Science - IPCUnit of Study: TAKS Review, Preparation and Testing

Fourth Grading Period – Week 1- 4 (17days) CURRICULUM OVERVIEWBig Idea Enduring Understanding (Big Idea) Unit Rationale

Students first take a TAKS science exam in 10th Grade. Students must pass the 11th grade (Exit Level) TAKS to graduate from high school. The TEKS assessed on these test are from Biology and IPC. While some of these concepts are also taught through Chemistry and Physics, a thorough review of the testable Biology and IPC TEKS in the weeks prior to the TAKS will help students meet expectations on this state assessment.

Biology TEKS are addressed at 9th grade, while IPC TEKS are addressed in 10th and 11th grade through an IPC course, or a combination of Chemistry and Physics. To provide students with a timely review of TAKS assessed concepts, the 3 weeks prior to the TAKS are used for re-teaching or reviewing Biology and IPC concepts.

What are the critical science concepts that will be assessed on the 10th grade TAKS test?

What depth of understanding is needed to meet the standard of 64% on the TAKS test?

What are the identified campus weaknesses that require extra attention in preparation for the 10th Grade TAKS Exam?

TEKS TEKS Specificity - Intended Outcome

Con

cept

s All Biology TEKS that are common to the old and new state standards

All IPC TEKS that are commons to the old and new state standards

” I CAN” statements highlighted in yellow should be displayed for students.I can

Understand the Biology and IPC concepts assessed by the state and meet the expectations for passing the Exit TAKS Test

Skill

s

Process TAKS Testable TEKS (10th Grade and Exit Level)

Old Biology TEKS - B 1ANew Biology TEKS – B 1A

Old Biology TEKS - B 2A, 2B, 2C, 2DNew Biology TEKS – B 2E, 2F, 2G, 2H

Old Biology TEKS – B 3A, 3C New Biology TEKS – B 3A, 3C

Identify safe procedures during lab investigations (1A) Plan and conduct and investigations (2E) Collect, graph, and interpret data (2G) Make precise measurements (2F) Communicate the results of an investigation (2H) Analyze, review, and critique scientific explanations (3A) Draw inferences based on data related to promotional materials for products and

services (3C)

ELPS Student Expectations ELPS Specificity – Intended OutcomeELPS 1(A) use prior knowledge and experiences to understand meanings in English

ELPS 2(G)  understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar;

ELPS 3(E) share information in cooperative learning interactions;

ELPS 4(D) use prereading supports such as graphic organizers, illustrations, and pre-taught topic-related vocabulary and other prereading activities to enhance comprehension of written text;

ELPS 5(B) write using newly acquired basic vocabulary and content- based grade-level vocabulary

Use prior experiences to expand upon and to learn academic and social vocabulary related to the biology and IPC content and science process skills (1A)

Expresses and shares opinions, ideas, feelings, and information with others individually or in small groups using appropriate vocabulary (3E)

Journal experiences using complete sentences and newly acquired vocabulary (5G)

Use a variety of strategies such as learning Logs to assist in pre-reading activities to gain new vocabulary (1A)

Create and use labeled illustration to enhance learning of key concepts and vocabulary (5G)

SAISD © 2010-11 –Fourth Grading Period Science IPC Page 1 of 23

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

College Readiness Student Expectations College Readiness – Intended OutcomeScience Standards

Various science content strands from the College Readiness Standards Incorporate the college readiness standards in the review of Biology and IPC

content and science process skills

Evidence of Learning

1. Given a TAKS released questions from a testable Biology or IPC TEKS, students can answer the questions with at least 80% accuracy

SAISD © 2010-11 –Fourth Grading Period Science IPC Page 2 of 23

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Science – IPCUnit of Study: Biology TEKS Review

Weeks 1-2 Lesson 1 - (9 days) CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

What are the critical Biology concepts that will be assessed on the 10th Grade and Exit Level TAKS and what depth of understanding is needed?

Students should have learned all the Biology concepts assessed on the 10th Grade and Exit Level TAKS in 9th grade.

Students should have learned all the IPC concepts assessed on the TAKS in IPC or a combination of chemistry and physics.

The Teaching PlanInstructional Model & Teacher Directions

The teacher will… So students can… Review Biology testable TEKS based upon historical areas of weakness and

using hands-on lessons that are focused on the testable conceptsDifferentiation (Additional Support)What do you do for students who need additional support?Use the video clips from the Biology curriculum guides to make real world connections with the TEKS science concepts. The videos are located in the Science Toolkit (a tab at the top of the curriculum guide page).

Differentiation (Mastery)What do you do for students who master the learning quickly?

Have students work with those students still needing assistance

Read and understand a TAKS formatted question on Biology content or process skills and answer the question correctly by applying content knowledge and process skills

Answer TAKS formatted questions for TEKS from Objectives 1, 2, and 3 Discuss the Biology concepts addressed in Objectives 2 and 3 Apply the tools of science and the scientific approach to investigations as

defined in Objective 1

Vocabulary:

Use the vocabulary words from the Biology TEKS including the verbs in the TEKS that describe the level of understanding and assessment.

SAISD Science TAKS Preparation ManualSections for TAKS Objectives 1, 2 & 3Holt Science TAKS Practice Workbook Sections for TAKS Objectives 1, 2 & 3 pp. 18-52, 55-210TAKS Dailies pp. 4-54

Biology TAKS Study Cards

District Developed Accordion file lessonsELPS Student Expectations ELPS Specificity – Intended Outcome

ELPS Language ObjectivesELPS 1a – use prior knowledge and experiences to understand meaning in EnglishELPS 2c – learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions

ELPS Stems

Use prior experiences to expand upon and to learn academic and social vocabulary related to the biology and IPC content and science process skills.

Evidence of LearningDifferentiation FMA’S/Benchmarks

Additional TAKS questions

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Science – ChemistryUnit of Study: IPC TAKS Review

Weeks 2- 3 Lesson 1 - IPC TEKS Review (8 days) CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

What are the critical IPC concepts that will be assessed on the 10th Grade and Exit Level TAKS and what depth of understanding is needed?

Students should have learned all the IPC concepts assessed on the TAKS in IPC or a combination of chemistry and physics.

The Teaching PlanInstructional Model & Teacher Directions

The teacher will… So students can… Review IPC testable TEKS based upon historical areas of weakness and using

hands-on lessons that are focused on the testable concepts Read and understand a TAKS formatted question on IPC content or process

skills and answer the question correctly by applying content knowledge and process skills

Answer TAKS formatted questions for TEKS from Objectives 1, 4, and 5 Discuss the concepts of Chemistry and Physics addressed in Objectives 4 and 5 Apply the tools of science and the scientific approach to investigations as

defined in Objective 1Vocabulary:

Use the vocabulary words from the IPC TEKS including the verbs in the TEKS that describe the level of understanding and assessment.

Resources:Chemistry, Prentice HallSAISD Science TAKS Preparation Manual Sections for TAKS Objectives 1, 4 & 5Holt Science TAKS Practice Workbook Sections for TAKS Objectives 1, 4 & 5 pp. 18-52, 212-312TAKS Dailies pp. 4-26, and 56-104

Chemistry and Physics TAKS Study Cards

District Developed Accordion file lessonsELPS Student Expectations ELPS Specificity – Intended Outcome

ELPS Language ObjectivesELPS 1a – use prior knowledge and experiences to understand meaning in EnglishELPS 2c – learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions

ELPS Stems

Use prior experiences to expand upon and to learn academic and social vocabulary related to the biology and IPC content and science process skills

Evidence of LearningDifferentiation FMA’S/Benchmarks

Differentiation (Additional Support)What do you do for students who need additional support?

Use the video clips from the IPC or chemistry curriculum guides to make real world connections with the TEKS science concepts. The videos are located in the Science Toolkit (a tab at the top of the curriculum guide page).

Differentiation (Mastery)What do you do for students who master the learning quickly?

Have students work with those students still needing assistance

Additional TAKS questions

SAISD © 2010-11 –Fourth Grading Period Science IPC Page 4 of 23

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Science – IPCUnit of Study: TAKS Testing Week

Week 5- TAKS Assessment for 10th and 11th Grade Science - (5 days) CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

Are students prepared for the 10 Grade or Exit Level TAKS? Students should have reviewed all the Biology and IPC concepts assessed on the 10th Grade and/or Exit Level TAKS

The Teaching PlanInstructional Model & Teacher Directions

The teacher will… So students can… Review IPC testable TEKS based upon historical areas of weakness and

using hands-on lessons that are focused on the testable concepts

What do you do for students who need additional support?

Use the video clips from the IPC, Chemistry and Physics curriculum guides to make real world connections with the TEKS science concepts. The videos are located in the Science Toolkit (a tab at the top of the curriculum guide page).

What do you do for students who master the learning quickly? Continue working with 12 graders who have mastered the Exit Level TAKS to complete their research reports on one of the fundamental discoveries in Physics and the scientist who made the discovery.

Read and understand a TAKS formatted question on IPC content or process skills and answer the question correctly by applying content knowledge and process skills

Answer TAKS formatted questions for TEKS from Objectives 1, 4, and 5

Discuss the concepts of Chemistry and Physics addressed in Objectives 4 and 5

Apply the tools of science and the scientific approach to investigations as defined in Objective 1

Vocabulary:

Use the vocabulary words from the IPC TEKS including the verbs in the TEKS that describe the level of understanding and assessment.

Teacher Resources:SAISD Science TAKS Preparation ManualSections for TAKS Objectives 1, 4 & 5

Holt Science TAKS Practice WorkbookSections for TAKS Objectives 1, 4 & 5pp. 18-52, 212-312

TAKS Dailiespp. 4-26, and 56-104

Chemistry and Physics TAKS Study Cards

District developed accordion file lessonsELPS Student Expectations ELPS Specificity – Intended Outcome

ELPS Language ObjectivesELPS 1a – use prior knowledge and experiences to understand meaning in EnglishELPS 2c – learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions

ELPS StemsUse prior experiences to expand upon and to learn academic and social vocabulary related to the biology and IPC content and science process skills

Evidence of LearningDifferentiation Interims/TAKS/Benchmarks

Additional TAKS Released Questions

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Unit of Study: LensesForth Grading Period – Week 6 (5 days) CURRICULUM OVERVIEW

Big Idea Enduring Understanding (Big Idea) Unit RationaleThe path of a light ray is altered as the pass through different medium and it is reflected off smooth surfaces. The area of optics deals with controlling the refraction of light through lenses.

We see objects clearly only when light is focused. The use of lenses has always played an important role in science.

Essential Questions Guiding Questions How have lenses changed our life styles in terms of health, recreation,

and entertainment? What is the difference between real and virtual images? Why do object appear different colors? How do convex and concave lenses work? How is a rainbow formed? Why is the sky blue?

TEKS TEKS Specificity - Intended Outcome

Con

cept

s

(5) Science concepts. The student recognizes multiple forms of energy and knows the impact of energy transfer and energy conservation in everyday life. The student is expected to: (G)  explore the characteristics and behaviors of energy transferred by waves, including acoustic, seismic, light, and waves on water as they superpose on one another, bend around corners, reflect off surfaces, are absorbed by materials, and change direction when entering new materials;

” I CAN” statements highlighted in yellow should be displayed for students.I can

describe how light is dispersed by a prism and how rainbows are formed investigate lens and image formations

Skill

s

(2)Scientific processes. The student uses scientific methods during laboratory and field investigations. The student is expected to: (A)  know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section; (B)  plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology; (C)  collect data and make measurements with precision; (D)  organize, analyze, evaluate, make inferences, and predict trends from data; and (E)  communicate valid conclusions.

plan and perform safe investigations and experiments (1A, 2A) make accurate measurements using a variety of measuring instruments (2B) correctly express and manipulate quantities (2C) communicate a valid conclusion (2D)

ELPS Student Expectations ELPS Specificity – Intended OutcomeScience StandardsELPS 1a – use prior knowledge and experiences to understand meaning in EnglishELPS 2c – learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactionsELPS 3c – share information in cooperative learning interactionsELPS 5b – write using newly acquired basic vocabulary and content-based grade-level vocabulary

Use prior experiences to expand upon and to learn academic and social vocabulary related to the use of light waves to see objects and transmit energy (1A,,2C)

Expresses and shares opinions, ideas, feelings, and information with others individually or in small groups using appropriate vocabulary (3C)

Journal experiences using complete sentences and newly acquired vocabulary (5B) Use a variety of strategies such as learning Logs to assist in pre-reading activities

to gain new vocabulary (1A) Create and use labeled illustration to enhance learning of key concepts and

vocabulary (5B)College Readiness Student Expectations College Readiness Intended Outcome

VIII – J2 Understand the wave/particle duality of light. How is light reflected off of surfaces and refracted as it passes between different materials?

Evidence of Learning1. Students are able to identify the movement of light as it passes through a lens with at least 80% accuracy.

2. Students describe the images formed with flat and curved mirrors with at least 80% accuracy.

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Unit of Study: Lenses Week 6 - Lesson 1 - (5days) CURRICULUM GUIDE

Guiding Questions Essential Pre-requisite Skills What is the difference between real and virtual images? Why do object appear different colors? How do convex and concave lenses work? How is a rainbow formed? Why is the sky blue?

Explore the different wavelengths of light waves (8.8C)

The Teaching and Learning PlanInstructional Model & Teacher Directions

The teacher will… So students can…5 E model of Instruction Engage

Let the students know the next topic will be about how light is affected by mirrors, lenses, and prisms. Ask - While driving a car people talk about their being a blind spot. What is a blind spot? Tell the students that everyone has a blind spot where images do not form on their retina Be sure to explain why this is so [ its where the optic nerve is attached] Have students discover their eye's blind spot (link) Print on card stock for multiple uses. (5G)

Use a prism to demonstrate the spectrum of light. Ask -What are some examples of when a spectrum is formed? Show how different colors of light interact (link) (5G)

perform an activity to find their eyes blind spot (5G)

list the spectrum colors in order for longest to shortest (5G)

Explore Ask- What are some facts you already know about mirrors? Have the students do a

simple mirror activity to demonstrate reflection (link) (5G) Have students use a mirror to observe that the image formed is behind the mirror (link) Use a mirror to demonstrate and verify the angle of reflection (5G) Have students look at and describe the image formed on each side of a spoon (5G) Have students use a spectroscope to view the spectra of gases (use spectrum tubes)

Ask- What part of the atom is involved in color being produced? [electron] (5G) Use the web site “Lenses and Vision” to discuss the different types of lenses that can be

used to refract light waves. What do converging (convex) lenses do as compared to diverging (concave) lenses? Which lens is used to correct nearsightedness? Which is used to correct farsightedness? (5G)

Marzano's Six Steps to Effective Vocabulary Instruction

solve a problem dealing with reflection of light from a set of mirrors (5G)

calculate the distance behind a mirror an image appears to form (5G)

observe and describe images formed by curved surfaces (5G)

observe the spectra for selected gases (5G)

Journal about why does an optometrist need to know if you are nearsighted or farsighted before he can determine what type of glasses or contact lenses you need?

Compare and contrast the refraction of light waves convex and concave lenses.

Explain Discuss real life examples of light refracting as it passes from air to water or water to air.

When does the light bend toward the normal and when does it bend away from the normal? (5G)

Discuss how refraction and reflection work together to create a rainbow or use the web site “How are rainbows made” to show this concept. What are all the processes that go into making a rainbow? (5G)

Demonstrate how a pencil in a glass of water looks broken because of refraction. (5G) Discuss index of refraction for different materials and how that determines the amount of

refraction. What are some materials with a high index of refraction? What does that tell us?

When a spoon is in a glass of water and the spoon looks bent, is this because of refraction? When is the light refracting and how?

Can a coin at the bottom of a swimming pool appear to be in the wrong place? What causes this?

Discuss how total internal reflection would impact the view of the world from the bottom of a swimming pool. Why would fiber optic cables not work without total internal reflection?

SAISD © 2010-11 –Fourth Grading Period Science IPC Page 7 of 23

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

(5G) Discuss total internal reflection when light is reflected back into the same material. Use

the web site “Applications of Total Internal Reflection” to show how a diamond and fiber optic cable use total internal reflection. When does total internal reflection occur and why? How is total internal reflection critical to the operation of fiber optic cables? Why do diamonds sparkle? (5G)

√ check for student understanding

Differentiation: (Additional support)Have students list things that contain lensElaborate

Have the students do the Introduction to lens activity (link) (5G) Have the students create a visual (foldable) to compare and contrast convex and

concave lenses (foldable) Ask- What are some things that contain lens? List them on the board (5G)

Have students do the activity on forming images and finding the focal length of lenses page 423-423 (5G)

Use the web site Total Internal Reflection to discuss how it is used in optical fibers to transmit information. Does everyone see a different rainbow? Why? (5G)

Differentiation: (Mastery) Have students trace the path of a light ray as it passes through a series of lenses of different composition

perform an investigation of lenses (5G)

PAIR CHECK Students quickly pair with another to check their answers

comparer and contrast the different types of lens (5G)

determine the focal length of a lens (5G)

List in the science journals all the ways lenses are used to refract light waves.

Evaluate Have students draw a simple ray diagram showing how a convex and concave lens

refracts light (5G) Define refraction and how it occurs. (5G) Calculate the angle of refraction for different materials and situations. (5G) Describe the type of lenses and how the refract light waves. (5G) Calculate the angle of refraction for different materials. (5G)

Refer back to the essential questions to assess student knowledge of lessons/concepts

create a visual to show how different lens disperse light rays (5G)

Unit Assessment on Light Waves, Reflection, and Refraction

Content Vocabulary: lens concave lens convex lens magnification real image virtual image focal length prism refraction reflection spectrum

Academic Vocabulary: disperse media spectral

Resources:Spectrum, Prentice Hall

Chapter 12 (pp.406-418) Section 12.3 Section 12.4

Refraction of light: http://riker.ps.missouri.edu/rickspage/refract/refraction.htmlRainbows: http://my.unidata.ucar.edu/content/staff/blynds/rnbw.html

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

English Language Proficiency Standards (ELPS) English Language Proficiency Standards (ELPS)ELPS Stems1A Use what you know about the concept of refraction to describe how a light wave bends when it passes from water to air.

2C Identify words and phrases heard in a discussion about total internal reflection.

ELPS StemsUse what you know about the concept of refraction to describe how a light wave bends when it passes from water to air. (1A)

Identify words and phrases heard in a discussion about total internal reflection. (2C)Evidence of Learning

Formative Mini Assessment TAKS College-ReadinessAnticipated Skills for SAT/ACT/College Board

None

TAKSNot tested

Eyeglasses, magnifying glasses, and optical microscopes depend for their operation primarily on the phenomenon of

A reflectionB refractionC interferenceD dispersionE diffraction

Answer B

SAISD © 2010-11 –Fourth Grading Period Science IPC Page 9 of 23

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Science - IPCUnit of Study: Chemical Reactions

Forth Grading Period – Weeks 7- 8 (10 days) CURRICULUM OVERVIEWBig Idea Enduring Understanding (Big Idea) Unit Rationale

Chemical equations verify the Conservation of Mass which states that in any chemical reaction, mass is conserved.

Central to understanding and using chemistry requires that chemical equations be balanced. Balancing chemical equations is at the heart of our understanding of conservation of mass

Essential Questions Guiding Questions How is the law of conservation of mass related to chemical reactions that

we encounter in our everyday life?

In chemical equations, what do coefficients and subscripts indicate? What indication is given in a chemical reaction that shows if a reaction is reversible? What are the characteristics of the five different types of chemical reactions? What is the relationship between reactants and products in balanced chemical

equations?TEKS TEKS Specificity - Intended Outcome

Con

cept

s

(7)  Science concepts. The student knows that changes in matter affect everyday life. The student is expected to: (C)  demonstrate that mass is conserved when substances undergo chemical change and that the number and kind of atoms are the same in the reactants and products;

” I CAN” statements highlighted in yellow should be displayed for students.I can

balance simple chemical equations and identify the reaction type (7C) recognize a chemical reaction has taken place and verify the conservation of mass (7C)

Skill

s

(2)Scientific processes. The student uses scientific methods during laboratory and field investigations. The student is expected to: (A)  know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section; (B)  plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology; (C)  collect data and make measurements with precision; (D)  organize, analyze, evaluate, make inferences, and predict trends from data; and (E)  communicate valid conclusions.

plan and perform safe investigations and experiments (1A, 2A)

make accurate measurements using a variety of measuring instruments (2B)

correctly express and manipulate quantities (2C)

communicate a valid conclusion (2D)

ELPS Student Expectations ELPS Specificity - Intended OutcomeELPS 1a – use prior knowledge and experiences to understand meaning in EnglishELPS 2c – learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactionsELPS 3c – share information in cooperative learning interactionsELPS 5b – write using newly acquired basic vocabulary and content-based grade-level vocabulary

Use prior experiences to expand upon and to learn academic and social vocabulary related to the chemical reactions (1A,,2C)

Expresses and shares opinions, ideas, feelings, and information with others individually or in small groups using appropriate vocabulary (3C)

Journal experiences using complete sentences and newly acquired vocabulary (5B) Use a variety of strategies such as learning Logs to assist in pre-reading activities to

gain new vocabulary (1A) Create and use labeled illustration to enhance learning of key concepts and vocabulary

(5B)College Readiness Student Expectations College Readiness - Intended Outcome

Science Standardso VII – E1: Classify chemical reactions by type.

Describe the evidence that a chemical reaction has occurred.

o Identify types of chemical reactions and the evidence that they have occurred.

Evidence of Learning1. Students will be able to verify the conservation of mass by balancing chemical reactions with at least 80% accuracy.2. Students will be able to verify the conservation of mass by calculating the mass of products and reactants with at least 80% accuracy

SAISD © 2010-11 –Fourth Grading Period Science IPC Page 10 of 23

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Science – IPCUnit of Study: Chemical Reactions

Weeks 7-8- Lesson 1 - (10 days) CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

Which reaction type always has only one reactant? What is a chemical equation? What is the law of conservation of mass? What are the different types of reactions?

Students are introduced to chemical formulas in Middle School 8.5D,E

The Teaching and Learning PlanInstructional Model & Teacher Directions

The teacher will… So students can…5 E model of Instruction Engage*Teacher demonstrations: Conduct some of the following activities to get the students excited about chemical reactions:

Pour 25 ml of 1M or 6M HCl acid into a Erlenmeyer flask and a carefully add a 2cm x 2cm piece of aluminum foil crunched up into a loose ball and place a in the flask and quickly cover it with a large balloon. Watch for the balloon to fill up with hydrogen gas. Write the chemical equation HCl + Al AlCl3 + H2 (balance it with your class) Answer: (6, 2, 2,3) Ask: What is inside the balloon? How did it get there? After it stops expanding, from a distance pop the balloon with a candle tied to a meter stick or

something similar. (Caution: beware of a back draft) Demo the MENTOS + SODA =?lab activity Demo a number of different chemical reactions; ones that show color change or form

precipitates. Ask: How do scientists represent a chemical reaction? What advantage is there in using symbols in place of word? (7C)

journal observation of chemical reaction (7C)

Explore Have students read pages 1 and 2 to identify the components of a chemical equation

and how to balance a chemical equation. Afterwards, have the students complete the handout on page 3: Balancing chemical

equations (7C)

Use Learning Logs (link) as pages 220-222 are read to identify and give the characteristics of the three types of radiation (7C)

Cornell Note Taking (7C) Define half life and perform a simple application to understand it (7C)

Explain Show students how to demonstrate that mass is conserved when substances undergo

chemical change and that the number and kind of atoms are the same in the reactants and products; (7C)

Make sure the students can identify the reactants and products. (7C) Review the balancing process (7C) Use the Promethean Interactive White Board Flip Chart - “Balancing Chemical

Equations”

√ check for student understanding

Compare and contrast the types of radiation (7C) Marzano's Six Steps to Effective Vocabulary Instruction (7C) Perform half life calculations (7C) Compare and contrast fission and fusion (7C) Identify applications of radioactive isotopes (7C)

Differentiation: (Additional support)Have students construct a foldable to identify reaction types.

Have students balance simple chemical equations using coefficients no larger that 3.

balance single and double replacement reaction equations (7C)

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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Elaborate Have students perform a single replacement (displacement) reaction such as (link) (7C) Have students balance single replacement reaction equations Ask- Is it the metal or

nonmetal that gets replaced? (7C) perform a different types of reactions and balance the reaction equations and additional examples (7C)

EvaluateHave students Identify and Balance Chemical Equations and determine what type of reaction is occurring.

Differentiation: (Mastery) Have students balance more difficult equations.

Refer back to the essential questions to assess student knowledge of lessons/concepts

Academic Vocabulary (Cards) reactant product symbol

Content Vocabulary identify analyze classify demonstrate predict thermal

Resources:Spectrum, Prentice Hall Chapter 2 (pp. 36 - 60)

Section 2.1 Section 2.2

Study Guide 2.3

Evidence of Learning

Formative Mini Assessment TAKS Benchmarks College-ReadinessAnticipated Skills for SAT/ACT/College Board

Al + Cl2 AlCl3

A student is given the unbalanced equation shown above. When this equation is correctly balanced using smallest whole numbers, what is the coefficient that should be placed in the empty box in front of Cl2?

F 6 G 4H 3J 2

What coefficient values will balance the reaction shown above?

A 2, 2, 1B 1, 1, 1C 2, 1, 2D 1, 2, 2

Additional TAKS Questions

o Write and balance chemical equations using the law of conservation of mass.

Copper carbonate (+ heat) → Copper oxide + Carbon dioxide is an example of

A synthesis or direct combination reactionB simple displacementC double decomposition reactionD decomposition reactionE partial neutralization reaction

SAISD © 2010-11 –Fourth Grading Period Science IPC Page 13 of 23

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Science - IPCUnit of Study: Nuclear Energy

Fourth Grading Period – Week 9 (5 days) CURRICULUM OVERVIEWBig Idea Enduring Understanding (Big Idea) Unit Rationale

Energy is released from atoms that either under go fission or fusion. Alternative energy sources include energy production by nuclear reactors.

As the worlds supply of fossil fuels decline energy production by nuclear fission is gaining popularity. With the increased use of nuclear power comes increase in the disposal of radioactive materials which can impact the environment. Radioactive isotopes play an important role in medicine and industry.

Essential Questions Guiding Questions

Is energy production by nuclear reactors finally a safe and cost efficient method?

What are the forms of radiation? What is the half life of a radioactive element? What is the difference between nuclear fusion and nuclear fission? Why is nuclear waste a problem for disposal?

TEKS TEKS Specificity - Intended Outcome

Con

cept

s

IPC TEKS 7 The student knows that changes in matter affect everyday life. The student is expected to:

(E)  describe types of nuclear reactions such as fission and fusion and their roles in applications such as medicine and energy production; an

” I CAN” statements highlighted in yellow should be displayed for students.I can compare and contrast the three types of radiation (7E) describe the process of nuclear decay (7E) perform half life calculations (7E) compare and contrast fission and fusion reactions (7E)

Skill

s

IPC TEKS 2 The student uses scientific methods during field and laboratory investigations. The student is expected to

(B)  plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology;(C)  collect data and make measurements with precision;(D)  organize, analyze, evaluate, make inferences, and predict trends from data; and(E)  communicate valid conclusions.

IPC TEKS 3 The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to

(E)  describe connections between physics and chemistry and future careers;(F)  research and describe the history of physics and chemistry and contributions of scientists.

plan and perform safe investigations and experiments (2B) make accurate measurements using a variety of measuring instruments

(2C predict trends from data as well as graphic data (2D communicate a valid conclusion (2E)

SAISD © 2010-11 –Fourth Grading Period Science IPC Page 14 of 23

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

ELPS Student Expectations ELPS Specificity - Intended OutcomeELPS 1A – use prior knowledge and experiences to understand meaning in EnglishELPS 2C – learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactionsELPS 3C – share information in cooperative learning interactionsELPS 5B – write using newly acquired basic vocabulary and content-based grade-level vocabulary

Use prior experiences to expand upon and to learn academic and social vocabulary related to the motion of waves and their characteristics (1A,,2C)

Expresses and shares opinions, ideas, feelings, and information with others individually or in small groups using appropriate vocabulary (3C)

Journal experiences using complete sentences and newly acquired vocabulary (5B)

Use a variety of strategies such as learning Logs to assist in pre-reading activities to gain new vocabulary (1A)

Create and use labeled illustration to enhance learning of key concepts and vocabulary (5B)

College Readiness Student Expectations College Readiness - Intended OutcomeScience Standardso VII – K1: Understand radioactive decayo X – B2: Know the various sources of energy for human and other biological

systems

o Identify how some elements are radioactive and others are noto Describe how the processes of Nuclear Fission and Fusion produce energyo Describe the environmental impacts of Nuclear Energy

Evidence of Learning1. Identify a nuclear process as being fission or fusion with at least 80% accuracy.2. Perform half-life calculations with at least 80% accuracy.3. Provide examples of the beneficial use of radioisotopes with at least 80% accuracy

SAISD © 2010-11 –Fourth Grading Period Science IPC Page 15 of 23

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Science – IPCUnit of Study: Nuclear Energy

Week 9- Lesson 1 - Radiation, Fission and Fusion (4 - 5 days) CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

What are the forms of radiation? What is the half life of a radioactive element? What is the difference between nuclear fusion and nuclear fission? Why is nuclear waste a problem for disposal?

Basic ideas of energy sources and transformations are presented in middle school (6.7A)

The Teaching and Learning PlanInstructional Model & Teacher Directions

The teacher will… So students can…5 E model of Instruction Engage

Demo the three types of radiation and their penetrating power (link) (7E) Journal the observations of the types of radiation modeled by the teacher

(7E)Explore

Have students read pages 220-222 Ask - Which part of the demonstration modeled alpha particles, which was beta particles, and which was gamma rays? When are you exposed to these types of radiation? Is an X-ray a form of radiation? (7E)

Have the students read pages 225-227 to understand the concept of half life. Inform students that substances that are radioactive will lose their radiation over a period of time in a series of one-half steps - This time is called ""half life" Have the students do a quick activity to mimic "half life" decay ; possible activity (link) (7E)

Use Learning Logs (link) as pages 220-222 are read to identify and give the characteristics of the three types of radiation (7E)

Cornell Note Taking (7E) Define half life and perform a simple application to understand it (7E)

Explain nuclear decay and identify the three basic types of radiation (7E) half-life calculations (7E) the processes of nuclear fission and fusion (7E) the environmental issues with the use, storage and disposal of nuclear waste (7E) applications of radioisotopes in research and medicine Show video clip on radioisotopes

(link) (7E)

√ check for student understanding

Differentiation: (Additional support)Work with a partner to determine the time that has passed during two half lives of a given substance

Compare and contrast the types of radiation (7E) Marzano's Six Steps to Effective Vocabulary Instruction (7E) Perform half life calculations (7E) Compare and contrast fission and fusion (7E) Identify applications of radioactive isotopes (7E)

Elaborate Have students use a Learning Logs (link) as they read pages 229-234 to compare and

contrast nuclear fission and fusion (7E) Show video clip on Atomic Bomb (7E) Have students create a visual to contrast the dangers and benefits of nuclear energy.

(7E)

Cornell Note Taking (7E) Use Learning Logs (link) as pages 229-234 are read to compare and

contrast fission and fusion (7E) Make a visual to identify the pros and cons of nuclear energy

production and use (7E)

SAISD © 2010-11 –Fourth Grading Period Science IPC Page 16 of 23

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Evaluate Students are able to differentiate between the three types of radiation (7E) Students can compare and contrast fission and fusion (7E) The students is able to list three uses of radioactive isotopes (7E)

Differentiation: (Mastery) Have students research and list the location of the nuclear reactors currently being used in Texas.

Refer back to the essential questions to assess student knowledge of lessons/concepts

Create a visual to compare and contrast the three types of radiation (7E)

Identify the differences between fission and fusion reactions in terms of energy production method and amounts (7E)

Provide examples of the use of radioisotope (7E)

Content Vocabulary: alpha particle beta particle gamma ray nuclear decay half-life fission fusion isotope

Academic Vocabulary: applications contrast compare penetrate

Resources:Spectrum, Prentice HallChapter 7 (pp.221-240)

Section 7.1 Section 7.2 Section 7.3

Study Guide 7.1, 7.2, 7.3Enrichment Worksheets 7.1, 7.3, 7.4, 7.5, 7.8 Fission and fusion: http://chemed.chem.purdue.edu /genchem/topicreview/bp/ch23/fission.html

English Language Proficiency Standards (ELPS)ELPS Language ObjectivesELPS 1a – use prior knowledge and experiences to understand meaning in EnglishELPS 2c – learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions

ELPS StemsUse what you know about the concept of atomic structure to describe how a fission reaction differs from a fusion reaction.

Identify words and phrases heard in a discussion about radioactive decay.

Evidence of LearningFormative Mini Assessment TAKS Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College Board

TAKS Not Tested

2H = 3H 1n + ___ 1 1 o

The missing product in the nuclear reaction is

A 1H 1

B 3 He 2

C 4 He 2

D 4 Li 3

E 5 Li Answer C 3

SAISD © 2010-11 –Fourth Grading Period Science IPC Page 17 of 23

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Science - IPCUnit of Study: Heating and Cooling Systems

Forth Grading Period – Week 10 (2 days) CURRICULUM OVERVIEWBig Idea Enduring Understanding (Big Idea) Unit Rationale

Heating and cooling of buildings is possible mainly by machines that transfer energy as heat from one place to another

As our climate begins to changes (global warming) we need to better understand what role with heating and cooling of human habitats have on the environment.

Essential Questions Guiding Questions What are the advantage and disadvantages of the different types of

heating and cooling systems? Why can't you cool a kitchen by leaving the refrigerator door open? In terms of heat gained or released, how do gases react to changes in pressure?

TEKS TEKS Specificity - Intended Outcome(5)  Science concepts. The student recognizes multiple forms of energy and knows the impact of energy transfer and energy conservation in everyday life. The student is expected to: (E)  investigate and demonstrate the movement of thermal energy through solids, liquids, and gases by convection, conduction, and radiation such as in weather, living, and mechanical systems;

” I CAN” statements highlighted in yellow should be displayed for students.I can

Con

cep Recognize, investigate and demonstrate different heating and cooling systems

Recognize, investigate and demonstrate condensation and evaporation in terms of heat transfer

Recognize, investigate and demonstrate the connection between heating and cooling of the Earth and the weather

Skill

s

IPC TEKS 2 The student uses scientific methods during field and laboratory investigations. The student is expected to

(B)  plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology;(C)  collect data and make measurements with precision;(D)  organize, analyze, evaluate, make inferences, and predict trends from data; and(E)  communicate valid conclusions.

plan and perform safe investigations and experiments (1A, 2A)

make accurate measurements using a variety of measuring instruments (2B)

correctly express and manipulate quantities (2C)

communicate a valid conclusion (2D)

Evidence of Learning1. Demonstrate the mechanisms of different heating and cooling systems with at least 80% accuracy.

2. Recognize, investigate and demonstrate the cost of using an appliance based on its energy rating with at least 80% accuracy.

SAISD © 2010-11 –Fourth Grading Period Science IPC Page 18 of 23

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Science – IPCUnit of Study: Heating Systems

Week 8 - Lesson 1 - Heating and Cooling Systems ( 2 days) CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

Why can't you cool a kitchen by leaving the refrigerator door open? In terms of heat gained or released, how do gases react to changes in pressure?

The transformation of energy is addressed in middle school science (6.9B, 8.9D )

The Teaching and Learning PlanInstructional Model & Teacher Directions

The teacher will… So students can…5 E model of Instruction Engage

Have students do the demo on page 344 as an introductory activity. Ask - What are different way people cool off when they are hot? (5E)

Summarize the heating and cooling process demonstrated (5E)

Explore Have students use an appliance efficiency label to estimate the power usage per day to

operate it as well as the cost per day to run it (link) (5E) Estimate power usage per day for selected appliances (5E)

Explain different heating and cooling systems (5E) how the heating and cooling process relates to living organisms, the weather, and

machinery (5E)

√ check for student understanding

Differentiation: (Additional support)Have students demonstrate how the evaporation of alcohol from the skin is a cooling process

Comparer and contrast different heating cooling systems used in the home or industry (5E)

Provide examples of how some organism regulate their body temperature (5E)

Elaborate Have students read pages 344-345 and explain why you can not cool the kitchen by

opening the door to the refrigerator (5E)

Differentiation: (Mastery)

Have students list different way of heating or cooling homes and buildings.

Use Learning Logs (link) as pages 344-345 are read to explain why you can not cool a room by opening the door to the refrigerator (5E)

Evaluate Describe how a basic cooling or heating system works (5E)

Refer back to the essential questions to assess student knowledge of lessons/concepts

Explain how a basic cooling or heating system works (5E)

Content Vocabulary: evaporation condensation refrigerant temperature heat passive heating

Academic Vocabulary: regulate efficiency differentiate

Resources:Spectrum, Prentice HallChapter 10 (pp.339-346)

Section 10.3

Heating and cooling systems: http://www.eere.energy.gov/state_energy/technology_overview.cfm?techid=15

SAISD © 2010-11 –Fourth Grading Period Science IPC Page 19 of 23

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Evidence of LearningFormative Mini Assessment TAKS Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College Board TAKS

Not Tested

SAISD © 2010-11 –Fourth Grading Period Science IPC Page 20 of 23

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Science - IPCUnit of Study: Density Skills Revisited

Forth Grading Period – Week 10 & 11 (3 days) CURRICULUM OVERVIEWBig Idea Enduring Understanding (Big Idea) Unit Rationale

Those skills used when doing science are called the science process skills. Process skills are the ways of thinking and reasoning that are used to solve scientific problems they are continually addressed.

As we require students to carry out investigations, we must give them the skills they need to do and comprehend science content and procedures.

Essential Questions Guiding Questions

Which labs skills are the most important for students to be proficient in applying?

What are the steps scientists uses to solve problems or answer questions? What is meant by the "precision" of a measuring tool? What graph type is best used to display data? What is the difference between an observation and an inference?

TEKS TEKS Specificity - Intended Outcome

Con

cept

s

(6)  Science concepts. The student knows that relationships exist between the structure and properties of matter. The student is expected to: (C)  analyze physical and chemical properties of elements and compounds such as color, density, viscosity, buoyancy, boiling point, freezing point, conductivity, and reactivity;

” I CAN” statements highlighted in yellow should be displayed for students.I can

Demonstrate proficiency in skills used during laboratory investigations

Skill

s

IPC TEKS 2 The student uses scientific methods during field and laboratory investigations. The student is expected to

(B)  plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology;(C)  collect data and make measurements with precision;(D)  organize, analyze, evaluate, make inferences, and predict trends from data; and(E)  communicate valid conclusions.

Plan and conduct and investigations using safe procedures (2B)

Collect, graph, and interpret data (2C)

Make precise measurements (2C)

Communicate the results of an investigation (2D)

Evidence of Learning1. Analyze and investigate density with at least 80% accuracy.

2. Make measurements of the objects’ density with at least 80% accuracy. 3. Perform an investigation to solve a problem or determine an amount with at least 80% accuracy

SAISD © 2010-11 –Fourth Grading Period Science IPC Page 21 of 23

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Science – IPCUnit of Study: Density Skills Revisited

Week 10 & 11 - Lesson 1 - (3 days) CURRICULUM GUIDEGuiding Questions Essential Pre-requisite Skills

What are the steps scientists uses to solve problems or answer questions? How is density a measuring tool?

Student continue to reinforce and add to their ongoing knowledge and use of process skills and specific to science (2 A,B,C,D ; 3A,B grades 1-12)

The Teaching and Learning PlanInstructional Model & Teacher Directions

The teacher will… So students can…5 E model of Instruction Engage

Have the students create a table with four columns in their interactive notebook. Tell them to label the columns as such: Object name, Prediction, Sink, Float. Afterwards, show students a number of different objects and ask them to predict if they think the object will sink or float when placed in 500 ml beaker filled with water and explain why they think so. Place each object in the water and quickly remove it. Have them record the results in their interactive notebook (link) (2A)

Journal observations and form hypothesizes (2A)

Explore Challenge students to use aluminum foil to design an object that sinks and an object that

floats in water. Provide each student with an experiment report . Have students shape a piece of aluminum foil into a design that they think will float. Direct students to fill in the first half of their experiment report (Name, Design, and Hypothesis). Instruct students to test their design in a beaker of water and complete the rest of their experiment report (Outcome, Conclusion). Repeat this process, but have students design an object that will sink in water.

Design an object that has a density greater than water that it makes the object sink when placed in water (6C, 2B)

Design an object that has a density less than water that it makes the object float when placed in water (6C, 2B)

Explain Analyze and discuss what density is and the relationship between mass and volume.

Explain the units of each and how to rewrite the formula to solve for the unknown. Show the 2 page sample power point or one similar. Analyze and explain that objects less dense than water will float and objects more dense than water will sink. Use the formula for density (D = M/V) to discuss how density can be changed by changing either mass or volume.Have the students copy the notes in their interactive notebook. (6C)

√ check for student understanding

Journal notes in the interactive notebook (2B)

Elaborate Discuss what was learned during the lesson. Refer to the lesson objectives and have

students volunteer answers. Possible discussion topics include: 1) How would you explain density to someone who never heard of it? (The relationship of mass to volume D = M/V), 2) Describe some ways to change density with examples. (Add/Remove matter; Increase/Decrease occupied space), 3) Why do ships float, while nails sink when they are composed of the same material? (The shape of the ship is designed in a way to increase volume to the point that the ship is less dense than the surrounding water-a solid square of steel will sink, but steel shaped like a bowl will float), 4) What would happen if we used salt water or soda water in our experiment? (Salt water is more dense; soda water is less dense).)

Investigate the different designs that other students created and disc (2A,B,D)

SAISD © 2010-11 –Fourth Grading Period Science IPC Page 22 of 23

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Evaluate Have students solve for density by using (2A,B,C,D)

Refer back to the essential questions to assess student knowledge of lessons/concepts

Determine the percent composition of copper in a penny (2A,B,C,D)

Content Vocabulary: density mass volume

Academic Vocabulary: analyze plan implement investigate

Resources:Spectrum, Prentice Hall

Evidence of LearningFormative Mini Assessment TAKS Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College Board TAKS 2005

According to this information, what is the best prediction for the boiling point of the seven carbon alcohol?A 169 oCB 178 oCC 186 oCD 192 oC

Answer B

Under which situation will the viscosity of the oil increase?A As temperature decreasesB When mixed with waterC As its volume decreasesD As its flow increasesE As its resistance stabilizes

Answer A

SAISD © 2010-11 –Fourth Grading Period Science IPC Page 23 of 23

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.