• 3-5: 1B/E1. Scientific investigations may take many different forms, including observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments.
• 3-5: 1B/E2b. One reason for following directions carefully and for keeping records of one's work is to provide information on what might have caused differences in investigations.
• 6-8: 1B/M1b. Scientific investigations usually involve the collection of relevant data, the use of logical reasoning, and the application of imagination in devising hypotheses and explanations to make sense of the collected data.
• 6-8: 1B/M2ab. If more than one variable changes at the same time in an experiment, the outcome of the experiment may not be clearly attributable to any one variable. It may not always be possible to prevent outside variables from influencing an investigation (or even to identify all of the variables).

• 6-8: 4E/M1. Whenever energy appears in one place, it must have disappeared from another. Whenever energy is lost from somewhere, it must have gone somewhere else. Sometimes when energy appears to be lost, it actually has been transferred to a system that is so large that the effect of the transferred energy is imperceptible.
• 6-8: 4E/M4. Energy appears in different forms and can be transformed within a system. Motion energy is associated with the speed of an object. Thermal energy is associated with the temperature of an object. Gravitational energy is associated with the height of an object above a reference point. Elastic energy is associated with the stretching or compressing of an elastic object. Chemical energy is associated with the composition of a substance. Electrical energy is associated with an electric current in a circuit. Light energy is associated with the frequency of electromagnetic waves.

• 3-5: 4F/E1bc. The greater the force is, the greater the change in motion will be. The more massive an object is, the less effect a given force will have.

• 3-5: 4G/E1. The earth's gravity pulls any object on or near the earth toward it without touching it.

• 3-5: 9B/E2. Tables and graphs can show how values of one quantity are related to values of another.

• 3-5: 11B/E3. A model of something is similar to, but not exactly like, the thing being modeled. Some models are physically similar to what they are representing, but others are not.
• 3-5: 11B/E4. Models are very useful for communicating ideas about objects, events, and processes. When using a model to communicate about something, it is important to keep in mind how it is different from the thing being modeled.
• 6-8: 11B/M4. Simulations are often useful in modeling events and processes.

• 6-8: 12C/M3. Make accurate measurements of length, volume, weight, elapsed time, rates, and temperature by using appropriate devices.

• 3-5: 12E/E3. Seek reasons for believing something rather than just claiming "Everybody knows that…" or "I just know" and discount such claims when made by others.
• 6-8: 12E/M5b. Notice and criticize the reasoning in arguments in which the claims are not consistent with the evidence given.

• 3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.

• 6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.

• 7.RP.2.b Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.

• RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

• 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (WHST.6-8.2)

• WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

• 5-8: Motion & Forces
• 9-12: Motions & Forces
• 9-12: Conservation of Energy & Increase in Disorder

This blended learning activity is highly recommended to help kids form deep understanding of the forces that act on a spring with mass attached. It combines a lab with a PhET simulation. Students identify the research question, make predictions, conduct a fair test, then compare their lab results to the simulation. With the sim, they can explore kinetic/potential energy transformation and "transport" their springs to different planets with varied gravitational constants. (Contains content support, student guides, & assessment/answer key.)

• Physical Sciences K-8 Applications of Newton's Laws Unit

This blended learning activity is highly recommended to help kids form deep understanding of the forces that act on a spring with mass attached. It combines a lab with a PhET simulation. Students identify the research question, make predictions, conduct a fair test, then compare their lab results to the simulation. With the sim, they can explore kinetic/potential energy transformation and "transport" their springs to different planets with varied gravitational constants. (Contains content support, student guides, & assessment/answer key.)

• Physical Sciences K-8 Conservation of Energy and Forces on a Spring Unit