Granbury ISD Year At A Glance (YAG) 2014 2015 School Year First Semester Second Semester 1 st Grading Period (Weeks 1 6) 4 th Grading Period (Weeks 17 22) Unit 01: Laboratory Management (Weeks 1 2) 1A; 2CE Unit 08: Motion: Position, Speed, and Acceleration (Weeks 17 19) 4AB Unit 02: Properties of Matter (Weeks 3 4) 6ABC Common Lesson: Density of Liquids and Solids Unit 09: Motion: Forces and Momentum (Weeks 20 22) 4CDEFG Common Lesson: Crash Test and Inertia Dummies Unit 03: Changes in Matter (Weeks 5 6) 7AB ACT Aspire Week 5 (September 24 th ) 2 nd Grading Period (Weeks 7 11) 5 th Grading Period (Weeks 23 29) Unit 04: Periodic Table (Weeks 7 9) 6D Common Lesson: Coding the Periodic Table Unit 05: Chemical Reactions (Weeks 10 11) 6D; 7CDE ACT Week 9 (October 25 th ) Unit 10: Energy: Potential and Kinetic (Weeks 23 24) 5ABD Unit 11: Energy: Societal Impacts (Week 25) 5HI Unit 12: Energy: Conversions and Conservation (Weeks 26 29) 5DE Common Lesson: Popcorn Lab TELPAS Writing Window March 16 April 3 (Weeks 26 28) 3 rd Grading Period (Weeks 12 16) 6 th Grading Period (Weeks 30 36) Unit 06: Environmental Impact of Chemical Reactions (Week 12) Unit 13: Energy: Electricity (Weeks 30 31) 5CF 7F Common Lesson: Series and Parallel Circuits Unit 07: Solutions (Weeks 13 15) 6E Unit 14: Energy: Waves (Weeks 32 35) 5G Common Lesson: Making Waves ACT Week 30 (April 18th) 7/15/2014
112.38. Integrated Physics and Chemistry, Beginning with School Year 2010-2011 (One Credit). Introduction. (1) Integrated Physics and Chemistry. In Integrated Physics and Chemistry, students conduct laboratory and field investigations, use scientific methods during investigation, and make informed decisions using critical thinking and scientific problem solving. This course integrates the disciplines of physics and chemistry in the following topics: force, motion, energy, and matter. (2) Nature of science. Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process." This vast body of changing and increasing knowledge is described by physical, mathematical, and conceptual models. Students should know that some questions are outside the realm of science because they deal with phenomena that are not scientifically testable. (3) Scientific inquiry. Scientific inquiry is the planned and deliberate investigation of the natural world. Scientific methods of investigation are experimental, descriptive, or comparative. The method chosen should be appropriate to the question being asked. (4) Science and social ethics. Scientific decision making is a way of answering questions about the natural world. Students should be able to distinguish between scientific decision-making methods (scientific methods) and ethical and social decisions that involve science (the application of scientific information). (5) Science, systems, and models. A system is a collection of cycles, structures, and processes that interact. All systems have basic properties that can be described in space, time, energy, and matter. Change and constancy occur in systems as patterns and can be observed, measured, and modeled. These patterns help to make predictions that can be scientifically tested. Students should analyze a system in terms of its components and how these components relate to each other, to the whole, and to the external environment. Page 1 of 9 Science GP1 14-15
Units at a Glance for 1 st Grading Period: Unit 1 Laboratory Management (Weeks 1-2) Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices. 1A demonstrate safe practices during laboratory and field investigations Scientific processes. The student uses scientific methods during laboratory and field investigations. 2C collect data and make measurements with precision 2E communicate valid conclusions Unit 2 Properties of Matter (Weeks 3-4) Science concepts. The student knows that relationships exist between the structure and properties of matter. 6A examine differences in physical properties of solids, liquids, and gases as explained by the arrangement and motion of atoms, ions, or molecules of the substances and the strength of the forces of attraction between those particles 6B relate chemical properties of substances to the arrangement of their atoms or molecules 6C analyze physical and chemical properties of elements and compounds such as color, density, viscosity, buoyancy, boiling point, freezing point, conductivity, and reactivity Common Lesson: Density of Liquids and Solids Unit 3 Changes in Matter (Weeks 5-6) Science concepts. The student knows that changes in matter affect everyday life. 7A investigate changes of state as it relates to the arrangement of particles of matter and energy transfer 7B recognize that chemical changes can occur when substances react to form different substances and that these interactions are largely determined by the valence electrons ACT Aspire Week 5 (September 24 th ) Page 2 of 9 Science GP1 14-15
Subject: Science Grade Level/Course: Grading Period: 1 Time Frame: Weeks 1-2 Unit 01: Laboratory Management Knowledge and Skills Statement 1 Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The student is expected to: Student Expectation Specificity Safety Data Sheets under the new Globally Harmonized System 1A 2 Demonstrate safe practices during laboratory and field investigations. Knowledge and Skills Statement Including, but not limited to: wear appropriate safety equipment be aware of safety equipment follow classroom safety guidelines handle organisms appropriately use lab equipment appropriately Scientific processes. The student uses scientific methods during laboratory and field investigations. The student is expected to: Page 3 of 9 Science GP1 14-15
Student Expectation Specificity 2C Collect data and make measurements with Including, but not limited to: precision. demonstrate use of appropriate equipment to collect data 2E Communicate valid conclusions. Including, but not limited to: both written and verbal forms use essential vocabulary of the discipline to communicate conclusions use appropriate writing practices consistent with scientific writing use charts and graphs present scientific information in appropriate formats for various audiences Content Vocabulary Hypotheses tentative and testable statements that must be capable of being supported or not supported by observational evidence mono- gigauni- terabi- -graph di- prodeca- postmilli- recenti- dekilo- con- Assessment Connection/Non-negotiable Common Lessons ACT Aspire Week 5 (September 24 th ) Page 4 of 9 Science GP1 14-15
Subject: Science Grade Level/Course: Grading Period: 1 Time Frame: Weeks 3-4 Unit 02: Properties of Matter 6 Knowledge and Skills Statement Science concepts. The student knows that relationships exist between the structure and properties of matter. The student is expected to: Common Lesson Density of Liquids and Solids Spark Lab Intermolecular Forces Student Expectation Specificity Goes to the Movies http://atlantis.coe.uh.edu/texasipc/content.htm 6A 6B 6C Examine differences in physical properties of solids, liquids, and gases as explained by the arrangement and motion of atoms, ions, or molecules of the substances and the strength of the forces of attraction between those particles. Including, but not limited to: the arrangement and motion of atoms, ions, or molecules of the substances the strength of the forces of attraction between those particles Relate chemical properties of substances to Including, but not limited to: the arrangement of their atoms or molecules. density polarity reactivity Analyze physical and chemical properties of Including, but not limited to: elements and compounds such as, color, color density, viscosity, buoyancy, boiling point, density freezing point, conductivity, and reactivity. viscosity buoyancy Page 5 of 9 Science GP1 14-15
boiling point freezing point conductivity reactivity Content Vocabulary Ions an atom or a group of atoms that have acquired a net electric charge by gaining or losing one or more electrons Molecules an electrically neutral group of at least two atoms in a definite arrangement held together by very strong chemical bonds Viscosity resistance of a liquid to shear forces (flow) monounibididecamillicentikilo- gigatera- -graph propostredecon- Misconceptions Students may think that materials can only have properties of one state of matter. Students may think that particles of a solid had no motion. Students may think that gases have no mass and are not matter because they are invisible. Students may think that chemical change changes the atoms themselves. Assessment Connection/Non-negotiable Common Lessons Density of Liquids and Solids ACT Aspire Week 5 (September 24 th ) Page 6 of 9 Science GP1 14-15
Subject: Science Grade Level/Course: Grading Period: 1 Time Frame: Weeks 5-6 Unit 03: Changes in Matter 7 Knowledge and Skills Statement Science concepts. The student knows that changes in matter affect everyday life. The student is expected to: Student Expectation Specificity Goes to the Movies http://atlantis.coe.uh.edu/texasipc/content.htm 7A 7B Investigate changes of state as they relate to the arrangement of particles of matter and energy transfer. Recognize that chemical changes can occur when substances react to form different substances and that these interactions are largely determined by the valence electrons. Including, but not limited to: arrangement of particles energy transfer Including, but not limited to: when substances react to form different substances valence electrons Content Vocabulary Physical change occurs when an object undergoes a change that does not affect its chemical nature Chemical change produces a new substance that has different chemical properties than the original monounibididecamillicentikilo- gigatera- -graph propostredecon- Page 7 of 9 Science GP1 14-15
Misconceptions Students may think that materials can only have properties of one state of matter. Students may think that only water can melt, boil, and freeze. Students may think that chemical change changes the atoms themselves. Assessment Connection/Non-negotiable Common Lessons ACT Aspire Week 5 (September 24 th ) Process TEKS Knowledge & Skill 1A Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The student is expected to: 1B Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The student is expected to: 2A Scientific processes. The student uses scientific methods during laboratory and field investigations. The student is expected to: 2B Scientific processes. The student uses scientific methods during laboratory and field investigations. The student is expected to: 2C Scientific processes. The student uses scientific methods during laboratory and field investigations. The student is expected to: 2D Scientific processes. The student uses scientific methods during laboratory and field investigations. The student is expected to: Page 8 of 9 Science GP1 14-15 Student Expectation Demonstrate safe practices during laboratory and field investigations. Demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials. Know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section. Plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology. Collect data and make measurements with precision. Organize, analyze, evaluate, make inferences, and predict trends from data.
2E 3A 3B 3C 3D 3E 3F Scientific processes. The student uses scientific Communicate valid conclusions. methods during laboratory and field investigations. The student is expected to: Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions. The student is expected to: Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions. The student is expected to: Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions. The student is expected to: Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions. The student is expected to: Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions. The student is expected to: Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions. The student is expected to: In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. Communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials. Draw inferences based on data related to promotional materials for products and services. Evaluate the impact of research on scientific thought, society, and the environment. Describe connections between physics and chemistry and future careers. Research and describe the history of physics and chemistry and contributions of scientists. Page 9 of 9 Science GP1 14-15
112.38. Integrated Physics and Chemistry, Beginning with School Year 2010-2011 (One Credit). Introduction. (1) Integrated Physics and Chemistry. In Integrated Physics and Chemistry, students conduct laboratory and field investigations, use scientific methods during investigation, and make informed decisions using critical thinking and scientific problem solving. This course integrates the disciplines of physics and chemistry in the following topics: force, motion, energy, and matter. (2) Nature of science. Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process." This vast body of changing and increasing knowledge is described by physical, mathematical, and conceptual models. Students should know that some questions are outside the realm of science because they deal with phenomena that are not scientifically testable. (3) Scientific inquiry. Scientific inquiry is the planned and deliberate investigation of the natural world. Scientific methods of investigation are experimental, descriptive, or comparative. The method chosen should be appropriate to the question being asked. (4) Science and social ethics. Scientific decision making is a way of answering questions about the natural world. Students should be able to distinguish between scientific decision-making methods (scientific methods) and ethical and social decisions that involve science (the application of scientific information). (5) Science, systems, and models. A system is a collection of cycles, structures, and processes that interact. All systems have basic properties that can be described in space, time, energy, and matter. Change and constancy occur in systems as patterns and can be observed, measured, and modeled. These patterns help to make predictions that can be scientifically tested. Students should analyze a system in terms of its components and how these components relate to each other, to the whole, and to the external environment. Page 1 of 8 Science GP2 14-15
Units at a Glance for 2 nd Grading Period: Unit 4 Periodic Table (Weeks 7-9) Science concepts. The student knows that relationships exist between the structure and properties of matter. 6D relate the physical and chemical behavior of an element, including bonding and classification, to its placement on the Periodic Table Common Lesson: Coding the Periodic Table Unit 5 Chemical Reactions (Weeks 10-11) Science concepts. The student knows that relationships exist between the structure and properties of matter. 6D relate the physical and chemical behavior of an element, including bonding and classification, to its placement on the Periodic Table Science concepts. The student knows that changes in matter affect everyday life. 7C demonstrate that mass is conserved when substances undergo chemical change and that the number and kind of atoms are the same in the reactants and products 7D analyze energy changes that accompany chemical reactions such as those occurring in heat packs, cold packs, and glow sticks and classify them as exothermic or endothermic reactions 7E describe types of nuclear reactions such as fission and fusion and their roles in applications such as medicine and energy production ACT Week 9 (October 25 th ) Page 2 of 8 Science GP2 14-15
Subject: Science Grade Level/Course: Grading Period: 2 Time Frame: Weeks 7-9 Unit 04: Periodic Table Knowledge and Skills Statement 6 Science concepts. The student knows that relationships exist between the structure and properties of matter. The student is expected to: Student Expectation Specificity Goes to the Movies http://atlantis.coe.uh.edu/texasipc/content.htm 6D Relate the physical and chemical behavior of an element including bonding and classification to its placement on the periodic table. Including, but not limited to: periods groups families metals nonmetals metalloids transition metals element symbols Content Vocabulary Group a vertical column in the periodic table; also called a family Oxidation Number for simple atoms, the oxidation number is equal to the ionic charge of the atom Octet Rule atoms will lose, gain, or share electrons to achieve the electron configuration of the nearest noble gas endoexointraintro- adananti- Page 3 of 8 Science GP2 14-15
Misconceptions Students may think that atoms are only in nonliving objects. Assessment Connection/Non-negotiable Common Lessons Coding the Periodic Table ACT Week 9 (October 25 th ) Page 4 of 8 Science GP2 14-15
Subject: Science Grade Level/Course: Grading Period: 2 Time Frame: Weeks 10-11 Unit 05: Chemical Reactions Knowledge and Skills Statement 6 Science concepts. The student knows that relationships exist between the structure and properties of matter. The student is expected to: Student Expectation Specificity Goes to the Movies http://atlantis.coe.uh.edu/texasipc/content.htm 6D Relate the physical and chemical behavior of an element including bonding and classification to its placement on the periodic table. Knowledge and Skills Statement Including, but not limited to: bonding o ionic ionic compound o covalent molecule o metallic alloy 7 Science concepts. The student knows that changes in matter affect everyday life. The student is expected to: Goes to the Movies http://atlantis.coe.uh.edu/texasipc/content.htm Page 5 of 8 Science GP2 14-15
Student Expectation Specificity 7C 7D 7E Demonstrate that mass is conserved when substances undergo chemical change and that the number and kind of atoms are the same in the reactants and products. Analyze energy changes that accompany chemical reactions such as those occurring in heat packs, cold packs, and glow sticks and classify them as exothermic or endothermic reactions. Describe types of nuclear reactions such as fission and fusion and their roles in applications such as medicine and energy production. Including, but not limited to: that atoms are rearranged in a reaction the law of conservation of mass o mass is conserved when substances undergo chemical change law of conservation of matter o the number and kind of atoms are the same in the reactants and products identify the parts of a chemical equation: o reactants o yield sign o product Including, but not limited to: energy diagrams of reactions energy changes o exothermic reactions heat packs o endothermic reactions cold packs glow sticks activation energy catalysts Including, but not limited to: types of nuclear reactions o fission o fusion radioisotopes applications o medicine o energy production Page 6 of 8 Science GP2 14-15
Content Vocabulary Endothermic type of reaction that absorbs thermal energy from the environment as it proceeds Exothermic type of reaction that releases thermal energy into the environment as it proceeds Fusion the process of combining atoms, resulting in new byproducts being produced and large amounts of energy being released Fission the process of splitting an atom, resulting in new byproducts being produced and large amounts of energy being released endo- adexo- anintra- antiintro- Misconceptions Students may think that chemical change changes the atoms themselves Assessment Connection/Non-negotiable Common Lessons ACT Week 9 (October 25 th ) Process TEKS 1A 1B 2A 2B Knowledge & Skill Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The student is expected to: Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The student is expected to: Scientific processes. The student uses scientific methods during laboratory and field investigations. The student is expected to: Scientific processes. The student uses scientific methods during laboratory and field investigations. The student is expected to: Student Expectation Demonstrate safe practices during laboratory and field investigations. Demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials. Know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section. Plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology. Page 7 of 8 Science GP2 14-15
2C 2D 2E 3A 3B 3C 3D 3E 3F Scientific processes. The student uses scientific Collect data and make measurements with precision. methods during laboratory and field investigations. The student is expected to: Scientific processes. The student uses scientific methods during laboratory and field investigations. The student is expected to: Scientific processes. The student uses scientific methods during laboratory and field investigations. The student is expected to: Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions. The student is expected to: Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions. The student is expected to: Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions. The student is expected to: Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions. The student is expected to: Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions. The student is expected to: Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions. The student is expected to: Organize, analyze, evaluate, make inferences, and predict trends from data. Communicate valid conclusions. In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. Communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials. Draw inferences based on data related to promotional materials for products and services. Evaluate the impact of research on scientific thought, society, and the environment. Describe connections between physics and chemistry and future careers. Research and describe the history of physics and chemistry and contributions of scientists. Page 8 of 8 Science GP2 14-15
112.38. Integrated Physics and Chemistry, Beginning with School Year 2010-2011 (One Credit). Introduction. (1) Integrated Physics and Chemistry. In Integrated Physics and Chemistry, students conduct laboratory and field investigations, use scientific methods during investigation, and make informed decisions using critical thinking and scientific problem solving. This course integrates the disciplines of physics and chemistry in the following topics: force, motion, energy, and matter. (2) Nature of science. Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process." This vast body of changing and increasing knowledge is described by physical, mathematical, and conceptual models. Students should know that some questions are outside the realm of science because they deal with phenomena that are not scientifically testable. (3) Scientific inquiry. Scientific inquiry is the planned and deliberate investigation of the natural world. Scientific methods of investigation are experimental, descriptive, or comparative. The method chosen should be appropriate to the question being asked. (4) Science and social ethics. Scientific decision making is a way of answering questions about the natural world. Students should be able to distinguish between scientific decision-making methods (scientific methods) and ethical and social decisions that involve science (the application of scientific information). (5) Science, systems, and models. A system is a collection of cycles, structures, and processes that interact. All systems have basic properties that can be described in space, time, energy, and matter. Change and constancy occur in systems as patterns and can be observed, measured, and modeled. These patterns help to make predictions that can be scientifically tested. Students should analyze a system in terms of its components and how these components relate to each other, to the whole, and to the external environment. Page 1 of 7 Science GP3 14-15
Units at a Glance for 3 rd Grading Period: Unit 6 Environmental Impact of Chemical Reactions (Week 12) Science concepts. The student knows that changes in matter affect everyday life. 7F research and describe the environmental and economic impact of the end-products of chemical reactions such as those that may result in acid rain, degradation of water and air quality, and ozone depletion Unit 7 Solutions (Weeks 13-15) Science concepts. The student knows that relationships exist between the structure and properties of matter. 6E relate the structure of water to its function as a solvent and investigate the properties of solutions and factors affecting gas and solid solubility, including nature of solute, temperature, pressure, ph, and concentration Page 2 of 7 Science GP3 14-15
Subject: Science Grade Level/Course: Grading Period: 3 Time Frame: Week 12 Unit 06: Environmental Impact of Chemical Reactions Knowledge and Skills Statement 7 Science concepts. The student knows that changes in matter affect everyday life. The student is expected to: Student Expectation Specificity 7F Research and describe the environmental and economic impact of the end-products of chemical reactions such as those that may result in acid rain, degradation of water and air quality, and ozone depletion. Including, but not limited to: acid rain degradation of water and air quality ozone depletion heavy metals sulfur dioxide Content Vocabulary End-product the result of a completed series of processes or changes hydroaquatransmorph- -troph pseudosynhomohetero- Page 3 of 7 Science GP3 14-15
Misconceptions Students may think that acid rain, ozone depletion, and greenhouse effect are thought to be caused by the same things and produce the same changes in the environment. Students may think that air pollution is always caused by human activities. Assessment Connection/Non-negotiable Common Lessons Page 4 of 7 Science GP3 14-15
Subject: Science Grade Level/Course: Grading Period: 3 Time Frame: Weeks 13-15 Unit 07: Solutions Knowledge and Skills Statement 6 Science concepts. The student knows that relationships exist between the structure and properties of matter. The student is expected to: Student Expectation Specificity Goes to the Movies http://atlantis.coe.uh.edu/texasipc/content.htm 6E Relate the structure of water to its function as a solvent and investigate the properties of solutions and factors affecting gas and solid solubility including nature of solute, temperature, pressure, ph, and concentration. Including, but not limited to: structure of water o solid o liquid solubility solvents o explain why water is called the universal solvent o polarity solutes solutions Including, but not limited to: nature of solute temperature pressure ph concentration Page 5 of 7 Science GP3 14-15
Content Vocabulary Solubility the quantity of a particular substance that can dissolve in a particular solvent Ion an atom or molecule that has an electric charge because it has either gained or lost electrons Acid rain air pollution caused when acid components are incorporated into rain, snow, fog, or mist hydroaquatransmorph- -troph Misconceptions Students may think that when things dissolve they disappear. Students may think that melting and dissolving are the same thing. Assessment Connection/Non-negotiable Common Lessons pseudosynhomohetero- Process TEKS 1A 1B 2A 2B Knowledge & Skill Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The student is expected to: Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The student is expected to: Scientific processes. The student uses scientific methods during laboratory and field investigations. The student is expected to: Scientific processes. The student uses scientific methods during laboratory and field investigations. Page 6 of 7 Science GP3 14-15 Student Expectation Demonstrate safe practices during laboratory and field investigations. Demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials. Know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section. Plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology.
2C 2D 2E 3A 3B 3C 3D 3E 3F The student is expected to: Scientific processes. The student uses scientific Collect data and make measurements with precision. methods during laboratory and field investigations. The student is expected to: Scientific processes. The student uses scientific Organize, analyze, evaluate, make inferences, and predict trends from data. methods during laboratory and field investigations. The student is expected to: Scientific processes. The student uses scientific Communicate valid conclusions. methods during laboratory and field investigations. The student is expected to: Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions. The student is expected to: Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions. The student is expected to: Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions. The student is expected to: Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions. The student is expected to: Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions. The student is expected to: Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions. The student is expected to: In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. Communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials. Draw inferences based on data related to promotional materials for products and services. Evaluate the impact of research on scientific thought, society, and the environment. Describe connections between physics and chemistry and future careers. Research and describe the history of physics and chemistry and contributions of scientists. Page 7 of 7 Science GP3 14-15
112.38. Integrated Physics and Chemistry, Beginning with School Year 2010-2011 (One Credit). Introduction. (1) Integrated Physics and Chemistry. In Integrated Physics and Chemistry, students conduct laboratory and field investigations, use scientific methods during investigation, and make informed decisions using critical thinking and scientific problem solving. This course integrates the disciplines of physics and chemistry in the following topics: force, motion, energy, and matter. (2) Nature of science. Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process." This vast body of changing and increasing knowledge is described by physical, mathematical, and conceptual models. Students should know that some questions are outside the realm of science because they deal with phenomena that are not scientifically testable. (3) Scientific inquiry. Scientific inquiry is the planned and deliberate investigation of the natural world. Scientific methods of investigation are experimental, descriptive, or comparative. The method chosen should be appropriate to the question being asked. (4) Science and social ethics. Scientific decision making is a way of answering questions about the natural world. Students should be able to distinguish between scientific decision-making methods (scientific methods) and ethical and social decisions that involve science (the application of scientific information). (5) Science, systems, and models. A system is a collection of cycles, structures, and processes that interact. All systems have basic properties that can be described in space, time, energy, and matter. Change and constancy occur in systems as patterns and can be observed, measured, and modeled. These patterns help to make predictions that can be scientifically tested. Students should analyze a system in terms of its components and how these components relate to each other, to the whole, and to the external environment. Page 1 of 8 Science GP4 14-15
Units at a Glance for 4 th Grading Period: Unit 8 Motion: Position, Speed, and Acceleration (Weeks 17-19) Science concepts. The student knows concepts of force and motion evident in everyday life. 4A describe and calculate an object's motion in terms of position, displacement, speed, and acceleration 4B measure and graph distance and speed as a function of time using moving toys Unit 9 Motion: Forces and Momentum (Weeks 20-22) Science concepts. The student knows concepts of force and motion evident in everyday life. 4C investigate how an object's motion changes only when a net force is applied, including activities and equipment such as toy cars, vehicle restraints, sports activities, and classroom objects 4D assess the relationship between force, mass, and acceleration, noting the relationship is independent of the nature of the force, using equipment such as dynamic carts, moving toys, vehicles, and falling objects 4E apply the concept of conservation of momentum using action and reaction forces such as students on skateboards 4F describe the gravitational attraction between objects of different masses at different distances, including satellites 4G examine electrical force as a universal force between any two charged objects and compare the relative strength of the electrical force and gravitational force Common Lesson: Crash Test and Inertia Dummies Page 2 of 8 Science GP4 14-15
Subject: Science Grade Level/Course: Grading Period: 4 Time Frame: Weeks 17-19 Unit 08: Motion: Position, Speed, and Acceleration 4 Knowledge and Skills Statement Science concepts. The student knows concepts of force and motion evident in everyday life. The student is expected to: Student Expectation Specificity Spark Lab Match the Graphy Goes to the Movies http://atlantis.coe.uh.edu/texasipc/content.htm 4A 4B Describe and calculate an object s motion in terms of position, displacement, speed, and acceleration. Measure and graph distance and speed as a function of time using moving toys. Including, but not limited to: position displacement speed v = d/t differentiate between average speed, instantaneous speed, and terminal velocity acceleration a = Vf Vi t Including, but not limited to: moving toys interpret graphs that relate to change in motion Content Vocabulary Displacement a vector quantity which refers to "how far out of place an object is; it is the object's final change in position Newton s Laws of Motion three physical laws which provide relationships between the forces acting on a body and the motion of the body Page 3 of 8 Science GP4 14-15
petroelectrophotochromo- -scope Misconceptions Students may think that the location of an object can be described by stating its distance from a given point, ignoring direction. Students may think that the distance an object travels and its displacement are always the same. Students may think that if an object has a speed of zero (even instantaneously), it has no acceleration. Students may think that if an object is accelerating, then the object is speeding up. Assessment Connection/Non-negotiable Common Lessons Page 4 of 8 Science GP4 14-15
Subject: Science Grade Level/Course: Grading Period: 4 Time Frame: Weeks 20-22 Unit 09: Motion: Forces and Momentum 4 Knowledge and Skills Statement Science concepts. The student knows concepts of force and motion evident in everyday life. The student is expected to: Common Lesson - Crash Test Dummies (University of Houston) & Inertia Dummies Goes to the Movies http://atlantis.coe.uh.edu/texasipc/content.htm Student Expectation Specificity 4C 4D Investigate how an object s motion changes only when a net force is applied, including activities and equipment such as toy cars, vehicle restraints, sports activities and classroom objects. Assess the relationship between force, mass and acceleration, noting the relationship is independent of the nature of the force, using equipment such as dynamic carts, moving toys, vehicles and falling objects. Including, but not limited to: the effects of balanced and unbalanced forces on objects use activities and equipment o toy cars o vehicle restraints o sports activities o classroom objects Including, but not limited to: relationship is independent by nature use equipment o dynamic carts o moving toys o vehicles o falling objects Page 5 of 8 Science GP4 14-15
4E Apply concept of conservation of momentum Including, but not limited to: using action and reaction forces such as is momentum p = mv illustrated by students on skateboards. action and reaction forces illustrated by students on skateboards 4F 4G Describe the gravitational attraction between objects of different masses at different distances including satellites. Examine electrical force as a universal force between any two charged objects; and compare the relative strength of the electrical force and gravitational force. Note: Introduce the Law of Conservation of Momentum and identify as Newton s 3 rd law. Including, but not limited to: with different masses at different distances define force and identify examples of forces in the surrounding environment o vehicle restraints o sports activities o geological processes o satellite orbits define inertia, and describe its effects in daily situations calculate the net force on a simple system distinguish between Newton s three laws of motion comprehend gravity o effect on weight o freefall in a vacuum real system Including, but not limited to: as a universal force between any two charged objects compare relative strength of the electrical force and gravitational force Page 6 of 8 Science GP4 14-15
Content Vocabulary Gravitational force the force of attraction between all masses in the universe Electric Force sometimes called the Coulomb law, is an equation describing the electrostatic force between electric charges petroelectrophotochromo- -scope Misconceptions Students may think that an object a person is sitting or standing on doesn t push back with equal force. Students may think that friction is not a force. Students may think that the faster an object is moving, the greater the force on it. Assessment Connection/Non-negotiable Common Lessons Crash Test Dummies (University of Houston) & Inertia Dummies Process TEKS 1A 1B 2A 2B Knowledge & Skill Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The student is expected to: Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The student is expected to: Scientific processes. The student uses scientific methods during laboratory and field investigations. The student is expected to: Scientific processes. The student uses scientific methods during laboratory and field investigations. The student is expected to: Page 7 of 8 Science GP4 14-15 Student Expectation Demonstrate safe practices during laboratory and field investigations. Demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials. Know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section. Plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology.
2C 2D 2E 3A 3B 3C 3D 3E 3F Scientific processes. The student uses scientific Collect data and make measurements with precision. methods during laboratory and field investigations. The student is expected to: Scientific processes. The student uses scientific Organize, analyze, evaluate, make inferences, and predict trends from data. methods during laboratory and field investigations. The student is expected to: Scientific processes. The student uses scientific Communicate valid conclusions. methods during laboratory and field investigations. The student is expected to: Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions. The student is expected to: Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions. The student is expected to: Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions. The student is expected to: Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions. The student is expected to: Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions. The student is expected to: Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions. The student is expected to: In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. Communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials. Draw inferences based on data related to promotional materials for products and services. Evaluate the impact of research on scientific thought, society, and the environment. Describe connections between physics and chemistry and future careers. Research and describe the history of physics and chemistry and contributions of scientists. Page 8 of 8 Science GP4 14-15
112.38. Integrated Physics and Chemistry, Beginning with School Year 2010-2011 (One Credit). Introduction. (1) Integrated Physics and Chemistry. In Integrated Physics and Chemistry, students conduct laboratory and field investigations, use scientific methods during investigation, and make informed decisions using critical thinking and scientific problem solving. This course integrates the disciplines of physics and chemistry in the following topics: force, motion, energy, and matter. (2) Nature of science. Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process." This vast body of changing and increasing knowledge is described by physical, mathematical, and conceptual models. Students should know that some questions are outside the realm of science because they deal with phenomena that are not scientifically testable. (3) Scientific inquiry. Scientific inquiry is the planned and deliberate investigation of the natural world. Scientific methods of investigation are experimental, descriptive, or comparative. The method chosen should be appropriate to the question being asked. (4) Science and social ethics. Scientific decision making is a way of answering questions about the natural world. Students should be able to distinguish between scientific decision-making methods (scientific methods) and ethical and social decisions that involve science (the application of scientific information). (5) Science, systems, and models. A system is a collection of cycles, structures, and processes that interact. All systems have basic properties that can be described in space, time, energy, and matter. Change and constancy occur in systems as patterns and can be observed, measured, and modeled. These patterns help to make predictions that can be scientifically tested. Students should analyze a system in terms of its components and how these components relate to each other, to the whole, and to the external environment. Page 1 of 10 Science GP5 14-15
Units at a Glance for 5 th Grading Period: Unit 10 Energy: Potential and Kinetic (Weeks 23-24) Science concepts. The student recognizes multiple forms of energy and knows the impact of energy transfer and energy conservation in everyday life. 5A recognize and demonstrate that objects and substances in motion have kinetic energy such as vibration of atoms, water flowing down a stream moving pebbles, and bowling balls knocking down pins 5B demonstrate common forms of potential energy, including gravitational, elastic, and chemical, such as a ball on an inclined plane, springs, and batteries 5D investigate the law of conservation of energy Unit 11 Energy: Societal Impacts (Week 25) Science concepts. The student recognizes multiple forms of energy and knows the impact of energy transfer and energy conservation in everyday life. 5H analyze energy conversions such as those from radiant, nuclear, and geothermal sources; fossil fuels such as coal, gas, oil; and the movement of water or wind 5I critique the advantages and disadvantages of various energy sources and their impact on society and the environment Unit 12 Energy: Conversions and Conservation (Weeks 26-29) Science concepts. The student recognizes multiple forms of energy and knows the impact of energy transfer and energy conservation in everyday life. 5D investigate the law of conservation of energy 5E investigate and demonstrate the movement of thermal energy through solids, liquids, and gases by convection, conduction, and radiation such as in weather, living, and mechanical systems Common Lesson: Popcorn Lab TELPAS Window (March 16-April 3) Weeks 26-28 Page 2 of 10 Science GP5 14-15
Subject: Science Grade Level/Course: Grading Period: 5 Time Frame: Weeks 23-24 Unit 10: Energy: Potential and Kinetic Knowledge and Skills Statement 5 Science concepts. The student recognizes multiple forms of energy and knows the impact of energy transfer and energy conservation in everyday life. The student is expected to: Student Expectation Specificity Goes to the Movies http://atlantis.coe.uh.edu/texasipc/content.htm 5A Recognize and demonstrate that objects and Including, but not limited to: substances in motion have kinetic energy vibration of atoms such as vibration of atoms, water flowing water flowing down a stream moving pebbles down a stream moving pebbles, and bowling balls knocking down pins. bowling balls knocking down pins 5B Demonstrate common forms of potential Including, but not limited to: energy including gravitational, elastic, and gravitational chemical, such as a ball on an inclined plane, o a ball on an inclined plane springs, and batteries. elastic o springs o rubber bands chemical batteries 5D Investigate the law of conservation of energy. Including, but not limited to: gravitational potential energy kinetic energy conversion between o KE Page 3 of 10 Science GP5 14-15