Physical Science Curriculum Map

Transcription

1 Curriculum Map Alignment Committee Robert Hernandez Christopher Broomall Mike Cimino Jeremy Blinn Physical Science Curriculum Map Regular and Honors

2 Parts of the Curriculum Map The curriculum map defines the curriculum for each course taught in Volusia County. They have been created by teachers from Volusia Schools on curriculum mapping and assessment committees. The following list describes the various parts of each curriculum map: Units: the broadest organizational structure used to group content and concepts within the curriculum map created by teacher committees. Topics: a grouping of standards and skills that form a subset of a unit created by teacher committees. Learning Targets and Skills: the content knowledge, processes, and skills that will ensure successful mastery of the NGSSS as unpacked by teacher committees according to appropriate cognitive complexities. Standards: the Next Generation Sunshine State Standards (NGSSS) required by course descriptions posted on CPALMS by FLDOE. Pacing: recommended time frames created by teacher committees and teacher survey data within which the course should be taught in preparation for the EOC. Vocabulary: the content-specific vocabulary or phrases both teachers and students should use, and be familiar with, during instruction and assessment. Maps may also contain other helpful information, such as: Resources: a listing of available, high quality and appropriate materials (strategies, lessons, textbooks, videos and other media sources) that are aligned to the standards. Teacher Hints: a listing of considerations when planning instruction, including guidelines to content that is inside and outside the realm of the course descriptions on CPALMS in terms of state assessments. Sample FOCUS Questions: sample questions aligned to the standards and in accordance with EOC style, rigor, and complexity guidelines; they do NOT represent all the content that should be taught, but merely a sampling of it. Labs: The NSTA and the District Science Office recommend that all students experience and participate in at least one hands-on, inquiry-based, lab per week were students are collecting data and drawing conclusions. The district also requires that at least one (1) lab per grading period should have a written lab report with analysis and conclusion. Common Labs (CL): Each grade level has one common Lab (CL) for each nine week period. These common labs have been designed by teachers to allow common science experiences that align to the curriculum across the district. Science Literacy Connections (SLC): Each grade level has one common Science Literacy Connection (Common SLC) for each nine week period. These literacy experiences have been designed by teachers to provide complex text analysis that aligns to the curriculum across the district. Additional SLCs are provided to supplement district textbooks and can be found on the Edmodo page. DIA: (District Interim Assessments) content-specific tests developed by the district and teacher committees to assist in student progress monitoring. The goal is to prepare students for the 8 th grade SSA or Biology EOC using rigorous items developed using the FLDOE Item Specifications Documents. The last few pages of the map form the appendix that includes information about methods of instruction, cognitive complexities, and other Florida-specific standards that may be in the course descriptions. Appendix Contents 1. Volusia County Science E Instructional Model 2. FLDOE Cognitive Complexity Information 3. Florida ELA and Math Standards Physical Science Page 2

3 Instructional Calendar Week Dates Days Quarter Week Dates Days Quarter August - 17 August 20 August - 24 August 27 August - 31 August 4 September - 7 September 10 September - 14 September 18 September 21 September 24 September - 28 September 1 October - October 8 October - 12 October st Quarter (9 weeks) January 11 January 14 January 18 January 22 January 2 January 28 January 1 February 4 February 8 February 11 February 1 February 19 February 22 February 2 February 1 March 4 March 8 March rd Quarter (10 weeks) October - 19 October 22 October 26 October 29 October - 2 November November - 9 November 13 November - 16 November 26 November - 30 November 3 December - 7 December 10 December - 14 December 17 December 19 December *See school-based testing schedule for the course EOC administration time nd Quarter (9 weeks) March 14 March 2 March 29 March 1 April April 8 April 12 April 1 April 19 April 22 April 26 April 29 April 3 May Administer FSSA through.14 6 May 10 May 13 May 17 May 20 May 24 May 27 May 31 May 4 4 th Quarter (10 weeks) Expectations: Lab Information Safety Contract: The National Science Teacher Association, NSTA, and the district science office recommend that all students experience and participate in at least one handson-based lab per week. At least one (1) lab per grading period should have a written lab report with analysis and conclusion. Safety, Cleanup, and Laws: Physical Science Page 3

4 Full Instructional Calendar August 2018 September 2018 October 2018 Sun Mon Tue Wed Thu Fri Sat Sun Mon Tue Wed Thu Fri Sat Sun Mon Tue Wed Thu Fri Sat Preplanning 12 W1 19 W2 26 W3 13 First Day Students W4 9 W 16 W6 23 W Labor Day Prof. Dvp. Day W8 7 W9 14 W10 21 W11 28 W END 1Q 1 Teacher Duty Day November 2018 Sun Mon Tue Wed Thu Fri Sat December 2018 Sun Mon Tue Wed Thu Fri Sat 1 January 2019 Sun Mon Tue Wed Thu Fri Sat W13 11 W14 18 (19 th /20 th Hurricane makeup) 2 W Veterans Day Thanksgiving Break Begins Class Resumes W16 9 W17 16 W END 2Q 20 Teacher Duty Day W19 13 W20 20 W21 27 W22 7 Classes Resume MLK Day Science Fair Physical Science Page 4

5 Full Instructional Calendar (continued) February 2019 March 2019 April 2019 Sun Mon Tue Wed Thu Fri Sat Sun Mon Tue Wed Thu Fri Sat Sun Mon Tue Wed Thu Fri Sat W30 3 W W W W W END 3Q 1 Teacher Duty Day W W2 24 W Presidents Day Spring Break Week 24 W Classes Resume W33 28 W May 2019 Sun Mon Tue Wed Thu Fri Sat W3 12 W36 19 W37 1 FSSA(8) Bio EOC window open FSSA window closed June 2019 Sun Mon Tue Wed Thu Fri Sat Teachers last day Legend and Contacts: ER Indicates an Early Release Day - Contact Mike Cimino (386) x2029 for questions about the science Canvas sites, DIAs, and resources - For questions about Project IBIS, Envirothon, and other inquiries contact Louise Chapman at (386) STEM Questions and concerns can be directed to the Volusia STEM Specialist, Amy Monahan x20314 For office related questions contact Felecia Martinez at x W38 27 Memorial Day 28 Bio EOC Window closed Students last day 30 Jeremy Blinn, the District Science Specialist can be reached at x203 Physical Science Page

6 Evaluate Elaborate Explain Explore Engage Volusia County Schools Volusia County Science E Instructional Model Description Students engage with an activity that captures their attention, stimulates their thinking, and helps them access prior knowledge. A successful engagement activity will reveal existing misconceptions to the teacher and leave the learner wanting to know more about how the problem or issue relates to his/her own world. Implementation The diagram below shows how the elements of the E model are interrelated. Although the E model can be used in linear order (engage, explore, explain, elaborate and evaluate), the model is most effective when it is used as a cycle of learning. Students explore common, hands-on experiences that help them begin constructing concepts and developing skills related to the learning target. The learner will gather, organize, interpret, analyze and evaluate data. Engage Explore Students explain through analysis of their exploration so that their understanding is clarified and modified with reflective activities. Students use science terminology to connect their explanations to the experiences they had in the engage and explore phases. Discuss and Evaluate Students elaborate and solidify their understanding of the concept and/or apply it to a real-world situation resulting in a deeper understanding. Teachers facilitate activities that help the learner correct remaining misconceptions and generalize concepts in a broader context. Elaborate Explain Teachers and Students evaluate proficiency of learning targets, concepts and skills throughout the learning process. Evaluations should occur before activities, to assess prior knowledge, after activities, to assess progress, and after the completion of a unit to assess comprehension. *Adapted from The BSCS E Instructional Model: Origins, Effectiveness, and Applications, July 2006, Bybee, et.al, pp Each lesson begins with an engagement activity, but evaluation occurs throughout the learning cycle. Teachers should adjust their instruction based on the outcome of the evaluation. In addition, teachers are encouraged to differentiate at each state to meet the needs of individual students. Physical Science Page 6

7 Cognitive Complexity The benchmarks in the Next Generation Sunshine State Standards (NGSSS) identify knowledge and skills students are expected to acquire at each grade level, with the underlying expectation that students also demonstrate critical thinking. The categories low complexity, moderate complexity, high complexity form an ordered description of the demands a test item may make on a student. Instruction in the classroom should match, at a minimum, the complexity level of the learning target in the curriculum map. Low Moderate High This category relies heavily on the recall and recognition of previously learned concepts and principles. Items typically specify what the student is to do, which is often to carry out some procedure that can be performed mechanically. It is not left to the student to come up with an original method or solution. This category involves more flexible thinking and choice among alternatives than low complexity items. They require a response that goes beyond the habitual, is not specified, and ordinarily has more than a single step or thought process. The student is expected to decide what to do using formal methods of reasoning and problem-solving strategies and to bring together skill and knowledge from various domains. This category makes heavy demands on student thinking. Students must engage in more abstract reasoning, planning, analysis, judgment, and creative thought. The items require that the student think in an abstract and sophisticated way often involving multiple steps. retrieve information from a chart, table, diagram, or graph recognize a standard scientific representation of a simple phenomenon complete a familiar single-step procedure or equation using a reference sheet interpret data from a chart, table, or simple graph determine the best way to organize or present data from observations, an investigation, or experiment describe examples and non-examples of scientific processes or concepts specify or explain relationships among different groups, facts, properties, or variables differentiate structure and functions of different organisms or systems predict or determine the logical next step or outcome apply and use concepts from a standard scientific model or theory analyze data from an investigation or experiment and formulate a conclusion develop a generalization from multiple data sources analyze and evaluate an experiment with multiple variables analyze an investigation or experiment to identify a flaw and propose a method for correcting it analyze a problem, situation, or system and make long-term predictions interpret, explain, or solve a problem involving complex spatial relationships *Adapted from Webb s Depth of Knowledge and FLDOE Specification Documentation, Version 2. Physical Science Page 7

8 High School Weekly Curriculum Trace q Week 1 Week 2 Week 3 Week 4 Week Week 6 Week 7 Week 8 Week 9 Biology SMT 1/Nature of Science Macromolecules, Properties of Water and Enzymes DIA 1 Cell Structure/Function and Transport DIA 2 Cell Cycle (continues) Enviro. Science Introduction to Environmental Sci and Earth s Systems Community Ecology Biodiversity Earth / Space Earth s Layers Plate Tectonics DIA 1 Earth as a System The Ocean DIA 2 Physical Science Nature of Science/Graphing Motion Forces (continues) q Week 10 Week 11 Week 12 Week 13 Week 14 Week 1 Week 16 Week 17 Week 18 Biology Mitosis and Meiosis (continued) DIA 3 Genetics, DNA Structure/Function and Biotechnology DIA 4 SMT 2 Enviro. Science Earth / Space Physical Science Biomes and Aquatic Ecosystems Human Population Population Ecology Bridge2Bio SMT 1 Weather and Climate DIA 3 Weathering, Erosion and Deposition DIA 4 Forces (continued) Energy 1 Circuits q Week 19 Week 20 Week 21 Week 22 Week 23 Week 24 Week 2 Week 26 Week 27 Week 28 Biology Evolution DIA Human Development, Growth and Health Photosynthesis, Cellular Respiration and Plants DIA 6 Enviro. Science Atmosphere and Climate Change Toxicology Water Resources Waste Management Earth / Space Origin of the Universe DIA Stars DIA 6 Physical Science States of Matter Water Atomic Theory q Week 29 Week 30 Week 31 Week 32 Week 33 Week 34 Week 3 Week 36 Week 37 Week 38 Biology Ecology DIA 7 EOC Window Open/Prepare for EOC PLC Choice Enviro. Science Land Management Renewable and Non-Renewable Resources Evolution (Bridge to Biology) Bridge2Bio SMT 2 Earth / Geologic EOC Review and EOC Solar System Space Exploration DIA 7 Space Time Administration Physical EOC Periodic Table Chemical Reactions Energy 2 Science Administration *DIA (District Interim Assessments for Science) are content-specific tests developed by the district and teacher committees to aid in student progress monitoring. **Weeks are set aside for course review and EOC administration. Physical Science Page 8

9 Theories, Laws, and Hypotheses Methods of Science and Graphing What is Science? Volusia County Schools Unit 1: The Nature of Science and Graphing Weeks 1 2 Topics Learning Targets and Skills Standards describe and explain what characterizes science and its methods identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science) identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation identify examples of pseudoscience (such as astrology, phrenology) in society weigh the merits of alternative strategies for solving a problem pose questions about the natural world write procedures that are clear and replicable identify test (independent) variable, outcome (dependent) variable, and controls collect and record observations using consistent methods research topics using websites, books, and other sources of information design and evaluate a scientific investigation use tools to gather, analyze, and interpret data (graphs and tables) pose answers, explanations, and descriptions of events use appropriate evidence and reasoning to justify these explanations to others communicate results of scientific investigations evaluate the merits of the explanations produced by others describe how scientific inferences are drawn from scientific observations explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena describe the role consensus plays in the historical development of a theory explain why theories do not become laws and laws do not become theories describe scientific knowledge as durable, robust and open to change SC.912.N.1.2: Describe and explain what characterizes science and its methods. SC.912.N.2.1: Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). SC.912.N.2.2:Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion. SC.912.N.2.3: Identify examples of pseudoscience in society. SC.912.N.4.1:Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making. SC.912.N.1.7: Recognize the role of creativity in constructing scientific questions, methods and explanations. SC.912.N.1.1: Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following: Pose questions about the natural world, Conduct systematic observations, Examine books and other sources of information to see what is already known, Review what is known in light of empirical evidence, Plan investigations, Use tools to gather, analyze, and interpret data, Pose answers, explanations, or descriptions of events, Generate explanations that explicate or describe natural phenomena (inferences), Use appropriate evidence and reasoning to justify these explanations to others, Communicate results of scientific investigations, and Evaluate the merits of the explanations produced by others. SC.912.N.1.4: Identify sources of information and assess their reliability according to the strict standards of scientific investigation. SC.912.N.1.6: Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. SC.912.N.3.1: Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. SC.912.N.3.2: Describe the role consensus plays in the historical development of a theory in any one of the disciplines of science. SC.912.N.3.3: Explain that scientific laws are descriptions of specific relationships under given conditions in nature, but do not offer explanations for those relationships. SC.912.N.3.4: Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. SC.912.N.2.4: Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability. Physical Science Page 9

10 Textbook Resources: The Nature of Science and Graphing pp. 6-13, 36, pp. 36 WebQuest; 39 #40; WebQuest What Science Is and What it Isn t online in ConnectED pp. 6-10, 264 PBLs Informed Decision Making and Locking Up Carbon online in ConnectED pp. 96, 360 p. 9 Florida Standards Check; Labs, such as pp PBL Locking Up Carbon online in ConnectED Applying Practices Design Your Own activities, such as Coffee Cup Calorimetry, online in ConnectED pp. 8, 771, 773; Science and Engineering Practices Handbook Obtaining, Evaluating, and Communicating Information online in ConnectED pp. 771 Practice the Skill; Applying Practices activity Is light a wave or a particle? online in ConnectED p. 10; 360; Science and Engineering Practices Handbook Analyzing and Interpreting Data online in ConnectED Labs and MiniLabs, such as pp. 61, 63, 117, 129; Chapter Review questions, such as pp. 229 #41, 639 #36 pp. 13; pp. 13 #2; 493 Reading Check pp. 13; 360; ; 42 Applying Practices activity Exploring the scientific theory of atoms online in ConnectED Found Resources for reflection Teacher Notes Physical Science Page 10

11 Motion Volusia County Schools Unit 2: Motion Week 3 7 topics Learning Targets and Skills Standards describe Newton s three laws of motion apply Newton s three laws to a given scenario SC.912.P.12.3: Interpret and apply Newton's three laws of motion. differentiate between position, velocity, and acceleration describe the change in position over time as velocity and recognize that nothing can exceed the speed of light (c) describe the change in velocity over time as acceleration SC.912.P.12.2: Analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to a frame of reference) as functions of time. SC.912.P.12.7: Recognize that nothing travels faster than the speed of light in vacuum which is the same for all observers no matter how they or the light source are moving. use a graph of distance and velocity over time to analyze the motion of an object solve problems about distance, velocity, speed, acceleration, and time given the appropriate formula HONORS 1. distinguish between scalar and vector quantities and assess which should be used to describe an event 2. apply the law of conservation of linear momentum to interactions, such as collisions between objects 3. apply the concept of angular momentum 4. create and interpret potential energy diagrams for orbits around a central body or the motion of a pendulum HONORS SC.912.P.12.1: Distinguish between scalar and vector quantities and assess which should be used to describe an event. SC.912.P.12.: Apply the law of conservation of linear momentum to interactions, such as collisions between objects. SC.912.P.12.6: Qualitatively apply the concept of angular momentum. SC.912.P.10.6: Create and interpret potential energy diagrams, for example: chemical reactions, orbits around a central body, motion of a pendulum. Physical Science Page 11

12 Textbook Resources: Motion pp. 80-8, pp. 8 #1-19; 92 #22; 99 #47-1; 101 #17 pp pp. 60 #2, 27-30; 61 Lab; 66 #42; 67 #44, 47, 49-3; 69 #11-17 p. 340 Applying Practices activity Observers, Sources, and the Speed of Light online in ConnectED Found Resources for reflection Teacher Notes Physical Science Page 12

13 Fundamental Forces Forces Volusia County Schools Unit 3: Forces Weeks 8 11 topics Learning Targets and Skills Standards describe work as a force through a distance describe power as the amount of work over time SC.912.P.10.3: Compare and contrast work and power qualitatively and quantitatively. use the formulas for work and power to compare and contrast the concepts of work and power identify which forces would have the greatest impact to a given scenario, i.e., o holding a planet in orbit (gravity) o holding a nucleus together (strong) o keeping atoms from moving into one another, i.e. superposition (electromagnetic) SC.912.P.10.10: Compare the magnitude and range of the four fundamental forces (gravitational, electromagnetic, weak nuclear, strong nuclear). list the four fundamental forces in order of magnitude from strongest to weakest in terms of distance describe Newton s Law of Universal Gravitation as the force of attraction between all objects in the universe SC.912.P.12.4: Describe how the gravitational force between two objects depends on their masses and the distance between them. explain how a change in the mass or distance of two objects will impact the gravitational attraction between them Physical Science Page 13

14 Textbook Resources: Forces pp ; 126 pp. 107 #1-2; 112 #14; 133 # Applying Practices activity Work and Power online in ConnectED pp. 76; 172; 210; ; ; pp. 177 #2; 619 MiniLab; 620 #1; 623 Florida Standards Check; 641 #18 pp pp. 79 #8; 98 #3; 100 #, 8 Found Resources for reflection Teacher Notes Physical Science Page 14

15 Light and Sound Energy Volusia County Schools Unit 4: Energy 1 Week topics Learning Targets and Skills Standards identify the various forms of energy, including: o heat, electrical, electromagnetic, and mechanical, potential and kinetic energy describe an energy transformation as a change of energy from one form to another SC.912.P.10.1: Differentiate among the various forms of energy and recognize that they can be transformed from one form to others. cite examples of energy transformations HONORS 1. explain how the law of conservation of energy applies to a scenario (loss of heat to friction, etc.) distinguish between radiation, convection, and conduction HONORS SC.912.P.10.2: Explore the Law of Conservation of Energy by differentiating among open, closed, and isolated systems and explain that the total energy in an isolated system is a conserved quantity. SC.912.P.10.4: Describe heat as the energy transferred by convection, conduction, and radiation, and explain the connection of heat to change in temperature or states of matter. explain how the addition or removal of heat may cause a change in state explain how thermal energy is transferred from a region of higher temperature to a region of lower temperature until equilibrium is established analyze a heating and cooling curve to identify phase transitions identify the different regions of the electromagnetic spectrum (infrared to gamma) explain how frequency, wavelength, and energy are related identify various applications of the electromagnetic spectrum, such as: o x rays, satellite imagery, cameras, observatories, radios, etc. identify the shift in frequency in sound or electromagnetic waves due to motion of the source or receiver as the Doppler effect describe the ways in which the Doppler effect are used SC.912.P.10.18: Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications. SC.912.P.10.21: Qualitatively describe the shift in frequency in sound or electromagnetic waves due to the relative motion of a source or a receiver. Physical Science Page 1

16 Textbook Resources: Energy 1 pp , ; 12-19; 21321; ; ; pp. 117 Mini-Lab, 119 #22; 126 #26; 127 #28, 29, 31,33; Lab; 132 #4; 133 #49, 1, 8; 19 #16; 21 #12; 266 #26; 267 #41 pp , ; , pp. 141 Florida Standards Check; 143 #6; 10 #11-12; 164 #3; 16 #40; 440 Lab #4; 46 #42 pp pp. 31 #7-11; 362 #20 22, 30-31; 363 #3, 38-41, Applying Practices activity Wavelength, Frequency, and Energy online in ConnectED pp pp. 316 #11-12, Florida Standards Check; 333 #43 Found Resources for reflection Teacher Notes Physical Science Page 16

17 Circuits Volusia County Schools Unit : Circuits Week topics Learning Targets and Skills Standards differentiate among conductors, semiconductors, and insulators describe the properties of conductors, semiconductors, and insulators SC.912.P.10.14: Differentiate among conductors, semiconductors, and insulators. explain the relationships between current, voltage, resistance, and power, such as: o current as how many electrons are moving o voltage as how fast the electrons are moving o resistance as how much a material slows down moving electrons o power as fast energy is converted to another form (e.g. electrical to heat) investigate current, voltage, resistance, and power using simple circuits calculate and label the voltage, current, and resistance on a circuit diagram predict the change in the voltage with a change in current or resistance predict the change in current with a change in voltage or resistance predict the change in resistance with a change in voltage or current SC.912.P.10.1: Investigate and explain the relationships among current, voltage, resistance, and power. Physical Science Page 17

18 Textbook Resources: Circuits pp ; 34; Applying Practices activity Conductors, semiconductors and insulators online in ConnectED pp. 177 #3, ; 184 pp ; ; pp. 181 MiniLab; 182 #7-9; 183 #13, 1; 189 #16-19; 190 #23; 191 #2829; 196 #44-4; 197 #46, 1-4 Applying Practices activity Using Ohm s and Kirchhoff s Laws online in ConnectED Found Resources for reflection Teacher Notes Physical Science Page 18

19 Gas Laws Temperature Changes in Matter Volusia County Schools Unit 6: States of Matter and Gas Laws Weeks topics Learning Targets and Skills Standards differentiate between the four states of matter in terms of o volume, shape, energy, particle motion, and phase transitions SC.912.P.8.1: Differentiate among the four states of matter. identify the physical and chemical properties of a substance differentiate a chemical change from a physical change describe a chemical change as the rearrangement of atoms resulting in a new substance describe a physical change as change in appearance of a substance only, for example: o freezing, melting, condensing, boiling, etc. identify a mixture as homogeneous or heterogeneous and describe ways of separating their components (filtration, distillation, and evaporation) SC.912.P.8.2: Differentiate between physical and chemical properties and physical and chemical changes of matter. describe the temperature of an object as a measure of the average kinetic energy of its atoms or molecules explain how the average kinetic energy of a substance changes during a phase change SC.912.P.10.: Relate temperature to the average molecular kinetic energy. SC.912.P.12.11: Describe phase transitions in terms of kinetic molecular theory. describe the properties of gases (indefinite shape and volume, compressibility, etc.) explain how changing the pressure and/or temperature of a gas affects its volume (and vice versa) SC.912.P.12.10: Interpret the behavior of ideal gases in terms of kinetic molecular theory. Physical Science Page 19

20 Textbook Resources: States of Matter and Gas Laws pp pp. 436 Florida Standards Check; 439 #1-4, 6-7 pp ; pp. 473 Florida Standards Check; 476 #9-10; 477 Lab; 482 #20, 24; 48 #14-16 pp , 434 pp. 143 #4; 16 #39-40; 167 #16; 434 Florida Standards Check LaunchLAB Temperature and Kinetic Energy online in ConnectED Directed Reading Thermal Energy online in ConnectED pp pp. 43 Caption Question; 439 #3-4; 46 #42; #18 pp pp. 448 Caption Question, 40 MiniLab; 41 #2-26; 46 #33; 49 #10-11, 14 Found Resources for reflection Teacher Notes Physical Science Page 20

21 Acids and Bases Wat er Volusia County Schools Unit 7: Water Week 24 2 topics Learning Targets and Skills Standards explain how the polarity of the water molecule relates to its unique properties o cohesive and adhesive behavior o moderation of temperature o expansion upon freezing o universal solvent explain how the density of water changes as it freezes SC.912.L.18.12: Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. identify common examples of acids and bases SC.912.P.8.11: Relate acidity and basicity to hydronium and hydroxyl ion concentration and ph. describe ph as a measure of the Hydronium (H 3O + ) or the Hydroxide (OH ) ion concentration in solution explain why certain organisms have a specific ph range within which to live and survive Physical Science Page 21

22 Textbook Resources: Water Applying Practices activity What properties of water make Earth suitable for life? online in ConnectED pp pp. 687 #7, 8, 10-12; 688 Lab #1-3 Found Resources for reflection Teacher Notes Physical Science Page 22

23 Development of Atomic Theory Subatomic Particles Volusia County Schools Unit 8: Atomic Theory Week topics Learning Targets and Skills Standards identify the parts of an atom (proton, neutron, electron, electron cloud, nucleus) differentiate the subatomic particles in terms of charge, mass, and location within an atom SC.912.P.8.4: Explore the scientific theory of atoms (also known as atomic theory) by describing the structure of atoms in terms of protons, neutrons and electrons, and differentiate among these particles in terms of their mass, electrical charges and locations within the atom. explain how the current atomic theory was developed including the use of the electromagnetic spectrum (emission of light from excited electrons, etc.) describe the contribution made by the historical figures that led to the development of the atomic theory, including: o Dalton, Rutherford, Thompson identify the benefits and limitations of the atomic theory SC.912.P.10.18: Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications. SC.912.N.2.: Describe instances in which scientists' varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena and describe that competing interpretations (explanations) of scientists are a strength of science as they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations. SC.912.N.3.: Describe the function of models in science, and identify the wide range of models used in science. SC.912.N.1.3: Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. HONORS 1. describe the changes to the atomic model over time 2. explain why those changes were necessitated by experimental evidence HONORS SC.912.P.8.3: Explore the scientific theory of atoms (also known as atomic theory) by describing changes in the atomic model over time and why those changes were necessitated by experimental evidence. Physical Science Page 23

24 Textbook Resources: Atomic Theory pp ; p. 493 #1, Applying Practices activity Exploring the scientific theory of atoms online in ConnectED pp pp. 31 #7-11; 362 #20 22, 30-31; 363 #3, 38-41, Applying Practices activity Wavelength, Frequency, and Energy online in ConnectED pp. 11; 194; 42 pp. 39 #43; 194 WebQuest; Applying Practices activity Other Ideas about Heat online in ConnectED pp. 12; 207; ; 99 pp. 208 #6; 493 #1, 2, 4; Lab; Applying Practice activities Is light a wave or a particle?, Modeling Changes in Energy, Modeling Magnetic Fields, and Modeling Energy in Chemical Reactions online in ConnectED p. 10; Science and Engineering Practices Handbook Engaging in Argument from Evidence online in ConnectED Labs, such as pp. 129, 297, 43; Applying Practices activity Is light a wave or a particle? online in ConnectED Found Resources for reflection Teacher Notes Physical Science Page 24

25 Bonding Periodicity Volusia County Schools Unit 9: Periodic Table Week topics Learning Targets and Skills Standards describe the periodic table as an arrangement of elements by their properties identify patterns in the periodic table, such as: o mass, number of protons, atomic radius, chemical properties, etc. SC.912.P.8.: Relate properties of atoms and their position in the periodic table to the arrangement of their electrons. explain how the periodic table was organized by Mendeleev identify the following compounds given the formula (and vice versa,) including: o Water, Carbon Dioxide, Sodium Chloride, Hydrogen Peroxide, Sodium Bicarbonate SC.912.P.8.7: Interpret formula representations of molecules and compounds in terms of composition and structure. differentiate between ionic and covalent bonding identify the type of bond between atoms in simple compounds identify the number and type of atoms given a simple chemical formula, such as: o CO 2, CH 4, HCl, NaCl, etc. Physical Science Page 2

26 Textbook Resources: Periodic Table pp. 04-0; 4-6 pp. 04 Caption Question; 06 #12; 12 #26, 28; 13 #39; 6 #1 pp. 3-4; 6-71 pp. 3 Reading Check; 61 Caption Question; 71 #20-21; 76 #36-37, 39-40; 77 #4-47, 1 Found Resources for reflection Teacher Notes Physical Science Page 26

27 Chemical Reaction Factors Chemical Reactions Volusia County Schools Unit 10: Chemical Reactions Week 32 3 topics Learning Targets and Skills Standards describe a chemical reaction as a series of chemical changes SC.912.P.10.12: Differentiate between chemical and nuclear reactions. describe a chemical equation as a model that shows the rearrangement of atoms in a chemical reaction identify the parts of a chemical equation, such as the products, reactants, coefficients, and state of matter (precipitate, gas, aqueous, etc.) e.g. for photosynthesis describe a nuclear reaction as a change to the nucleus of an atom identify a reaction as synthesis, replacement (single displacement and double displacement,) decomposition, or combustion SC.912.L.18.7: Identify the reactants, products, and basic functions of photosynthesis. SC.912.P.8.8: Characterize types of chemical reactions, for example: redox, acid-base, synthesis, and single and double replacement reactions. HONORS 1. compare the process of nuclear reactions (radioactive decay, fission and fusion), the energy changes associated with them and their associated safety issues 2. explain how the law of conservation of matter and energy apply to chemical reactions describe an endothermic change as absorbing energy and an exothermic change as releasing energy cite common examples of each change (melting is endothermic and burning is exothermic) explain how concentration, temperature, and catalyst affect the rate of a chemical reaction HONORS 1. create and interpret potential energy diagrams for chemical reactions HONORS SC.912.P.10.11: Explain and compare nuclear reactions (radioactive decay, fission and fusion), the energy changes associated with them and their associated safety issues. SC.912.P.10.2: Explore the Law of Conservation of Energy by differentiating among open, closed, and isolated systems and explain that the total energy in an isolated system is a conserved quantity. SC.912.P.10.7: Distinguish between endothermic and exothermic chemical processes. SC.912.P.12.12: Explain how various factors, such as concentration, temperature, and presence of a catalyst affect the rate of a chemical reaction. HONORS SC.912.P.10.6: Create and interpret potential energy diagrams, for example: chemical reactions, orbits around a central body, motion of a pendulum. Physical Science Page 27

28 Textbook Resources: Chemical Reactions pp ; Applying Practices activity Chemical reactions vs. nuclear reactions online in ConnectED 639 #39 Applying Practices activity Photosynthesis: reactants, products and basic functions online in ConnectED pp p. 93 #12-14; 610 #4; 611 #47, 4 pp pp. 9 Reading Check; 96 Florida Standards Check; 97 #23; 610 #36; 613 #14 pp pp. 601 Reading Check; 604 #26; 60 Lab: Lab; 611 #3 Applying Practices activity Concentration and Reaction Rates online in ConnectED Found Resources for reflection Teacher Notes Physical Science Curriculum Map Page 28

29 Energy and Matter Cycles Volusia County Schools Unit 11: Energy 2 Week topics Learning Targets and Skills Standards describe the water, carbon, and oxygen cycles in terms of matter and energy SC.912.E.7.1: Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. identify the reactants, products, and basic functions of photosynthesis o water + carbon dioxide > glucose + oxygen SC.912.L.18.7: Identify the reactants, products, and basic functions of photosynthesis. SC.912.L.18.8: Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration o oxygen + glucose > water + carbon dioxide explain how photosynthesis and cellular respiration are related Physical Science Curriculum Map Page 29

30 Textbook Resources: Energy 2 Applying Practices activity Analyzing the movement of matter and energy in biogeochemical cycles online in ConnectED Applying Practices activity Photosynthesis: reactants, products and basic functions online in ConnectED Applying Practices activity Aerobic and anaerobic cellular respiration online in ConnectED Found Resources for reflection Teacher Notes Physical Science Curriculum Map Page 30

31 Physical Science Tier 3 Vocabulary Weeks Unit Vocabulary 1 2 The Nature of Science and Graphing Accuracy Analysis Bias Control Dependent variable Evidence Independent variable Inference Interpretation Meniscus Multiple trials Non science Observation Peer review Precision Pseudoscience Reliability Science Scientific notation Validity 3 7 Motion 8 11 Forces Acceleration Displacement Distance Final Force Graph Inertia Initial Distance Electromagnetic force Force Formula Fundamental Mass Momentum Motion Negative Position Positive Rate Gravitation Attraction Gravity Mass Power Strong force Ratio Rest Speed Speed of light Time Velocity Superposition Universe Weak force Work Energy Circuits Blue shift Conduction Convection Cooling curve Doppler effect Electrical Electromagnetic Equilibrium Frequency Friction gamma Circuit Conductor Current Heat Heating curve infrared Kinetic Latent heat Mechanical Observer Phase transition Potential Radiation Red shift Electron Insulator Power Source Specific heat Spectrum Thermal energy Transfer Transformation Ultraviolet Visible Wavelength x ray Resistance Semiconductor Voltage Physical Science Curriculum Map Page 31

32 Boiling point Composition Compressibility Conductivity Density Evaporation Filtration Freezing point Heterogeneous Homogenous Malleability Melting point Mixtures Reactivity Volume States of Matter Distillation Celsius Pressure Indefinite Volume Compressibility STP Kelvin Kinetic Molecular Theory Gases Ideal gas Temperature 24 2 Water Acids Adhesion al moderator Bases Cohesion Concentration Electronegativity homogenous mixture Hydrogen bonding Hydronium Hydroxide Measure Molecule Partial charge ph range Polarity solution Specific heat Universal solvent Water Atomic Theory Atom Atomic theory Benefits Charge Electromagnetic Electron Electron cloud Emission Excited state Ground state Light Limitations Mass Models Neutron Nucleus Proton Transmission Wavelength Periodic Table Alkali metals Alkaline earth metals Atomic mass Average Atomic radius Bond Compound Covalent bonding Electron pair Element Formula Gases Halogens Ionic bonding Mass number Metalloids Metals Mixture Molecule Nobel gases Nonmetals Octet Periodic table Periodicity Stable Physical Science Curriculum Map Page 32

33 32 34 Chemical Reactions Absorb Aqueous Catalyst Change of state Chemical change Chemical reaction Coefficients Combustion Concentration Conservation Decomposition Displacement Endothermic Exothermic Gas Matter Phase change Photosynthesis Physical change Potential energy diagram Precipitate Products Radioactive Rate of reaction Reactants Rearrangement Release Replacement State of matter Synthesis Temperature 3 37 Energy 2 Aerobic Anaerobic Carbon cycle Carbon dioxide Cell Cellular respiration Chlorophyll Chloroplasts Combustion Condensation Decomposition Energy Evaporation Glucose Light Light energy Matter Mitochondria Oxygen cycle Percolation Photosynthesis Precipitation Product Reactant Sugar Transpiration Water cycle Physical Science Curriculum Map Page 33

34 Grades 9 10 ELA Florida Standards LAFS.910.RST.1.1 Cite specific textual evidence to support analysis of science LAFS.910.WHST.3.9 Draw evidence from informational texts to support and technical texts, attending to the precise details of the explanations or analysis, reflection, and research. descriptions. LAFS.910.RST.1.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. LAFS.910.RST.2.4 Determine the meaning of symbols, key terms, and other domain specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9 10 texts and topics. LAFS.910.RST.2. Analyze the structure of the relationship among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy.) LAFS.910.RST.3.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematical (e.g., in an equation) into words. LAFS.910.RST.4.10 by the end of grade 10, read and comprehend science / technical texts in the grades 9 10 text complexity band independently and proficiently. MAFS.912.A CED.1.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. MAFS.912.S IC.2.6 Evaluate reports based on data. Grades 9 12 Math Florida Standards (select courses) LAFS.910.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Use precise language and domain specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). MAFS.912.N VM.1.1 Recognize vector quantities as having both magnitude and direction. Represent vector quantities by directed line segments, and use appropriate symbols for vectors and their magnitudes. MAFS.912.N VM.1.2 Find the components of a vector by subtracting the coordinates of an initial point from the coordinates of a terminal point. MAFS.912.N VM.1.3 Solve problems involving velocity that can be represented as vectors. Physical Science Curriculum Map Page 34

35 LAFS.1112.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and any gaps or inconsistencies in the account. LAFS.1112.RST.1.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. LAFS.1112.RST.2.4 Determine the meaning of symbols, key terms, and other domain specific words and phrases as they are used in a specific scientific or technical context relevant to grades texts and topics. LAFS.1112.RST.3.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. LAFS.1112.RST.4.10 By the end of grade 12, read and comprehend science / technical texts in grades text complexity band independently and proficiently. Grades ELA Florida Standards LAFS.1112.WHST.3.9 Draw evidence from information texts to support analysis, reflection, and research. Grades 9 12 Math Florida Standards (all courses) MAFS.912.F IF.3.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. a. Graph linear and quadratic functions and show intercepts, maxima, and minima. b. Graph square root, cube root, and piecewise defined functions, including step functions and absolute value functions. c. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior. d. Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior. e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude. LAFS.1112.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). MAFS.912.N Q.1.1 Use units as a way to understand problems and to guide the solution of multi step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. MAFS.912.N Q.1.3 Choose a level of accuracy appropriate to limitations measurement when reporting quantities. Physical Science Curriculum Map Page 20