grade 8 science 2007 - haverhill public schools maps... · grade 8 science introduction ... 1 1....

1 June 2007

Grade 8 Science Introduction No Matching Learning Standard Aug-Sep

Content: Introduction (skills handbook at back of book) Lab Safety Thinking Like a Scientist- Observation – quantitative vs. qualitative Making Inferences Metric System Review Measuring Skills – Length, Volume, Mass Mass measured with a (mass) balance (could be one or two pan) in grams (g) or kilograms (kg) as a measure of the "amount of matter in an object" as a measure of "how hard it is to shake an object" Distinguishing mass from volume mass from weight “Least Count” of Equipment Accuracy vs. Precision Scientific Inquiry / Scientific method Experimental Design Lab Safety Contracts

Activities: Measurement Labs: use of ruler, use of graduated cylinder, use of triple beam balance scale Use worksheets on significant digits. Relate this activity to precision. Which is a smaller unit, a kilogram or a gram? Demonstrate precision by measuring distances, masses and volumes. Assessment: What is Science? What are the tools we use to measure matter? Make a list of "scientific" statements you have seen in newspapers/magazines, or heard on television, or radio, or in the movies. Then decide whether the statements are fact or opinion. Decide whether statements made as conclusions do not follow logically from the evidence given. Resources: Prentice Hall Chemical Building Blocks-Lab Safety pg. 178-179 Prentice Hall Chemical Building Blocks- Skills Handbook 158-163 Lab Zone Activities

Chemical Building Blocks, 1 1. Differentiate between weight and mass, recognizing that Sep-Nov weight is the amount of gravitational pull on an object.

Content: matter mass weight gravity inertia

2 June 2007

•Differentiate between weight and mass •Use and sensitivity of measurement tools; use of significant digits Identify the properties used to describe matter, general and specific. Matter is anything that has mass and takes up space. Differentiate between weight and mass, inertia. Activities: · Calculate mass of different objects using triple beam balance What kind of properties are used to describe matter? Calculate your own weight in newtons. Assessment: If a person has a mass of 50 kg on Earth, what is their mass on the moon? What is their weight on the moon? Explain. Imagine holding a full two-liter container in your right hand and an empty two-liter container in you left hand. Compare the mass of the containers Compare the volume of the containers. How do we measure the mass of an object? Is 5 kg more precise than 15.2 grams? Resources: Prentice Hall Chemical Building Blocks Ch 1

2. Differentiate between volume and mass. Define density. Sep-Nov

Content: volume density •Differentiate between volume, mass, and density SI system international, volume, density Identify the units use to express the amount of space occupied by matter Describe how the density of a material is determined. Activities: · Calculate the density of different solids, liquids. Use displaced volume technique. Calculate volume of a regular shaped object using ruler and volume formula. Calculate the volume of an irregularly shaped object using displaced volume method with overflow can and graduated cylinder. Demo density- diet soda vs. regular soda Demo - Cartesian Diver, density ball Lab Zone Skills Activity – Making Sense of Density

Assessment: Why does a person float better in the ocean (salt water) than in freshwater? Explain in terms of density. What units are used to express the amount of space occupied by matter? How can we measure the volume of an object? How is the density of a material determined? Why does a person float better in the ocean (salt water) than in freshwater? Explain in terms of density. How is density related to buoyancy? Resources: Guided Reading or Adapted Reading and Study Worksheet Prentice Hall Chemical Building Blocks pages 16-21

3 June 2007

3. Recognize that the measurement of volume and mass Sep-Nov requires understanding of the sensitivity of measurement tools (e.g., rulers, graduated cylinders, balances) and knowledge and appropriate use of significant digits. Content: significant digits, International System (SI, metric) English System units of measurements •Use and sensitivity of measurement tools; use of significant digits Activities: · Use worksheets on significant digits. Relate this activity to precision. Which is a smaller unit a kilogram or a gram. Demonstrate by measuring distances, masses. Assessment:

Resources: 4. Explain and give examples of how mass is conserved in a Sep-Nov closed system. Content: Law of Conservation of Matter Activities: · Vinegar or acid added to metal to form a chemical reaction in a sealed jar. Weigh the jar before and after. Assessment: We have two substances, one with a mass of 20 grams and one with a mass of 10 grams. If these substances are combined in a closed system and react to form two new substances, what are their combined masses? Explain your answer. What are the benefits of having a model of matter as a bunch of small particles? Suggest experiments which might be performed to check the Law of Conservation of Matter. What types of results would prove the Law of Conservation of Matter right or wrong? We have two substances, one with a mass of 20 grams and one with a mass of 10 grams. If these substances are combined in a closed system and react to form two new substances, what are their combined masses? Explain your reasoning using the Law of Conservation of Matter.

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5. Recognize that there are more than 100 elements that Sep-Nov combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Content: element Activities: · How can elements be identified using a flame test? Assessment: Compare metals to non-metals, explain and give examples. What are the benefits of having a model of matter as a bunch of small particles? Give examples of elements and compounds. Identify elements using flame test. Can a pure substance be compound? Can an element be a compound? Resources: Prentice Hall Chemical Building Blocks Ch 1

4 June 2007

7. Give basic examples of elements and compounds. Sep-Nov

Content: compound element •Elements combine to form compounds •Give examples of elements and compounds Activities:

Assessment: Give examples of elements and compounds. Can a pure substance be a compound? ...an element? What are the benefits of having a model of matter as a bunch of small particles? Suggest experiments which might be performed to check the Law of Conservation of Matter. What types of results would prove the Law of Conservation of Matter right or wrong? What is needed to get a substance like water to change phase? How are phase changes related to weather and climate? What does the periodic table describe?

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8. Differentiate between mixtures and pure substances. Sep-Nov

Content: pure substances mixtures heterogeneous homogeneous solute solvent Pure substances vs. mixtures Describe the properties of a mixture.

Activities: · Is it a mixture lab?. Lab Zone Discover activity –What is a mixture? Assessment: A solution is classified as mixture instead of a compound. Why? Name two heterogeneous mixtures. Name two homogenous mixtures. What are the properties of a mixture? Why is water considered a pure substance? Explain. Design an experiment or procedure by which a solution of salt and water can be separated into separate substances. Explain how this is possible. Resources:

5 June 2007

10. Differentiate between physical changes and chemical Sep-Nov changes.

Content: physical property chemical property flammability chemical change physical change chemical reaction •Differentiate between physical and chemical changes Describe what a physical change is. Describe what a chemical change is. Explain how changes in matter can be related to changes in energy. Temperature thermal energy Endothermic change vs. exothermic change

Activities: · How can physical and chemical properties be distinguished? Observing a melting candle. Assessment: Identify each of the following changes as either physical or chemical: burning coal, digesting food, breaking glass, melting ice, and rusting iron. What is a physical change? What is a chemical change? Identify each of the following changes as either physical or chemical: burning coal, digesting food, breaking glass, melting ice, and rusting. Resources:

14. Recognize that heat is a form of energy and that Sep-Nov temperature change results from adding or taking away heat from a system. Content: kinetic energy, potential energy, chemical energy, electromagnetic energy, electrical energy, electrode Identify forms of energy that related to changes in matter. Describe how chemical energy is related to chemical change. Activities: Lab Zone – Dropping the Ball Assessment: What are some of the forms of energy that are related to changes in matter? How is chemical energy related to chemical change? Resources: Prentice Hall Chemical Building Blocks Ch 1, Sec. 4 Guided Reading or Adapted Reading and Study Worksheet Prentice Hall Chemical Building Blocks pages 30-33

6 June 2007

Chemical Building Blocks, 2

9. Recognize that a substance (element or compound) has a Sep-Nov melting point and a boiling point, both of which are independent of the amount of the sample. Content: solid liquid gas melting point (melting temperature) freezing point (freezing temperature) boiling point (boling temperature) condensation point (condensation temperature) melting melting freezing boiling evaporation condensation sublimation Interpret a phase change diagram, Explain the phase changes water can go through depending on energy content. Name and label these phase changes.

Activities: Lab Zone Discover Activity – Breath on Mirror

Assessment: Does water have a freezing point? If so, what is it? What is its temperature? Does water have a melting point? If so, what is it? What is its temperature? If water has both a freezing point and a melting point, how do they compare? In what way(s) is is useful and in what way(s) is it confusing to have these two terms for water? What happens to a substance during changes between solid and liquid? What happens to a substance during changes between liquid and gas? What happens to a substance between changes form a solid to a gas? What phase change is represented by “sweating”? Resources: Guided Reading or Adapted Reading and Study Worksheet Prentice Hall Chemical Building Blocks pages 48-53

15. Explain the effect of heat on particle motion through a Sep-Nov description of what happens to particles during a change in Content: phase changes *States of Matter *Changes of State Activities: · Interpreting phase change diagram, explain the phase changes water can go through depending on energy content Assessment: Which phase contains more energy; solid, liquid, or gas. Compare the movement of particles in gas vs.solid What are the benefits of having a model of matter as a bunch of small particles? Suggest experiments which might be performed to check the Law of Conservation of Matter. What types of results would prove the Law of Conservation of Matter right or wrong?

7 June 2007

What is needed to get a substance like water to change phase? How are phase changes related to weather and climate? What does the periodic table describe?

Resources:

Chemical Building Blocks, 3 5. Recognize that there are more than 100 elements that Sep-Nov combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. Content: Mendeleev made inferences and predictions, used indirect evidence. atomic mass, periodic table, chemical symbol, period, group Activities: Classifying Shoes: students to list all the different classes or categories of sneakers, shoes in the room. Assessment: How did Mendeleev discover the pattern that led to the periodic table? What data about elements are found in the periodic table? How is the organization of the periodic table useful for predicting the properties of elements? Resources: Guided Reading or Adapted Reading and Study Worksheet Prentice Hall Chemical Building Blocks pages 80-87

6. Differentiate between an atom (the smallest unit of an Sep-Nov element that maintains the characteristics of that element) and a molecule (the smallest unit of a compound that maintains the characteristics of that compound). Content: Activities: Lab Zone Discover activity – What’s in the Box? Assessment: Resources: 7. Give basic examples of elements and compounds. Sep-Nov

Content: Activities: Assessment: Resources: 9. Recognize that a substance (element or compound) has a Sep-Nov melting point and a boiling point, both of which are independent of the amount of the sample. Content: Activities:

8 June 2007

Assessment: Resources:

Chemical Building Blocks, 4 No Matching Learning Standard Sep-Nov

Content: Activities:


Chemical Interactions, 1 6. Differentiate between an atom (the smallest unit of an element that maintains the characteristics of that element) and a molecule (the smallest unit of a compound that maintains the characteristics of that compound). Content: Activities:


7. Give basic examples of elements and compounds.

Content: Activities:


Chemical Interactions, 2 4. Explain and give examples of how mass is conserved in a closed system.

Content: Activities: Assessment: Resources: 10. Differentiate between physical changes and chemical changes.

Content: Activities: Assessment: Resources:

9 June 2007

Chemical Interactions, 3 No Matching Learning Standard


Chemical Interactions, 4 No Matching Learning Standard


Motion, Forces, and Energy, 1 11. Explain and give examples of how the motion of an object Nov-Mar can be described by its position, direction of motion, and speed.

Content: frame of reference motion speed velocity acceleration friction Ch1 Motion *Describing and Measuring Motion (PS 11, 12) •Frames of reference •Motion is described by position, direction and speed •Distance vs. time graphs *Slow Motion on Planet Earth (PS 11) •Velocity *Acceleration (PS High School Standards 1.1, 1.3) •Acceleration •Vector connection •Math applications Ch2 Forces *The Nature of Forces (PS High School Standard 1.1) *Friction and Gravity (ES 8) *Newton's First and Second Laws (PS High School Standards 1.5, 1.6, 1.7) “What causes accelerations?” •Forces as the causes of accelerations •Weight as the force of gravity on an object. Weight is always measured in Newtons using a spring scale. •Friction as a force that opposites motion

10 June 2007

*Newton's Third Law (PS High School Standards 1.10, 2.5) *Rockets and Satellites Ch5 Energy *What is energy? *Forms of Energy (PS High School Standard 2.2) •Forms of energy •Kinetic vs. Potential *Energy Transformation and Conservation (PS High School Standard 2.1) •Energy conversions •Conservation of energy *Energy and Fossil Fuels (ES 7) Ch6 Thermal Energy and Heat *Temperature, Thermal Energy, and Heat (PS High School Standards 3.2, 3.3 *Transfer of Heat (PS High School Standard 3.1) •Heat moves predictably from warmer to cooler •Convection, Conduction and Radiation •Heat transfer mechanisms in relation to Earth systems *Thermal energy and States of Matter (PS High School Standards 3.1, 3.4) *Uses of Heat

Activities: · Velocity tube and graphing lab activity., Lab activities involving calculations of speed, velocity, and acceleration •Have students identify more examples where heat is transferred by conduction and convection and them explain why each example is conduction or convection •Have students see a demonstration or do an experiment in which heat is transferred by conduction and/convection and then write about the demonstration/experiment so student have to explain each method of heat transfer in their own words

Assessment: Imagine that you can drive a car along a long straight highway. Describe how the motion of the car can be measured in as many ways as possible. Make estimates of reasonable data. Represent the data in words, charts, graphs, and equations. What does "constant motion" look like? For at least three different interesting situation, trace where energy comes from and where it goes next in examples that involves several different forms of energy along the way: heat, light, motion of objects, chemical, springs (or elastic bands or slightly bent rulers that "spring back" when released), or energy stored by using gravity. Think about the amounts of energy transferred as energy is transformed. Resources:

12. Graph and interpret distance vs. time graphs for constant Nov-Mar speed.

Content: constant speed average speed Ch1 Motion *Describing and Measuring Motion (PS 11, 12) •Frames of reference •Motion is described by position, direction and speed

11 June 2007

•Distance vs. time graphs *Slow Motion on Planet Earth (PS 11) •Velocity *Acceleration (PS High School Standards 1.1, 1.3) •Acceleration •Vector connection •Math applications Ch2 Forces *The Nature of Forces (PS High School Standard 1.1) *Friction and Gravity (ES 8) *Newton's First and Second Laws (PS High School Standards 1.5, 1.6, 1.7) “What causes accelerations?” •Forces as the causes of accelerations •Weight as the force of gravity on an object. Weight is always measured in Newtons using a spring scale. •Friction as a force that opposites motion *Newton's Third Law (PS High School Standards 1.10, 2.5) *Rockets and Satellites Ch5 Energy *What is energy? *Forms of Energy (PS High School Standard 2.2) •Forms of energy •Kinetic vs. Potential *Energy Transformation and Conservation (PS High School Standard 2.1) •Energy conversions •Conservation of energy *Energy and Fossil Fuels (ES 7) Ch6 Thermal Energy and Heat *Temperature, Thermal Energy, and Heat (PS High School Standards 3.2, 3.3 *Transfer of Heat (PS High School Standard 3.1) •Heat moves predictably from warmer to cooler •Convection, Conduction and Radiation •Heat transfer mechanisms in relation to Earth systems *Thermal energy and States of Matter (PS High School Standards 3.1, 3.4) *Uses of Heat

Activities: •Have students identify more examples where heat is transferred by conduction and convection and them explain why each example is conduction or convection •Have students see a demonstration or do an experiment in which heat is transferred by conduction and/convection and then write about the demonstration/experiment so student have to explain each method of heat transfer in their own words

Page 12 of 31 June, 2007

12 June 2007

Assessment: Sketch and interpret a distance-time graphs when is there is motion at a constant rate. Sketch and interpret a distance-time graphs when is there is motion at a constant acceleration. Sketch and interpret a distance-time graphs when is there is no motion. Imagine that you can drive a car along a long straight highway. Describe how the motion of the car can be measured in as many ways as possible. Make estimates of reasonable data. Represent the data in words, charts, graphs, and equations. What does "constant motion" look like? For at least three different interesting situation, trace where energy comes from and where it goes next in examples that involves several different forms of energy along the way: heat, light, motion of objects, chemical, springs (or elastic bands or slightly bent rulers that "spring back" when released), or energy stored by using gravity. Think about the amounts of energy transferred as energy is transformed.

Resources:

1.1. Compare and contrast vector quantities (e.g., Nov-Mar displacement, velocity, acceleration, force, and linear momentum) and scalar quantities (e.g., distance, speed, Content: Activities: Assessment: Resources: 1.2. Distinguish between displacement, distance, velocity, Nov-Mar speed, and acceleration. Solve problems involving displacement, distance, velocity, speed, and constant acceleration. Content: Activities: Assessment: Resources:

Motion, Forces, and Energy, 2 8. Recognize that gravity is a force that pulls all things on and Nov-Mar near the earth toward the center of the earth. Gravity plays a major role in the formation of the planets, stars, and solar system and in determining their motions. Content: Activities:


13 June 2007

1.4. Interpret and apply Newton's three laws of motion. Nov-Mar

Content: Activities: Assessment: Resources: 1.5. Use a free-body force diagram to show forces acting on a Nov-Mar system consisting of a pair of interacting objects. For a diagram with only co-linear forces, determine the net force acting on a system and between the objects. Content: Activities: Assessment: Resources:

Motion, Forces, and Energy, 5 13. Differentiate between potential and kinetic energy. Identify Nov-Mar situations where kinetic energy is transformed into potential energy and vice versa.

Content: kinetic energy potential energy gravitational petential energy Law of Conservation of Energy mechanical energy chemical energy energy transformations thermal energy nuclear energy Ch1 Motion *Describing and Measuring Motion (PS 11, 12) •Frames of reference •Motion is described by position, direction and speed •Distance vs. time graphs *Slow Motion on Planet Earth (PS 11) •Velocity *Acceleration (PS High School Standards 1.1, 1.3) •Acceleration •Vector connection •Math applications Ch2 Forces *The Nature of Forces (PS High School Standard 1.1) *Friction and Gravity (ES 8) *Newton's First and Second Laws (PS High School Standards 1.5, 1.6, 1.7) “What causes accelerations?” •Forces as the causes of accelerations

14 June 2007

•Weight as the force of gravity on an object. Weight is always measured in Newtons using a spring scale. •Friction as a force that opposites motion *Newton's Third Law (PS High School Standards 1.10, 2.5) *Rockets and Satellites Ch5 Energy *What is energy? *Forms of Energy (PS High School Standard 2.2) •Forms of energy •Kinetic vs. Potential *Energy Transformation and Conservation (PS High School Standard 2.1) •Energy conversions •Conservation of energy *Energy and Fossil Fuels (ES 7) Ch6 Thermal Energy and Heat *Temperature, Thermal Energy, and Heat (PS High School Standards 3.2, 3.3 *Transfer of Heat (PS High School Standard 3.1) •Heat moves predictably from warmer to cooler •Convection, Conduction and Radiation •Heat transfer mechanisms in relation to Earth systems *Thermal energy and States of Matter (PS High School Standards 3.1, 3.4) *Uses of Heat

Activities: •Have students identify more examples where heat is transferred by conduction and convection and them explain why each example is conduction or convection •Have students see a demonstration or do an experiment in which heat is transferred by conduction and/convection and then write about the demonstration/experiment so student have to explain each method of heat transfer in their own words

Assessment: Why is a loaded truck more dangerous than a small car in a collision? Explain in terms of kinetic energy. Imagine that you can drive a car along a long straight highway. Describe how the motion of the car can be measured in as many ways as possible. Make estimates of reasonable data. Represent the data in words, charts, graphs, and equations. What does "constant motion" look like? For at least three different interesting situation, trace where energy comes from and where it goes next in examples that involves several different forms of energy along the way: heat, light, motion of objects, chemical, springs (or elastic bands or slightly bent rulers that "spring back" when released), or energy stored by using gravity. Think about the amounts of energy transferred as energy is transformed.

Resources:

15 June 2007

14. Recognize that heat is a form of energy and that Nov-Mar temperature change results from adding or taking away heat from a system.

Content: exothermic endothermic Ch1 Motion *Describing and Measuring Motion (PS 11, 12) •Frames of reference •Motion is described by position, direction and speed •Distance vs. time graphs *Slow Motion on Planet Earth (PS 11) •Velocity *Acceleration (PS High School Standards 1.1, 1.3) •Acceleration •Vector connection •Math applications Ch2 Forces *The Nature of Forces (PS High School Standard 1.1) *Friction and Gravity (ES 8) *Newton's First and Second Laws (PS High School Standards 1.5, 1.6, 1.7) “What causes accelerations?” •Forces as the causes of accelerations •Weight as the force of gravity on an object. Weight is always measured in Newtons using a spring scale. •Friction as a force that opposites motion *Newton's Third Law (PS High School Standards 1.10, 2.5) *Rockets and Satellites Ch5 Energy *What is energy? *Forms of Energy (PS High School Standard 2.2) •Forms of energy •Kinetic vs. Potential *Energy Transformation and Conservation (PS High School Standard 2.1) •Energy conversions •Conservation of energy *Energy and Fossil Fuels (ES 7) Ch6 Thermal Energy and Heat *Temperature, Thermal Energy, and Heat (PS High School Standards 3.2, 3.3 *Transfer of Heat (PS High School Standard 3.1) •Heat moves predictably from warmer to cooler •Convection, Conduction and Radiation •Heat transfer mechanisms in relation to Earth systems *Thermal energy and States of Matter (PS High School Standards 3.1, 3.4) *Uses of Heat

16 June 2007

Activities: · Lab: Chemical reactions, charting temperature changes in chemical reactions •Have students identify more examples where heat is transferred by conduction and convection and them explain why each example is conduction or convection •Have students see a demonstration or do an experiment in which heat is transferred by conduction and/convection and then write about the demonstration/experiment so student have to explain each method of heat transfer in their own words

Assessment: Imagine that you can drive a car along a long straight highway. Describe how the motion of the car can be measured in as many ways as possible. Make estimates of reasonable data. Represent the data in words, charts, graphs, and equations. What does "constant motion" look like? For at least three different interesting situation, trace where energy comes from and where it goes next in examples that involves several different forms of energy along the way: heat, light, motion of objects, chemical, springs (or elastic bands or slightly bent rulers that "spring back" when released), or energy stored by using gravity. Think about the amounts of energy transferred as energy is transformed. Resources:

Motion, Forces, and Energy, 6 14. Recognize that heat is a form of energy and that Nov-Mar temperature change results from adding or taking away heat from a system. Content: Activities:


15. Explain the effect of heat on particle motion through a Nov-Mar description of what happens to particles during a change in phase.

Content: phase changes Ch1 Motion *Describing and Measuring Motion (PS 11, 12) •Frames of reference •Motion is described by position, direction and speed •Distance vs. time graphs *Slow Motion on Planet Earth (PS 11) •Velocity *Acceleration (PS High School Standards 1.1, 1.3) •Acceleration •Vector connection •Math applications

17 June 2007

Ch2 Forces *The Nature of Forces (PS High School Standard 1.1) *Friction and Gravity (ES 8) *Newton's First and Second Laws (PS High School Standards 1.5, 1.6, 1.7) “What causes accelerations?” •Forces as the causes of accelerations •Weight as the force of gravity on an object. Weight is always measured in Newtons using a spring scale. •Friction as a force that opposites motion *Newton's Third Law (PS High School Standards 1.10, 2.5) *Rockets and Satellites Ch5 Energy *What is energy? *Forms of Energy (PS High School Standard 2.2) •Forms of energy •Kinetic vs. Potential *Energy Transformation and Conservation (PS High School Standard 2.1) •Energy conversions •Conservation of energy *Energy and Fossil Fuels (ES 7) Ch6 Thermal Energy and Heat *Temperature, Thermal Energy, and Heat (PS High School Standards 3.2, 3.3 *Transfer of Heat (PS High School Standard 3.1) •Heat moves predictably from warmer to cooler •Convection, Conduction and Radiation •Heat transfer mechanisms in relation to Earth systems *Thermal energy and States of Matter (PS High School Standards 3.1, 3.4) *Uses of Heat

Activities: · Interpreting phase change diagram, explain the phase changes water can go through depending on energy content •Have students identify more examples where heat is transferred by conduction and convection and them explain why each example is conduction or convection •Have students see a demonstration or do an experiment in which heat is transferred by conduction and/convection and then write about the demonstration/experiment so student have to explain each method of heat transfer in their own words

Assessment: Which phase contains more energy, solid liquid or gas. Compare the movement of particles in gas vs.solid. Imagine that you can drive a car along a long straight highway. Describe how the motion of the car can be measured in as many ways as possible. Make estimates of reasonable data. Represent the data in words, charts, graphs, and equations. What does "constant motion" look like? For at least three different interesting situation, trace where energy comes from and where it goes next in examples that involves several different forms of energy along the way: heat, light, motion of objects, chemical, springs (or elastic bands or slightly bent rulers that "spring back" when released), or energy stored by using gravity. Think about the amounts of energy transferred as energy is transformed.

Resources:

18 June 2007

16. Give examples of how heat moves in predictable ways, Nov-Mar moving from warmer objects to cooler ones until they reach equilibrium.

Content: conduction convection radiation Ch1 Motion *Describing and Measuring Motion (PS 11, 12) •Frames of reference •Motion is described by position, direction and speed •Distance vs. time graphs *Slow Motion on Planet Earth (PS 11) •Velocity *Acceleration (PS High School Standards 1.1, 1.3) •Acceleration •Vector connection •Math applications Ch2 Forces *The Nature of Forces (PS High School Standard 1.1) *Friction and Gravity (ES 8) *Newton's First and Second Laws (PS High School Standards 1.5, 1.6, 1.7) “What causes accelerations?” •Forces as the causes of accelerations •Weight as the force of gravity on an object. Weight is always measured in Newtons using a spring scale. •Friction as a force that opposites motion *Newton's Third Law (PS High School Standards 1.10, 2.5) *Rockets and Satellites Ch5 Energy *What is energy? *Forms of Energy (PS High School Standard 2.2) •Forms of energy •Kinetic vs. Potential *Energy Transformation and Conservation (PS High School Standard 2.1) •Energy conversions •Conservation of energy *Energy and Fossil Fuels (ES 7) Ch6 Thermal Energy and Heat *Temperature, Thermal Energy, and Heat (PS High School Standards 3.2, 3.3 *Transfer of Heat (PS High School Standard 3.1) •Heat moves predictably from warmer to cooler •Convection, Conduction and Radiation •Heat transfer mechanisms in relation to Earth systems *Thermal energy and States of Matter (PS High School Standards 3.1, 3.4) *Uses of Heat

19 June 2007

Activities: · Conductivity lab, using ball of clay, hot water and cold water. Graph temperature changes in water and clay against time. •Have students identify more examples where heat is transferred by conduction and convection and them explain why each example is conduction or convection •Have students see a demonstration or do an experiment in which heat is transferred by conduction and/convection and then write about the demonstration/experiment so student have to explain each method of heat transfer in their own words

Assessment: If room temperature is 25 degrees Celsius and you have a glass of cold water that is 5 degrees Celsius, after several hours what would you expect the temperature of the water to become? Imagine that you can drive a car along a long straight highway. Describe how the motion of the car can be measured in as many ways as possible. Make estimates of reasonable data. Represent the data in words, charts, graphs, and equations. What does "constant motion" look like? For at least three different interesting situation, trace where energy comes from and where it goes next in examples that involves several different forms of energy along the way: heat, light, motion of objects, chemical, springs (or elastic bands or slightly bent rulers that "spring back" when released), or energy stored by using gravity. Think about the amounts of energy transferred as energy is transformed.

Resources:'

Astronomy No Matching Learning Standard Apr-May

Content: Ch1 Earth, Moon, and Sun *Earth in Space (ES 11) *Gravity and Motion (ES 8) *Phases, Eclipses, and Tides (ES 9) *Earth's Moon (ES 9) Ch3 Solar System *Observinng the Solar System *The Sun (ES 8, 10, 12) *The Inner Planets (ES 8, 10) *The Outer Planets (ES 8, 10) *Comets, Asteroids, and Meteors *Is There Life Beyond Earth? (ES 12) Ch4 Stars, alexies, and the Universe *Telescopes *Characteristics of Stars *Lives of Stars *Star Systems and Galexies *The Expanding Universe Formation of the Universe •Big bang theory •Role of gravity in formation of planets, stars, and solar system •Expanding Universe Theory •Recognize that the universe contains billions of galaxies

20 June 2007

Characteristics of Stars •Galaxies: three major types (spiral, elliptical, irregular) The Sun •Properties and characteristics •Importance as source of energy affecting life on the planet •Our sun’s life cycle Our Solar System •Formation •Compare and contrast planets (gravitational force, distance from sun, speed, movement, temperature, atmospheric conditions) •Asteroids, comets, meteors Travel through space •Distances in space (Astronomical Unit, Light-year) •Space exploration The Earth in space •Characteristics of earth (compare and contrast with other planets within our solar system) that make it ideal for life. •Explain how Earth’s tilt and revolution around sun cause seasons The Earth, Moon, and Sun •Characteristics of moon •Describe lunar and solar eclipses •Moon phases •Tides History of Space Technology •Invention of telescope •Types of telescopes, improvements in observation ability •New technologies’ impact on existing beliefs about universe •Futuristic implications/student predictions

Activities:

Assessment: How do we decide if something is moving in our solar system? Be sure to give evidence to support each decision. What do you predict would be the transportation vehicles for space travel 25 years from now? First describe current space vehicles, then describe future vehicles, then describe what technologies would have to evolve in order for the new vehicles to be made. Resources:

MCAS Preparation No Matching Learning Standard Apr-May Content: Activities: Assessment: Resources:

21 June 2007

Technology: Manufacturing Technologies; Engineering Design Broad Concept: Engineering design is an iterative process May-Jun involving modeling and optimizing for developing technological solutions to problems within given constraints. Content: Generating and Developing Ideas (Ch2 of Technology Shapining Our World, TSOW) (TE 2.1, 2.2, 2.3, 2.4, 2.5) Structures (Ch6 of TSOW) (TE 5.1, 5.3) Construction (Ch7 of TSOW) (TE 5.2, 5.4) Activities: •Have students do research on how something they care about is manufactured. Student can summarize their learning on a poster which shows the steps in the manufacturing process. Be sure to point out the importance of robots and quality control •Tell students you want them to build a paper airplane which stays in the air the longest time. Have students make paper airplane in a variety of styles. Before throwing them ask student to predict how each plane will fly. Ask them to identify factors affecting flight, teaching them appropriate vocabulary as needed, let student fly their planes! Gather data about how each plane performed. Have students evaluate the performance of each plane base based on your design requirement (that the plane stay in the air for the longer period of time). Give students the chance to redesign their planes. Let them fly their improved planes and gather data. Have them write up what they have learned about the design process and factors affecting the flight of airplanes.

Assessment: Design footstool that can be made using newspaper and tape. What characteristics of the stool are most important? Build your footstool and carefully test it. Redesign and rebuild it to improve it. Is there a best design? Resources:

2.1 Identify and explain the steps of the engineering design May-Jun process, i.e., identify the need or problem, research the problem, develop possible solutions, select the best possible solution(s), construct a prototype, test and evaluate, communicate the solution(s), and redesign. Content: Generating and Developing Ideas (Ch2 of Technology Shapining Our World, TSOW) (TE 2.1, 2.2, 2.3, 2.4, 2.5) Structures (Ch6 of TSOW) (TE 5.1, 5.3) Construction (Ch7 of TSOW) (TE 5.2, 5.4) Activities: •Have students do research on how something they care about is manufactured. Student can summarize their learning on a poster which shows the steps in the manufacturing process. Be sure to point out the importance of robots and quality control •Tell students you want them to build a paper airplane which stays in the air the longest time. Have students make paper airplane in a variety of styles. Before throwing them ask student to predict how each plane will fly. Ask them to identify factors affecting flight, teaching them appropriate vocabulary as needed, let student fly their planes! Gather data about how each plane performed. Have students evaluate the performance of each plane base based on your design requirement (that the plane stay in the air for the longer period of time). Give students the chance to redesign their planes. Let them fly their improved planes and gather data. Have them write up what they have learned about the design process and factors affecting the flight of airplanes.

22 June 2007

Assessment: Design footstool that can be made using newspaper and tape. What characteristics of the stool are most important? Build your footstool and carefully test it. Redesign and rebuild it to improve it. Is there a best design? Resources: 2.2 Demonstrate methods of representing solutions to a design May-Jun problem, e.g., sketches, orthographic projections, multiview drawings.

Content: Generating and Developing Ideas (Ch2 of Technology Shapining Our World, TSOW) (TE 2.1, 2.2, 2.3, 2.4, 2.5) Structures (Ch6 of TSOW) (TE 5.1, 5.3) Construction (Ch7 of TSOW) (TE 5.2, 5.4) Activities: •Have students do research on how something they care about is manufactured. Student can summarize their learning on a poster which shows the steps in the manufacturing process. Be sure to point out the importance of robots and quality control •Tell students you want them to build a paper airplane which stays in the air the longest time. Have students make paper airplane in a variety of styles. Before throwing them ask student to predict how each plane will fly. Ask them to identify factors affecting flight, teaching them appropriate vocabulary as needed, let student fly their planes! Gather data about how each plane performed. Have students evaluate the performance of each plane base based on your design requirement (that the plane stay in the air for the longer period of time). Give students the chance to redesign their planes. Let them fly their improved planes and gather data. Have them write up what they have learned about the design process and factors affecting the flight of airplanes.

Assessment: Design footstool that can be made using newspaper and tape. What characteristics of the stool are most important? Build your footstool and carefully test it. Redesign and rebuild it to improve it. Is there a best design? Resources: 2.3 Describe and explain the purpose of a given prototype. May-Jun


23 June 2007

Assessment: Design footstool that can be made using newspaper and tape. What characteristics of the stool are most important? Build your footstool and carefully test it. Redesign and rebuild it to improve it. Is there a best design? Resources: 2.4 Identify appropriate materials, tools, and machines needed May-Jun to construct a prototype of a given engineering design.


Assessment: Design footstool that can be made using newspaper and tape. What characteristics of the stool are most important? Build your footstool and carefully test it. Redesign and rebuild it to improve it. Is there a best design? Resources: 2.5 Explain how such design features as size, shape, weight, May-Jun function and cost limitations would affect the construction of a given prototype. Content: Generating and Developing Ideas (Ch2 of Technology Shapining Our World, TSOW) (TE 2.1, 2.2, 2.3, 2.4, 2.5) Structures (Ch6 of TSOW) (TE 5.1, 5.3) Construction (Ch7 of TSOW) (TE 5.2, 5.4) Activities: •Have students do research on how something they care about is manufactured. Student can summarize their learning on a poster which shows the steps in the manufacturing process. Be sure to point out the importance of robots and quality control •Tell students you want them to build a paper airplane which stays in the air the longest time. Have students make paper airplane in a variety of styles. Before throwing them ask student to predict how each plane will fly. Ask them to identify factors affecting flight, teaching them appropriate vocabulary as needed, let student fly their planes! Gather data about how each plane performed. Have students evaluate the performance of each plane base based on your design requirement (that the plane stay in the air for the longer period of time). Give students the chance to redesign their planes. Let them fly their improved planes and gather data. Have them write up what they have learned about the design process and factors affecting the flight of airplanes.

24 June 2007


2.6 Identify the five elements of a universal systems model: May-Jun goal, inputs, processes, outputs, and feedback.



Broad Concept: Manufacturing is the process of converting raw May-Jun materials (primary process) into physical goods (secondary process), involving multiple industrial processes, e.g., assembly, multiple stages of production, quality control.

Content: Generating and Developing Ideas (Ch2 of Technology Shapining Our World, TSOW) (TE 2.1, 2.2, 2.3, 2.4, 2.5) Structures (Ch6 of TSOW) (TE 5.1, 5.3) Construction (Ch7 of TSOW) (TE 5.2, 5.4) Activities: •Have students do research on how something they care about is manufactured. Student can summarize their learning on a poster which shows the steps in the manufacturing process. Be sure to point out the importance of robots and quality control •Tell students you want them to build a paper airplane which stays in the air the longest time. Have students make paper airplane in a variety of styles. Before throwing them ask student to predict how each plane will fly. Ask them to identify factors affecting flight, teaching them appropriate vocabulary as needed, let student fly their planes! Gather data about how each plane performed. Have students evaluate the performance of each plane base based on your design requirement (that the plane stay in the air for the longer period of time). Give students the chance to redesign their planes. Let them fly their improved planes

25 June 2007

and gather data. Have them write up what they have learned about the design process and factors affecting the flight of airplanes.


4.1. Describe and explain the manufacturing systems of custom May-Jun and mass production.



4.2. Explain and give examples of the impacts of May-Jun interchangeable parts, components of mass-produced products, and the use of automation, e.g., robotics. Content: Generating and Developing Ideas (Ch2 of Technology Shapining Our World, TSOW) (TE 2.1, 2.2, 2.3, 2.4, 2.5) Structures (Ch6 of TSOW) (TE 5.1, 5.3) Construction (Ch7 of TSOW) (TE 5.2, 5.4) Activities: •Have students do research on how something they care about is manufactured. Student can summarize their learning on a poster which shows the steps in the manufacturing process. Be sure to point out the importance of robots and quality control •Tell students you want them to build a paper airplane which stays in the air the longest time. Have students make paper airplane in a variety of styles. Before throwing them ask student to predict how each plane will fly. Ask them to identify factors affecting flight, teaching them appropriate vocabulary as needed, let student fly their planes! Gather data about how each plane performed. Have students evaluate the performance of each plane base based on your design requirement (that the plane stay in the air for the longer period of time). Give

26 June 2007

students the chance to redesign their planes. Let them fly their improved planes and gather data. Have them write up what they have learned about the design process and factors affecting the flight of airplanes.

Assessment: Design footstool that can be made using newspaper and tape. What characteristics of the stool are most important? Build your footstool and carefully test it. Redesign and rebuild it to improve it. Is there a best design? Resources: 4.3. Describe a manufacturing organization, e.g., corporate May-Jun structure, research and development, production, marketing, quality control, distribution.



4.4. Explain basic processes in manufacturing systems, e.g., May-Jun cutting, shaping, assembling, joining, finishing, quality control, and safety. Content: Generating and Developing Ideas (Ch2 of Technology Shapining Our World, TSOW) (TE 2.1, 2.2, 2.3, 2.4, 2.5) Structures (Ch6 of TSOW) (TE 5.1, 5.3) Construction (Ch7 of TSOW) (TE 5.2, 5.4) Activities: •Have students do research on how something they care about is manufactured. Student can summarize their learning on a poster which shows the steps in the manufacturing process. Be sure to point out the importance of robots and quality control •Tell students you want them to build a paper airplane which stays in the air the longest time. Have students make paper airplane in a variety of styles. Before throwing them ask student to predict how each plane will fly. Ask them to identify factors affecting flight, teaching them appropriate vocabulary as needed, let student fly their planes! Gather data about how each plane performed. Have

27 June 2007

students evaluate the performance of each plane base based on your design requirement (that the plane stay in the air for the longer period of time). Give students the chance to redesign their planes. Let them fly their improved planes and gather data. Have them write up what they have learned about the design process and factors affecting the flight of airplanes.


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