Hillsdale Science Curriculum 2012...Hillsdale Science Curriculum 2012 S.l.S.A.l Core scientific concepts and principles represent the conceptual basis for model-building and facilitate

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Hillsdale Science Curriculum 2012

S.l.S.A.l Core scientificconcepts andprinciples representthe conceptual basisfor model-buildingand facilitate thegeneration of newand productivequestions.

Demonstrate understanding anduse interrelationships amongcentral scientific concepts to reviseexplanations and to consideralternative explanations.

Life Science• Flashcard/Bingo: Cell

Organelles• Modeling: Making a Cell Model• Demo: Diffusion/Osmosis• Problem Solving: Cell

transport (IKI, Starch anddialysis membrane)

• Demo: The Shrinking Egg(Semi Permeability)

• Microscope Lab: The tools ofthe Scientist

• Microscope Lab:Understanding the microscope

• Microscope Booklet: Drawwhat you see

• Lab: Comparing Plant andAnimal Cells

• Project: Classification• Lab: Identifying vertebrates

using a classification key• Lab: Naming Organisms• Lab: Comparing Protozoans• Planting project: Seed

Germination• Lab: Testing for Sugar and

Starch in Foods• Pamphlet: Life Scientist• Lab: Frog Dissection

Earth Science• Lab: Interpreting the Geologic

Time ScalePhysical Science

• Lab: Half-life of PenniesScientific Method and Lab Safety

• Equipment Bingo• Demo: Make a hypothesis

(using yeast, water, sugar,Erlenmeyer flask and balloon)

• Problem Solving: ScientificMethod

• Lab: Testing a Hypothesis• Problem solving: Organizing

Data (tables and graphs)• Metric lab: Length, Mass,

Volume and TemperatureS.l.8.A.3 Predictions and Use scientific principles and models Life Science

explanations are to frame and synthesize scientific • Modeling: Making a Cell Modelrevised based on arguments and pose theories. • Microscope Lab: The tools ofsystematic the Scientistobservations, • Microscope Lab:

accurate Understanding the microscopemeasurements, and • Microscope Booklet: Drawstructured what you seedata/evidence. • Lab: Comparing Plant and

Animal Cells• Lab: Identifying vertebrates



Starch in Foods• Lab: Frog Dissection

Earth Science• Lab: Interpreting the Geologic

Time ScalePhysical Science

• Lab: Half-life of PenniesScientific Method and Lab Safety

• Demo: Make a hypothesis(using yeast, water, sugar,Erlenmeyer flask and balloon)


Data (tables and graphs)Metric lab: Length, Mass,Volume and Temperature

5.1.8.B.1 Evidence isgenerated andevaluated as part ofbUilding and refiningmodels andexplanations.

Design investigations and usescientific instrumentation to collect,analyze, and evaluate evidence aspart of building and revising modelsand explanations.

Life Science• Modeling: Making a Cell

Model• Demo: Diffusion/Osmosis• Problem Solving: Cell



• Microscope Lab: The tools ofthe Scientist

• Microscope Lab:Understanding themicroscope




using a classification key• Lab: Naming Organisms• Lab: Comparing Protozoans

• Planting project: SeedGermination

• Lab: Testing for Sugar andStarch in Foods

• Pamphlet: Life Scientist• Lab: Frog Dissection

Earth Science• Lab: Interpreting the

Geologic Time ScalePhysical Science

• Lab: Half-life of PenniesScientific Method and LabSafety


(using yeast, water, sugar,Erlenmeyer flask andballoon)




5.1.8.B.2 Mathematics and Gather, evaluate, and represent Life Sciencetechnology are used evidence using scientific tools, • Demo: Diffusion/Osmosisto gather, analyze, technologies, and computational • Microscope Lab: The tools ofand communicate strategies. the Scientistresults.





• Lab: Testing for Sugar andStarch in Foods




• Problem solving: OrganizingData (tables and graphs)

• Metric lab: Length, Mass,Volume and Temperature

5.1.8.B.3 Carefully collected Use qualitative and quantitative Life Scienceevidence is used to evidence to develop evidence-based • Demo: Diffusion/Osmosisconstruct and arguments. • Problem Solving: Celldefend arguments. transport (IKI, Starch and

dialysis membrane)• Demo: The Shrinking Egg

(Semi Permeability)• Microscope Lab: The tools of

the Scientist




• Lab: Identifying vertebratesusing a classification key

• Lab: Naming Organisms• Lab: Comparing Protozoans• Planting project: Seed






• Demo: Make a hypothesis(using yeast, water, sugar,Erlenmeyer flask andballoon)


Data (tables and graphs)

• Metric lab: Length, Mass,\ Volume and Temperature

5.1.8.BA Scientific reasoning Use quality controls to examine Life Scienceis used to support data sets and to examine evidence • Microscope Lab: The tools ofscientific as a means of generating and the Scientistconclusions. reviewing explanations. • Microscope Lab:

Understanding themicroscope









• Lab: Half-life of Pennies

Scientific Method and LabSafety





5.1.8.C.1 Monitor one's own thinking asunderstandings of scientificconcepts are refined.


Model• Demo: Diffusion/Osmosis• Problem Solving: Cell








• Lab: Testing a Hypothesis

5.1.8.C.2 Predictions and Revise predictions or explanations Life Scienceexplanations are on the basis of discovering new • Modeling: Making a Cellrevised to account evidence, learning new information, Modelmore completely for or using models. • Demo: Diffusion/Osmosisavailable evidence. • Problem Solving: Cell




• Lab: Comparing Protozoans• Planting project: Seed


Starch in Foods







5.1.8.C.3 Science is a practice Generate new and productive Life Sciencein which an questions to evaluate and refine • Problem Solving: Cellestablished body of core explanations. transport (IKI, Starch andknowledge is dialysis membrane)continually revised, • Demo: The Shrinking Eggrefined, and (Semi Permeability)extended. • Lab: Comparing Plant and

Animal Cells• Lab: Identifying vertebrates



Starch in Foods

S.1.8.D.l Science involvespracticingproductive socialinteractions withpeers, such as

Engage in multiple forms ofdiscussion in order to process,make sense of, and learn fromothersl ideas, observations, andexperiences.

• Lab: Frog DissectionEarth Science

• Lab: Interpreting theGeologic Time Scale

Physical Science• Lab: Half-life of Pennies





Life Science• Lab: Comparing Plant and

Animal Cells• Planting project: Seed

Germination

partner talk, whole- • Lab: Testing for Sugar andgroup discussions, Starch in Foodsand small-group •work. Earth Science

• Lab: Interpreting theGeologic Time Scale

Physical Science• Lab: Half-life of Pennies







Volume and Temperature5.1.8.D.2 In order to Engage in productive scientific Life Science

determine which discussion practices during • Modeling: Making a Cellarguments and conversations with peers, both Modelexplanations are face-to-face and virtually, in the • Demo: Diffusion/Osmosismost persuasive, context of scientific investigations • Problem Solving: Cellcommunities of and model-building. transport (IKI, Starch andlearners work dialysis membrane)collaboratively to • Demo: The Shrinking Eggpose, refine, and (Semi Permeability)

evaluate questions, • Microscope Lab: The tools ofinvestigations, the Scientistmodels, and • Microscope Lab:theories (e.g., Understanding theargumentation, microscoperepresentation, • Microscope Booklet: Drawvisualization, etc.). what you see










(using yeast, water, sugar,Erlenmeyer flask and

balloon)• Problem Solving: Scientific

Method• Lab: Testing a Hypothesis• Problem solving: Organizing


Volume and Temperature

5.1.8.D.3 Instruments of Demonstrate how to safely use Life Sciencemeasurement can tools, instruments, and supplies. • Demo: The Shrinking Eggbe used to safely (Semi Permeability)gather accurate • Microscope Lab: The tools ofinformation for the Scientistmaking scientific • Microscope Lab:comparisons of Understanding theobjects and events. microscope











• Lab: Testing a Hypothesis• Metric lab: Length, Mass,

Volume and Temperature5.1.8.004 Organisms are Handle and treat organisms Lab Safety

treated humanely, humanely, responsibly, and • TE Safety Guide and Safetyresponsibly / and ethically. Rulesethically.

Prior to all units key terms are defined and flipping theclassroom through using BrainPop and Discovery

Education Video Clips

5.2.8.A.1 All matter is madeof atoms. Mattermade of only onetype of atom iscalled an element.

5.2.8.A.2 All substances arecomposed of one ormore ofapproximately 100elements.

Explain that all matter is made ofatoms, and give examples ofcommon elements.

Analyze and explain theimplications of the statement "allsubstances are composed ofelements. "



Germination• Demo: Make a hypothesis






5.2.8.B.2 Chemical changescan occur when twosubstances,elements, orcompounds reactand produce one ormore differentsubstances. Thephysical andchemical propertiesof the products aredifferent from thoseof the reactingsubstances.

Compare and contrast the physicalproperties of reactants withproducts after a chemical reaction,such as those that occur duringphotosynthesis and cellularrespiration.





5.2.8.0.2 Nuclear reactionstake place in theSun. In plants, lightenergy from theSun is transferredto oxygen andcarbon compounds,which incombination, havechemical potentialenergy(photosynthesis) .

Describe the flow of energy fromthe Sun to the fuel tank of anautomobile.



Germination

5.3.6.A.l Systems of thehuman body areinterrelated andregulate the body'sinternalenvironment.

5.3.6.A.2 Essential functionsof plant andanimal cells arecarried out byorganelles.

5.3.8.A.l All organisms arecomposed ofcell(s). Inmulticellularorganisms,specialized cellsperform

Model the interdependence of thehuman body's major systems inregulating its internal environment.

Model and explain ways in whichorganelles work together to meet thecell's needs.

Compare the benefits and limitations ofexisting as a single-celled organism andas a multicellular organism.

Life Science• Lab: Frog Dissection


Model• Lab: Comparing Plant and

Animal Cells


Model• Lab: Comparing Plant and

Animal Cells• Lab: Comparing Protozoans• Lab: Frog Dissection

specializedfunctions. Tissues,organs, and organsystems arecomposed of cellsand function toserve the needs ofcells for food, air,and wasteremoval.

5.3.8.A.2 During the early Relate the structures of cells, tissues, Life Sciencedevelopment of an organs, and systems to their functions • Lab: Frog Dissectionorganism, cells in supporting life.differentiate andmultiply to formthe manyspecialized cells,tissues, andorgans thatcompose the finalorganism. Tissuesgrow through celldivision.

5.3.6.B.l

5.3.8.B.l

Plants areproducers: Theyuse the energyfrom light to makefood (sugar) fromcarbon dioxide andwater. Plants areused as a source offood (energy) forother organisms.Food is brokendown to provideenergy for thework that cells do,and is a source ofthe molecularbuilding blocksfrom which neededmaterials areassembled.

Describe the sources of the reactants ofphotosynthesis and trace the pathway tothe products.

Relate the energy and nutritional needsof organisms in a variety of life stagesand situations, including stages ofdevelopment and periods ofmaintenance.




Starch in Foods


Organelles• Modeling: Making a Cell

Model• Demo: Diffusion/Osmosis

5.3.6.C.1 Various humanactivities havechanged the capacityof the environment tosupport some lifeforms.

Explain the impact of meeting humanneeds and wants on local and globalenvironments.


Organelles• Modeling: Making a

Cell Model• Demo:

Diffusion/Osmosis• Problem Solving: Cell

transport (IKI, Starchand dialysismembrane)

• Demo: The ShrinkingEgg (SemiPermeability)

• Microscope Lab: Thetools of the Scientist


• Microscope Booklet:Draw what you see

• Lab: Comparing Plantand Animal Cells

• Project: Classification• Lab: Identifying

vertebrates using aclassification key

• Lab: NamingOrganisms

• Lab: ComparingProtozoans


• Lab: Testing for Sugarand Starch in Foods

• Pamphlet: LifeScientist

• Lab: Frog Dissection

5.3.6.0.1 Reproduction is Predict the long-term effect of • Reproduction andessential to the interference with normal patterns of Developmentcontinuation of every reproduction.species.

5.3.6.0.2 Variations exist Explain how knowledge of inherited • Heredityamong organisms of variations within and between generationsthe same generation is applied to farming and animal breeding. • Traits and Inheritance(e.g., siblings) and ofdifferent generations(e.g., parent tooffspring) .

5.3.6.0.3 Traits such as eye Distinguish between inherited and • Hereditycolor in human beings acquired traits/characteristics.or fruit/flower color in • Mendel and his Peasplants are inherited. • Traits and Inheritance

5.3.8.0.1 Some organisms Defend the principle that, through • It's Alive!! Or Is It?reproduce asexually. reproduction, genetic traits are passedIn these organisms, from one generation to the next, using • Characteristics ofall genetic evidence collected from observations of Living Things

information comes inherited traits.from a single parent. • HereditySome organismsreproduce sexually, • Meiosisthrough which half ofthe geneticinformation comesfrom each parent.

5.3.8.0.2 The unique Explain the source of variation among • Hereditycombination of siblings.genetic material from • Meiosiseach parent insexually reproducingorganisms results inthe potential forvariation.

5.3.8.0.3 Characteristics of Describe the environmental conditions or • Heredityorganisms are factors that may lead to a change in ainfluenced by cell's genetic information or to an • The Evolution of Livingheredity and/or their organism's development, and how these Thingsenvironment. changes are passed on.

5.3.6.E.l Changes inenvironmentalconditions canaffect the survivalof individualorganisms andentire species.

5.3.8.E.l Individualorganisms withcertain traits aremore likely thanothers to surviveand have offspringin particularenvironments. Theadvantages ordisadvantages ofspecific

Describe the impact on the survival ofspecies during specific times in geologichistory when environmental conditionschanged.

Organize and present evidence to showhow the extinction of a species is relatedto an inability to adapt to changingenvironmental conditions usingquantitative and qualitative data.


Geologic Time Scale


Geologic Time Scale

characteristics canchange when theenvironment inwhich they existchanges. Extinctionof a species occurswhen theenvironmentchanges and thecharacteristics of aspecies areinsufficient to allowsurvival.

5.3.8.E.2 Anatomical Compare the anatomical structures of a Earth Scienceevidence supports living species with fossil records to • Lab: Interpreting theevolution and derive a line of descent. Geologic Time Scaleprovides additionaldetail about thesequence ofbranching ofvarious lines ofdescent.

5.4.6.B.1

5.4.8.B.1

5.4.8.B.2

Successive layersof sedimentary rockand the fossilscontained in themtell the factualstory of the age,history, changinglife forms, andgeology of Earth.Today's planet isvery different thanearly Earth.Evidence for onecelled forms of life(bacteria) extendsback more than 3.5billion years.Fossils provideevidence of how lifeand environmentalconditions have

Interpret a representation of a rocklayer sequence to establish oldest andyoungest layers, geologic events, andchanging life forms.

Correlate the evolution of organisms andthe environmental conditions on Earthas they changed throughout geologictime.

Evaluate the appropriateness ofincreasing the human population in aregion (e.g., barrier islands, PacificNorthwest, Midwest United States)


Geologic Time Scale

changed. The based on the region's history of Physical Scienceprinciple of catastrophic events, such as volcanic • Lab: Half-life of PenniesUniformitarianism eruptions, earthquakes, and floods.makes possible theinterpretation ofEarth's history. Thesame Earthprocesses thatoccurred in the pastoccur today.

Hillsdale Science '-'l.Irriculum 2012

S.1.8.A.l Core scientific conceptsand principles representthe conceptual basis formodel-building andfacilitate the generationof new and productivequestions.

S.1.8.A.2 Results of observationand measurement canbe used to buildconceptual-basedmodels and to searchfor core explanations.

Demonstrate understanding and useinterrelationships among centralscientific concepts to reviseexplanations and to consider alternativeexplanations.

Use mathematical, physical, andcomputational tools to build conceptualbased models and to pose theories.

Properties of Matter• Physical vs. Chemical Lab• Density Block Lab• Hot vs. Cold Demonstration

Elements, Compounds, and Mixtures• Classification of MaUer Lab

Forces and Motion• Speed & Acceleration Lab

Recycled Racers• Newton's Laws of Motion

Interactive Web quest• Newton's Laws Labs• Assessment - Ball and Ramp• Roller Coaster Physics - Interactive

website• Roller Coaster Project - Design,

test, and revise models of coastersProperties of Matter

• Density LabsForces and Motion

• Speed & Acceleration Lab Recycled Racers

• Newton's 2nd Law Labs

Chemical Reactions• .Balancing Equations• Chemical Bonding

The Atom and The Periodic Table• Calculating subatomic particle

values and creating models ofatoms of elements

5.1.8.A.3 Predictions and Use scientific principles and models to The Scientific Methodexplanations are revised frame and synthesize scientific • O-Wing Labbased on systematic arguments and pose theories. Forces and Motionobservations, accurate • Roller Coaster Project - Design,measurements, and test, and revise models of coastersstructured Energydata/evidence. • Assessment - Heat Energy

Transfer

5.1.8.B.1 Evidence is generatedand evaluated as partof building and refiningmodels andexplanations.

Design investigations and use scientificinstrumentation to collect, analyze, andevaluate evidence as part of bUildingand revising models and explanations.


Elements, Compounds, andMixtures

• Classification of Matter Lab

Forces and Motion• Speed & Acceleration Lab -

Recycled Racers• Newton's Laws of Motion

Interactive Web quest• Newton's Laws Labs• Roller Coaster Physics -

Interactive website• Assessment - Ball and Ramp• Roller Coaster Project - Design,

test, and revise models ofcoasters

5.1.8.B.2 Mathematics and Gather, evaluate, and represent Properties of Mattertechnology are used to evidence using scientific tools, • Density Labsgather, analyze, and technologies, and computational Forces and Motioncommunicate results. strategies. • Speed & Acceleration Lab -

Recycled Racers• Newton's 2nd Law Labs• Motion and Forces Probe Labs

using RED data collectorsChemical Reactions

• Balancing Equations• Chemical Bonding

The Atom and The Periodic Table• Calculating subatomic particle

values and creating models ofatoms of elements

• Assessment - Constructing theAlien Periodic Table

5.1.8.B.3 Carefully collected Use qualitative and quantitative The Scientific Methodevidence is used to evidence to develop evidence-based • O-Wing Labconstruct and defend arguments. Forces and Motionarguments. • Roller Coaster Project - Design,


IChemical Properties I• Acid/Base Lab

5.1.8.BA Scientific reasoning is Use quality controls to examine data The Scientific Methodused to support sets and to examine evidence as a • O-Wing Labscientific conclusions. means of generating and reviewing • Assessment - Applying the

explanations. Scientific Method to andExperiment

Forces and Motion• Roller Coaster Project - Design,


Energy• Assessment - Heat Energy

Transfer

5.1.8.C.1 Scientific models andunderstandings offundamental conceptsand principles arerefined as newevidence is considered.

Monitor one's own thinking asunderstandings of scientific concepts arerefined.

The Scientific Method• O-Wing Lab• Assessment - Applying the

Scientific Method to andExperiment


Elements. Compounds. andMixtures

• Classification of Matter Lab

Forces and Motion• Speed & Acceleration Lab -

Recycled Racers• Racing Marbles Lab• Newton's Laws of Motion

Interactive Web quest• Newton's Laws Labs• Assessment - Ball and Ramp• Roller Coaster Physics -

Interactive website• Roller Coaster Project - Design,


Chemical Properties• Acid/Base Lab


TransferS.l.S.C.2 Predictions and Revise predictions or explanations on The Scientific Method

explanations are the basis of discovering new evidence, • O-Wing Labrevised to account learning new information, or using • Assessment - Applying themore completely for models. Scientific Method to andavailable evidence. Experiment

The Atom and Periodic Table• Evolution of the atomic model



• Classification of Matter LabForces and Motion

• Speed & Acceleration Lab -Recycled Racers

• Racing Marbles Lab

• Newton's Laws of MotionInteractive Web quest

• Newton's Laws Labs• Assessment - Ball and Ramp• Roller Coaster Physics -





Transfer

5.1.8.C.3 Science is a practice in Generate new and productive questions The Scientific Methodwhich an established to evaluate and refine core • O-Wing Labbody of knowledge is explanations. • Assessment - Applying thecontinually revised, Scientific Method to andrefined, and extended. Experiment




• Speed & Acceleration Lab -Recycled Racers

• Racing Marbles Lab• Newton's Laws of Motion

Interactive Web quest• Newton's Laws Labs• Assessment - Ball and Ramp• Roller Coaster Physics -

Interactive website

• Roller Coaster Project - Design,test, and revise models ofcoasters

Chemical Properties• Acid/Base La b


Transfer

5.1.8.0.1 Science involvespracticing productivesocial interactions withpeers, such as partnertalk, whole-groupdiscussions, and smallgroup work.

Engage in multiple forms of discussionin order to process, make sense of, andlearn from others' ideas, observations,and experiences.

The Scientific Method• O-Wing Lab




• Speed & Acceleration Lab Recycled Racers

• Racing Marbles Lab• Newton's Laws of Motion

Interactive Web quest• Newton's Laws Labs• Roller Coaster Physics

Interactive website

• Roller Coaster Project - Design,test, and revise models ofcoasters


5.1.8.D.2 In order to determine Engage in productive scientific The Scientific Methodwhich arguments and discussion practices during • O-Wing Labexplanations are most conversations with peers, both face-to- Properties of Matterpersuasive, face and virtually, in the context of • Physical vs. Chemical Labcommunities of scientific investigations and model- • Density Block Lablearners work building. • Hot vs. Cold Demonstrationcollaboratively to pose, Elements, Compounds, andrefine, and evaluate Mixturesquestions, • Classification of Matter Labinvestigations, models, • Interactive Web questand theories (e.g., Forces and Motionargumentation, • Speed & Acceleration Lab -representation, Recycled Racersvisualization, etc.). • Racing Marbles Lab

• Newton's Laws of MotionInteractive Web quest

• Newton's Laws Labs• Roller Coaster Physics -



• Forces of fluids - Demos (windbags, blow dryer and ping pongball, lung model, ping pong balland flow of water)


5.1.8.D.3 Instruments of Demonstrate how to safely use tools, The Scientific Methodmeasurement can be instruments, and supplies. • Safety Scenarios and Equipmentused to safely gather Review

Iaccurate information • Safety Contract

lfor making scientificcomparisons of objectsand events.

5.1.8.0.4 Organisms are treated Handle and treat organisms humanely, The Scientific Methodhumanely, responsibly, responsibly, and ethically. • Safety Scenarios and Equipmentand ethically. Review

• Safety Contract

Prior to all units key terms are defined and flipping theclassroom through using BrainPop and Discovery Education

Video Clips

5.2.8.A.l All matter is made ofatoms. Matter made ofonly one type of atomis called an element.

5.2.8.A.2 All substances arecomposed of one ormore of approximately100 elements.

Explain that all matter is made ofatoms, and give examples of commonelements.

Analyze and explain the implications ofthe statement "all substances arecomposed of elements."

xProperties of Matter

• Defining matter and massThe Atom and The Periodic Table

• Explore the first 18 elements ofthe Periodic Table through thePeriodic Table Basics Activity

Classification of Matter• Create a concept map outlining

the classifications of matter

5.2.8.A.3 properties of solids, Use the kinetic molecular model to Densityliquids, and gases are predict how solids, liquids, and gases • Explain why liquids of differentexplained by a model would behave under various physical densities layerof matter as composed circumstances, such as heating or States of Matterof tiny particles cooling. • Apply the heating and cooling(atoms) in motion. curve to behavior of water

molecules• Demonstrate the arrangement of

molecules in solids, liquids, andgases using cling manipulativemodels

• Hot vs. Cold Demonstration -Observe the motion molecules ofliquids when temperature ischanged. Compare to the relativedensities of liquids.

• Gas Laws - DemosForces and Motion

• Forces of fluids - Demos (windbags, blow dryer and ping pongball, lung model, ping pong balland flow of water)

5.2.8.AA The Periodic Ta ble Predict the physical and chemical Atoms and The Periodic Tableorganizes the elements properties of elements based on their • Identify periodic trends andinto families of positions on the Periodic Table. properties of metals, nonmetalselements with similar and metalloids through theproperties. Periodic Table Basics Activity

• Distinguish family and periodictrends such as reactivity, atomicstructure (subatomic particles),state of matter, and classification

5.2.8.A.5 t:lements are a class of Identify unknown substances based on Properties of Mattersubstances composed data regarding their physical and • Applying knowledge of physicalof a single kind of chemical properties. and chemical properties to predictatom. Compounds are outcomes of reactivity vs. changesubstances that are in form in a Physical vs. Chemicalchemically formed and Labhave physical and Classification of Matterchemical properties • Identifying types matter using athat differ from the dichotomous key and knowledgereacting substances. of physical properties through an

investigation5.2.8.A.7 Substances are Determine the relative acidity and Acids 8r. Bases

classified according to reactivity of common acids, such as • Using various types of indicatorstheir physical and vinegar or cream of tartar, through a (cabbage juice, liquid indicator,chemical properties. variety of student-designed and pH paper) to classify acidsAcids are a class of investigations. and bases in a labcompounds that exhibitcommon chemicalproperties, including asour taste,characteristic colorchanges with litmusand other acid/baseindicators, and thetendency to react withbases to produce a saltand water.

5.2.8.8.1

5.2.8.8.2

When substancesundergo chemicalchange, the numberand kinds of atoms inthe reactants are thesame as the numberand kinds of atoms inthe products. The massof the reactants is thesame as the mass ofthe products.Chemical changes canoccur when twosubstances, elements,or compounds reactand produce one ormore differentsubstances. Thephysical and chemicalproperties of theproducts are differentfrom those of thereacting substances.

Explain, using an understanding of theconcept of chemical change, why themass of reactants and the mass ofproducts remain constant.

Compare and contrast the physicalproperties of reactants with productsafter a chemical reaction, such as thosethat occur during photosynthesis andcellular respiration.

Properties of Matter• Applying knowledge of physical

and chemical properties to predictoutcomes of reactivity vs. changein form in a Physical vs. ChemicalLab

Chemical Reactions• Law of Conservation of Mass,

balancing chemical equationsproblems

Chemical Reactions• Demonstrating balancing chemical

equations with photosynthesisand cellular respiration examplesthat are relative to students fromtheir Life Science course

5.2.8.C.2 Energy is transferredfrom place to place.Light energy can bethought of as travelingin rays. Thermalenergy travels viaconduction andconvection.

CPI#

5.2.8.D.1 When energy istransferred from onesystem to another, thequantity of energybefore transfer equalsthe quantity of energyafter transfer. As an

Model and explain current technologiesused to capture solar energy for thepurposes of converting it to electricalenergy.

Energy• Alternative Energy Project• Energy transformation card

activity• Cooking Reinforcement

Worksheet - Convection andConduction

• Alternative Energy devices• Assessment - Heat Energy

Transfer

Forces and Motion• Newton's 1st Law of Motion Lab• Roller Coaster Physics Interactive

Website• Roller Coaster Project

object falls, its • Modeling the indirect relatlvl1shippotential energy between kinetic and potentialdecreases as its speed, energy using a pendulum andand consequently its Newton's cradlekinetic energy, • Predicting and investigating theincreases. While an energy transformations in aobject is falling, some kinetic vs. potential energy modelof the object's kinetic i.e. marble track, Newton'senergy is transferred to Cradle, Pendulumthe medium throughwhich it falls, settingthe medium intomotion and heating it.

5.2.8.0.2 Nuclear reactions take Describe the flow of energy from the Energyplace in the Sun. In Sun to the fuel tank of an automobile. • Alternative Energy Projectplants, light energy • Alternative Energy devicesfrom the Sun is Chemical Reactionstransferred to oxygen • Demonstrating balancingand carbon chemical equations withcompounds, which in photosynthesis and cellularcombination, have respiration examples that arechemical potential relative to students from their Lifeenergy Science course(photosynthesis).

5.2.8.E.l An object is in motionwhen its position ischanging. The speed ofan object is defined byhow far it travelsdivided by the amountof time it took to travelthat far.

5.2.8.E.2 Forces have magnitudeand direction. Forcescan be added. The netforce on an object isthe sum of all theforces acting on theobject. An object atrest will remain at restunless acted on by anunbalanced force. Anobject in motion atconstant velocity willcontinue at the samevelocity unless actedon by an unbalancedforce.

Calculate the speed of an object whengiven distance and time.

Compare the motion of an object actedon by balanced forces with the motion ofan object acted on by unbalanced forcesin a given specific scenario.

Forces and Motion• Newton's Law of Gravitational

Potential Energy Lab• Rate problems speed = distance *

time• Investigating the question: Do all

objects fall to earth at the samerate? Design and experiment totest this question

Forces and Motion• Newton's Laws of Motion Labs

o 1st Law• Penny, index card,

and cup• Crash test dummies

o 2nd Law• Hall's carriage and

ramp• Slow rollers• Hall's carriage and

pulleyo 3 rd Law

• Bottle rockets• Wash launcher

Throughout the year at the conclusion of each unit students create a Show \\t natYou Know Poster where they synthesize the topics and present them in a new and

creative way.

Documents

Hillsdale Science Curriculum 2012...Hillsdale Science Curriculum 2012 S.l.S.A.l Core scientific concepts and principles represent the conceptual basis for model-building and facilitate