H. S. Physical Science Curriculum Map

Transcription

1 H. S. Physical Science Curriculum Map Revised 8/2011

2 Table of Contents 1. Preface How to read the Benchmark, Big Ideas Key, Differentiated Instruction Strategies 5 3. Big Ideas by Grade Level K Reading, Writing, and Discussion in the Science Classroom Foreword for Middle and High Schools Basic course requirements Pacing Guide for course First Quarter Second Quarter Third Quarter Fourth Quarter Appendix A Labs Correlated to the Textbook Appendix B - Book List by Topic Appendix C Web Sites by topic Appendix D - Labs and Activities From Within the Map By Quarters 48 REVISED 6/2011

3 Preface Teams of Lake County teachers created the curriculum maps in order to ensure that all students throughout the district receive a common curriculum. The maps help ensure that all state requirements are taught and that the content is divided into teachable segments with appropriate pacing. The curriculum maps will guide your instruction but provide flexibility based on the individual needs of students. The maps are living documents and feedback is requested of teachers to ensure continuous improvement. All teachers are expected to use the curriculum maps, in conjunction with data, to drive instruction. The maps were designed for the instruction to take place by quarter. There is some flexibility within the quarters for mastery and re-teaching. The expectation is that teachers will finish the content within each quarter in its entirety. The maps have been structured in such a way as to scaffold student learning. Listed below are a few of the new or updated features common to all curriculum maps: Essential Question(s): o Provide application of the skills/concepts o Have more than one right answer which promotes student discourse o Increase the rigor in the classroom, by changing from teacher-centered to student-centered learning o Are referred to at the beginning, middle, and end of the lesson o Require you to make a decision o Promote critical thinking and problem solving o Encourage interdependence o Are open-ended Academic Vocabulary are: o Unfamiliar vocabulary that are essential to understanding new content within explicit instruction o Not necessarily the bold words in the chapter. o Cumulative and continuously used throughout the year. o Integrated into word walls, a research-based strategy that will facilitate vocabulary acquisition. 3 Revised 6/2011

4 Preface Common Board Configuration Elements (specific layouts may vary by sites, but must include each of these): Purpose: For the student to know what is being taught and what the student will learn o Date o Benchmark o Measurable, student-friendly objective o Essential Question o Bell work o Agenda (Specific daily schedule) o Homework o Exit Strategy/Card Lessons that infuse reading, writing, and discussion are imperative components of every subject area. There should be daily: o Teacher to student and student to student discourse utilizing academic vocabulary. o Reading and authentic writing o Writing that includes higher-order thinking o Incorporation of effective reading and writing instructional strategies Maps are organized to include the following: o Pacing o Objective o Essential questions, content and understanding, benchmarks, and assessment o Appendix/ resources 4 Revised 6/2011

5 Preface Next Generation Sunshine State Standards Science Benchmark Coding Scheme SC. 5. A Subject Grade Level Body of Knowledge Big Idea / Supporting Idea Benchmark Body of Knowledge Key N ~ Nature of Science E ~ Earth Space Science L ~ Life Science P ~ Physical Science Big Idea Key #1 The Practice of Science #10 Forms of Energy #2 The Characteristics of Scientific Knowledge #11 Energy Transfer and Transformation #3 The Role of Theories, Laws, Hypotheses, and Models #12 Moon Objects #4 Science and Society #13 Forces and Changes in Motion #5 Earth in Space and Time #14 Organization and Development of Living Organisms #6 Earth Structures #15 Diversity and Evolution of Living Organisms #7 Earth Systems and Patterns #16 heredity and Reproduction #8 Properties of Matter #17 Interdependence # 9 Changes in Matter #18 Matter and Energy Transformations Language Arts and Mathematic Benchmarks The Language Arts and Mathematic benchmarks are in the course description. These benchmarks have been integrated throughout the curriculum map. Differentiated Instruction Strategies The following differentiated instruction strategies should be incorporated throughout the entire course: Cooperative Groups Computer Assisted Instruction Tiered Assignments Centers Flexible Grouping Curriculum Compacting/Contracts Learning Stations Scaffolding Hands-on Instruction Leveled Texts/Resources Teacher Led Small Groups Web Quest 5 Revised 6/2011

6 This chart is to show where the Big Ideas are located by grade level. This will help to give an understanding as to why complete coverage of the NGSSS at each grade level is essential! Big Idea #1 The Practice of Science Big Idea #2 The Characteristics of Scientific Knowledge Big Idea #3 The Role of Theories, Laws, Hypotheses, and Models Big Idea #4 Science and Society Big Idea #5 Earth in Space and Time Big Idea #6 Earth Structures K K 1st 1st 1st 2nd 2nd 3rd 3rd 3rd 3rd 4th 4th 4th 4th 4th 5th 5th 5th 6th 6th 6th 6th 7 th 7 th 7 th 7 th 8 th 8 th 8 th 8 th 8 th HS HS HS HS HS HS #7 Earth Systems and Patterns #8 Properties of Matter #9 Changes in Matter #10 Forms of Energy #11 Energy Transfer and Transformations #12 Motion of Objects K K K K 1st 2 nd 2nd 2nd 2nd 3rd 3rd 3rd 3rd 4th 4th 4th 4th 4th 5 th 5th 5th 5th 5th 6 th 6th 6th 7 th 7 th 7 th 8 th HS HS HS HS HS HS #13 Forces and Changes in Motion #14 Organization and Development of Living Organisms #15 Diversity and Evolution of Living Organisms #16 Heredity and Reproduction #17 Interdependence #18 Matter and Energy Transformations K K 1 st 1st 1st 1st 2 nd 2nd 2nd 2nd 3rd 3rd 3rd 4th 4th 5 th 5th 5th 5th 6 th 6th 6th 7 th 7 th 7 th 8 th HS HS HS HS HS HS 6 Revised 6/2011

7 FOREWORD for Middle and High School Science Reading Writing Discussion in the classroom everyday (33% R, W, and D) This means that during each class period the students should be reading, writing, and/or talking about Science. Many of these overlap in a combination of Reading, Writing, and Discussion. Reading Writing Discussion in the Science Classroom: What do these look like in the Science classroom? What DOES the reading process look like? Modeling - reading and thinking out loud Students in small groups or pairs Whole group when referring to a specific portion of the text Use of graphic organizers Reading and following lab instructions Reading a section for homework at home What DOES the writing process look like? Lab report Small group or pairs jotting down important points Journal writing Answering selected questions from the textbook in complete sentences Completing graphic organizer Entry or Exit card Taking notes Writing prompt Responding to open ended questions What DOES the discussion process look like? Student discourse discussion among and between the students about the topic (Could be in small group, pair, pair share, lecture ({should involve two way communication}) 7 Revised 6/2011

8 FOREWORD for Middle and High School Science About labs, reading, current events, responses to open ended questions, essential questions, etc. Imbedding vocabulary terms/word wall, academic vocabulary, into the discussion The county approved textbook is a resource. How to best use of the textbook to aid student comprehension: At the beginning of each term have the students participate in a preview of the textbook. o Table of contents o Chapter titles o Headings/subheadings o Graphics on the page, i.e. charts, graphs, pictures, maps tables, o Bold, italic, highlighted words o Glossary o Appendices Incorporate the following for each chapter: By doing the following you will enhance a student s comprehension: Before reading preview, skim for new vocabulary, look at headings and subheadings, graphics, During reading Review the reading column of the chart for suggested activities. After reading Review writing and discussion columns of the chart for suggested activities. 8 Revised 6/2011

9 Reading Writing Discussion in the Science Classroom Silent reading At home reading Oral Reading Writing Discussion Read Aloud Think Aloud Lab instructions (pre, during, post) Silently Sustained Reading student choice Research paper *Reading could be from textbook, current event, supplemental texts, websites, etc. Essential Question Cornell notes Small group notes Entry or Exit Card Graphic Organizers Writing Prompt Selected textbook questions (Answered with complete sentences) Worksheet 3-2-1Strategy Lab Write up Journal writing Responding to open ended questions Research paper Paired reading Jig Saw Think Pair Share Share out/group presentations *Lectures (should involve two way communication) Read Aloud Think aloud 3-2-1Strategy Lab Write up Lab instructions (pre, during, post) Research paper The above chart contains a sampling of suggestions and is not intended to be comprehensive. 9 Revised 6/2011

10 HS. Physical Science Pacing Guide Lab requirements: Teachers will complete the List of labs form and a copy of the form will be given to the department chair at the end of each quarter for both middle and high schools. For ALL middle school Science courses: a minimum of 8 labs per nine weeks For high school Science course: For Regular courses 1 per week For Honors courses 2 per week Research paper requirements: All Science courses in Lake County will complete a Science research paper for the content area of the course. APA format required. Science Fair or Competition: All middle (6 7) and high schools have the traditional Science Fair option for all grade levels to participate. All 8 th graders are to complete a Science Fair Project. Each school has a Science Fair Coordinator to help with the process for the students and the teachers. There are additional types of Science competitions, different from the traditional Science Fair at some schools, that students are encouraged to participate. Board Approved Programs: At high School this is through the HOPE course. Human Growth and Development 10 Revised 6/2011

11 HS. Physical Science Pacing Guide 1 st Quarter 2 nd Quarter 3 rd Quarter 4 th Quarter Lab/Classroom Safety {3.0 wks } Flynn Safety Test/contract Practice of Science scientific method Observation & inferences Posing Scientific Problems Formal lab writing/choosing standards of measurement Characteristics of Scientific Knowledge What is science? Pseudoscience Durable & Changing Scientific reliability Scientist s background & creativity Theories, Laws, Hypotheses & Models Evidence - theories vs. laws Role of consensus in science Models and uses Science and Society Improvements in society due to science Molecular clocks Properties of Matter, Changes in Matter {1.5 wks} Classify Matter Element, compound, pure substance & mixture Differentiate - physical & chemical Properties Changes Properties of Matter, Changes in Matter (cont.) {4.5 wks} Differentiate matter Solid, liquid, gas & plasma Properties of water Kinetic Theory Molecular motion Explore Atomic Theory & Periodic Table Atom structure & function Relate properties of elements as they are positioned on the Periodic Table to their electrons Relate properties of Matter Interpret formula compounds & molecules Bonding-ionic, covalent & metallic bonding Compound names & formulas Characterize Chemical Reactions Types of reactions Distinguish endothermic & exothermic Compare rates of reactionscatalysts & concentrations { } Above is suggested time only. Matter con. {1.5 wks} Relate solutions Solubility and concentration Acidity- forming hydronium ions Alkalinity- forming hydroxyl ions Effect of acid on the environment Explain-compare Nuclear Reactions Radioactive decay Uses of fission & fusion Differentiate between chemical & nuclear reactions Motion & Force-Changes in Energy {3.0 wks} Analyze Motion Position- Reference, velocity acceleration Interpret and apply Forces Fundamental forces Friction Newton s Laws of Motion Relate Inertia, gravity & momentum to each Law Compare & Contrast Work & Power work, power in simple machines { } Above is suggested time only. Matter & Energy Transformation {4.5 wks} Differentiate-forms of energy Forms and transformations Conservation of energyopen, closed & isolated systems Relate Heat and Temperature temperature, energy molecular movement conduction, convection & radiation Conductors, semiconductors & insulators Qualitative description- Characteristics & Wave Types Mechanical, electromagnetic waves & how they relate to mediums Explore, compare & contrast the Electromagnetic spectrum Wavelength, frequency, & energy Wave Properties Investigate Electricity relate current, voltage resistance & power differentiate conductors, semiconductors & insulators { } Above is suggested time only 11 Revised 6/2011

12 HS Physical Science Time Frame: 1 st Quarter Topic: Practice of Science, Characteristics of Scientific Knowledge, Role of Theories, Laws, Hypotheses and Models, Science and Society Practice of Science Formal: Safety Test *How do I stay safe in the Lab? Scientific equipment and its uses *Where is the safety equipment and how do I use it? *How do I use the scientific method in my daily decision making? Uses of equipment Laboratory safety 1. Know safety rules and symbols 2. Employ safe laboratory procedures. *Why do we have tools & units of standard measurement? *How is measurement used in the study of physical science? *How important is accuracy & precision in the world of science? *What are ways quantitative data can be displayed? *What is the difference between observation & inference in science? *Explain how an experiment testing the same variable can be conducted in various ways. *What is Science? *How can we tell what information is real science verses pseudo science? *Give an example of a scientific invention or discovery that would be considered Scientific method Construct hypotheses from information given. Design & conduct an experiment - control, independent variable, dependent variable Collect, group, analyze, regroup, & synthesize information relative to a problem. Determine standards of measurement Distinguish between qualitative and quantitative observations Use observations to make inferences Characteristics of Scientific Knowledge Define & give examples of science Define & give examples of pseudoscience Compare /contrast -science & pseudoscience Explain how science is robust, SC.912.N.2.4 Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability. SC.912.N.1.1 Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space, and do the following: 1. pose questions about the natural world 2. conduct systematic observations 3. examine books and other sources of information to see what is already known 4. review what is known in light of empirical evidence, 5. plan investigations 6. use tools to gather analyze, and interpret Informal: See Appendix A- Quick Labs, Inquiry Labs and Topic Labs Formal: Test Informal: See Appendix A- Quick Labs, Inquiry Labs and Topic Labs See Appendix C Pop Rockets- Teaching Variables Words to reinforce: Science, technology, Length, mass, volume, weight, scientific method Word Wall: 1. scientific law 2. scientific theory 3. critical thinking 4. dependent variable 5. independent variable 6. scientific notation 7. precision 8. significant figures 9. accuracy 12

13 HS Physical Science Time Frame: 1 st Quarter Topic: Practice of Science, Characteristics of Scientific Knowledge, Role of Theories, Laws, Hypotheses and Models, Science and Society creative? *Why is it important for scientists to repeat experimental trials? *Why are there so many more theories than Laws in science? *How important are theories to the world of science? *How do multiple experiments with similar results affect the development of a scientific theory or scientific law? *Why are theories constantly being debated in the science world? *How can a diagram or model improve the retention of knowledge obtained from an experiment? *What are the necessary characteristics physical scientists would need to be useful & effective in their field? *Explain how a prototype can be useful in studying a scientific thought or fact. Explain how the internet has enhanced the world of science? durable and examined often. Identify sources that illustrate & validate scientific investigation. Describe instances of scientist s backgrounds, contributions and creativity to science throughout history as well as today. Roles of Theories, Laws, Hypotheses & Models Define and give examples of Scientific theory Define and give examples of Scientific Law Compare and contrast Scientific Theory and law Relate theory to the best explanation scientists have to offer based on the information of the time. Relate laws as descriptions of relationships in nature that are not necessarily explained. Recognize theories do not become laws and laws do not become theories Identify models and their functions Science and Society Explain how empirically based observations inform society Compare observations that have affected society. i.e. costs, data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs) 7. pose answers, explanations, or descriptions of events, 8. generate explanations that explicate or describe natural phenomena (inferences), 9. use appropriate evidence and reasoning to justify these explanations to others. 10. communicate results of scientific investigations 11. Evaluate the merits of the explanations produced by others. SC.912.N.1.2 Describe and explain what characterizes science and its methods. SC.912.N.1.3 Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and 13

14 HS Physical Science Time Frame: 1 st Quarter Topic: Practice of Science, Characteristics of Scientific Knowledge, Role of Theories, Laws, Hypotheses and Models, Science and Society How has government funding affected the Science world? benefits, to humanity, the environment & economy logical thinking, and the active consideration of How have advancements in technology benefitted humanity? What is meant by the phrase- molecular clock? Explain how changes over time have given rise to the use of molecular clock in estimating evolutionary change over time. alternative scientific explanations to explain the data presented. SC.912.N.1.4 Identify sources of information and asses their reliability according to the strict standards of scientific investigation. SC.912.N.1.5 Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome. SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. SC.912.N.1.7 Recognize the role of creativity in constructing scientific questions, methods and explanations. SC.912.N.2.1 Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). SC.912.N.2.2 Identify which 14

15 HS Physical Science Time Frame: 1 st Quarter Topic: Practice of Science, Characteristics of Scientific Knowledge, Role of Theories, Laws, Hypotheses and Models, Science and Society questions can be answered through science and which questions are outside the boundaries of scientific investigations, such as questions addressed by other ways of knowing, such as art, philosophy, and religion. SC. 912.N.2.3 Identify examples of pseudoscience (such as astrology, phrenology) in society SC.912.N.2.4 Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stringer, leading to its durability. SC.912.N.2.5 Describe instances in which scientists varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena and describe 15

16 HS Physical Science Time Frame: 1 st Quarter Topic: Practice of Science, Characteristics of Scientific Knowledge, Role of Theories, Laws, Hypotheses and Models, Science and Society that interpretations (explanations) of scientists are a strength of science as they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations. SC.912.N.3.1 Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer SC.912.N.3.2 Describe the role consensus plays in the historical development of a theory in any one of the disciplines of science. SC.912.N.3.3 Explain that scientific laws are descriptions of specific relationships under given conditions in nature, but do not offer explanations for those relationships. SC.912.N.3.4 Recognize 16

17 HS Physical Science Time Frame: 1 st Quarter Topic: Practice of Science, Characteristics of Scientific Knowledge, Role of Theories, Laws, Hypotheses and Models, Science and Society that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. SC.912.N.3.5 Describe the function of models in science, and identify the wide range of models used in science. SC.912.N.4.1 Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making. SC.912.N.4.2 Weigh the merits of alternative strategies for solving a specific societal problem by comparing a number of different costs and benefits, such as human, economic, and environmental. SC.912.L.15.2 Discuss the use of molecular clocks to estimate how long ago various groups of organisms diverged evolutionarily from one another. 17

18 HS Physical Science Time Frame: 1 st Quarter Topic: Practice of Science, Characteristics of Scientific Knowledge, Role of Theories, Laws, Hypotheses and Models, Science and Society *How are elements different from pure substances? Matter Classify matter SC.912.P.8.1 Differentiate among the four states of Formal: Unit Test *How are mixtures classified? *How are elements and Elements, compounds, mixtures, pure substances matter. SC.912.P.8.2 Differentiate Informal: See Appendix A- Quick Labs, compounds related? Physical Changes & Properties of matter between physical and Inquiry Labs and Topic Labs *What are common characteristics of substances that have gone through a physical change? Physical changes a. Melting/boiling point b. Density- determine density of solids, liquids & gases chemical properties and physical and chemical changes of matter. LA The student will See Appendix C- Chemical and physical Properties and Changes *What evidence is present when chemical reactions occur? *What observations could be Physical properties a. odor b. volume c. conductivity organize information to show understanding or relationships among facts, ideas and events (e.g., representing key Words to reinforce: matter, element, compound, atom, Word Wall: recorded during an experiment points within text through 1. pure substance that illustrated physical changes? Chemical Changes & Properties of matter charting, mapping paraphrasing, summarizing, 2. mixture 3. melting point *What observations could be recorded during an experiment that illustrated chemical changes? chemical changes a. cooking/burning b. oxidation/ chemical breakdown comparing, contrasting, or outlining). LA The student will record information and ideas 4. boiling point 5. density 6. reactivity 7. flammability *How are chemical and physical properties similar? *Describe how something might smell if it has gone through a chemical change. Chemical properties a. Reactivity b. Flammability from primary and/or secondary sources accurately and coherently, noting the validity and reliability of these sources and attributing sources of information. MA.912.S.1.2 Determine appropriate and consistent standards of measurement for the data to be collected in a survey or experiment. MA.912.S.3.2 Collect, organize, and analyze data 8. physical change 9. chemical change 18

19 HS Physical Science Time Frame: 1 st Quarter Topic: Practice of Science, Characteristics of Scientific Knowledge, Role of Theories, Laws, Hypotheses and Models, Science and Society sets, determine the best format for the data and present visual summaries from the following: bar graphs line graphs stem and leaf plots circle graphs histograms box and whisker plots scatter plots Cumulative frequency (ogive) graphs 19

20 HS Physical Science Time Frame: 2 nd Quarter Topic: Matter *How are solids, liquids and gases different? Matter cont. Differentiate matter Formal: Test *What is a fluid? *What properties make water important to life? *How do the particles of an atom behave? States of matter- solid, liquid gas, plasma-characteristics Water properties & characteristics *What are the multiple meanings of the word kinetic? *How is the kinetic energy of the particles in a substance related to its temperature? *Describe the movement of molecules in the various states of matter. * Explain how temperature changes during phase change. *How can pressure aide in the lifting of heavy objects? *How does environmental temperature affect air particles in an inflated balloon? Kinetic theory- molecule movement as it relates to the states of matter and phase changes. -Solids -Liquids-Fluids -Gases-Fluids -Plasma SC.912.P.8.1 Differentiate among the four states of matter SC.912.P.8.2 Differentiate between physical and chemical properties and physical and chemical changes of matter. SC.912.L Discuss the special properties of water that contribute to Earth s suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing and versatility as a solvent. SC.912.P.10.4 Describe heat as the energy transferred by convection, conduction and radiation, and explains the connection of heat to change in temperature or states of matter. SC.912.P.10.5 Relate temperature to the average molecular kinetic energy. SC.912.P Interpret the behavior of ideal gases in terms of kinetic Informal: See Appendix A- Quick Labs, Inquiry Labs and Topic Labs See Appendix C - Chemical and physical Properties and Changes Reinforced words: energy, evaporation, solid, liquid, gas Word Wall: 1. Fluid 2. Temperature 3. Thermal energy 4. plasma 5. sublimation 6. condensation 7. pressure 8. viscosity 20

21 HS Physical Science Time Frame: 2 nd Quarter Topic: Matter molecular theory. SC.912.P Describe phase transitions in terms of kinetic molecular theory SC.912.N.1.1 Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space, and do the following: 1. pose questions about the natural world 2. conduct systematic observations 3. examine books and other sources of information to see what is already known 4. review what is known in light of empirical evidence, 5. plan investigations 6. use tools to gather analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, 21

22 HS Physical Science Time Frame: 2 nd Quarter Topic: Matter including data tables and graphs) 7. pose answers, explanations, or descriptions of events, 8. generate explanations that explicate or describe natural phenomena (inferences), 9. use appropriate evidence and reasoning to justify these explanations to others. 10. communicate results of scientific investigations 11. Evaluate the merits of the explanations produced by others. *What do the parts of the atom tell us about the element? *How does the structure of the Periodic table allows predicting of chemical and physical properties of elements? *What are the trends within the Periodic Table? *How do properties provide evidence of the identity of Explore the Atomic Theory & Periodic Table Atomic Structure- protons, electrons and neutrons, nucleus- mass electric charge Properties of elements- mass Arrangement of elements according to electrons and properties SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. SC.912.P.8.4 Explore the scientific theory of atoms (also known as atomic theory) by describing the structure of Formal: Test Informal: See Appendix A- Quick Labs, Inquiry Labs and Topic Labs See Appendix C- Periodic Table- Interactive activities Reinforced words- 22

23 HS Physical Science Time Frame: 2 nd Quarter Topic: Matter material? *How does the study of valence electrons help to explain most chemical phenomena? Differentiate among conductors, semiconductors and insulators atoms in terms of protons, neutrons and electrons, and differentiate among these particles in terms of their mass, electrical charges and locations within the atom. SC.912.P.8.5 Relate properties of atoms and their position in the periodic table to the arrangement of their electrons. SC.912.P Differentiate among conductors, semiconductors and insulators SC.912.N.3.5 Describe the function of models in science, and identify the wide range of models used in science. SC.912.N.1.1 SC.912.N.1.6 SC.912.N.1.7 Recognize the role of creativity in constructing scientific questions, methods and explanations SC.912.N.4.1 Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making. SC.912.N.4.2 Weigh the merits of alternative strategies for solving a nucleus, proton, electron, neutron, metal, nonmetal, mass number Word Wall: 1. orbital 2. valence electron 3. periodic law 4. period 5. group 6. ion 7. atomic number 8. isotope 9. average atomic mass 10. semiconductor 23

24 HS Physical Science Time Frame: 2 nd Quarter Topic: Matter specific societal problem by comparing a number of different costs and benefits, such as human, economic, and environmental. *How can the number of atoms in a formula be determined? * How are molecules different then compounds? *What is the difference between a whole number and a subscript in a chemical formula? *What information can be taken from analyzing a chemical formula? *Why do atoms bond? How do they bond? What types of bonds are there? *What holds a bond together? How can bonds be broken? *What is the relationship between a chemical structure and its bonding pattern? Relate properties of Matter Interpret formulas of molecule Interpret formulas of compounds Bonding- ionic, covalent and metallic Compound names and formulas SC.912.P.8.7 Interpret formula representations of molecules and compounds in terms of composition and structure. SC.912.N.1.1 SC.912.N.1.6 Formal: Test Informal: See Appendix A- Quick Labs, Inquiry Labs and Topic Labs See Appendix C Interactive Periodic Table Activities Reinforced wordschemical bond Word Wall: 1. ionic bond 2. covalent bond 3. metallic bond 4. empirical formula 5. molecular formula *What happens to energy in a chemical reaction? *How are chemical reactions different? *How are single and double Characterize types of Chemical Reactions Redox, acid-base, synthesis, single and double replacement SC.912.P.8.8 Characterize types of chemical reactions, for example: redox, acid-base, synthesis, and single and Formal: Chapter Test Informal: See Appendix A- Quick Labs, Inquiry Labs and Topic Labs 24

25 HS Physical Science Time Frame: 2 nd Quarter Topic: Matter replacement reactions different? Distinguish endothermic and exothermic *What are the physical outcomes of an endothermic reaction? *What are the physical outcomes of an exothermic reaction? *How do factors such as temperature, surface area, and concentration affect chemical reactions Compare factors affecting reactions - temperature, surface area, concentration, catalysts double replacement reactions. SC.912.P.10.1 Differentiate among the various forms of energy and recognize that they can be transformed from one form to others. SC.912.P.10.7 Distinguish between endothermic and exothermic chemical processes. SC 912.P12.12 Explain how various factors, such as concentration, temperature and presence of a catalyst affect the rate of a chemical reaction. SC.912.N.1.1 SC.912.N.1.6 SC.912.N.1.7 LA The student will organize information to show understanding or relationships among facts, ideas and events (e.g., representing key points within text through charting, mapping paraphrasing, summarizing, comparing, contrasting, or outlining). See Appendix C Chemical Bonding and Chemical Reactions Word Wall: 1. reactant 2. product 3. chemical energy 4. exothermic reaction 5. endothermic reaction 6. synthesis reaction 7. decomposition reaction 8. single replacement 9. double replacement 10. catalyst 25

26 HS Physical Science Time Frame: 2 nd Quarter Topic: Matter LA The student will record information and ideas from primary and/or secondary sources accurately and coherently, noting the validity and reliability of these sources and attributing sources of information. MA.912.S.1.2 Determine appropriate and consistent standards of measurement for the data to be collected in a survey or experiment. MA.912.S.3.2 Collect, organize, and analyze data sets, determine the best format for the data and present visual summaries from the following: bar graphs line graphs stem and leaf plots circle graphs histograms box and whisker plots scatter plots Cumulative frequency (ogive) graphs 26

27 HS Physical Science Time Frame: 3 rd Quarter Topic: Properties of Matter, Changes in Matter, Forces in Objects, Forces and Changes in Motion, Forms of Energy *What is a solution? Relate Solutions Formal: Unit Test Heterogeneous, homogeneous *How would you describe the properties of solutions? *How do you measure the concentration of a solution? *How does the solution concentration affect the properties of the solution? *Why is water considered to be the universal solvent? What occurs for a saturated solution to be produced? What are properties of acids? What are properties of bases? How is ph related to the concentration of hydronium and hydroxyl ions in a solution? Water Solubility acidity- hydronium ions basicity- hydroxyl ions concentration ph SC.912.P.8.11 Relate acidity and basicity to hydronium and hydroxyl ion concentration and ph. SC.912.L Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent SC.912.L Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. SC 912.L Discuss the large-scale environmental impacts resulting from human activity, including waste spills, oil spills, runoff, greenhouse gases, ozone depletion, and surface and groundwater pollution. SC.912.L Describe how different natural Informal: See Appendix A- Quick Labs, Inquiry Labs and Topic Labs See Appendix C Solubility and Immiscibility Acids and Bases Words to reinforce: solute, solvent, solution, ph Word Wall: 1. solubility 2. concentration 3. unsaturated solution 4. saturated solution 5. supersaturated solution 6. Hydronum ion 7. Hydroxyl ion 27

28 HS Physical Science Time Frame: 3 rd Quarter Topic: Properties of Matter, Changes in Matter, Forces in Objects, Forces and Changes in Motion, Forms of Energy How do acids affect the environment? resources are produced and how their rates of use and renewal limit availability. SC.912.L Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. SC.912.L Evaluate the biotechnology on the individual, society and the environment, including medical and ethical issues. SC.912.P Describe phase transitions in terms of kinetic molecular theory SC.912.N.1.1 Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space, and do the following: 1. pose questions about the natural world 2. conduct systematic observations 3. examine books and other 28

29 HS Physical Science Time Frame: 3 rd Quarter Topic: Properties of Matter, Changes in Matter, Forces in Objects, Forces and Changes in Motion, Forms of Energy sources of information to see what is already known 4. review what is known in light of empirical evidence, 5. plan investigations 6. use tools to gather analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs) 7. pose answers, explanations, or descriptions of events, 8. generate explanations that explicate or describe natural phenomena (inferences), 9. use appropriate evidence and reasoning to justify these explanations to others. 10. communicate results of scientific investigations 29

30 HS Physical Science Time Frame: 3 rd Quarter Topic: Properties of Matter, Changes in Matter, Forces in Objects, Forces and Changes in Motion, Forms of Energy 11. Evaluate the merits of the explanations produced by others. SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. SC.912.N.4.1 Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making. SC.912.N.4.2 Weigh the merits of alternative strategies for solving a specific societal problem by comparing a number of different costs and benefits, such as human, economic, and environmental. *What is radioactivity? *What makes something radioactive? Explain and compare Nuclear Reactions Radioactive decay Uses of Fission SC.912.P Explain and compare nuclear reactions (radioactive decay, fission and fusion), the energy changes associated with them and their associated safety issues. Formal: Unit Test Informal: See Appendix A- Quick Labs, Inquiry Labs and Topic Labs 30

31 HS Physical Science Time Frame: 3 rd Quarter Topic: Properties of Matter, Changes in Matter, Forces in Objects, Forces and Changes in Motion, Forms of Energy *What is the difference between fusion and fission? *How is radioactive material used in the field of medicine? *How do radioactive tracers work? *How is fission used in the field of energy? *How is nuclear chemistry beneficial to our lives? How is it harmful? *Would you live near a nuclear power plant? Why or why not? *Would you live near a nuclear waste dump site? *How are nuclear and chemical reactions different? Uses of Fusion Differentiate between chemical and nuclear reactions SC.912.P Differentiate between chemical and nuclear reactions. SC.912.L.15.2 Discuss the use of molecular clocks to estimate how long ago various groups of organisms diverged evolutionarily from one another. SC.912.P Compare the magnitude and range of the four fundamental forces (gravitational, electromagnetic, weak nuclear, strong nuclear). SC.912.P Explain and compare nuclear reactions (radioactive decay, fission and fusion), the energy changes associated with them and their associated safety issues. SC.912.L SC.912.L SC.912.L Discuss the effects of technology on environmental quality. SC.912.L SC.912.L SC.912.N.1.1 Word Wall: 1. radioactivity 2. nuclear radiation 3. gamma rays 4. half-life 5. fission 6. nuclear chain reaction 7. fusion 8. radioactive tracer 31

32 HS Physical Science Time Frame: 3 rd Quarter Topic: Properties of Matter, Changes in Matter, Forces in Objects, Forces and Changes in Motion, Forms of Energy SC.912.N1.6 SC.912.N.3.5 Describe the function of models in science, and identify the wide range of model use. *What is frame of reference? *What causes acceleration? *How is speed calculated? *What is the difference between speed and velocity? *How would a graph appear showing constant speed and acceleration? Motion and Force- Changes in Energy Analyze motion- with respect to frame of reference- as functions of time Position Velocity Acceleration SC.912.P.12.1 Analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to a frame of reference) as functions of time. SC.912.N.1.1 SC.912.N1.6 SC.912.P Formal: Unit Test Informal: See Appendix A- Quick Labs, Inquiry Labs and Topic Labs See Appendix C Interactive Science Simulations Motion and Force Physics Tutorials Words to reinforce: force, friction, speed, velocity Word Wall: 1. Motion 2. Frame of reference 3. displacement 4. acceleration 32

33 HS Physical Science Time Frame: 3 rd Quarter Topic: Properties of Matter, Changes in Matter, Forces in Objects, Forces and Changes in Motion, Forms of Energy *How is friction useful? *What are the results of friction Interpret and apply forces SC.912.P.12.3 Interpret and apply Newton s three laws of Formal: Unit Test & does this help our business or Fundamental forces-friction motion. manufacturing economy? *What stops an object s Newton s First Law- inertia SC.912.P.12.4 Describe how the gravitational force between motion? *How does an objects mass determine its ability to start & Newton s Second Law Force= mass x acceleration F= ma two objects depends on their masses and the distance between them. stop? *How is gravity a force? Newton s Third Law- momentum SC.912.P SC.912.N.1.1 *What forces act on an object SC.912.N1.6 that is falling freely? *Explain how a skydiver reaches terminal velocity. *Why does space feel weightless even though it is not? *Differentiate gravity of a semi truck & a VW Bug. *What shape is made when following the path of a thrown object? *Why do archers aim above their projected target? Relate inertia, gravity and momentum to each Law SC.912.N1.7 Informal: See Appendix A- Quick Labs, Inquiry Labs and Topic Labs Words to reinforce: Friction, motion, weight Word Wall: 1. inertia 2. free fall 3. Terminal velocity 4. projectile motion 4. simple machines 5. momentum Formal: Unit Test Informal: 33

34 HS Physical Science Time Frame: 3 rd Quarter Topic: Properties of Matter, Changes in Matter, Forces in Objects, Forces and Changes in Motion, Forms of Energy *How are work and power Compare and Contrast Work and Power different? *How do simple machines make work easier? *Explain the relationship between energy and work. *How is energy transformed in various simple machines? *Trace the path of energy in that occurs as a person sweeps the floor. Work *work= Force x distance w=fd power *Power = work P= W Time t Simple machines SC.912.P.10.3 Compare and contrast work and power qualitatively and quantitatively SC.912.P.10.1 Differentiate among the various forms of energy and recognize that they can be transformed from one form to another. SC.912.P.10.2 Explore the Law of Conservation of Energy by differentiating among open, closed and isolated systems and explain that the total energy in an isolated system is a conserved quantity. SC.912.N.1.1 SC.912.N1.6 SC.912.N.4.1 SC.912.N.4.2 LA The student will organize information to show understanding or relationships among facts, ideas and events (e.g., representing key points within text through charting, mapping paraphrasing, summarizing, comparing, See Appendix A- Quick Labs, Inquiry Labs and Topic Labs Words to reinforce: energy, potential energy, kinetic energy Word Wall: 1. work 2. power 3. mechanical advantage 4. simple machines 5. compound machines 6. mechanical energy 7. efficiency 34

35 HS Physical Science Time Frame: 3 rd Quarter Topic: Properties of Matter, Changes in Matter, Forces in Objects, Forces and Changes in Motion, Forms of Energy contrasting, or outlining). LA The student will record information and ideas from primary and/or secondary sources accurately and coherently, noting the validity and reliability of these sources and attributing sources of information. MA.912.S.1.2 Determine appropriate and consistent standards of measurement for the data to be collected in a survey or experiment. MA.912.S.3.2 Collect, organize, and analyze data sets, determine the best format for the data and present visual summaries from the following: bar graphs line graphs stem and leaf plots circle graphs histograms box and whisker plots scatter plots Cumulative frequency (ogive) graphs 35

36 Time Frame: 4 th Quarter HS Physical Science Topic: Energy Transfer and Transformations, Matter and Energy Transformations *What is energy? Energy transfer and Transformations Differentiate- forms of energy SC.912.P.10.1 Differentiate among the various forms of Formal: Unit Test Informal: Forms of energy energy and recognize that See Appendix A- Quick *How does energy change? they can be transformed from Labs, Inquiry Labs and Energy transformations one form to another. Topic Labs *Explain how temperature changes during energy transfer. *How can light energy also be heat energy? When can chemical energy also be light energy? Conservation of Energy in open, closed and isolated systems. SC.912.P.10.2 Explore the Law of Conservation of Energy by differentiating among open, closed and isolated systems and explain that the total energy in an isolated system is a conserved quantity. SC.912.P.10.4 Describe heat as the energy transferred by convection, conduction and radiation, and explains the connection of heat to change in temperature or states of matter. SC.912.N.1.1 Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space, and do the following: 1. pose questions about the natural world See Appendix C Energy Words to reinforce: temperature. thermometer Word Wall: 1. Law of Conservation of Energy 2. mechanical energy 3. chemical energy 4. electrical energy 5. nuclear energy 36

37 Time Frame: 4 th Quarter HS Physical Science Topic: Energy Transfer and Transformations, Matter and Energy Transformations 2. conduct systematic observations 3. examine books and other sources of information to see what is already known 4. review what is known in light of empirical evidence, 5. plan investigations 6. use tools to gather analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs) 7. pose answers, explanations, or descriptions of events, 8. generate explanations that explicate or describe natural phenomena (inferences), 9. use appropriate evidence and reasoning to justify 37

38 Time Frame: 4 th Quarter HS Physical Science Topic: Energy Transfer and Transformations, Matter and Energy Transformations these explanations to others. 10. communicate results of scientific investigations 11. Evaluate the merits of the explanations produced by others. SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. *How is energy transferred through conduction, convection and radiation? *How does heat get from the sun to the Earth? *How can an insulator keep something cold as well as hot? *Why is there a scale that includes absolute zero? *What does temperature change feel like? Relate Heat and Temperature Temperature & energy molecular movement Heat transfer- conduction convection, radiation change in temperature or states of matter Differentiate - Conductors, semiconductors and insulators SC.912.P.10.2 SC.912.P.10.5 Relate temperature to the average molecular kinetic energy. SC.912.P.10.4 SC.912.P Interpret the behavior of ideal gases in terms of kinetic molecular theory. SC.912.P Describe phase transitions in terms of kinetic molecular theory SC.912.N.1.1 SC.912.N1.6 Formal: Unit Test Informal: See Appendix A- Quick Labs, Inquiry Labs and Topic Labs See Appendix C Heat and Temperature Conduction, Convection and radiation Words to reinforce Temperature, 38

39 Time Frame: 4 th Quarter HS Physical Science Topic: Energy Transfer and Transformations, Matter and Energy Transformations thermometer, Word Wall: 1. absolute zero 2. heat 3. thermal conduction 4. convection 5. convection current 6. radiation 7. specific heat *How do waves transfer energy? *What differentiates a mechanical wave and an electromagnetic wave? *What is the relationship between particle vibration and wave action? *Identify the parts of a wave and explain the importancecrest, trough, amplitude and wavelength *How are energy and frequency related? *Describe the Doppler effect and where you would encounter this? Explore the electromagnetic spectrum Waves Wavelength, frequency and energy Compare the electromagnetic spectrum Waves Wavelength, frequency and energy Contrast the electromagnetic spectrum Waves Wavelength, frequency and energy Explore wave properties- sound and light SC.912.P Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and application. SC.912.P Qualitatively describe the shift in frequency in sound or electromagnetic waves due to the relative motion of a source or a receiver SC.912.P.12.7 Recognize that nothing travels faster than the Formal: Unit Test Informal: See Appendix A- Quick Labs, Inquiry Labs and Topic Labs See Appendix C Electromagnetic Spectrum Sound Wave Tutorial; and Animations Words to reinforce: wave, crest, trough, frequency, wavelength Word Wall: 1. medium 2. mechanical wave 39