sc20_cm_5-31-2012.doc.docx - Mesa Public Schools · Web viewExplain the basic principles of heredity. S4 C2 PO 1 Explain the purposes of cell division: growth & repair reproduction

Curriculum Map for SC 20 Revised on: 05/31/2012

SC20 8th ADVANCED

SCIENCE CURRICULUM

MAPThis curriculum map lists objectives organized by quarter. All objectives listed

for each quarter should be taught within the time frame specified.

SC20

1


Revised: May 31, 2012Timeline for 8th Grade Advanced Science Curriculum

Page(s)

1 st QUARTER 4

1. HEREDITY 5-7

a. Inquiry : scientific question & hypothesis; nature of science; safety 6-7

b. Historical : Gregor Mendel 7

c. Personal /Social Perspectives : genetic engineering; radiation treatments 7

2. ADAPTATIONS (may extend into 2nd quarter) 8-11

a. Inquiry : experimental design; nature of science; safety reinforced 10

b. Historical : Charles Darwin 11

c. Personal /Social Perspectives : human impact on habitat 11

2 nd QUARTER 12

3. FORCE AND MOTION 13-14

(Strand 1objectives must be completed by the end of 2nd quarter; other strands may

extend into 3rd quarter) Added content

a. Inquiry : results/data and conclusions; nature of science; safety reinforced 15-17

b. Historical : Isaac Newton 17

c. Personal /Social Perspectives : airbags 17

3 rd QUARTER 18

4. PROPERTIES OF MATTER 19-25

a. Inquiry : reinforce entire process; safety reinforced 19-25

2


b. Historical : Dmitri Mendeleev 25

c. Personal /Social Perspectives : chemical waste disposal; greenhouse gases 26

4 th QUARTER 27

5. COMPREHENSIVE REVIEW (Complete before the Science AIMS test.)

1st

QUARTERHeredity must be taught during 1st quarter. Adaptation objectives may extend into 2nd quarter. It is expected that the listed inquiry, historical, and personal/social perspective objectives will be integrated within units.

3


Page(s)

1. HEREDITY 3

a. Inquiry : scientific question & hypothesis; nature of science; safety 4-5

b. Historical : Gregor Mendel 6

c. Personal /Social Perspectives : genetic engineering; radiation treatments 6

2. ADAPTATIONS (may extend into 2nd quarter) 7-10

a. Inquiry : experimental design; nature of science; safety reinforced 8-9

b. Historical : Charles Darwin 10

c. Personal /Social Perspectives : human impact on habitat 10

Italics = a performance objective introduced at an earlier grade level

Bolded = knowledge or skill connected to a major concept

Knowledge PO’s without terms = no new vocabulary to be taught

Underlined = 9th grade Standards

1st QuarterHEREDITY

8th GRADE SCIENCE SC20

CLUSTERED Pos UNWRAPPED Pos

Priority PO Linking POs Knowledge Skills

S4 C2 PO 2Explain the basic principles of heredity.

S4 C2 PO 1 Explain the purposes of cell division:

S4 C2 PO 1 *cell*nucleus

S4 C2 PO 1 1. Identify the (*) terms in a model of a cell.

4


● growth & repair● reproduction

S4 C2 PO 3Distinguish between thenature of dominant and recessive traits.

*chromosome*gene*DNAgrowthreproductionrepair

S4 C2 PO 3heredity/inheritance*trait*dominant *recessivegene*allele*cross*probabilityPunnett square*heterozygous*homozygous*genotype*phenotype*co-dominant

2. Describe the relationships among the (*) terms.1. Explain the purposes (not

processes) of cell division.

S4 C2 PO 31. Define each term.2. Use letters to represent dominant and recessive alleles. 3. Construct and interpret the results of a Punnett square for the inheritance of:

● eye color (dark/light)● widow’s peak● blood type (co-dominant)

4. Predict the appearance of traits given parental genotypes.

5. Apply each of the (*) terms when using a Punnett square.

5


1st QuarterHEREDITY

- Inquiry8th GRADE SCIENCE SC20

CLUSTERED Pos UNWRAPPED Pos


S 1 C 2 PO 2 Design a controlled investigation to support or reject a hypothesis.

S 1 C 1 PO 1 Formulate questions based on observations that lead to the development of a hypothesis.

S 1 C 1 PO 3 Generate a hypothesis that can be tested.

S1 C 1 PO 2

Use appropriate research information, not limited to a single source, to use in the development of a testable hypothesis.

S 1 C 2 PO 1Demonstrate safe behavior and appropriate procedures in all science inquiry.

S 1 C 3 PO 7 Critique scientific reports from periodicals, television, or other media.

S 2 C 2 PO 4 Explain why scientific claims may be question-able if based on very small samples of data, biased samples, or samples for which

S 1 C 1 PO 1 scientific methods inquiry processobservationinferencequestion (scientific)

S 1 C 1 PO 3 hypothesis*testable*variablecauseeffect

S 1 C 1 PO 2 bias

S 1 C 2 PO 1

S 1 C 3 PO 7

S 2 C 2 PO 4

S 1 C 1 PO 1 1. Define scientific methods.2. Distinguish between observations and inferences.3. Write testable scientific questions based on observations.

S 1 C 1 PO 3 1. Define (*) terms.2. Write testable hypotheses based on scientific questions.3. Given possible hypotheses, identify non-testable examples.

S 1 C 1 PO 21. Distinguish between appropriate

and inappropriate sources of research information.

S 1 C 2 PO 11. Demonstrate safe behaviors during investigations (ongoing).2. Conduct investigations using proper procedures (ongoing).

S 1 C 3 PO 7 1. Evaluate media sources and

identify positive/negative evidence to justify the use/ non-use of a source.

S 2 C 2 PO 4 1. Explain why scientific claims

may be questionable based on:● sample size● bias

6


there was no control.

S 2 C 2 PO 1Apply scientific processes to other problem solving or decision making situations.

S 2 C 2 PO 1compareclassifypredictinferidentify variables

organizing data

● lack of control

S 2 C 2 PO 11. Apply these scientific processes to

everyday situations.

1st QuarterHEREDITY

- Historical- Personal/Social Perspectives

8th GRADE SCIENCE SC20CLUSTERED POs UNWRAPPED

Pos


S 2 C 2 PO 2Describe how scientific knowledge is subject to change (when new info and/or technology challenges theories)

S 2 C 1 PO 1Identify how diverse people and/or cultures, past and present, have made important contributions to scientific innovations.

S 2 C 1 PO 2Evaluate the effects of Mendelian Genetics on society.

S 2 C 1 PO 3Evaluate the impact of a major scientific development occurring within the past decade.

S 3 C 2 PO 4Compare risks and benefits of technological advances

S 2 C 1 PO 1

S 2 C 1 PO 2

S 2 C 1 PO 3

S 3 C 2 PO 4

S 2 C 1 PO 11. Describe Mendel’s important

contributions to scientific progress.

S 2 C 1 PO 21. Evaluate the impact of Mendelian

Genetics on society. (e.g. selective breeding, plant hybridization)

S 2 C 1 PO 31. Evaluate the impact of a major

scientific development in genetics occurring within the past decade. (e.g. pet cloning; DNA profiling)

S 3 C 2 PO 4 1. Compare the risks and benefits

7


S 2 C 1 PO 4Evaluate career opportunities related to life and physical sciences.

radiationgenetic engineering

S 2 C 1 PO 4 biology genetics

of technological advancements including:● radiation treatments ● genetic engineering (e.g.

selective breeding)

S 2 C 1 PO 41. Evaluate career opportunities

related to life sciences.

8


1st QuarterADAPTATIONS

(page 1 of 2)

8th GRADE SCIENCE SC20CLUSTERED POs UNWRAPPED Pos


S 4 C 4 PO 6 (structural)Describe factors that allow for the survival of living organisms.

S 4 C 4 PO 1 (behavioral)Explain how an organism’s behavior allows it to survive in an environment.

S 4 C 4 PO 3 (structural)Determine characteristics of organisms that could change over several generations.

S 4 C 4 PO 5 (behavioral)Analyze behavioral cycles of organisms.

S 4 C 4 PO 4 (behavioral)Compare the symbiotic and competitive relationships in organisms within an ecosystem.

S 4 C 4 PO 6adaptation (structural)pollinationseed dispersalprotective coloration

S 4 C 4 PO 3natural selectionenvironmentecosystemhabitat

S 4 C 4 PO 5adaptation (behavioral)behavioral cyclesmigration hibernationestivationdormancy (plants)

S 4 C 4 PO 4competitionpredationsymbiosismutualismcommensalism

parasitism

S 4 C 4 PO 61. Describe plant adaptations that help with pollination and seed dispersal. 2. Describe animal

adaptations involving beak design and protective coloration.

S 4 C 4 PO 31. Predict if a specific trait will

be passed on to a future generation, given a set of environmental conditions.

Use the following traits:● beak design● protective coloration

S 4 C 4 PO 51. Explain how each of the terms contributes to the survival of organisms.

S 4 C 4 PO 41. Describe behaviors that affect survival of an organism. (e.g. pack hunting vs. loners, herding, animal dwellings)2. Define and classify types of interactions between species as competitive, predatory or symbiotic.

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3. Classify the type of symbiotic relationships for pairs of organisms.

10



(page 2 of 2)

8th GRADE SCIENCE SC20CLUSTERED POs UNWRAPPED Pos


S 4 C 4 PO 1 (behavioral) & S 4 C 4 PO 6 (structural)

S 4 C 4 PO 2 (behavioral & structural)

Describe how an organism can maintain a stable internal environment while living in a constantly changing external environment.

S 4 C 4 PO 2 endothermectothermdiurnalnocturnal

S 4 C 4 PO 2 1. Describe how an

organism’s (including humans) structural and behavioral adaptations are used to maintain body temperature. (e.g. ways to get warm/stay cool, color/thickness of fur, type of dwelling, panting, molting, etc.)

2. Compare diurnal and nocturnal behaviors in organisms.

11



- Inquiry


POs


S 1 C 2 PO 2 Design a controlled investigation to support or reject a hypothesis.

S 1 C 1 PO 3 Generate a hypothesis that can be tested.

S 1 C 4 PO 4 Write clear, step-by-step instructions (procedures) for conducting investigations or operating equipment (without personal pronouns)

S 1 C 3 PO 5 Explain how evidence supports the validity and reliability of a conclusion.

S 1 C 2 PO 2 controlled experimentcontrolled variable (constant)control groupexperimental group

S 1 C 1 PO 3 independent variabledependent variable

S 1 C 4 PO 4

S 1 C 3 PO 5 validity

S 1 C 2 PO 2 1. Identify variables that need to be controlled during investigations.2. Identify control and experimental groups for investigations.3. Design a controlled experiment to test a hypothesis.4. Distinguish between controlled and uncontrolled investigations.

S 1 C 1 PO 3 1. Identify independent variables to be tested.2.Identify dependent variables to be measured.

S 1 C 4 PO 4 1. Write clear, step-by-step instructions for conducting investigations or operating equipment (without personal pronouns).

S 1 C 3 PO 5 1. Evaluate the validity of an experimental design based on the following evidence:●testing a single variable●controlling extraneous variables●experimental design tests the

hypothesis

12



- Historical


Pos





S 2 C 1 PO 1theory (Darwin)

S 2 C 1 PO 4 biology ecology

S 2 C 1 PO 11. Describe Darwin’s important

contributions to scientific progress (specifically natural selection).


related to life sciences.


- Personal/Social Perspectives


Pos


S 3 C 1 PO 2Analyze possible solutions to

S 3 C 2 PO 3Design and construct a

S 3 C 2 PO 3 S 3 C 2 PO 3Design and construct a solution to a

13


address the environmental risks associated with chemicals and biological systems.

solution to an identified need or problem using simple classroom materials.

local need or problem using simple classroom materials. (e.g. human impact on habitat, water pollution)

14


2nd

QUARTERBy the end of 2nd quarter, all Strand 1 objectives and Adaptations objectives should have been taught. Strand 2, 3, and 5 objectives may extend into 3rd quarter. It is expected that the listed inquiry, historical and personal/social perspective objectives will be integrated within units.

Page(s)

3. FORCE AND MOTION (Strand 1objectives must be completed

by the end of 2nd quarter; other strands may extend into 3rd quarter) 11-16

a. Inquiry : results/data and conclusions; nature of science; safety reinforced 12-16

b. Historical : Isaac Newton 12-16

c. Personal /Social Perspectives : airbags 16





15


2nd QuarterFORCE AND MOTION


CLUSTERED PO’s UNWRAPPED PO CLUSTER

Priority PO Linking PO’s Knowledge(Content to learn?)

Skills(Ability to do what?)

S 5 C 2 PO 2 (1st Law of Motion)

Identify the conditions (variables) under which an object will continue in its state of motion.

C2 PO3Explain how Newton’s 1 st Law applies to objects at rest or moving at constant velocity.

S5 C2 PO2 Analyze relationships among position, rate, and time.

S 5 C 2 PO 1Demonstrate velocity as the rate of change of position over time.

C2 PO 1Determine the rate of change of a quantity.

S 5 C 2 PO 2 inertia force net force Newton (unit of meas.) motion reference point position mass

S 5 C 2 PO 1 rate speed (distance/time) total distance traveled displacement (change in position)

velocity = displacement time average velocity acceleration negative acceleration

C2 PO 1SlopeIndependent variableDependant variable

S 5 C 2 PO 2 1. Define each term.2. Identify variables that

affect inertia. (C2 PO3)3. Explain why given situations demonstrate Newton’s 1st Law.

4. Predict the outcome of situations involving Newton’s 1st Law

S 5 C 2 PO 11. Define each term.2. Differentiate between distance & displacement.3. Differentiate among examples of speed, velocity & acceleration.4. Calculate the average velocity of an object, given the formula (v=d/t)

C2 PO 11. Solve for a rate problem

using correct units.2. Determine the rate of an

object in motion.3. Calculate the speed of an

object.4. Calculate the velocity of an

object.5. Analyze the difference

between speed and velocity.

16


6. Calculate the change in rate (acceleration) of an object.

7. Graph the slope of position over time for velocity.

8. Graph the slope of change of distance over change of time for acceleration






S 5 C 2 PO 3(2nd Law of Motion)Describe how the acceleration of a body is dependent on its mass and the net applied force

S 5 C 2 PO 4(3rd Law of Motion)

Describe forces as interactions between bodies.

C2 PO4Using Newton’s 2 nd Law of Motion, analyze the relationships among the net force acting on a body, the mass of the body, and the resulting acceleration.

S 5 C 2 PO 5Create a graph devised from measurements of moving objects and their interactions.

S 5 C 2 PO 3 force = mass x acceleration

C2 PO4MassAccelerationForce

S 5 C 2 PO 5 constant velocity constant acceleration

S 5 C 2 PO 4action force

S 5 C 2 PO 3 1. Predict what will happen to the other two variables when one variable increases or decreases. (F=ma)2. Explain how given

situations demonstrate Newton’s 2nd Law.

3. Predict the outcome of situations involving Newton’s 2nd Law.

C2 PO41. Model the 2 nd law using a car

and ramp.2. Analyze and calculate the

force, mass, or acceleration of different moving objects.

3. Acceleration due to gravity.

S 5 C 2 PO 5 Create & interpret the results of position- time graphs & velocity- time graphs.

S 5 C 2 PO 41. Define each term.2. Identify examples of action-reaction force

17


C2 PO5Use Newton’s 3 rd Law to explain forces as interactions between bodies

reaction force

C2 PO5Forces in pairs

pairs.3. Explain why given

situations demonstrate Newton’s 3rd Law.

4. Predict the outcome of situations involving Newton’s 3rd Law

C2 PO5Diagram the action/reaction forces of various examples.


-Inquiry8th GRADE SCIENCE SC20




S 1 C 2 PO 3Conduct a controlled investigation to support or reject a hypothesis.

S 1 C 2 PO 4Perform measurements using appropriate scientific tools.

S 1 C 2 PO 5 Keep a record of observations, notes, sketches, questions, & ideas using tools such as written &/or computer logs.

S 1 C 4 PO 2Choose an appropriate

S 1 C 2 PO 4equipment namesunits of measure

S 1 C 2 PO 5 data table (data chart)

S 1 C 2 PO 41. Identify equipment by name.2. Identify appropriate unit of measure to use.3. Perform accurate measurements using appropriate tools.4. Define the variables (e.g. mass, volume, force, etc.) being measured.

S 1 C 2 PO 5 1. Organize information in a logical manner.2. Organize collected data in properly labeled data tables.

S 1 C 4 PO 21. Choose an appropriate

18


graphic representation for collected data: line graph, double bar graph, stem and leaf plot and histogram.

S 1 C 3 PO 1 Analyze data obtained in a scientific investigation to identify trends.

S 1 C 3 PO 3 Interpret data that show a variety of possible relationships (correlations) between two variables, including: positive, negative & no relationship.

S 1 C 4 PO 2line graphdouble bar graphstem & leaf plothistogram

S 1 C 3 PO 1 trend

S 1 C 3 PO 3 correlationpositive relationshipnegative relationshipno relationship

graph for collected data.2. Create and properly label graphs.

S 1 C 3 PO 1 1. Identify trends from data obtained in investigations.

S 1 C 3 PO 3 1. Identify relationships between variables as positive, negative, or no

relationship.


- Inquiry(page 2 of 3)





S 1 C 2 PO 3Conduct a controlled investigation to support or reject a hypothesis.

S 1 C 3 PO 2 Form a logical argument about a correlation between variables or sequence of events.

S 1 C 4 PO 3Present analyses and conclusions in clear, concise formats.

S 1 C 3 PO 2

S 1 C 4 PO 3resultsanalysisconclusion

S 1 C 3 PO 2 1. Analyze and describe the

cause-effect relationships between variables (or sequence of events) based on data.

S 1 C 4 PO 31. Write analyses matching

collected data.2. Write conclusions that

address the questions.

19


S 1 C 4 PO 1 Communicate the results of an investigation.

S 1 C 4 PO 5 Communicate the results and conclusion of the investigation.

S 1 C 3 PO 4 Formulate a future investigation based on the data collected.

S 1 C 3 PO 8 Formulate new questions based on the results of a previous investigation.

S 1 C 3 PO 5 Explain how evidence supports the validity and reliability of a conclusion.

S 1 C 4 PO 1 & S 1 C 4 PO 5 (combine POs)

S 1 C 3 PO 4

S 1 C 3 PO 8

S 1 C 3 PO 5 reliability

S 1 C 4 PO 1 & S 1 C 4 PO 5 1. Communicate the results of experiments, informally and formally.

S 1 C 3 PO 4 1. Identify possible future

investigations based on data collected.

S 1 C 3 PO 8 1. Formulate new questions based

on the results of a previous investigation.

S 1 C 3 PO 5 1. Explain how the following evidence supports the reliability of a conclusion:

●sample size●number of trials

2. Distinguish between validity and reliability.


-Inquiry (page 3 of 3)

-Historical-Personal/Social Perspectives





S 1 C 2 PO 3Conduct a controlled

S1 C 3 PO 6 Identify the potential

S 1 C 3 PO 6 S 1 C 3 PO 6 1. Identify potential

20


investigation to support or reject a hypothesis.


investigational error that may occur.

S 2 C 2 PO 3 Defend the principle that accurate record keeping, openness, and replication are essential for maintaining an investigator’s credibility with other scientists and society.


S 2 C 1 PO 2Evaluate the effects of Newton’s Laws on society.

S 3 C 2 PO 4Compare risks and benefits of technological advances.


S 2 C 2 PO 3 replicationcredibility

S 2 C 1 PO 1law (Newton)

S 2 C 1 PO 2

S 3 C 2 PO 4

S 2 C 1 PO 4physics

investigational errors such as flawed investigational design, inaccurate measurement, computational errors, or unethical reporting.

S 2 C 2 PO 3 1.Defend the credibility of students’ experimental results in terms of accurate record keeping, openness (sharing of information), and replication (repeatable results)

S 2 C 1 PO 11. Describe Newton’s important

contributions to scientific progress (specifically Newton’s Laws of Motion).

S 2 C 1 PO 21. Evaluate the impact of Newton’s

Laws on society. (e.g. rockets, seat belts, guard rails, etc.)

S 3 C 2 PO 41. Compare the risks and benefits

of technological advancements including: ● airbags


related to physical sciences.

21


3rd

QUARTERThroughout 3rd quarter, all inquiry objectives should be reinforced. It is expected that the listed historical and personal/social perspective objectives will also be integrated within units.

Page(s)

1. PROPERTIES OF MATTER 17-24

d. Inquiry : reinforce entire process; safety reinforced 18-22

e. Historical : Dmitri Mendeleev 23

a. Personal /Social Perspectives : chemical waste disposal; greenhouse gases 24





22


3rd QuarterPROPERTIES OF MATTER

8th GRADE SCIENCE SC20CLUSTERED

PO’sUNWRAPPED PO

CLUSTER

Priority PO Linking PO’s Knowledge (Content to learn?) Skills (Ability to do what?)

S 5 C 1 PO 4Classify matter in terms of elements, mixtures, or compounds.

C 1 PO 3Describe/predict properties of elements and compounds.

S 5 C 1 PO 6Explain the systematic organization of the periodic table. (elements)

C 1 PO 6Describe the features and components of the atom.C 1 PO 8Explain the details of atomic structure (e.g. , electron

S 5 C 1 PO 6C 1 PO 3 matterperiodic tableelementperiodgroup/family

C 1 PO 6 &C 1 PO 8atomnucleusprotonsneutrons isotopeelectrons

S 5 C 1 PO 61. Define each term. 2. Identify the family/group & period of

various elements using a periodic table.

3. Identify patterns in the periodic table for:■ metal/nonmetal/ metalloid■ family/group characteristics■ atomic numbers

C 1 PO 31. Locate specific groups on the

periodic table. (ex: alkali metals, halogens, etc.)

2. Identify physical and chemical properties of specific groups.

3. Identify trends in the periodic table that determine its organization.●atom size (nucleus; # of energy

levels)●grouped by similar characteristics ● increasing atomic number ●metals/metalloids/nonmetals

4. Locate specific elements on the periodic table and describe their characteristics.

C 1 PO 6 &C 1 PO 81. Determine number of protons,

neutrons, and electrons for a given atom.

2. Explain why atoms are neutral in charge.

3. Determine if two atoms are isotopes of the same element.

4. Determine the number of energy levels for a given atom (not to include

23


configuration, energy levels)

C 4 PO 4Distinguish among the types of bonds.

energy levelatomic numberatomic masssymbol

C 4 PO 4ionsvalencecovalentionicbondingmolecule

compound

sublevels).5. State the maximum capacity of

electrons for each of the first three energy levels.

6. Draw and label the parts of a given atom, including number of protons, neutrons and electrons. (ex: Bohr model)

C 4 PO 41. Explain the role of valence electrons

in bonding. 2. Differentiate between ionic and

covalent bonding.

24







S 5 C 1 PO 7Investigate how the transfer of energy can affect the physical and chemical properties of matter. (MPS focus is on physical and chemical properties, not on energy.)

C 1 PO 3Describe/predict properties of elements and compounds.

S 5 C 5 PO 1Describe various ways in which matter and energy interact

S 5 C 1 PO 1Identify different kinds of matter based on specific physical properties.

C 1 PO 1Describe substances based on their physical properties.

S 5 C 3 PO 7Explain how molecular motion is related to temperature and phase changes.

S 5 C 3 PO 6Distinguish between heat and temperature.

S 5 C 1 PO 1matterstates of matterboiling pointmelting pointsolubility solubleinsolubledensity

C 1 PO 1propertyphysical property

S 5 C 3 PO 7 &S 5 C 3 PO 6phase changesublimationfreezingmeltingevaporationcondensingtemperatureheat

kinetic energy

S 5 C 1 PO 11. Define each term.2. Identify the 3 common states of matter.3. Identify the state of matter of various substances.4. Compare the solubilities of various substances.5. Predict the layering of substances based on their specific densities.6. Identify different kinds of matter based on specific physical properties.

C 1 PO 11. Describe common physical

properties of various types of matter. (ex: states of matter, density, etc.)

2. Use physical properties to identify unknown substances

S 5 C 3 PO 7 &S 5 C 3 PO 61. Describe the effect on particle speed and spacing as temperature is changed.2. Distinguish between heat and temperature.

25


S 5 C 5 PO 4Describe the basic assumptions of kinetic molecular theory.

S 1 C 3 PO 5Design models (conceptual or physical) to represent “real world” scenarios.

● phase change ● collisions

S 5 C 5 PO 5Apply kinetic molecular theory to the behavior of matter.

S1 C3 PO5Kinetic molecular theory

S5 C5 PO4Kinetic molecular theory

S 1 C 3 PO 51. Illustrate the particles and their energy levels for solids, liquids, and gasses.2. Diagram how phase change occurs in terms of molecular energy.S5 C5 PO41. Illustrate how atoms move based on the amount of energy in a system.2. Explain how increase in kinetic energy leads to an increase in temperature.3. List phase order and the physical change occurring between them.4. Determine if energy is lost or gained by direction of phase change.






S 5 C 1 PO 4Classify matter in terms of elements, mixtures, or compounds.

S 5 C 1 PO 5Classify mixtures as being homogeneous or heterogeneous. (mixtures)

S 5 C 1 PO 3Identify the types of evidence that a chemical reaction has occurred. (compounds)■ formation of a

precipitate■ generation of gas■ unexpected color

change■ absorption or release

of heat

S 5 C 1 PO 5mixturehomogeneousheterogeneous

S 5 C 1 PO 3 compound chemical reaction precipitate absorption of heat (warmer) release of heat (cooler)

S 5 C 1 PO 4Classify matter in terms of

S 5 C 1 PO 51. Define each term.2. Classify mixtures as heterogeneous or homogeneous.

S 5 C 1 PO 31. Define each term.2. Identify the type of evidence that a chemical reaction has occurred for various reactions.

S 5 C 1 PO 41. Classify substances as elements, compounds or

26


C 1 PO 2Describe substances based

on their chemical properties.

C 4 PO 2Identify the indicators of chemical change, including formation of a precipitate, evolution of a gas, color change, absorption or release of heat energy

elements, mixtures, or compounds.

C 1 PO 2chemical property

C 4 PO 2physical changechemical changechemical reactionendothermicexothermicprecipitate

indicators

mixtures.

C 1 PO 21. Describe common chemical

properties of various types of matter. (ex: reactivity, flammability, etc.)

2. Use chemical properties to identify unknown substances.

C 4 PO 21. Distinguish between a physical

and a chemical change.2. Recognize and identify the four

indicators of a chemical reaction (precipitate, gas, color change, heat)

3. After making observations, determine if a chemical reaction has occurred and defend the decision.

4. Identify examples of chemical reactions in everyday life.






C 5 PO 1Describe various ways in which matter and energy interact

C 3 PO 1Describe the ways in which energy is stored in a system.

C 3 PO 2Describe various ways in which energy is transferred from one system to another

C 3 PO 1energysystemclosed systemchemicalmechanical

C 3 PO 2Mechanical contactThermal conductionElectromagnetic radiation

C 3 PO 1Identify the type of energy stored in a system

C 3 PO 2Identify how energy is transferred from system to system

27


S 5 C 1 PO 7Investigate how the transfer of energy can affect the physical and chemical properties of matter. (MPS focus is on physical and chemical properties, not on energy.)

S 3 C 1 PO 1Evaluate how the processes of natural ecosystems affect, and are affected by, humans.

C 4 PO 10Explain the energy transfers within chemical reactions using the law of conservation of energy.

S 5 C3 PO 3 Recognize that energy is conserved in a closed system.

S 5 C 1 PO 2Identify different kinds of matter based on specific chemical properties

S 5 C 4 PO 12Compare the nature, behavior, concentration, and strengths of acids and bases.

C 4 PO 10Phase changeExothermicEndothermic

S 5 C3 PO 3 Energy of systemEnergy of surroundings

S 5 C 1 PO 2reactivitychemical change/reactionpH scaleacidbase neutraloxidation (corrosion)

S 5 C 4 PO 12titrationneutralizationOH ¯ H + salt

C 4 PO 101. Perform chemical reactions in

which the phase changes but the mass stays the same.

2. Conduct a scientific experiment in which the mass is conserved.

3. Diagram or illustrate ways in which energy is transferred to a non-usable form such as sound, heat, or friction.

S 5 C3 PO 3 ID examples1. Energy leaving a system to

surroundings (exothermic).2. Energy leaving surroundings to

system (endothermic).

S 5 C 1 PO 21. Define each term.2. Compare the reactivity of various substances.3. Identify acids, bases, and neutrals on a pH scale.4. Identify the relative strength/weakness of acids or bases using the pH scale.5. Determine the pH of unknown substances and classify as acids, bases or neutrals.6. Identify examples of oxidation reactions.7. Identify different kinds of matter based on specific chemical properties.

S 5 C 4 PO 121. Compare and contrast characteristics of acids and bases.2. Perform titration and determine the relative concentrations of acids and bases.

C4 PO11. Through analysis of experimental

data discover the law of conservation of matter.

28


S5 C4 PO1Apply the law of conservation of matter to changes in a system.

C4 PO3Represent a chemical reaction by using a balanced equation.

C4 PO11Predict the effect of various factors on the equilibrium state and on the rates of chemical reaction. (MPS Note: At this level, include only how factors affect reaction rate)

C4 PO1Law of conservation of

matter

C4 PO3ReactantProduct Formula● (produces/yields) BalancedCoefficientSubscriptChemical equationC4 PO11TemperatureConcentration

Catalyst

2. Apply the law of conservation of matter to predict the mass of products during a chemical reaction.

C4 PO31. Determine the number of atoms

of each element in a given formula.

2. Predict the total mass of products given the total mass of reactants.

3. Write a balanced equation given the reactants and products.

C4 PO111. Determine how temperature,

catalyst, and/or concentration speed up or slow down a reaction.


- Historical8th GRADE SCIENCE SC20

CLUSTERED POs UNWRAPPED POs




S 2 C 1 PO 3Evaluate the impact of a major scientific development occurring within the past

S 2 C 1 PO 1

S 2 C 1 PO 3

S 2 C 1 PO 11. Describe Dmitri Mendeleev’s

contributions to scientific progress.

S 2 C 1 PO 31. Evaluate the impact of a major

scientific development in chemistry

29


decade.

S 2 C 1 PO 4Evaluate career opportunities related to life and physical sciences. S 2 C 1 PO 4

chemistry

occurring within the past decade. (e.g. greenhouse gases, chemical waste disposal)


related to physical sciences.

3rd QuarterPROPERTIES OF MATTER-Personal/Social Perspectives


POs


S 3 C 1 PO 1Analyze the risk factors associated with natural, human induced, and/or biological hazards

S 3 C 2 PO 4Compare risks and benefits technological advances.

S 3 C 2 PO 4greenhouse gases

S 3 C 2 PO 1 & PO 41. Compare the risks and benefits

of environmental and technological advances including:● waste disposal of industrial

chemicals● greenhouse gases

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S 3 C 1 PO 2Analyze possible solutions to address the environmental risks associated with chemicals and biological systems.

S 3 C 2 PO 1Propose viable methods of responding to an identified need or problem.

S 3 C 2 PO 2Compare solutions to best address an identified need or problem.

S 3 C 2 PO 3Design and construct a solution to an identified need or problem using simple classroom materials.

S 3 C 2 PO 1

S 3 C 2 PO 2

S 3 C 2 PO 3

S 3 C 2 PO 11. Propose reasonable solutions to

these problems:● waste disposal of industrial


S 3 C 2 PO 21. Compare solutions to identify

which solution(s) best address these problems:● waste disposal of industrial


S 3 C 2 PO 3Design and construct a solution to a local need or problem using simple classroom materials.

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4th QUARTER

1. COMPREHENSIVE REVIEW - Complete before the Science AIMS test.

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Documents

sc20_cm_5-31-2012.doc.docx - Mesa Public Schools · Web viewExplain the basic principles of heredity. S4 C2 PO 1 Explain the purposes of cell division: growth & repair reproduction