This activity is geared toward mid to upper Middle School and High School students were properties of waves and light are covered. It can be used as an introduction to the subject of wave properties or a formative assessment that tests a student’s understanding of wavelength, amplitude, frequency and wave velocity. It connects wave properties to light properties such as brightness, energy, and color. The activity allows students to investigate the various relationships such as energy versus frequency, color versus frequency, wavelength versus frequency, brightness and amplitude. Students are asked to answer a series of queries on a series of waves and take several measurements of Amplitude and Wavelength. This activity uses samples of various waves to promote a Constructivist approach were learners are actively engaged in a process of meaning-making and knowledge construction. The activity was well field tested in Physical Science classes and High School Science classes of varying levels with great success. Analysis questions are designed to allow students to be active learners and using academic language in carving their responses. The activity contains both inquiry based questions and samples of waves. There is an Analysis Section containing an answer key and some suggested online resources for teachers. The following NGSS are supported by this activity: 4-PS4-1. Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. [Clarification Statement: Examples of models could include diagrams, analogies, and physical models using wire to illustrate wavelength and amplitude of waves. MS-PS4-1 Use mathematical representations to describe Using Mathematics and Computational Thinking Mathematical and computational thinking at the 6–8 level builds on K–5 and progresses to identifying patterns in large data sets and using mathematical concepts to support explanations and arguments. Use mathematical representations to describe and/or support scientific conclusions and design solutions. Use a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.

This is a science activity geared toward the middle school student that uses Inquiry-Base-Learning to address the essential questions; How do we know when a chemical reaction has occurred? And How do observations, evidence and data allow us to come to valid conclusions? The activity uses low cost or no cost materials that allows students to carry out a series of observations that will allow them to make valid conclusions based on evidence. Analysis questions are designed to allow students to use discipline- based vocabulary in carving their responses. The activity is also a way to create interactive learning of vocabulary. Lastly, their are teacher suggestions that will enrich the experience by addressing lab skills and development of measuring skills if appropriate materials are available. Materials include within the four pages are: the Procedure and List of Materials page, Data and Observation page, Analysis Section, and Teacher Notes. The following NGSS that are supported by this lesson are: MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred, Disciplinary Core Idea PS.1B: Chemical Reactions

This is a survey activity geared toward upper Middle School and High School students that uses Inquiry-Base-Learning to address essential questions such as: What characteristics or properties determine a type of Matter? How are different kinds of Matter described? How do Models help explain various kinds of Matter and phenomena that occur? This activity uses samples of various materials that should be readily available to any science class. The activity promotes a Constructivist approach were learners are actively engaged in a process of meaning-making and knowledge construction. The activity was well field tested in grade 8, 9 Physical Science classes and High School Chemistry classes of varying levels with great success. This activity can be modified to include or not the suggested definitions of Matter and to allow students to research the descriptions. Descriptions of various types of matter can be adjusted to grade level at the teacher’s discretion. The Activity may be modified to include more or less substances that are available. The activity can be used as an introduction to types of matter or as a summative assessment after the material is covered. Students are asked to carry out a series of observations of various substances either in groups or as an individual and come to a consensus on what properties best describe the type of Matter being observed. Analysis questions are designed to allow students to be active learners and using academic language in carving their responses. The activity contains a List of Materials, Descriptions of various Matter types, Analysis Section and an answer key. The following NGSS are supported by this activity: MS-PS-1-1 Develop models to describe the atomic composition of simple molecules and extended structures. Emphasis is on developing models of molecules that vary in complexity. PS1.A: Structure and Properties of Matter - Matter of any type can be subdivided into particles that are too small to see, but even then the matter still exists and can be detected by other means. (MS-PS1-3) Each pure substance has characteristic physical and chemical properties that can be used to identify it. (MS-PS1-4) Gases and liquids are made of molecules or inert atoms that are moving about relative to each other and Developing and Using Models in 9–12 builds on K–8 and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds.