🔬 Science · Grades 7-8

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“Everything is made of tiny particles always moving. Heat them and they move faster: ice melts, water boils.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model. This lesson has 3 3D videos in a row: press Next and ▶ Play for each part.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• A molecule is atoms joined together. Water is two hydrogen atoms and one oxygen atom.
• Solid particles vibrate in place, liquid particles slide past each other, gas particles fly apart.
• Adding thermal energy makes particles move faster and can change the state.
• While the state is changing, the temperature stays flat.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“Baking soda and vinegar fizz: a new substance (a gas) forms. But no atoms disappear: they rearrange.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model. This lesson has 2 3D videos in a row: press Next and ▶ Play for each part.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• Signs of a chemical reaction: gas, color change, temperature change, a new solid.
• Count atoms: 4 hydrogen and 2 oxygen before, 4 hydrogen and 2 oxygen after.
• In a closed system, the total mass stays the same.
• In an open cup, the gas escapes, so the mass seems to drop.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.

Also in this lesson: 🎮 Play: Pick “Physical or chemical change”.

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“A soccer ball stays still until you kick it. Forces change motion; mass resists the change.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model. This lesson has 3 3D videos in a row: press Next and ▶ Play for each part.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• Balanced forces: no change in motion.
• Net force: add all forces with their directions.
• More force, more acceleration (same mass).
• More mass, less acceleration for the same force: a = F ÷ m.
• Newton's third law: forces come in equal and opposite pairs.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“A roller coaster climbs (storing energy) then plunges (moving energy). Energy changes form but is not lost.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model. This lesson has 2 3D videos in a row: press Next and ▶ Play for each part.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• Kinetic energy grows with mass: double the mass, double the energy.
• It grows even more with speed: double the speed, four times the energy.
• Gravitational potential energy grows with height: PE = m × g × h.
• On the way down, potential energy turns into kinetic energy.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Do the lesson's Try it step together on the board.

🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.

Also in this lesson: 🎮 Play: Pick “Kinetic or potential”.

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“A spoon in hot soup gets hot. Thermal energy always moves from warmer to cooler.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model. This lesson has 2 3D videos in a row: press Next and ▶ Play for each part.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• Conduction: energy moves through touching particles.
• Convection: warm fluid rises, cool fluid sinks, making currents.
• Radiation: energy travels as waves, like sunlight.
• Insulators like foam slow the transfer: useful for designing a cooler.
• Energy always moves from warmer to cooler until they match.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“Sound needs a medium; light can cross empty space. Both carry energy as waves.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model. This lesson has 3 3D videos in a row: press Next and ▶ Play for each part.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• Wavelength: distance from one crest to the next.
• Bigger amplitude means more energy: louder sound, brighter light.
• Same speed: shorter wavelength means higher frequency.
• Materials can reflect waves,
• absorb them,

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“Your body has trillions of cells working in teams: cells form tissues, tissues form organs, organs form systems.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model. This lesson has 3 3D videos in a row: press Next and ▶ Play for each part.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• Cell parts: the nucleus holds DNA, the membrane controls what enters, mitochondria release energy.
• Plant cells also have a cell wall and chloroplasts.
• Both have a nucleus, a membrane and mitochondria.
• Levels: cell, tissue, organ, system, organism.
• Systems work together: the respiratory system brings oxygen; the circulatory system delivers it.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“Plants make food from light. Then plants and animals both break food down to get energy. Two halves of one cycle.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model. This lesson has 3 3D videos in a row: press Next and ▶ Play for each part.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• Chloroplasts in plant cells do photosynthesis.
• Photosynthesis: carbon dioxide + water + light → sugar + oxygen. Respiration reverses it and releases energy.
• Mitochondria in plant and animal cells do cellular respiration.
• Atoms are recycled; energy flows through and leaves as heat.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“If hawks disappear, mice multiply and grass shrinks. Living things are connected.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model. This lesson has 2 3D videos in a row: press Next and ▶ Play for each part.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• A food chain: arrows show energy moving to the eater.
• Only about 10 percent of energy passes to the next level.
• Interactions: competition, predator and prey, and mutualism where both benefit.
• Food webs: many chains linked together.
• Decomposers return matter to the ecosystem.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Do the lesson's Try it step together on the board.

🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.

Also in this lesson: 🎮 Play: Pick “Producer, consumer or decomposer”.

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“You got half your genes from each parent. That is why siblings look alike but not identical.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model. This lesson has 3 3D videos in a row: press Next and ▶ Play for each part.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• DNA holds genes. Genes make proteins. Proteins shape traits.
• A Punnett square: two Bb parents give a 1 in 4 chance of bb.
• A mutation changes a gene; the effect can be harmful, helpful or neutral.
• Offspring get one copy of each gene from each parent, so they vary.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“In a snowy place, white rabbits are harder for foxes to see. Over generations, more rabbits are white.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model. This lesson has 2 3D videos in a row: press Next and ▶ Play for each part.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• Natural selection: individuals vary, some survive better, they pass on their traits.
• Here, beetles that match the bark survive better.
• Fossils in deeper rock layers are usually older.
• Similar bones in a human arm, a bat wing and a whale flipper suggest common ancestry.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“Summer is not when Earth is closest to the Sun. It is about tilt.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model. This lesson has 3 3D videos in a row: press Next and ▶ Play for each part.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• Earth's axis is tilted about 23.5 degrees.
• When our hemisphere tilts toward the Sun, sunlight is more direct: summer.
• Direct light puts more energy on each spot.
• The Moon's lit half always faces the Sun.
• Phases come from how much of the lit half we see as the Moon orbits.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“South America and Africa fit like puzzle pieces, with matching fossils. Continents move a few centimeters a year.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model. This lesson has 3 3D videos in a row: press Next and ▶ Play for each part.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• Evidence for moving continents: matching shapes, fossils and rock types.
• Plates pull apart (divergent),
• push together (convergent),
• or slide past (transform).
• Plates are pieces of the crust riding on the slowly flowing mantle.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“Weather is today; climate is the pattern over 30 years. Both are driven by sunlight and water.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model. This lesson has 3 3D videos in a row: press Next and ▶ Play for each part.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• Water evaporates, condenses into clouds, and falls as precipitation.
• When air masses meet at fronts, weather changes; cold fronts often bring storms.
• Weather is short-term; climate is the long-term pattern.
• Climates differ by latitude and other factors.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“Burning fossil fuels adds carbon dioxide, which traps heat. Scientists measure the rise and design solutions.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model. This lesson has 2 3D videos in a row: press Next and ▶ Play for each part.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• Rising carbon dioxide levels match rising average global temperature.
• Greenhouse gases trap some heat near Earth.
• Renewable resources replace themselves quickly; nonrenewable ones do not.
• Burning fossil fuels releases carbon dioxide and pollutes the air.
• People reduce impact with design: efficient buildings, clean energy, protected habitats.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Do the lesson's Try it step together on the board.

🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.

Also in this lesson: 🎮 Play: Pick “Renewable or nonrenewable”.

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“Engineers don't guess: they define the problem, list criteria and constraints, test, and improve.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model. This lesson has 2 3D videos in a row: press Next and ▶ Play for each part.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• Criteria: what the design must do.
• Constraints: limits like cost, time and materials.
• Generate several designs.
• Test systematically to find the failure point.
• Collect data and compare designs.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Try it together first:

🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.

Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.

“The test uses clusters: a short scenario with graphs or data, then several questions. Read the scenario like a scientist.”

1. Open the lesson link on the board.
2. Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model.
3. Press Next to the Movie step and press ▶ Play.

The video says:

• Read the scenario, then the graph: axes first.
• Independent variable: what you change. Dependent: what you measure.
• Use the data in your answer.
• Written answers: claim, evidence from the data, scientific reasoning.

Students open the same lesson on their own device (or work with the board). Press Next to Try it.

Do the lesson's Try it step together on the board.

🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.

Also in this lesson: 📘 Learn: How it works (NYSED); 🎮 Play: Take a mixed practice test from every unit.

If time is left, students play the lesson's game steps (they show up between the videos and Check).

Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.

Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.