francis howell school district curriculum development ......francis howell school district...

revised August 2011

Francis Howell School District Curriculum Development & Approval Sequence

Curriculum: Challenge Science 8 Content Leader: Donna Taylor Curriculum Writers: Matt Riffee, Tracy Carlson, Melissa Rademeyer, Michelle Oppenborn, Nena Brown, and Chris Dean Board of Education Curriculum Information: ____X_____ Curriculum Map/Pacing Guide – included in curriculum _________ Curriculum Development Review Feedback: Content Leader review - [2-18-13] Director of Student Learning review – [2-18-13] Teacher/administrator review via Share Point – [2-20-13] Curriculum Advisory Council – [2-26-13] Academic Strategic Planning Committee – [3-4-13] ___NA______ Text Selection (if applicable)* Publisher _____________________________ Title _____________________________ SE ISBN _____________________________ Approximate Expense _________________ Last Textbook Adoption – [Date] ____X_____ Professional Development Plan* Teacher training dates __4-26-13 _

(On-going during 2013-2014 school year)_ Administrator training dates __same as above_______________ Approximate Expense _$2,400 (2 days for 12 teachers) ____X_____ Summary of curriculum and revisions: Last Curriculum Revision – [NA] Challenge Science 8 is a new curriculum for Middle School Science. The curriculum focuses on the high leverage CLE’s for Physical Science and embeds high leverage GLE’s from middle school Earth Science. Activities/assessments were designed to incorporate Science Literacy standards as well as a high degree of rigor and relevance. __________ Year 1 Review – [TBA] __________ BOE First Reading – [4/4/13] __________ BOE Second Reading/Approval – [4/18/13] *see attached document(s)

Francis Howell School District Curriculum Department

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Challenge Science 8

Science Curriculum

Francis Howell School District

Board Approved: draft


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Francis Howell School District Mission Statement

Francis Howell School District is a learning community where all students reach their full potential.

Vision Statement

Francis Howell School District is an educational leader that builds excellence through a collaborative culture that values students,

parents, employees, and the community as partners in learning.

Values

Francis Howell School District is committed to:

Providing a consistent and comprehensive education that fosters high levels of academic achievement for all

Operating safe and well-maintained schools

Promoting parent, community, student, and business involvement in support of the school district

Ensuring fiscal responsibility

Developing character and leadership

Francis Howell School District Graduate Goals

Upon completion of their academic study in the Francis Howell School District, students will be able to:

1. Gather, analyze and apply information and ideas.

2. Communicate effectively within and beyond the classroom.

3. Recognize and solve problems.

4. Make decisions and act as responsible members of society.


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Science Graduate Goals

The students in the Francis Howell School District will graduate with the knowledge, skills, and attitudes essential to leading a

productive, meaningful life.

Graduates will:

Understand and apply principles of scientific investigation.

Utilize the key concepts and principles of life, earth, and physical science to solve problems.

Recognize that science is an ongoing human endeavor that helps us understand our world.

Realize that science, mathematics, and technology are interdependent, each with strengths and limitations that impact the

environment and society.

Use scientific knowledge and scientific ways of thinking for individual and social purposes.

Course Rationale

Science education develops science literacy. Scientific literacy is the knowledge and understanding of scientific concepts and

processes required for personal decision making, participation in civic and cultural affairs, and economic productivity. A sound

grounding in science strengthens many of the skills that people use every day, like solving problems creatively, thinking critically,

working cooperatively in teams, using technology effectively, and valuing life-long learning. Scientific literacy has become a

necessity for everyone.

To accomplish this literacy, science courses will reflect the following:

Develop scientific reasoning and critical thinking skills.

Extend problem-solving skills using scientific methods.

Include lab-based experiences.

Strengthen positive attitudes about science.

Incorporate the use of new technologies.

Provide relevant connections to personal and societal issues and events.


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Course Description

Challenge Science 8 – Course #0844001

#0844002

Credit: 1 unit

Prerequisite: Students must meet Challenge criteria and be concurrently enrolled in Algebra.

Challenge Science is designed for the student with an interest in a science career pathway. Students should have strong math and

reading skills. Students will learn to communicate their thoughts, use appropriate scientific language, and demonstrate understanding

of science process skills and procedures. Essential units of Earth Science will be embedded into the key topics of atomic theory,

physical and chemical properties of matter, conservation of matter, energy transformations, thermodynamics, linear motion, forces,

Newton’s Laws, energy and nuclear properties. Lab experiences, scientific inquiry, advanced thinking and problem-solving skills are

used to emphasize scientific concepts.

Coding:

Bold typing reflects CLE’s emphasized by DESE.

Green highlighted text reflects Earth Science GLE’s embedded into the Physical Science Honors curriculum.

Included in the coding of the document are the Common Core State Standards for Literacy. The actual standards will be

found in the Appendix.

Example: (RST.6-8.1) RST aligns to the Reading Standards for Literacy in Science; 6-8 indicates grade level; and .1 indicates specific standard.

Francis Howell School District

Challenge Science 8 Curriculum Writers

Matt Riffee Michelle Oppenborn

Tracy Carlson Chris Dean

Melissa Rademeyer Nena Brown

Secondary Science Content Leader Donna Taylor

Director of Student Learning Dr. Chris Greiner

Chief Academic Officer Dr. Mary Hendricks-Harris

Superintendent Dr. Pam Sloan


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First Semester Challenge Science 8 - Curriculum Map

Yellow Highlight = High Leverage CLE’s * = Earth Science GLE’s

Chemistry 1: 4 weeks

Density

ME1Aa

ME1Ab

Atomic Structure/Model

ME1Ea

ME1Eb

ME1Ec

Valence Electrons

Electron Configuration

ST2Ba

ST2Bb

Identify Pure Substance and

Elements

ME1Ab

Physical/Chemical properties of

Pure Substances and Elements

ME1Ab

ME1Ad

ES1A8a*

ES1A8b*

Periodic Table

ME1Fa

ME1Fb

Identify families based on

physical and chemical

properties

Periodic trends and Ions

ME1Fc

Chemistry 2: 4 weeks

Compounds

ME1Ac

Solutions and Mixtures

Acids and Bases

ME1Ba

Physical/Chemical properties and

changes of Matter

ME1Ab

ME1Ga

Phase Change

ES1A8a*

ES1A8b*

Chemical Bonding (Ionic and

Covalent)

ME1Fc

ME1Ha

ME1Hb

Nomenclature

Chemical reactions and the various

types

Balancing equations and

Conservation of Mass

ME1Ia

Inquiry: 4 weeks

Scientific process

IN1Aa

IN1Ab

IN1Ac

IN1Ad

IN1Ae

IN1Af

IN1Ag

IN1Bf

IN1Ca

IN1Cb

IN1Cc

IN1Cd

IN1Da

IN1Db

IN1Dc

ST3Da

ST3Db

Measurement

IN1Ba

IN1Bb

IN1Bc

IN1Bd

IN1Be

Significant Figures

Scientific Notation

Dimensional Analysis

Relationship Between Science and

Technology

ST1Ba

ST1Aa*

ST3Bb*

ES3A6b*

ST1Ca*

ST2Aa

ST2Ab

ST3Bc

Thermodynamics: 3 weeks

Heat/temperature/thermal energy

Phase Change

ME1Da

ME1Db

ES2E7a*

ES2E7c*

ES2F7a*

ES3A6b*

ST1Ca*

Heat transfer

ME2Aa

ME2Ab

ME2Af

ES2B6a*

ES2B8a*

ES2B8c*

Gas Laws

ME1Dc


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Second Semester Challenge Science 8 – Curriculum Map

Linear Motion: 4 weeks

Speed, Velocity,

Acceleration

FM1Ab

FM1Ba

Graphical representation of

processes

FM1Aa

Forces: 4 weeks

Mass and Forces

FM2Aa

FM2Da

Friction

Gravity and The Universe

FM2Ba

FM2Bb

FM2Bd

FM2Dd

Moon/tides

UN2Ca

UN2Cb

UN2Da

UN1Ca

UN2D7b*

UN1A7C*

UN1C7b*

ST2Bb

ST1Ca*

Mass vs. Weight

FM2Bc

Effects of Gravity on Earth

UN1Ba

UN1B7b*

UN2C7a*

UN2C7g*

ES1D7a*

ES2F7d*

ES2F7c*

Newton’s Laws: 4weeks

Newton’s 1st Law

FM2Da

Newton’s 2nd

Law

FM2Db

FM2Dc

FM2Dd

FM2Ea

FM2Fa

Newton’s 3rd

Law

FM2De

Momentum/impulse

FM1Ca

FM1Cb

Energy 1: 4 weeks

Kinetic and Potential

Energy

GPE

ME2Ba

ME2Bb

ME2Bc

Conservation of Energy

ME2Ac

ME2Fa

ME2Fc

Work and Power

FM2Fa

FM2Fc

ME2Bd

Efficiency

FM2Fb

FM2Fd

ME2Fb

Energy 2: 4 weeks

Nuclear Fission and

Fusion

ME2Ea

ME2Eb

ES2D6b*

ES2D8a*

ST2Bb

Forms of Energy

ME2Ac

ES3A7a*

Advantages/disadvantage

s of alternative energy

ME2Ad

ST3Bc

ST3Bb*

EM spectrum and waves

ME2Ae

ME2Ca

ME2Cb

ME2C6a*

Mechanical waves


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Content Area: Science Course: Challenge Science Strand: Chemistry 1

Learner Objectives:

Changes in properties and states of matter provide evidence of the atomic theory of matter. (ME1) Earth’s Systems (geosphere, atmosphere, and hydrosphere) have common components and unique structures. (ES1)

Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science

knowledge and technology evolve over time. (ST2)

Concepts:

A. Objects, and the materials they are made of, have properties that can be used to describe and classify them. (ME1A)

B. The atomic model describes the electrically neutral atom. (ME1E)

C. The periodic table organizes the elements according to their atomic structure and chemical reactivity. (ME1F)

D. The Earth’s crust is composed of various materials, including soil, minerals, and rocks, with characteristic properties. (ES1A6)

E. Scientific theories are developed based on the body of knowledge that exists at any particular time and must be rigorously questioned and

tested for validity. (ST2B)

Students Should Know Students Should Be Able to

Density = mass/volume

A pure substance has constant composition; a pure element or compound.

An atom is composed of three subatomic particles; protons and neutrons

in the nucleus, and electrons in the ‘cloud’ surrounding the nucleus.

The number of protons, or atomic number, is the defining characteristic

of the atoms of each element.

The properties of minerals and rocks are determined by the properties of

the elements from which they are composed.

The periodic table is arranged as to reflect common trends between

elements.

Families of elements share similar physical and chemical characteristics.

Valence electrons are electrons in the outermost energy level involved in

bonding.

Ions are atoms or groups of atoms that have a positive or negative charge

due to losing or gaining of valence electrons.

Compare the densities of regular and irregular objects using their

respective measures of volume and mass. (ME1Aa)

Identify pure substances by their physical and chemical properties

(i.e., color, luster/reflectivity, hardness, conductivity, density, pH,

melting point, boiling point, specific heat, solubility, phase at room

temperature, chemical reactivity.) (ME1Ab)

Describe the atom as having a dense, positive nucleus surrounded by

a cloud of negative electrons. (ME1Ea)

Calculate the number of protons, neutrons, and electrons of an

element/isotopes given its mass number and atomic number.

(ME1Eb)

Describe the information provided by the atomic number and the

mass number (i.e., electrical charge, chemical stability.) (ME1Ec)

Identify and describe how explanations (laws/principles, theories/models)

of scientific phenomena have changed over time as a result of new


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Electron configurations show the arrangement of electrons around an

atom.

evidence (e.g., model of the solar system, basic structure of matter,

structure of an atom, Big Bang and nebular theory of the Universe.)

(ST2Ba, DOK 2)

Identify and analyze current theories that are being questioned, and

compare them to new theories that have emerged to challenge older ones

(e.g., theories of evolution, extinction, global warming.) (ST2Bb, DOK

3)

Compare and contrast the common properties of metals, nonmetals,

metalloids (semi-conductors) and noble gases. (ME1Ad)

Differentiate between minerals and rocks (which are composed of

different kinds of minerals.) (ES1A8a, DOK 2)

Describe the distinguishing properties that can be used to classify

minerals (i.e., texture, smell, luster, hardness, crystal shape, streak,

reaction to magnets and acids.) (ES1A8b, DOK 1)

Explain the structure of the periodic table in terms of the elements

with common properties (groups/families) and repeating properties

(periods.) (ME1Fa)

Identify periodic trends, families, number of valence electrons, and ionic

charge using the periodic table.

Classify elements as metals, nonmetals, metalloids (semi-conductors),

and noble gases according to their location on the Periodic Table.

(ME1Fb)

Predict the chemical reactivity of elements, and the type of bonds that

may result between them using the Periodic Table. (ME1Fc)

Create an electron configuration of an atom (e.g., Bohr Models, dot

diagrams, spdf.)

Instructional Support

Student Essential Vocabulary

Valence Energy level Period Group (family) Electronegativity Reactivity

Ion Metals Nonmetals Metalloids Atomic Number Mass Number

Atomic mass Mineral Rock Proton Neutron Electron

Isotope Luster/Reflectivity Hardness Conductivity Malleable Ductile

Density Cleavage/fracture Noble gases Nucleus


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Readiness & Equity Section

SLA = Sample Learning Activity & SA = Sample Assessment

21st Century Themes Non Fiction Reading & Writing SLA

Learning & Innovation Skills SLA, SA Enrichment Opportunity

Information, Media, & Technology Skills SLA Intervention Opportunity

Life & Career Skills SLA, SA Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample Assessments

Learning Activity #1: (See Appendix E)

Sink the Titanic

Students will be applying their measurement, density and inquiry

skills following the Inquiry unit with this lab. The lab involves

formal lab write-up to improve their scientific literacy skills.

Students will first summarize a nonfiction reading piece, related

to density, into a graphic organizer. Following discussion of the

main ideas of the reading piece, the students will be presented with a

problem: How will I keep the ‘Titanic’ (a jar of known mass and

volume) afloat with only a small portion of it above the water?

The only information the students will receive is the materials

list. They can ask two questions related to the ‘Titanic’ in order to

solve the problem. The two questions they need to ask you are:

What is the mass of the jar

What is the volume of the jar?

That is the only information required to solve the problem. From this

point they will need to use their critical thinking skills to determine

how much sand will be needed to make the ‘Titanic’ just hover in the

water (make the density of the jar closest to 1.0 g/mL as possible).

After they have tested their ‘Titanic’ they will create a formal lab

write-up following the template and scoring guide in the appendix.

There is a peer edit/teacher comment sheet also included if you

choose to have the students create a draft and then a final copy of

their lab write-up.

Assessment #1: Density 1. Calculate the density of the following liquids when given the mass and volume.

Density g/mL

a. Honey – 13.6g to 10mL

b. Water – 1g to 1mL

c. Oil – 45g to 100mL

d. Acetone – 19g to 100mL

e. Syrup – 10.7g to 10mL

2. Use the densities of the liquids you calculated above to identify the order in which

they would settle in the glass jar below. Write the name of the liquid in the

appropriate layer.

3. A teacher submerses a capped glass jar and finds that it displaces

1338 mL of water. How much total mass would the jar need to have to make


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it neutrally buoyant or equal to water? Use the data from your calculations to

support your answer.

Answer Key:

1. a. Honey d=1.36g/mL, b. Water d=1g/mL, c. Oil d=.45g/mL, d. Acetone

d=.19g/mL, e. Syrup d=1.07g/mL 2. Acetone, oil, water, syrup, honey 3. 1338g; In order for this particular jar to be neutrally buoyant to water it

must have a density equal to that of water. The density of water is 1g/mL,

therefore, if the jar had a mass of 1338g then 1338g/1338cm3 would equal a

density 1g/cm3.

Activity’s Alignment Assessment’s Alignment

GLE/CLE/STD ME1Aa, ME1Ab, IN1Aa, IN1Ab, IN1Ba,

IN1Bb, IN1Bc, IN1Bd, IN1Ca, IN1Cb,

IN1Cc, IN1Cd, IN1Da

GLE/CLE/STD ME1Aa, ME1Ab, IN1Ca, IN1Cb

CCSS.ELA-Literacy RST.6-8.3, RST.6-8.7, RST.6-8.8, RST.6-

8.9, WHST.6-8.1b CCSS.ELA-Literacy RST.6-8.7, RST.6-8.8

CONTENT SC1, SC7 CONTENT SC1, SC7

PROCESS 1.6 – Discover/evaluate relationships 1.10

– Apply information, ideas and skills

2.2 – Revise communications

3.5 – Reason logically

(inductive/deductive)

PROCESS 1.6 – Discover/evaluate relationships

1.10 – Apply information, ideas and skills

3.5 – Reason logically(inductive/deductive)

DOK 4 – Extending Thinking DOK 3 – Strategic Thinking

INSTRUCTIONAL

STRATEGIES

Nonlinguistic representations

Generating and testing hypotheses

Questions, cues, and advance organizers

LEVEL OF

EXPECTATION

85% – Mastery Level.


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21st Century Themes Non Fiction Reading & Writing SLA, SA

Learning & Innovation Skills SLA, SA Enrichment Opportunity SLA

Information, Media, & Technology Skills SA Intervention Opportunity

Life & Career Skills SLA Gender, Ethnic, & Disability Equity


Learning Activity #2: (See Appendix F)

Flame Test Lab – Prior to the lab, students perform research on the

structure of an atom; particularly electrons and flame tests of

elements. Students will summarize how the characteristics/behavior

of electrons in a flame test produces or shows specific physical and

chemical properties identifiable to a particular element. A classroom

discussion follows. The students are presented with various pieces

of chemistry lab equipment and must use it to test several metal ion

solution flame colors. Safety issues are addressed. Students will

make predictions and record their observations in a data table which

will then be used to identify an unknown metallic ion by means of a

flame test. They will analyze, and summarize data while exploring

how vaporization of certain metallic ions in a flame produces

specific colors identifiable to that particular ion.

Assessment #2:

Flame Test Exit Card

Scenario Question 1: A murder suspect in an investigation is known

for poisoning his victims with calcium power. So far six victims have

been murdered. Imagine that your unknown sample from this lab

came from an unknown powder obtained from a container in the

suspect’s car. Describe the methods or procedure you would use to

determine the unknown powder’s identity. Based on your unknown

sample results, did the suspect commit the murders? Justify your

answer based on the results from your experiment.

Answer: Student answers should first describe the powder being

dissolved into a concentrated solution. The students should then

outline the steps to perform a flame test of the solution (including

using the cobalt glass) and recording of the color observed. Finally

the answer should describe comparing the results of the known

solutions in the lab, to the unknown solution. Whether or not the

suspect committed the crime is based on the individual student’s

unknown solution.

Scenario Question 2: First watch the following videos.

https://www.youtube.com/watch?v=j0T_59k6s1s

https://www.youtube.com/watch?v=88TVh1O5P1o

You are an employee of a fireworks manufacturer. You have

been given the task of designing a firework that first explodes into a

shower of blue/green sparks, followed by a smaller shower of yellow

https://www.youtube.com/watch?v=j0T_59k6s1s



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sparks, and finally the largest shower of deep red/scarlet sparks. Using

the results of your lab and the information presented in the videos,

describe the process you would use to create the firework.

Answer: Students answers should outline the process involved in

creating a firework, as described in the online videos. The shell they

are creating should have three rings of “stars”. The first ring is

composed of copper metal. Since it is the second largest shower it

needs to have the second largest amount of metal present in the shell.

The second ring is composed of sodium. The second shower is the

smallest; therefore it would need to be composed of the least amount

of metal present in the shell. The third shower is composed of

strontium meta and needs to have the greatest amount since it is the

largest shower.


GLE/CLE/STD IN1Ba, IN1Bc, IN1Ca, IN1Cb, ME1Ab,

ME1Ac, ME1Ea GLE/CLE/STD ME1Ab, ME1Ac, ME1Ea

CCSS.ELA-Literacy RST.6-8.3, RST.6-8.9, WHST.6-8.1b CCSS.ELA-Literacy RST.6-8.7, RST.6-8.9

CONTENT IN 7, ME 1 CONTENT ME 1

PROCESS 1.2 – Conduct research

1.3 – Design/conduct investigations

1.5 – Comprehend/evaluate resources

1.8 – Organize data and ideas

1.10 – Apply information, ideas, and

skills

3.3 – Apply one’s own strategy



4.1 – Support Decisions

4.7 – Apply safety/health practices



1.7 – Use information technology

1.10 – Apply information, ideas, and skills

3.5 – Reason logically (inductive/deductive)

DOK 3 – Strategic Thinking DOK 3 – Strategic Thinking


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INSTRUCTIONAL

STRATEGIES

Similarities and differences

Summarizing and note taking


LEVEL OF

EXPECTATION

Mastery Level – 85%

Resources

Student Teacher

GENERAL:

Wysession, Michael, et.al, Physical

Science Concepts and Actions. Pearson,

Needham, Massachusetts, ©2009.

Gizmo, explorelearning.com; Density,

Electron Configuration

Brain Pop; Periodical Table of Elements,

https://www.youtube.com/watch?v=j0T_5

9k6s1s

https://www.youtube.com/watch?v=88TV

h1O5P1o

http://periodic.lanl.gov/default.htm

http://www.files.chem.vt.edu/RVGS/ACT

/notes/Types_of_Equations.html

http://www.sciencegeek.net/Chemistry/Pr

esentations/ReactionTypes/

http://www.youtube.com/watch?v=g-

biRwAVTV8&safe=active

http://www.youtube.com/watch?v=tE4668

aarck&safe=active

http://www.youtube.com/watch?v=i-

HHvx1VC_8&safe=active

http://misterguch.brinkster.net/6typesofch

emicalrxn.html

http://education.jlab.org/atomtour/

http://www.youtube.com/watch?v=cnXV7Ph3

WPk&safe=active

GENERAL:




Brain Pop “Sink and Float”

http://www.files.chem.vt.edu/RVGS/AC

T/notes/Types_of_Equations.html

http://www.sciencegeek.net/Chemistry/

Presentations/ReactionTypes/




68aarck&safe=active



http://misterguch.brinkster.net/6typesofc

hemicalrxn.html


http://www.youtube.com/watch?v=cnXV7P

h3WPk&safe=active

http://www.chem4kids.com/files/atom_struc

ture.html



http://periodic.lanl.gov/default.htm

http://www.files.chem.vt.edu/RVGS/ACT/notes/Types_of_Equations.html


http://www.sciencegeek.net/Chemistry/Presentations/ReactionTypes/


http://www.youtube.com/watch?v=g-biRwAVTV8&safe=active


http://www.youtube.com/watch?v=tE4668aarck&safe=active


http://www.youtube.com/watch?v=i-HHvx1VC_8&safe=active


http://misterguch.brinkster.net/6typesofchemicalrxn.html



http://www.youtube.com/watch?v=cnXV7Ph3WPk&safe=active

















http://www.chem4kids.com/files/atom_structure.html



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http://www.chem4kids.com/files/atom_structu

re.html

ENRICHMENT:

ENRICHMENT:

INTERVENTION:

INTERVENTION:

NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year 1 review process.




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Content Area: Science Course: Challenge Science Strand: Chemistry 2

Learner Objectives:

Changes in properties and states of matter provide evidence of the atomic theory of matter. (ME1)

Earth’s Systems (geosphere, atmosphere, and hydrosphere) have common components and unique structures. (ES1)

Concepts:

A. Objects, and the materials they are made of, have properties that can be used to describe and classify them. (ME1A)

B. Properties of mixtures depend upon the concentrations, properties, and interactions of particles. (ME1B)

C. The periodic table organizes the elements according to their atomic structure and chemical reactivity. (ME1F)

D. Properties of objects and states of matter can change chemically and/or physically. (ME1G)

E. Chemical bonding is the combining of different pure substances (elements, compounds) to form new substances with different properties.

(ME1H)

F. Mass is conserved during any physical or chemical change. (ME1I)

G. The Earth’s crust is composed of various materials, including soil, minerals, and rocks, with characteristic properties. (ES1A)


A mixture (homogeneous or heterogeneous) is a substance with variable

composition where the substances retain their own properties.

The strength of an acid or base is indicated by the pH scale. The pH

scale is determined by the amount of hydrogen ions in a solution.

Endothermic reactions produce a decrease in temperature and absorb

energy.

Exothermic reactions produce an increase in temperature and release

energy.

Octet rule states that all elements want to have 8 electrons in their outer

shell (with the exceptions of hydrogen and helium which only need 2.)

Covalent bonds occur between two non-metals.

Ionic bonds result in a transfer of electrons and an electrostatic attraction.

Ionic compound formula names are derived from the combination of

cation and anion names.

Covalent compound formula names are derived from a system numerical

Classify a substance as being made up of one kind of atom (element) or a

compound when given the molecular formula or structural formula

(introduce electron dot diagram) for the substance. (ME1Ac)

Compare and contrast the properties of acidic, basic, and neutral

solutions. (ME1Ba)

Identify pure substances by their physical and chemical properties

(i.e., color, luster/reflectivity, hardness, conductivity, density, pH,

melting point, boiling point, specific heat, solubility, phase at room

temperature, chemical reactivity.) (ME1Ab)

Distinguish between physical and chemical changes in matter.

(ME1Ga)

Differentiate between minerals and rocks (which are composed of

different kinds of minerals.) (ES1A8a, DOK 2)

Describe the distinguishing properties that can be used to classify

minerals (i.e., texture, smell, luster, hardness, crystal shape, streak,


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prefixes and element names. The second element in the compound ends

in –ide.

Law of Conservation of Mass states in a chemical reaction the mass of

the products is equal to the mass of the reactants.

A chemical equation (reaction) must be balanced to satisfy the Law of

Conservation of Mass.

reaction to magnets and acids.) (ES1A8b, DOK 1)

Predict the chemical reactivity of elements, and the type of bonds that

may result between them using the Periodic Table. (ME1Fc)

Describe how the valence electron configuration determines how atoms

interact and may bond. (ME1Ha)

Compare and contrast the types of chemical bonds (i.e., ionic, covalent.)

(ME1Hb)

Name compounds using specific guidelines for ionic, covalent, and

polyatomic bonds.

Identify different types of chemical reactions (synthesis, single

replacement, double replacement, combustion, and decomposition.)

Identify reactions as being endothermic or exothermic.

Compare the mass of the reactants to the mass of the products in a

chemical reaction or physical change as support for the Law of

Conservation of Mass. (ME1Ia)


Student Essential Vocabulary Products Acidic Basic pH Endothermic Reactants

Exothermic Synthesis Single replacement Double replacement Combustion Decomposition

Ionic bond Covalent bond Polyatomic ion Ion Law of Conservation of

Mass


17




Learning & Innovation Skills SLA/SA Enrichment Opportunity

Information, Media, & Technology Skills SLA/SA Intervention Opportunity



Learning Activity #1: (See Appendix G)

Types of Chemical Reactions Lab – The purpose of this lab is to

examine chemical reactions in the lab and classify them by reaction

type. The reactions observed include synthesis, decomposition,

single-displacement, double-displacement, and combustion reactions.

Prior to performing the lab students must conduct research from

various resources and the internet. The research is used to

summarize types of chemical reactions and the law of conservation of

mass/matter. The summaries are used in a class discussion to justify

the objective of the lab. Students are then presented with several

pieces of chemistry lab equipment, chemicals, and other materials. In

small groups, students must follow a given procedure showing each

type of chemical reaction. Observations/data are recorded throughout

the procedure and organized into a data table. Students use their

observations to determine the type of chemical reaction and complete

post lab questions and summaries.

Assessment #1:

Chemical Reactions Exit Card:

Extension Questions: Complete the following chemical equations, representing

reactions based on your knowledge of types of chemical reactions.

Once the equations are completed, balance the equations to satisfy the

law of conservation of mass/matter.

1) Pb + FeSO4 ________ + ________

(hint: the charge of lead is +2)

2) CH4 + O2 _______ + ________

3) Al2(SO4) + CaCl2 AlCl3 + _________

4) 2NO2 2____ + O2

5) P4O6 + 2 _____ P4O10

Answers: 1) Single displacement reaction Pb + FeSO4 PbSO4 + Fe

2) Combustion reaction CH4 + 2O2 CO2 + 2H2O

3) Double displacement reaction Al2(SO4) + 3CaCl2 2AlCl3

+ 3CaSO4

4) Decomposition reaction 2NO2 2NO + O2

5) Synthesis reaction P4O6 + 2O2 P4O10


GLE/CLE/STD IN1Ba, IN1Ca, IN1Cd, ME1Ac

ME1GaME1Hb, ME1Ia GLE/CLE/STD ME1Ac ME1GaME1Hb, ME1Ia

CCSS.ELA-Literacy RST.6-8.3; RST.6-8.9 CCSS.ELA-Literacy RST.6-8.7


18




1.7 – Evaluate information





4.6 – Identify cooperative tasks

PROCESS 1.10 – Apply information, ideas, and skills

3.2 – Apply others’ strategies

3.3 – Apply one’s own strategies

DOK 3 – Strategic Thinking DOK 2 – Skill/Concept

INSTRUCTIONAL

STRATEGIES



Cooperative learning

LEVEL OF

EXPECTATION



19








Learning Activity #2: (See Appendix H)

Conservation of Mass/Matter Lab: The purpose of this lab is to

investigate chemical reactions and their relationship to the law of

conservation of mass/matter. Prior to performing the lab students conduct

research from various resources to summarize the laws of conservation of

mass/matter and its relationship to chemical reactions. Research is used in

a class discussion to justify and clarify the objective of the lab. In small

group students use several pieces of chemistry lab equipment, chemicals,

and other materials to investigate chemical reactions and the mass of

reactants and products in open and closed systems. Observations/data are

recorded throughout the procedure and organized into a data table.

Students use the observations/data to answer follow up questions.

Assessment #2: (See Appendix I)

Conservation of Mass Exit Card – Students will be given questions and

equations to analyze to determine if it satisfies the Law of Conservation of

Mass.


GLE/CLE/STD IN1Ba, IN1Ca, IN1Cd, ME1Ac, ME1Ga,

ME1Ia GLE/CLE/STD ME1Ac, ME1Ga, ME1Ia

CCSS.ELA-Literacy RST.6-8-3; RST.6-8.9 CCSS.ELA-Literacy WHST.6-8.1b RST.6-8.4



1.3 Design/conduct investigations

1.6 – Discover/evaluate relationships



1.10 – Apply information. ideas and skills



PROCESS 1.10 – Apply information, ideas, and skills


4.1 – Support decisions


20



4.7 – Apply safety/health practices


INSTRUCTIONAL

STRATEGIES



Homework and practice


Generating and testing hypothesis

LEVEL OF

EXPECTATION


Resources

Student Teacher

GENERAL:











8aarck&safe=active




emicalrxn.html

http://www.nature.com/scitable/knowledg

e/library/the-conservation-of-mass-

GENERAL:











aarck&safe=active




emicalrxn.html

http://www.nature.com/scitable/knowledg

e/library/the-conservation-of-mass-













http://www.nature.com/scitable/knowledge/library/the-conservation-of-mass-17395478

















21

17395478

http://www.iun.edu/~cpanhd/C101webnot

es/matter-and-energy/masscons.html

http://www.lightandmatter.com/html_boo

ks/7cp/ch01/ch01.html#Section1.2

http://www.youtube.com/watch?v=dExpJ

AECSL8&safe=active

http://www.youtube.com/watch?v=El6El4

iapO4&feature=fvsr&safe=active

17395478

http://www.iun.edu/~cpanhd/C101webnot

es/matter-and-energy/masscons.html

http://www.lightandmatter.com/html_boo

ks/7cp/ch01/ch01.html#Section1.2

http://www.youtube.com/watch?v=dExpJ

AECSL8&safe=active

http://www.youtube.com/watch?v=El6El4

iapO4&feature=fvsr&safe=active

ENRICHMENT:

ENRICHMENT:

INTERVENTION:

INTERVENTION:



http://www.iun.edu/~cpanhd/C101webnotes/matter-and-energy/masscons.html


http://www.lightandmatter.com/html_books/7cp/ch01/ch01.html#Section1.2


http://www.youtube.com/watch?v=dExpJAECSL8&safe=active


http://www.youtube.com/watch?v=El6El4iapO4&feature=fvsr&safe=active












22

Content Area: Science Course: Challenge Science Strand: Inquiry

Learner Objectives:

Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and

critical thinking. (IN1) The nature of technology can advance, and is advanced by, science as it seeks to apply scientific knowledge in ways that meet human needs.

(ST1)



Science and technology affect, and are affected by, society. (ST3)

Human activity is dependent upon and affects Earth’s resources and systems. (ES3)

Concepts:

A. Scientific inquiry includes the ability of students to formulate a testable question and explanation, and to select appropriate investigative

methods in order to obtain evidence relevant to the explanation. (IN1A)

B. Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations. (IN1B)

C. Scientific inquiry includes evaluation of explanations (laws/principles, theories/models) in light of evidence (data) and scientific

principles (understandings). (IN1C)

D. The nature of science relies upon communication of results and justification of explanations. (IN1D)

E. Designed objects are used to do things better or more easily and to do some things that could not otherwise be done at all. (ST1A)

F. Technological solutions to problems often have drawbacks as well as benefits. (ST1C)

G. People of different gender and ethnicity have contributed to scientific discoveries and the invention of technological innovations.

(ST2A)

H. Social, political, economic, ethical and environmental factors strongly influence, and are influenced by, the direction of progress of

science and technology. (ST3B)

I. Scientific information is presented through a number of credible sources, but is at times influenced in such a way to become non-

credible. (ST3D)

J. Earth’s materials are limited natural resources affected by human activity. (ES3A6)


23

Students Should Know Students Should Be Able to do

It is not always possible, for practical or ethical reasons, to control some

conditions (e.g., when sampling or testing humans, when observing

animal behaviors in nature.) (IN1Ad)

Some scientific explanations (e.g., explanations of astronomical or

meteorological phenomena) cannot be tested using a controlled

laboratory experiment, but instead by using a model, due to the limits of

the laboratory environment, resources, and/or technologies. (IN1Ae)

There is no fixed procedure called “the scientific method”, but that some

investigations involve systematic observations, carefully collected and

relevant evidence, logical reasoning, and some imagination in developing

hypotheses and other explanations. (IN1Af)

Observation is biased by the experiences and knowledge of the observer

(e.g., strong beliefs about what should happen in particular circumstances

can prevent the detection of other results.) (IN1Bf)

The relationships linking technology and science (e.g., how technological

problems may create a demand for new science knowledge, how new

technologies make it possible for scientists to extend research and

advance science.) (ST1Ba,DOK 2)

Contributions to science are not limited to the work of one particular

group, but are made by a diverse group of scientists representing various

ethnic and gender groups. (ST2Aa, DOK 1)

Gender and ethnicity of scientists often influence the questions asked

and/or the methods used in scientific research and may limit or advance

science knowledge and/or technology. (ST2Ab, DOK 1)

The International System of Units (SI) is the metric system used by the

international science community.

Formulate testable questions and hypotheses. (IN1Aa)

Analyze an experiment, identify the components (i.e., independent

variable, dependent variables, control of constants, multiple trials)

and explain their importance to the design of a valid experiment.

(IN1Ab)

Design and conduct a valid experiment. (IN1Ac)

Evaluate the design of an experiment and make suggestions for

reasonable improvements. (IN1Ag)

Use quantitative and qualitative data as support for reasonable

explanations (conclusions.) (IN1Ca)

Analyze experimental data to determine patterns, relationships,

perspectives, and credibility of explanations (e.g., predict/extrapolate

data, explain the relationship between the independent and

dependent variable.) (IN1Cb)

Identify the possible effects of errors in observations, measurements, and

calculations, on the validity and reliability of data and resultant

explanations (conclusions.) (IN1Cc)

Analyze whether evidence (data) and scientific principles support

proposed explanations (laws/principles, theories/models) (IN1Cd)

Communicate the procedures and results of investigations and

explanations through:

o Oral presentations

o Drawings and maps

o Data tables (allowing for the recording and analysis of data

relevant to the experiment such as independent and

dependent variables, multiple trials, beginning and ending

times or temperatures, derived quantities)

o Graphs (bar, single, and multiple line)

o Equations and writings (IN1Da)

Communicate and defend a scientific argument. (IN1Db)

Explain the importance of the public presentation of scientific work and

supporting evidence to the scientific community (e.g., work and evidence

must be critiqued, reviewed, and validated by peers; needed for

subsequent investigations by peers; results can influence the decisions


24

regarding future scientific work.) (IN1Dc)

Evaluate a given source for its scientific credibility (e.g., articles in a

new periodical quoting an “eye witness,” a scientist speaking within or

outside his/her area of expertise.) (ST3Da, DOK 3)

Explain why accurate record-keeping, openness, and replication are

essential for maintaining an investigator’s credibility with other scientists

and society. (ST3Db, DOK 1)

Make qualitative and quantitative observations using the appropriate

senses, tools and equipment to gather data (e.g., microscopes,

thermometers, analog and digital meters, computers, spring scales,

balances, metric rulers, graduated cylinders.) (IN1Ba)

Measure length to the nearest millimeter, mass to the nearest gram,

volume to the nearest milliliter, force (weight) to the nearest Newton,

temperature to the nearest degree Celsius, time to the nearest second.

(IN1Bb)

Determine the appropriate tools and techniques to collect, analyze, and

interpret data. (IN1Bc)

Judge whether measurements and computation of quantities are

reasonable. (IN1Bd)

Calculate the range, average/mean, percent, and ratios for sets of data.

(IN1Be)

Explain how technological improvements, such as those developed for

use in space exploration, the military, or medicine, have led to the

invention of new products that may improve lives here on Earth (e.g.,

new materials, freeze-dried foods, infrared goggles, Velcro, satellite

imagery, robotics, lasers.) (ST1Aa)

Identify and evaluate the physical, social, economic, and/or

environmental problems that may be overcome using science and

technology (e.g., the need for alternative fuels, human travel in space,

AIDS.) (ST3Bb)

Describe the effect of human activities (e.g., landfills, use of fertilizers

and herbicides, farming, septic systems) on the quality of water.

(ES3A6b, DOK 2)

Describe how technological solutions to problems (e.g., storm water

runoff, fiber optics, windmills, efficient car design, electronic trains

without conductors, sonar, robotics, Hubble telescope) can have both


25

benefits and drawbacks (e.g., design constraints, unintended

consequences, risks.) (Assess Locally) (ST1Ca)

Analyze and evaluate the drawback (e.g., design constraints, unintended

consequences, risk) and benefits of technological solutions to a given

problem (e.g., use of alternative energies to reduce the use of carbon

fuels, use of satellite communications to gather information.) (ST3Bc,

DOK 3)


Student Essential Vocabulary Hypothesis Theory Experiment Control Independent Variable Dependent Variable

Scientific law Mass Volume Qualitative Quantitative Best-fit line

Model Constant Directly Proportional Inversely Proportional Gram Liter

Kelvin Celsius Meter Responding Variable Manipulated Variable Data

Dimensional Analysis Scientific Notation Significant Figures Uncertainty


26



21st Century Themes SLA Non Fiction Reading & Writing SLA

Learning & Innovation Skills SLA Enrichment Opportunity

Information, Media, & Technology Skills SLA, SA Intervention Opportunity



Learning Activity #1: (See Appendix A)

Scientific Discoveries: The Year I Was Born In “The Year I Was Born” learning activity, we ask students to

research what significant advances happened in their year of birth and

present them to the class. Students rank their year’s discoveries

according to importance and must justify their rankings. Each student

then selects two discoveries of particular interest to explain in more

detail. . Students will explain which important discoveries were

made, by whom, and how. This allows the teacher to offer useful bits

of science history without sounding like history teachers or diverting

students from the main goals of their classes. Most likely, many

students in the class will be born in the same year, therefore, you may

choose to have students work in groups on the project or choose

different subject areas to research, such as technology, health, or

space science.

Assessment #1: (See Appendix B)

Scientific Discoveries

Based on the two discoveries researched, students will respond to

the questions below:

1. What are some of the previous advances and/or discoveries

that made your two discoveries possible?

2. What if these two discoveries were not made when they

were made? How would that affect the applicable scientific

area today? For example: Hubble Telescope-what affect

would it have on our understanding of space science today?

3. What do you think was the most significant discovery?

Defend your opinion.

* Scoring Guide found in Appendix


GLE/CLE/STD IN1Dc, ST1Ba, ST1Aa, ST3Bb, ST2Aa,

ST3Bc GLE/CLE/STD IN1Dc, ST1Ba, ST1Aa, ST3Bb, ST2Aa,

ST3Bc

CCSS.ELA-Literacy RST.6-8.1, RST.6-8.2, RST.6-8.5,

RST.6-8.7, RST.6-8.8, RST.6-8.10 CCSS.ELA-

Literacy

RST.6-8.1, RST.6-8.2, RST.6-8.5, RST.6-

8.7, RST.6-8.8, RST.6-8.10

CONTENT SC8 CONTENT SC8

PROCESS 1.6 – Discover/evaluate relationships, PROCESS 1.6 – Discover/evaluate relationships


27

1.10 – Apply information, ideas and

skills





INSTRUCTIONAL

STRATEGIES

Summarizing and note taking,

Cooperative learning, Setting

objectives and providing feedback

LEVEL OF

EXPECTATION

90% – Mastery Level


28



21st Century Themes SLA Non Fiction Reading & Writing SLA





Learning Activity #2: (See Appendix C)

A Sticky Design- Purpose – When presented a problem, students will be able to design and

implement a scientific experiment, using the proper steps of the scientific

method, properly collect and analyze data, and evaluate the design of the

experiment to make suggestions for improvement.

Description – Students are the owners of a company that makes different

varieties of tape. A recent customer called their office and needs to know

which of their four types of tape is the stickiest. When the types of tapes

were created, stickiness was not a factor tested. In order to answer their

customer’s question, they must design and implement an experiment

testing the stickiness of their tape. Students are given a certain degree of

academic freedom in the design of the experiment, resulting in a range of

lab equipment used. Student must perform research and summarize

nonfiction sources in order to give background information regarding

their topic. Scoring guide is used for evaluation.

Assessment #2: (See Appendix D)

Scientific Inquiry Formative - Students will use the scientific

method to design an experiment to see if the earth friendly fertilizer

their team has created causes an increase in plant growth.


GLE/CLE/STD IN1Aa, IN1Ab, IN1Ac, IN1Af, IN1Ag,

IN1Ba, IN1Bb, IN1Bc, IN1Bd, IN1Be,

IN1Ca, IN1Cb, IN1Cc, IN1Da, IN1Dd,

IN1Dc, ST3Da, ST3Db


IN1Bc, IN1Ca, IN1Cb, IN1Cc

CCSS.ELA-

Literacy

RST.6-8.1, RST.6-8.4, RST.6-8.7, RST.6-

8.8, WHST.6-8.2, WHST.6-8.3,

WHST.6-8.4, WHST.6-8.6, WHST.6-8.8,

WHST.6-8.9

CCSS.ELA-Literacy WHST.6-8.2, WHST.6-8.3


29


PROCESS 1.1 – Develop research questions/ideas

1.2 – Conduct research


1.4 – Organize information using tools



2.1 – Plan and make presentations

2.3 – Exchange ideas and take others’

perspectives

3.1 – Identify and define problems

3.3 – Apply one’s own strategy


3.7 – Evaluate strategies


PROCESS 1.3 – Design/conduct investigations



skills




4.5 – Develop/revise plant of action

DOK 4 – Extended Thinking DOK 3 – Strategic Thinking

INSTRUCTIONAL

STRATEGIES



LEVEL OF

EXPECTATION


Resources

Student Teacher

GENERAL:




Brain Pop, Scientific Method.

Gizmo, www.explorelearning.com –

Roller Coaster Physics

Gizmo, www.explorelearning.com–

Inclined Plane – Simple Machine

Gizmo, www.explorelearning.com–

GENERAL:


Science Concepts and Actions.

Pearson, Needham, Massachusetts,

©2009.

http://www.explorelearning.com/




30

Charge Launcher

Gizmo, www.explorelearning.com –

Stem – and-Leaf Plots

ENRICHMENT:

ENRICHMENT:

INTERVENTION:

Gizmo,www.explorelearning.com --

Measuring Volume

Gizmo, www.explorelearning.com--

Triple Beam Balance

Gizmo, www.explorelearning.com--

Unit Conversions

INTERVENTION:

NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year 1 review

process.






31

Content Area: Science Course: Challenge Science Strand: Thermodynamics

Learner Objectives:

Changes in properties and states of matter provide evidence of the atomic theory of matter. (ME1) Earth’s Systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common processes. (ES2)


Energy has a source, can be stored, and can be transferred but is conserved within a system (ME2)

The nature of technology can advance, and is advanced by, science as it seeks to apply scientific knowledge in ways that meet human needs.

(ST1)

Concepts:

A. Physical changes in states of matter due to thermal changes in materials can be explained by the Kinetic Theory of Matter. (ME1D)

B. Changes in the form of water as it moves through Earth’s systems are described as the water cycle. (ES2E7)

C. Constantly changing properties of the atmosphere occur in patterns which are described as weather. (ES2F7)

D. Earth’s materials are limited natural resources affected by human activity. (ES3A6)

E. Forms of energy have a source, a means of transfer (work and heat), and a receiver. ME2A

F. There are internal processes and sources of energy within the geosphere that cause changes in Earth’s crustal plates. (ES2B6)

G. Technological solutions to problems often have drawbacks as well as benefits. (ST1C)


Kinetic Theory states that all matter is made up of particles that are in

constant motion.

Law of Conservation of Energy states that energy cannot be created or

destroyed but can be transferred from one object to another or

transformed from one form to another.

Thermal energy is the total potential and kinetic energy of all the

particles in an object and depends on mass (number of molecules),

temperature, and phase of an object.

Specific Heat Capacity is the amount of energy required to change one

gram of water one degree Celsius.

Q = mc∆T

Using the Kinetic Theory model, explain the changes that occur in

the distance between atoms/molecules and temperature of a

substance as energy is absorbed or released during a phase change.

(ME1Da)

Predict the effect of a temperature change on the properties (i.e., pressure,

density, volume) of a material (solids, liquids, gases.) (ME1Db)

Calculate energy when it involves specific heat.

Explain and trace the possible paths of water through the hydrosphere,

geosphere, and atmosphere (i.e., the water cycle: evaporation,

condensation, precipitation, surface run-off/ groundwater flow.)

(ES2E7a)


32

Changes in pressure cause wind.

Energy from the sun in transferred through the atmosphere by

conduction, convection, and radiation.

Convection currents are based on the temperature of particles.

Energy from the sun is transferred to Earth in a range of wavelengths and

energy levels including visible light, infrared radiation, and ultraviolet

radiation. (ME2C6a)

Identify solar radiation as the primary source of energy for weather

phenomena. (ME2C7a)

Explain how thermal energy is transferred throughout the water cycle by

the processes of convection, conduction, and radiation (ES2E7c)

Explain how the differences in surface temperature, due to the different

heating and cooling rates of water and soil, affect the temperature and

movement of the air above .(ES2F7a)

Describe the effect of human activities (e.g., landfills, use of fertilizers

and herbicides, farming, septic systems) on the quality of water.

(ES3A6b, DOK 2)






Differentiate between thermal energy (the total internal energy of a

substance which is dependent upon mass), heat (thermal energy that

transfers from one object or system to another due to a difference in

temperature), and temperature (the measure of average kinetic energy of

molecules or atoms in a substance.) ME2Aa

Differentiate between the properties and examples of conductors and

insulators. ME2Ab

Interpret examples of heat transfer (e.g., home heating, solar panels) as

convection, conduction or radiation. ME2Af

Identify events (earthquakes, volcanic eruptions) and the landforms

created by them on the Earth’s surface that occur at different plate

boundaries. (ES2B6a, DOK 2)

Explain convection currents are the result of uneven heating inside the

mantle resulting in the melting of rock materials, convection of magma,

eruption/flow of magma, and movement of crustal plates. (ES2B8a,

DOK 2)

Describe how the movement of crustal plates can cause earthquakes and

volcanic eruptions that can result in mountain building and trench

formation. (ES2B8c, DOK 1)

Predict the effect of pressure changes on the properties (i.e., temperature,

volume, density) of a material (solids, liquids, gases.) (ME1Dc)


33


Student Essential Vocabulary

Convection Conduction Radiation Kinetic Energy Potential Energy Pressure

Thermal energy Heat Water Cycle Temperature Law of conservation of

energy

Conductor

Pollution Greenhouse Effect Global Warming Specific heat capacity Evaporation Insulator

Melting Freezing Vaporization Deposition Sublimation Condensation

Boiling Crustal plates Atmosphere Geosphere/Lithosphere Hydrosphere Precipitation



21st Century Themes Non Fiction Reading & Writing SLA, SA



Life & Career Skills Gender, Ethnic, & Disability Equity


Learning Activity #1: (See Appendix J)

Convection in the Atmosphere—Land and Sea Breezes

Students will make observations and predictions, record, graph,

analyze and summarize data while exploring how temperature

changes create convection currents which result in land and sea

breezes. Students review the various types of heat transfer by

working cooperatively and engaging in reading non-fiction literature

while exploring several online resources. The primary activity

utilizes online interactive applets and demonstrations to discover how

convection currents create land and sea breezes. Students then apply

Assessment #1: (See Appendix K)

Land and Sea Breezes –

The assessment is divided into two parts and is located in the

Appendix. Part 1 is a cooperative learning matrix while Part 2 is an

individual assessment. They may be completed independently of each

other and/or can be both used as an individual assessment.


34

the knowledge and skills gained to solve a problem and support and

defend their conclusions with data and diagrams.


GLE/CLE/STD ME1Da, ME1Db, ES2E7c, ES2F7a GLE/CLE/STD ES2F7a

CCSS.ELA-Literacy RST.6-8.1

RST.6-8.3

RST.6-8.7

RST.6-8.9

WHST.6-8.1b

WHST.6-8.1c

WHST.6-8.1e

CCSS.ELA-Literacy RST.6-8.3

RST.6-8.7

WHST.6-8.1b

WHST.6-8.1c

WHST.6-8.1e

CONTENT SC5, MA1, MA3 CONTENT SC5, MA1, MA3

PROCESS 1.4—Use technology and other tools

1.6—Discover/evaluate relationships

1.10—Apply information, ideas and skills

3.5--Reason logically (inductive/deductive)

4.1--Support decisions

PROCESS 1.6 Discover/evaluate relationships

1.10 Apply information, ideas and skills

3.5 Reason logically (inductive/deductive)

4.1 Support decisions

DOK 3-Strategic Thinking DOK 3-Strategic Thinking

INSTRUCTIONAL

STRATEGIES

Summarizing and Note taking

Similarities and Differences

Nonlinguistic Representation

Cooperative Learning

Reading Non-Fiction

LEVEL OF

EXPECTATION

85% Mastery


35



21st Century Themes SLA, SA Non Fiction Reading & Writing SLA

Learning & Innovation Skills SLA Enrichment Opportunity SLA




Learning Activity #2: (See Appendix L)

Energy Content of Food The purpose of the activity is to measure the energy content of

different types of food by burning the food to warm a known quantity of

water. When burning food warms a known quantity of water, the amount

of thermal energy given off by the food is theoretically equal to the

amount of thermal energy gained by the water. The following is an

equation that describes this idea: Q = m · c · change in temperature.

Students gain a better understanding of how thermal energy is transferred

in the form of heat and the relationship of this process to their daily intake

of calories.

There are 3 nonfiction reading pieces that accompany this lab to assist

students with making connections to healthy calorie intake and the

importance of exercise. The amount of detail on these topics, as well as

the level of guidance needed during this entire activity, should be at the

discretion of the teacher and time available.

Assessment #2:

Calorie Counter In addition to calculating specific heat capacities, some calorimeters can be

used to determine how much energy is in food. The energy in food is usually

expressed in calories or kilocalories (Calories). A calorie is the amount of

energy needed to change the temperature of 1 g of water by 1 C. There are

1,000 calories in a Calorie (kilocalorie)

1. How many joules are in 1 calorie? (The specific heat of water is

4.184 J/g °C.)

2. Suppose a snack bar is burned in a calorimeter and heats 2,000 g

water by 20 °C. How much heat energy was released? (Hint: Use the

specific heat equation.) Give your answer in both joules and calories.

3. How many kilocalories (Calories) does the snack bar contain?

Answer:

1. 4184 J

2. 167,369 J (40,000 calories)

3. 40 kilocalories


36


GLE/CLE/STD ME2Aa, ME2Af, IN1Aa, IN1Ab, IN1Ac,

IN1Ba, IN1Bb, IN1Ca, IN1Cb, IN1Cc,

IN1Da

GLE/CLE/STD ME2Aa, ME2Af

CCSS.ELA-Literacy RST.6-8.3, RST.6-8.4, RST.6-8.7, RST.6-

8.8 CCSS.ELA-Literacy RST.6-8.4, RST.6-8.7, RST.6-8.8, RST.6-8.9


PROCESS 1.6 – Discover/evaluate relationships,


3.5--Reason logically





INSTRUCTIONAL

STRATEGIES






LEVEL OF

EXPECTATION

80% – Mastery Level.

Resources

Student Teacher

GENERAL:




©2009.

Jenner, Jan, et. al, Earth Science.

Pearson-Prentice Hall, Boston,

Massachusetts, ©2009.

http://www.wisc-

online.com/Objects/ViewObject.aspx?ID=

sce304

GENERAL:

Wysession, Michael, et.al, Physical Science

Concepts and Actions. Pearson, Needham,


Jenner, Jan, et. al, Earth Science. Pearson-

Prentice Hall, Boston, Massachusetts, ©2009.

http://www.wisc-

online.com/Objects/ViewObject.aspx?ID=sce

304

http://www.teachersdomain.org/asset/lsps07_i

nt_heattransfer/

http://3typesofheattransfer2.blogspot.com/

http://www.wisc-online.com/Objects/ViewObject.aspx?ID=sce304






http://www.teachersdomain.org/asset/lsps07_int_heattransfer/




37

http://www.teachersdomain.org/asset/lsps

07_int_heattransfer/


http://oceanservice.noaa.gov/education/pd

/oceans_weather_climate/media/sea_and_l

and_breeze.swf

http://www.brainpop.com/science/weather/sea

sons/

Gizmo: Land and Sea Breezes

http://oceanservice.noaa.gov/educaion/pd/

ocean_weather_climate/media/sea_and_la

nd_breezesswf

http://www.brainpop.com/science/weather/sea

sons/

http://www.wisc-

online.com/Objects/ViewObject.aspx?ID=sce

304

http://www.teachersdomain,org/asst/Isps07_in

t_heattransfer/

http://3typesofheattransfer2.blogspot.com

ENRICHMENT:

ENRICHMENT:

http://www.atmos.washington.ed/edu/~durran

d/

demos/convection_conduction

http:youtube.com/watch?v=va0CiUdDuh4

INTERVENTION:

http://www.atmos.washington.edu/~durra

nd/demos/convection_conduction

http://www.youtube.com/watch?v=va0Ci

UdDuh4

Gizmo: Calorimetric Lab

INTERVENTION:

http://www.atmos.washington.edu/~durrand/d

emos/convection_conduction

http://www.youtube.com/watch?v=va0CiUdD

uh4





http://oceanservice.noaa.gov/education/pd/oceans_weather_climate/media/sea_and_land_breeze.swf



http://www.brainpop.com/science/weather/seasons/







http://www.teachersdomain,org/asst/Isps07_int_heattransfer/

http://www.teachersdomain,org/asst/Isps07_int_heattransfer/

http://www.atmos.washington.ed/edu/~durrand/

http://www.atmos.washington.ed/edu/~durrand/

http://www.atmos.washington.edu/~durrand/demos/convection_conduction


http://www.youtube.com/watch?v=va0CiUdDuh4







38

Content Area: Science Course: Challenge Science Strand: Linear Motion

Learner Objectives:

The motion of an object is described by its change in position relative to another object or point. (FM1)

Concepts:

A. The motion of an object is described as a change in position, direction, and speed relative to another object (frame of reference) (FM1A)

B. An object that is accelerating is speeding up, slowing down, or changing direction. (FM1B)


Acceleration is the change in velocity over time

a = t

vv if

Velocity is speed in a specific direction

v = t

d in a specific direction

Speed is the distance moved over time

Average speed is the total distance traveled over the total time to cover

the distance.

The slope of a x/t graph is the velocity of the object for any point along

the graph

A straight line on an x/t graph indicates a constant velocity (a = 0)

A curved line on an x/t graph indicates a changing velocity (a 0)

The slope of a v/t graph is the acceleration of the object for any point

along the graph

Vector quantities have both a size (magnitude) and a direction (positive

or negative)

Scalar quantities have a size (magnitude) but not a direction

Analyze the velocity of two objects in terms of distance and time (i.e.,

verbally, diagrammatically, graphically, mathematically) (FM1Ab)

Measure and analyze an object’s motion in terms of speed, velocity,

and acceleration (i.e., verbally, diagrammatically, graphically)

(FM1Ba)

Represent and analyze the motion of an object graphically (FM1Aa)


39

Speed and distance are scalar quantities

Velocity and displacement are vector quantities

The average speed of an object is the total distance divided by the total

time


Student Essential Vocabulary Vector Displacement Speed Velocity Positive Acceleration Distance

Magnitude Scalar Slope Instantaneous Speed Average Speed Positive Direction

Negative Direction Negative Acceleration

(Deceleration)



21st Century Themes Non Fiction Reading & Writing





Learning Activity #1: (See Appendix M)

Bubble Tube Lab – Students are presented with a given set of materials

and must design and conduct an experiment, using the steps of the scientific

method, to determine the relationship between position and time as it relates

to constant velocity. The speed of various bubble tubes with constant

velocity is analyzed in terms of position and time. Students collect data and

enter it in a data table. Graphs relating position vs. time, velocity vs. time,

and acceleration vs. time are created and analyzed for patterns and

relationships

Assessment #1: Speed Exit Card

Scenario Question: It is 1901 and the first speed limit law for vehicles has

been set into place by your state’s government. The new speed limit is 10

miles per hour. You are a police office in the town and you do not own a

radar gun. Design a way to determine the speed of passing cars so that you

may enforce your new law and include the procedure on how you would

determine the speed of cars that pass.

Answer: Student’s answers should relate a set amount of distance and the

correct amount of time it would take to travel that distance without exceeding

a rate of 10 miles per hour. Since there are no radar guns students should


40

outline a procedure with materials appropriate for the time in history.




IN1Ca, IN1Cb, IN1Cc, IN1Da, IN1Db,

FM1Aa, FM1Ab, FM1Ba

GLE/CLE/STD FM1Ab, FM1Ba

CCSS.ELA-Literacy RST.6-8,3 CCSS.ELA-Literacy RST.6-8,7

CONTENT IN 7, FM 2 CONTENT FM 2


1.6 – Conduct research









PROCESS 1.3 – Design/conduct investigations

3.1 – Identify and define problems

3.7 – Evaluate strategies



INSTRUCTIONAL

STRATEGIES




Questions, cues, and advanced organizers

LEVEL OF

EXPECTATION



41




Learning & Innovation Skills SLA,SA Enrichment Opportunity




Learning Activity #2: (See Appendix N)

Wheel and Axle Lab – Prior to beginning the lab students must use

available resources to conduct research exploring the terms speed,

velocity, and acceleration. Students use the research to create a brief

summary of the terms and their relationship. Students are presented

with a given set of materials and must design and conduct an experiment,

using the steps of the scientific method, to determine the relationship

between position and time as it relates to increasing velocity

(acceleration). The velocity of a wheel and axle is analyzed in terms of

position and time as it travels down a ramp. Students measure/collect data

and enter it in a data table. Graphs relating position vs. time, velocity vs.

time, and acceleration vs. time are created and analyzed for patterns and

relationships. Students then must use their data as evidence to support a

conclusion while at the same time analyzing their experiment for errors

and improvements.

Assessment #2: See Appendix

Acceleration Exit Card—Students will analyze data collected and

then determine which graph is incorrect. After determining the

incorrect graph, they will recreate the graph accurately representing the

data given.





FM1Aa, FM1Ab, FM1Ba

GLE/CLE/STD FM1Aa, FM1Ab, FM1Ba

CCSS.ELA-Literacy WHST.6-8,2d, RSL.6-8,1 CCSS.ELA-Literacy WHST.6-8,1b



1.10 – Conduct research PROCESS 1.6 – Discover/evaluate relationships



42












INSTRUCTIONAL

STRATEGIES





LEVEL OF

EXPECTATION


Resources

Student Teacher


43

GENERAL:




http://www.physics4kids.com/files/motion_vel

ocity.html

http://www.sparknotes.com/testprep/books/sat2

/physics/chapter5section2.rhtml

http://www.slideshare.net/saviourbest/speed-

velocity-and-acceleration

http://www.school-for-

champions.com/science/motion.htm

http://www.fearofphysics.com/Xva/xva.html

http://www.physicsclassroom.com

http://physics.tutorvista.com/motion/constant-

speed.html

http://phet.colorado.edu/en/simulation/moving-

man

https://www.youtube.com/watch?v=rZo8-

ihCA9E

https://www.youtube.com/watch?v=DRb5PSxJ

erM

https://www.youtube.com/watch?v=O6Onfqt-

Vzw

www.brainpop.com

Related to speed and velocity

www.physicsclassroom.com

http://physics.info/acceleration/

www.brainpop.com

http://www.physics4kids.com/files/motion_vel

ocity.html

http://www.tutorvista.com/content/physics/phy

sics-i/motion/acceleration.php

http://www.walter-

fendt.de/ph14e/acceleration.htm

http://www.edinformatics.com/math_science/a

GENERAL:




http://www.physics4kids.com/files/motion_velocit

y.html

http://www.sparknotes.com/testprep/books/sat2/p

hysics/chapter5section2.rhtml






http://www.physicsclassroom.com

http://physics.tutorvista.com/motion/constant-

speed.html

http://phet.colorado.edu/en/simulation/movin

g-man


ihCA9E

https://www.youtube.com/watch?v=DRb5PSx

JerM


Vzw

www.brainpop.com www.physicsclassroom.com


www.brainpop.com

http://www.physics4kids.com/files/motion_velocit

y.html

http://www.tutorvista.com/content/physics/physic

s-i/motion/acceleration.php

http://www.walter-

fendt.de/ph14e/acceleration.htm

http://www.edinformatics.com/math_science/acce

http://www.physics4kids.com/files/motion_velocity.html


http://www.sparknotes.com/testprep/books/sat2/physics/chapter5section2.rhtml


http://www.slideshare.net/saviourbest/speed-velocity-and-acceleration


http://www.school-for-champions.com/science/motion.htm



http://www.physicsclassroom.com/

http://physics.tutorvista.com/motion/constant-speed.html


http://phet.colorado.edu/en/simulation/moving-man


https://www.youtube.com/watch?v=rZo8-ihCA9E


https://www.youtube.com/watch?v=DRb5PSxJerM


https://www.youtube.com/watch?v=O6Onfqt-Vzw


http://www.brainpop.com/






http://www.tutorvista.com/content/physics/physics-i/motion/acceleration.php


http://www.walter-fendt.de/ph14e/acceleration.htm


http://www.edinformatics.com/math_science/acceleration.htm

































44

cceleration.htm

http://www.sparknotes.com/testprep/books/sat2

/physics/chapter5section2.rhtml






Vzw

https://www.youtube.com/watch?v=e5Gl2LLL

AGo


ihCA9E

https://www.youtube.com/watch?v=UefWw5k

4G0U

leration.htm

http://www.sparknotes.com/testprep/books/sat2/p

hysics/chapter5section2.rhtml






Vzw

https://www.youtube.com/watch?v=e5Gl2LLLAG

o


https://www.youtube.com/watch?v=UefWw5k4G

0U

ENRICHMENT:

ENRICHMENT:

INTERVENTIO

N:

INTERVENTIO

N:











https://www.youtube.com/watch?v=e5Gl2LLLAGo




https://www.youtube.com/watch?v=UefWw5k4G0U

















45

Content Area: Science Course: Challenge Science Strand: Forces

Learner Objectives:

Forces affect motion. (FM2)

The universe has observable properties and structure. (UN1)

Regular and predictable motions of objects in the universe can be described and explained as the result of gravitational forces. (UN2)

Earth’s Systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common processes. (ES2)

Earth’s Systems (geosphere, atmosphere, and hydrosphere) have common components and unique structures. (ES1)



The nature of technology can advance, and is advanced by, science as it seeks to apply scientific knowledge in ways that meet human needs.

(ST1)

Concepts:

A. Forces are classified as either contact forces (pushes, pulls, friction, buoyancy) or non-contact forces (gravity, magnetism), that can be

described in terms of direction and magnitude. (FM2A)

B. Every object exerts a gravitational force on every other object. (FM2B)

C. Newton’s Laws of Motion explain the interaction of mass and forces, and are used to predict changes in motion. (FM2D)

D. The Earth has a composition and location suitable to sustain life. (UN1B)

E. The regular and predictable motions of a planet and moon relative to the Sun explain natural phenomena on a planet, such as day, month, year,

shadows, moon phases, eclipses, tides, and seasons. (UN2C7)

F. Constantly changing properties of the atmosphere occur in patterns which are described as weather. (ES2F7)

G. Climate is a description of average weather conditions in a given area over time. (ES1D7)

H. Most of the information we know about the universe comes from the electromagnetic spectrum. (UN1C)

I. Gravity is a force of attraction between objects in the solar system that governs their motion. (UN2D7)

J. The Earth, Sun, and moon are part of a larger system that includes other planets and smaller celestial bodies. (UN1A7)

K. Scientific theories are developed based on the body of knowledge that exists at any particular time and must be rigorously questioned and


L. Technological solutions to problems often have drawbacks as well as benefits. (ST1C)


46


Inertia is a property of matter that can be described as an object’s

tendency to resist a change in motion, and is dependent upon the

object’s mass (Newton’s First Law of Motion.) (FM2Da)

All free falling bodies accelerate at the same rate due to gravity

regardless of their mass. (FM2Bd)

Acceleration is any change in velocity (over time.)

An unbalanced (net) force causes acceleration in the direction of the net

force.

Balanced forces result in zero acceleration

Forces are vector quantities.

Net force is the sum of all forces and their direction acting on the object.

Mass does not change when placed in different gravitational fields.

All forces have an ‘agent’ and a ‘receiver’

Gravity is an attractive force.

Weight = mass X acceleration due to gravity (F = mg)

Gravitational forces are proportional to the mass and diminish with

distance.

As the frequency of a wave increases, the energy increases.

Stars radiate electromagnetic energy in each of the forms found on the

electromagnetic spectrum (radio, microwaves, infrared, visible light,

ultra-violet, x-ray, gamma rays.)

EM waves are transverse waves created by the interaction of electric and

magnetic fields in space and do not require a medium in which to travel.

Light years are used to measure distances in space.

Every object exerts a gravitational force of attraction on every other

object. (FM2B7a)

One revolution on Earth equals one day.

One rotation on Earth’s axis equals one day.

Earth’s seasons are caused by the tilt of the axis as Earth revolves around

the sun.

Earth is tilted on its axis as it revolves around the sun creating “seasons.”

Identify and describe the forces acting on an object (i.e., type of

force, direction, magnitude in Newton’s) using a force diagram (do

not assess calculations.) (FM2Aa)

Describe gravity as an attractive force among all object.s (FM2Ba)

Compare and describe the gravitational forces between two objects in

terms of their masses and the distances between them. (FM2Bb)

Identify forces acting on a falling object (i.e., weight, air resistance) and

how those forces affect the rate of acceleration. (FM2Dd)

Explain how the gravitational forces, due to the relative positions of a

planet, moon, and Sun; determine the height and frequency of tides.

UN2Cb

Predict the moon rise/set times, phases of the moon, and/or eclipses when

given the relative positions of the moon, planet, and Sun. UN2Ca

Explain orbital motions of moons around planets, and planets around the

Sun, as the result of gravitational forces between those objects. UN2Da

Identify information that the electromagnetic spectrum provides

about the stars and the universe (e.g., chemical composition,

temperature, age of stars, location of black holes, motion of celestial

bodies.) UN1Ca

Describe how the planets’ gravitational pull keeps satellites and moons in

orbit around them. (UN2D7b)

Identify the relative proximity of common celestial bodies (i.e., Sun,

moon, planets, smaller celestial bodies such as comets and meteors, other

stars) in the sky to the Earth. (UN1A7c)

Compare the distance light travels from the Sun to Earth to the distance

light travels from other stars to Earth using light years. (UN1C7b)




3)





47



Describe weight in terms of the force of a planet’s or moon’s gravity

acting on a given mass. (FM2Bc)

Explain how Earth’s environmental characteristics and location in the

universe (e.g., atmosphere, temperature, orbital path, magnetic field,

mass-gravity, location in solar system) provide a life-supporting

environment. UN1Ba

Compare and contrast the characteristics of Earth that support life with

the characteristics of other planets that are considered favorable or

unfavorable to life (e.g., atmospheric gases, extremely high/low

temperatures.) (UN1B7b)

Illustrate and explain a day as the time it takes a planet to make a full

rotation about its axis. (UN2C7a)

Relate the axial tilt and orbital position of the Earth as it revolves around

the Sun to the intensity of sunlight falling on different parts of the Earth

during different seasons. (UN2C7g)

Differentiate between weather and climate. (ES1D7a)

Identify factors that affect weather patterns in a particular region (e.g.,

proximity to large bodies of water, latitude, altitude, prevailing wind

currents, amount of solar radiation, location with respect to mountain

ranges.) (ES2F7d)

Identify weather conditions associated with cold fronts and warm fronts.

(ES2F7c)


Student Essential Vocabulary Force Friction Gravity Acceleration Satellite Mass

Net Force Inertia Weight Terminal Velocity Orbital Position Air Resistance (drag)

Celestial Bodies Weather Electromagnetic

Spectrum

Axial Tilt Climate Warm Front

Cold Front Land Breeze Sea Breeze Rotation Revolution Solar Intensity


48



21st Century Themes Non Fiction Reading & Writing SA


Information, Media, & Technology Skills SLA, SA Intervention Opportunity

Life & Career Skills SLA,SA Gender, Ethnic, & Disability Equity


Learning Activity #1: (See Appendix P)

Friction Lab - Prior to beginning the lab students must use available

resources to conduct research exploring friction. Students use the research

to create a brief summary of friction to gain an understanding of the topic

before completing the lab. Students are presented with computers, Vernier

software, Labpro technology, force sensors, and other materials to design

and conduct an experiment, using the steps of the scientific method, to

determine the relationship between surface type and the amount of friction

between two objects. The amount of friction is analyzed in terms of force

to pull an object at a constant speed. The constant speed indicates the force

of friction is equal to the applied force in the opposite direction. Students

measure, collect and enter data into a data table while using the Labpro

technology. A graph of the surface type and amount of friction force is

created and analyzed for patterns and relationships. Students then must use

their data as evidence to support a conclusion while at the same time

analyzing their experiment for errors and improvements.

Assessment #1: (See Appendix Q)

Friction Lab Exit Questions—Students will analyze a scenario and draw

a force diagram labeling the appropriate forces.





FM2Aa, FM2Da, Friction

GLE/CLE/STD FM1Ba, FM2Aa, FM2Da, FM2Db,

FM2Dc, FM2Ea

CCSS.ELA-Literacy RST.6-8.3, RST.6-8.7, WHST.6-8.1, CCSS.ELA-Literacy RST.6-8.1, RST.6-8.7, WHST.6-8.1,


49

WHST.6-8.2, WHST.6-8.7 WHST.6-8.7, WHST.6-8.9


PROCESS 1.1—Develop research questions/ideas

1.2—Conduct research

1.3--Design/conduct investigations

1.4—Organize information using tools

1.6--Discover/evaluate relationships


1.10—Apply information, ideas and skills





1.10 – Apply information, ideas, skills

2.4—Present perceptions/ideas



INSTRUCTIONAL

STRATEGIES





LEVEL OF

EXPECTATION

Mastery Level 80%


50



21st Century Themes SLA Non Fiction Reading & Writing

Learning & Innovation Skills SLA, LA Enrichment Opportunity SLA




Learning Activity #2: (See Appendix R)

Solar Intensity

Students use an online simulation to investigate how the Earth’s current

axial tilt and resulting solar intensity causes seasons around the globe.

Students compare levels of solar intensity at different latitudes and use that

as a basis for explaining differences seen in heating patterns. Predictions

are made on the effects of different axial tilts on solar intensity, heat

distribution and Earth’s seasons. Predictions are checked for accuracy and

evaluations are made on assumptions.

Assessment #2:

1. In the Northern Hemisphere, why is it warmer in July than January?

A. The maximum solar intensity is greater in July.

B. The days are longer in July.

C. The Northern Hemisphere is tilted towards the Sun in July

D. All of the above.

2. The year graphs shown below represent hours of daylight and solar energy

for what location?

A. North Pole (90°N)

B. Arctic Circle (66.5°N)

C. Tropic of Cancer (23.5°N)

D. Equator (0°)

3. What causes the seasonal

changes in temperature on Earth?

A. Because of Earth's elliptical orbit, the Earth is closer to the Sun


51

during summer and farther from the Sun during winter. Therefore,

the hottest months are during the summer, when Earth is closest to

the Sun.

B. The Sun shines more brightly and emits more energy during the

summer, and shines less brightly during the winter.

C. The tilt of Earth's axis as Earth orbits the Sun causes longer days and

more direct sunlight during summer, and shorter days and less direct

sunlight in winter.

D. The buildup of greenhouse gases during the summer traps more heat

in Earth's atmosphere, causing higher temperatures at Earth's surface.

In the winter, a thinner atmosphere leads to greater heat loss from

Earth's atmosphere and lower temperatures.

4. Suppose Earth's axis were tilted at 35° instead of 23.5°. How would this

affect the seasons in North America?

A. Winter would be cooler, and summer would be warmer.

B. Both winter and summer would be cooler.

C. Winter would be warmer, and summer would be cooler.

D. Both winter and summer would be warmer.

Answer Key:

1. D 2. A 3. C 4. A


GLE/CLE/STD UN2C7a, UN2C7g, GLE/CLE/STD UN2C7g,

CCSS.ELA-Literacy WHST.6-8.1b, WHST.6-8.2d CCSS.ELA-Literacy WHST.6-8.1b

CONTENT SC6, MA1 CONTENT SC6






3.5 – Reason logically (inductive/deductive

DOK 3 – Strategic thinking DOK 3 – Strategic thinking

INSTRUCTIONAL

STRATEGIES

Summarizing and note-taking

Nonlinguistic representation


LEVEL OF

EXPECTATION

80%--Mastery Level


52

Resources

Student Teacher

GENERAL:






http://www.physics4kids.com/files/motion_fri

ction.html

http://www.bbc.co.uk/schools/scienceclips/ag

es/8_9/friction.shtml

http://schooltutoring.com/help/forces-types-

of-friction/

http://iwant2study.org/easyjava/index.php/91-

interaction/friction/82-my-first-article-2

https://www.youtube.com/watch?v=TkXAJHi

tPAY

https://www.youtube.com/watch?v=CkTCp7S

ZdYQ

GENERAL:






http://www.physics4kids.com/files/motion_fricti

on.html

http://www.bbc.co.uk/schools/scienceclips/ages/

8_9/friction.shtml

http://schooltutoring.com/help/forces-types-of-

friction/

http://iwant2study.org/easyjava/index.php/91-

interaction/friction/82-my-first-article-2

https://www.youtube.com/watch?v=TkXAJHitP

AY

https://www.youtube.com/watch?v=CkTCp7SZ

dYQ

ENRICHMENT:

ENRICHMENT:

INTERVENTION:

INTERVENTION


http://www.physics4kids.com/files/motion_friction.html


http://www.bbc.co.uk/schools/scienceclips/ages/8_9/friction.shtml


http://schooltutoring.com/help/forces-types-of-friction/


http://iwant2study.org/easyjava/index.php/91-interaction/friction/82-my-first-article-2


https://www.youtube.com/watch?v=TkXAJHitPAY


https://www.youtube.com/watch?v=CkTCp7SZdYQ















53

Content Area: Science Course: Challenge Science Strand: Newton’s Laws

Learner Objectives:

The motion of an object is described by its change in position relative to another object or point. (FM1)

Forces affect motion. (FM2) Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science


Concepts:

A. Momentum depends on the mass of the object and the velocity with which it is traveling. (FM1C)

B. Newton’s Laws of Motion explain the interaction of mass and forces, and are used to predict changes in motion. (FM2D)

C. Perpendicular forces act independently of each other. (FM2E)

D. Work transfers energy into and out of a mechanical system. (FM2F)

E. Scientific theories are developed based on the body of knowledge that exists at any particular time and must be rigorously questioned and



Inertia is a property of matter that can be described as an object’s

tendency to resist a change in motion, and is dependent upon the

object’s mass (Newton’s First Law of Motion.)

Newton’s first law (Law of Inertia) states that an object at rest will remain

at rest and an object in motion will remain in motion traveling in a straight

line and a constant speed until a net force is applied.

Newton’s first law (Law of Inertia) states an object will not accelerate

unless a net force is applied.

All forces have an ‘agent’ and a ‘receiver.’

Forces are vector quantities.

Newton’s third law states that for every action force there is an equal and

opposite reaction force (all forces come in pairs).

Determine the effect (i.e., direction and magnitude) of the sum of the

forces acting on an object (i.e., net force.) (FM2Db)

Using information about net force and mass determine the effect on

acceleration (Newton’s Second Law of Motion.) (FM2Dc)

Identify forces acting on a falling object (i.e., weight, air resistance) and

how those forces affect the rate of acceleration. (FM2Dd)

Predict the path of an object when the net force changes. (FM2Ea)

Describe the relationships among work, applied net force, and the

distance an object moves. (FM2Fa)

Analyze force pairs (i.e., action/reaction forces) when given a scenario

(e.g., handball hits concrete wall, shotgun firing) and describe their

magnitudes and direction. (Newton’s Third Law of Motion)


54

Net force is the sum of all forces and their direction acting on the object.

Newton’s second law states that an object will accelerate in the direction of

the net force applied, proportional to the force and inversely proportional

to the objects mass (F = ma).

Acceleration is any change in velocity (over time.)

An unbalanced (net) force causes acceleration in the direction of the net

force.

Balanced forces result in zero acceleration.

Large net forces cause large accelerations.

Larger masses will have smaller accelerations with an identical net force.

(FM2De)

Compare the momentum of two objects in terms of mass and velocity (Do

NOT assess calculations.) (FM1Ca)

Explain that the total momentum remains constant within a system.

(FM1Cb)


Student Essential Vocabulary Newton’s 1

st Law Newton’s 2

nd Law Net Force Momentum Impulse Acceleration

Mass Vector quantity Force pair Newton’s 3rd

Law Weight Air Resistance

Friction


55








Learning Activity #1: (See Appendix S)

Newton’s Laws Project: The objective of the project is for students

to perform research on Newton’s three laws of motion. Students are

required to perform research using the internet and other resources

for descriptions and explanations of all three laws. Once the students

have a firm understanding of the meaning of all the laws and are able

to summarize in their own words, they are to research at least two

examples/demonstrations of all three laws or show evidence in

everyday life situations. Explanations of the laws and demonstrations

are inserted into a presentation.

Students are then given three different options for presentations.

Option A is the construction of a book, Option B is the construction

of a PowerPoint, Prezi, or Fakebook page, and Option C is the

construction of a movie or video. Students are required to formally

present their projects to the class.

The second portion of the project requires the students to create a

Newton’s vehicle. Students must design, create, and build a vehicle

that operates through Newton’s third law of motion. Vehicles are

created using “scrap” materials and they cannot be made from a

prefabricated vehicle. Students demonstrate their vehicle to the class

and explain how the vehicle works according to Newton’s three laws

Assessment #1:

Newton’s Laws Exit Card

Picture Interpretation:

1) How does the picture below represent all three of Newton’

Laws of Motion. Provide at least one explanation for each

law.

2) Which of Newton’s three laws does the graph below

represent? Justify your answer.


56

of motion.

3) Graphically represent the relationship between force and

acceleration, assuming the mass of an object remains

constant.

Answers:

1) Examples answers:

Newton’s 1st Law: The car will remain at rest until an

unbalanced force (net force) acts on the object. OR

Assuming the car is already in motion, the car will

remain in motion, in a straight line, with constant

velocity, until an unbalanced force acts on it.

Newton’s 2nd

Law: Students need to relate that the

acceleration of the car is directly proportional to the

force acting on the car (assuming mass remains

constant) and the acceleration of the car is inversely

proportional to the mass of the car (assuming the force

remains constant).

Newton’s 3rd

Law: The amount of force the man is

applying with his hands to the back of the car is equal

to the amount of force the car is applying back but in

the opposite direction.

0

0.2

0.4

0.6

0.8

1

0 500 1000 1500 2000

Acc

ele

rati

on

(

m/s

2)

Mass (g)

The Effect of Mass on Acceleration When Force is Held Constant


57

2) The graph represent Newton’ 2nd

Law. It shows that as the

mass of an object is increased, the acceleration decreases.

It shows the inverse relationship between mass and

acceleration of an object, assuming the amount of force is

held constant.

3) Student graphs should look similar to the graph below:


GLE/CLE/STD FM2Aa, FM2Da, FM2Db, FM2Dc,

FM2De, FM2Ea GLE/CLE/STD FM2Aa, FM2Da, FM2Db, FM2Dc,

FM2De, FM2Ea, FM1Aa

CCSS.ELA-Literacy RST.6-8.2;.WHST.6-8.2a; WHST.6-8.6 CCSS.ELA-Literacy RST.6-8.9

CONTENT FM2 CONTENT FM2





skills

2.1 – Plan and make presentations


4.5 – Develop/revise plans of action





skills




0

20

40

60

0 20 40 60

Acc

ele

rati

on

(m

/s2 )

Force (N)

The Effect of Force on Acceleration When Mass Remains Constant


58

INSTRUCTIONAL

STRATEGIES






Setting objectives and providing

feedback

LEVEL OF

EXPECTATION



59








Learning Activity #2: (See Appendix T)

The Momentum of Colliding Objects

In this activity, students will investigate how the mass and velocity

of a moving object affect its momentum. Materials needed include a

meter stick, softball, racquetball, tennis ball, baseball, stopwatch,

masking tape, and a triple beam balance. Students are required to

take accurate measurements and perform several calculations

learned throughout the semester to gain a better understanding of the

factors that affect the momentum of an object.

Assessment #2:

Momentum of Colliding Objects Assessment

1. A tornado just went through your area and part

of your job as a weather researcher is to assess the

level tornado by looking at the damage caused by it.

At Home A you see a window shattered by a tennis

ball. You notice the window at Home B (next door)

is only cracked. You walk over to the window and see the exact same

type of tennis ball sitting on the ground in front of the window.

Assuming both of the windows are made of identical material, what

can you conclude?

2. You move on to another part of Home A and see that one chair is

embedded in a wall while another is sitting on the floor next to the

wall. You pick up the chair on the floor and set it upright and then you

move to remove the chair in the wall. How do you think the mass of

the chair in the wall compares to the one on the floor?

3. Which object, the tennis ball at Home A, tennis ball at Home B,

chair in the wall or chair on the floor, would have the

greatest momentum? Offer reasons for your answer.


60

Answer Key:

1. The tennis ball that hit home B was not going a fast as the one

that his home A. If it did, it would have broken the window.

2. Since the chair was imbedded in the wall, it wall should have

greater mass. Greater mass would give it greater momentum.

3. The chair imbedded in the wall should have had the greatest

momentum. It would have more mass than either tennis ball

and since it imbedded into the wall you can assume its speed

was high also.


GLE/CLE/STD FM1Ca, FM1Cb, IN1Ba, IN1Bb,

IN1Bd GLE/CLE/STD FM1Ca, FM1Cb, IN1Ca, IN1Cb

CCSS.ELA-Literacy RST.6-8.3, RST.6-8.4, RST.6-8.7 CCSS.ELA-Literacy RST.6-8.6, RST.6-8.7, RST.6-8.8, RST.6-8.9





PROCESS 1.6 – Discover/evaluate relationships, 1.10 –

Apply information, ideas and skills, 3.5 –

Reason logically (inductive/deductive)

DOK 2 – Skill/Concept DOK 3 – Strategic Thinking

INSTRUCTIONAL

STRATEGIES

Similarities and differences,

Homework and practice, Nonlinguistic

representations, Generating and testing

hypotheses

LEVEL OF

EXPECTATION


Resources

Student Teacher

GENERAL:





Brain Pop – Newton’s Laws

GENERAL:





Brain pop – Newton’s Laws


61

ENRICHMENT:

ENRICHMENT:

INTERVENTION:

INTERVENTION:



62

Content Area: Science Course: Challenge Science Strand: Energy 1

Learner Objectives:

Forces affect motion. (FM2)

Energy has a source, can be stored, and can be transferred but is conserved within a system ME2

Concepts:

A. Work transfers energy into and out of a mechanical system. (FM2F)

B. Forms of energy have a source, a means of transfer (work and heat), and a receiver. (ME2A)

C. Mechanical energy comes from the motion (kinetic energy) and/or relative position (potential energy) of an object. (ME2B)

D. Energy can be transferred within a system as the total amount of energy remains constant (i.e., Law of conservation of Energy) (ME2F)


Kinetic Energy = ½ mass · velocity2

Gravitational Potential Energy (GPE) = mass · acceleration due to gravity

· height

Work = force · distance

Power = work/time

Efficiency = (work output / work input) · 100

Relate kinetic energy to an object’s mass and its velocity. (ME2Ba)

Relate an object’s gravitational potential energy to its weight and

height relative to the surface of the Earth. (ME2Bb)

Distinguish between examples of kinetic and potential energy (i.e.,

gravitational) within a system. (ME2Bc)

Describe sources and common uses of different forms of energy:

chemical, nuclear, thermal, mechanical, and electromagnetic.

(ME2Ac)

Describe the transfer of energy that occurs as energy changes from

kinetic to potential within a system (e.g., car moving on rollercoaster

track, child swinging, diver jumping off a board) (Do NOT assess

calculations.) (ME2Fa)

Classify the different ways to store energy (i.e., chemical, nuclear,

thermal, mechanical, electromagnetic) and describe the transfer of

energy as it changes from kinetic to potential, while the total amount

of energy remains constant, within a system (e.g., using gasoline to

move a car, photocell generating electricity, electromagnetic motor

doing work, energy generated by nuclear reactor.) (ME2Fc)

Describe the relationships among work, applied net force, and the

distance an object moves. (FM2Fa)

Describe power in terms of work and time. (FM2Fc)


63

Describe the effect of work on an object’s kinetic and potential energy.

(ME2Bd)

Explain how the efficiency of a mechanical system can be expressed as a

ratio of work output to work input. (FM2Fb)

Describe and analyze the relationships among force, distance, work,

efficiency, and power. (FM2Fd)

Compare the efficiency of systems (recognizing that, as work is done,

the amount of usable energy decreases.) (ME2Fb)


Student Essential Vocabulary Kinetic Energy Potential Energy Law of Conservation of

Energy

Work Power Efficiency

Gravitational

Potential Energy

Mechanical Energy Energy


64








Learning Activity #1: (See Appendix U)

GPE, KE, ME, and Conservation of Energy Lab: Prior to beginning

the lab students must use available resources to conduct research exploring

potential energy, kinetic energy, mechanical energy, and the law of

conservation of energy. Students use their research to create a brief

summary demonstrating an understanding of the topics before completing

the lab. Students are presented with computers, Vernier software, Labpro

technology, photogates, and other materials to conduct an experiment using

the steps of the scientific method. The lab is performed to determine the

relationship between gravitational potential energy, kinetic energy,

mechanical energy, and the law of conservation of energy. A car is released

down a ramp and velocity of the car at various points is collected and

recorded. Students calculate gravitational potential energy, kinetic energy,

and mechanical energy of the car at various points on the ramp. A graph is

generated showing the relationship between gravitational potential energy,

kinetic energy, and mechanical energy. Students must use their data and

graphs as evidence to support their conclusion statements.

Assessment #1:

Energy and a Roller Coaster Exit Card: The diagram below represents a roller coaster track. The cars on the roller

coaster move from right to left on the track. Assume friction is present. Use

the information in the diagram below to answer the following questions.

1. Which of the labeled points on the diagram will the roller coaster cars

have the most potential energy? Explain your answer.

2. Which of the labeled points on the diagram will the roller coaster cars

have the most kinetic energy? Explain your answer.

3. Where does the kinetic energy at point C originate?

4. Why must peak F of the roller coaster track be at a shorter height than

peak B?

Answers

1. B. GPE = mgh GPE increases with an increase in height. B is the

greatest height, therefore the cars will have the greatest GPE at point B.


65

2. D. KE = ½ mv2 At point D the roller coaster cars will have the greatest

velocity, therefore will have the greatest amount of KE.

3. The KE at point C originate from point B. The GPE at point be is being

transferred to KE as it travels down the track. Since point C is roughly

halfway down the hill, almost half the GPE of point B has been changed

to KE at point C.

Since there is friction in the system, some of the energy is lost to other forms

(thermal, sound, etc.). With energy being lost to other forms the

coaster will not have enough energy to exceed the height of point B.


GLE/CLE/STD IN1Ab, IN1Af, IN1Ba, IN1Bb,

IN1Bc, IN1Bd, IN1Be, IN1Ca,

IN1Cb, ME2Ac, ME2Ba, ME2Bb,

ME2Bc, ME2Fa, ME2Fc

GLE/CLE/STD ME2Ac, ME2Ba, ME2Bb, ME2Bc,

ME2Fa, ME2Fc

CCSS.ELA-Literacy WHST.6-8.2; WHST.6-8.7 CCSS.ELA-Literacy RST.6-8.7


PROCESS 1.6 – Discover/evaluate

relationships








DOK 3 – Strategic Thinking DOK 2 – Skill/Concept

INSTRUCTIONAL

STRATEGIES




LEVEL OF

EXPECTATION



66








Learning Activity #2: (See Appendix V)

Efficiency of an Inclined Plane Lab: Prior to beginning the lab

students must use available resources to conduct research exploring work,

percent efficiency, and how force is used to predict efficiency. Students

use the research to create a brief summary to gain an understanding of the

topics before completing the lab. Students are presented with computers,

Vernier software, Lab pro technology, force sensors, and other materials to

conduct an experiment using the steps of the scientific method. The lab is

performed to determine the relationship between the amount of force

needed to lift an object and compare it to the force needed to pull the same

object up an inclined plane. The force needed to pull a wood block up an

incline plane will be collected and recorded using force sensor and logger

pro software. Students will calculate work, and efficiency of a mechanical

system to explain the ratio of work output to work input of the inclined

plane at various heights. A graph is generated showing the relationship

between the forces needed with an inclined plane verses just lifting. They

will also evaluate how percent efficiency of a mechanical system changes

with various heights. Students must use their data and graphs as evidence

to support their conclusion statements.

Assessment #2: (See Appendix W)

Efficiency of an Inclined Plane Exit Card Students will analyze diagrams and match the calculated efficiencies with the

appropriate diagram. Students must justify their responses.


GLE/CLE/STD IN1Aa, IN1Ab, IN1Ac, IN1Af,

IN1Ag, IN1Ba, IN1Bb, IN1Bc,

IN1Bd, IN1Ca, IN1Cb, IN1Cc,

IN1Da, FM2Aa, FM2Fb, FM2Fa,

GLE/CLE/STD FM2Aa, FM2Fb


67

FM2Fd

CCSS.ELA-Literacy WHST.6-8.2 CCSS.ELA-Literacy RST.6-8.7




1.6 – Discover/evaluate

relationships

3.2 – Apply others’ strategies






INSTRUCTIONAL

STRATEGIES





LEVEL OF

EXPECTATION


Resources

Student Teacher

GENERAL:




©2009.

http://www.physicsclassroom.com/class

/energy/u5l1b.cfm

http://www.energyeducation.tx.gov/ene

rgy/section_1/topics/what_is_energy/in

dex.html

http://brainpop.com


/energy/u5l1c.cfm

http://library.thinkquest.org/2745/data/k

e.htm


GENERAL:





www.brainpop.com

http://www.youtube.com/watch?v=wWPiY6Of6-

U&safe=active

http://www.youtube.com/watch?v=iLeIQ_5YmH

U

http://scienceforkids.kidipede.com/physics/mach

ines/inclinedplane.htm

http://edheads.org/activities/simple-machines/

http://www.leydenscience.org/physics/work/effic

.htm

http://www.physicsclassroom.com/class/energy/u5l1b.cfm

http://www.physicsclassroom.com/class/energy/u5l1b.cfm

http://www.energyeducation.tx.gov/energy/section_1/topics/what_is_energy/index.html



http://brainpop.com/

http://www.physicsclassroom.com/class/energy/u5l1c.cfm

http://www.physicsclassroom.com/class/energy/u5l1c.cfm

http://library.thinkquest.org/2745/data/ke.htm

http://library.thinkquest.org/2745/data/ke.htm

http://www.physicsclassroom.com/class/energy/u5l1d.cfm



http://www.youtube.com/watch?v=wWPiY6Of6-U&safe=active


http://www.youtube.com/watch?v=iLeIQ_5YmHU


http://scienceforkids.kidipede.com/physics/machines/inclinedplane.htm



http://www.leydenscience.org/physics/work/effic.htm



68

/energy/u5l1d.cfm

http://www.universetoday.com/73598/what

-is-mechanical-energy/

http://www.wisegeek.org/what-is-

mechanical-energy.htm#did-you-know

http://www.physicsclassroom.com/mmedia

/energy/ce.cfm

http://www.sparknotes.com

http://www.nuffieldfoundation.org/node/18

42

http://physics.tutorvista.com/energy/conser

vation-of-energy.html

https://www.youtube.com/watch?v=BSWl_

Zj-CZs

https://www.youtube.com/watch?v=vl4g7T

5gw1M

https://www.youtube.com/watch?v=7K4V0

NvUxRg

https://www.youtube.com/watch?v=Jnj8mc

04r9E

https://www.youtube.com/watch?v=haannJ

_7w-k

https://www.youtube.com/watch?v=51RCy

Br_nGk


www.brainpop.com

http://www.youtube.com/watch?v=wWPiY

6Of6-U&safe=active

http://www.youtube.com/watch?v=iLeIQ_

5YmHU

http://scienceforkids.kidipede.com/physics/

machines/inclinedplane.htm

http://edheads.org/activities/simple-

machines/

http://www.leydenscience.org/physics/wor

http://www.physicsclassroom.com/class/energy/u5l1d.cfm

http://www.universetoday.com/73598/what-is-mechanical-energy/

http://www.universetoday.com/73598/what-is-mechanical-energy/

http://www.wisegeek.org/what-is-mechanical-energy.htm#did-you-know

http://www.wisegeek.org/what-is-mechanical-energy.htm#did-you-know

http://www.physicsclassroom.com/mmedia/energy/ce.cfm

http://www.physicsclassroom.com/mmedia/energy/ce.cfm

http://www.sparknotes.com/



http://physics.tutorvista.com/energy/conservation-of-energy.html

http://physics.tutorvista.com/energy/conservation-of-energy.html

https://www.youtube.com/watch?v=BSWl_Zj-CZs

https://www.youtube.com/watch?v=BSWl_Zj-CZs

https://www.youtube.com/watch?v=vl4g7T5gw1M

https://www.youtube.com/watch?v=vl4g7T5gw1M

https://www.youtube.com/watch?v=7K4V0NvUxRg

https://www.youtube.com/watch?v=7K4V0NvUxRg

https://www.youtube.com/watch?v=Jnj8mc04r9E

https://www.youtube.com/watch?v=Jnj8mc04r9E

https://www.youtube.com/watch?v=haannJ_7w-k

https://www.youtube.com/watch?v=haannJ_7w-k

https://www.youtube.com/watch?v=51RCyBr_nGk

https://www.youtube.com/watch?v=51RCyBr_nGk













69

k/effic.htm

ENRICHMENT:

ENRICHMENT:

INTERVENTION:

INTERVENTION:




70

Content Area: Science Course: Challenge Science Strand: Energy 2

Learner Objectives:

Regular and predictable motions of objects in the universe can be described and explained as the result of gravitational forces. (UN2)

Energy has a source, can be stored, and can be transferred but is conserved within a system ME2


Earth’s Systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common processes. (ES2)



Science and technology affect, and are affected by, society. (ST3)

Concepts:

A. The regular and predictable motions of a planet and moon relative to the Sun explain natural phenomena, such as day, month, year, shadows,

moon phases, eclipses, tides, and seasons. (UN2C)

B. Gravity is a force of attraction between objects in the solar system that governs their motion. (UN2D)

C. Forms of energy have a source, a means of transfer (work and heat), and a receiver. (ME2A)

D. Electromagnetic energy from the Sun (solar radiation) is a major source of energy on Earth. (ME2C6)

E. Nuclear energy is a major source of energy throughout the universe. ME2E

F. Earth’s materials are limited natural resources affected by human activity. (ES3A7)

G. Changes in the Earth over time can be inferred through rock and fossil evidence. (ES2D6, 8)

H. Scientific theories are developed based on the body of knowledge that exists at any particular time and must be rigorously questioned and


I. Social, political, economic, ethical and environmental factors strongly influence, and are influenced by, the direction of progress of science

and technology. (ST3B)


All electromagnetic waves travel at the same speed (speed of light)

As frequency increases, wave length decreases if wave speed remains

constant

Wave Speed = frequency · wavelength

Doppler Effect is the shift in frequency of a wave due to a moving

Describe how changes in the nucleus of an atom during a nuclear reaction

(i.e., nuclear decay, fusion, fission) result in emission of radiation .

(ME2Ea)

Identify the role of nuclear energy as it serves as a source of energy for

the Earth, star, and human activity (e.g., source of electromagnetic


71

source, receiver, or both.

EM waves are transverse waves created by the interaction of electric and

magnetic fields in space and do not require a medium in which to travel.

Sound waves are longitudinal waves.

As the frequency of a wave increases, the energy increases.

radiation, nuclear power plants, fuel for stars.) (ME2Eb)

Use fossil evidence to make inferences about changes on Earth and in its

environment (i.e., superposition of rock layers, similarities between

fossils in different geographical locations, fossils of seashells indicate the

area was once underwater.) (ES2D6b, DOK 3)

Describe the methods used to estimate geologic time and the age of the

Earth (e.g., techniques used to date rocks and rock layers, presence of

fossils.) (ES2D8a, DOK 1)




3)

Describe sources and common uses of different forms of energy:

chemical, nuclear, thermal, mechanical, electromagnetic. (ME2Ac)

Distinguish between renewable (e.g., geothermal, hydroelectric) and

nonrenewable (e.g., fossil fuel) energy sources. (ES3A7a)

Identify and evaluate advantages/disadvantages of using various sources

of energy (e.g., wind, solar, geothermal, hydroelectric, biomass, fossil

fuel) for human activity. (ME2Ad)

Analyze and evaluate the drawback (e.g., design constraints, unintended

consequences, risk) and benefits of technological solutions to a given

problem (e.g., use of alternative energies to reduce the use of carbon

fuels, use of satellite communications to gather information.) (ST3Bc,

DOK 3)

Identify and evaluate the physical, social, economic, and/or

environmental problems that may be overcome using science and

technology (e.g., the need for alternative fuels, human travel in space,

AIDS.) (ST3Bb)

Describe the effect of different frequencies of electromagnetic waves on

the Earth and living organisms (e.g., radio, infrared, visible, ultraviolet,

gamma, cosmic rays.) (ME2Ae)

Identify stars as producers of electromagnetic energy. (ME2Ca)

Describe how electromagnetic energy is transferred through space as

electromagnetic waves of varying wavelength and frequency.

(ME2Cb)

Recognize and describe how energy from the Sun is transferred to Earth


72

in a range of wavelengths and energy levels, including visible light,

infrared radiation, and ultraviolet radiation. (ME2C6a, DOK 2)


Student Essential Vocabulary Chemical Energy Nuclear Energy Thermal Energy Mechanical Energy Electromagnetic Energy Fission

Fusion Nuclear Decay Radiation Radioactivity Fossil Half Life

Frequency Mechanical Waves Electromagnetic Waves Doppler Effect Wavelength Renewable Resource

Nonrenewable

Resource

Electromagnetic

Spectrum

Alternative Energy

Sources


73








Learning Activity #1: (See Appendix X)

Layers of Rock Project – Students will create a drawing from a geologist

notebook identifying features and rock layers exposed on two cliffs. They

will compare how rock layers can be correlated with other rock layers by

using fossil evidence to assign relative age of the rocks. They will

distinguish between absolute and relative dating of the rock layers and

relate fossil evidence to past environments.

Assessment #1:

Layers of Rock Assessment

1. Which sedimentary rock layer is older, A or B? Explain your answer

and name the scientific law that you applied to reach your

conclusion.

2. If layer C is sedimentary rock and layer E is an igneous extrusive

rock, which would be more likely to contain fossils? Explain your

answer.

3. Layer B contains the fossil Trilobite. What can the fossil tell

geologist about the earth?


74

Answer

Key:

1. Rock layer B is older. The Law of Superposition states that in

horizontal sedimentary rock layers, the oldest layer is at the bottom.

Each higher layer is younger than the layers below it.

2. Layer C is sedimentary and would be more likely to contain fossils.

The heat of the magma would have destroyed any fossils in the

igneous rock layer E.

3. Fossils are ancient remains of once living organisms. Geologist can

use them to correlate rock layers and help determine the relative age

of rock layers. Fossils can also give us an idea of what past

environments were like on earth as well as possible plate movement.


GLE/CLE/STD ES2D6b, ES2D8a, ES2D8b GLE/CLE/STD ES2D6b, ES2D8a, ES2D8b

CCSS.ELA-Literacy RST.6-8.3, 6-8.7 CCSS.ELA-Literacy RST.6-8.4, WHST.6-8.1b, 6-8.2d


PROCESS 1.6 -- Discover/evaluate relationships



PROCESS 1.10 – Apply information, ideas and skills



INSTRUCTIONAL

STRATEGIES

Similarities/differences,

Nonlinguistic representations LEVEL OF

EXPECTATION



75





Information, Media, & Technology

Skills

SLA Intervention Opportunity



Learning Activity #2: (See Appendix Y)

Radioactive Half-Life Simulation Lab In this activity, students will simulate how an ‘element’

radioactively decays by according to its particular half-life. Students

will gather data by performing a number of trials, and then graph this

data to show that half-life is an exponentially decreasing process.

Students use pennies to represent a radioactive element in the activity,

but following the lab the students must apply their knowledge of

radioactive material and half-life by answering application questions.

Assessment #2

Radioactive Half-life Simulation Assessment

1. What is the approximate half-

life of Strontium-90?

a. 10 – 15 yrs c. 15- 20 yrs

b. 20 – 25 yrs d. 25 – 30 yrs

2. How much Strontium-90 is left

after 2 half-lives?

a. 26 grams c. 55 grams

b. 87 grams d. 120 grams

3. Suppose element Q has a half-life of 100 years. If there are 80 grams of the

element at year one. How many will be left after three half-lives?

a. 60 grams c. 20 grams

b. 40 grams d. 10 grams

Answer Key:

1. d 2. c 3. d


76


GLE/CLE/STD ME2Ea GLE/CLE/STD ME2Ea

CCSS.ELA-Literacy RST.6-8.3, RST.6-8.4, RST.6-8.7,

RST.6-8.8 CCSS.ELA-Literacy RST.6-8.3, RST.6-8.7


PROCESS 1.6 – Discover/evaluate

relationships, 1.10 – Apply

information, ideas and skills



skills, 3.5 – Reason logically


DOK 2 – Skill/Concept DOK 3 – Strategic Thinking

INSTRUCTIONAL

STRATEGIES

Homework and practice,

Nonlinguistic representations,


LEVEL OF

EXPECTATION


Resources

Student Teacher

GENERAL:




Jenner, Jan, et. al, Earth Science.

Pearson-Prentice Hall, Boston,


What are Fossils:

http://www.youtube.com/watch?v=3rkGu0

BItKM&feature=fvwrel

Relative and absolute dating:

http://www.youtube.com/watch?feature=e

ndscreen&v=JNOmpXo2xlU&NR=1

Radiometric Dating (relative and absolute

dating )

http://evolution.berkeley.edu/evosite/evo1

GENERAL:






Prentice Hall Earth Science: Chapter 10

o Section Summary: The Relative Age of

Rocks

o Skills video/DVD – Relative Age of Rocks

o Chapter 10 Video/CD-Trip Through

Geologic Time

What are Fossils?:

http://www.youtube.com/watch?v=3rkGu0BItK

M&feature=fvwrel

http://www.youtube.com/watch?v=3rkGu0BItKM&feature=fvwrel


http://www.youtube.com/watch?feature=endscreen&v=JNOmpXo2xlU&NR=1

http://www.youtube.com/watch?feature=endscreen&v=JNOmpXo2xlU&NR=1

http://evolution.berkeley.edu/evosite/evo101/IIE1aAtomicclocks.shtml




77

01/IIE1aAtomicclocks.shtml

ENRICHMENT:

Radiometric Dating:

http://www.phschool.com/webcodes10/ind

ex.cfm?fuseaction=home.gotoWebCode&

wcprefix=cfd&wcsuffix=2043

ENRICHMENT:

Prentice Hall Earth Science online interactive:

Radiometric Dating

INTERVENTION:

INTERVENTION:

Prentice Hall Earth Science:

o Chapter 10, Sec 2 Skills Lab.

Chapter 10, Sec 2 Review and Reinforcement: The

Relative Age of Rocks


http://evolution.berkeley.edu/evosite/evo101/IIE1aAtomicclocks.shtml

http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=cfd&wcsuffix=2043




78

Challenge Science 8 Appendix Documents

A-Sci Discoveries-The Year I Was Born

B-Scientific Discoveries Assessment

C-A Sticky Design

D-Scientific Inquiry Formative

E-Sink the Titanic

F-Flame Test Lab

G-Types of Chemical Reactions Lab

H-Law of Conservation of Mass Lab

I-Conservation of Mass Exit Card

J- Convection in the Atmo.-Land-Sea Br

K-Land and Sea Breezes Assessment

L-Energy Content of Food

M-Bubble Tube Lab

N-Wheel and Axle Lab

O-Acceleration Exit Card

P-Friction Lab

Q-Friction Lab Exit Questions

R-Solar Intensity

S-Newton’s Laws Project

T-Momentum of Colliding Objects

U-GPE KE Conservation of Energy Lab

V-Efficiency of an Inclined Plane Lab

W-Efficiency of an Inclined Plane Exit Card

X-Layers of Rock Project

Y-Radioactive Half-life Simulation Lab

Z-CCSS-Science Literacy Standards