D. What is the
difference between a
Eukaryote and a
prokaryote?
D. Eukaryotic Cells
D1. Identify the different
parts of a Eukaryotic Cell.
D2. Explain the function
of each part of the cell.
NJCCCS: 5.1.8.B.1
April
A. Exchange with the
Environment
A. Exchange with the
Environment
A. Exchange with the
Environment
Science Starter
Class Discussion
Labs/Teacher
HRW Cells, Heredity,
and Classification
pg 34 -41
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GRADE 7 SCIENCE CURRICULUM
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A. What are some of the
life processes that cells
carry out?
B. Cell Energy
C. The Cell Cycle
B. Cell Energy
B. What is osmosis?
C. The Cell Cycle
C. What is the cell
cycle? What other
things are similar to the
cell cycle?
A1. Explain the process
of diffusion.
A2. Describe how
osmosis occurs.
A3. Compare passive and
active transport.
A4. Explain how large
particles get into and out
of cells.
NJCCCS: 5.1.8.A.1
WHST6-8.1e
WST6-8.4
B. Cell Energy
B1. Describe
photosynthesis and
cellular respiration.
B2. Compare cellular
respiration to
fermentation.
NJCCCS: 5.1.8.A.1
Demonstration
Bead Diffusion quick lab
Homework
Section Review 1.1
Vocabulary
Directed Reading A & B
Exit Tickets
Brainpop
Bill Nye "Cells"
Science Starter
Class Discussion
Labs/Teacher
Demonstration
draw photosynthesis
Worksheets
Multi-flap booklet
(photosynthesis, cellular
respiration, fermentation, cell
cycle, chromosome, mitosis,
cytokinesis)
Homework
Section Review 2.3
Directed Reading A & B
Vocabulary
Chapter Review
Teacher made review
C. The Cell Cycle
C1. Explain how cells
make more cells.
C2. Describe the process
of mitosis.
C3. Explain how cell
division differs in plants
and animals.
NJCCCS: 5.1.8.A.1, A.3,
B.1, B.2, B.3, B.4, C.2,
C.3, D.3
May
A. The Cell Cycle
A. The Cell Cycle
A. The Cell Cycle
Science Starter
HRW Cells, Heredity,
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GRADE 7 SCIENCE CURRICULUM
Pittsgrove Township Middle School 2012
A. What is a life cycle?
How would it be altered
if one step were
missing?
A1. Explain how cells
produce more cells.
A2. Describe the process
of mitosis.
A3. Explain how cell
division differs in plants
and animals.
Place Benchmark
Here
B. Sorting it all out.
B. How are organisms
classified? What other
things are classified?
NJCCCS: 5.1.8.A.1, A.3,
B.1, B.2, B.3, B.4, C.2,
C.3, D.3
B. Sorting it all out.
B. Sorting it all out.
B1. Explain how and why
organisms are classified.
B2. List the eight levels
of classification.
B3. Explain scientific
names.
B4. Describe how
dichotomous keys help in
identifying organisms.
Class Discussion
Labs/Teacher
Demonstration
Draw cell cycle
Homework
Section Review 1.1
Vocabulary
Directed Reading A & B
Exit Tickets
and Classification
Brainpop
Bill Nye "Cells"
HRW Cells, Heredity,
and Classification
Pg 163-175
Science Starter
Class Discussion
Labs/Teacher
Demonstration
Make branching diagram
Worksheets
Multi-flap booklet
(classification, dichotomous
key, taxonomy)
Homework
Section Review 2.3
Directed Reading A & B
Vocabulary
Chapter Review
Teacher made review
NJCCCS: 5.1.8.A.1
June
A. Domains and
Kingdoms
A. What are domains
and kingdoms and how
are they classified?
A. Domains and
Kingdoms
A. Domains and
Kingdoms
A1. Explain how
classification developed
as greater numbers of
organisms became
known.
A2. Describe the three
domains.
Science Starter
Class Discussion
Labs/Teacher
Demonstration
Shape Island Lab
Homework
Section Review 1.1
Vocabulary
Directed Reading A & B
Exit Tickets
HRW Cells, Heredity,
and Classification
pg 163-175
Brainpop
Bill Nye "Cells"
Research Science Fair
Topics
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GRADE 7 SCIENCE CURRICULUM
Pittsgrove Township Middle School 2012
A3. Describe four
kingdoms in the domain
Eukarya.
RST6-8.4
WST6-8.9
NJCCCS: 5.1.8.A.1
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GRADE 7 SCIENCE CURRICULUM
Pittsgrove Township Middle School 2012
Resources:
1. Course Textbook: Holt Science and Technology Short Courses. 2007.
a. Short Course K: Introduction to Matter
b. Short Course L: Interactions of Matter
c. Short Course C: Cells, Heredity, and Classification
2. Calculators: TI-34II
3. Additional Print Resources:
a. Exemplars
b. (See curriculum map resources column)
4. Software:
a. GIZMOS
5. On-Line Learning and Teaching Tools:
a. www.thinkfinity.org
b. http://illuminations.nctm.org/
c. www.middleschoolscience.com’
d. www.science-spot.net
e. www.brainpop.com
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