Lafayette Parish School System Curriculum Map Physical Science Unit 1: Introduction to Inquiry, Observations, Measurements and Experimental Design

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1 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 Chapter 2 Motion---pp 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 Learning Logs Opinnionaire Brainstorm RAFT

2 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) PS GLE: 2 Cite evidence that scientific investigations are conducted for many different reasons (SI-H- B2 Gather and organize data in charts, tables, and graphs (PS-H-A1) Comprehension 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 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 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

3 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. Opinionnaire Textbook Correlations activities, textbook correlations, GLEs and websites SI-3,(C) SI -4,(E) Plan and record stepby-step procedures for a valid investigation, select equipment and materials, and identify variables and controls (SI-H-A2) Conduct an investigation that includes multiple trials and record, organize, and display data appropriately (SI-H- A2) Knowledge/Synthesis Application Can students organize quantitative data into tables and graphs? 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. Opinionnaire Textbook Correlations Focus Students will compare the results of calculations to some known standard and determine possible errors or uncertainty. Chapters 1-2 See detailed units for activities, textbook correlations, GLEs and websites Activity 4-Making Measurements(SI GLEs: 4, 5, 15; PS GLEs: 1)

4 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) Utilize mathematics, organizational tools, and graphing skills to solve problems (SI-H- A3) 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 Chapter 15- Classification of Matter pp Chapter-21 Solutions pp 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.

5 Activity 1 - Students to work independently to complete a word grid on the classification of matter using common substances mentioned above. Word Grid Textbook Correlations Chapters 1-2 Other Sources of Information For information about elements, compounds, and mixtures: qskip1=1 Concept drawings of compounds, elements, and mixtures: Video SI- GLE: 11 (C) PS GLE: 11 (C) Evaluate selelected theories based on suportig evidence (SI- H-A3) Investigate and classify common materials as elements, compounds, or mixtures (heterogeneous or homogeneous) based on their physical properties(ps-h-c1) Evaluation/Comprehension Application/Synthesis/Analys is 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

6 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. Vocabulary Self-Awareness Learning Logs Textbook Correlations Chapter 2 See Comprehensive Curriculum for activities Use Websites Videos

7 SI GLEs: 3 (C) Plan and record stepby-step procedures for a valid investigation, select equipment and materials, and identify variables and controls (SI-H-A2) Synthesis/Knowledge/App lication 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. 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 scientific knowledge or experimental results (e.g., objects, mathematical 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 Brainstorming 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

8 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 Split Page Notetaking Textbook Correlations Chapter 3 (p.70) See Comprehensive Curriculum for activities For information about the Kinetic Molecular Theory: PS GLE: 20 (C) Predict the particle motion as a substance changes phases (PS-H- C7) (PS-H-C3) Application SI GLE: 2 (E) SI GLE: 9 Describe how investigations can be observation, description, literature survey, classification, or experimentation (SI-H-A2) Write and defend a conclusion based on Knowledge/Analysis Can students identify how thermal energy is transferred? Knowledge/Synthesis/Eval 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 Learning logs Textbook correlations: Chapter 3

9 (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 stepby-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,

10 agitation, rate of dissolving. 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) Utilize mathematics, organizational tools, and graphing skills to solve problems (SI-H- A3) 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.

11 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 Science Learning Logs Vocabulary Cards 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/Kno wledge Textbook Correlations Chapter 3 Check units for specific activities, textbook correlations, GLEs and websites 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.

12 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 Learning Logs SI GLEs: 2 (E) Describe how investigations can be observation, description, literature survey, classification, or experimentation (SI-H-A2) SI GLEs: 9 (E) SI GLEs: 10 (I) Write and defend a conclusion based on logical analysis of experimental data (SI-H-A6) (SI-H-A2) Given a description of an experiment, identify appropriate safety measures (SI-H-A7) Knowledge/Evaluation Comprehension

13 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

14 PS GLEs: 11 (C) PS GLEs: 21 (C) PS GLEs: 22 (C) PS GLEs: 27 (C) Investigate and classify common materials as elements, compounds, or mixtures (heterogeneous or homogeneous) based on their physical and chemical properties (PS- H- C1) Classify changes in matter as physical or chemical (PS- H- D1) Identify evidence of chemical changes (PS- H- D1) Distinguish between endothermic and exothermic reactions (PS- H- D6) Application/Synthesis/Ana lysis Analysis Comprehension Analysis/ Knowledge/

15 Lafayette Parish School System Curriculum Map Physical Science Unit 3: Atomic Structure Time Frame: 5 weeks October 12, 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/Knowle dge Glencoe Textbook Correlation: Units IV and V Chapter 16 Properties of Atoms & the Periodic Table --pp Chapter 17 Elements and Their Properties--pp Chapter 18 Chemical Bonds--pp Chapter 23 Organic Compounds--pp 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 Learning Logs Evidence of Atoms RAFT Computer Simulation: PHET g Activity 6- Bonding, Nomenclature, and Chemical Compounds Focus: Students will utilize the periodic table and Bohr diagrams to

16 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 Learning Logs Evidence of Atoms RAFT Computer Simulation: PHET g SI- 5 (E) Utilize mathematics, organizational tools, and graphing skills to solve problems (SI- H- A3) 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. 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

17 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/Analy sis/synthesis/evaluatio n 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 Learning Logs Evidence of Atoms RAFT Computer Simulation: PHET g 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. 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

18 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. 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

19 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 Learning Logs Evidence of Atoms RAFT Computer Simulation: PHET g 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 Learning Logs Evidence of Atoms RAFT Computer Simulation: PHET g SI- 13 (I) Identify scientific evidence that has caused modifications in previously accepted theories (SI- H- B2) Knowledge/Comprehen sion/analysis Activity 1- Rutherford s Simulation Focus: To introduce modern atomic theory through reviewing the evolution of the model of the atom Learning Logs Evidence of Atoms RAFT Computer Simulation: PHET

20 g PS GLE: 3 (E) Distinguish among symbols for atoms, ions, molecules, and equations for chemical reactions (PS- H- A2) Comprehension/Analysi s 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. 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

21 interpret simple chemical symbols and formulas that scientists use to represent matter? 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) 6. Can students name and write formulas for simple ionic and covalent compounds? Knowledge/Comprehen sion/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 Learning Logs Evidence of Atoms RAFT Computer Simulation: PHET g 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. 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

22 (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. 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/Comprehen sion 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- 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/Comprehen sion/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. Word grid

23 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. 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.

24 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? 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- 18 (I) Diagram or construct models of simple hydrocarbons (four or fewer carbons) with single, double, or triple bonds (PS- H- C6) Can students name and write formulas for simple ionic and covalent compounds? 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

25 Lafayette Parish School System Curriculum Map Physical Science 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) Describe how investigations can be observation, description, literature survey, classification, or experimentation (SI-H-A2) KNOWLEDGE Glencoe Textbook Correlations Units -2 and 5 Chapter 4 Work and energy pp ; Chapter 5, Thermal Energy-- pp ; Chapter 8 Energy Sources and the Environment pp Chapter 20 Radioactivity and Nuclear Reactions pp 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.

26 Lab-Temperature vs Movement direct instruction discovery investigation SI-5 (E) Utilize mathematics, organizational tools, and graphing skills to solve problems (SI-H- A3) 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. 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)

27 findings (SI-H-A3) SI -7 (I) SI 9 (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) Write and defend a conclusion based on logical analysis of experimental data (SI-H-A6) (SI- H-A2) KNOWLEDGE/ COMPREHENSION COMPREHENSION/ EVALUATION Focus: Students will differentiate P.E./K.E. Energy Forms Activity 1: Kinetic Energy & Potential Energy (SI GLE: 5, 7; PS GLE: 38) 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. 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

28 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. 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. 5. Learning Logs 6. Concept Map(Energy, Work, Power, Efficiency Formulas) 7. Powerpoint-Machines 8. Scrapbook Construction

29 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. 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. Powerpoint-Types of Energy Scrapbook Construction

30 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. Lab-Temperature vs Movement direct instruction discovery investigation Earth and Space Scienc e 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. Lab-Temperature vs Movement direct instruction

31 discovery investigation

32 Lafayette Parish School System Curriculum Map Physical Science Unit 7: Light and Sound Time Frame: 4 weeks March 16, 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) Utilize mathematics, organizational tools, and graphing skills to solve problems (SI- H- A3) 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 Chapter 10- Sound---pp Chapter 11 Electromagnetic Waves pp Chapter 12-Light pp Chapter 13 Mirrors and Lenses pp 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

33 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

34 SI- 9 (E) SI- 6 (I) SI- 14 (C) Write and defend a conclusion based on logical analysis of experimental data (SI- H- A6) (SI- H- A2) Use technology when appropriate to enhance laboratory investigations and presentations of findings (SI- H- A3) Cite examples of scientific advances and emerging technologies and how they affect society (e.g., MRI, DNA in forensics) (SI- H- B3) Synthesis/Evaluation Can students define waves and describe the properties of waves? Can students differentiate among the waves in the electromagnetic spectrum. 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? Comprehension/Application /Analysis 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 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 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

35 Lafayette Parish School System Curriculum Map Physical Science Unit 8: Electricity and Magnetism Time Frame: 4 weeks April 12, 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 Chapter 7-Magnetism and its Uses pp 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

36 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

37 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.

38 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.

39 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/Sy nthesis/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)