Course Description Physical Science - laquey.k12.mo.uslaquey.k12.mo.us/Curriculum/Science/Physical Science Frisco League.pdf · Course Description: Physical Science allows students

Course Description

Physical Science

118

Physical Science

Course Rationale: Physical Science demonstrates the integration of chemistry, physics, earth and space sciences. By doing so, the course stresses the importance of each component, but also the realization that the physical world does not work independent of the components. Course Description: Physical Science allows students to “see” their physical world through the lens of an integrated class before specializing in one single area. The concepts are linked to life experiences. It is also an appropriate class for students who desire an overview of many different fields but lack the time in their schedule to take full year classes in each field. Organization: The Physical Science curriculum is organized by using the Science Course Level Expectations. The strands and Big Ideas of the CLEs are exhibited in the gray bands that cross all eight columns of the curriculum. The CLE concepts are listed in the first column along with the learner objectives.

119

Resources: Adopted Text: Websites: www.beaconlearningcenter.com/Lessons/Level4sc.asp http://www.challenger.org/tmitn_activities/101.pdf http://www.chem4kids.com/ http://classroom.springisd.org/webs/danm/s2-2_motion_and_graphing.htm http://eta.physics.uoguelph.ca/tutorials/fbd/Q.fbd.html http://www.etap.org/demo/chem1/instruction2tutor.html http://www.fordhamprep.org/gcurran/sho/sho/lessons/lesson38.htm http://www.ncsu.edu/scivis/lessons/machines/machines.html http://www.glenbrook.k12.il.us/gbssci/phys/Class/newtlaws/u2l2c.html http://www.phschool.com/atschool/science_explorer/Sound/Student_Area/SE_O_S_CHAP3_index.html http://school.discoveryeducation.com/lessonplans/programs/metalsandnonmetals/ http://science-class.net/Chemistry/atoms.htm http://www.sciencenetlinks.com/lessons http://teachnet.ie/mamond/2006/ http://www.tjhsst.edu/~jleaf/tec/html/10/

Abbreviations:

Subjects CLE Course Level Expectations BT Bloom’s Taxonomy DOK Depth of Knowledge

CA Communication Arts Science Strands K Knowledge Level 1 – Recall

MA Mathematics Strand 1 Matter & Energy C Comprehension Level 2 – Skill/Concept

SC Science Strand 2 Force & Motion Ap Application Level 3 – Strategic Thinking

SS Social Studies Strand 3 Living Organisms An Analysis Level 4 – Extended Thinking

Strand 4 Ecology S Synthesis

Strand 5 Earth Systems E Evaluation

Strand 6 Universe

Strand 7 Scientific Inquiry

Strand 8 Science, Technology, & Human Activity

http://www.beaconlearningcenter.com/Lessons/Level4sc.asp

http://www.challenger.org/tmitn_activities/101.pdf

http://www.chem4kids.com/

http://classroom.springisd.org/webs/danm/s2-2_motion_and_graphing.htm

http://eta.physics.uoguelph.ca/tutorials/fbd/Q.fbd.html

http://www.etap.org/demo/chem1/instruction2tutor.html

http://www.fordhamprep.org/gcurran/sho/sho/lessons/lesson38.htm

http://www.ncsu.edu/scivis/lessons/machines/machines.html

http://www.glenbrook.k12.il.us/gbssci/phys/Class/newtlaws/u2l2c.html

http://www.phschool.com/atschool/science_explorer/Sound/Student_Area/SE_O_S_CHAP3_index.html

http://school.discoveryeducation.com/lessonplans/programs/metalsandnonmetals/

http://science-class.net/Chemistry/atoms.htm

http://www.sciencenetlinks.com/lessons

http://teachnet.ie/mamond/2006/

http://www.tjhsst.edu/~jleaf/tec/html/10/

120

Physical Science

Strand 1: Properties and Principles of Matter and Energy

1. Changes in properties and states of matter provide evidence of the atomic theory of matter. Measurable Learner

Objective

The student will be able to:

Assessed

Show-Me

Goals

CLE

Code

BT/

DOK

Student Activities/ Resources

Instructional

Strategies

Assessments

Mastery

Min. %

A. Objects, and the materials they are made of, have properties that can be used to describe and classify them. a. Compare the densities of regular and irregular objects using their respective measures of volume and mass b. 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)

Sci 1

1.2

1.8

1.1.A.a

1.1.A.b

1.1.A.c

1.1.A.d

An 2

>a. The students will compare densities of regular and irregular objects with a hands-on activity. Attachment A b. The students will identify pure substances according to their properties with a small group lab activity. Given a variety of substances the students will identify the pure substances. Attachment B – Visual resource Additional Resource: Excellent On-line worksheets and activities for a variety of subjects http://teachnet.ie/mamond/2006/

a. The teacher will provide students with the instructions for making an overflow can and will be sure that students have mastered use of graduated cylinder and balance scale. b. The teacher will provide substances for students to identify as pure.

a. The students will compare densities of regular and irregular objects with a completed chart. b. The students will be assessed on their ability to identify pure substances according to their properties with a Venn diagram. Attachment C

75%

Integrated Skills:



121



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

A. Objects, and the materials they are made of, have properties that can be used to describe and classify them. c. 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 d. Compare and contrast the common properties of metals, nonmetals, metalloids (semi-conductors) and noble gases

Sci 1

1.2

1.8

1.1.A.a

1.1.A.b

1.1.A.c

1.1.A.d

An 2

>c. The students will classify a substance as being an element or compound when given the molecular formula or structural formula with an activity with beads from Glencoe. Attachment D Lesson on Lewis Electron Dot diagram and structural formula http://www.fordhamprep.org/gcurran/sho/sho/lessons/lesson38.htm (Includes worksheets) >d. The students will compare and contrast common properties of metals, nonmetals and metalloids with an on-line lesson that includes a worksheet for assessment http://www.etap.org/demo/chem1/instruction2tutor.html

c. The teacher will divide the students into groups of 2, provide the materials, remind them of safety issues, and guide through the introduction to the lesson. d. The teacher will provide computer time or use a smartboard for instruction and copies of the worksheet.

c. The students will classify a substance as being an element or compound using a manipulative and recording findings d. The students will be assessed on their ability to compare and contrast common properties of metals, nonmetals and metalloids with an on-line lesson that includes a worksheet for assessment .

75%

Integrated Skills:






122



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

B. Properties of mixtures depend upon the concentrations, properties, and interactions of particles a. Compare and contrast the properties of acidic, basic and neutral solutions

Sci 1

1.3

1.8

1.1.B.a

An 2

>The students will compare and contrast the properties of acidic, basic and neutral solutions with a lab that uses a variety of substances. Attachment E

The teacher will provide the different solutions for the students to compare along with the litmus papers and the student chart. This can be done in small groups of individually (if time).

The students will compare and contrast the properties of acidic, basic and neutral solutions by recording findings in a chart.

75%

Integrated Skills:

123



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

D. Physical changes in states of matter due to thermal changes in materials can be explained by the Kinetic Theory of Matter a. 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 b. Predict the effect of a temperature change on the properties (i.e., pressure, density, volume) of a material (solids, liquids, gases) c. Predict the effect of pressure changes on the properties (i.e., temperature, volume, density) of a material (solids. Liquids, gases)

Sci 1

1.3

1.8

1.1.D.a

1.1.D.b

1.1.D.c

Syn 2

>a. The students will use the Kinetic Theory model to explain changes in the distance between atoms/molecules with a hands-on lesson that involves 6 stations of lab activities. Attachment F >b. The students will predict the effect of temperature on the density and volume of chocolate. Attachment H >c. The students will predict the effect pressure has on temperature with a hands-on lesson involving Fahrenheit and Celsius measurements and graphing. Attachment I

a. The teacher will set up the 6 stations of hands-on activities, provide copies of the observation sheets and the Task cards. b. The teacher will divide the students into groups of 3-4, give directions for the activity, and provide the materials for the activity c. The teacher will divide the class into small groups, provide the materials needed for the lab, provide copies of the data sheet and explain the experiment.

a. The students will use the Kinetic Theory model to explain changes in the distance between atoms/molecules with written assessment Attachment G Teacher Key provided b. The students will be predict the effect of temperature on the density and volume of chocolate with the completion of the data chart with the activity. c. The students will work in groups to predict the effect pressure has on temperature with creation of a graph from analysis of data and written response

75%

Integrated Skills: Technology Skills

124



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

E. The atomic model describes the electrically neutral atom a. Describe the atom as having a dense, positive nucleus surrounded by a cloud of negative electrons b. Calculate the number of protons, neutrons, and electrons of an element/isotopes given its mass number and atomic number c. Describe the information provided by the atomic number and the mass number (i.e., electrical charge, chemical stability)

Sci 1

1.2

1.1.E.a

1.1.E.b

1.1.E.c

Com/ Ap

2

>a. The students will describe the atom when creating a Cloud Model Attachment J >a-c The students will describe all aspects of the atom with a variety of activities, graphic organizers, and slide show found at the following website. http://science-class.net/Chemistry/atoms.htm Additional Resource: Power Point with worksheets attached (Part I) http://www.teachnet-uk.org.uk/2005%20Projects/Sci-Chem%20Patterns/chemical-patterns/index.htm

a-c The teacher will read through the material found at the website and determine which activities, etc match their needs.

a-c The students will describe all aspects of the atom with a quiz from the lesson..

80%

Integrated Skills:



http://www.teachnet-uk.org.uk/2005%20Projects/Sci-Chem%20Patterns/chemical-patterns/index.htm




125



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

F. The periodic table organizes the elements according to their atomic structure and chemical reactivity a. Explain the structure of the periodic table in terms of the elements with common properties (groups/families) and repeating properties (periods) b. Classify elements as metals, nonmetals, metalloids (semi-conductors), and noble gases according to their location on the Periodic Table c. Predict the chemical reactivity of elements, and the type of bonds that may result between them, using the Periodic Table

Sci 1

1.2

1.1.F.a

1.1.F.b

1.1.F.c

An 2

>a The students will explain the structure of the periodic table during a whole class discussion. Order, Order All Electrons www.beaconlearningcenter.com/Lessons/Level4sc.asp >b The students will classify elements as metals, nonmetals and metalloids with the following hands on lesson. Pursuit of the Properties of Metals and Nonmetals http://school.discoveryeducation.com/lessonplans/programs/metalsandnonmetals/ c. The students will predict the chemical reactivity of elements and the type of bonds when reading through the on-line lessons on reactions and taking quizzes on each section. http://www.chem4kids.com/ Additional Resource: Power Point with worksheets attached (Part II-Periodic Table; Part III – Reactivity) http://www.teachnet-uk.org.uk/2005%20Projects/Sci-Chem%20Patterns/chemical-patterns/index.htm

a The teacher will lead the whole class in group discussion using diagrams and leading questions. b. The teacher will divide the class into groups of 2-3 students, provide a copy of the data sheet and materials needed for the lab. c. The teacher will provide time for students to use the computer or use a smartboard to teach as whole class.

a. The students will explain the structure of the periodic table with a worksheet from the lesson. b The students will classify elements as metals, nonmetals and metalloids with a data sheet and discussion questions. c. The students will predict the chemical reactivity of elements and the type of bonds when taking quizzes on each section of their reading.

75%

Integrated Skills:






http://www.chem4kids.com/





126



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

G. Properties of objects and states of matter can change chemically and/or physically a. Distinguish between physical and chemical changes in matter

Sci 1

1.3

1.8

1.1.G.a

Ap 2

>The students will distinguish between physical and chemical changes with a variety of labs. Attachment K

The teacher will set up the stations and provide students with the lab sheets.

The students will distinguish between physical and chemical changes recording observations and answering questions from a variety of labs.

75%

Integrated Skills:

127



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

H. Chemical bonding is the combining of different pure substances (elements, compounds) to form new substances with different properties a. Describe how the valence electron configuration determines how atoms interact and may bond b. Compare and contrast the types of chemical bonds (i.e., ionic, covalent)

Sci 1

1.3

1.8

1.1.H.a

1.1.H.b

An 2

>a. The students will describe how the valence electron configuration determines how atoms interact and may bond with an activity that involves diagramming Attachment L >b. The students will compare and contrast ionic and covalent chemical bonds with a lab activity. Attachment M

a. The teacher will read through the lesson given to prepare for a whole class discussion, provide the materials and instruction on the diagrams b The teacher will divide the class into small groups for a lab activity, provide the materials needed and lead the class in discussion.

a. The students describe how the valence electron configuration determines how atoms interact and may bond through creating a diagram b. The students will compare and contrast ionic and covalent chemical bonds with a written summary of the lab activity and/or a quiz. Attachment N

75%

Integrated Skills: Research Skills

128



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

I. Mass is conserved during any physical or chemical change a. 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

Sci 1

1.3

1.1.I.a

An 2

>The students will compare the mass of reactants to the mass of the products as support for the Law of Conservation of Mass with a lesson that includes a lab with a written analysis Conservation of mass in Chemical Reactions http://msed.iit.edu/ids/model_lessons/chemistry/Unit_3_ConservationOfMass.doc

The teacher will divide the students into small groups and provide the materials and worksheets needed for the lesson

The students will be assessed on their ability to compare the mass of reactants to the mass of the products as support for the Law of Conservation of Mass with a worksheet from the lesson.

80%

Integrated Skills:

http://msed.iit.edu/ids/model_lessons/chemistry/Unit_3_ConservationOfMass.doc



129


2. Energy has a source, can be stored, and can be transferred but is conserved within a system. Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

A. Forms of energy have a source, a means of transfer (work and heat), and a receiver a. Differentiate between thermal energy (the total internal energy of a substance which is dependent upon mass), heat (thermal energy that transfers from one object of system to another due to a difference in temperature), and temperature (the measure of average kinetic energy of molecules or atoms in a substance b. Differentiate between the properties and examples of conductors and insulators c. Describe sources and common uses of different forms of energy; chemical, nuclear, thermal, mechanical, electromagnetic

Sci 1

1.3

1.8

2.1

1.2.A.a

1.2.A.b

1.2.A.c

An 2

>a-b The students will differentiate between thermal energy, heat and temperature, conductors and insulators with a unit on heat and temperature. Heat and Temperature http://fire.biol.wwu.edu/donovan/SciEd491/HeatTempUnit.pdf Attachment O >c. The students will describe sources and uses of different forms of energy in the state of Missouri http://www.sciencenetlinks.com/lessons Grades 6-8 Energy For You

a-b. The teacher will review the lesson, provide copies of the pre and post tests, divide the students into groups of 3-4 and set up the labs. c. The teacher will lead the class in whole group discussion, brainstorming sources of energy and investigating state energy

a-b The students will be assessed differentiate between thermal energy, heat and temperature, conductors and insulators with pre and post assessments. c. The students will describe sources and uses of different forms of energy in the state of Missouri with a poster comparing and contrasting energy in the state.

75%

Integrated Skills:

http://fire.biol.wwu.edu/donovan/SciEd491/HeatTempUnit.pdf

http://fire.biol.wwu.edu/donovan/SciEd491/HeatTempUnit.pdf



130



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

A. Forms of energy have a source, a means of transfer (work and heat), and a receiver d. Identify and evaluate advantages/disadvantages of using various sources of energy (e.g., wind, solar, geothermal, hydroelectric, biomass, fossil fuel) for human activity e. Describe the effect of different frequencies of electromagnetic waves on the Earth and living organisms (e.g., radio, infrared, visible, ultraviolet, gamma, cosmic rays) f. Interpret examples of heat transfer (e.g., home heating, solar panels) as convection, conduction, or radiation

Sci 1

1.3

1.6

2.1

1.2.A.d

1.2.A.e

1.2.A.f

An 2

>d. see CLE 1.2.A.a-c >e. The students will describe the effect of electromagnetic waves on Earth when researching one of 8 types and making a presentation to the class. The Electromagnetic Spectrum: Waves of Energy http://school.discoveryeducation.com/lessonplans/activities/electromagneticspectrum/index.html >f. The students will interpret an example of transfer with an activity involving a hot air balloon. Attachment Q

>d. see CLE 1.2.A.a-c e. The teacher will lead the students in a whole group lesson on the electromagnetic waves from the Sun, divide the class into 8 groups, provide copies of the chart, and give the students time to research. f. The teacher will lead the students in a whole class discussion on heat transfer, provide the materials for the activity, show the power point and review safety.

>d. see CLE 1.2.A.a-c e. The students will describe the effect of electromagnetic waves on Earth with presentation to the class and a scoring guide from the lesson. And/or Attachment P f. The students will interpret an example of transfer with a worksheet. Attachment R

80%


http://school.discoveryeducation.com/lessonplans/activities/electromagneticspectrum/index.html



131



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

B. Mechanical energy comes from the motion (kinetic energy) and/or relative position (potential energy) of an object a. Relate kinetic energy to an object’s mass and its velocity b. Relate an object’s gravitational potential energy to its weight and height relative to the surface of the Earth c. Distinguish between examples of kinetic and potential energy (i.e., gravitational) within a system d. Describe the effect of work on an object’s kinetic and potential energy

Sci 1

1.3

1.2.B.a

1.2.B.b

1.2.B.c

1.2.B.d

Ap 2

>a-d The students will explore all aspects of kinetic and potential energy (relate mass to velocity; relate an object’s weight and height to the surface of the Earth; distinguish between the two forms; describe the effort of work) with a lesson that involves creating a Teeterboard circus act. Kinetic and Potential Energy In the Teeterboard Act http://www.tjhsst.edu/~jleaf/tec/html/10/

a-d The teacher will provide instruction in both kinetic and potential energy, instructions in creating Teeterboard, and materials.

a-d The students will explore all aspects of kinetic and potential energy with manipulatives during labs and quizzes form the lessons.

75%

Integrated Skills:



132



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

C. Electromagnetic energy form the Sun (solar radiation) is a major source of energy on Earth a. Identify stars as producers of electromagnetic energy b. Describe how electromagnetic energy is transferred through space as electromagnetic waves of varying wavelength and frequency

Sci 1

1.3

1.2.C.a

1.2.C.b

An 2

>a-b See CLE: 1.2.A.e Additional Resources: http://www.phschool.com/atschool/science_explorer/Sound/Student_Area/SE_O_S_CHAP3_index.html Click on internet activities for more information http://www.wsanford.com/~wsanford/gr8ps/FCPS-Gr8-PBs/05-06/Gr8-PB-S12.pdf Simple lesson on electromagnetic energy

>a-b See CLE: 1.2.A.e

>a-b See CLE: 1.2.A.e

80%

Integrated Skills:





http://www.wsanford.com/~wsanford/gr8ps/FCPS-Gr8-PBs/05-06/Gr8-PB-S12.pdf



133



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

E. Nuclear energy is a major source of energy throughout the universe a. Describe how changes in the nucleus of an atom during a nuclear reaction (i.e., nuclear decay, fusion, fission) result in emission of radiation b. Identify the role of nuclear energy as it serves as a source of energy for the Earth, stars, and human activity (e.g., source of electromagnetic radiation, nuclear power plants, fuel for stars)

Sci 1

1.8

2.1

1.2.E.a

1.2.E.b

Com 2

>a. The students will describe how changes in the nucleus of an atom results in radiation when researching one of 3 types of nuclear reactions (fission, fusion and nuclear decay). Savage Sun http://school.discoveryeducation.com/lessonplans/programs/savagesun/ a And b can be combined >b. The students will identify the role of nuclear energy when Researching nuclear energy and how it can be used to power homes, schools, and businesses. Include a thorough explanation of the science that explains how nuclear energy is created and used to generate power.

a. The teacher will lead the class through a whole group lesson on the three types of nuclear reactions, divide the class into three groups and assign each group one of the types of nuclear reactions and provide time for students to research. b. The teacher will provide computer and library time for the students to research (this can be done in small groups or individually)

a. The students will describe how changes in the nucleus of an atom results in radiation with a scoring guide from the lesson for the students diagrams, models and presentation. b. The students will describe how changes in the nucleus of an atom results in radiation with a scoring guide from the lesson for the students diagrams, models and presentation.

75%


http://school.discoveryeducation.com/lessonplans/programs/savagesun/



134



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

F. Energy can be transferred within a system as the total amount of energy remains constant (i.e., Law of Conservation of Energy) a. 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) b. Compare the efficiency of systems (recognizing that, as work is done, the amount of usable energy decreases) c. 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.

Sci 1

1.3

1.2.B.a

1.2.B.b

1.2.B.c

An 2

>a-c The students will describe the transfer of energy from kinetic to potential, compare efficiency and that the total amount of energy remains constant when creating a roller coaster The Ultimate Roller Coaster http://school.discoveryeducation.com/lessonplans/programs/rollercoaster/ Also use for CLE:2.1.B

a-c The teacher will divide the class into small groups, provide the materials to make their “roller coaster” , guide the class through discussion questions and describe the assessment activity.

a-c The students will describe the transfer of energy from kinetic to potential, compare efficiency and that the total amount of energy remains constant when describing their trip to school using the correct terminology.

75%

Integrated Skills:

http://school.discoveryeducation.com/lessonplans/programs/rollercoaster/



135

Strand 2: Properties and Principles of Force and Motion

1. The motion of an object is described by its change in position relative to another object or point. Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

A. The motion of an object is described as a change in position, direction, and speed relative to another object (frame of reference) a. Represent and analyze the motion of an object graphically b. Analyze the velocity of two objects in terms of distance and time (i.e., verbally, diagrammatically, graphically, mathematically)

Sci 2

1.3

1.8

2.1.A.a

2.1.A.b

An 2

>a-b. The students will represent and analyze the motion of an object graphically and analyze the velocity of two objects in terms of distance and time. Attachment S

a-b The teacher will gather the material needed for the hands-on lab, review graphing, and lead the students through the lesson.

a-b. The students will represent and analyze the motion of an object graphically and analyze the velocity of two objects in terms of distance and time with a performance assessment including a distance vs. time graph

75%

Integrated Skills:

136



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

B. An object that is accelerating is speeding up, slowing down, or changing direction a. Measure and analyze an object’s motion in terms of speed, velocity, and acceleration (i.e., verbally, diagrammatically, graphically)

Sci 2

1.3

2.1.B.a

An 2

>The students will measure and analyze an objects motion in terms of Speed=Distance/Time when investigating with a roller coaster See: CLE: 1.2.F.a > The students will measure and analyze an objects motion in terms of Speed=Distance/Time with a lesson that includes power point, activities and quizzes. http://classroom.springisd.org/webs/danm/s2-2_motion_and_graphing.htm

The teacher will provide the materials needed to complete the activities, divide the class into small groups, and lead the groups through the lessons.

The students will be assessed on their ability to measure and analyze an objects motion in terms of Speed=Distance/Time when investigating with a roller coaster and/or quizzes. Additional Assessment: http://www.scienceassessment.org/Motion%20Force%20and%20Mechanical%20Energy.html

75%

Integrated Skills:




http://www.scienceassessment.org/Motion%20Force%20and%20Mechanical%20Energy.html




137



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

C. Momentum depends on the mass of the object and the velocity with which it is traveling a. Compare the momentum of two objects in terms of mass and velocity (Do Not assess calculations) b. Explain that the total momentum remains constant within a system

Sci 2

1.3

2.1.C.a

2.1.C.b

An 2

>a. The students will compare the momentum of a ping pong ball and a golf ball by rolling them on a flat surface, down a ramp, thrown slow and fast. >b. The students will explain that the total momentum remains the same within a system Attachment T Useful information

The teacher will lead the students through a discussion of momentum, mass and velocity along with the activity.

The students will compare the momentum of two objects and to explain that the total momentum remains the same with classroom manipulatives and/or a textbook test.

75%

Integrated Skills:

138


2. Forces affect motion Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

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 a. Identify and describe the forces acting on an object (i.e., type of force, direction, magnitude in Newtons) using a force diagram (Do Not assess calculations

Sci 2

1.3

2.2.A.a

An 2

>The students will identify and describe the forces acting on an object by creating Free Body Diagrams. Tutorials on Free Body Diagrams http://eta.physics.uoguelph.ca/tutorials/fbd/Q.fbd.html and/or http://www.glenbrook.k12.il.us/gbssci/phys/Class/newtlaws/u2l2c.html

The teacher will provide copies of the pages from the website or access to the internet for the tutorial, activities to practice and review the test to determine which questions will be used to assess.

The students will identify and describe the forces acting on an object by creating Free Body Diagrams and completion of a written test. Attachment U

75%

Integrated Skills:






139



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

B. Every object exerts a gravitational force on every other object a. Describe gravity as an attractive force among all objects b. Compare and describe the gravitational forces between two objects in terms of their masses and the distance between them c. Describe weight in terms of the force of a planet’s or moon’s gravity acting on a given mass d. Recognize all free falling bodies accelerate at the same rate due to gravity regardless of their mass

Sci 2

1.2

2.2.B.a

2.2.B.b

2.2.B.c

2.2.B.d

Com 2

>a-d The students will describe gravity and weight and compare/contrast gravity on two objects and recognize that all free falling bodies accelerate at the same rate with a Science Netlinks lesson. http://www.sciencenetlinks.com/lessons Go Down to Grades 9-12 It’s Gravity

The teacher will read through the lesson plan, provide copies of the student sheets, and lead the whole class through the lesson.

a-d The students will describe gravity and weight and compare/contrast gravity on two objects and recognize that all free falling bodies accelerate at the same rate with a worksheet from the lesson.

75%

Integrated Skills:



140



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

D. Newton’s Laws of Motion explain the interaction of mass and forces, and are used to predict changes in motion a. Recognize that 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) b. Determine the effect (i.e., direction and magnitude) of the sum of the forces acting on an object (i.e., net force) c. Using information about net force and mass determine the effect on acceleration (Newton’s Second Law of Motion) d. Identify forces acting on a falling object (i.e., weight, air resistance) and how those forces affect the rate of acceleration e. 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 directions (Newton’s Third Law of Motion)

Sci 2

1.2

1.3

2.2.D.a

2.2.D.b

2.2D.c

2.2.D.d

2.2.D.e

Com/ An

3

>a-e The students will recognize all aspects of Newton’s Laws of motion with 3 different explorations. Attachment V

The teacher will read through the lesson, make or provide a “hovercraft”, provide copies of the student worksheet.

a-e The students will recognize all aspects of Newton’s Laws of motion with written answers to questions from the lessons. Attachment W

75%

Integrated Skills:

141



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

E. Perpendicular forces act independently of each other a. Predict the path of an object when the net force changes

Sci 2

1.3

2.2.E.a

Syn 2

>The students will predict the path of an object when the net force changes with one of the activities in Strand 2. And/Or Classroom Tutorial http://www.glenbrook.k12.il.us/gbssci/phys/Class/newtlaws/u2l2d.html

The teacher will add this objective into one of the objectives assessed in this Strand and review the tutorial for students to access.

The students will predict the path of an object when the net force changes with lab activities and classroom discussion.

80%

Integrated Skills:

http://www.glenbrook.k12.il.us/gbssci/phys/Class/newtlaws/u2l2d.html



142



Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

F. Work transfers energy into and out of a mechanical system a. Describe the relationships among work, applied net force, and the distance an object moves b. Explain how the efficiency of a mechanical system can be expressed as a ratio of work output to work input c. Describe power in terms of work and time d. Describe and analyze the relationships among force, distance, work, efficiency, and power

Sci 2

1.2

1.3

2.2.F.a

2.2.F.b

2.2.F.c

2.2.F.d

An 2

>a-d. Students will describe work, net force and distance an object moves, explain efficiency, describe power in terms of work and time and the relationships of all of the previous when designing a experiment to calculate the mechanical advantage and efficiency for at least one type of machine. Simple Machines http://www.ncsu.edu/scivis/lessons/machines/machines.html

The teacher will provide the materials and directions for the activity along with a digital camera and video camera.

a-d. Students will describe work, net force and distance an object moves, explain efficiency, describe power in terms of work and time and the relationships of all of the previous with a rubric for the presentation form the lesson.

75%

Integrated Skills: Research Skills, Technology Skills



143

Strand 6: Composition and Structure of the Universe and the Motion of the Objects Within It

1. The universe has observable properties and structure Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

B. The Earth has a composition and location suitable to sustain life a. 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

Sci 6

1.1

1.5

6.1.B.a

Com

2

>The students will explain how Earth’s properties provide an environment for supporting life with a lesson created by the Challenger Center that includes readings, worksheets, 2 activities and assessments. What is Necessary for Life? http://www.challenger.org/tmitn_activities/101.pdf

The teacher will provide copies of the reading information, worksheets and provide materials for the activities.

The students will explain how Earth’s properties provide an environment for supporting life with a scoring guide for the labs and worksheets.

80%

Integrated Skills: Research



144


1. The universe has observable properties and structure Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

C. Most of the information we know about the universe comes from the electromagnetic spectrum a. 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)

Sci 6

1.4

6.1.C.a

Com

2

>The students will identify information that the electromagnetic spectrum can tell about stars and the universe when following an on-line lesson from NASA. Spectra and What Scientists Can Learn From Them http://imagine.gsfc.nasa.gov/docs/science/how_l1/spectra.html Electromagnetic Spectrum Chart Attachment X

The teacher will read through the material, provide copies or time for students to access the information on-line.

The students will identify information that the electromagnetic spectrum can tell about stars and the universe with class discussions.

75%


http://imagine.gsfc.nasa.gov/docs/science/how_l1/spectra.html



145


2. Regular and predictable motions of objects in the universe can be described and explained as the result of gravitational forces. Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

C. 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 a. Predict the moon rise/set times, phases of the moon, and/or eclipses when given the relative positions of the moon, planet, and Sun b. Explain how the gravitational forces, due to the relative positions of a planet, moon, and Sun, determine the height and frequency of the tides

Sci 6

1.1

6.2.C.a

6.2.C.b

Com/Ap

2

>a. The students will predict the moon phases when given the position of the moon, earth and sun. http://www.astrosociety.org/education/publications/tnl/12/12.html Moon phases http://tycho.usno.navy.mil/vphase.html >b. The students will explain how the moon affects the tides with an internet activity. Moon and Tides - Introduction http://can-do.com/uci/lessons99/moon-t.html

a. The teacher will provide time for students to explore phone phases on the internet. b. The teacher will provide access to the internet for the students to do investigations and provide copies of the student worksheet form the lesson

a. The students will predict the moon phases when given the position of the moon, earth and sun with a quiz. Quizzes over moon phases http://www.moon-phases.com/ b. The students will explain how the moon affects the tides with a worksheet.

75%

Integrated Skills:

http://www.astrosociety.org/education/publications/tnl/12/12.html



http://tycho.usno.navy.mil/vphase.html

http://tycho.usno.navy.mil/vphase.html

http://can-do.com/uci/lessons99/moon-t.html



http://www.moon-phases.com/

http://www.moon-phases.com/

146


2. Regular and predictable motions of objects in the universe can be described and explained as the result of gravitational forces. Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

D. Gravity is a force of attraction between objects in the solar system that governs their motion a. Explain orbital motions of moons around planets, and planets around the Sun, as the result of gravitational forces between those objects

Sci 6

1.4

6.2.D.a

Com

2

>The students will explain orbital motions of moons and planets when completing information cards on each planet. http://www.windows.ucar.edu/tour/link=/teacher_resources/charting_the_planets.html&edu=high

The teacher will provide copies of the Planetary Cards set and access to the computer or library.

The students will explain orbital motions of moons and planets with the Planetary Card set from the lesson.

80%

Integrated Skills:

http://www.windows.ucar.edu/tour/link=/teacher_resources/charting_the_planets.html&edu=high




147

Strand 7: Scientific Inquiry

1. Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation,

reasoning, and critical thinking. Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

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 a. Formulate testable questions and hypotheses b. Analyzing 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 c. Design and conduct a valid experiment

Sci 7

1.3

1.8

7.1.A.a

7.1.A.b

7.1.A.c

An

3

>a-g The students will make qualitative and quantitative observations, use measurement and determine appropriate tools to collect, analyze and interpret data during a selected science project. A project from one of the previous objectives could be adapted or used for this objective or one of the activities from the following website: http://gotoscience.com/lesson_Plans.html

a-g The teacher will provide the tools and instruction on correct and safe use of the tools for a selected project

a-g The students will make qualitative and quantitative observations, use measurement and determine appropriate tools to collect, analyze and interpret data with observation, worksheets and scoring guides form the science project selected.

80%


http://gotoscience.com/lesson_Plans.html


148




Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

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 d. Recognize 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) e. Acknowledge 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

Sci 7

1.3

1.8

7.1.A.d

7.1.A.e

Com

2




80%




149




Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

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 f. Acknowledge 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 g. Evaluate the design of an experiment and make suggestions for reasonable improvements

Sci 7

1.3

1.8

7.1.A.f

7.1.A.g

Com/ Eval

2




80%




150




Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

B. Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations a. 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) b. 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 c. Determine the appropriate tools and techniques to collect, analyze, and interpret data

Sci 7

1.8

2.7

3.2

7.1.B.a

7.1.B.b

7.1.B.c

Eval/ Ap

2

>a-f The students will make qualitative and quantitative observations, use measurement and determine appropriate tools to collect, analyze and interpret data during a selected science project. A project from one of the previous objectives could be adapted or used for this objective or one of the activities from the following website: http://gotoscience.com/lesson_Plans.html

a-f The teacher will provide the tools and instruction on correct and safe use of the tools for a selected project

a-f The students will make qualitative and quantitative observations, use measurement and determine appropriate tools to collect, analyze and interpret data with observation, worksheets and scoring guides form the science project selected.

80%




151




Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

B. Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations d. Judge whether measurements and computation of quantities are reasonable e. Calculate the range, average/mean, percent, and ratios for sets of data f. Recognize 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)

Sci 7

1.8

2.7

3.2

7.1.B.d

7.1.B.e

7.1.B.f

Eval/ Com

2

>a-f The students will make qualitative and quantitative observations, use measurement and determine appropriate tools to collect, analyze and interpret data during a selected science project. A project from one of the previous objectives could be adapted or used for this objective or one of the activities from the following website: http://gotoscience.com/lesson_Plans.html

a-f The teacher will provide the tools and instruction on correct and safe use of the tools for a selected project

a-f The students make qualitative and quantitative observations, use measurement and determine appropriate tools to collect, analyze and interpret data with observation, worksheets and scoring guides form the science project selected.

80%




152




Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

C. Scientific inquiry includes evaluation of explanations (laws/principles, theories/models) in light of evidence (data) and scientific principles (understandings) a. Use quantitative and qualitative data as support for reasonable explanations (conclusions) b. 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)

Sci 7

1.6

3.4

4.1

7.1.C.a

7.1.C.b

Eva/ An

3

>a-b The students will make qualitative and quantitative observations, use measurement and determine appropriate tools to collect, analyze and interpret data during a selected science project. A project from one of the previous objectives could be adapted or used for this objective or one of the activities from the following website: http://gotoscience.com/lesson_Plans.html

a.b The teacher will provide the tools and instruction on correct and safe use of the tools for a selected project

a-b The students will make qualitative and quantitative observations, use measurement and determine appropriate tools to collect, analyze and interpret data with observation, worksheets and scoring guides form the science project selected.

80%




153




Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

C. Scientific inquiry includes evaluation of explanations (laws/principles, theories/models) in light of evidence (data) and scientific principles (understandings) c. Identify the possible effects of errors in observations, measurements, and calculations, on the validity and reliability of data and resultant explanations (conclusions) d. Analyze whether evidence (data) and scientific principles support proposed explanations (laws/principles, theories/models)

Sci 7

1.6

3.4

4.1

7.1.C.c

7.1.C.d

Eva/ An

3

>c-d The students will identify possible errors and their effects and analyze data support for proposed explanation. A project from one of the previous objectives could be adapted or used for this objective or the following project could be selected http://www.evergreen.ca/en/lg/lessons/eco_investigation.html

The teacher will:

1. Model the steps of a scientific inquiry investigation

2. Distinguish between a controlled experiment and a correlation study.

3. Organize students into research teams of two to four members.

4. Provide time for the teams to brainstorm topics to investigate and share ideas with the class.

5. Engage teams in the investigation and report write-up.

c-d The students will identify possible errors and their effects and analyze data support for proposed explanation with a scoring guide. http://www.evergreen.ca/en/lg/lessons/eco_investigation.html

80%


http://www.evergreen.ca/en/lg/lessons/eco_investigation.html






154




Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

D. The nature of science relies upon communication of results and justification of explanations a. Communicate the procedures and results of investigations and explanations through:

Oral presentations

Drawings & maps

Data tables

Graphs (bar, single, and multiple line)

Equations & writings

b. Communicate and defend a scientific argument c. 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 regarding future scientific work)

Sci 7

2.1

3.4

7.1.D.a

7.1.D.b

7.1.D.c

Eva/ An

3

>a.c The students will identify possible errors and their effects and analyze data support for proposed explanation. A project from one of the previous objectives could be adapted or used for this objective or the following project could be selected http://www.evergreen.ca/en/lg/lessons/eco_investigation.html Also CLE: 8.3.D.a-b

The teacher will:

1. Model the steps of a scientific inquiry investigation

2. Distinguish between a controlled experiment and a correlation study.

3. Organize students into research teams of two to four members.

4. Provide time for the teams to brainstorm topics to investigate and share ideas with the class.

5. Engage teams in the investigation and report write-up.

6. Allow students to present findings in class

a-c The students will identify possible errors and their effects and analyze data support for proposed explanation and presentation with a scoring guide. http://www.evergreen.ca/en/lg/lessons/eco_investigation.html

80%

Integrated Skills:







155

Strand 8: Impact of Science, Technology and Human Activity

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

human needs. Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

B. Advances in technology often result in improved data collection and an increase in scientific information a. Recognize 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)

Sci 8

2.7

4.7

8.1.B

Com

2

>The students will recognize the relationship between technology and science when completing a lesson involving crops. Library of Crop Technology Lesson Modules http://croptechnology.unl.edu/listLessons.cgi

The teacher will review the lessons and either choose one for the whole class to complete or allow students in small groups to choose a lesson to investigate.

The students will recognize the relationship between technology and science with a presentation on the classroom lesson.

80%


http://croptechnology.unl.edu/listLessons.cgi

http://croptechnology.unl.edu/listLessons.cgi

156


2. 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. Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

A. People of different gender and ethnicity have contributed to scientific discoveries and the invention of technological innovations a. Recognize 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 b. Recognize 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

Sci 8

2.3

4.6

2.1

8.2.A.a

8.2.A.b

Com

1

>a-b The students will recognize contributions to science by a diverse of scientists with a New York Times lesson on an article about Dr. Lene Hau, a Danish woman scientist. Ladies Taking Over the Labs http://www.nytimes.com/learning/teachers/lessons/archive.html Additional Resource: Women in Science http://www.women-scientists-in-history.com/

The teacher will provide students with copies of the article, initiate discussion, and provide time for students to research.

The students will recognize contributions to science by a diverse of scientists with class discussion and research paper on a scientist and visually present findings to the class through diagrams and illustrations Attachment Y

80%

Integrated Skills: Equity

http://www.nytimes.com/learning/teachers/lessons/archive.html



http://www.women-scientists-in-history.com/

http://www.women-scientists-in-history.com/

157


2. 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. Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

B. 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 a. Identify and describe how explanations (laws/principles, theories/models) of scientific phenomena have changed over time as a result of new evidence (e.g., model of the solar system, basic structure of matter, structure of an atom, Big Bang and nebular theory of the Universe) b. 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)

Sci 8

1.6

3.4

8.2.B.a

8.2.B.b

Com

2

>a-b The students will identify, describe and analyze explanations and theories of the Big Bang Theory versus Creationism when comparing and contrasting the theories in a research paper.

a-b The teacher will provide time for students to research on the internet and/or library.

The students will identify, describe and analyze explanations and theories of the Big Bang Theory versus Creationism with a scoring guide for a research paper. Attachment Y

80%

Integrated Skills: Research, Technology Skills

158

Strand 8: Impact of Science, Technology and Human Activity 3. Science and technology affect, and are affected by, society

Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

B. Social, political, economic, ethical and environmental factors strongly influence, and are influenced by, the direction of progress of science and technology a. Identify and describe major scientific and technological challenges to society and their ramifications for public policy (e.g., global warming, limitations to fossil fuels, genetic engineering of plants, space and/or medical research) b. Analyze and evaluate the drawbacks (e.g., design constraints, unintended consequences, risks) 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)

Sci 8

1.6

3.4

4.3

8.3.B.a

8.3.B.b

An

3

>a-b The students will identify, describe and evaluate a variety of emissions that contribute to global warming in a New York Times lesson that includes a mock international global warming summit. Clearing the Air http://www.nytimes.com/learning/teachers/lessons/archive.html

The teacher will provide copies of the article, lead discussion groups, and divide the class into groups to research on type of emission.

The students will identify, describe and evaluate a variety of emissions that contribute to global warming with their participation in the discussion summit.

80%

Integrated Skills:




159

Strand 8: Impact of Science, Technology and Human Activity 3. Science and technology affect, and are affected by, society

Measurable Learner

Objective


Assessed

Show-Me

Goals

CLE

Code

BT/

DOK


Instructional

Strategies

Assessments

Mastery

Min. %

D. Scientific information is presented through a number of credible sources, but is at times influenced in such a way to become non-credible a. 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) b. Explain why accurate recordkeeping, openness, and replication are essential for maintaining an investigator’s credibility with other scientists and society

Sci 8

1.7

4.1

8.3.D.a

8.3.D.b

Eval/ Com

3

>a-b The students will evaluate a source and explain why accuracy is important when reading an article about cloning. A Valid Conclusion? http://www.nytimes.com/learning/teachers/lessons/archive.html

The teacher will provide a copy of the article, divide the students into groups to replicate an experiment 10 times and then write an article about their findings.

The students will evaluate a source and explain why accuracy is important with the completion of the experiments and article.

80%





Documents

Course Description Physical Science - laquey.k12.mo.uslaquey.k12.mo.us/Curriculum/Science/Physical Science Frisco League.pdf · Course Description: Physical Science allows students