Content Area: Science Course: Geophysical Science · 14. Data Streme Atmosphere Resources 15. 16. 17. Astro Project Astronomy Resources Grading Procedures The final course proficiency

SHORE REGIONAL HIGH SCHOOL DISTRICT

West Long Branch, New Jersey

Content Area: Science Course: Geophysical Science

Mr. Leonard Schnappauf, Superintendent/Principal

Dr. Robert McGarry, Director of Curriculum and Instruction

BOARD OF EDUCATION

Anthony F. Moro, Jr., President

Tadeusz “Ted” Szczurek, Vice President Nancy DeScenza

David Baker Elizabeth Garrigal

Diane Merla Russell T. Olivadotti

Ronald O’Neill Frank J. Pingitore

Paul Rolleri

Date of Last Revision and Board Adoption: 8/27/2009

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Science

Geophysical Science

REVISION PREPARED BY

Meghan McMahon

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Table of Contents Science Program Mission Statement…………………………...……………………………………………...……………...…………..4

Course Description and “Big Ideas”……………………………………………………….……………………….…………………….4

Essential Questions ……………………………………………………………………………………………………………………..4-5

Primary (P) Content Area and Secondary (S) Areas of Focus…………………………………………………………………………….6

Benchmark Objectives…………………………………………………………………………………………………………………….6

Scope and Sequence…………………………………………………………………………………………………………………….6-7

Learning Resources………………………………………………………………………………………………………………………..7

Grading Procedures………………………………………………………………………………………………………………………..8

Course Evaluation……………………………………………………………………………………………………………………… ...8

New Jersey Core Curriculum Content Standards/Cumulative Progress Indicators Addressed in the Course………………………...8-21

Units of Study………………………………………………………………………………………………………………………...22-44

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Science Program Mission Statement The mission of the Shore Regional High School Science program is to help students understand and apply key scientific concepts and principles and develop inquiry and reasoning skills as these relate to the order of the natural world and the implications these have on both the individual and the global society to which the individual belongs.

Course Description and “Big Ideas” This course encompasses the foundations of chemistry and physics as they relate to the earth and space sciences. Special emphasis is placed on the objectives established by the New Jersey Core Curriculum Contents Standards for Science that is assessed on the HSPA. The prerequisite for this course is Biology.

“Essential Questions”

Throughout this course and in the sequence of courses in this content area, students are consistently guided to consider the following essential questions:

1. What constitutes evidence? 2. When do you know you have enough and the right kind of evidence? 3. How can this result be best justified and explained to others? 4. What make a question scientific? 5. What does Safety First demand of us in each setting? 6. What rules are general and what are situation specific? 7. What do we mean in science when we say that we stand on the shoulders of giants? 8. How do science and technology influence each other? 9. How do we use mathematics to model objects, events and relationships in science? 10. How do science and technology influence each other? 11. Are there ways to circumvent physical and social constraints when using technology? 12. How is the overarching concept of systems related to design and technology? 13. How is matter transformed, and energy transferred/transformed in living systems? 14. How are organisms of the same kind different from each other? 15. How does this help them reproduce and survive? 16. How does the understanding of manipulation of genetics, reproduction, development and evolution affect the quality of human

life? 17. How do properties of materials determine their use? 18. What determines the type and extent of a chemical reaction?

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19. How would the universe be different if one or more laws of motion were suspended? 20. How do we know that things have energy? 21. How does understanding the properties of Earth materials and the physical laws that govern behavior lead to prediction of

Earth events? 22. How do changes in one part of an Earth system affect other parts of the system? 23. How do geologic events occurring today provide insight into Earth’s past? 24. How does technology extend human senses and understanding of Earth? 25. What predictable, observable patterns occur as a result of the interaction between the Earth, Moon, and Sun? 26. What causes these patterns? 27. How are planets and other objects in the Solar System similar to and different from Earth? 28. What implications does this have for the existence and sustainability of life? 29. What characteristics does our Sun share with other stars? 30. Is there order to the Universe? 31. How can change in one part of an ecosystem affect change in other parts of the ecosystem? 32. How do humans impact the diversity and stability of ecosystems?

The course also reinforces learning of other Standards and CPI’s already mastered and contributes to the development of mastery of other standards in the areas of Mathematics and Technological literacy.

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Primary (P) Content Area and Secondary (S) Areas of Focus

Benchmark Objectives

These objectives focus on the achievement of the Standards/Big Ideas as they pertain to the specific course content and are listed in the units of study found within this document. Summative assessment of these objectives may occur at the point in the course when instruction of the components parts is completed (typically at the end of a unit), at the end of a marking period, end of the year, or in areas tested by the State when the tests are scheduled.

Scope and Sequence This represents the order in which units or the “big ideas” of the course are taught. The specific unit content, CPI’s addressed, time frame for instruction and how proficiency will be addressed is included in the units that follow. This list serves the teacher as an overview of course implementation and administrators as a basis for review of lesson plans and orientation for classroom observation. The Units included in this course include:

1. Science Skills 2. Earth’s Surface 3. Earth’s Interior 4. Meteorology 5. States and Properties of Matter 6. Atomic Structure and the Periodic Table 7. Chemical Bonds 8. Motion 9. Forces 10. Energy 11. Exploring the Universe

Learning Resources (Textbooks, technology resources, media, primary documents, etc.).

NJCCC Standard NJCCC Standard NJCCCS Standard 1. Visual and Performing Arts 5. Science P 9. Career Education and Consumer/ Family/ Life Skills 2. Health and Physical Education 6. Social Studies 3. Language Arts Literacy 7. World Languages 4. Mathematics S 8. Technology Literacy S

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1. Physical Science: Concepts in Action Textbook, Wysession, Frank Yancopoulos, Pearson 2. Physical Science: Concepts in Action Study Guide Workbook 3. Physical Science Skill Workbook, Instructional Fair Inc. 4. Dr Birdley: Atomic Structure and Chemical Reactions, Nevin Katz 5. Dr. Birdley: Elements, Compounds and Mixtures, Nevin Katz 6. www.explorescience.com 7. www.physicsclassroom.com 8. www.wordle.net 9. www.glogster.com 10. www.phschool.net 11. www.geoteach.com 12. Shore Regional Online Databases 13. www.teachersdomain.org 14. Data Streme Atmosphere Resources 15. www.miamisci.org 16. www.nasa.gov 17. Astro Project Astronomy Resources

Grading Procedures The final course proficiency grade will be the average of the four marking period grades and the department prepared mid-year and final examinations aligned with NJCCCS/CPI and benchmarks for the content studied in the course. Marking period grades will be based on the average of unit grades and any special cross-unit projects. Unit assessments, delineated for each unit, will include such measures as:

1. Written and Performance Measures of proficiency objectives (coded to NJCCS/CPI’s) 2. Records of oral participation in classroom discussions related to unit objectives 3. Records of achievement of lesson objectives (i.e. quizzes, relevant homework) 4. Research paper and Oral Defense assessment

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Course Evaluation

Course achievement will be evaluated as the percent of all pupils who achieve the minimum level of proficiency (final average grade) in the course. Student achievement levels above minimum proficiency will also be reported. Final grades, and where relevant mid-term and final exams, will be analyzed by staff for the total cohort and for sub-groups of students to determine course areas requiring greater support or modification). Course evaluation requires the pursuit of answers to the following questions:

1. To what extent is the course content, instruction and assessments aligned with the required NJCCS? 2. Are content, instruction and assessments sufficient to demonstrate student mastery of the Standards/CPI’s? 3. Do all students achieve the set proficiencies/benchmarks set for the course, including CPI’s designated to be reinforced,

introduced, and developed?

In this course, the goal is that a minimum of 95% of the pupil’s will meet at least the minimum proficiency level (D or better) set for the course. The department will analyze the achievement of students on Unit Assessments, Mid-term and Final Exams and Final Course Grades, with specific attention to the achievement of sub-groups identified by the state to determine if modifications in the curriculum and instructional methods are needed. New Jersey Core Curriculum Content Standards/Cumulative Progress Indicators Addressed in the Course Primary: Science

5.1 (Scientific Processes) All students will develop problem-solving, decision-making and inquiry skills, reflected by formulating usable questions and hypotheses, planning experiments, conducting systematic observations, interpreting and analyzing data, drawing conclusions, and communicating results.

Cumulative Progress Indicator

A. Habits of Mind

Addressed in this course?

1. When making decisions, evaluate conclusions, weigh evidence, and recognize that arguments may not have equal merit.

2. Assess the risks and benefits associated with alternative solutions.

3. Engage in collaboration, peer review, and accurate reporting of findings.

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4. Explore cases that demonstrate the interdisciplinary nature of the scientific enterprise.

B. Inquiry and Problem Solving

1. Select and use appropriate instrumentation to design and conduct investigations.

2. Show that experimental results can lead to new questions and further investigations.

5.2 (Science and Society) All students will develop an understanding of how people of various cultures have contributed to the advancement of science and technology, and how major discoveries and events have advanced science and technology.

Cumulative Progress Indicator

A. Cultural Contributions

Addressed in this

course?

1. Recognize the role of the scientific community in responding to changing social and political conditions and how scientific and technological achievement effect historical events.

B. Historical Perspectives

1. Examine the lives and contributions of important scientists who effected major breakthroughs in our understanding of the natural and designed world.

2. Discuss significant technological achievements in which science has played an important part as well as technological advances that have contributed directly to the advancement of scientific knowledge.

3. Describe the historical origin of important scientific developments such as atomic theory, genetics, plate tectonics, etc., showing how scientific theories develop, are tested, and can be replaced or modified in light of new information and improved investigative techniques.

5.3 (Mathematical Applications) All students will integrate mathematics as a tool for problem-solving in science, and as a means of expressing and/or modeling scientific theories.

Cumulative Progress Indicator A. Numerical Operations

Addressed in this

course?

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1. Reinforce indicators from previous grade level.

B. Geometry and Measurement

1. When performing mathematical operations with measured quantities, express answers to reflect the degree of precision and accuracy of the input data.

C. Patterns and Algebra

1. Apply mathematical models that describe physical phenomena to predict real world events.

D. Data Analysis and Probability

1. Construct and interpret graphs of data to represent inverse and non-linear relationships, and statistical distributions.

5.4 (Nature and Process of Technology) All students will understand the interrelationships between science and technology and develop a conceptual understanding of the nature and process of technology.

Cumulative Progress Indicator A. Science and Technology

Addressed in this

course? 1. Know that scientific inquiry is driven by the desire to understand the natural world and seeks to

answer questions that may or may not directly influence humans, while technology is driven by the need to meet human needs and solve human problems.

B. Nature of Technology

1. Assess the impacts of introducing a new technology in terms of alternative solutions, costs, tradeoffs, risks, benefits and environmental impact.

C. Technological Design

1. Plan, develop, and implement a proposal to solve an authentic, technological problem.

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5.6 (Chemistry) All students will gain an understanding of the structure and behavior of matter. Cumulative Progress Indicator

A. Matter, Energy, and Organization in Living Systems Addressed

in this course?

1. Know that atoms are made of a positive nucleus surrounded by negative electrons and that the nucleus, a tiny fraction of the volume of an atom, is composed of protons and neutrons, each almost 2,000 times more massive than an electron.

2. Know that the number of protons in the nucleus defines the element.

3. Know that an atom’s electron arrangement, particularly the outermost electrons, determines how the atom can interact with other atoms.

4. Explain that atoms form bonds (ionic and covalent) with other atoms by transferring or sharing electrons.

5. Explain how the Periodic Table of Elements reflects the relationship between the properties of elements and their atomic structure.

6. Know that many biological, chemical and physical phenomena can be explained by changes in the arrangement and motion of atoms and molecules.

7. Recognize that the properties of matter are related to the structure and arrangement of their molecules and atoms, such as in metallic and nonmetallic crystals and carbon compounds.

8. Know that different levels of energy of an atom are associated with different configurations of its electrons.

B. Chemical Reactions

1. Explain that the rate of reactions among atoms and molecules depends on how often they encounter one another and that the rate is affected by nature of reactants, concentration, pressure, temperature, and the presence of a catalyst.

2. Show that some changes in chemical bonds require a net input or net release of energy.

5.7 (Physics) All students will gain an understanding of natural laws as they apply to motion, forces, and energy

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transformations. Cumulative Progress Indicator

A. Motion and Forces

Addressed in this

course? 1. Apply the mathematical relationship between the mass of an object, the net force exerted on it, and the

resulting acceleration.

2. Explain that whenever one object exerts a force on another, an equal and opposite force is exerted on the first object.

3. Recognize gravity as a universal force of attraction between masses and that the force is proportional to the masses and inversely proportional to the square of the distance between them.

4. Recognize that electrically charged bodies can attract or repel each other with a force that depends upon the size and nature of the charges and the distance between them and know that electric forces play an important role in explaining the structure and properties of matter.

5. Know that there are strong forces that hold the nucleus of an atom together and that significant amounts of energy can be released in nuclear reactions (fission, fusion, and nuclear decay) when these binding forces are disrupted.

6. Explain how electromagnetic, gravitational, and nuclear forces can be used to produce energy by causing chemical, physical, or nuclear changes and relate the amount of energy produced to the nature and relative strength of the force.

7. Demonstrate that moving electric charges can produce magnetic forces and moving magnets can produce electric forces.

8. Recognize that magnetic and electrical forces are different aspects of a single electromagnetic force.

B. Energy Transformations 1. Explain how the various forms of energy (heat, electricity, sound, light) move through materials and

identify the factors that affect that movement.

2. Explain that while energy can be transformed from one form to another, the total energy of a closed

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system is constant.

3. Recognize that whenever mechanical energy is transformed, some heat is dissipated and is therefore unavailable for use.

4. Explain the nature of electromagnetic radiation and compare the components of the electromagnetic spectrum from radio waves to gamma rays.

5.8 (Earth Science) All students will gain an understanding of the structure, dynamics, and geophysical systems of the earth.

Cumulative Progress Indicator A. Earth's Properties and Materials

Addressed in this

course? 1. Explain the interrelationship of the geosphere, hydrosphere, and the atmosphere.

B. Atmosphere and Weather

1. Describe how weather (in the short term) and climate (in the long term) involve the transfer of energy in and out of the atmosphere.

C. Processes that Shape the Earth

1. Use the theory of plate tectonics to explain the relationship among earthquakes, volcanoes, mid-ocean ridges, and deep-sea trenches.

2. Know that Earth is a system in which chemical elements exist in fixed amounts and move through the solid Earth, oceans, atmosphere, and living things as part of geochemical cycles.

3. Demonstrate that moving electric charges can produce magnetic forces and moving magnets can produce electric forces.

D. How We Study the Earth

1. Analyze the evidence produced by a variety of techniques that is used to understand changes in the Earth that have occurred over time.

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topography fossils rock stratification ice cores radiometric data

1. Explain that while energy can be transformed from one form to another, the total energy of a closed system is constant.

2. Recognize that whenever mechanical energy is transformed, some heat is dissipated and is therefore unavailable for use.

3. Explain the nature of electromagnetic radiation and compare the components of the electromagnetic spectrum from radio waves to gamma rays.

5.9 (Astronomy & Space Science) All students will gain an understanding of the origin, evolution, and structure of the universe.

Cumulative Progress Indicator A. Earth, Moon, Sun System

Addressed in this

course? Reinforce indicators from previous grade levels.

B. Solar System

1. Explain that our solar system coalesced from a nebular cloud of gas and dust left from exploding stars.

C. Stars

6 Describe the physical characteristics, stages of development, and the apparent motions of stars.

D. Galaxies and Universe

9. Describe data gathering and observation technologies and explain how they are used to explore the solar system and beyond.

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10. Cite evidence to describe the scientific theory of the origin of the universe and the current explanations of its evolution.

5.10 (Environmental Studies) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena.

Cumulative Progress Indicator A. Natural Systems and Interactions

Addressed in this

course? 1. Distinguish naturally occurring process from those believed to have been modified by human

interaction or activity.

climate change ozone production erosion and deposition threatened and endangered species

B. Human Interactions and Impact

1. Assess the impact of human activities on the cycling of matter and the flow of energy through ecosystems.

2. Use scientific, economic, and other data to assess environmental risks and benefits associated with societal activity.

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Secondary Content Area: Mathematics 4.3 C Modeling

4.3 C 1 “Use functions to model real world phenomena and solve problems that involve varying quantities.”

Secondary Content Area: Technological Literacy

8.1.12 A and B

8.1 A 5. “Produce a multimedia project using text, graphics, moving images, sound”

8.1 B 7. “Evaluate information sources for accuracy, relevance and appropriateness.”

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Unit 1: Science Skills

Unit Question(s) Objectives Resources Formative Assessment Strategies

Pacing Guide

Marking Period

1. How do science and technology influence each other?

2. How do scientists use their observations?

3. How do SI units help scientists communicate information more effectively?

Students will be able to:

1. Explain how science and technology are related.

2. Describe the steps of the scientific method.

3. Compare and contrast facts, theories and laws

4. Explain the importance of safety.

5. Perform calculations involving scientific notation and conversion factors.

6. Identify the metric and SI units used in science and convert between common metric prefixes.

7. Compare and contrast accuracy and precision.

8. Relate the Celsius, Kelvin and Fahrenheit temperature scales.

9. Organize and analyze data using graphs.

10. Explain the importance of communicating data.

1. Physical Science: Concepts in Action Textbook

2. Physical Science: Concepts in Action Study Guide

3. Physical Science Skills workbook

1. Review of Study Guides 1.1-1.4

2. Discussion of lab procedures and conclusions

3. Metric System Conversions done together as a class

4. PowerPoint presentations on Measurement, Technology, Scientific Method and Organizing Data

5. Obscertainer Activity

6. Temperature conversion problems reviewed together as a class

2 weeks 1

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Standards Instructional Activities, Methods,

and Assignments

Unit Summative Assessment(s)

5.1.12 A-C

5.3.12 A

5.3.12 D

5.4.12A

1. Study Guides 1.1-1.4

2. Create a concept map of Natural Science

3. How Scientists Do Science Lab

4. Scientific Notation Math Practice

5. Converting between metric units practice problems

6. Precision and Accuracy Lab

7. Converting between temperature scales worksheet

8. PowerPoint notes on Scientific Method, Metric Conversions and Organizing Data

9.Density on the Internet Activity

10.Using Correct Units Practice worksheet

11.Ob-Scertainer Activity

12. Graphing Practice

1. Science Skills Test 2. Quiz on metric system

3. Science Skills Test Essay

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Unit 2: Earth’s Interior


Pacing Guide

Marking Period

1. How can one type of rock change into another type of rock?

2. How do the parts of Earth of affect one another?

3. What types of mineral resources are found in the earth’s crust and how are they useful to humans?

4. How do the three types of rock form and what are their characteristics?

5. What evidence is available to support the theory of plate tectonics?

6. How has the movement of the plates impacted Earth through time? How does it affect us now?


1. Describe the main layers of Earth’s interior.

2. Distinguish between rocks and minerals and explain several properties used to identify minerals.

3. Classify rocks as igneous, sedimentary or metamorphic and explain how they form.

4. Describe the processes by which rocks continually change from one type to another in the rock cycle.

5. Relate how the theory of plate tectonics explains sea floor spreading, subduction, and the formation of mountains.

6. Explain the mechanisms of plate movement

7. Explain why earthquakes occur and how their energy is propagated as seismic waves.

8. Explain how earthquakes are measured and how earthquake data is used to learn about Earth’s interior.

9. Describe the different types of volcanoes and where they are typically located

10. Relate the type of eruption to the characteristics of magma



3. www.wordle.net

4. www.phschool.net

5. www.geoteach.com

6. Geoteach Cd rom

7. www.teachersdomain.org

1. Project presentation

2. Individual Mineral and Rock ID

3. PowerPoint review on rocks and minerals

4. Mineral Mania board game

5. Locating Epicenter practice using overhead

6. Discussion of plate tectonics and earthquake/ volcano placement

7. Think Pair Share with mineral samples

8. Review of minerals and rocks

8 weeks 1

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and Assignments


5.8.12A

5.8.12C

5.8.12D

4.3.12C

5.1.12A

5.1.12B

5.3.12C

1. Use wordle.net to describe a set of vocabulary terms

2. Lab: Identifying Minerals

3. Reading: Minerals and the Environment

4. PowerPoint Presentations

5. Do now’s


7. Video: Splendid Stones

8. Lab: Rock Identification

9. Rock Cycle Practice Worksheet

10. Lab: Far Flung Fossils and continental drift

11. Theory of Plate Tectonics reinforcement

12. Lab: Locating an Earthquake Epicenter and determining magnitude

13. Activity: Modified Mercalli Scale

14. Lab: Volcanoes-where and why

15. Video: National Geographic Volcanoes

16. Online assignment: Earthquakes in your state

17. Project: Geology in Advertising

1. Rock and Mineral Test 2. Tectonics Test

3. Unit Test Essay 4. Quiz on Rock and Mineral Identification

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Unit 3: Earth’s Surface


Pacing Guide

Marking Period

1. How does weathering change Earth’s surface?

2. How do glaciers move and affect Earth’ surface through erosion?

3. What is the importance of relative and absolute dating?


1. Describe the processes by which erosion wears down and carries away rock

2. Distinguish between chemical and mechanical weathering and describe the factors that affect the rate of weathering

3. Explain how the force of gravity contributes to erosion by mass movement

4. Identify features formed by erosion and deposition due to running water

5. Describe the formation and movement of glaciers and identify features formed by glacial erosion and deposition

6. Distinguish between relative and absolute dating of rocks.

7. Calculate the age of rocks using carbon dating



3. Geoteach Cd Rom

1.Students create a mnemonic device to remember all of the sources of fresh water on Earth.

2.Venn diagram comparing chemical and mechanical weathering

3.Create flashcards of features caused by erosion and deposition from glaciers and wind

4. Review of absolute and relative dating using geoteach tutorial

5. Is it weathering or erosion? PowerPoint game

6. Review of study guides


4 weeks 1-2

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Standards

Instructional Activities, Methods, and Assignments


5.8.12A

5.8.12C

5.8.12D

4.3.12D

5.1.12A

5.1.12B

5..3.12C

5.3.12D

1. Lab 23A: Constructing a Relief Map

2. PowerPoint presentations

3. Geotech tutorial on relative and absolute dating

4. Study Guides for the water cycle,, weathering, rivers, glaciers and absolute dating

5. Lab: Geologic Age

6. Half life problems 7. Relative Dating Worksheet

8. Relative dating tutorial(geoteach cd)

9. Study Guides 23.1 –23.6 10. Activity: Groundwater

Depletion 11. Project: “Water” we going to

do? 12. Lab: Determine Ground water

contamination 13. Activity: Sedimentators

14. Relationship of Transported sediment to water velocity

15. Activity: Visual Assessment of School Creeks

16. Lab: glacial budgets

1. Unit Test

2. Unit Test Essay 3. Quiz on Relative and Absolute Dating

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Unit 4: Meteorology

Unit Question(s) Objectives Resources Formative

Assessment Strategies

Pacing Guide

Marking Period

1. How do parts of the geosphere and hydrosphere impact the atmosphere?

2. How do meteorologists predict the weather?

3. What is the reason for the seasons?

4. How does the atmosphere make life on Earth possible?


1. Describe Earth’s atmosphere and explain how it essential to life.

2. Describe the layers of the atmosphere and their properties.

3. Explain how the seasons are caused by the tilt of the Earth on its axis.

4. Explain why different latitude zones have different average temperatures.

5. Explain how local and global winds are produced.

6. Describe the formation and characteristics of cloud forms

7. Describe how air masses form and how they are classified.

8. Identify the four types of fronts and the weather associated with them.

9. Interpret weather maps and predict the weather for one week.

1. Physical Science Textbook

2. Physical Science Study Guide Workbook

3. Weather Cycler

4. www.glogster.com

5. Datastreme atmosphere curriculum

1. Create flashcards showing ways that the atmosphere protects Earth and provides conditions suitable for life.

2. Before addressing the cause for the seasons, have students brainstorm lists of things they know about seasons and their cause.

3. Work in groups to design a graphic that explain why there is often precipitation at the edge of a front.



3 weeks 2

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and Assignments


5.8B

8.1.12A

8.1.12B

5.1.12A

5.1.12B

5.3.12D

1. Glogster multimedia poster project on weather phenomena

2. Lab: Modeling global warming

3. Activity: NOAA Forecasting Student Activity Book


5. Layers of the atmosphere worksheet

6. Lab: Weather Cycler

7. Permeability, Porosity worksheet

8. Video: National Geographic Storms

9. Labeling Weather Map

10. Interpreting weather map

11. Data Streme Atmosphere Activities

1. Unit Test on Meteorology 2. Unit Essay

3. Quiz on Fronts and air masses

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Unit 5: States and Properties of Matter


Pacing Guide

Marking Period

1. How does the kinetic energy of molecules determine phase changes?

2. How can phase changes be used to create fresh water?


1. Describe the characteristics of an element and compound.

2. Distinguish between a pure substance and a mixture

3. Classify mixtures as homogeneous or heterogeneous

4. Distinguish chemical changes from physical changes.

5. Describe the five states of matter

6. Explain the behavior of substances using kinetic theory

7. Explain Charles’s law, Boyle’s law and the combined gas law.

8. Apply gas laws to solve problems involving gases.

9. Explain what happens to the motion, arrangement and average kinetic energy of molecules during phase changes.

10. Describe the six phase changes.

Physical Science Textbook

Physical Science Study Guide Workbook

Physical Science Lab Manual

Dr Birdley chemistry comic strips

www.miamisci.org

1. Discussion of do now’s

2. Review of Study Guides

3. Create three questions on the unit and share one with the class.

4. Gas law problems on the board and completion of problems as a class.

5. Reading of Birdley comic strip by members of the class.


2 weeks 2

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Standards



5.7.12A

5.7.12B

5.3.12A

5.3.12B

5.1.12A

5.1.12B

1. PowerPoint Presentations on the gas laws, phase changes, and classifying matter.

2. Dr Birdley : Composition of Matter

3. Lab: Using Properties to Identify Materials

4. Lab: Determining the densities of liquids

5. Study Guides for properties of matter and states of matter

6. Physical vs. Chemical changes worksheet

7. Internet lesson on kinetic energy

8. Substances Vs. Mixtures worksheet

9. Plotting Phase Changes

10. Gas Laws problems

1. Unit Test on Matter

2. Unit Essay on Matter 3. Quiz on mixtures

4. Quiz on Gas Laws

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Unit 6: Atomic Structure and the Periodic Table


Pacing Guide

Marking Period

1. How have previous models of the atom helped to construct the model we use today?

2. How does the position of an element on the periodic table relate to the reactivity?

3. What do the parts of an atom tell us about the element?

Students will be able to: 1. Describe ancient Greek models of

matter.

2. Explain how Thompson and Rutherford used data from experiments to produce their atomic models.

3. Identify three subatomic particles and compare their properties.

4. Distinguish the atomic number of an element from the mass number of an isotope, and use these numbers to describe the structure of atoms.

5. Explain how the electron cloud model represents the behavior and locations of electrons in atoms.

6. Describe Bohr’s model of the atom and the evidence for energy levels.

7. Describe the arrangement of elements in the modern periodic table.

8. Explain how the atomic mass of an element is determined and how atomic mass units are defined.

9. Describe how properties of elements change across a period.

10. Relate the number of valence electrons to groups in the period table and to properties of elements in those groups.

11. Predict reactivity based on location.

12. Describe some properties of common A group elements.

Physical Science Textbook

Physical Science Study Guide Workbook

Physical Science Lab Manual

1. Review on board and discussion on electron configurations.

2. Walk around and assist students working individually on an electron configuration.

3. Review game on reading the periodic table.

4. Dr Birdley comics read together and discussed.

5. Study Guides are reviewed together and discussed


4 weeks 3

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and Assignments


5.6.12A

5.2.12B

5.3.12A

8.1.12A

8.1.12B

5.1.12A

5.1.12B

5.2.12B

1. Lab: Modeling an Electron Cloud

2. Lab: Using Clues to Identify Elements

3. Lab: Predicting the Density of an element

4. Lab: Comparing the Chemical Properties within a Group

5. PowerPoint presentation on the history of the atom

6. PowerPoint presentation on the modern atomic model

7. PowerPoint on the periodic table.

8. Group research project on one atomic model and the experiments done to create that model

9. Average Atomic Mass Worksheet

10. Dr Birdley: Subatomic Particles

11. Parts of an Atomic worksheet

12. Study Guides for Atomic Structure and the Periodic Table (4.1-5.3)

13. Create Bohr’s model diagrams

14. Electron configuration practice

15. Number of atoms in a formula

16. Find that element practice

17. Dr Birdley: Mendeleev

1. Test on Atomic Structure 2. Test on the periodic table

3. Unit Essay 4. Quiz on the history of the atom

5. Quiz on reading the periodic table

29

Unit 7: Chemical Bonds


Pacing Guide

Marking Period

1. How can we determine the type of bond that is formed?

2. What makes bonds strong?

3. How can we use the name of a bond to determine the type of bond that has taken place?


1. Recognize stable electron configurations.

2. Predict an elements properties using number of valence electrons and electron dot diagrams.

3. Describe how ionic bonds form and how ionization energy affects the process

4. Predict the composition of an ionic compound from its chemical formula

5. Describe how covalent bonds form and the attractions that keep atoms together in molecules

6. Compare polar and nonpolar bonds, and demonstrate how polar bonds affect the polarity of a molecule.

7. Compare the attractions between polar and nonpolar molecules

8. Recognize and describe binary ionic compounds, metals with multiple ions, and polyatomic ions

9. Name and describe chemical formulas for ionic and molecular compounds.



3. Physical Science Lab Manual

1. Construct concept map of the terms reactants, products, equations, coefficients and moles.

2. Give students a chemical equation and ask them to determine whether the equation is balanced and to explain how conservation of mass applies.

3. Think Pair Share: Explain how simple definitions relate to the different types of reactions.

4. Balance equations as a class on the board



2 weeks 3

30


and Assignments


5.6.12A

5.3.12A

5.3.12B

5.1.12B

1. Lab: Using Single Replacement Reactions

2. Study Guides 7.1 -7.3 3. Balancing Equations

4. Classifying Chemical Reactions worksheet

5. Dr Birdley: Conservation of Mass

6. Conservation of Mass Problems

1. Chemical Reactions Quiz. 2. Chemical Bonds Test

3. Chemical Bonds Essay

31

Unit 8: Motion


Pacing Guide

Marking Period

1. How can understanding various physical properties about motion be useful in understanding everyday occurrences?

2. How do the principles of physics affect your daily life?

Students will be able to: 1. Identify frames of

reference and describe how they are used to measure motion

2. Identify appropriate SI units for measuring distances

3. Distinguish between distance and displacement

4. Calculate displacement using vector addition

5. Compare and contrast average and instantaneous speed

6. Interpret distance time graphs

7. Calculate the speed of an object using slopes

8. Calculate acceleration 9. Interpret speed and time

graphs 10. Classify acceleration as

positive or negative



3. Physical Science Skills Workbook

4. www.physicsclassroom.com

1. Review of Study Guides as a class

2. Velocity and Acceleration problems done together on the board

3. Individual classroom velocity and acceleration problems

4. Review game for test


2 weeks 3

32


and Assignments


5.7.12 A

5.7 .12B

4.3.12C

5.1.12A

5.1.12B

5.3.12A

5.3.12B

5.3.12C

5.3.12D

1. PowerPoint presentations 2. Interactive do now’s 3. Lab11B: Investigating free

fall 4. Quick lab: Comparing

distance and displacement 5. Inquiry Lab: How does a

balloon powered jet work? 6. Quick lab: observing the

effects of friction 7. Build science skills:

measuring 8. Math Practice: Acceleration 9. Study Guides for Motion 10. Speed Practice Problems 11. Acceleration Practice

Problems

1. Motion Test 2. Motion Test Essay

3. Quiz on Speed 4. Quiz on Acceleration

33

Unit 9: Force


Pacing Guide

Marking Period

1. In what ways do we witness the effects of Newton’s three laws in everyday life?

2. How do the principles of physics affect your daily life?

Students will be able to: 1. Describe examples of force and

identify appropriate SI units used to measure force

2. Explain how the motion of an object is affected when balanced and unbalanced forces at on it

3. Compare and contrast the four kinds of friction

4. Describe how earth’s gravity and air resistance affect falling objects

5. Describe Newton’s first law of motion and its relation to inertia

6. Describe Newton’s second law of motion and use it to calculate acceleration , force and mass values

7. Relate the mass of an object to its weight

8. Explain how action and reaction forces are related according to Newton’s third law

9. Calculate momentum 10. Describe and calculate pressure 11. Identify appropriate SI units for

pressure 12. Describe the relationship between water

depth and pressure 13. Describe how forces from pressure are

distributed at a given level in a fluid 14. Explain how altitude affects air

pressure 15. Describe how pressure is transmitted in

a fluid according to Pascal’s principle 16. Explain how the speed and pressure of

a fluid are related according to Pascal’s principle






2. Force diagrams done on the board


4. Momentum problems done together on the board

5. Expert groups on Newton’s laws

6. Pressure calculations done together as a class


3 weeks 4

34


and Assignments


5.7.12 A

5.7 .12B

4.3.12C

5.3.12A

5.3.12B

5.1.12A

5.1.12B

1. Lab 12B: Testing Galileo’s hypothesis

2. Build Science Skills: Predicting

3. Lab 13A: Investigating Sinking and floating

4. Exploration lab: determining buoyant force

5. PowerPoint presentations 6. Interactive do now’s 7. Force diagrams 8. Newton’s laws reinforcement

worksheets 9. Isaac Newton Internet web

quest 10. Study Guides 12.2-12.4 11. Momentum problems

1. Force Test 2. Newton’s 2nd law quiz

3. Newton’s Laws Test Essay

35

Unit 10: Energy


Pacing Guide

Marking Period

1. If energy is conserved, why are we always worried about having enough?

2. Do you agree that alternative energy sources need to be vigorously pursued in the United States?

Students will be able to: 1. Relate kinetic energy to mass

and speed and calculate these quantities

2. Analyze how potential energy is related to an object’s position and give examples of gravitational and elastic potential energy

3. Sole equations that relate an objects gravitational potential energy to its mass and height

4. Describe energy conversions 5. State and apply the law of

conservation of energy 6. Classify energy resources as

renewable or nonrenewable 7. Evaluate benefits and

drawbacks of different energy sources

8. Describe ways to conserve energy resources

1.Physical Science Textbook

2.Physical Science Study Guide Workbook



1. Evaluation of presentation


3. Review of potential and kinetic energy problems


3 weeks 4

36


and Assignments


5.7.12 A 5.7 .12B 8.1.12A 8.1.12B 5.1.12A 5.1.12B 5.3.12A 5.3.12B 5.4.12B

1. Consumer lab: Determining mechanical advantage

2. Quick l4a: Investigating elastic potential energy

3. Demo: burning a peanut 4. Lab 15A: Determining the

effect of mass on kinetic energy

5. PowerPoint Presentation 6. Interactive do now’s 7. Alternative energy research

project and presentation 8. Potential and kinetic energy

worksheets 9. Potential and kinetic energy

problems 10. Study Guides 15.1-15.4

1. Energy Test 2. Alternative Energy project

3. Energy Essay 4. Quiz on Potential and Kinetic Energy

37

Unit 11: Exploring the Universe


Pacing Guide

Marking Period

1. What would happen to the planets if the sun were not there?

2. How long does a star live?

3. How do scientists study the universe?


1. Describe the orbits of the planets around the sun and explain how gravity and inertia keep the planets in orbit.

2. Compare the terrestrial planets and describe characteristics of each

3. Compare the gas giants and describe characteristics of each

4. Relate the nebular theory to the orbits of the planets and the composition and size of the planets

5. Classify stars according to chemical and physical properties

6. Interpret the h-r diagram

7. Predict what happens to a star when it runs out of fuel

8. Classify galaxies based on their appearance and composition and describe the four main types of galaxies



3.www.nasa.gov

4. Astro Project Astronomy Activity Binder

1. Construction of poster size H-R diagram created by the entire class.

2. Discussion of the Hubble Deep Field


4. Thousand yard solar system model where all students participate


3 weeks 4

38

Standards



5.9.12A

5.9.12B

5.9.12 C

5.9.12 D

5.3.12C

5.4.12A

1. PowerPoint presentations

2. Do now’s 3. Lab: modeling a neutron star

4. Lab: Modeling an asteroids path

5. Study Guides 25.1-26.3 6. Activity: Reason for the

Seasons 7. Math Activity: Earth’s

distance from the sun throughout the year

8. Construction of a star map 9. Activity: Venus topography

box 10. Activity: A question of scale

11. Lab: the thousand yard model 12. Activity: The expanding

universe 13. Hubble Deep Field: How

many galaxies are there?

1. Astronomy Test

2. Astronomy Essay

Documents

Content Area: Science Course: Geophysical Science · 14. Data Streme Atmosphere Resources 15. 16. 17. Astro Project Astronomy Resources Grading Procedures The final course proficiency