Introduction In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination2025. By 2025, 80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundation for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools. CLIP connections are evident throughout the science curriculum maps. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in postsecondary study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards. Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe varieties of expertise that science educators at all levels should seek to develop in their students. These practices rest on important processes and proficiencies with longstanding importance in science education. The Science Framework emphasizes process standards of which include planning investigations, using models, asking questions and communicating information. Page 1 of 13
Construct explanations and design solution Ask questions and de;ine problems Develop and use models Patterns Obtain, evaluate, and communicate information Practices in Science Plan and carry out investigations Stability and change Cross Cutting Concepts Cause and Effect Engage in argument Use math, technology, and computational thinking Analyze and interpret data Energy and matter Systems and system models Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas. Throughout the year, students should continue to develop proficiency with the eight science practices. Crosscutting concepts can help students better understand core ideas in science and engineering. When students encounter new phenomena, whether in a science lab, field trip, or on their own, they need mental tools to help engage in and come to understand the phenomena from a scientific point of view. Familiarity with crosscutting concepts can provide that perspective. A next step might be to simplify the phenomenon by thinking of it as a system and modeling its components and how they interact. In some cases it would be useful to study how energy and matter flow through the system, or to study how structure affects function (or malfunction). These preliminary studies may suggest explanations for the phenomena, which could be checked by predicting patterns that might emerge if the explanation is correct, and matching those predictions with those observed in the real world. Page 2 of 13
Science Curriculum Maps This curriculum map is designed to help teachers make effective decisions about what science content to teach so that, our students will reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment with the three College and Career Ready shifts in instruction for science. To ensure that all student will be taught science content and processes in a comprehensive, consistent, and coherent manner, Science Curriculum Maps are provided. Foundation texts for the maps include Shelby County Schools Framework for Standards Based Curriculum, Science Curriculum Frameworks-K-12 (State of Tennessee Board of Education, and National Science Education Standards). Teachers function most effectively and students learn best within an aligned curriculum delivery system. An aligned system begins with a concerted effort to implement the state curriculum frameworks. Many districts have developed curriculum guides built around these frameworks to ensure that what is taught in particular grades and courses is closely linked with student Learning Expectations found in the state standards. Classroom teachers use these locally-generated curriculum guides to plan and implement their individual grade or course Pacing Guides. Expectations for student performance are clear and carefully tied to daily instructional events and classroom assessment practices. In theory, a fully aligned system closes the loop between state standards and student learning. Additionally, a coherent instructional/assessment system offers the potential for heightening student learning as reflected by their performance on state-mandated standardized tests. Our collective goal is to ensure our students graduate ready for college and career. Most of the elements found in the state Curriculum Frameworks were incorporated into the curriculum mapping materials prepared by Shelby County Schools. Additional features were included to add clarity and to offer avenues that could assist teacher in developing grade level lessons. A district-wide, K-12, standards-based curriculum is implemented in science. This curriculum is articulated in the form of individual SCS curriculum maps for each grade and subject. These SCS curriculum maps enable the district to implement a single curriculum that emphasizes specific standards. Since Shelby County has a high rate of mobility among the student population, the SCS curriculum maps ensure that all students receive the same program of high-level instructional content and academic expectations, regardless of which school they attend. The utilization of a district-wide standards-based curricular program ensures that students in SCS are engaged in hands-on inquiry based activities as teachers implement the curriculum maps. Page 3 of 13
State Standard Embedded Standards Learning Outcomes Adopted Resources Core ideas Foundational principles of physical science and lab safety (1 day) Identify the steps scientists use to solve problems. (2 days) Identify common metric units and conversions. (1 week) Identify and analyze data using the 3 types of graphs (2-3 days) Convert between units using dimensional analysis. Unit 1.1 The Nature of Science 2 Weeks Use scientific methods to solve problems. Identify the basis of the SI system, including base units and metric prefixes and scientific notation. Apply prior knowledge of SI systems in the conversion units from one prefix to another. Communicate and interpret scientific data collected during experiments in the form of a graph. Glencoe Science Self-check Section Assessments, Chapter Assessments pg. 6-26 Science: Chapter 1 Science Skills Section 1.3 Section and Chapter Assessments, TE Glencoe Physical Science Lab Safety, SI Units, Graphing Ch. 1 (pg. 6-26) Science Handbook (pg. 788-799) Science www.phschool.com CLIP Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9 10 texts and topics Text cards help students interact with words and their meanings. Teachers will create science text cards by writing statements about science concepts on index cards. Working individually or in small groups, students discuss the statements before sorting. A number of different formats can be used. NGSS Practice 5: Using mathematics and computational thinking. Page 4 of 13
State Standard Embedded Standards Learning Outcomes Adopted Resources Core ideas CLE 3202.1.1 Explore matter in terms of its physical and chemical properties. (1 week) CLE 3202.1.4 Investigate chemical and physical changes. (2 days) CLE 3202.1.5 Evaluate pure substances and mixtures. (3 days) CLE 3202.Inq.6 Communicate and defend scientific findings. Unit 1.2 Classification of Matter --- 2 Weeks Identify substances and mixtures based on physical properties. Use the properties of selected materials to categorize them into groups. Compare and contrast physical and chemical changes. Compare different types of mixtures. Construct an experiment to separate the components of a mixture. Distinguish between examples of common elements and compounds. Glencoe Science Self-check Section Assessments, Chapter Assessments pg. 448-473. Section and Chapter Assessments, TE p. 36B Glencoe Physical Science Ch. 15 (pg. 450-473) Gizmos Density, Phase changes Mystery Powder, Temperature and Particle Motion CLIP Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. ReadingQuest challenges one to think about what students should know or be able to do and, perhaps more importantly, what it looks like when they are engaging the content towards the purpose of that lesson. Teachers will find the strategies and process Page 5 of 13
State Standard Embedded Standards Learning Outcomes Adopted Resources Core ideas useful and helpful in ReadingQuest NGSS Practice 6: Constructing explanations (for science) and designing solutions (for engineering). SOLIDS, LIQUIDS, GASES CLE 3202.1.8 Investigate relationships among the pressure, temperature, and volume of gases and liquids. (1.5 week) CLE 3202.Math.2 Utilize appropriate mathematical equations and processes to solve basic physics problems. Unit 1.3 Solids, Liquids, Gases ----- 1.5 Weeks Distinguish among states of matter in terms of energy, mass, volume, shape, density, particle arrangement, and phase changes. Explain the interrelationship between pressure, temperature, and volume of gases. Glencoe Science Self-check Section Assessments, Chapter Assessments pg. 474-503 Section and Chapter Assessments, TE p. 66B Discovery School Up, Up, and Away Science News Online Properties of Matter SciLinks Go Phases of Matter 3: Planning and carrying out investigations. CLIP Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9 10 texts and topics. NGSS Practice 5: Using mathematics and computational thinking. 8: Obtaining, evaluation, and communicating information. Page 6 of 13
State Standard Embedded Standards Learning Outcomes Adopted Resources Core ideas CLE 3202.1.2 Describe the structure and arrangement of atomic particles. (1.5 weeks) Unit 1.4 Properties of Atoms and the Periodic Table --- 1.5 Weeks List the three major subatomic particles and distinguish among their location, charges, and relative masses. CLE 3202.Math.2 Utilize appropriate mathematical equations and processes to solve basic physics problems. Identify the number of protons, neutrons, and electrons in an atom of an isotope based on its atomic number and atomic mass. Glencoe Physical Science Self-Check Section Assessments, Chapter Assessments pg. 504-533 Section and Chapter Assessments, TE p. 66B CLIP Determine the central ideas or conclusions of a text; trace the text s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Glencoe Physical Science Ch. 17 (pg. 504-533) Chapter 4 www.phschool.com TE p. 98B ScILinks Go Kinetic Theory Gizmos Bohr Model, Electron Configuration Time to Talk It is important to promote students dialogue as they have instructional conversations. We need to provide students with opportunities to use their colloquial language and translate back and forth with scientific and technical terms. We can use this strategy, called interlanguage, to discuss the different explanations of the students experiences in the classroom. NGSS Practice 2: Developing and using models. Page 7 of 13
State Standard Embedded Standards Learning Outcomes Adopted Resources Core ideas ELEMENTS AND THEIR PROPERTIES CLE 3202.1.3 Characterize and classify elements based on their atomic structure. (1.5 weeks) CLE 3202.Math.2 Utilize appropriate mathematical equations and processes to solve basic physics problems. CLE 3202.Inq. 1 Recognize that science is a progressive endeavor that reevaluates and extends what is already accepted. CLE 3202.Inq. 6 Communicate and defend scientific findings. Unit 1.5 Elements and Their Properties --- 1.5 Weeks Determine the composition of an atom and the characteristics of its subatomic particles. Compare the properties of metals, metalloids, and nonmetals. Create a classification system using the properties of selected elements and compare it to the periodic table. Identify the number of protons, neutrons, and electrons in an atom of an isotope based on its atomic number and atomic mass. Glencoe Physical Science Self-Check Section Assessments, Chapter Assessments pg. 568-599 Section and Chapter Assessments, TE p. 98B Section and Chapter Assessments, TE p. 124B ScILinks Go Kinetic Theory CLIP Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, and energy). Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into work Chapter 5 www.phschool.com TE p. 124B SciLinks Go Periodic Law Quick Lab p. 128 NGSS Practice 2: Developing and using models. 8: Obtaining, evaluation, and communicating information. Gizmos Electron Configuration Page 8 of 13
Plans Background for Teachers Student Activities Other Resources TOOLBOX Unit 1.1 The Nature of Science 2 Weeks Students will learn how to convert quantities from the English system to the metric system and think about the many ways in which measuring quantities is a part of daily life. A complete introductory lesson plan is located at http://www.discoveryeducation.com/teachers/free-lesson-plans/a-metric-world.cfm. Students are able to use the Stair Method to learn the metric system units and the conversion. The lessons are scaffold in order to meet the needs of students where they are http://www.sfponline.org/uploads/1602/metric%20prefixes.pdf GIZMOS ON SCIENTIFIC METHOD http://www.lessonplansinc.com/lessonplans/demo_biology_scientific_method.html This website contains today s most up-to-date, complete, clear, concise, and reliable information about the scientific method and scientific method activities that has ever been offered. http://www.scientificmethod.com/index2.html Great website to extend academic language, discussion, and written argumentation skills. This supplement is fully aligned with science specific literacy standards. http://wordgen.serpmedia.org/science/ The scientific method can be stated several ways, but basically it involves looking at the world around you, coming up with an explanation for what you observe, testing your explanation to see if it could be valid, and then either accepting your explanation (for the time being... after all, something better might come along!) or rejecting the explanation and trying to come up with a better one. http://chemistry.about.com/od/lecturenotesl3/a/sciencemethod.htm Students use a game to learn the scientific method and to start identifying sources of error in the activity at the following website: http://www.lessonplansinc.com/lessonplans/scientific_method_activity.pdf Students will be able to use the scientific method to solve problems and collect data-based observations. http://serc.carleton.edu/sp/mnstep/activities/27600.html This quiz assesses students knowledge of the scientific method, controlled experiments and associated variables, how to analyze data and graphs, forming a conclusion, scientific equipment and procedures, what are models, and to identify and eliminate experimental errors. http://www.lessonplansinc.com/lessonplans/demo_biology_scientific_method.html A website that tries to convince people that there are tree octopi. A great website to teach a lesson on how to evaluate what students read, research multiple sources when gathering data, and that when an observation does not agree with an accepted scientific theory, the observation is sometimes fraudulent. Use of the computer lab or classroom computers with Internet access is needed for students to read all about the tree octopus. http://zapatopi.net/treeoctopus/ Images of the scientific method that can be downloaded, posted, printed, etc: http://www.bing.com/images/search?q=scientific+method&qpvt=scientific+method&form=igre&adlt=strict Page 9 of 13
Plans TOOLBOX Unit 1.2 Classification of Matter --- 2 Weeks Students work in small groups to learn about the chemical composition of common substances using the American Chemical Society website. http://www.discoveryeducation.com/teachers/free-lesson-plans/elements-of-chemistry-compounds-and-reactions.cfm Elements, compounds and mixtures activity along with a poem that teaches the concept http://www.evanschemistrycorner.com/ws/matterws/ws1-7-2_elements_compounds_and_mixtures.pdf Background for Teachers Student Activities Students observe and compare an element, compound and mixture. In this elements, compounds and mixtures lesson plan, student observe taco salad, a beaker of salt and a helium balloon. Students make lists comparing and contrasting the three samples. They identify the 3 samples as an element, compound and mixture. Students experiment with nuts, bolts and washers to represent elements, compounds and mixtures. http://www.lessonplanet.com/teachers/lesson-plan-elements-compounds-and-mixtures--2 l The document at the following website provides a review of basic concepts for teachers and might also be used with students: http://www.phs.d211.org/science/smithcw/chemistry%20332/quarter%201%20unit%202/1%20ecm.pdf Full lesson for Elements mixtures and compounds. Lesson plan supported by presentation and cards for a game at the end of the presentation. https://www.tes.co.uk/teaching-resource/elements-mixtures-and-compounds-6119648 Teacher Resources http://education.jlab.org/indexpages/teachers.html A concise description of chemical nomenclature: http://www.mentorials.com/high-school-chemistry-language-of-chemistry-chemical-nomenclature.htm To distinguish and describe the three types of matter: elements, compounds, mixtures, students engage in two activities described on this website: http://mypages.iit.edu/~smile/ch9021.html Create PREZI on Classification on Elements Compounds and Mixtures https://prezi.com/jafqrbq8ayqj/elements-compounds-and-mixtures/ Instructions for a lab activity in which students determine whether certain changes in matter are chemical or physical, and to describe the changes in detail using observational skills in the form of a printable handout: http://www.highschool247.com/sc8/secure/chemistry/chemphyslab.html Other Resources The following website describes molecules and compounds, provides examples, and has links to other interesting pages, such as 3-D models of molecules: http://www.edinformatics.com/math_science/compounds_molecules.htm Atoms, Elements, Compounds and Mixtures Webquest http://www.mrpierceonline.com/atoms-elements-compounds-and-mixtures-webquest/ Try this javascript test to assess your knowledge -- physical change or chemical change? http://www.edinformatics.com/math_science/a_p_chem.htm Page 10 of 13
TOOLBOX Plans Background for Teachers Student Activities Other Resources Plans Unit 1.3 Solids, Liquids, Gases ----- 1.5 Weeks In the lesson plan described on this website, students observe the effect of pressure on the boiling point of water and a demonstration of how the molecular kinetic theory can explain phase change. http://mypages.iit.edu/~smile/ch93eg.html A collection of lesson plans that allow teachers to implement various strategies while differentiating the concepts of solid liquid and gases. https://www.google.com/search?q=solid+liquids+and+gases+activities&sa=x&rlz=1c1prfe_enus633us635&espv=2&biw=1600&bih=755&tbm=isch&imgil=6xqg9rov_g amqm%253a%253bija4lxlx6kqivm%253bhttps%25253a%25252f%25252fwww.pinterest.com%25252fpin%25252f533043305867443628%25252f&source=iu&pf=m&fir= 6XQg9rov_gaMqM%253A%252CijA4lXlX6KQiVM%252C_&usg= - RLP0cnKgxZnUe5Lnglx2AT5pq0%3D&ved=0CDgQyjc&ei=0zU9VZeQHoSEsAXDt4GICg#imgrc=ei4n4f407eZPHM%253A%3Bc_NZoRmaOZoLUM%3Bhttp%253A%252F%25 2Fwww.teachthisworksheet.com%252Fstatic_worksheets%252FgetThumb%252F482%252Fbig%252Fwidth%253A420%252Fheight%253A554%253F%3Bhttp%253A%252F %252Fwww.teachthisworksheet.com%252Fstatic-worksheets%252Fsolids-liquids-and-gases-sort%3B420%3B554 The student will be able to apply the conventional gas laws in the determination of volume changes resulting from changes in temperature, pressures, or number of moles of the gas. http://mypages.iit.edu/~smile/ch8702.html The document at the following website provides a review of basic concepts for teachers and might also be used with students: http://www.edinformatics.com/math_science/states_of_matter.htm Great example of an ANIMOTO on solids liquids and gases. Students may use the slide show maker for every concept. http://theglitzandglamofteaching.blogspot.com/2013/09/solids-liquids-and-gases-oh-my-my-first.html An explanation of the particle theory of the states of matter: http://www.edquest.ca/component/content/article/168 This website provides an interactive tutorial on the states of matter: http://ippex.pppl.gov/interactive/matter/states.html This website allows students to create and play a board game on solid liquid and gases http://www.collaborativelearning.org/statesofmatter.pdf Students can view an on-line slide presentation about phase diagrams at the following website: http://www.wisc-online.com/objects/viewobject.aspx?id=gch6304 Free power point presentations on the states of matter: http://www.freeclubweb.com/powerpoints/science/matter.html BITSTRIPS is a free website that allows students to creatively express their knowledge on a concept http://bitstrips.com/r/f44n BBC BITESIZE The particle model is great interactive video that engages the students with visual, audio and kinesthetic activities http://www.bbc.co.uk/bitesize/ks3/science/chemical_material_behaviour/particle_model/activity/ The following website links to crossword puzzles, quizzes and other activities: http://www.biobus.gsu.edu/8chemsom1/activities%20page.html Unit 1.4 Properties of Atoms and the Periodic Table ---!.5 Weeks A lesson plan in which student investigate the structure of atoms using models: http://www.teach-nology.com/lessons/lsn_pln_view_lessons.php?action=view&cat_id=8&lsn_id=27653 The students will be able to construct a model of the atom for any element. A performance assessment will be made of this task. http://mypages.iit.edu/~smile/ch9217.html Great website for providing an overview of all lessons for middle school chemistry Page 11 of 13
TOOLBOX http://www.middleschoolchemistry.com/lessonplans/ Students will be introduced to the basic information for the elements in most periodic tables: the name, symbol, atomic number, and atomic mass for each element. Students will focus on the first 20 elements. They will try to correctly match cards with information about an element to each of the first 20 elements. Students will then watch several videos of some interesting chemical reactions involving some of these elements http://www.middleschoolchemistry.com/lessonplans/chapter4/lesson2 Background for Teachers Student Activities Other Resources A concise summary of atoms and ions is provided on the following web page: http://www.saburchill.com/physci/chemb/chemb02.html Students will learn about the development of the periodic table of elements and be able to find information about specific elements in the periodic table http://www.pbslearningmedia.org/resource/phy03.sci.phys.matter.lp_pertable/the-periodic-table-of-the-elements/ Create a periodic table out of everyday objects. You may use pictures from magazines,catalogs, clipart, photographs, or actual small objects (No real candy or food). You may use pictures of candy or food. https://www.fsd1.org/schools/southside/jtrussell/documents/chemistry/periodic%20table%20project.pdf This Website provides Teacher /Student activities that introduces multi strategies for teaching atoms and the periodic table https://www.georgiastandards.org/_layouts/georgiastandards/unitbuilder/dmgetdocument.aspx/chemistry-blcok-sequence%20of%20instrucionfindingpatterns.doc?p=39ef345ae192d900f620bfde9c014ce65f48e7e4cc653240b5274c835458844c07202e17172255c9& Free power point presentations on atomic structure and the history of the atom: http://www.freeclubweb.com/powerpoints/science/atomicstructure.html A printable worksheet in which students trace the history of the development of models atomic structure: http://www.freeclubweb.com/powerpoints/science/atomicstructure.html This website provides multiple ideas, activities and strategies that can be implemented when delivering instruction. https://www.pinterest.com/susanspencer64/atoms/ Kahoot! is a classroom response system which creates an engaging learning space, through a game-based digital pedagogy https://getkahoot.com/ Plans Background Unit 1.5 Elements and Their Properties --- 1.5 Weeks A complete unit plan for the periodic table is described at http://teachers.net/lessons/posts/4069.html This lesson introduces students to the Periodic Table and to the Visual Thesaurus as reference tools they can use to learn more about the elements and their properties. Groups of students will investigate a small group of elements, determine their common traits, and create original trading cards to represent these elements and their unique properties https://www.visualthesaurus.com/cm/lessons/the-mighty-elements/ The following website provides a review of the periodic table with links to additional websites: http://www.rapidlearningcenter.com/chemistry/highschool_chemistry/the-periodictable.html Page 12 of 13
for Teachers TOOLBOX http://educators.brainpop.com/academic-standards This website provides teacher with scaffold and differentiated instructional strategies for teaching elements and its properties. http://www.cpalms.org/public/previewresource/preview/76470 Student Activities Other Resources Links to a variety of games about the periodic table can be found at http://reviewgamezone.com/game-list.php?id=46&name=periodic%20table Students will create a book using the information provided in this packet. They can cut out each section and create a study guide for the finished product. https://tcet.unt.edu/tegs/chapter3/color%20coding%20the%20periodic%20table%20blm.doc FunBrain is an activity that allows the student to select their own level of difficulty as they learn the periodic table that contains the elements' symbols and their periodic numbers http://www.funbrain.com/periodic/index.html An online periodic table: http://www.carondelet.pvt.k12.ca.us/periodictable/index.htm An online quiz on the periodic table: http://glencoe.mcgraw-hill.com/sites/0078617650/student_view0/chapter4/section1/self-check_quiz-eng_.html Page 13 of 13