1 ST QUARTER Students complete a pre- test on science WEEKS 1-3 OBJECTIVES concepts Explain how science concepts apply to Students practice outlining skills over the main the real world ideas of physical science Explain the usefulness of scientific data Identify how science and technology are related Describe the main ideas of physical science Identify the goal of a scientific method Perform calculations involving scientific notation and conversion factors Organize and analyze data using tables and graphs Identify the relationship between a dependent variable and a independent variable Students use prior knowledge to complete graphic organizer on the scientific method Students complete example problems on scientific notation and conversion factors Students design simple experiment on kitchen floor cleaners and construct data table and graph WEEKS 4-6 OBJECTIVES Classify pure substances as elements, compounds or mixtures Distinguish between physical and chemical changes in matter Describe an element as a substance that cannot be broken down into simpler substances Describe a compound as a substance that is made from two or more simpler substances Describe a mixture as heterogeneous (parts noticeably different from one another) or homogeneous (substances easily distributed and difficult to distinguish from one another Students review data analysis to identify dependent and independent variables Students complete lab on properties used to describe materials. Students complete writing activity comparing/contrasting elements, compounds, and mixtures Students complete lab on transmission versus scattering to recognize properties of homogeneous and heterogeneous mixtures Describe a physical change as the properties of a material changing, but the substances in the material remaining the same Students complete a quiz over physical and chemical changes and identify three examples of each Describe a chemical change as a substance reacting to form one or more new substances Students perform a lab identifying chemical changes
1 ST QUARTER (Cont d) Students complete a pretest on the states of WEEKS 7-9 OBJECTIVES Describe the five states of matter as solid, matter liquid, gas, plasma, and Bose- Einstein Explain the behavior of gases, liquids, Condensate Students complete writing activity comparing and solids solids, liquids, and gases Explain what happens to the motion, arrangement, and average kinetic energy of water molecules during phase changes Classify materials as solids, liquids, or gases Explain Charles s Law, Boyle s Law, and the combined gas laws. Identify factors that affect gas pressure Apply gas laws to solve problems involving gases Students complete quiz over Charles s Law, Boyle s law, and the combined gas laws. Students complete lab activity and observe the effect of temperature on gas pressure Students complete math practice problems using the gas laws to describe the relationship between temperature, pressure, and volume
2nd QUARTER (Cont d) Students will complete pre- test on matter and WEEK 10-12 OBJECTIVES List the main points of Dalton s atomic theory atomic structure Describe ancient Greek models of matter Describe the structure of an atom Explain how Thomson and Rutherford used data from their experiments to produce their atomic models Identify three subatomic particles and compare their properties Describe Bohr s model of the atom and the evidence for energy levels Explain how the electron cloud represents the behavior and locations of electrons in atoms Students will summarize and outline Dalton s atomic theory, and evaluate what portions of his model were accurate and what needed to be revised Students complete quiz on subatomic particles Students will complete writing activity summarizing the atomic models of Dalton, Thomson, Rutherford, and Bohr Performance assessment- nanotechnology poster (includes proposed use, advantages, and problems to overcome before the application can be used; students must present poster to the class) WEEK 13-15 OBJECTIVES Describe the arrangement of elements in the modern periodic table Identify general properties of metals, nonmetals, and metalloids Identify properties of common group A elements Describe how Mendeleev arranged the elements in his table Explain how Mendeleev s predictions and the discovery of new elements demonstrated the usefulness of his periodic table Describe how properties of elements change across a period in the periodic table Explain why elements in a group have similar properties Explain how Mendeleev s predictions and the discovery of new elements demonstrated the usefulness of his periodic table Describe how properties of elements change across a period in the periodic table Explain why elements in a group have similar properties Students complete lab on probable electron location using blindfold, sample atomic model, and stickers Students will complete logical organization activity grouping items by common characteristics Students will complete a reading strategy activity identifying the main ideas of Mendeleev s table including his proposal, his prediction, and evidence that supported his table Students will perform a lab on defining metals using magnesium, sulfur, aluminum, and silicon Students will reproduce strips of the group A elements including element symbol, element name, and atomic number Performance assessment- Bohr atomic model element (students will choose an element and use yarn, dried beans, noodles, etc. to construct their models and do a class presentation)
2nd QUARTER (Cont d) Students will construct simple electron dot WEEKS 16-18 OBJECTIVES Predict an element s chemical properties using models using dry cereal and notebook paper the number of valence electrons and electron Describe how ionic and covalent dot diagrams Students will complete a quiz over ionic and bonds form covalent bonds End- of- Unit Benchmark Describe the structure and strength of bonds in metal Predict the composition of an ionic compound from its chemical formula Compare polar and nonpolar bonds, and demonstrate how polar bonds affect the polarity of a molecule Recognize and describe binary ionic compounds, metals with multiple ions, and polyatomic ions Relate the properties of metals to their structures Students will complete naming compounds lab where they must fill in a partial period table of unknown compounds Students will write the names of nine metals on index cards and on the back write down three common uses for each
3rd QUARTER WEEK 19-21 OBJECTIVES Interpret chemical equations in terms of reactants, products, and conservation of mass Describe the energy changes that place during chemical reactions Classify chemical reactions as synthesis, decomposition, single- replacement, double- replacement, or combustion reactions Classify chemical reactions as exothermic or endothermic Describe the factors affecting chemical reaction rates Students complete a pre- test on chemical reactions Students complete quiz on balancing chemical equations and identifying reaction types Students will complete a lab to determine whether a reaction is endothermic or exothermic using calcium chloride and a thermometer Students will write a paragraph explaining how dousing, backburning, and firebreaks affect the chemical reactions involved in wildfires (exothermic) Students will perform a quick lab using a catalyst and describe how that catalyst promotes the chemical reaction WEEK 22-24 OBJECTIVES Identify energy changes that occur during the formation of a solution Describe the properties of acids and bases Describe how the physical properties of a solution can differ from those of its solute and solvent Describe factors affecting the rate at which a solute dissolves in a solvent Define solubility and describe factors affecting solubility Classify solutions as unsaturated, saturated, or supersaturated Define ph and relate ph to hydronium ion concentration in solution Students will make an outline of equilibrium and important concepts associated with it as they read Complete pretest over solutions, acids, and bases Observe teacher demonstration on freezing points of solutions; write prediction, outcome, and analysis of outcome Students will complete a lab observing the rate at which a solute dissolves in a solvent using sugar cubes and water Students will perform a ph lab to determine hydronium and hydroxide ions in solution using common household items
3 rd QUARTER (Cont d) Students will complete a lab comparing WEEKS 25-27 OBJECTIVES Describe frames of reference and how they distance and displacement using graph paper are used to measure motion and a metric ruler Distinguish between distance and Calculate displacement using vector addition displacement Distinguish between speed and velocity Identify changes in motion that produce acceleration Compare and contrast average speed, instantaneous speed, and velocity Calculate the acceleration of an object using the formula v = d/t Interpret speed- time distance graphs Students will complete a set of problems calculating acceleration Students will plot data points on a distance- time graph from a given set of data and describe the motion shown on the graph
4th QUARTER Students will complete a pretest over forces WEEK 28-31 OBJECTIVES Compare and contrast the four kinds of and motion friction Describe examples of force Describe Newton s three laws of motion Describe universal forces acting within the nucleus WEEK 32-34 OBJECTIVES Describe the conditions that must exist for a force to do work on an object Compare a machine s actual mechanical advantage to its ideal mechanical advantage WEEK 35-36 OBJECTIVES Describe energy and its forms Describe energy conversion and energy conservation Describe energy resources Explain how the motion of an object is affected when balanced and unbalanced forces act on it Explain how weight and mass are related Explain how momentum is conserved in a closed system Calculate the work done on an object using the formula Work = Force x Distance Calculate the ideal and actual mechanical advantage for various machines Explain the relationship between work input and work output identify the six types of simple machines and give an example of each Define and explain the major forms of energy and how they can be converted into other forms Explain how energy can be converted from one form into another by a single step or a series of steps Classify energy sources as renewable and nonrenewable Explain ways to conserve energy resources Students will complete a quiz over Newton s three laws of motion Students construct a compare- contrast vocabulary table in order of unit sections to help learn content Students complete research on roller coasters and submit diagrams of project ideas including appropriate terminology tied to each component of the coaster Students will complete pretest on work and power Students will complete unit vocabulary quiz Students will perform a set of problems calculating ideal and mechanical advantage Students will complete a concept map on first- class levers and expand on the map using the terms fulcrum, IMA, input arm, and output arm Students will complete a carbon footprint activity documenting personal impact on energy resources Students will perform a lab on exploring energy conversion using a steel ball and modeling clay, and will construct a graph to record data Students will choose a renewable energy resource and write a paragraph explaining the pros and cons of the resource they reviewed - Roller Coaster Project