Grace Joint School District 148

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1 Grace Joint School District 148 Science Physical Science # Course Description Open to 9 One year course Prerequisite None Graduation Requirement: District and State Content: Students will study the interfaces among the geosphere, hydrosphere, and atmosphere of our planet, and Earth s relationship to other bodies in space. Students will also learn and practice earth science laboratory methods and skills, using technology to create and/or complete projects. Adopted Materials Physical Science Glencoe/McGraw-Hill Copyright 1999 The grade that a student receives in this course will be a reflection of how well the student understands the content and acquires laboratory and technology skills. The course grade will be calculated from scores obtained on tests, projects, laboratory activities and a semester final. The semester final is also called the End of Course Exam (EOC), which will count as 10% of the student s final grade and determine whether or not the student has met the State Standards in Science for this particular course. Course Scope and Sequence for Semester (Physics) I Unit No. 1 Methods & Measurement Unit No. 2 Matter in Motion Unit No. 3 Forces in Motion Unit No. 4 Energy Unit No. 5 Waves Unit No. 6 Sound & Light Unit No. 7 Electricity Course Scope and Sequence for Semester (Chemistry) II Unit No. 8 Properties & States of Matter Unit No. 9 Atomic Structure Unit No. 10 Periodic Table Unit No. 11 Chemical Bonding Unit No. 12 Chemical Reactions Unit No. 13 Special Classes of Compounds Unit No. 14 Atomic Energy 2 weeks 3 weeks 3 weeks 2 weeks 1 weeks 3 weeks 3 weeks 3 weeks 2 weeks 2 weeks 2 weeks 3 weeks 2 weeks 2 weeks Page 1 of 22

2 Course Title Physical Science District Reference Methods & Measurement District Reference Instructional Objective 1. Review the scientific method and measure in the metric system (Systeme Internationale). Science 8-9 ES.4 NO. Know Be Able To: Language: Text Assessment 1 The metric system is the universal measurement of science and the most Measure phenomena using the metric system. LSRW Ch. 2 Pg. 35 commonly used units are milli, centi, base, and kilo. List prefixes and values in order from smallest to largest. 2 How common metric and customary English measurements compare; for example, miles vs. kilometer, quart vs. liter, inches vs. centimeter and pound vs. kilogram. Manipulate or convert metric units when collecting and analyzing data. Record measurements of common items. LSRW Match metric to English units Measure a classroom object and convert within the metric system and record data. Ch. 2 Pg Know the definitions of mass, weight, volume, and density. Use the metric system of measurement to determine the mass, weight, volume, and density of objects and explain the relationship between the four properties. LSRW Listen to teacher instruction and Write definitions. Ch. 2 Pg. 43 Create a graphic organizer that shows the relationship between mass, weight, volume and density. Unit Matter in Motion District Reference Instructional Objective 2. Investigate and understand the basic attributes of motion and the forces that act on objects. 8-9 ES.4 Page 2 of 22

3 1 Motion is defined as an object s change in position relative to a reference point. Give examples of how the motion of an object can be described by its position, direction of motion, and speed. LSRW Identify and record observed objects in motion. Ch. 3 Pg Speed is defined as the distance traveled divided by the time interval during which the motion occurred. 3 Velocity is defined as the speed of an object in a particular direction. Distinguish between and calculate constant speed and average speed. Verbally share the observed examples relative to motion and a reference point. Read and follow lab instructions. Record the data on a graph and report out your analysis. Calculate the average velocity of a Explain how two objects moving at moving object, given the object s change the same speed can have different in position and time. velocities by analyzing graphs. Ch. 3 Pg. 66 Ch. 3 Pg. 72 v = x2 - x1 / t2 - t1 Read and solve word problems to differentiate between speed and velocity. 4 Acceleration is defined as a change in velocity over time. Velocity indicates a change in speed and/or a change In Direction. Calculate the average acceleration of an object, given the object s change in speed with respect to time. a = v2 - v1 / t2 - t1 Demonstrate how a change in direction represents acceleration. Explain how an object moving at constant speed can be accelerating with a change in direction. Write a story problem to demonstrate an acceleration rate. Ch. 3 Pg How constant speed, average speed, and acceleration are represented on graphs Represent constant speed, average speed, and acceleration through the development and interpretation of appropriate data tables and graphs. Read and interpret provided graphs to compare constant speed, average speed and acceleration. Orally summarize the differences. Page 3 of 22

4 6 Objects change their motion only when Apply forces to objects to create motion. Listen to an explanation of net force. a net force is applied. Calculate net force. Given specific scenarios, describe how an object will move when a net force is applied. Ch. 3 Pg Friction is a force that opposes motion Demonstrate the effects of friction on between two surfaces that are in contact motion. Explain how friction is a force. Verbally assess the effects of friction from different materials. Ch. 3 Pg. 82 Tell ways to reduce friction. 8 Gravity is the force of attraction between objects that is due to their masses. Predict how the gravitational force between two bodies would differ for bodies of different masses or different distances apart. State the Law of Gravitational force. Compare the effects of gravity on Earth versus outer space. Ch. 3 Pg. 83 Unit Forces and Motion Instructional Objective 3. Investigate and understand the relationship between motion and forces. 1 Gravity is the force of attraction that causes objects to fall toward the center of the Earth Observe projectile motion. Illustrate projectile motion. Evaluate the effect of gravity and air resistance on falling objects. Write a definition of gravity and air resistance. Describe how gravity affects projectile motion. Ch. 3 Pg. 83, 96 Page 4 of 22

5 2 Newton s 1st Law of Motion, (Law of Inertia) states that an object at rest will remain at rest and an object in motion will remain in motion at a constant speed unless acted on by an unbalanced force. 3 Newton s 2nd Law of Motion states that the acceleration of an object depends on the mass of the object and the amount of force applied. Given specific scenarios, compare the Partner read and restates Newton s motion of an object acted on by balanced First Law of Motion. forces with the motion of an object acted on by unbalanced forces. Write Cornell notes from reading. Role plays a demonstration on Newton s Second Law of Motion. Calculate the acceleration of an object, given the object s mass and the net force on the object F=ma. Draw and label diagrams demonstrating balanced and unbalanced forces. Listen to an explanation on F=ma. Write Cornell notes. Predict how objects of different masses will accelerate when subject to the same force. Ch. 3 Pg. 81 Ch. 4 Pg Newton s 3rd Law of Motion states that whenever an object exerts a force on a second object, the second object exerts an equal and opposite force on the first. Apply Newton s Third Law to explain various scenarios Share calculation results in small groups. Watch and listen to a video or demonstration on Newton s Third Law. Write Cornell notes. Ch. 4 Pg Work is done when a force causes an object to move in the direction of the force. 6 Power is the rate at which work is done or energy is transformed. Determine when work is being done on an object. Calculate the amount of work done on an object. W=Fxd Given various scenarios, calculate power output P=W/t. Illustrate with everyday examples that for every action there is an equal and opposite reaction. Role plays examples and nonexamples of work. Write work formula in a motion foldable. Explain the relationship between work and power. Write power formula in the motion foldable. Ch. 5 Pg. 126 Ch. 7. Pg. 202 Page 5 of 22

6 Unit Energy Instructional Objectives 4. Understand that energy can be transferred and transformed but it can neither be destroyed nor created. 1 Kinetic energy is the energy of motion. Potential energy is stored energy. Understand that Kinetic Energy is determined by the mass and/or velocity of a moving object. Understand that PE changes based on the object s position, shape, or condition. Choral read background information on kinetic and potential energy. Draw and label a roller coaster diagram showing points of Potential and Kinetic Energy. Ch. 5 Pg Total mechanical energy equals the potential energy plus the kinetic energy. Compare and contrast kinetic, potential, and mechanical energy. 3 The law of conservation of energy Give examples of when kinetic energy and states that the total energy in a closed potential energy are transformed from one system is constant and cannot be form to another. created or destroyed but can be changed from one form to another. Sort examples of KE, PE and ME into a graphic organizer. Describe the different forms of energy and explain how they can be transformed and transferred. Ch. 5 Pg. 129 Ch. 5 Pg Heat is thermal energy (the total kinetic energy of particles) transferred between objects at different temperatures. Identify how heat energy can be transferred through conduction, radiation and convection. Define conduction, convection and radiation. Draw And label examples of each of the three forms of heat transfer. Ch. 5 Pg. 135 Waves Instructional Objectives 5. Understand that waves carry energy from place to place without the transfer of matter. Page 6 of 22

7 1 A wave is any periodic disturbance that transfers energy through matter or space. 2 Mechanical waves transfer energy through a medium (solid, liquid, or gas). Electromagnetic waves transfer energy without the need to go through a medium. Identify the function of waves. Distinguish between mechanical and electromagnetic waves. Explain how waves are created and carry energy. Take notes on mechanical and electromagnetic waves. Create a Venn diagram comparing the two types of waves. Ch. 18 Pg In transverse waves, particles move perpendicular to the direction of the wave, whereas in longitudinal waves, the particles move parallel to the direction of the waves. 4 The properties of a transverse wave include amplitude, wavelength, frequency, and velocity. Compare and contrast the properties of transverse and longitudinal waves. Describe how wave properties influence the energy transferred by a wave. Record observations from a demonstration of transverse and longitudinal waves. Write a creative description of the particle motion in the two waves. Define key wave property vocabulary. Draw and label a wave diagram. Create written or picture analogies or the vocabulary. Ch. 18 Pg. 499 Ch. 18 Pg. 499 Sound and Light Instructional Objectives 6. Understand how sound and light energy are formed and then transferred to other places by waves. 1 Sound waves are mechanical, longitudinal waves of vibrating matter. 2 Sound travels faster in warmer temperatures and solid materials. Explain how sound waves are produced and transmitted. Explain how temperature and the density of the medium affect the speed of sound. Turn and tell a neighbor how sound waves are produced and transmitted. Graph the speed of sound in media of different temperatures and density. Ch. 18 Page 7 of 22

8 3 The Doppler effect is an apparent change in sound frequency caused by the motion of the source and/or listener. 4 Light is composed of photon particles that travel in transverse electromagnetic waves. 5 All light (EM radiation) travels at 300,000 km/s through space. Light changes speed and bend (refraction) as it moves through different media. 6 The EM spectrum is divided into regions based on the length of the waves, from gamma (shortest) to radio (longest). Give examples of the Doppler effect. Explain how visible light can be modeled as a wave or a particle. Observe how the medium affects the speed of light. Recognize the regions of the electromagnetic spectrum from least energy, lowest frequency, longest wavelength to highest energy, highest frequency and shortest wavelength. Describe the uses of electromagnetic waves of different frequencies. Listen to demonstrations of the Doppler Effect. Ch. 18 Pg. 511 Share a hypothesis about what causes the sound to change. Read the explanation in the textbook. Ch. 19 Pg. 529 Predict if light will speed up or slowdown in various transparent media. Compose a story on how rainbows are created. Draw and label a diagram of the properties and characteristics of the EMS. Name, define and place the forms of energy on the EMS diagram. Brainstorm a list of uses for the EMS waves. Write the order and color the visible light spectrum on the diagram. Optical illusions Ch. 19 Pg. 528 Ch. 19 Pg. 528 Electricity and Magnetism Instructional Objectives 7. Understand that stationary and moving charged particles result in the phenomena of electricity and magnetism. Page 8 of 22

9 1 The electrons that orbit the Describe the 3 main parts of an atom. nucleus of an atom carry a negative Describe neutral and charged atoms. electric charge, while the protons in the nucleus carry a positive charge. 2 The laws of electric charges states Describe the action and forces that occur that like charges repel and opposite between like and unlike charges. charges attract Name the subatomic particles and the electric charge they carry. Partner share how a neutral atom becomes charged. Draw a model of two objects repelling and two object attracting. Ch. 22 Pg Objects may become electrically charged by gaining or losing electrons. Demonstrate the methods of electrostatic charging including friction, conduction & induction. Report out in small groups the results discovered in static electricity demonstrations. Ch. 22 Pg An electric charge will be static on insulators and moving through conductors. Compare the flow of electrons through conductors and insulators. 5 Electric current is a measure of the Recognize the relationship between current, rate at which charges pass a certain voltage and resistance by applying Ohm s point (unit amps). Law. Voltage is a measure of how much work is needed to move a charge V = I x R between two points (unit volts). Resistance is the opposition to the flow of electric charge (unit ohms). Define and list examples of conductors and insulators. Record data from labs comparing conductors to insulators. Summarize the relationship among current, voltage and resistance. Read word problems and calculate the unidentified variable in V= I x R Ch. 21 Pg. 594, 595 Ch. 21 Pg In a series circuit, all parts (battery, wires, and loads) are connected in a single loop In a parallel circuit, loads are connected side by side. Construct a series and a parallel circuit. Analyze simple arrangements of electrical components in both series and parallel circuits. Role plays a series and parallel circuit. Write a story about the travels of an electron through a circuit. State the advantages of a series versus a parallel circuit. Ch. 21 Pg. 608 Page 9 of 22

10 7 Magnetism is caused by the alignment of atomic N & S poles within materials containing iron. Describe how the Law of Magnetic force represents a magnetic field. Demonstrate where the lines of force are the strongest in a magnetic field. Recite the Law of magnetic force. Represent a magnetic field by drawing lines of force extending from magnets. Ch Electricity and magnetism are two aspects of a single electromagnetic force. Moving electric charges produce magnetic forces, and moving magnets produce electric forces Demonstrate and explain that an electric current flowing in a wire will create a magnetic field around the wire (i.e., electromagnetic effect). Demonstrate and explain that moving a magnet near a wire will cause an electric current to flow in the wire (i.e., the generator effect). Write the instructions on how to build an electromagnet. List the benefits of electromagnets. Verbally brainstorm ways to increase the strength of an electromagnet. Ch An electromagnet is made up of a solenoid (coils of wire) wrapped around an iron core. Identify the electromagnetic energy transformations involved in an electric motor and a generator. Create a flow chart of how the energy is transferred from mechanical to electrical in various technologies Ch. 22 Pg. 628 Semester Two Properties and State of Matter Instructional Objectives 8. Physical and chemical properties can be used to describe and classify matter and explain the interactions between molecules or atoms. Page 10 of 22

11 1 Physical properties of matter include color, hardness, solubility, density, melting point, boiling point, conductivity, malleability, and state. Identify physical properties. Write a definition of physical. Draw and explain physical properties, using examples of everyday items Ch. 9 Pg Chemical properties of matter include flammability and reactivity. Identify chemical properties. 3 A physical change occurs when matter changes shape or states, but retains its original properties. Chemical changes create new substances with new properties Differentiate between chemical and physical changes and provide examples of both. 4 The three normal states of matter are solid, liquid, and gas. Describe each of the three states, phases, of matter in terms of particle motion, energy, arrangement, and spacing. Write a definition of chemical. Draw and explain chemical properties, using examples of everyday items. Observe and listen to demonstrations on types of changes. With a partner, sort and classify examples different changes into physical or chemical. Verbally share examples with class. Ch. 9 Pg. 259 Ch. 9 Pg. 256, 257 Partner graffiti walk, writing Ch. 8 background knowledge of 3 states on Pg blank posters. 217 Listen to teacher instruction on missing information. Create a foldable with definitions, drawings, and labels of the three states of matter. Page 11 of 22

12 5 An element is a pure substance that cannot be separated into Recognize the difference between pure substances (elements and compounds) and simpler substances by physical or mixtures. chemical means. A compound is composed of two or more elements chemically combined. A mixture is a combination of Two or more substances not chemically combined. Take Cornell notes during an instructional show and tell of actual elements, compounds, and mixtures. Define heterogeneous and homogenous mixtures, using examples. In small groups, discuss and classify many examples of common household substances into elements, compounds, and mixtures. Ch. 9 Pg A solution is a homogenous mixture of two or more substances uniformly dispersed throughout a single phase. Identify solute and solvent, and the factors that affect solubility. Describe a solution, and explain the concept of solubility. For different solutions, write the solute and solvent. Ch. 9 Pg. 248 Atomic Structure district Course Instructional Objectives 9. Atomic models are used to help us understand and explain how elements and compounds interact. 1 The discoveries of Dalton (atomic theory), Thomson (the electron), Rutherford (the nucleus), and Bohr (planetary model of atom). Compare and contrast how the early models of atoms support the current atomic model. Listen to video on the early atomic theories. Take Cornell notes: write 3 main ideas from each theory. Ch. 10 Page 12 of 22

13 2 Negatively charged electrons orbit the nucleus of an atom containing positively charged protons and no charge neutrons. Identify, define, and describe the location of the main subatomic particles as inferred by the current atomic models. Describe Rutherford s gold foil experiment that led to the discovery of the nuclear atom. Draw and label a Bohr model of the atom, include the mass and charge of each subatomic particle. Ch The atomic # represents the # of protons, while the atomic mass represents the total mass of protons, neutrons, and electrons. 4 An isotope of an element contains different numbers of neutrons. Using models of atoms distinguish between and determine both the atomic number and atomic mass. Describe the structure of an isotope. In small groups, discuss, draw, share an analogy of the electron cloud theory. Define and describe the main subatomic particles. Given limited information (ex: atomic # and mass), calculate the number of protons, electrons, and neutrons for 10 elements. Define isotope. Describe what determines atomic mass. Ch. 10 Pg. 278 Ch. 10 Pg. 279 Explain uses of carbon isotopes. The Periodic Table Instructional Objective 10. The periodic table represents the repeating patterns of physical and chemical properties occurring Page 13 of 22

14 1 Symbols represent elements. Elements are listed in order according to the number of protons The symbol color denotes solid, liquid or gas, and the square color denotes metal, metalloids, or nonmetals. Identify the components of the Periodic Table, such as atomic number, atomic mass, symbols, and colors. Read the key to the periodic table. Copy one element s square from the periodic table, label all the information. Calculate the number of protons, electrons, and neutrons for that element. Ch. 10 Pg. 284, 286, A period displays (periodic) patterns of atomic size, conductivity, reactivity, etc... A group shares the same physical and chemical properties. 3 Each atom has distinct energy levels that electrons can enter or exit. The energy levels of the atom are filled in a certain manner and each energy level has a maximum number of electrons it can hold. Explain the characteristic trends of elements arranged by periods (rows). Describe the distinctive properties of the element families/groups (columns). List the maximum number each energy level can hold to at least the third level. Build a model of that element out of wire and clay. Present model to class. Gallery walk and read about Ch. 10 different periods include Pg. 288 characteristics and pictures of elements. Create a flip book of group characteristics and common elements. With a partner, draw a large Bohr model with a nucleus and 3 energy levels. Using different beans representing protons, neutrons, and electrons, correctly place beans in the nucleus or in energy levels to represent an element. Draw and label the model. Repeat for 4 different elements. Ch. 10 Pg. 273 Chemical Bonding Instructional Objective 11. Atoms bond with each other by transferring or sharing their valence electrons to form compounds Page 14 of 22

15 1 Atoms bond with each other by transferring or sharing their valence electrons to form compounds. 2 Ions are charged particles formed by the loss or gain of an Electron(s). Describe what valence electrons are and how they are involved in the bonding process. Describe how an atom forms an ion through the process of ionization. Listen to teacher explanation. Given the atomic #, calculate the # of valence electrons. Listen to a visual animated explanation of ionic bonding. Define cation and anion. Draw how an ionic compound, salt, is formed, using Bohr models of the atoms. Ch. 11 Ch. 11 Pg Ionic bonds are formed when electrons are transferred to another atom. Covalent bonds are formed when electrons are shared between atoms. Compare and contrast the ionic and covalent bond formation. Identify properties and examples of each. Label Diagram Create a Venn diagram comparing and contrasting ionic and covalent bonds, included bonding: metal-nonmetals, nonmetals-nonmetals, metal materials. Draw how water is formed, using Bohr models of the atoms. Label diagram. Ch. 11 Pg Page 15 of 22

16 4 The difference between atom/molecule, symbol/formula, and element/compound Use the Periodic Table to predict possible chemical combinations of atoms using oxidation numbers of individual atoms and write their formulas Define oxidation number. Calculate oxidation number. Identify which groups gain or lose elections. Predict which elements will bond based on their groups. Ch. 11 Pg Chemical Reactions Instructional Objective 12. Reactions transform one or more reactants into one or more new products. The reaction is represented by a chemical equation which must be balanced. 1 Chemical reactions change reactants into products. Evidenced may include color change, precipitate formation, as formation, and energy change. 2 Chemical equation use symbols and number to represent the molecular change in a reaction Explain that a chemical reaction is As a class, verbally review the accompanied by a change of properties and characteristics of a chemical a change in energy, resulting in the reaction. formation of new substances and. In small groups, list and draw 5 examples chemical reactions. State the relationship between a chemical reaction and a chemical equation. Share drawings with the class Define equation, reactant, product, subscript, and coefficient. Write a chemical equation, box the reactants, and underline the products. Ch. 16 Ch. 16 Pg. 448 Page 16 of 22

17 3 The Law of Conservation of Identify and balance the reactants and Mass states that mass is neither products expressed in a chemical equation. created nor destroyed, therefore, the # of reactant atoms must equal the # of product atoms on each side of the equation Listen and watch a demonstration on how to balance a chemical equation. Cornell notes on steps and rules for balancing an equation. Ch. 9 Pg Endothermic reactions absorb energy and the temperature of the products decreases. Exothermic reactions release energy and the temperature of the products increases. Describe the difference between an exothermic and endothermic reaction. State examples of each. With a partner at the white board, balance an equation. Watch and listen to a demonstration of exothermic and endothermic reactions. Summarize each reaction. Write a mnemonic on each type of reaction. Share with the class. Ch. 16 Pg. 458 Read and follow lab directions. 5 Rates of reactions are influenced by temperature, concentration, surface area, and catalyst/inhibitors. Identify and explain how various factors affect the rates of chemical reactions. Write lab results Read about reaction rates. In partners, one person defines catalyst, giving examples. The other defines inhibitor. Ch. 16 Pg. 457 Then teach your lab partner, as they take notes. Special Classes of Compounds Instructional Objectives Page 17 of 22

18 1 Acids increase the # of hydronium ions (H+) in water. Differentiate between acids and bases. State the uses and properties of acids and bases. Bases increase the # of hydroxide (OH-) ions in water. 2 ph is a value used to express the acidity (1-6) or basicity (8-3) of a solution. 3 Neutral solutions are neither acidic nor basic with a ph # of 7. 4 Organic compounds are carbonbased molecules. 5 Hydrocarbons are composed only of hydrogen and carbon in the shape of chains or rings. 6 Hydrocarbons can be made into long chains by polymerization reactions 7 Carbohydrates are used as a primary source of energy for cells, lipids are a form of stored energy, proteins build and form structures, while nucleic acids store genetic information. Describe how the ph scale and chemical indicators are used to identify acids and bases. Understand the process of neutralization. Distinguish between inorganic and organic compounds. compounds. Model the structure and function of hydrocarbons. Investigate petrochemical products and the process of polymerization. Describe the characteristics of the biochemicals: carbohydrates, lipids, proteins, and nucleic acids. Draw and label a ph scale. List various chemical indicators and tell what they are used for Write the steps and products of a neutralization reaction. Write notes on the properties of inorganic and organic Explain the structure and function of the hydrocarbon model to a partner. Define petrochemical products and polymerization. Create a graphic organizer of the common biochemicals. Atomic Energy Page 18 of 22

19 Instructional Objectives. 1 Radioactivity is the process by which an unstable nucleus releases particles. 2 Alpha particles consist of two protons and two neutrons, beta particles are released electrons or positrons, and gamma rays consist of high energy photons. 3 Radioactive isotopes are used for medical and industrial purposes. 4 Fission occurs when a large nucleus splits in two and releases energy. Fusion occurs when two small nuclei combine to form a large nucleus and release energy. 5 Neutrons released from large nuclei collide with surrounding material, releasing more neutrons which cause a chain relation. Describe, in general, how radioactivity occurs including the concepts of half-life and transmutation. Describe and contrast the products of radioactive decay: alpha particles, beta particles, and gamma rays. Identify the uses of radioactive isotopes. Distinguish between the processes of nuclear fusion and nuclear fission. Trace the events, in general, in a nuclear chain reaction. Define half-life and transmutation. Explain aloud why a nucleus is unstable. Chart the properties and products of alpha, beta and gamma radiation. Read about current uses of radioactive isotopes in a jigsaw activity. Report the uses from jigsaw activity to whole group. Draw and label a diagram of each process. Compare and contrast the processes and products of fission versus fusion. Watch and listen to a demonstration of a nuclear chain reaction. Create a written summary of the events in a nuclear chain reaction. Ch. 24 Pg. 674 Ch. 24 Pg. 679, 680 Ch. 24 Pg. 692 Ch. 24 Pg Ch. 24 Pg. 689 Page 19 of 22

20 6 Detectors include photographic plates, cloud chambers, Geiger, Etc... Identify current technologies, used to Watch and listen to a detect and measure radioactive particles. video/demonstration of current technologies. Ch Nuclear energy does not emit greenhouse gases but does create radioactive waste. Recognize the benefits that nuclear energy provides as well as the hazards that can result in its use. Report out to whole class one technology used. Write an evaluation of the pros and cons of nuclear energy System Thinking Instructional Objectives Systems thinking make it possible to analyze and understand complex phenomena. NO. Be Able To: Text Assessment 1 Explain that there is order and predictability in the universe and that patterns and similarities allow us to organize information about our universe. 2 Use observations and data as evidence on which to base scientific explanations and predictions about earth processes. 3 Develop scientific explanations based on scientific knowledge, logic, and analysis. 4 Develop or use models to explain physical science concepts. 5 Identify and analyze systems in physical science that do, or do not, change with time 6 Explain the relationships between past, present, and future. Inquiry Instructional Objectives The process of asking and answering questions about the natural world NO. Be Able To: Text Assessment Page 20 of 22

21 1 Develop the ability to design experiments by: Designing appropriate and testable experiments Understanding the importance of controls in experiments Identifying variables and recognizing the importance of changing only one variable at a time when conducting experiments Predicting the outcome of an experiment and comparing the prediction to an actual outcome Critiquing experimental designs 2 Develop the ability to acquire data through experimentation and observation by: Becoming familiar with, and practiced in selecting, the appropriate scientific apparatus, instrumentation, or available technology Being able to work collaboratively in groups Observing essential safety precautions associated with all laboratory procedures 3 Develop the ability to record and manipulate data by: Using SI units in all cases of measurement and observation Designing and using data tables for the orderly recording of observations and measurements Creating graphs of recorded data that include labels and numerical values or scales for all axes Carrying out computations and/or numerical calculations for analyzing data 4 Develop the ability to communicate and share results by: Writing lab reports and scientific papers Reading appropriate scientific articles and reports Presenting oral reports in both an individual and collaborative fashion Using discipline-appropriate language or vocabulary to communicate scientific ideas clearly Using mathematical models in the exploration of patterns and relationship Technology and Problem Solving Instructional Objectives Understand the interaction between science and technology and how both can solve problems. NO. Be Able To: Text Assessment 1 Identify scientists that have made significant contributions to advance our knowledge in the fields of Physics and Chemistry. 2 Know that science and technology are interrelated to each other, society, and to the workplace Page 21 of 22

22 3 Explore the environmental issues that impact the geo and biosphere. 4 Distinguish between renewable and non-renewable energy resources for Earth s populations. Page 22 of 22