Unit 1-8-Physical Science Curriculum Map 2011-2012€¦ · Safety evaluation Lab ... Opinionnaire Textbook Correlations activities, textbook correlations, GLEs and websites ... organizational

Lafayette Parish School System Curriculum Map Physical Science

Unit 1: Introduction to Inquiry, Observations, Measurements and Experimental Design Time Frame: 4 weeks August 12- September 12, 2011 Unit Description- Utilizing inquiry process skills, this unit will focus on making accurate, objective observations in addition to asking and developing testable questions as the foundation to scientific inquiry Student Understandings- Students will gain skill in metric conversion, utilize inquiry process skills to design their own experiment, and determine density as one of many identifying properties of matter. They will also develop skills in the use of proper laboratory procedures with a strong emphasis on safety. GLE # GLEs

Skills/Guiding Questions Instructional Notes/Strategies/Resources Additional

Resources SI 10. I Given a description of

an experiment, identify appropriate safety measures (SI-H-A7)

Comprehension/analysis • Can students display proper

laboratory safety procedures?

Focus: Glencoe--Textbook Correlations—Unit 1 –Motion and Forces Chapter 1—The Nature of Science-pp. 4-41 Chapter 2—Motion---pp. 42--69 See detailed units for activities, textbook correlations, GLEs and websites Activity 1: Safety (SI GLE 10) Students will learn about the importance of understanding the rules. Teacher demonstration and optional video on safety. Activity 1- Student Safety Contract

BLM-Rules of Lab Conduct Worksheets 1. Activity 1 & 3. Safety evaluation Lab—A Cool Experiment

Content Literacy Strategies Learning Logs Opinnionaire Brainstorm RAFT

SI 2, (E)

Describe how investigations can be observation, description, literature survey, classification, or experimentation (SI-H-A2)

Knowledge/Comprehension

• Can students make quality observations and ask testable questions?

Focus: Activity 2: Demonstration Making Observations(SI GLEs: 2, 5, 12; PS GLE: 2) Students will practice making precise, detailed, and complete observations and realize that investigations can be totally observational in nature, provided the observer records meaningful data

Egg In A Bottle

SI-5, (E)

Utilize mathematics, organizational tools, and graphing skills to solve problems (SI-H-A3)

Comprehension/Analysis • Can students utilize accurate

metric measurements in solving problems?

• Can students demonstrate

technique used when solving problems

Focus: Activity 2: Demonstration Making Observations Students will practice making precise, detailed, and complete observations and realize that investigations can be totally observational in nature, provided the observer records meaningful data

Egg In A Bottle

SI-12. (C)

Cite evidence that scientific investigations are conducted for many different reasons (SI-H-B2

Comprehension Focus: Activity 2: Demonstration Making Observations Students will practice making precise, detailed, and complete observations and realize that investigations can be totally observational in nature, provided the observer records meaningful data

Egg In A Bottle

PS GLE: 2

Gather and organize data in charts, tables, and graphs (PS-H-A1)

Application/Synthesis Can students organize quantitative data into tables and graphs?

Focus: Activity 2: Demonstration Making Observations Students will practice making precise, detailed, and complete observations and realize that investigations can be totally observational in nature, provided the observer records meaningful data

Egg In A Bottle

(SI GLEs:

Write a testable question or hypothesis

Knowledge/Synthesis Can students utilize accurate metric

Focus: Activity 3: Inquiry and Experimental Design (SI GLEs: 1, 3, 4, 5,

Chapters 1-2 See detailed units for

1, when given a topic (SI-H-A1)

measurements in solving problems?

9, 10; PS GLEs: 1, 2;) Further develop student inquiry process skills. The experiment should provide accurate and reasonable data to analyze, permitting the collection of information that addresses the framing question of their investigation. Content Literacy Strategies Opinionnaire Textbook Correlations

activities, textbook correlations, GLEs and websites

SI-3,(C) Plan and record step-by-step procedures for a valid investigation, select equipment and materials, and identify variables and controls (SI-H-A2)

Knowledge/Synthesis

Activity 3: Inquiry and Experimental Design Further develop student inquiry process skills. The experiment should provide accurate and reasonable data to analyze, permitting the collection of information that addresses the framing question of their investigation. Content Literacy Strategies Opinionnaire Textbook Correlations

Chapters 1-2 See detailed units for activities, textbook correlations, GLEs and websites

SI -4,(E) Conduct an investigation that includes multiple trials and record, organize, and display data appropriately (SI-H-A2)

Application Can students organize quantitative data into tables and graphs?

Focus Students will compare the results of calculations to some known standard and determine possible errors or uncertainty.

Activity 4-Making Measurements(SI GLEs: 4, 5, 15; PS GLEs: 1)

Lafayette Parish School System

Curriculum Map Physical Science

Unit 2: Nature of Matter Time Frame: 4 weeks September 13, 2011—October 11, 2011 Unit Description - The classification and properties of matter are explored by utilizing inquiry processes and modeling techniques, with an emphasis on differentiation among elements, compounds, and mixtures. The kinetic molecular theory is examined through the study of dissolving rates, modeling molecular behavior, and observing. Student Understandings -‐ Students should understand the various classifications of matter and how they are connected. Students will learn to differentiate among elements and compounds, which can only be separated or rearranged through chemical processes, as well as mixtures, which can be separated through various physical processes. Students develop and explain models of the Kinetic Theory of Matter and analyze phase changes among substances. Students will understand that matter exists as pure substances or mixtures. GLE # GLEs

Evidence / Assessments of

learning Instructional Notes/Strategies Additional Resources

SI GLEs: 5. (E)


Comprehension/Analysis Can student classify matter based on observable and measurable properties

Glencoe Textbook Correlations—Units 3 and 6 Chapter 14—Solids, Liquids, and Gases—pp. 430---459 Chapter—15- Classification of Matter—pp. 460---485 Chapter-21—Solutions—pp. 644--675 Focus: Differentiate between different types of matter

Activity 1: Classifying Matter Teacher to display several types of matter (e.g., elements, compounds, and mixtures) such as copper, carbon, sodium chloride, copper sulfate, distilled water, ammonium nitrate, a saline solution, sucrose or sugar solution, iron filings mixed with sulfur, mossy zinc, and iron filings mixed with salt Students will view each type of matter as an element, compound, or mixture and to identify whether they are homogeneous or a heterogeneous mixture.

Activity 1 - Students to work independently to complete a word grid on the classification of matter using common substances mentioned above. Content Literacy Strategies Word Grid Textbook Correlations Chapters 1-2 Other Sources of Information For information about elements, compounds, and mixtures:

• http://library.thinkquest.org/19957/matter/compelemixbody.html?tqskip1=1

• Concept drawings of compounds, elements, and mixtures: http://www.darvill.clara.net/hotpots/emc.htm

• Video

SI-GLE: 11 (C)

Evaluate selelected theories based on suportig evidence (SI-H-A3)

Evaluation/Comprehension

PS GLE: 11 (C)

Investigate and classify common materials as elements, compounds, or mixtures (heterogeneous or homogeneous) based on their physical properties(PS-H-C1)

Application/Synthesis/Analysis

Activity 2: Flowchart of Matter Vocabulary Cards Flow Chart or concept Map (show relationship between terms)

SI Utilize mathematics, Comprehension/Analysis Focus: Student mastery of terms

GLEs: 5 (E)

organizational tools, and graphing skills to solve problems (SI-H-A3)

Activity 2: Flowchart of Matter Vocabulary Cards Flow Chart or concept Map (show relationship between terms) Students to learn to recognize the connections between words, examples of the word, and the critical attributes associated with the term. Content Literacy Strategies Vocabulary Self-Awareness Learning Logs Textbook Correlations Chapter 2 See Comprehensive Curriculum for activities Use Websites Videos

SI GLEs: 3 (C)

Plan and record step-by-step procedures for a valid investigation, select equipment and materials, and identify variables and controls (SI-H-A2)

Synthesis/Knowledge/Application Can student differentiate the types of mixtures?

Can student describe how stated factors affect rate of dissolving?

Focus: Techniques to separate various mixtures Activity 3: Separation of Mixtures Students will learn how to separate mixtures with various sized components using an array of scientific techniques, design a separation technique based on physical properties for a mixture of salt and iron filings. Content Literacy Strategies Brainstorming Textbook Correlations Chapter 2 See Comprehensive Curriculum for activities Use Websites Videos

PS GLE: 14 (C)

Investigate and compare methods for separating mixtures by using the physical properties of the components (PS-H-C4)m(PS-H-C1)

Application/Analysis

SI GLE: 7 (E)

Choose appropriate models to explain

Application/Knowledge

Can student utilize the kinetic molecular theory to describe the properties and

structure of the different states of matter?

Focus: Techniques to separate various mixtures Activity 3: Separation of Mixtures Content Literacy Strategies Brainstorming

scientific knowledge or experimental results (e.g., objects, mathematical

Focus: Kinetic energy and the random movement of particles Activity 4: Kinetic Molecular Theory Students will learn that the kinetic-molecular theory states that particles (atoms

relationships, plans, schemes, examples, role-playing, computer simulations) (SI-H-A4)

or molecules), all of which are in constant, random motion. Brownian motion (named after the Scottish botanist Robert Brown) is the seemingly random movement of particles suspended in a fluid (i.e. a liquid such as water or air) BLM – Kinetic Molecular Theory PhET States of Matter – Phases, Matter, Solid, Liquid, Gas, Pressure Worksheets Content Literacy Strategies Split Page Notetaking Textbook Correlations Chapter 3 (p.70) See Comprehensive Curriculum for activities For information about the Kinetic Molecular Theory: www.psinvention.com/kinetic.htm

PS GLE: 20 (C)

Predict the particle motion as a substance changes phases (PS-H-C7) (PS-H-C3)

Application

SI GLE: 2 (E)


Knowledge/Analysis Can students identify how thermal energy is transferred?

Focus: Review Kinetic Molecular Theory Activity 5: Thermal Energy and How it Moves Students will learn the relationship between molecules and the energy they pass; how heat is transferred via radiation, conduction and convection Content Literacy Strategies Learning logs Textbook correlations: Chapter 3

SI GLE: 9

Write and defend a conclusion based on

Knowledge/Synthesis/Eval

(E)

logical analysis of experimental data (SI-H-A6) (SI-H-A2)

uation

SI GLE: 12 (C)

Cite evidence that scientific investigations are conducted for many different reasons (SI-H-B2)

Comprehension

PS GLE: 40 (C)

Demonstrate energy transformation and conservation in everyday actions (PS-H-F2)

Knowledge/Application

ESS GLE: 7 (C)

Analyze how radiant heat from the Sun is absorbed and transmitted by several different earth materials (ESS-H-A5)

Analysis

SI GLEs: 3 (C)

Plan and record step-by-step procedures for a valid investigation, select equipment and materials, and identify variables and controls (SI-H-A2)

Knowledge Can student describe the behavior of matter during phase changes?

Focus: Distinguish the phase changes for water Activity 6: Rates of Dissolving Students will learn about the solubility of various substances which is determined by particle size/surface area, temperature, agitation, rate of dissolving Students will define the terms solute, solvent, and solubility. Students will conduct experiment by dissolving selected substances and analyze the relationship between particle size/surface area, temperature,

agitation, rate of dissolving. Content Literacy Strategies Science Learning Logs Brainstorming Vocabulary Cards Textbook Correlations Chapter 3 Videos Check units for specific activities, textbook correlations, GLEs and websites

SI GLEs: 4 (E)

Conduct an investigation that includes multiple trials and record, organize, and display data appropriately (SI-H-A2)

Application

PS GLE: 13 (C)

Predict how factors such as particle size and temperature influence the rate of dissolving (PS-H-C3)

Knowledge

SI GLE: 5 (E)


Application Knowledge

Can student classify changes as chemical or physical?

Focus: Analyze the heating and cooling curve for water (chapter 3, fig 13, p. 77)

Activity 7: It’s All Just a Phase

Students will learn the changes of state for water. (chapter 3, p. 77), they will dissolve selected substances and analyze the relationship between particle size/surface area/ temperature/ agitation, rate of dissolving; analyze the graph to determine when there is a phase transition and why there is sometimes no temperature.

Teacher input about the safety awareness for this lab, due to the use of glass thermometers, hot plates, etc. Activity 7 Safety at the forefront Teacher developed worksheets Heating Curves Videos Content Literacy Strategies Science Learning Logs Vocabulary Cards Textbook Correlations Chapter 3 Check units for specific activities, textbook correlations, GLEs and websites

PS GLEs: 19 (C)

Analyze and interpret a graph that relates temperature and heat energy absorbed during phase changes of water (PS-H-C7)

Analysis/Application/Knowledge

PS GLEs: 20 (C)

Predict the particle motion as a substance changes phases (PS-H-C7) (PS-H-C3)

Application

SI GLEs: 1 (C)

Write a testable question or hypothesis when given a topic (SI-H-A1)

Knowledge Can student classify changes as chemical or physical?

Focus: Describe the difference between physical and chemical changes and give examples. Activity 8: Changes of Matter: Physical or Chemical Students will learn the difference between what a physical change (no identity change) is and what a chemical change (identity change) is by performing and experiment on various objects and recording their resultant data in a table.

SI GLEs: 2 (E)


Activity 8 Lab data table designed by students Teacher developed worksheets Videos Textbook Correlations Chapter 2 Check units for specific activities, textbook correlations, GLEs and websites Content Literacy Strategies Learning Logs

SI GLEs: 9 (E)

Write and defend a conclusion based on logical analysis of experimental data (SI-H-A6) (SI-H-A2)

Knowledge/Evaluation

SI GLEs: 10 (I)

Given a description of an experiment, identify appropriate safety measures (SI-H-A7)

Comprehension

PS GLEs: 21 (C)

Classify changes in matter as physical or chemical (PS-H-D1)

Synthesis

PS GLEs: 22 (C)

Identify evidence of chemical changes (PS-H-D1)

Comprehension

SI GLEs: 5(E)

Utilize mathematics, organizational tools, and graphing skills to solve problems (SI-‐H-‐A3)

Application

Can student classify changes as chemical or physical? … continued

Activity 9: Is it Physical or Chemical? Students will learn from experimental results, what a physical and chemical change is from various characteristic reactions of the products combined. Activity 9 Safety concerns BLM – Physical or Chemical Change Teacher developed worksheets Videos Textbook Correlations Chapter 3 Check units for specific activities, textbook correlations, GLEs and websites

SI GLEs: 7(E)

Choose appropriate models to explain scientific knowledge or experimental results (e.g., objects, mathematical relationships, plans, schemes, examples, role-‐playing, computer simulations) (SI-‐H-‐A4)

Application

PS GLEs: 11 (C)

Investigate and classify common materials as elements, compounds, or mixtures (heterogeneous or homogeneous) based on their physical and chemical properties (PS-‐H-‐C1)

Application/Synthesis/Analysis

PS GLEs: 21 (C)

Classify changes in matter as physical or chemical (PS-‐H-‐D1)

Analysis

PS GLEs: 22 (C)

Identify evidence of chemical changes (PS-‐H-‐D1)

Comprehension

PS GLEs: 27 (C)

Distinguish between endothermic and exothermic reactions (PS-‐H-‐D6)

Analysis/ Knowledge/



Unit 3: Atomic Structure Time Frame: 5 weeks October 12, 2011-- November 15, 2011 Unit Description— Utilizing inquiry process and modeling techniques, students explore current atomic theory. Emphasis will be placed on utilizing the periodic table as a tool to understand periodic trends and chemical nomenclature. Student Understandings—Knowledge of atomic structure includes identifying subatomic particles and comprehending various models of the structure of the atoms. Students will draw Bohr models, identify implications of the arrangement of the periodic table and explain periodic trends. Students will learn to name compounds and identify ionic and covalent compounds. GLE # GLEs

Skills/Guiding Questions Instructional Notes/Strategies/Resources Additional Resources

SI GLEs: 2 (E)

Describe how investigations can be observation, description, literature survey, classification, or experimentation (SI-‐H-‐A2)

Comprehension/Knowledge

Glencoe Textbook Correlation: Units IV and V Chapter 16—Properties of Atoms & the Periodic Table --pp. 496-509- Chapter 17—Elements and Their Properties--pp 516-547 Chapter 18—Chemical Bonds--pp 550- 575 Chapter 23—Organic Compounds--pp. 704--763 See detailed units for activities, textbook correlations, GLEs and websites Activity 1-‐ Rutherford’s Simulation Focus: To introduce modern atomic theory through reviewing the evolution of the model of the atom Content Literacy Strategies Learning Logs Evidence of Atoms RAFT Computer Simulation: PHET http://phet.colorado.edu/simulations/sims.php?sim=Rutherford_Scattering Activity 6-‐ Bonding, Nomenclature, and Chemical Compounds Focus: Students will utilize the periodic table and Bohr diagrams to

predict ion formation, while incorporating their knowledge of valence electrons, the octet rule, and the periodic table to (1) predict the bonding tendencies (i.e., ionic bond or covalent bond) between two stated elements; and (2) draw the formation of the bond between the elements. Content Learning Strategies: Vocabulary self-‐awareness chart

SI 4. (E)

Conduct an investigation that includes multiple trials and record, organize, and display data appropriately (SI-‐H-‐A2)

Application Activity 1-‐ Rutherford’s Simulation Focus: To introduce modern atomic theory through reviewing the evolution of the model of the atom Content Literacy Strategies Learning Logs Evidence of Atoms RAFT Computer Simulation: PHET http://phet.colorado.edu/simulations/sims.php?sim=Rutherford_Scattering

SI-‐5 (E)


Knowledge/Application

Activity 4-‐ Chemical Families and Their Properties Focus: To enable students to construct understandings of the connections between (1) valence electrons and groups/families, (2) number of electron energy levels and periods or series, (3) valence electrons and chemical and physical properties, and (4) valence electrons, position on periodic table, and metallic/nonmetallic properties. Content Literacy Strategies Word grid Learning Logs BLM-‐Families of the Periodic Table Activity 5-‐ Names and Formulas Focus: Students should understand the use of subscripts in formulas and obtain practice writing compound formulas and names. Content Learning Strategies: BLM-‐Writing Chemical Formulas Copy of Periodic Chart

Activity 6-‐ Bonding, Nomenclature, and Chemical Compounds Focus: Students will utilize the periodic table and Bohr diagrams to predict ion formation, while incorporating their knowledge of valence electrons, the octet rule, and the periodic table to (1) predict the bonding tendencies (i.e., ionic bond or covalent bond) between two stated elements; and (2) draw the formation of the bond between the elements. Content Learning Strategies: Vocabulary self-‐awareness chart

SI-‐7 (E)

Choose appropriate models to explain scientific knowledge or experimental results (e.g. objects, mathematical relationships, plans, schemes, examples, role-‐playing, computer simulations)(SI-‐H-‐A4)

Knowledge/Application/Comprehension/Analysis/Synthesis/Evaluation 1. Can students interpret models of atoms (Thompson’s Plum Pudding Model, Rutherford’s Model, Bohr Model, and Electron Cloud Model)?

Activity 1-‐ Rutherford’s Simulation Focus: To introduce modern atomic theory through reviewing the evolution of the model of the atom Content Literacy Strategies Learning Logs Evidence of Atoms RAFT Computer Simulation: PHET http://phet.colorado.edu/simulations/sims.php?sim=Rutherford_Scattering Activity 2-‐ Atoms and the Periodic Table Focus: Students will explore the arrangement of the Periodic Table through utilizing scientific readings and direct instruction to learn how to “read” a square from the periodic table. Content Literacy Strategies Vocabulary self-‐awareness chart Activity 3-‐ Atomic Modeling and Families of the Periodic Table Focus: Students will use information from the periodic table in diagram development and identify the valence electrons in their Bohr model diagrams. Content Learning Strategies: Copy of the Periodic Table Activity 4-‐ Chemical Families and Their Properties Focus: To enable students to construct understandings of the

connections between (1) valence electrons and groups/families, (2) number of electron energy levels and periods or series, (3) valence electrons and chemical and physical properties, and (4) valence electrons, position on periodic table, and metallic/nonmetallic properties. Content Literacy Strategies Word grid Learning Logs BLM-‐Families of the Periodic Table Activity 6-‐ Bonding, Nomenclature, and Chemical Compounds Focus: Students will utilize the periodic table and Bohr diagrams to predict ion formation, while incorporating their knowledge of valence electrons, the octet rule, and the periodic table to (1) predict the bonding tendencies (i.e., ionic bond or covalent bond) between two stated elements; and (2) draw the formation of the bond between the elements. Content Learning Strategies: Vocabulary self-‐awareness chart Activity 7-‐ Hydrocarbons Focus: Students will work on building models representing the different molecular formulas incorporating the tetrahedral bond angle and some compounds with double and triple covalent bonds. Content Learning Strategies: BLM-‐Hydrocarbons

SI-‐8 (I)

Give an example of how new scientific data can cause an existing scientific explanation to be supported, revised, or rejected (SI-‐H-‐A5)

Comprehension Activity 1-‐ Rutherford’s Simulation Focus: To introduce modern atomic theory through reviewing the evolution of the model of the atom Content Literacy Strategies Learning Logs Evidence of Atoms RAFT Computer Simulation: PHET http://phet.colorado.edu/simulations/sims.php?sim=Rutherford_Scattering

SI-‐11. (I)

Evaluate selected theories based on supporting scientific evidence (SI-‐H-‐A5)

Evaluation 3. Can students recognize and explain patterns, simple periodic tendencies, and the relationship between placement on the periodic table and bonding?

Activity 1-‐ Rutherford’s Simulation Focus: To introduce modern atomic theory through reviewing the evolution of the model of the atom Content Literacy Strategies Learning Logs Evidence of Atoms RAFT Computer Simulation: PHET http://phet.colorado.edu/simulations/sims.php?sim=Rutherford_Scattering

SI-‐13 (I)

Identify scientific evidence that has caused modifications in previously accepted theories (SI-‐H-‐B2)

Knowledge/Comprehension/Analysis

Activity 1-‐ Rutherford’s Simulation Focus: To introduce modern atomic theory through reviewing the evolution of the model of the atom Content Literacy Strategies Learning Logs Evidence of Atoms RAFT Computer Simulation: PHET

http://phet.colorado.edu/simulations/sims.php?sim=Rutherford_Scattering

PS GLE: 3 (E)

Distinguish among symbols for atoms, ions, molecules, and equations for chemical reactions (PS-‐H-‐A2)

Comprehension/Analysis 2. Can students list the major components of an atom and provide the charge for each? 5. Can students use and interpret simple chemical symbols and formulas that scientists use to represent matter?

Activity 2-‐ Atoms and the Periodic Table Focus: Students will explore the arrangement of the Periodic Table through utilizing scientific readings and direct instruction to learn how to “read” a square from the periodic table. Content Literacy Strategies Vocabulary self-‐awareness chart Activity 3-‐ Atomic Modeling and Families of the Periodic Table Focus: Students will use information from the periodic table in diagram development and identify the valence electrons in their Bohr model diagrams. Content Learning Strategies: Copy of the Periodic Table Activity 5-‐ Names and Formulas Focus: Students should understand the use of subscripts in formulas and obtain practice writing compound formulas and names. Content Learning Strategies: BLM-‐Writing Chemical Formulas Copy of Periodic Chart

PS-4 (E)

Name and write chemical formulas using symbols and subscripts (PS-‐H-‐A2)

Knowledge/Synthesis 3. Can students recognize and explain patterns, simple periodic tendencies, and the relationship between placement on the periodic table and bonding? 5. Can students use and

Activity 5-‐ Names and Formulas Focus: Students should understand the use of subscripts in formulas and obtain practice writing compound formulas and names. Content Learning Strategies: BLM-‐Writing Chemical Formulas Copy of Periodic Chart Activity 6-‐ Bonding, Nomenclature, and Chemical Compounds Focus: Students will utilize the periodic table and Bohr diagrams to predict ion formation, while incorporating their knowledge of valence electrons, the octet rule, and the periodic table to (1) predict the bonding tendencies (i.e., ionic bond or covalent bond) between two stated

interpret simple chemical symbols and formulas that scientists use to represent matter? 6. Can students name and write formulas for simple ionic and covalent compounds?

elements; and (2) draw the formation of the bond between the elements. Content Learning Strategies: Vocabulary self-‐awareness chart

PS-5 (I)

Identify the three subatomic particles of an atom by location, charge, and relative mass (PS-‐H-‐B1)

Knowledge/Comprehension/Analysis Can students list the major components of an atom and provide the charge for each? Can students diagram a Bohr model for a given atom?

Activity 1-‐ Rutherford’s Simulation Focus: To introduce modern atomic theory through reviewing the evolution of the model of the atom Content Literacy Strategies Learning Logs Evidence of Atoms RAFT Computer Simulation: PHET http://phet.colorado.edu/simulations/sims.php?sim=Rutherford_Scattering Activity 2-‐ Atoms and the Periodic Table Focus: Students will explore the arrangement of the Periodic Table through utilizing scientific readings and direct instruction to learn how to “read” a square from the periodic table. Content Literacy Strategies Vocabulary self-‐awareness chart Activity 3-‐ Atomic Modeling and Families of the Periodic Table Focus: Students will use information from the periodic table in diagram development and identify the valence electrons in their Bohr model diagrams. Content Learning Strategies: Copy of the Periodic Table

SI-‐6. Determine the Application/Evaluation Activity 2-‐ Atoms and the Periodic Table

(I) number of protons, neutrons, and electrons of elements by using the atomic number and atomic mass from the periodic table (PS-‐H-‐B1)

2. Can students list the major components of an atom and provide the charge for each? 4. Can students diagram a Bohr model for a given atom?

Focus: Students will explore the arrangement of the Periodic Table through utilizing scientific readings and direct instruction to learn how to “read” a square from the periodic table. Content Literacy Strategies Vocabulary self-‐awareness chart Activity 3-‐ Atomic Modeling and Families of the Periodic Table Focus: Students will use information from the periodic table in diagram development and identify the valence electrons in their Bohr model diagrams. Content Learning Strategies: Copy of the Periodic Table

PS-7. (I)

Describe the results of the loss/gain of electrons on charges of atoms (PS-‐H-‐C5)

Knowledge/Comprehension 6. Can students name and write formulas for simple ionic and covalent compounds?


PS-10. (I)

Identify the number of valence electrons of the first 20 elements based on their positions in the periodic table (PS-‐H-‐B3)

Knowledge/Comprehension/Analysis Can students diagram a Bohr model for a given atom?

Activity 3-‐ Atomic Modeling and Families of the Periodic Table Focus: Students will use information from the periodic table in diagram development and identify the valence electrons in their Bohr model diagrams. Content Learning Strategies: Copy of the Periodic Table Activity 4-‐ Chemical Families and Their Properties Focus: To enable students to construct understandings of the connections between (1) valence electrons and groups/families, (2) number of electron energy levels and periods or series, (3) valence electrons and chemical and physical properties, and (4) valence electrons, position on periodic table, and metallic/nonmetallic properties. Content Literacy Strategies Word grid

Learning Logs BLM-‐Families of the Periodic Table

PS-12 (I)

Classify elements as metals or nonmetals based on their position in the periodic table (PS-‐H-‐C2)

Analysis Can students name and write formulas for simple ionic and covalent compounds?

Activity 4-‐ Chemical Families and Their Properties Focus: To enable students to construct understandings of the connections between (1) valence electrons and groups/families, (2) number of electron energy levels and periods or series, (3) valence electrons and chemical and physical properties, and (4) valence electrons, position on periodic table, and metallic/nonmetallic properties. Content Literacy Strategies Word grid Learning Logs BLM-‐Families of the Periodic Table

PS-15 (I)

Using selected elements from atomic numbers 1-20, draw Bohr models (PS-H-C5)

Application 4. Can students diagram a Bohr model for a given atom?

Activity 3-‐ Atomic Modeling and Families of the Periodic Table Focus: Students will use information from the periodic table in diagram development and identify the valence electrons in their Bohr model diagrams. Content Learning Strategies: Copy of the Periodic Table Activity 6-‐ Bonding, Nomenclature, and Chemical Compounds Focus: Students will utilize the periodic table and Bohr diagrams to predict ion formation, while incorporating their knowledge of valence electrons, the octet rule, and the periodic table to (1) predict the bonding tendencies (i.e., ionic bond or covalent bond) between two stated elements; and (2) draw the formation of the bond between the elements. Content Learning Strategies: Vocabulary self-‐awareness chart

PS-16 (I)

Name and write the formulas for simple ionic and covalent compounds (PS-‐H-‐C5)

Knowledge/Synthesis 6. Can students name and write formulas for simple ionic and covalent compounds?

Activity 6-‐ Bonding, Nomenclature, and Chemical Compounds Focus: Students will utilize the periodic table and Bohr diagrams to predict ion formation, while incorporating their knowledge of valence electrons, the octet rule, and the periodic table to (1) predict the bonding tendencies (i.e., ionic bond or covalent bond) between two stated elements; and (2) draw the formation of the bond between the elements.

Content Learning Strategies: Vocabulary self-‐awareness chart

PS-17 (I)

Name and predict the bond type formed between selected elements based on their locations in the periodic table (PS-‐H-‐C5)

Knowledge/Application/Comprehension Can students recognize and explain patterns, simple periodic tendencies, and the relationship between placement on the periodic table and bonding? Can students name and write formulas for simple ionic and covalent compounds?


PS-18 (I)

Diagram or construct models of simple hydrocarbons (four or fewer carbons) with single, double, or triple bonds (PS-‐H-‐C6)

Application/Analysis Can students model or interpret diagrams of simple organic compounds?

Activity 7-‐ Hydrocarbons Focus: Students will work on building models representing the different molecular formulas incorporating the tetrahedral bond angle and some compounds with double and triple covalent bonds. Content Learning Strategies: BLM-‐Hydrocarbons



Unit 6: Energy, Work, and Power

Time Frame: 4 weeks February 17, ---------March 15, 2012 Unit Description Investigations or activities involving simple and compound machines are used to test hypotheses. The relationship between energy, work, and power will be developed along with the concepts associated with energy, types of energy, and energy transformations. Student Understandings Using inquiry processes, students will demonstrate their understanding of simple and compound machines and will describe the relationships among energy, work, and power. Students will identify and examine differences between potential and kinetic energy, and also analyze various energy transformations. GLE # GLEs

Skills/Guiding Questions Instructional Notes/Strategies/Resources Additional

Resources SI -2 (E)


KNOWLEDGE Glencoe Textbook Correlations—Units -2 and 5 Chapter 4—Work and energy—pp. 104—135; Chapter 5, Thermal Energy-- pp.--136-167; Chapter 8 – Energy Sources and the Environment—pp. 232—2269 Chapter 20—Radioactivity and Nuclear Reactions—pp. 614- 641 Activity 7: Thermal Energy and How It Moves (SI GLE: 2, 9, 12; PS GLE: 40; ESS GLE: 7) Focus-Students will demo thermal energy movement at differentiate temperatures. Content Literacy Strategies

Lab-Temperature vs Movement direct instruction discovery investigation

SI-5 (E)


APPLICATION Focus: Energy, Work, Power, Efficiency Units/Formulas Activity 3: Energy, Work, and Power—the Basics (SI GLEs: 5, 7; PS GLE: 36)

Focus-Students will work problems on energy, work, and power.

1. Focus-tudents will demonstrate understanding of motion and forces.

Activity 4: Machines (SI GLEs: 5, 10; PS GLE: 36) Focus-Students will differentiate among the 6 simple machines. Content Literacy Strategies

1. Learning Logs 2. Concept Map(Energy, Work, Power, Efficiency

Formulas) 3. Powerpoint-Machines 4. Scrapbook Construction

SI-6 (I)

Use technology when appropriate to enhance laboratory investigations and presentations of

APPLICATION Activity 6: Transformations (SI GLE: 6, 7; PS GLE: 40)

findings (SI-H-A3)

SI -7 (I)

Choose appropriate models to explain scientific knowledge or experimental results (e.g., objects, mathematical relationships, plans, schemes, examples, role-playing, computer simulations) (SI-H-A4)

KNOWLEDGE/

COMPREHENSION

Focus: Students will differentiate P.E./K.E. Energy Forms Activity 1: Kinetic Energy & Potential Energy (SI GLE: 5, 7; PS GLE: 38)

SI – 9 (E)

Write and defend a conclusion based on logical analysis of experimental data (SI-H-A6) (SI-H-A2)

COMPREHENSION/ EVALUATION

Activity 7: Thermal Energy and How It Moves (SI GLE: 2, 9, 12; PS GLE: 40; ESS GLE: 7) Focus-Students will demo thermal energy movement at differentiate temperatures. Content Literacy Strategies Lab-Temperature vs Movement direct instruction discovery investigation

SI -10 (I)

Given a description of an experiment, identify appropriate safety measures (SI-H-A7)

COMPREHENSION

SI-12 (C)

Cite evidence that scientific investigations are conducted for many different reasons (SI-H-B2

)KNOWLEDGE Activity 7: Thermal Energy and How It Moves (SI GLE: 2, 9, 12; PS GLE: 40; ESS GLE: 7) Focus-Students will demo thermal energy movement at differentiate temperatures. Content Literacy Strategies Lab-Temperature vs Movement direct instruction discovery investigation

Physical Science

PS-3 6 (C)

Measure and calculate the relationships among energy, work, and power (PS-H-F1)

APPLICATION 1. Can students relate

energy, work, and power? 2. Can students contrast

simple and compound machine.

3. Can students determine the efficiency of a machine?

Focus: Energy, Work, Power, Efficiency Units/Formulas Activity 3: Energy, Work, and Power—the Basics (SI GLEs: 5, 7; PS GLE: 36)

Focus-Students will work problems on energy, work, and power.

2. Focus-tudents will demonstrate understanding of motion and forces.

Activity 4: Machines (SI GLEs: 5, 10; PS GLE: 36) Focus-Students will differentiate among the 6 simple machines. Content Literacy Strategies

5. Learning Logs 6. Concept Map(Energy, Work, Power, Efficiency

Formulas) 7. Powerpoint-Machines 8. Scrapbook Construction

PS-38 Analyze diagrams to identify changes in kinetic and potential energy (PS-H-F2)

APPLICATION/ANALYSIS Can students differentiate between potential and kinetic energy?

Focus: Students will differentiate P.E./K.E. Energy Forms Activity 1: Kinetic Energy & Potential Energy (SI GLE: 5, 7; PS GLE: 38) Focus-Discovery investigation Lab-Diagrams to illustrate types of energy and changes in kinetic and potential energy. Rearranging P.E./K.E. FORMULAS Worksheet Activity 2: Modeling Kinetic and Potential Energy with Roller Coasters (SI GLE: 7; PS GLE: 38) Focus-Students will conduct lab and ID various energy changes locations. Content Literacy Strategies LEARNING LOGS Project Construction

PS-39 (C)

Distinguish among thermal, chemical, electromagnetic, mechanical, and nuclear energy (H-F2)

APPLICATION/ANALYSIS Can students describe the various forms of energy?

Focus: Energy Types Resources Activity 5: Types of Energy (SI GLEs: 5, 6; PS GLE: 39) Focus-Students will demonstrate knowledge of various forms of energy. Content Literacy Strategies Powerpoint-Types of Energy Scrapbook Construction

PS-40 Demonstrate energy transformation and conservation in everyday actions (PS-H-F2)

KNOWLEDGE/ APPLICATION Can students identify how thermal energy is transferred?

Activity 6: Transformations (SI GLE: 6, 7; PS GLE: 40) Focus-Students will ID how thermal energy is transferred and differentiate various energy transformations. Activity 7: Thermal Energy and How It Moves (SI GLE: 2, 9, 12; PS GLE: 40; ESS GLE: 7) Focus-Students will demo thermal energy movement at differentiate temperatures. Content Literacy Strategies Lab-Temperature vs Movement direct instruction discovery investigation

Earth and Space Science

ESS-7 Analyze how radiant heat from the Sun is absorbed and transmitted by several different earth materials (ESS-H-A5)

ANALYSIS Activity 7: Thermal Energy and How It Moves (SI GLE: 2, 9, 12; PS GLE: 40; ESS GLE: 7) Focus-Students will demo thermal energy movement at differentiate temperatures. Content Literacy Strategies Lab-Temperature vs Movement direct instruction

discovery investigation



Unit 7: Light and Sound

Time Frame: 4 weeks March 16, 2012---April 12, 2012 Unit Description-This unit thoroughly examines the properties of waves including visible light and the electromagnetic spectrum and sound.

Student Understanding-Incorporating inquiry processes, students will examine and identify properties of waves as they relate to light and sound. The electromagnetic spectrum will be analyzed, and connections will be made among the phenomena of light, electricity, and magnetism. Students will be able to identify and explain the Doppler Effect GLE # GLEs

Skills/Guiding Questions Instructional Notes/Strategies/Resources

SI-‐5 (E)


Application 1. Can students describe the

relationship between the wavelength and frequency of waves?

2. Can students differentiate among waves in the electromagnetic spectrum?

3. Can students interpret and explain diagrams illustrating the laws of refraction and reflection?

Glencoe Textbook Correlations—Unit 3 Chapter 9-‐ Introduction to Waves—pp. 272---303 Chapter 10- Sound---pp. 304---335 Chapter 11—Electromagnetic Waves—pp. 336—365 Chapter 12-Light—pp. 366—397 Chapter 13—Mirrors and Lenses—pp. 398--427 Focus: • How we perceive waves in our lives Students will learn about the types of waves, wave anatomy, and the properties of waves. Video(s) Teacher Demonstration Lab Activities Vocabulary self-‐awareness chart Science learning logs Wave Venn Diagram

Spectroscopes Sound KWL Activity 1: Waves—Energy in Motion Activity 2: Understanding Transverse and Compression Waves BLM—Wave Venn Diagram Activity 4: Electromagnetic Spectrum Measuring Visible Light BLM Activity 5: Properties of Light Activity 7: Sound Waves and the Doppler Effect Sound KWL BLM

SI-‐7 (E)

Choose appropriate models to explain scientific knowledge or experimental results (e.g., objects, mathematical relationships, plans, schemes, examples, role-‐playing, computer simulations) (SI-‐H-‐A4)

Understand/Analyze 1. Can students describe the

relationship between the wavelength and frequency of waves?

2. Can students differentiate among waves in the electromagnetic spectrum?

3. Can students interpret and explain diagrams illustrating the laws of refraction and reflection?

4. Can students identify and describe the Doppler Effect?

Focus: • Types of wave propagation using a slinky. Students will learn about types of waves, wave propagation, effect of wavelength on frequency, and effect of frequency on our senses. Lab activities Teacher Demonstrations Science Learning Logs Activity 1—Waves in Motion Activity 2—Understanding Transverse and Compression Waves Activity 4—Electromagnetic Spectrum Activity 6—Stellar Spectra Activity 7—Sound Waves and the Doppler Effect

SI-‐9 (E)

Write and defend a conclusion based on logical analysis of experimental data (SI-‐H-‐A6) (SI-‐H-‐A2)

Synthesis/Evaluation Can students define waves and describe the properties of waves? Can students differentiate among the waves in the electromagnetic spectrum.

Focus: • The EM Spectrum Activity 2: Understanding Transverse and Compression Waves Activity 3: Opposing Viewpoints Radiation Opinnionaire BLM

SI-‐6 (I)

Use technology when appropriate to enhance laboratory investigations and presentations of findings (SI-‐H-‐A3)

Knowledge /Application /Evaluation/Synthesis

1. Can students identify and describe the Doppler Effect?

2. Can students explain at least one application of the Doppler Effect?

Focus: • Use Doppler ball to demonstrate phenomenon • Doppler Radar images Students will learn about sound waves and the Doppler Effect. Video(s) KWL chart Science learning logs Activity 7: Sound Waves and the Doppler Effect Doppler Effect Applet Spectral Images of Red and Blue Shifted Objects Sound KWL BLM

SI-‐14 (C)

Cite examples of scientific advances and emerging technologies and how they affect society (e.g., MRI, DNA in forensics) (SI-‐H-‐B3)

Comprehension/Application/Analysis

Can students differentiate among the waves in the electromagnetic spectrum?

Focus: • Images of how EM waves are used in medical

technology Students will learn about types of radiation in the electromagnetic spectrum. Images Videos Radiation Opinnionaire Activity 3: Opposing Viewpoints Radiation Opinnionaire BLM Activity 6: Stellar Spectra Spectroscopes IR, UV, Visible light pictures



Unit 8: Electricity and Magnetism

Time Frame: 4 weeks April 12, 2012 ---May 10, 2012 Unit Description: This unit thoroughly examines the properties of static electricity, electric circuits, magnetic fields, and the

relationship between electricity and magnetism. Student Understandings: Incorporating inquiry processses, students will examine and identify propeties and connections between the phenomena of electricity and magnetism. In addition, students will investigate the production of static electricity, construct electrical circuits, map magnetic fields, and build an electromagnet. GLE # GLEs

Skills/Guiding Questions Instructional Notes/Strategies/ Additional

Resources

SI-‐5, E Utilize mathematics, organizational tools, and graphing skills to solve problems (SI-‐H-‐A3)

Comprehension/ Application/Analysis/

Synthesis Can students construct a complete circuit? Can students differentiate between series and parallel circuits? Can students trace the flow of electrical energy in a diagram of a complete circuit?

Glencoe Textbook Correlations—Unit 2- Chapter 6---Electricity—pp. 168—199 Chapter—7-Magnetism and its Uses pp. 200--231 Chapter6 Focus: • Schematic diagrams Students will use what they have learned to construct schematic diagrams of series and parallel circuits. Teacher demonstrations PhET web site Activity 3: Construct Electrical Circuits Activity 3: Electricity Appropriate Lab Materials Vernier Voltage Probes PhET

SI-‐7, E Choose appropriate models to explain scientific knowledge or experimental results (e.g., objects, mathematical relationships, plans, schemes, examples, role-‐playing, computer simulations) (SI-‐H-‐A4)

Comprehension/Analysis Can students create and define static electricity? Can students differentiate between parallel and series circuits? Can students describe a magnetic field? Can students describe a relationship between electricity and magnetism?

Focus: • Hoses and circuits Students will relate the flow of electricity through conductors to the flow of water through pipes. They will also be able to compare and contrast magnetic poles and electrical charges and how they interact. Teacher –led discussion PhET web site Student labs from Activities 2, 3, 5. Activity 1: Electric Words GIST BLM Science learning logs Activity 2: Static Electricity Activity 3: Electricity Activity 5: Electromagnetic Connection Appropriate lab materials Vernier Voltage Probes PhET

SI-‐9, E Write and defend a conclusion based on logical analysis of experimental data (SI-‐H-‐A6) (SI-‐

Analysis/Synthesis/ Evaluation

Can students create and define static electricity? Can students describe a magnetic

Focus: • Magnetic field lines Teacher-‐led discussion Demonstrations Student labs from Activities 2, 4, and 5. SPAWN

H-‐A2) field? Can students describe a relationship between electricity and magnetism?

PhET web site Activity 2: Static Electricity Activity 4: Magnetism SPAWN activity Activity 5: Electromagnetic Connection Appropriate lab materials Vernier Magnetic Field Probes PhET

SI-‐6, I Use technology when appropriate to enhance laboratory investigations and presentations of findings (SI-‐H-‐A3)

Application/Analysis/ Synthesis

Can students construct a complete circuit? Can students differentiate between series and parallel circuits? Can students trace the flow of electrical energy in a diagram of a complete circuit?

Focus: • Circuit boards Students will learn about and be able to differentiate between series and parallel circuits. Teacher –led discussion Demonstrations Labs from Activity 3 PhET web site Activity 3: Electricity Vernier Voltage Probes PhET

SI-‐14, C

Cite examples of scientific advances and emerging technologies and

Analysis/Evaluation Can students describe a magnetic field? Can students describe a relationship between electricity

Focus: • MRI images Students will learn about how magnetism can cause an electric current to flow and how electric current induces a magnetic field.

how they affect society (e.g., MRI, DNA in forensics) (SI-‐H-‐B3)

and magnetism? Teacher-‐led discussion Video(s) Labs from Activity 5 Activity 5: Electromagnetic Connection Appropriate lab materials Vernier Voltage Probes

PS-‐44, C

Illustrate the production of static electricity.(PS-‐H-‐G2)

Comprehension/ Application/Synthesis

Can students create and define static electricity?

Focus: • Van de Graff generator Students will learn about static electricity and its production. Students will also learn about the effect of charges on each other. Teacher-‐led discussion Demonstrations PhET web site Activity 2 Lab Activity 2: Static Electricity Appropriate lab materials Van de Graff generator Science learning logs

PS-‐5, C Evaluate diagrams of series and parallel circuits to

Comprehension/ Application/Evaluation

Can students construct a complete circuit?

Focus: • Schematic diagrams Students will learn about circuits, schematic diagrams, series and parallel circuits, and how to differentiate between them.

determine the flow of electricity (PS-‐H-‐G2)

Can students differentiate between series and parallel circuits? Can students trace the flow of electrical energy in a diagram of a complete circuit?

Teacher-‐led discussion Demonstrations Diagrams Activity 3 Labs Activity 3: Electricity Appropriate lab materials Science learning logs PhET Schematic diagrams

PS-‐46, C

Diagram a magnetic field (PS-‐H-‐G2)

Application Can students describe a magnetic field?

Focus: • Iron Filings and Magnetic Field Lines Students will learn about magnetic fields, magnetic field lines, and the interaction of magnetic poles. Teacher-‐led discussion Demonstrations Activity 4 Labs SPAWN writing activity Activity 4: Magnetism Appropriate lab materials SPAWN activity Science learning logs Vernier Magnetic Field Probes PhET

PS-‐47, C

Explain how electricity and magnetism are related (PS-‐H-‐G2)

Comprehension/Analysis/Synthesis/Evaluation

Can students describe a relationship between electricity and magnetism?

Focus: • Electric Motors Students will learn about how magnetism can cause an electric current to flow and how electric current induces a magnetic field. Teacher-‐led discussion Video(s)

Labs from Activity 5 Vocabulary cards PhET web site Activity 5: Electromagnetic Connection Appropriate Lab Materials Science learning logs Vocabulary Cards PhET

Documents

Unit 1-8-Physical Science Curriculum Map 2011-2012€¦ · Safety evaluation Lab ... Opinionnaire Textbook Correlations activities, textbook correlations, GLEs and websites ... organizational